bio peka panduan

7/31/2019 Bio Peka Panduan

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CONTENTS Page

1.0 Introduction 2

2.0 Objectives of SPM Biology PEKA 2

3.0 The Characteristics of SPM Biology PEKA 23.1 Compatibility with the Curriculum Specification3.2 Pupil-centered3.3 Feasible and Systematic3.4 Open and Transparent3.5 Variety of Instruments3.6 Continuous and Formative Assessment3.7 Valid and Reliable3.8 Positive Reports3.9 Continuous Monitoring

4.0 The Organization of SPM Biology PEKA 44.1 Planning4.2 Administration4.3 Scoring4.4 Reporting4.5 Moderation

5.0 Method for Assessment 5

6.0 The Framework of SPM Biology PEKA 66.1 Learning Area6.2 Construct, Score and Criteria

7.0 Grading Procedure 127.1 Individual Score Form (ISF)7.2 Grading7.3 Sample of Individual Score Form (ISF)7.4 Procedures in Managing the ISF

8.0 Reporting Procedure 138.1 Certificate8.2 Master Score Form (MSF)

Appendix 14


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1.0 INTRODUCTION

The SPM Biology Practical Work Assessment (SPM Biology PEKA) is a school based

assessment that is implemented in schools as a part of teaching and learning process.

SPM Biology PEKA Assessment Guide contains information about the objectives,

characteristics and organization of SPM Biology PEKA. It also outline the assessment

procedures to serve as guidelines for teachers to carry out the assessment in a

coordinated manner.

2.0 OBJECTIVES OF SPM BIOLOGY PEKA

The objectives in conducting SPM Biology PEKA is to enable the pupils to :

* Master the Scientific Skills

- Science Process Skills

- Science Manipulative Skills

* Strengthen the knowledge and understanding of scientific theories and concepts.

* Inculcate the Scientific Attitudes and Noble Values

3.0 THE CHARACTERISTICS OF SPM BIOLOGY PEKA

3.1 Compatibility with the Curriculum Specification

The assessment should be compatible with the knowledge, scientific skills,scientific attitudes and noble values to be developed in the teaching and learning

process as specified in the SPM Biology Curriculum.

3.2 Pupil-centered

All activities should be carried out by the pupils in a conducive environment and

guided by the teachers teaching plan. The pupils should be assessed in

accordance to their abilities and readiness.

3.3 Feasible and Systematic

The format of assessment is designed to be practical and manageable.

The assessment procedure should be systematic to enable teachers to

administer the assessment efficiently.


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3.4 Open and Transparent

The pupils should be informed of the following aspects :

What are the constructs that will be assessed?

How will the construct be assessed?

When will the construct be assessed?

Where will the construct be assessed?

3.5 Variety of Instruments

Pupils may use a variety of instruments such as practical report, folio, project,

scrap book, check-lists and models as evidence of their ability and their level of

performance.

3.6 Continuous and Formative AssessmentThe assessment is to be carried out from Form 4 to Form 5. Throughout the

assessment period the pupils are encouraged to acquire knowledge and

experience and also given opportunities to improve their work and their score.

3.7 Valid and Reliable

The validity of the assessment is determined by the scores that portray relevant

information on the constructs assessed. It is ascertained by ensuring the

constructs assessed are within the curriculum specification.

The reliability of the assessment refers to the consistency and accuracy of the

scores obtained through the process of moderation and monitoring.

3.8 Positive Reports

The scores reported should show that an acquisition of skills that stimulates the

pupils to improve on their performance and achievement to a better level of

mastering skills, is achieved.

3.9 Continuous MonitoringThe assessment process SPM Biology PEKA has to be monitored and

supervised systematically from time to time to ensure that it is carried out in

accordance to its objectives and procedures.


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4.0 THE ORGANIZATION OF SPM BIOLOGY PEKA

4.1 Planning

The assessment should be planned accordingly which includes aspects such as:

- the pupils to be assessed

- the time / duration to conduct the assessment

- the frequency of the assessment

- the personnel involved

- the type of instrument

- the scoring

- the grading

- the reporting

4.2 Administration

All evidence for assessment are collected and assessed by teachers responsible

in the teaching and learning process of the subject. The teachers are required to

manage the evidence produced by the pupils.

