A plant grows 2 cm in week one and 3 cm in week two. What is its total growth?
- 5 cm
- 6 cm
- 1 cm
- 3 cm
Answer and explanation
5 cm
5 cm
Subjects
Inquiry
Choose questions individually, practise online, or create a worksheet with matching answers. Counts include generated variants, not only authored originals.
Make a worksheet69 question instances
Sample exercises
You compare two identical plants to investigate light. Describe one thing you would change and two things you would keep the same.
Answer and explanation
Change the light exposure. Keep the plant type, water amount or soil conditions the same. Award credit for identifying the tested variable and two sensible controls.
Change the light exposure. Keep the plant type, water amount or soil conditions the same. Award credit for identifying the tested variable and two sensible controls.
A paper towel absorbed more water than another in one trial. Why would repeating the test be useful?
Answer and explanation
Repeating helps check whether the result is consistent rather than due to chance or an uncontrolled difference.
Repeating helps check whether the result is consistent rather than due to chance or an uncontrolled difference.
Two groups of similar seedlings receive different amounts of light. What is deliberately changed?
- date of measurement
- type of ruler
- plant labels
- light exposure
Answer and explanation
light exposure
light exposure
To test light exposure, which should usually be kept similar?
- only the label colour
- the final height
- plant type and watering
- the conclusion
Answer and explanation
plant type and watering
plant type and watering
A pupil records plant height every morning. Which is the measured outcome?
- question title
- pot label
- height
- pupil name
Answer and explanation
height
height
Study notes
Growing plants: questions and evidence
Change the factor being tested and keep other relevant conditions as similar as possible.
Grades 3–5Growing plants: questions and evidence · revision card
Change the factor being tested and keep other relevant conditions as similar as possible.
Grades 3–5Designing tests and judging conclusions
Ask what was measured, how often, and which alternative explanations remain.
Grades 6–10Designing tests and judging conclusions · revision card
Ask what was measured, how often, and which alternative explanations remain.
Grades 6–10Measurement, units and observations
Use a unit appropriate to the quantity and size being measured.
Grades 3–7Measurement, units and observations · revision card
Use a unit appropriate to the quantity and size being measured.
Grades 3–7Observing, recording and comparing
Separate an observation from a guess about its cause.
Grades 1–4Observing, recording and comparing · Revision card
Separate an observation from a guess about its cause.
Grades 1–4Investigations, controls and cautious conclusions
Identify the factor changed, the outcome measured and important controlled factors.
Grades 9–12Investigations, controls and cautious conclusions · Revision card
Identify the factor changed, the outcome measured and important controlled factors.
Grades 9–12Investigation planning and evidence checklist
A compact reference for designing, recording and evaluating a classroom investigation.
Grades 6–12Ask, observe and compare
Build a fair comparison from a clear question.
Grades 3–6Ask, observe and compare · Revision sheet
Build a fair comparison from a clear question.
Grades 3–6Measurements, uncertainty and fair comparisons
A measurement combines a numerical estimate with units and an appropriate description of uncertainty. More digits do not necessarily mean better evidence.
Grades 7–12Measurements, uncertainty and fair comparisons · revision notes
A measurement combines a numerical estimate with units and an appropriate description of uncertainty. More digits do not necessarily mean better evidence.
Grades 7–12