MORANT BAY HIGH SCHOOL

BIOLOGY SBA DOCUMENT FOR CSEC

INTRODUCTION

GUIDELINES FOR THE SCHOOL-BASED ASSESSMENT RATIONALE

School-Based Assessment (SBA) is an integral part of student assessment in the course covered by this
syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that are
critical to the subject. The activities for the School-Based Assessment are linked to the “Suggested
Practical Activities” and should form part of the learning activities to enable the student to achieve the
objectives of the syllabus. During the course of study of the subject, students obtain marks for the
competencies they develop and demonstrate in undertaking their SBA assignments. These marks
contribute to the final marks and grades that are awarded to students for their performance in the
examination.

School-Based Assessment provides an opportunity to individualize a part of the curriculum to meet the
needs of students. It facilitates feedback to the students at various stages of the experience. This helps
to build the self-confidence of the students as they proceed with their studies. School-Based Assessment
further facilitates the development of critical skills that allows the students to function more effectively
in their chosen vocation and in everyday life. School-Based Assessment therefore, makes a significant
and unique contribution to the development of relevant skills by the students. It also provides an
instrument for testing them and rewarding them for their achievements.

Biology Lab Safety Rules:

Biology lab safety rules are guidelines designed to help keep you safe when experimenting. Some
equipment and chemicals in a biology laboratory can cause serious harm. It is always wise to follow all
lab safety rules. Don't forget, the most helpful safety rule is to use plain old common sense. The
following biology lab safety rules are a sample of the most basic rules that should be followed when in
biology lab.

Be Prepared: Before you enter a biology lab, you should be prepared for and knowledgeable about any
lab exercises that are to be performed. That means you should read your lab manual to know exactly
what you will be doing. Review your biology notes and relevant sections in your biology book before
your lab begins. Make sure you understand all procedures and purposes, as this will help you
understand the lab activities you will perform. It will also help you get your thoughts organized for when
you have to write your lab report.

Be Neat: When working in a biology lab, make sure you keep your area neat and organized. If you
happen to spill something, ask for assistance when cleaning it up. Also remember to clean your work
area and wash your hands when you are finished.

Be Careful: An important biology lab safety rule is to be careful. You may be working with glass or sharp
objects, so you don't want to handle them carelessly.
Be Cautious With Chemicals: The best way to remain safe when dealing with chemicals is to assume
that any chemical you handle is dangerous. Be sure you understand what type of chemicals you are
using and how they should be properly handled. If any chemical comes in contact with your skin, wash
immediately with water and inform your lab instructor.

Biology Lab Don’ts: There are several things in a biology lab that you must always avoid. Here are a few
major laboratory do nots.

Do Not :

• eat or drink in the lab

• taste any chemicals or substances you are working with,
• use your mouth for pipetting substances
• handle broken glass with bare hands
• pour chemicals down the drain without permission
• operate lab equipment without permission
• perform your own experiments unless given permission
• leave any heated materials unattended
• place flammable substances near heat
• engage in childish antics such as horseplay or pranks

Have a Good Experience: Biology lab is an important aspect of CXC biology. In order to have a good lab
experience, make sure that you follow these biology lab safety rules and any instructions given to you by
your lab technician and your teacher.

SKILLS

1. PLANNING AND DESIGNING

a) Ask questions: how, what, which, why or where. (Students must be guided by their teachers to ask
scientific questions).

Observation: Growth of plants are affected by their environment. Example: Will plants that are grown
using organic fertilizers grow taller than those that are grown using inorganic fertilizers?

(b) Construct a hypothesis; the hypothesis must be clear, concise and testable.

Example: Plants grown using organic fertilizer will grow taller than those grown using inorganic fertilizer.

(c) Design an experiment to test the hypothesis. Experimental reports must include the following:

(i) problem statement;

(ii) an appropriate aim related to the hypothesis;

(iii) list of materials and apparatus to be used;

(iv) observations to be made or measurements to be taken;

(v) precautions to be taken;

(vi) method of controlling variables;

(vii) clear and concise step by step procedure;

(viii) display of expected results;

(ix) use of results;

(x) possible limitations.

Terms to Know

1.Experiment – an investigation in which one factor is changed to see what effect this has on a
particular process. All other conditions are carefully controlled.

2.Hypothesis – a suggested explanation or a reason given for an observation.

3.Aim – a question for which you are seeking an answer, the reason for doing an investigation.

4.Variable – any factor or environmental condition which can change during a process or investigation

5.Manipulated Variable – means changing the variable in a controlled way. In an experiment, the
manipulated variable is the factor being investigated.

6.Control – a set of apparatus, materials and conditions exactly like those in the experimental set-up,
except that the variable being investigated is not changed.

7.Limitation – any factor or variable which you cannot control which might make your results less
reliable.

2. Measurement and Manipulation (MM)

1.Procedures must be followed for using apparatus or measuring devices.

2.Accurate Measurements must be made.

3.Care must be taken in carrying out all procedures and using materials and chemicals.

4.Biological Materials must be carefully prepared to facilitate accurate observations or investigations.