4.3 Scoring

Scores are awarded based on the scoring scheme.

The maximum score of each construct is 3.

The three best scores for each construct are taken from the assignments

assessed.

The maximum score for each construct is 9.

The grade for each total score is shown below.

Total Score Grade8, 9 A

5 ,6, 7 B3 , 4 C

1 ,2 D


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4.4 Reporting

The scores and grades are recorded in the Individual Score Form (ISF) and

compiled into the Master Score Form (MSF)

4.5 Moderation

A mechanism to ensure that pupils of similar skill level of each construct are

given similar scores. Moderation is an essential process to standardize and

monitor school based assessments in order to maintain the validity and reliability

of the assessment conducted by the teacher.

5.0 METHOD FOR ASSESSMENT

5.1 SPM Biology PEKA is carried out as a part of teaching and learning process.

5.2 Teachers can assess either one construct/skill or several

constructs/skills of a small group of pupils or of the whole class.

5.3 Scientific Attitudes and Noble Values should be assessed

simultaneously with other skills.

5.4 Teachers assess and score the evidence presented by the pupil. All

the information regarding the evidence are accessible to the pupils.

5.5 Pupils must submit a complete evidence.

5.6 Pupils who have not mastered any assessed constructs are given the

opportunity to repeat it in another assignment.

5.7 Students must complete enough assignments to ensure that all the

constructs have been assessed.

5.8 Pupils should be given adequate opportunity to master the required

skills before the assessment is made.


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5.9 The assessment should be carried at least two times in Form 4 and

two times in Form 5. The highest score for each construct could be

taken from either year.

6.0 THE FRAMEWORK OF SPM BIOLOGY PEKA

6.1 Learning Area

The learning area comprises of five main constructs.

Construct 1 : Planning Investigation or Experiment

Construct 2 : Conducting Investigation or Experiment

Construct 3 : Collecting and Recording Data

Construct 4 : Interpreting Data and Making ConclusionConstruct 5 : Scientific Attitudes and Noble Values

Constructs 1, 2, 3, 4 and 5 contain a list of the skills used as

performance indicators. The list is extracted and translated from the

Modul Kemahiran Proses Sains - Pusat Perkembangan Kurikulum,

1995.

The Scientific Attitudes and Noble Values are imbedded during the

assessment of science manipulative skills and must be observed by

the teacher / assessor.

The activity code is represented by the following information:

Year / Theme / Learning Objective / Learning Outcomes

(Refer Curriculum Specification)


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6.2 Construct, Score and Criteria (Performance Indicator)

6.2.1 Construct 1 : Planning the investigation or experiment

Construct

(Skills)

Criteria

(Performance Indicator)

Scoring Scheme

Planning the

investigation

or experiment

P1 : State the problem statement

P2 : State the aim

P3 : State the hypothesis

P4 : State the variables:

i) manipulated variable

ii) responding variable

iii) constant variable

P5 : List the materials /

substances / specimens

and apparatus

P6 :Technique

P7 : Write the procedure

Score 3Accomplished all P

Score 2Accomplished 4 - 6 P


6.2.2 Construct 2 : Conducting the investigation or experiment

Construct

(Skills)

Criteria


Scoring Scheme

Conducting

investigation

or

experiment

P1 : Set up apparatus and materials for the

experiment / correct and functional

P2 : Conduct the investigation or experiment

according to procedure and technique

correctly

P3 : Take measurement / make observationcorrectly


Score 2Accomplished any

two P

Score 1Accomplished anyone P


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6.2.3 Construct 3 : Collecting and Recording Data

Construct

(Skills)

Criteria


Scoring Scheme

Collecting and

Recording

Data

P1 : Construct a table with titles using

correct variables and units.

