1

CONTENTS Page

1.0 Introduction 2

2.0 Objectives of SPM Biology PEKA 2

3.0 The Characteristics of SPM Biology PEKA 2

3.1 Compatibility with the Curriculum Specification
3.2 Pupil-centered
3.3 Feasible and Systematic
3.4 Open and Transparent
3.5 Variety of Instruments
3.6 Continuous and Formative Assessment
3.7 Valid and Reliable
3.8 Positive Reports
3.9 Continuous Monitoring

4.0 The Organization of SPM Biology PEKA 4

4.1 Planning
4.2 Administration
4.3 Scoring
4.4 Reporting
4.5 Moderation

5.0 Method for Assessment 5

6.0 The Framework of SPM Biology PEKA 6

6.1 Learning Area
6.2 Construct, Score and Criteria

7.0 Grading Procedure 12

7.1 Individual Score Form (ISF)
7.2 Grading
7.3 Sample of Individual Score Form (ISF)
7.4 Procedures in Managing the ISF

8.0 Reporting Procedure 13

8.1 Certificate
8.2 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 teacher’s 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 Assessment

The 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 Monitoring

The 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 Grade

8, 9 A
5 ,6, 7 B
3,4 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 Conclusion
Construct 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 Criteria Scoring Scheme

(Skills) (Performance Indicator)

P1 : State the problem statement Score 3

Planning the
Accomplished all P
investigation P2 : State the aim

or experiment P3 : State the hypothesis

Score 2
P4 : State the variables:
Accomplished 4 - 6 P
i) manipulated variable
ii) responding variable
Score 1
iii) constant variable Accomplished 1 - 3 P
P5 : List the materials /
substances / specimens
and apparatus
P6 :Technique
P7 : Write the procedure

6.2.2 Construct 2 : Conducting the investigation or experiment

Construct Criteria Scoring Scheme

(Skills) (Performance Indicator)

P1 : Set up apparatus and materials for the Score 3

Conducting
Accomplished all P
investigation experiment / correct and functional

or P2 : Conduct the investigation or experiment Score 2

Accomplished any
experiment according to procedure and technique
two P
correctly
Score 1
P3 : Take measurement / make observation
Accomplished any
correctly
one P
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6.2.3 Construct 3 : Collecting and Recording Data

Construct Criteria Scoring Scheme

(Skills) (Performance Indicator)

Collecting and P1 : Construct a table with titles using Score 3

Recording correct variables and units. Accomplished
Data P2 : Record all values of the manipulated All P
variable with correct decimal place
P3 : Record all values of the responding Score 2
variable (with correct decimal place) Accomplished
P4 : Record secondary data from Any two of P
calculation (with suitable decimal
place and correct unit) Score 1
Accomplished

OR Any one of P

Draw diagram that include the following;

P1 : Title
P2 : Big and clear
P3 : Neat and without broken lines
P4 : The diagram has a general
acceptable overall appearance as
representing the structure (functional
diagram)
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6.2.4 Construct 4 : Interpreting Data and Making Conclusion

Construct Criteria Scoring

(Skills) (Performance Indicator) Scheme

Interpreting Plot graph correctly. Score 3

Data and The graph should includes the following: Accomplished

Making P 1: Title of the graph and both axes labeled with All P
Conclusion correct units
P 2: Uniform and even scale and all points
plotted correctly Score 2
P 3: Connected all points with smooth curve and Accomplished
the size of the graph is more than 50% of At least three
the graph paper P
P 4: Based on the graph, state the relationship
between the variables
P 5: Make a conclusion based on the graph Score 1
Accomplished
OR at least one P
Construct a Bar Chart / Histogram completely
The 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
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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 Criteria Scoring

(Skills) (Performance Indicator) Scheme
P1 : Interested and curious Score 3
Scientific 1. Asks questions to gather The student
Attitudes information about the exhibits any one
and Noble task given. attitude or moral
Values 2. W illing to listen to the value from each
ideas of others. of P 1 to P 4.

P2 : Systematic
1. Follows procedure in the Score 2
correct order. The student
exhibits any one
P3 : Responsible attitude or moral
1. Honest in recording data value from each
and observations. of any three P.
2. Completes the task given
3. Submits assignment on
time. Score 1
4. Ensures personal safety, The student
safety of people around exhibits any one
and the surroundings. attitude or moral
5. Returns all apparatus to value from each
their proper places. of any two P.
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.
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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 the MSF.
The completed MSF must be submitted to Lembaga Peperiksaan
Malaysia according to the scheduled date.
(Refer Appendix 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 student’s report with score 3. 18

APPENDIX 4 : Sample 2: A student’s report with score 3. 20

APPENDIX 5 : Sample 3: A student’s report with score 3. 22

APPENDIX 6 : Sample 4: A student’s report with score 2. 24

APPENDIX 7 : Sample 5: A student’s report with score 1. 26

APPENDIX 8 : Scoring check list. 27

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APPENDIX 1
BIOLOGY PRACTICAL WORK ASSESSMENT
INDIVIDUAL SCORE FORM (ISF)

SCHOOL NAME: ………………………………………………………………………………….