5.Living Things must be handled with care to ensure their safety.

(a) Student’s ability to handle scientific equipment competently.

The list of equipment is:

(i) Bunsen burner;

(ii) Tripod stand with wire gauze;

(iii) binocular and monocular light microscope;

(iv) measuring cylinders (25-100cm3);

(v) beaker (50-500cm3);

(vi) thermometer;

(vii) ruler;

(viii) stop watch/clock;

(ix) balance;

(x) boiling tube;

(xi) test tubes and test tube holders;

(xii) hand lens;

(xiii) syringe.

(b) Student’s ability to take accurate measurements.

(c) Student’s ability to use appropriate units.

3. Observation, Reporting and Recording (ORR)

(a) Recording

Student’s ability to record observations and to collect, organise and present data.

Observations and data may be recorded in the following format.

(i) Prose: Written description of observations in the correct tense.

(ii) Table (Neatly enclosed) Must have a title.

Numerical: physical quantities in heading, units stated in heading, symbols, decimal points.

Non-numerical: headings correct, details present.

(iii) Graph

Axes labelled, correct scales, correct plotting, smooth curves/best fit lines, key to explain symbols if
more than one dependent variable is being plotted.

(b) Reporting

Student’s ability to prepare a comprehensive written report on their assignments using the

following format:

(i) Date (date of experiment).

(ii) Aim/Purpose (what is the reason for doing the experiment). Aim must state clearly what you set out
to do or show.

(iii) Apparatus and Materials (all equipment, chemicals and materials used in the experiment must be
listed).

(iv) Method/Experimental Procedure (logically sequenced, step-by-step procedure). Language must be

concise and clearly written in the past tense, in passive voice and Standard English.

(v) Results and Observations

Observations/Results should include appropriately chosen and well executed method of presenting
observations/data (for example, lists, descriptions, tables, graphs, histograms, diagrams

(vi) Discussion and Conclusion

• Discussion should include explanations for observation, background information about the topic
and limitations.
• Conclusion should be linked to the aim.

4. Analysis and Interpretation

1.Background Knowledge should include the theory on which the investigation is based i.e. What is
known before setting up the investigation and will be used to interpret results.

2.Explanations: observations or results must be fully explained.

(a) identify patterns and trends, cause and effect, stability and change ;

(b) make accurate calculations;

c) identify limitations and sources of error, make a conclusion to either support or refute the hypothesis,

compare actual results with expected results based on background/theoretical knowledge if they are
different.

(d) suggest alternative methods or modification to existing methods;

(e) analysing and interpreting results and observations and making conclusions.

3.Conclusion: should be related to the aim and the hypothesis. The control (if included) should be used
for arriving at the conclusion.

4.Limitations should be discussed. These are uncontrolled variables and sources of error which may have
affected results.

5. Drawing (Dr)

The following guidelines should be used for drawing.

(a) The drawing should be placed in a position on the page which will allow for neat and
clear labelling.

(b) If the drawing/diagram is included in the written material, it should be placed just before

this material and should be referred to in your answer.

(c) Drawings should be done in pencil. The use of coloured pencils is not recommended.

(d) The drawing should be large enough so that all structures can be clearly drawn.

(e) The drawing should be correctly proportioned, and parts should be accurately positioned.

(f) In order to get a smooth, unbroken line when drawing, lift the pencil from the paper as infrequently
as possible until the line is completely drawn. This method will help to eliminate haphazard and sketchy
lines.

(g) When a large number of small structures are present in a specimen, draw only a few of them
carefully, showing structural details.

(h) Write labels in pencil.

(i) Labels should be annotated (that is, accompanied by brief explanatory notes).

(j) Label lines should never cross each other and should be horizontal where possible.

(k) In drawings where only a few structures are being labelled, all labels should be written on the right of
the drawing.

(l) Drawings must have a full title and magnification. This is usually written below the drawing and
underlined. The title tells the name of the structure or organism and the view from which the drawing
was made.

CHECKLISTS FOR USING SOME COMMON LABORATORY APPARATUS

Instrument Points to Note

The measuring cylinder ✓Cylinder resting on flat even surface
✓Meniscus read at eye level
✓Bottom of meniscus read
The Reagent Bottle ✓Correct temporary storage of stopper
✓Replace on correct bottle immediately after use of reagent
✓Pour reagent away from label (hand placed over label)
The Stirring ✓Bulb completely immersed in liquid
Thermometer ✓Bulb not in contact with container
✓Heat evenly distributed by stirring
✓Thermometer left in liquid long enough to come to right temperature
✓Reading taken while bulb immersed
✓Reading taken at eye level
✓Reading accurate
✓ Thermometer carefully handled
 The Test Tube ✓Clean test tube used
✓Correct quantity of substance used
✓Test tube hold by test tube holder
✓Test tube holder gripped high enough so that holder is not held in flame
✓Test tube placed in water bath pointing away from self and others
✓Test tube shaken gently while heating
The Bunsen Burner • Air holes closed before lighting
• Match lighted before gas turned on
• Air holes reopened to obtain non-luminous
• Same Size of flame
•Flame controlled by adjusting the gas tap.