P2 : Record all values of the manipulated

variable with correct decimal place

P3 : Record all values of the responding

variable (with correct decimal place)

P4 : Record secondary data from

calculation (with suitable decimalplace and correct unit)

OR

Draw diagram that include the following;

P1 : Title

P2 : Big and clear

P3 : Neat and without broken lines

P4 : The diagram has a generalacceptable overall appearance as

representing the structure (functional

diagram)

Score 3

Accomplished

All P

Score 2

Accomplished

Any two of P

Score 1

Accomplished

Any one of P


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6.2.4 Construct 4 : Interpreting Data and Making Conclusion

Construct

(Skills)

Criteria


Scoring

Scheme

Interpreting

Data and

Making

Conclusion

Plot graph correctly.

The graph should includes the following:

P 1: Title of the graph and both axes labeled with

correct units

P 2: Uniform and even scale and all points

plotted correctly

P 3: Connected all points with smooth curve and

the size of the graph is more than 50% ofthe graph paper

P 4: Based on the graph, state the relationship

between the variables

P 5: Make a conclusion based on the graph

OR

Construct aBar Chart / HistogramThe chart includes the following:P1 : Title of the bar chart / histogram and both

axes labeled with correct units

P2 : All the bars / histogram constructed with

correct height

P3 : Uniform width of the bars / histogram

P4 : Based on the bar chart / histogram, state the

relationship between the variables

P5 : Make a conclusion based on the bar chart /histogram

OR

Score 3

Accomplished

All P

Score 2

Accomplished

At least threeP

Score 1

Accomplished

at least one P

completely


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Calculations.

The calculation includes the following:

P1 : Writing out the formula

P2 : Substitute values into the formula

P3 : Complete calculation and give answer

together with units

P4 : Based on the calculation state the

relationship between the variables

P5 : Make a conclusion based on the calculation

OR

Drawing

The drawing should include the following:

P1 : Diagram with any two parts labeled

P2 : State the magnification of the drawing

P3 : Draw straight label lines

P4 : Based on the observation state the

relationship between the variables /

similarities and differences

P5 : Make a conclusion based on the observation


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6.2.5 Construct 5 : Scientific Attitudes and Noble Values

Construct

(Skills)

Criteria


Scoring

Scheme

Scientific

Attitudes

and Noble

Values

P1 : Interested and curious

1. Asks questions to gather

information about the

task given.

2. Willing to listen to the

ideas of others.

P2 : Systematic1. Follows procedure in the

correct order.

P3 : Responsible

1. Honest in recording data

and observations.

2. Completes the task given

3. Submits assignment on

time.

4. Ensures personal safety,

safety of people around

and the surroundings.

5. Returns all apparatus to

their proper places.

6. Disposes materials

(if any) properly.

P4 : Cooperative

1. Willing to help each other.

2. Tolerant towards others.

3. Flexible and open minded to the

views of others.

Score 3

The student

exhibits any one

attitude or moral

value from each

of P 1 to P 4.

Score 2

The student

exhibits any one

attitude or moral

value from each

of any three P.

Score 1

The student

exhibits any one

attitude or moral

value from each

of any two P.


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7.0 GRADING PROCEDURE

7.1 Individual Score Form (ISF)

The scores obtained for each construct (skills / values) assessed are recorded in

the Individual Score Form (ISF) (Refer Appendix 1).

For each assignment:

(i) mark each cell with a or X or - with reference to each performance

indicator (P) as follows:

P assessed and mastered

X P assessed but not mastered

- P not assessed.

(ii) Determine the score for each construct (according to the scoring scheme)

and fill in the relevant cells.

(iii) Determine the total of the three highest scores for each construct and fill

in the relevant cells.

7.2 Grading

A grade is given based on the following table.

Total Score Grade Description

8, 9 A Excellent

5, 6, 7 B Credit

3, 4 C Satisfactory

1, 2 D Achieved minimum level


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7.3 Samples of Individual Score Form (ISF)

Refer Appendix 1a

7.4 Procedures in Managing the ISF

(i) The ISF is used to record the scores of each pupil during the

assessment based on the construct assessed.

