Overview

In this project students use stimulus material to design an investigation based on discussion and, for
higher ability students, research. They carry out the investigation, write up the investigation, and
produce a piece of writing similar to the stimulus material.
This project is about the use of thermistors to monitor the temperature inside tanks that house a
variety of animals at a pet shop.
The project is in four parts.

Part 1
Students read stimulus material and answer questions that check their understanding.

 Foundation (developing/secure): Students discuss possible questions (some basic questions are
given) and decide which question to investigate. Students could be steered to investigate the
effect of temperature on the current through a thermistor in water at a fixed potential difference.
They test two thermistors and work out the best. There is a writing frame to help guide the
discussion.

 Higher (secure/extending): Students do research and discuss possible questions that they could
investigate. They decide which method they will use for measuring the change in resistance. As
with the foundation paper, students could be steered to an investigation into the effect of
temperature on current in a range of thermistors. The most able students may want to contrast
the use of the thermistor in air and in water or contrast different types of circuit for measuring
resistance change.

Answers to questions
Foundation
1 thermometer (1 mark), resistance (1 mark), current (1 mark), thermistor (1 mark)
2 ammeter (1 mark)
3 thermistor A (1 mark) because the same change in temperature produces a bigger
change in current (1 mark)

Higher
1 thermistor (1 mark)
2 description of an experiment that uses a cell/battery, resistors/lamps, ammeter (2 marks)
Involves setting up a series circuit with one resistor/lamp and measuring the current (1 mark).
Then add resistors/lamps and measure the current (1 mark).
As the resistance increases the current decreases (1 mark).
3 An ammeter (1 mark). As the temperature of the thermistor changes so does its resistance
(1 mark) so the current would change (1 mark).

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Part 2
Students plan the investigation. There is a hints sheet available to help students with their planning.
The options are:

 testing one thermistor and suggesting the currents that indicate when the tanks mentioned in the
article are too hot or too cold.

 testing two (or more) thermistors and selecting the best one based on the change in
current/potential difference for the range of temperatures for each animal.

 testing one thermistor using the current method, and one by measuring the voltage across the
current limiting resistor and evaluating the difference.
Notes:

 You may wish to guide the students towards using particular thermistors if a range is available.
You will also need to provide a current-limiting resistance and a meter that measures the current
in A or mA as appropriate, or the potential difference in volts.

 The thermistor should be connected in the circuit and suspended so that just the bowl/bead is
submerged. The leads should be long enough to facilitate this.

Answers to questions
Foundation
1 Question identified (1 mark). Students could select from:

 How does the current through a thermistor change as the temperature changes?

 Which thermistor is the best for each animal’s tank?

Students may have chosen to combine the questions.

2 Any reasonable prediction given (2 marks). For example:
I think the thermistor that produces the biggest change in current for the range of temperatures
needed is best because it will be easier to see when the temperature is too big or too small.
3 a temperature/type of thermistor (1 mark)
b current/change in current (1 mark)
4 See the example plan given below. For full marks students need to give a full equipment list,
including specifics such as size, a mention of safety precautions, and a logical method (5 marks).
They need to have included at least one control variable (1 mark).
5 See the table given in the example plan. Award one mark for logical table structure including
space for repeats, and one mark for correct inclusion of both variables with units.
6 a sources identified if appropriate (1 mark for each appropriate source stated,
maximum 2 marks)
b most helpful source identified and reasonable explanation given (1 mark)

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Higher
1 a any two reasonable sources stated (1 mark for each source stated, maximum of 2 marks)
b most helpful source identified and a suitable explanation given (1 mark)
2 question recalled in full (1 mark)
3 explanation including points about being able to collect data (1 mark) and the nature of the
question being scientific, quoting variables (1 mark). For example:
We decided to investigate the effect of changing the temperature on the current. Investigating
the current means we can collect data (current) for each temperature. We have a dependent
(current) and independent variable (temperature). We will repeat the experiment for different
thermistors to find the most appropriate thermistor for each tank.
4 Appropriate hypothesis (2 marks). For example:
I think that as the temperature of a thermistor changes its resistance will change. This will cause
the current in a circuit to change, allowing the change in temperature to be detected.
5 See the example plan given below. Marks are awarded for a coherent plan with a clear structure
and good quality of written communication. Writing something similar to the example plan will
give the student 4 out of 6 marks. For full marks to be awarded the student should also have
included a prediction (1 mark) and suggestions for accuracy and precision (1 mark). This should
include using preliminary work to decide the most appropriate values of the control variables and
how they are to be controlled.