BIOLOGY LABS AND MARK SCHEMES 2022-23

SBA assessments should be made in the context of normal practical coursework exercises. It is
expected that the exercises would provide authentic learning experiences. Assessments should
only be made after candidates have been taught the skills and given enough opportunity to
develop them. Eighteen practicals over the two-year period would be considered the minimum
number for candidates to develop their skills and on which to base realistic assessments. These
practicals MUST include all of the following:
1. Ecological study.

2. Movement at molecular level (diffusion, osmosis).

3. Photosynthesis/respiration.
4. Food tests.
5. Germination.

6. Nutrition and diseases.

7. Genetics
BIOLOGY SBAs RUBRIC

TOPICS SKILL
1. Ecological study. A&I
2. Diffusion ORR
3. Osmosis A&I
4. Photosynthesis ORR
5. Food Test ORR
6. Soil Porosity M&M
7. Water Holding Capacity of soil M&M
8. Photosynthesis- The Leaf Dr
9. Germination. P&D
10. Enzyme - Effect of temperature on catalase A&I
11. Enzyme - Investigative Project P&D & A&I
12. Nutrition and diseases. P&D
13. Genetics - Variation ORR
14. Genetics- Mitosis M&M
15. Movement Dr
16. Respiration A&I
17. Germination ORR
18. Sexual Reproduction in plants Dr

Biology Labs 2023-24

SBA #1
Title: Ecology
Skill: A&I
Date:

Aim: To estimate Different Species found at Morant Bay Farm.

Apparatus : quadrat, notebook, pencil, pen , graph paper, ruler

Method

1. Choose a starting point in a suitable area outside to be sampled.

2. Randomly place your first quadrat in a designated area.
3. Identify and count the different species found inside the quadrat.
4. Record the data and on a suitable observation table.
5. Repeat steps 2-4 five times.
6. Use the data to calculate frequency and density of each species, using the formulae
 Frequency (%) = # of quadrats in which species occurs X 100
# Of quadrats
Density (m2) = Total number of organisms
Number of quadrat tosses
7. Plot a bar chart showing frequency percentage against each species
Diagram
Observation Table

TITLE: Table Showing Different Species Obtain in Quadrats

Total Frequency
Total
number Density
Number of individuals in each number of
Species of (D)=S/
quadrant individuals
quadrants Q
(S)
(Q)

Discussion
Source of Error/ Precaution
Limitation/ Assumption
Conclusion

Criteria Marks
Proper use of principle A 2
Use or definition of terms B 1
Summary of data 3
Trends / patterns C 2
Analysis of data D 1
Interpretation of result 2
Trends explained E 1
Linked to theory/data F 1
Calculations 3
 Correct calculations G 2
Correct units H 1
Errors 2
Source of error/ Precaution I 1
Assumption/ Limitation J 1
Conclusion 1
Relevant and accurate K 1
Total 14

SBA #2
TOPIC: DIFFUSION
Skill: ORR
Date:
Demonstration of diffusion
Introduction: When molecules move they spread out from where there are lots of them to
where there is less. They do this until they are evenly spread out. It occur in air and water. This
is one way every cell of the body obtains the material they need.
Aim: To determine how temperature affects the rate of diffusion
Apparatus/ Material: Potassium permanganate crystals, 3 beakers, spatula, thermometer,
room temperature water, hot water and cold water, ruler, pencil, pen and stopwatch.
Method:
1. Pour 50 cm3 of room temperature water in a beaker.
2.Measure the temperature of the water using a thermometer.
3. Place a half spatula of potassium permanganate crystals into the beaker with the water.
4. Start the stop watch immediately and note observations. When the crystals are fully diffused
into the beaker stop the stop watch. Record the time in seconds that it take for diffusion to be
completed.
5.Record the information in a table. Repeat the steps above and record the information in the
Colum label trial 26
Repeat steps 1 to 5 for using hot water and cold water.7. Find the average time for EACH
interval and record it in the table you designed.

Observation (table, brief description and calculations)

Title of Table:

Temperature of water Trial 1(Time in Trial 2( Time in Average

seconds) seconds)
Hot water (------ )
Cold Water (------ )
Room Temperature

1. State the container (temperature, whether hot, cold or room temperature) in which the
potassium permanganate crystals diffuse fastest, slowest and at a moderate pace
2. State where there were more potassium permanganate crystals and the direction the
particles moved to.
3. State the colour change of the liquid as the experiment progressed
Discussion
Source of Error/ Precaution
Limitation/ Assumption
Conclusion
Mark Scheme