(ii) The ISF should be used by teachers / assessors and

moderators.

(iii) The ISF must be completed in two copies:

(a) the original copy is kept by the teacher / assessor

(b) the second copy is kept in the pupils PEKA file

(iv) If a pupil transfers to another school, an updated copy of the

ISF should be enclosed together with the personal file to be

submitted to the new school.

8.0 REPORTING PROCEDURE

8.1 Certificate

The school must issue each pupil with a certificate signed by the

school principal. The certificate must shows the grade of each

construct.

8.2 Master Score Form (MSF)

At the end of the assessment period (Form 5), the highest score and

grade for every construct must be transferred to t he MSF.

The completed MSF must be submitted to Lembaga Peperiksaan

Malaysia according to the scheduled date.

(ReferAppendix 2)


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APPENDIX

APPENDIX 1 : Individual Score Form (ISF) 15

APPENDIX 1a : Individual Score Form (ISF) 16

APPENDIX 2 : Master Score Form (MSF) 17

APPENDIX 3 : Sample 1: A students report with score 3. 18





APPENDIX 8 : Scoring check list. 27


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BIOLOGY PRACTICAL WORK ASSESSMENT

INDIVIDUAL SCORE FORM (ISF)

SCHOOL NAME: .

NAME

IC NUMBERTEACHERS NAME

FORM

YEAR YEAR

NO. DATE INSTRUMENT

CONSTRUCT 1 CONSTRUCT 2 CONSTRUCT 3

C1PLANNING INVESTIGATION /

EXPERIMENT

C2CONDUCTING

INVESTIGATION /EXPERIMENT

C3COLLECTING ANDRECORDING DATA

INTM

PERFORMANCE INDICATORPERFORMANCE

INDICATORPERFORMANCE

INDICATOR

1 2 3 4 5 6 7

SCORE

1 2 3

SCORE

1 2 3 4

SCORE

1

1

2

3

4

5

6

7

8

9

10

TOTAL OF 3 HIGHEST SCORE

GRADE

PUPILS SIGNATURE ASSESSORS SIGNATURE ASSESSORS SIGNATURE

DATE: DATE: DATE:

TOTAL SCORE 8,9 5,6,7 3,4 1,2

GRADE A B C D


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BIOLOGY PRACTICAL WORK ASSESSMENTINDIVIDUAL SCORE FORM (ISF)

SCHOOL NAME: .

NAME

IC NUMBERTEACHERS NAME

FORM

YEAR YEAR

NO. DATE INSTRUMENT

CONSTRUCT 1 CONSTRUCT 2 CONSTRUCT 3

C1PLANNING INVESTIGATION /

EXPERIMENT

C2CONDUCTING

INVESTIGATION /EXPERIMENT

C3COLLECTING ANDRECORDING DATA

INTM

PERFORMANCE INDICATORPERFORMANCE

INDICATORPERFORMANCE

INDICATOR

1 2 3 4 5 6 7

SCO

RE 1 2 3

SCO

RE 1 2 3 4

SCO

RE 1

1 Enerqy value - Sample 1 3 3 3

2 Transpiration - Sample 2 3 3 3

3 Cell Structure -Sample 3 3 3 3

4 Nutrition - Sample 4 X 2 3 X X 2

5 Cell Structure - Sample 5 X X X X X 1 3 X X X 1 X

6

7

8

9

10

TOTAL OF 3 HIGHEST SCORE 9 9 9

GRADE A A A

PUPILS SIGNATURE ASSESSORS SIGNATURE ASSESSORS SIGNATURE

DATE: DATE: DATE:

TOTAL SCORE 8,9 5,6,7 3,4 1,2GRADE A B C D


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MASTER SCORE FORM (MSF)ASSESSMENT OF SCIENCE PRACTICAL WORK

BIOLOGY

SCHOOL :. CENTRE N

FORM :. YEAR:

ASSESSORS SIGNATURE PRINCIPA

( ) (

NO NAME IC NO. INDEX NO.