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Model answer for plan (QWC, 6)
Equipment

 a cell or battery of cells

 wires

 thermistor

 safety resistor

 crocodile clips

 ammeter, or milliammeter, as appropriate

 retort stand, boss, and clamp

 beaker of water

 tripod

 thermometer

 warm water (from a kettle)

Safety (risk assessment)

 Care should be taken when pouring hot water from the kettle.

 The thermistor should be clamped firmly in the clamp and carefully lowered into the water.

Method
1 Set up a simple circuit with a cell, thermistor, safety resistor and ammeter, as in the diagram
below:

2 Put the thermometer in the beaker, and fill the beaker with warm water from the kettle.
3 As soon as the temperature on the thermometer has reached a steady value, record the current.
4 Allow the water to cool down or add cold water to change the temperature of the water over the
range shown in the table.
5 Repeat the experiment.

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6 Repeat the experiment for different thermistors (optional Higher)

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Independent variable

 Temperature/type of thermistor

Dependent variable

 Current/change in current

Control variables
I am going to keep the following things the same:

 Safety resistor

 Potential difference of the cell or battery

 Type of thermistor (not applicable for Higher)

Results table

Current (A)
Temperature
(°C) Measurement 1 Measurement 2 Measurement 3 Mean

40

38

36

34

32

30

28

26

24

22

20

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Part 3
Students answer some questions about their investigation and a similar investigation. There is a
hints sheet available to help them plot a graph.

Answers to questions
1 independent variable consistent with investigation, for example temperature (1 mark)
dependent variable consistent with investigation, for example current (1 mark)
control variable consistent with investigation, for example potential difference (1 mark), type of
ammeter (1 mark, Higher)
2 a and b correct response dependant on results recorded (1 mark). Students should repeat results
to show their results are repeatable (for accuracy and precision) (1 mark).
3 a Accurate plotting of mean results on a graph:

 appropriate scale (1 mark)

 labelled axes with units (1 mark)

 accurate plotting with a line of best fit (1 mark)

b identification of trend (1 mark)

c description consistent with results (should see higher current with higher temperature,
if using a negative temperature coefficient thermistor) (2 marks)
d The student needs to compare their results with their original prediction by stating whether
or not their results support their prediction (1 mark), describing the difference/similarity
(1 mark), and quoting some data (1 mark).

Foundation
4 a bead thermistor (1 mark)
b The company were measuring the current in thermistors at different temperatures between
20 °C and 40 °C (1 mark). Their results show that the bead thermometer is better at
measuring temperature change (1 mark). This is because the change in current is bigger
(1 mark).

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Higher
4 a Mean values calculated (1 mark for each column):

Bead thermistor Barrel thermistor

Mean Mean
Temperature Current Current Current Current
current current
(°C) (mA) (mA) (mA) (mA)
(mA) (mA)
40 80 78 79 20 21 21

38 76 76 76 20 22 21
36 72 74 73 20 21 21

34 65 66 66 19 19 19
32 51 53 52 19 19 19

30 50 48 49 19 18 19
28 49 47 48 17 16 17

26 49 47 48 14 15 15
24 48 46 47 10 8 9

22 48 46 47 8 6 7
20 48 46 47 5 5 5

b The resistance of the bead thermistor changes more at high temperatures. (1 mark)
The current change is bigger at high temperatures than at low temperatures. (1 mark)
OR
The resistance of the barrel thermistor changes more at low temperatures. (1 mark)
The current change is bigger at low temperatures than at high temperatures. (1 mark)
5 Award up to 3 marks for any correct combination of the following.
The bead thermistor is better for measuring changes at high temperatures (1 mark). It should be
used in tanks where there are high temperatures, for example reptiles (1 mark).
The barrel thermistor is better for measuring changes at low temperatures (1 mark). It should be
used in tanks where there are low temperatures, for example tropical fish tanks (1 mark).
The company were testing how the current in the different thermistors varied as the temperature
changed (1 mark). Their results show that different thermistors are suitable for different
temperature changes (1 mark). They show that temperature can be shown as a reading on an
ammeter (1 mark).
6 An example could include conducting more repeats (1 mark). This would produce more precise
results (1 mark).

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Part 4
Students plan and complete a piece of Big Write that is of the same type as the stimulus material.
They may make use of the stimulus material, or you may wish to provide them with examples of
similar material, such as newspaper articles or leaflets.
There is an opportunity for group discussion looking at further stimulus material if provided.
There is a planning grid to help them plan their Big Write. There is also a hints sheet that provides a
writing frame for a newspaper article.

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements 9

This resource sheet may have been changed from the original.