NAME FORM 4 FORM 5

IC NUMBER
TEACHER’S NAME
FORM

YEAR YEAR

CONSTRUCT 1 CONSTRUCT 2 CONSTRUCT 3 CONSTRUCT CONSTRUCT 5

C2
C1 C3 C4 C5
CONDUCTING
PLANNING INVESTIGATION / COLLECTING AND INTERPRETING DATA AND SCIENTIFIC ATTITUDES
INVESTIGATION /
EXPERIMENT RECORDING DATA MAKING CONCLUSION & NOBLE VALUES
EXPERIMENT
PERFORMANCE PERFORMANCE PERFORMANCE PERFORMANCE
NO. DATE INSTRUMENT PERFORMANCE INDICATOR
INDICATOR INDICATOR INDICATOR INDICATOR

SCORE

SCORE

SCORE

SCORE

SCORE
1 2 3 4 5 6 7 1 2 3 1 2 3 4 1 2 3 4 5 1 2 3 4

1
2
3
4
5
6
7
8
9
10
TOTAL OF 3 HIGHEST SCORE
GRADE

PUPIL’S SIGNATURE ASSESSOR’S SIGNATURE ASSESSOR’S SIGNATURE

……………………………………………………… ……………………………………………………… ………………………………………………………

DATE: DATE: DATE:

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

GRADE A B C D
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APPENDIX 1a
BIOLOGY PRACTICAL WORK ASSESSMENT
INDIVIDUAL SCORE FORM (ISF)

SCHOOL NAME: ………………………………………………………………………………….

NAME FORM 4 FORM 5

IC NUMBER
TEACHER’S NAME
FORM

YEAR YEAR

CONSTRUCT 1 CONSTRUCT 2 CONSTRUCT 3 CONSTRUCT CONSTRUCT 5

C2
C1 C3 C4 C5
CONDUCTING
PLANNING INVESTIGATION / COLLECTING AND INTERPRETING DATA AND SCIENTIFIC ATTITUDES
INVESTIGATION /
EXPERIMENT RECORDING DATA MAKING CONCLUSION & NOBLE VALUES
EXPERIMENT
PERFORMANCE PERFORMANCE PERFORMANCE PERFORMANCE
NO. DATE INSTRUMENT PERFORMANCE INDICATOR
INDICATOR INDICATOR INDICATOR INDICATOR

SCORE

SCORE

SCORE

SCORE

SCORE
1 2 3 4 5 6 7 1 2 3 1 2 3 4 1 2 3 4 5 1 2 3 4

1 Enerqy value - Sample 1 √ √ √ √ √ √ √ 3 √ √ √ 3 √ √ √ √ 3 √ √ √ √ √ 3 √ √ √ √ 3

2 Transpiration - Sample 2 √ √ √ √ √ √ √ 3 √ √ √ 3 √ √ √ √ 3 √ √ √ √ √ 3 √ √ √ √ 3
3 Cell Structure -Sample 3 √ √ √ √ √ √ √ 3 √ √ √ 3 √ √ √ √ 3 √ √ √ √ √ 3 √ √ √ √ 3
4 Nutrition - Sample 4 √ √ √ √ √ X √ 2 √ √ √ 3 X √ √ X 2 √ √ X X X 2 √ √ √ √ 3
5 Cell Structure - Sample 5 X X X X √ X √ 1 √ √ √ 3 X X √ X 1 X X X X √ 1 √ √ √ √ 3
6
7
8
9
10
TOTAL OF 3 HIGHEST SCORE 9 9 9 9 9
GRADE A A A A A

PUPIL’S SIGNATURE ASSESSOR’S SIGNATURE ASSESSOR’S SIGNATURE

……………………………………………………… ……………………………………………………… ………………………………………………………

DATE: DATE: DATE:

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

GRADE A B C D
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APPENDIX 2

MASTER SCORE FORM (MSF)