PERFORMANCE INDC1

PLANNINGINVESTIGATION/ EXPERIMENT

C2CONDUCTING

INVESTIGATION/ EXPERIMENT

C3COLLECTING

ANDRECORDING

DATAMARK GRADE MARK GRADE MARK GRADE

1

23456789101112131415


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Sample 1: A students report with score 3.

Topic : Energy Value

Problem

Statement

: Do cashews nuts have higher energy value than

groundnuts ?

C1 P1

Aim : Determining the energy value in food samples. C1 P2

Hypothesis : Cashews nuts have higher energy value than ground nuts. C1 P3

Manipulated

variable

: Types of nut

Responding

variable

: The rise in temperature of water

Constant

variable

: Volume of distilled water C1 P4

Materials : Fresh ground nuts, fresh cashews nuts, distilled water

and matches

Apparatus : Boiling tubes, retort stand, plasticine, long pins,

thermometer, electronic weighing scale, 25ml measuring

cylinder

C1 P5

Technique : Measure the rise in temperature of a volume of water

heated by the burning nuts to find its energy value

C1 P6

Procedure : 1. A cashew nut is weighed and its weight record.2. 20ml of distilled water is poured into a boiling

tube.3. The boiling tube is clamped to a retort stand.4. The temperature of the distilled water in the boiling

tube is recorded.5. The pointed end of a long pin is poked into a

cashew nut. The other end of the pin is poked into

a piece of plasticine.

6. The cashew nut is ignited by using a match stickand immediately placed under the boiling tube.

7. The flame from the cashew nut is allowed to heatup the water. The water is stirred gently by using athermometer to distribute the heat evenly. At the

same time the rise in temperature is observed.

8. The final temperature of the water is recorded in atable.

9. The energy value of the cashew nut is calculated.10.Steps 1 to 9 are repeated by using a groundnut.

C1 P7

TEACHERS SIGNATURE : ..

APPENDIX 3

C1 = 3


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Result : Food sample Cashewnut

Groundnut

Weight(g) 0.72 0.54

Initial temperature of water (oC) 30 30

Final temperature of water (oC) 92 74

Rise in temperature (oC) 62 44

Energy value (Jg-1) 7.23 6.84

C3 P 1 C3 P 2 C3 P 3

C3 P 4

We assume that all the heat released from the food sample

has been transferred to the water. Since the specific heatcapacity of water = 4.2 J-1g oC-1.

Energy value = 4.2 (Jg-1 o

C-1) x mass of water (g) xincrease in temperature (oC)

_______________________________

Mass of peanut(g) x 1000

Energy value of cashew nut = 4.2 x 20 x 62

0.72= 7233 J g -1

= 7.233 kJ g-1

Energy value of groundnut = 4.2 x 20 x 44

0.54

= 6488 J g-1

= 6.844 kJ g -1

C4 P 1 C4 P 2 C4 P 3

Discussion : The higher the rise in temperature of water, the more the

energy value content in the food sample.

C4 P 4

The rise in temperature for cashew nut is higher than

groundnut. Therefore, the energy value for the cashew nutis higher than the groundnut.

Conclusion : The energy value of cashew nut is different from theenergy value of groundnut. Cashew nut has a higher

energy value than groundnut. The hypothesis is accepted.

C4 P 5

C3 = 3

C4 = 3


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Sample 2: A students report with score 3

TOPIC TRANSPIRATIONScoring

1) Problems statement:Does air movement affect the rate of transpiration?

C1 P1

2) Aim:To investigate the effect of air movement on the rate of transpiration

C1 P2

3) Hypothesis:The rate of transpiration increases when air movement is faster.

C1 P3

4) Variables:Manipulate: air movementResponding: rate of transpirationConstant: Temperature

C1 P4

5) Apparatus:Potometer/capillary tube, beaker, ruler, stopwatch, stand fan, retort stand.MaterialA branch with leaves, distilled water.

