Teachers’ marks may be adjusted as a result of the moderation ond feedback wil be provided by the Moderator to the teachers. The Moderator may re-mark the assignments of additional candidates. Where the total number of candidates is five or fewer, the Moderator will remark ALL. The Moderator will submit the Assessment Sheets, moderation of SBA Sample and the moderation reports to the Local Registrar by April 30 of the year of the examination. A copy of the Assessment Sheets and candidates’ work must be retained by the school for three months after the examination results are published by CXC. School-Based Assessment Record Sheets are available online via the CXC's website www.cxc.org. {All School-Based Assessment Record of marks must be submitted online using the SBA data capture ‘module of the Online Registration System (ORS). CRITERIA FOR THE ASSESSMENT OF EACH SBA SKILL ‘The syllabus is grounded in the philosophy and methodology of all science disciplines. The teaching strategies that are recommended for its delivery are dictated by the scientist’s approach to.a task. A problem to be identified will be examined in the light of available evidence and suggestions or hypothesis as to its solution formulated. These will then be tested by repeated practical observations, modified or discarded as necessary until a hypothesis that does offer a solution is found, “The history of scientific thought shows that new ideas replace old ones that were previously accepted {as factual. Students must be made to realise that no solution is final and infallible since modifi are continually made in light of new knowledge and technology. exc 23/6/SYLL15 7EXPERIMENTAL SKILLS: Observation/Recording/Reporting [ORR] 1. Organisation and Conciseness (a) Logical sequence of the report (b) Sections named - Aim, Apparatus and Materials, Procedure/Method, Observation, Discussion, Conclusion - all present in correct sequence/correct content under each heading. . {c)__ Correct terminology and expressions - few or no grammatical errors. (d) Proper use of tables. 2. Tables (Numerical) (a) Physical quantity in heading (b) Units stated in heading. (c)__Abbreviations/symbols. {d) Decimal points. Tables (Non-Numerical) (a) Headings correct. (b) Attention to kinds of data, (0) Details of data present. 4, Use of diagrams where appropriate (shading, three dimensional and free hand drawings are unacceptable). 5S. Graphs (a) Axes labelled, (b) Appropriate scales used. (c) Accurate plotting, (4) Smooth curve or best straight line drawn. 6. Makes accurate recordings and observations, Significant changes recorded: extent or degree of change recorded. 7. Prose/other (a) Attention to kinds of data. (b) Attention to details of data, Analysis and Interpretation [4/1 1. Summary data (a) Accurately identify trends, patterns, relationships. {b) Include labels and annotations of structures. exc 23/6/5015, 4(c) Make accurate calculations and draw logical conclusion, (4) Makes predictions and logical inferences - limitations between observation and data - relationships between results and original hypothesis. 2. Evaluate data, including sources of error. Drawing (0) +. ~ Clarity - clean continuous lines of even thickness in pencil with no shading or unnecessary details. Reasonable size. (2) Make large drawing (b) Have clear accurate line representations. (c) State title(s) adequately. (@) Be two dimensional, () Appropriate labelling and annotations. 2. Accuracy - faithfulness of reproduction, structures are typical of specimen. {a) Reasonable proportions. (b) Magnification stated correctly. + (2) View stated correctly. 3. Labelling/Labelling Lines. (2) Neat, drawri with a ruler. (b) Straight and do not cross. () Title sted. Planning and Designing [P/O] 1. Hypothesis {a) Clear statement of hypothesis on basis of observation(s). (b) — Testable/manageable. 2. Design (a) Generally workable/suitable. (b) inclusion of apparatus/materials to be used. (c) Description of procedures. (6) Modification(s) where necessary. (e) Attention to details can be duplicated, (Precautions taken, repeated measurements, controls and limitations St Jac 23/6/svut a5 75How to write a scientific report Criteria What is valuable in this task Quality What does it look/feel/sound like when it is done well 0 Your title must be short, informative and link directly to the experiment Inn @ Describes the purpose of the experiment. __» _what are we investigating and why? oe : > Use scientific language to describe what you think the outcome of the experiment wil be \wypothesis me iE @._Your Aim and Hypothesis wll be proved or disproved from this experiment ee @ Provides o vertical and complete list of all the materials used during the «periment in scientific language. S Provides progressive, step by Stop instructions from the Beginning to the end that can be correctly duplicated by others. reins - @ Shows quantities, lengths, times or other important information to get your method as detailed a5 possible. : @ Presents Diagrams of your experiment set up and or results, o_Includs an appropriate title and Is accurate, complete and properly labelled. ests & Observations ©! Presents any graphs or tables (titles) recording information In tables write down all recordings and include a column with averages. © _Dese ‘bes your experimental observations using correct scientific language. lanatysis ssinaroRTaNT — muss WHERE YOU loscuss me scince™* © Explain scientific concepts that are necessary to understand this practical activity (execution and to read the results) © Describes the results and the observations in detall 0 Explain why you think you got those results. Try to relate your results to any theory or information you have discussed in class or researched yourself © Linkit back to the aim and hypothesis, and if they were supported by the results. if not, explain why. | @ Shows the connection between the Aim and the achieved results. Did your results prove or disprove the Aim and your hypothesis and how did you. see this, @__Nonew information!!!