ASSESSMENT OF SCIENCE PRACTICAL WORK
BIOLOGY

SCHOOL :…………………………………………………………………………………………. CENTRE NUMBER:…………………………

FORM :…………………………………………………………………………………………. YEAR: ………………………………………

PERFORMANCE INDICATOR
C1 C2 C3 C4 C5
PLANNING CONDUCTING COLLECTING INTERPRETING SCIENTIFIC
INVESTIGATION INVESTIGATION AND DATA AND ATTITUDES &
/ EXPERIMENT / EXPERIMENT RECORDING MAKING NOBLE VALUES
DATA CONCLUSION REMARKS
NO NAME IC NO. INDEX NO. MARK GRADE MARK GRADE MARK GRADE MARK GRADE MARK GRADE

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

ASSESSOR’S SIGNATURE PRINCIPAL’S SIGNATURE

……………………………… ……………………………….
( ) ( )
 18 APPENDIX 3
Sample 1: A student’s report with score 3.

Topic : Energy Value

Problem : Do cashews nuts have higher energy value than √ C1 P1
Statement groundnuts ?
Aim : Determining the energy value in food samples. √ C1 P2

Hypothesis : Cashews nuts have higher energy value than ground nuts. √ C1 P3
Manipulated : Types of nut
variable
Responding : The rise in temperature of water
variable
Constant : Volume of distilled water √ C1 P4
variable
Materials : Fresh ground nuts, fresh cashews nuts, distilled water
and matches

Apparatus : Boiling tubes, retort stand, plasticine, long pins, √ C1 P5

thermometer, electronic weighing scale, 25ml measuring
cylinder

Technique : Measure the rise in temperature of a volume of water √ C1 P6

heated by the burning nuts to find its energy value
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 stick √ C1 P7
and immediately placed under the boiling tube.
7. The flame from the cashew nut is allowed to heat
up the water. The water is stirred gently by using a
thermometer 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 a
table.
9. The energy value of the cashew nut is calculated. C1 = 3
10. Steps 1 to 9 are repeated by using a groundnut.

TEACHER’S SIGNATURE : …………………..

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Result : Food sample Cashew Groundnut
nut √ C3 P 1
Weight(g) 0.72 0.54 √ C3 P 2
√ C3 P 3
Initial temperature of water (oC) 30 30
Final temperature of water (oC) 92 74
Rise in temperature (oC) 62 44 √ C3 P 4
Energy value (Jg-1) 7.23 6.84
C3 = 3

We assume that all the heat released from the food sample
has been transferred to the water. Since the specific heat
capacity of water = 4.2 J-1g oC-1.

Energy value = 4.2 (Jg-1 oC-1) x mass of water (g) x

increase in temperature (oC)
_______________________________
Mass of peanut(g) x 1000
√ C4 P 1
Energy value of cashew nut = 4.2 x 20 x 62 √ C4 P 2
0.72 √ C4 P 3
= 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

Discussion : The higher the rise in temperature of water, the more the √ C4 P 4
energy value content in the food sample.
The rise in temperature for cashew nut is higher than
groundnut. Therefore, the energy value for the cashew nut
is higher than the groundnut.

Conclusion : The energy value of cashew nut is different from the

energy value of groundnut. Cashew nut has a higher √ C4 P 5
energy value than groundnut. The hypothesis is accepted.
C4 = 3
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Sample 2: A student’s report with score 3 APPENDIX 4

TOPIC – TRANSPIRATION
Scoring
1) Problems statement: √ C1 P1
Does air movement affect the rate of transpiration?
2) Aim: √ C1 P2
To investigate the effect of air movement on the rate of transpiration
3) Hypothesis: √ C1 P3
The rate of transpiration increases when air movement is faster.
4) Variables: √ C1 P4
Manipulate: air movement
Responding: rate of transpiration
Constant: Temperature
5) Apparatus: √ C1 P5
Potometer/capillary tube, beaker, ruler, stopwatch, stand fan, retort stand.
Material
A branch with leaves, distilled water.
6) Technique: √ C1 P6
Measure the time taken for the air bubble to move a distance of 5 cm with a stop watch under
different air movement
7) Procedure: √ C1 P7
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. C1 = 3
12. The rate of transpiration are calculated.

TEACHER’S SIGNATURE : …………………..

RESULT: √ C3 P1
Air movement Time taken for air bubble Transpiration √ C3 P2
move from X to Y (5 cm) Rate (cm s-1) √ C3 P3
1 2 3 Average
√ C3 P4
Low speed 24 28 26 26 0.19
Medium speed 16 18 14 16 0.30 C3 = 3
High speed 10 12 8 10 0.50
 21
Graph shows the transpiration rate against fan speed.
√ C4 P1

√ C4 P2

√ C4 P3

Discussion: √ C4 P4

1) The rate of transpiration is highest when the photometer is placed under a fan with high
speed 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.