C1 P5

6) Technique:Measure the time taken for the air bubble to move a distance of 5 cm with a stop watch underdifferent air movement

C1 P6

7) Procedure:1. Place the branch with leaves and the capillary tube in a container filled with water .2. Cut the branch slantly in the water.3. The branch is fixed to the rubber tube of the capillary tube.4. The leaves are wipe dry.5. Mark two points, X and Y at the distance of 5 cm on the capillary tube.6. Lift up the capillary tube above the water surface to trap an air bubble.7. Placed the photometer on the table under a fan with low speed.8. Time is recorded with a stop watch when the air bubble moves from X To Y point.9. Steps 6 to 8 is repeated for three times to get an average reading.10. Steps 6 to 8 is repeated but by using fan speed medium and high.11. The result are recorded in the table as shown below.12. The rate of transpiration are calculated.

C1 P7

RESULT: C3 P1

C3 P2 C3 P3

C3 P4

APPENDIX 4

Air movement Time taken for air bubble

move from X to Y (5 cm)

Transpiration

Rate (cm s-1

)

1 2 3 Average

Low speed 24 28 26 26 0.19

Medium speed 16 18 14 16 0.30

High speed 10 12 8 10 0.50

C1 = 3

C3 = 3



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Graph shows the transpiration rate against fan speed. C4 P1

C4 P2

C4 P3

Discussion:

1) The rate of transpiration is highest when the photometer is placed under a fan with highspeed while the rate of transpiration is the lowest under a fan with low speed

2) This is due to more water loss because more water vapour are swept by the high fan speed.

C4 P4

Conclusion.

The rate of the transpiration increases when the air movement increases.

C4 P5

.

C4 = 3


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TOPIC CELL STRUCTUREScoring

1) Problems statement:Does the animal and plant structure are different?

C1 P1

2) Aim:To investigate the differentiation of animal cell and plant cell.

C1 P2

3) Hypothesis:The plant cell have the fixed shape but animal cells have round shape.

C1 P3

4) Variables:Manipulate: type of cells.Responding: cell structureConstant: magnification of microscope.

C1 P4

5) Apparatus:Glass slides, cover slips, a light microscope, a scalpel, a pair of forceps, a glass dropper.beaker, toothpick, a mounting needle and filter paper MaterialMaterialAn onion bulb, drain water, aquatic plant, yeast solution, iodine solution. methylene bluesolution and distilled water.

C1 P5

6) Technique:Observing ,comparing and drawing structures in animal cell and plant cell by usingmicroscope.

C1 P6

7) Procedure:Plant cell1. A scale leaf is obtained from an onion bulb.2. The transparent epidermis from the inner surface of the onion scale leaf is peel off using

a forceps.3. A drop of water is put onto the middle of the slide and the epidermis is placed on the

drop of distilled water.4. The specimen is covered with a cover slip at 45 angle with the help of a mounting

needle .

5. A drop of iodine solution is added onto one side of the cover slip. To allow the iodinesolution to spread through the epidermis, a piece of filter paper is placed at the oppositeend of the cover slip.

6. A piece of filter paper is used to absorb the excess iodine solution. The slide is thenexamined under a light microscope using a low power

7. objective lens and then the high power objective lens.8. The epidermis is drawn and the cell structures which can be observed are labeled.Animal cell1. A drop of distilled water is placed on the slide.2. Using a blunt end of a toothpick, the inner side of the cheek is scraped a few times.3. The scrapping is smeared on the drop of water on the glass slide.4. Then it is covered with a cover slip at a 45an gle using a mounting needle.5. A drop of methylene blue solution is then added onto one side of the cover slip.

6. To allow the methylene blue solution to spread through the cell, a filter paper is placedon the opposite end of the cover slip.7. A piece of filter paper is then used to absorb the excess methylene blue solution.8. The slide is then examined under a light microscope using a low power objective lens

and then the high power objective lens.9. The cheek cell is drawn and the cell structures which can be observed are labeled.

C1 P7

APPENDIX 5


C1 = 3


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The diagram of plant cell and animal cell as shown under light microscope.