Criteria Marks
Recording 2
Observations recorded accurately A 1
Data presented in an acceptable form e.g. table B 1
Table: 5
Appropriate title C 1
Underlined title D 1
Enclosed content E 1
Physical quantities in heading F 1
Units stated G 1
Language and expression: 2
Correct tense H 1
Passive voice. I 1
Discussion 2
Background information stated. J 1
Explanations for observations K 1
Conclusion 2
Linked to aim L 1
Logical M 1
Total 13
SBA #3
Skill: Analysis and Interpretation
Title: Osmosis
Date:
Aim: To investigate the effects of osmosis on plant tissue placed in different solutions
Apparatus: Potato strips/cylinder, distilled water, electronic balance, timer, Petri dish, salt
solution, cork borer/ razor
Procedure:
1. Collect the necessary materials needed for the experiment.
2. Label both Petri dishes “A” and “B”.
3. Use the cork borer to obtain two-cylinder shaped samples of potatoes from the potato.
4. Observe and the record in a suitable table
• The texture of the samples
• The length of the samples using a ruler.
• The mass using an electronic balance.
5 .Pour 15-20 milliliters of distilled water into Petri dish “A” and the same volume of saltwater is
poured into Petri dish “B”.
6. Place one potato strip/cylinder in each Petri dish.
7. Allow the strips to remain in the containers for 25-30 minutes.
8. Remove each strip and observe and re-measure:
● The texture of the potato strips
● The mass and length of each potato strip
9. Use the information recorded in the table to calculate the following:
● The change in length = (Final length – Initial Length).
● Percentage change in length of the strips= Change in length/ Initial length*100.
● Change in the mass of the strips= (Final mass – Initial Mass).
● Percentage change in mass= Change in mass/ Initial mass*100

Observation: Describe the texture of potato strip before being placed in the solutions and after
being placed in the solutions
Result
Table showing change in length and mass of potato strips in distilled and salt water
Type of Length Length Mass 1 /g Mass 2/g Length2- M2-M1
solution 1/cm 2/cm Length 1
Distilled
water
Salt
water

Calculations
The change in length = (Final length – Initial Length).
Percentage change in length of the strips= Change in length/ Initial length x 100.
Change in the mass of the strips= (Final mass – Initial Mass).
Percentage change in mass= Change in mass/ Initial mass x 100
Discussion :
• Define Osmosis
• Explain your observations fully
• State two examples of osmosis in living organisms
Precaution
Source or Error
Limitation
Conclusion
Mark Scheme

Criteria Marks
Proper and correct calculations A 2
Use or definition of terms B 1
Summary of data 3
Trends /patterns identified C 2
Analysis of data D 1
Interpretation of result 2
Trends explained E 1
Linked to theory/data/hypothesis F 1
Errors 2
Source of error/ precaution G 1
Assumption/ Limitation H 1
Conclusion I 1
Relevant and accurate 1
Total 10
SBA # 4
Title: Photosynthesis
Skill: ORR

Date:
Aim: To investigate the presence of starch in a dicotyledonous leaf.
Apparatus/Materials:
Forceps, Boiling tube, Test tube holder, 400 ml beaker, Bunsen burner, Matches, Wire gauze,
Clamp stand, Clamp ring, White tile, Iodine solution, Ethanol, leaf, distilled water
Method:
1. Choose a leaf from a suitable dicotyledonous plant
2. Boil leaf in water for approximately 30 seconds
3. Use forceps to place leaf in a boiling tube half-filled with ethanol.
4. Use the test tube holder to place the boiling tube in a water bath for 3-5 minutes.

5. Remove leaf from water bath and rinse in a beaker with distilled water
6. Spread the leaf open on a white tile and use a dropper to apply a few drops of iodine
solution on it
7. Rinse the leaf with distilled water and record all observations.

Diagram

Observation/Results

Discussion QUESTIONS:

• Explain briefly the concept of photosynthesis (include equation)

• Why was the leaf placed in boiling water?

• Why was the leaf placed in ethanol?

• What conclusions can you make from the results obtained?

• What did the colour change confirm?

Limitation

Precaution
Source of Error

Conclusion

Mark Scheme

Criteria Marks
Recording 2
Observations recorded accurately A 1
Data presented in an acceptable form e.g. table B 1
Table: 5
Appropriate title C 1
Underlined title D 1
Enclosed content E 1
Physical quantities in heading F 1
Units stated G 1
Language and expression: 2
Correct tense H 1
Passive voice. I 1
Discussion 2
Background information stated. J 1
Explanations for observations K 1
Conclusion 2
Linked to aim L 1
Logical M 1
Total 13
SBA #5
Date:

Title: Food Tests

Skill: Observation/Recording/Reporting
Aim: To find out the nutrients present in various foods.
Apparatus: various food samples, test-tubes, boiling tube, Benedict’s solution, copper II
sulphate, sodium hydroxide, iodine solution, distilled water, hydrochloric acid
Procedure:

Starch • Place a small amount of the food sample in a test tube

• Add a few drops of iodine solution to the food sample
• Repeat test for other samples.
Protein • Place a small amount of food sample in a test tube
• Add drop-wise an equal amount of Biuret’s Reagent to the sample
• Repeat test for other samples
Lipids (fat) • Place a small amount of food sample in a test tube
• Add an equal amount of ethanol to the sample and shake well
• Pour mixture in a boiling tube half filled with water
• Repeat test for other samples
Simple • Place a small amount of food sample in a test tube
(reducing) • Add twice the amount of Benedict’s solution to the sample and
Sugar place in a water bath for 3-5 minutes.
• Repeat test for other samples.
Non-reducing • Place a small amount of food sample in a test tube
Sugar • Add 2 cm3 of Hydrochloric acid to 1 cm3 of food sample
• Add 3-5 drops of sodium hydroxide
• Add 2 cm3 of Benedict’s solution to the mixture and place in water
bath for 3-5 minutes.
• Repeat test for other samples

Discussion
Limitation

Precaution
Source of Error
Mark Scheme

Criteria Marks
Recording 2
Observations recorded accurately A 1
Data presented in an acceptable form e.g. table B 1
Table: 5
Appropriate title C 1
Underlined title D 1
Enclosed content E 1
Physical quantities in heading F 1
Units stated G 1
Language and expression: 2
Correct tense H 1
Passive voice. I 1
Discussion 2
Background information stated. J 1
Explanations for observations K 1
Conclusion 2
Linked to aim L 1
Logical M 1
Total 13
Lab# 6
Topic: Soil Porosity

Skill: Measurement and Manipulation

Date:
Aim: To compare the porosity of two (2) soil samples
Apparatus: electronic balance, two soil samples, filter paper, filter funnels, measuring cylinders,
water, timer
Procedure:
• Use an electronic balance to weigh 50g of each soil sample
• Label one sample A and the other B

• Fold and place filter papers in two filter funnels and place over two measuring cylinders
• Place soil samples A and B into each filter funnel
• Pour 100ml of water into each soil type simultaneously and start the timer immediately.
• Measure the volume of water collected at five (5) minute intervals for 30 minutes.
• Record the volume of water collected every five (5) minutes and tabulate your results.

Diagram
Observation/ Result
Table showing soil rate of porosity for soil samples

Time /s Volume /cm3 Soil Volume /cm3 Soil A

A

0 100 100

15

20

25

30
Limitation
Precaution
Source of Error

Conclusion
Mark Scheme
M&M Soil Porosity

Criteria Marks
Competent use of equipment 10
Measuring Cylinder
• Place measuring cylinder on a flat surface A 1
• Read liquid level from the meniscus B 1
• Ensure eye is in line with meniscus C 1

Electronic Balance
• Ensure balance is at zero D
1
• place the electronic balance on a flat, stable surface 1
E
• Balance placed indoors away from window or door. F 1

Filter Funnel and Paper

• Proper folding technique of filter paper G 1
• Tilt the beaker slowly when pouring the mixture into
the filter paper and funnel H 1
• Ensure pouring liquid doesn’t exceed the height of the
filter paper. I 1
• Avoid pressing the folds near the concentrated part of
J 1
the filter paper
Accuracy of Measurement C 2
Safety precautions D 2
Total 14
Lab #: 7
Title: Water- holding capacity of soil
Skill: Measurement and Manipulation

Date:

Aim: To investigate the water holding capacity of clay, sandy and loam soil
Apparatus: 4 – 100ml measuring cylinder, 3filter funnel. three filter paper, balance, water,
sand, clay and loan
Method:
1. Collect 3 -100 ml measuring cylinders and label sand, clay and loam.
2. Prepare filter paper and place one in each filter funnel.

3. Put a filter funnel in each measuring cylinder and pour half cup of each soil type (sand, clay
and loam) or the equivalent in mass for half cup of each soil type.
4. Pour 50 ml of water in each soil.
5. Leave to drain for 30mins.
6. Record volume of water collected in each measuring cylinder.

7. Calculate the water – holding capacity by subtracting volume of water collected from the
volume poured into soil.

Observation: Complete table below

Type of soil Volume at Start/ml (Q) Volume Collected/ml (Q2 ) Water holding
capacity/ml (Q – Q2)
Clay
Loam
Sand

Limitation
Precaution
Source of Error

Conclusion
Mark Scheme
M&M Water Holding Capacity

Criteria Marks
Competent use of equipment 10
Measuring Cylinder
• Place measuring cylinder on a flat surface A 1
• Read liquid level from the meniscus B 1
• Ensure eye is in line with meniscus C 1

Electronic Balance
• Ensure balance is at zero D
1
• place the electronic balance on a flat, stable surface 1
E
• Balance placed indoors away from window or door. F 1

Filter Funnel and Paper

• Proper folding technique of filter paper G 1
• Tilt the beaker slowly when pouring the mixture into
the filter paper and funnel H 1
• Ensure pouring liquid doesn’t exceed the height of the
filter paper. I 1
• Avoid pressing the folds near the concentrated part of
J 1
the filter paper
Accuracy of Measurement C 2
Safety precautions D 2
Total 14
EXPERIMENT 8
TOPIC: PHOTOSYNTHESIS
Skill: Drawing

Date:
Aim: To draw and annotate a dicotyledonous leaf (hibiscus) and to relate the structure of
the leaf to its function.
Background: Leaves are primarily the structure of photosynthesis. There are different types of
leaves which all have the same basic features to make it suitable for photosynthesis.
Material: hibiscus leaf, plain paper, pencil, ruler
Procedure:

• Obtain a dicotyledonous leaf from a hibiscus plant.