{PPRRATUSTOINVESNGAIE THE PRODUCTON (Gr OKyoH DURING PHOTOS MTIESS sbuymerg pue suesGeyg sop sauyjaping DIAGRAM OF THE WATER CYCLE A caving's 0 simple and accurote representation ofthe apparatus, specimen or model used in the experiment. Ht should not be an artistic or stylized representation A diagromis nota true cepreseniation, itis used however to show how one or more things relate to each other os in the case of the biogeochemical cycle, food webs and food chins. Use hard stop (HB) pencil. Do not use crayons, morkers or coloured pci. The dogram and/or the drawing should be Jorge, clear, labelled ond accurate. Drowings should neverbe shaded. Instead use techniques of stippling, streaking, f& oes hatching or symbols toachieve tones of gray, diferentiation and details ross-hatching of movement ina diagram lengthwise -38- Line drawings / diagrams should be smooth, clean and continuous, i.e consider each line and draw withovt removing the pencil from the paper. There should be no gaps in the drawing, Labels should elther bein ll CAPITAL LETTERS or alin crit or common letters that are not joined. The labels shouldbe written horizontal, net, accurately ond spelt correctly Alllabel lines shouldbe drawn horizontally with he use ofa ruler onda pencil with a sharp poi. ‘They should point clearly to the intended part. Label lines should not be crossed. They should not be drown with arrow heeds or dats. Arrow heods should ony be used to indicate the direction 7. In drawing opporatus, use a longitudinal section, ie, what is seen if the object is cut in lf‘8. All drawings / diagrams should have a {full underlined title written in CAPITAL. LETTERS, beneath the drawing. A magnification facter, view/sections and 4 full toxonomy if appropriate should alco be included 1. Drawings should be functional ond well proportioned to the specimen and ‘apparatus; ie, no part should be too lorge or too smal in comparison to the rest ofthe drawing. ). Student should always draw what is before them rather than what they may have seen n otext book. Each drawing should bean accurate representation of the -specimen incuding ony or all distinguishing features. APPARATUS USED TO MEASURE UPTHRUST = = eee ee Enns COCKROACH. DORSAL VIEW (X2) Drawings / diagrams should have the correct sizelscole; ond should be correctly placed ithe valle space to allow fr labeling. Label nes ond legends can be used to clarify drawings where neceseary. For instance legends ¢on be used to depict distributions of plants nan area. Drawing Magnification = Linear dimension of érawing ” Linear dimension ofthe object Drawing Magnification shouldbe to one (1) decimal place only. Simple fractions such os (1.5) and (eis) ore also occeptable Lovers should not be represénied by a single ine | f annotations (explanatory notes) ore Bt used they should be accurate and concise,Why this book? ima aybe assessed for [MJ on the following: lighting the Bunsen burner setting up the experiment for filtration filling and using the pipette filling and using the burette 40 setting up the apparatus for preparing and collectin; a sample of gas. 2 (2) Planning and Designing ‘This skill involves the use of your creative skills as you plan and develop an experiment which could be used to investigate a hypothesis or an observation. +! clearly identifying all variables in the method; all thréé variables must be mentioned (controlled, manipulatéds sbing or interpreting the expected sults ine sul See the back of the CXC? syllabus for faril these ckills.Background information When planning and designing an experiment, there are certain aspects of the experiment that will need to be altered or remain urichanged, as well as measiired (or observed). These factors are called variables, There are three different types of variables as seen below. Variables i 4) Controlled Variable - An action done or a variable used that remains constant or the same during an experiment. The controiled variable should be allowed to remain constant in order to test the effect (or likely impact) of an independent or manipulated variable. same number of drops of aliquid (3 drops of phenolpht same mass of solid (20 g of calcium chlotide). What is done in one test tube, for instance, should be done in the other test tubes and it should be precisely stated as seen in the brackets above, 1) Manipulated/Independent Variable— A variable which is intentionally changed during an experiment in order to find out a particular effect. This is done jn order to compare the outcomes of experiments with each other so that a logical conclusion can be drawn, The manipulated or independent variable, therefore, influences the outcome of the responding or dependent variable. % different conditions (10 °C and 75°C) a a % different metals (copper, iron and’ magnesium). and gas) #6 different states of matter (solid, liquid |AY GAD GAD GAS GRD WAY RY aR AMY RY GRY SAY gD GRY GRY sk aR GRE RY GRY gf GAY gf at dt Background information What is done in one test tube, for instance, should be different in the other test tubes, and it too should be precisely stated as seen in the brackets above. iii) Responding/Dependent Variable ~ The results which occur as a result of changing or altering the manipulated or independent variable. The response you get here, will help you to deduce what to look for in order to get the expected result. ; (CXC® Chemistry Syllabus, 2013) Limitations Many times, the writing of limitations is a big problem for you. It is not, however, as difficult as it appears. In fact, all you have to do is to think of what may go wrong in the experiment that you have no control over. In other words, if it is a problem that can be corrected easily, then it is not a limitation. Let us look at two examples. “ Ifan osmosis experiment is bein, salt is to be'placed in 100 em? of cannot be that ‘an insufficient amotint placed in the water’. This would have did not happen.