(X 100)

Plant cell Animal cell

C3 P1

C3 P2

C3 P3

C3 P4

C4 P 1

C4 P 2

C4 P 3

Discussion:

i. Both plant cell and animal cell have cytoplasm and nucleus.ii. Plant cell have vacuole, cell wall and plasma membrane.iii. Plant cell has regular shape because it has cell wall whereas animal cell has irregular shape

because it has no cell wall.iv. Both cells contain nucleus to control the activity of cell.

C4 P4

Conclusion.The plant cell have the fixed shape but animal cells have round shape.

C4 P5

Nucleus

Cytoplasm

Vacuole

Cell membrane

Cell wall

C3 = 3

C4 = 3


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Topic : Energy Value

ProblemStatement : Do cashews nuts have higher energy value thangroundnuts ?

C1 P1

Aim : Determining the energy value in food samples. C1 P2

Hypothesis : Cashews nuts have higher energy value than ground nuts. C1 P3

Manipulated

variable

: Types of nut

Responding

variable

: The rise in temperature of water

Constant

variable

: Volume of distilled water C1 P4

Materials : Fresh ground nuts, fresh cashews nuts, distilled water

and matches

Apparatus : Boiling tubes, retort stand, plasticine, long pins,thermometer, electronic weighing scale, 25ml measuring

cylinder

C1 P5

XC1 P6

Procedure : 11.A cashew nut is weighed and its weight record.12.20ml of distilled water is poured into a boiling

tube.13.The boiling tube is clamped to a retort stand.14.The temperature of the distilled water in the boiling

tube is recorded.15.The pointed end of a long pin is poked into a

cashew nut. The other end of the pin is poked into

a piece of plasticine.

16.The cashew nut is ignited by using a match stickand immediately placed under the boiling tube.

17.The flame from the cashew nut is allowed to heatup the water. The water is stirred gently by using athermometer to distribute the heat evenly. At the

same time the rise in temperature is observed.

18.The final temperature of the water is recorded in atable.

19.The energy value of the cashew nut is calculated.20.Steps 1 to 9 are repeated by using a groundnut.

C1 P7

:


APPENDIX 6

C1 = 2


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Result Food sample Cashewnut

Groundnut

Weight 0.72 0.54

Initial temperature of water 30 30

Final temperature of water 92 74

Rise in temperature 62 44

XC3 P1

C3 P2 C3 P3X C3 P4

We assume that all the heat released from the food samplehas been transferred to the water. Since the specific heat

capacity of water = 4.2 J-1

goC

-1.

Energy value = 4.2 (Jg-1 o

C-1) x mass of water (g) x

increase in temperature (oC)

_______________________________

Mass of peanut(g) x 1000

Energy value of cashew nut = 4.2 x 20 x 62

0.72

= 7233

= 7.233

Energy value of groundnut = 4.2 x 20 x 440.54

= 6488

= 6.844

C4 P 1

C4 P 2

X C4 P 3

Discussion : The higher the rise in temperature of water, the more the

energy value content in the food sample.

X C4 P 4

Conclusion : The hypothesis is accepted.XC4 P5

C3 = 2

C4 = 2


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TOPIC CELL STRUCTUREScoring

1) Problems statement:

The structure of animal and plant structure are different.

X C1 P1

2) Aim:Animal cell and plant cell can be seeing under microscope.

X C1 P2X C1 P3X C1 P4

3) Apparatus:Light microscope.MaterialOnion slide, cheek slide.

C1 P5X C1 P6

4) Procedure:1. The slide of onion cell and cheek cell is examined under microscope.2. The cell is drawn and the cell structures which can be observed.

C1 P7

RESULT:

Plant cell Animal cell

X C3 P1X C3 P2 C3 P3X C3 P4

X C4P1X C4P2

X C4P3

X C4P4

Conclusion.The plant cells have the regular shape but animal cells have irregular shape.