• Place the leaf in a book to dry so that its structures are clearly visible.
• Make annotated drawings to show their external features.

.
Drawing Mark Scheme

Clarity 2
Clean, continuous lines A 1
No shading/sketching/double lines B 1
Proportional C 1
Reasonable size (approximately 75% of paper) D 1
Labelling 5
Use ruler E 1
Use pencil F 1
Lines do not cross G 1
Label lines on one side H 1
Labels are accurate I 1
Correct magnification J 1
Title 3
Underlined K 1
Below diagram L 1
All Caps M 1
Total 13
SBA # 9
Topic: Germination
Skill: Planning and Designing
Date:

Problem statement: The rate of germination of seeds is important to the

agricultural/horticultural sector of a nation. Perform a comparative investigation on the rate of
germination of a variety of seeds such as beans, tomato, mango, kidney bean, pumpkin, corn,
sweet pepper and papaya.

Hypothesis:

Aim:

Apparatus:

Method:

Variables
Control
Manipulated
Responding

Expected results

Interpretation:

Assumptions/Limitations

Planning and Designing Germination and Nutrition

Criteria Marks
Hypothesis 2
- Clearly stated and testable A 2
Aim 1
Related to hypothesis B 1
Material and Apparatus 2
Listed and appropriate C 2
 Method 2
Suitable method/procedure (including tense D 2
Variables 3
Independent E 1
Control F 1
Dependent G 1
Expected result 2
Reasonable H 1
Link with method I 1

Assumptions / Precaution /Possible sources of error 2

Any two stated J 2
Total 14
EXPERIMENT 10

TOPIC: ENZYME

Skill: A&I

Date:

Aim: To determine the effect of temperature on catalase

Background: Catalase is an enzyme present in irish potato. It breaks down hydrogen peroxide to

release oxygen.

Material: 5 test tubes, 5 x 5mm length of potato, hydrogen peroxide, beaker, Bunsen burner,

thermometer, wire gauze, tripod stand, scalpel, ruler, measuring cylinder.

Procedure:

• Label test tubes 1-5

• Add a piece of potato to each test tube.

• Prepare water baths at room temperature, 5oC, 50oC, 60oC, 70oC and 80oC.

• Add 5mL of hydrogen peroxide to each test tube.

• At the end of 15 minutes, measure the height of the foam in each tube.

• Present your results in a table and line graph.

• Give explanations for your observation.

Discussion

1.Briefly describe the mode of action of enzymes.

2.Outline the effect of 2 factors on the activity of enzymes

3.Explain the shape of the graph

Limitation:

Source of Error:

Conclusion

MARK SCHEME

Criteria Marks
Recording 2
Observations recorded accurately A 1
Data presented in an acceptable form e.g. table B 1
Table: 5
Appropriate title C 1
Underlined title D 1
Enclosed content E 1
Physical quantities in heading F 1
Units stated G 1
Language and expression: 2
Correct tense (past tense) H 1
Passive voice. I 1
Discussion 2
Background information stated. J 1
Explanations for observations K 1
Graph 3
Axes labelled L 1
Correct scales M 1
Correct plotting N 1
Conclusion 2
Linked to aim O 1
Logical P 1
Total 15
SBA # 11 A The Investigative Project

Title: Enzymes

Skill: Planning and Designing

Date:

Problem Statement: Mark observed that his mother always put milk in the refrigerator. He

wondered if the milk actually takes longer to spoil in the refrigerator than in the food cupboard.

Plan and design an experiment to prove which location is better to store milk.

Hypothesis:
Aim:
Apparatus:
Procedure:
Variables
● Control
● Manipulated
● Responding

Expected results
Interpretation:
Assumptions/Limitations

Part A- Proposal : Skill P&D

Criteria Marks
Hypothesis 2
- Clearly stated and testable A 2
Aim 1
Related to hypothesis B 1
 Material and Apparatus 1
Listed and appropriate C 1
Method 2

- Suitable D 1
- At least one manipulated or responding variable E 1
Control Variable 1
Control variable stated F 1
Expected result 2
Reasonable G 1
H 1
Link with method
assumptions / precaution /Possible sources of error 1
Any one stated I 1
Total 10

SBA #11 B The Investigative Project

Title: Enzymes
Skill: Analyzing and Interpretation
Date:
Aim: To determine if milk left in a cupboard spoils quicker than milk placed in a refrigerator

Materials

Method

Diagram

Observation/Result

Discussion

Precaution

Source of Error

Limitation

REFLECTIONS
- Relevance between the experiment and real life (Self, Society or Environment)
- Impact of knowledge gain from experiment on self
- Justification for any adjustment made during experiment