Conclusion. √ C4 P5

The rate of the transpiration increases when the air movement increases. C4 = 3
 22
APPENDIX 5
Sample 3: A student’s report with score 3
TOPIC – CELL STRUCTURE
Scoring
1) Problems statement: √ C1 P1
Does the animal and plant structure are different?
2) Aim: √ C1 P2
To investigate the differentiation of animal cell and plant cell.
3) Hypothesis: √ C1 P3
The plant cell have the fixed shape but animal cells have round shape.
4) Variables: √ C1 P4
Manipulate: type of cells.
Responding: cell structure
Constant: magnification of microscope.
5) Apparatus: √ C1 P5
Glass slides, cover slips, a light microscope, a scalpel, a pair of forceps, a glass dropper.
beaker, toothpick, a mounting needle and filter paper Material
Material
An onion bulb, drain water, aquatic plant, yeast solution, iodine solution. methylene blue
solution and distilled water.
6) Technique: √ C1 P6
Observing ,comparing and drawing structures in animal cell and plant cell by using
microscope.

7) Procedure: √ C1 P7
Plant cell
1. 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 iodine
solution to spread through the epidermis, a piece of filter paper is placed at the opposite
end of the cover slip.
6. A piece of filter paper is used to absorb the excess iodine solution. The slide is then
examined 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 cell
1. 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 45° an 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 placed
on the opposite end of the cover slip.
7. A piece of filter paper is then used to absorb the excess methylene blue solution. C1 = 3
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.

TEACHER’S SIGNATURE : …………………..

 23
RESULT: √ C3 P1

The diagram of plant cell and animal cell as shown under light microscope. √ C3 P2

√ C3 P3

Cell membrane √ C3 P4

Nucleus
C3 = 3
Cytoplasm
√ C4 P 1
Vacuole
√ C4 P 2
Cell wall (X 100) √ C4 P 3

Plant cell Animal cell

Discussion: √ C4 P4

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.
Conclusion. √ C4 P5
The plant cell have the fixed shape but animal cells have round shape.
C4 = 3
 24
APPENDIX 6

Sample 4: A student’s report with score 2

Topic : Energy Value

Problem : Do cashews nuts have higher energy value than √ C1 P1
Statement groundnuts ?
Aim : Determining the energy value in food samples. √ C1 P2

Hypothesis : Cashews nuts have higher energy value than ground nuts. √ C1 P3
Manipulated : Types of nut
variable
Responding : The rise in temperature of water
variable
Constant : Volume of distilled water √ C1 P4
variable
Materials : Fresh ground nuts, fresh cashews nuts, distilled water
and matches

Apparatus : Boiling tubes, retort stand, plasticine, long pins, √ C1 P5

thermometer, electronic weighing scale, 25ml measuring
cylinder 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 stick √ C1 P7
and immediately placed under the boiling tube.
17. The flame from the cashew nut is allowed to heat
up the water. The water is stirred gently by using a
thermometer 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 a
table. C1 = 2
19. The energy value of the cashew nut is calculated.
20. Steps 1 to 9 are repeated by using a groundnut.

TEACHER’S SIGNATURE : …………………..

:
 25
Result Food sample Cashew Groundnut
nut
Weight 0.72 0.54 XC3 P1
√ C3 P2
Initial temperature of water 30 30
√ C3 P3
Final temperature of water 92 74 X C3 P4
Rise in temperature 62 44

We assume that all the heat released from the food sample
has been transferred to the water. Since the specific heat C3 = 2
capacity of water = 4.2 J-1g oC-1.

Energy value = 4.2 (Jg-1 oC-1) x mass of water (g) x

increase in temperature (oC)
_______________________________
Mass of peanut(g) x 1000
√ C4 P 1
Energy value of cashew nut = 4.2 x 20 x 62
0.72 √ C4 P 2
= 7233
X C4 P 3
= 7.233

Energy value of groundnut = 4.2 x 20 x 44

0.54
= 6488

= 6.844

Discussion : The higher the rise in temperature of water, the more the X C4 P 4
energy value content in the food sample.

Conclusion : The hypothesis is accepted.

XC4 P5
C4 = 2
 26
APPENDIX 7

Sample 5: A student’s report with score 1

TOPIC – CELL STRUCTURE
Scoring
1) Problems statement: X C1 P1
The structure of animal and plant structure are different.
2) Aim: X C1 P2
Animal cell and plant cell can be seeing under microscope. X C1 P3
X C1 P4
3) Apparatus: √ C1 P5
Light microscope. X C1 P6
Material
Onion slide, cheek slide.