C4P5

APPENDIX 7


C3 = 1

C4 = 1

C1 = 1


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27SCORING CHECK LIST APPENDIX 8

Construct 1:Planning of the

investigation or

experiment

Construct 2 :Conducting The

investigation or Experiment

Construct 3 :Collecting and Recording

Data

Construct 4 :Interpreting Data and

Making Conclusion

Construct 5 :Scientific Attitudes and

Noble Values

P1 : State the problemstatement

P2 : State the aimP3 : State the hypothesisP4 : State the variables:

i) manipulated

variableii) responding variableiii) constant variable

P5 : List the materials /substances / specimensand apparatus

P6 :TechniqueP7 : Write the procedure



Score 1Accomplished 1 3 P

P1 : Set up apparatus andmaterials for theexperiment/ correct andfunctional

P2 : Conduct the investigationor experiment according to

procedure and techniquecorrectly

P3 : Take measurement / makeobservation correctly


Score 2Accomplished any two P

Score 1Accomplished any one P

P1 : Construct a tablewi th t i t les us ingcorrec t var iab lesand un i ts .

P2 : Record al l values ofthe man ipu la ted

var iab le wi th correc tdecimal place

P3 : Record al l values ofthe respondingvar iab le (wi thcorrect decimalplace)

P4 : Record secondarydata from calculat ion(wi th su i tab ledecimal place andcorrec t un i t )

ORDraw diagram that include

the fo l lowing ;P1 : T i t leP2 : Big and clearP3 : Neat and without

broken l inesP4 : The diagram has a

general acceptableoveral l appearanceas representing thes truc ture ( func t iona ldiagram)

Score 3Accomplished Al l P 1

Score 2Accomplished Any two ofP 1

Score 1Accomplished Any one of

P 1

Plot graph correctly.The graph should includes thefollowing:P 1: Title of the graph and both

axes labeled with correctunits

P 2: Uniform and even scaleand all points plottedcorrectly

P 3: Connected all points withsmooth curve and the sizeof the graph is more than50% of the graph paper

P 4: Based on the graph, statethe relationship betweenthe variables

P 5: Make a conclusion basedon the graph

ORConstruct aBar Chart /HistogramThe chart includes the following:P1 : Title of the bar chart /

histogram and both axeslabeled with correct units

P2 : All the bars/histogramconstructed with correctheight

P3 : Uniform width of the bars /histogram

P4 : Based on the barchart/histogram, state therelationship between thevariables

P5 : Make a conclusion basedon the bar chart /histogram

ORCalculations.The calculation includes thefollowing:P1 : Writing out the formulaP2 : Substitute values into the

formula

P3 : Complete calculation andgive answer together withunits

P4 : Based on the calculationstate the relationshipbetween the variables

P5 : Make a conclusion basedon the calculation

ORDrawingThe drawing should include thefollowing:P1 : Diagram with any two

parts labeledP2 : State the magnification of

the drawingP3 : Draw straight label linesP4 : Based on the observation

state the relationship

between the variables /similarities anddifferences

P5 : Make a conclusion basedon the observation

Score 3Accomplished All PsScore 2Accomplished At least three PsScore 1Accomplished at least one Pcompletely

P1: Interested andcurious1. Asks questions

to a therin fo rmat ionabout the task

given.2 . Wi l l ing to l is ten

to the ideas ofothers.

P2 : Systematic1.Fo l lows

procedure inthe correctorder.

P3: Responsible7. Honest in

recording dataan d

observations.8. Completes the

task given9. Submits

assignment ont ime.

10. Ensurespersonal safety,safety of peoplearound

and thesurroundings.

11 . Returns a l lapparatus totheir properp laces.

12 . Disposesmateria ls ( i f any)properly.

P4: Cooperative4. Wi l l ing to help

each other.5. Tolerant towards

others.

6. Flexible andopen minded tothe views ofothers.

Score 3The student exhibitsany one att i tude omoral value from eachof P 1 to P 4.

Score 2The student exhibitsany one att i tude omoral value from eachof any three P s.

Score 1

The student exhibitsany one att i tude omoral value from eachof any two P s.

SCORE SCORE SCORE SCORE SCORE

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