Conclusion

Part B- Implementation Mark Scheme

Criteria Marks
Method 1
Linked to Proposal, Change of tense A 1
Results 4
Correct formulae and equations: B 2
Accurate (2)
Acceptable (1
Accuracy of data: C 2
Accurate (2)
Acceptable (1)
DISCUSSION 5
- Explanation D 2
Development of points:
- Thorough (2)
- Partial (1)
Interpretation E 2
- Fully supported by data (2)
- Partially supported by data (1)
Trends:
F 1
REFLECTIONS 5
- Relevance between the experiment and real life G 2
(Self, Society or Environment)
- Impact of knowledge gain from experiment on self H 2
- Justification for any adjustment made during
experiment I 1
LIMITATIONS 3

Sources of error identified J 1

-Precautions stated K 1
-Limitation stated L 1
Communication of Information M 2
Use of appropriate scientific language, grammar and clarity of
expression all of the time (2)
some of the time (1)
CONCLUSION N 2
- Stated 1
- Related to the aim 1
TOTAL 20
SBA #12
Title: Nutrition and Disease

Skill: Planning and Designing

Date:
Problem Statement: Mr Brown was recently diagnosed with diabetes and was immediately put
on an exercise regime by his doctor. His doctor told him that diabetic persons need to do plenty
exercise to keep their blood sugar levels normal. Plan and design an experiment to test this
statement.
Or
1.Many brands of fruit juices claim to be vitamin-rich as selling point. Propose a comparative
investigation to determine the relative concentration of vitamin C in select brands of orange
juice and compare these with the natural juice from freshly picked oranges
Hypothesis:
Aim:
Apparatus:

Procedure:
Variables
• Control
• Manipulated

• Responding
Expected results.
Interpretation:
Assumptions/Limitations
 Planning and Designing Mark Scheme

Criteria Marks
Hypothesis 2
- Clearly stated and testable A 2
Aim 1
Related to hypothesis B 1
Material and Apparatus 2
Listed and appropriate C 2
Method 2
Suitable method/procedure (including tense D 2
Variables 3
Independent E 1
Control F 1
Dependent G 1
Expected result 2
Reasonable H 1
Link with method I 1

Assumptions / Precaution /Possible sources of error 2

Any two stated J 2
Total 14
SBA # 13
Topic: Variation

Skill: ORR

Date:

Aim: To study variation of height of students in a biology class

Procedure:

• Measure the height of each student in your Biology class using a meter rule or
measuring tape

• Divide the heights collected into five (5) groups, each having a range of 5 cm

• Represent the data collected in a table and Histogram showing frequency against
height.

Apparatus: meter rule, students

Results/Observation

Table showing frequency against height

Height/cm Frequency (# of individuals)

152- 157

158-163

164-169

170 -175

176- 181

Discussion

• Define variation
 • What is the average height of the students in the class?
• Suggest reasons why members in your class showed variation in height

Limitation:

Source of Error:

Conclusion

MARK SCHEME

Criteria Marks
Recording 2
Observations recorded accurately A 1
Data presented in an acceptable form e.g. table B 1
Table: 5
Appropriate title C 1
Underlined title D 1
Enclosed content E 1
Physical quantities in heading F 1
Units stated G 1
Language and expression: 2
Correct tense (past tense) H 1
Passive voice. I 1
Discussion 2
Background information stated. J 1
Explanations for observations K 1
Graph 3
Axes labelled L 1
Correct scales M 1
Correct plotting N 1
Conclusion 2
Linked to aim O 1
Logical P 1
Total 15
Lab #14
Topic: Mitosis

Skill: M&M
Date:
Aim: To use embroidery thread to construct the different stages of mitosis

Procedure:

• Observe the various stages of mitosis using textbook

• Draw and label diagrams showing the different stages of mitosis

• Use embroidery thread and glue to construct a model showing the various stages of mitosis

(threads must be colour coordinated based on the various structures represented)

• Make brief notes on what is taking place at each stage.

Mark Scheme

Criteria Marks
All structures labeled; represented by different colour threads A 2
Appropriate and consistent length and thickness of threads B 2
Neatness; accuracy/faithfulness of representation C 3
All stages represented/accounted for and in the correct sequence D 2
Brief notes stated for each stage E 1
Total 10
Lab #: 15
Title: Movement in Animals (Locomotion)
Skill: Drawing

Date:

Aim: To draw, label and annotate cervical, thoracic and lumbar vertebrae
Apparatus: cervical vertebrae thoracic vertebrae and lumbar vertebrae specimens

Procedure:
1. Collect cervical, thoracic and lumbar vertebra.
2. Draw each and then label and annotate the following structure:
a. Neural spine
b. Neural canal
c. Centrum
d. Transverse process

Drawing Mark Scheme

Clarity 2
Clean, continuous lines A 1
No shading/sketching/double lines B 1
Proportional C 1
Reasonable size (approximately 75% of paper) D 1
Labelling 5
Use ruler E 1
Use pencil F 1
Lines do not cross G 1
Label lines on one side H 1
Labels are accurate I 1
Correct magnification J 1
Title 3
Underlined K 1
Below diagram L 1
All Caps M 1
Total 13
Lab # 16
Title: Respiration
Skill: ORR
Date:

Aim: To investigate how breathing rate changes with exercise

Apparatus/Materials: stopwatch, paper, pencil, students
Method:
1. Students were gathered in a group of 5.
2. Stopwatch was set for 20 minutes.
3. Student 1 sat quietly for the first 2 minutes.
4. Student 2 recorded the number of breaths taken in the third minute by student 1.
5. Student 1 was then allowed to rest for 1 minute.
6. In the fifth minute student 2 recorded the number of breaths for one minute.
7. The readings received from the first, second and third minute were calculated to find the
average number of breaths before exercise.
8. Student 1 participated in vigorous activities for 2 minutes .i.e. the sixth and seventh
minute.
9. Immediately after exercise during the eighth minute student 2 recorded the number of
breaths taken by student 1 in 1 minute.
10. Student 1 was allowed to rest in the ninth minute.
11. Student 2 recorded the number of breaths taken in the tenth minute.
12. Steps 10 and 11 were repeated and the number of breaths taken by student 1 every other
minute for one minute was recorded until breathing was back to pre-exercise level or as
close as possible.
13. Results were recorded in a table.
14. Line graph was drawn to display results.

Observation:
Table: Give a title
Time/Min Breathing rate/breaths per minute

Before exercise 1

5
 Mean

After exercise 8

10

12

14

16

18

20

Mean

TITLE: TABLE SHOWING NUMBER OF BREATHS TAKEN BEFORE AND AFTER

EXERCISE

Discussion

Conclusion:

Limitations:
MARK SCHEME

Criteria Marks
Recording 2
Observations recorded accurately A 1
Data presented in an acceptable form e.g. table B 1
Table: 5
Appropriate title C 1
Underlined title D 1
Enclosed content E 1
Physical quantities in heading F 1
Units stated G 1
Language and expression: 2
Correct tense H 1
Passive voice. I 1
Discussion 2
Background information stated. J 1
Explanations for observations K 1
Graph 3
Axes labelled L 1
Correct scales M 1
Correct plotting N 1
Conclusion 2
Linked to aim O 1
Logical P 1
Total 15
SBA# 17

Skill: ORR

Topic: Germination

Date:

Aim: To investigate if light is necessary for germination.

Procedure:

• Four (4) seeds will be tested as the variable and two (2) seeds will be tested as the control.

• The seeds will be placed on a newspaper or cotton wool on the bottom of two plastic cups and
one Styrofoam cup.

• Each newspaper or cotton wool will be dampened with water.

• Seal the Styrofoam cup containing seeds with aluminium foil. Place one plastic cup close to a
light source and the other (the control) in open air. Label each cup A, B and C.

• The seeds will be checked daily (except weekends) and moistened as needed.

• The length of time it takes for each seed to germinate will be recorded (number of days) and a
seed will be considered ungerminated after 1 week of no growth.

• After the seeds germinate, growth will be determined by measuring the height of the plant with
a ruler. This will be done for the next week.

• After the data is collected, the mean number of days it takes a seed to germinate will be recorded
for both the variable and the control. This will be displayed in a bar graph, with the x-axis having the
growth of the seedlings in the two variables (light and dark) and the y-axis being the average
number of days.

• The median will also be determined and displayed in a table for the average days to germinate.

Observation/ Result

Title: Give a title for the table

SEEDS Day of Germination Growth rate after germination /

cm

Day Day Day Day Day

1 2 3 4 5
 A

Discussion

Conclusion:

Limitations:

MARK SCHEME

Criteria Marks
Recording 2
Observations recorded accurately A 1
Data presented in an acceptable form e.g. table B 1
Table: 5
Appropriate title C 1
Underlined title D 1
Enclosed content E 1
Physical quantities in heading F 1
Units stated G 1
Language and expression: 2
Correct tense H 1
Passive voice. I 1
Discussion 2
Background information stated. J 1
Explanations for observations K 1
Graph 3
Axes labelled L 1
Correct scales M 1
Correct plotting N 1
Conclusion 2
Linked to aim O 1
Logical P 1
Total 15
SBA # 18.

Skill: Drawing

Date:

Topic: Sexual Reproduction in Plants

Aim: To study the structure of a hibiscus flower
Procedure:

• Obtain a hibiscus flower

• Use a scapula to dissect the flower and use hand lens to view the various parts

• Carefully observe the longitudinal section of the flower, the stamen, the pistil/carpel, and the
petals.

Make labeled diagrams of the hibiscus flower, one petal, one stamen, pistil, and the ovary (all drawings
must show magnification

Drawing Mark Scheme

Clarity 2
Clean, continuous lines A 1
No shading/sketching/double lines B 1
Proportional C 1
Reasonable size (approximately 75% of paper) D 1
Labelling 5
Use ruler E 1
Use pencil F 1
Lines do not cross G 1
Label lines on one side H 1
Labels are accurate I 1
Correct magnification J 1
Title 3
Underlined K 1
Below diagram L 1
All Caps M 1
Total 13