4) Procedure: √ C1 P7
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.

TEACHER’S SIGNATURE : ………………….. C1 = 1

RESULT: X C3 P1
X C3 P2
√ C3 P3
X C3 P4

C3 = 1

X C4P1
X C4P2
X C4P3

Plant cell Animal cell

X C4P4
Conclusion. √ C4P5
The plant cells have the regular shape but animal cells have irregular shape.

C4 = 1

SCORING CHECK LIST
Construct 1:
Planning of 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 3
Accomplished all P
Score 2
Accomplished 4 - 6 P
Score 1
Accomplished 1 – 3 P
SCORE
Construct 2 :
Conducting The
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
observation correctly
Score 3
Accomplished all P
Score 2
Accomplished any two P
Score 1
Accomplished any one P
SCORE
27
APPENDIX 8
Construct 3 : Construct 4 : Construct 5 :
Collecting and Recording Interpreting Data and Scientific Attitudes and
Data Making Conclusion Noble Values
P1 : Construct a table Plot graph correctly. P 1 : I n t e r e s te d a n d
with titles using The graph should includes the c ur i o us
c o rr e c t v a r i a b l e s following: 1. Asks questions
and units. P 1: Title of the graph and both to ather
P 2 : R e c o rd a l l v a l u e s o f axes labeled with correct i n f o rm a t i o n
the m anipulated units about the task
v a ri a b l e wi t h c o rr e c t P 2: Uniform and even scale given.
decim al place and all points plotted 2. W illing to listen
P 3 : R e c o rd a l l v a l u e s o f correctly to the ideas of
the responding P 3: Connected all points with others.
v a ri a b l e ( w i t h smooth curve and the size P 2 : S ys t e m a ti c
c o rr e c t d e c i m a l of the graph is more than 1.Follows
place) 50% of the graph paper procedure in
P 4 : R e c o rd s e c o n d a r y P 4: Based on the graph, state t h e c o r re c t
data from calculation the relationship between order.
( wi t h s u i t a b l e the variables P 3 : R e s p on s i b l e
decim al place and P 5: Make a conclusion based 7. Honest in
c o rr e c t u n i t ) on the graph re c o r d i n g d a t a
OR and
OR Construct a Bar Chart / observations.
Draw diagram that include Histogram 8. Com pletes the
t h e f o l l o wi n g ; The chart includes the following: task given
P1 : Title P1 : Title of the bar chart / 9. Submits
P2 : Big and clear histogram and both axes assignm ent on
P3 : Neat and without labeled with correct units tim e.
broken lines P2 : All the bars/histogram 1 0 . E n s u re s
P4 : T he diagram has a constructed with correct p e rs o n a l s a f e t y,
general acceptable height safety of people
overall appearance P3 : Uniform width of the bars / around
as representing the histogram and the
s t ru c t u re ( f u n c t i o n a l P4 : Based on the bar s u rr o u n d i n g s .
diagram) chart/histogram, state the 11. Returns all
relationship between the apparatus to
S c or e 3 variables t h e i r p ro p e r
AccomplishedAll P 1 P5 : Make a conclusion based places.
on the bar chart / 12. Disposes
S c or e 2 histogram m a t e r i a l s (i f a n y)
A c c o m p l i s h e d A n y tw o o f OR p r o p e rl y.
P 1 Calculations.
The calculation includes the P 4 : C o op e r a ti v e
S c or e 1 following: 4. W illing to help
Accomplished An y one of P1 : Writing out the formula each other.
P 1 P2 : Substitute values into the 5. Tolerant towards
formula others.
P3 : Complete calculation and 6 . Fl e xi b l e a n d
give answer together with open minded to
units t h e v i e ws o f
P4 : Based on the calculation others.
state the relationship S c or e 3
between the variables The student exhibits
P5 : Make a conclusion based an y one attitude or
on the calculation moral value from each
OR of P 1 to P 4.
Drawing
The drawing should include the
following: S c or e 2
P1 : Diagram with any two The student exhibits
parts labeled an y one attitude or
P2 : State the magnification of moral value from each
the drawing of any three P s.
P3 : Draw straight label lines
P4 : Based on the observation
state the relationship S c or e 1
between the variables / The student exhibits
similarities and an y one attitude or
differences moral value from each
P5 : Make a conclusion based of any two P s.
on the observation
Score 3
Accomplished All Ps
Score 2
Accomplished At least three Ps
Score 1
Accomplished at least one P
completely
SCORE SCORE SCORE