1

CONTENTS

Page

1.0

Introduction

2.0

Objectives of SPM Biology PEKA

3.0

The Characteristics of SPM Biology PEKA

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

4.1
Planning
4.2
Administration
4.3
Scoring
4.4
Reporting
4.5
Moderation

5.0

Method for Assessment

6.0

The Framework of SPM Biology PEKA

6.1
Learning Area
6.2
Construct, Score and Criteria

7.0

Scoring Procedure
7.1
Awarding Scores
7.2
Individual Score Form (ISF)
7.3
Master Score Form (MSF)
7.4
Procedures in Managing ISF

12

8.0

Reporting Procedure

13

8.1 Certificate
8.2 Master Score Form (MSF)
Appendix

14

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 :
*

3.0

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

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.

3.4

Open and Transparent

The pupils should be informed of the following aspects :

3.5

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?

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.

4.0

THE ORGANIZATION OF SPM BIOLOGY PEKA

4.1

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

4.2

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

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

Grade
A
B
C
D

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.

6
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)

7
6.2

Construct, Score and Criteria (Performance Indicator)

6.2.1 Construct 1 :Planning of the investigation or experiment
Construct

Criteria

(Skills)

(Performance Indicator)

Planning of
the

P1 : State the problem statement

P2 : State the aim

investigation

P3 : State the hypothesis

or experiment

P4 : State the variables:

Scoring Scheme

Score 3
Accomplished all P
Score 2
Accomplished 4 - 6 P

manipulated variable
responding variable
constant variable
P5 : List the materials /

Score 1
Accomplished 1 3
P

Substances / specimens
and apparatus
P6 :Technique
P7 : Write the procedure

6.2.2 Construct 2 :Conducting the investigation or experiment

Construct

Criteria

(Skills)

(Performance Indicator)

Conducting

P1 : Set up apparatus and materials for the

investigation

experiment/ correct and functional

or
experiment

P2 : Conduct the investigation or experiment

according to procedure and technique

Scoring Scheme

Score 3
Accomplished all P
Score 2
Accomplished any
two P

correctly
P3 : Take measurement / make observation
correctly

Score 1
Accomplished any
one P

8
6.2.3 Construct 3 :Collecting and Recording Data
Construct

Criteria

(Skills)

(Performance Indicator)

Collecting and
Recording
Data

P1 : Construct a table with titles using

correct variables and units.
P2 : Record all values of the manipulated

Scoring Scheme

Score 3
Accomplished
All P

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 decimal

Score 2
Accomplished
Any two of
P

place and correct unit)

Score 1
OR
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)

Accomplished
Any one of P

9
6.2.4 Construct 4 :Interpreting Data and Making Conclusion
Construct

Criteria

Scoring

(Skills)

(Performance Indicator)

Scheme

Interpreting
Data and
Making
Conclusion

Plot graph correctly.

Score 3

The graph should includes the following:

Accomplishe

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

correct units

All P

P 2: Uniform and even scale and all points

plotted correctly
P 3: Connected all points with smooth curve and

Score 2

the size of the graph is more than 50% of

Accomplishe

the graph paper

P 4: Based on the graph, state the relationship

between the variables

At least three
P

P 5: Make a conclusion based on the graph

OR

Score 1

Construct a Bar Chart / Histogram

Accomplishe

The chart includes the following:

d at least one

P1 : Title of the bar chart / histogram and both

P completely

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

10

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

11
6.2.5 Construct 5 :Scientific Attitudes and Noble Values
Construct

Criteria

(Skills)

(Performance Indicator)

Scoring Scheme

P1 : Interested and curious

Score 3

1.

Asks questions to gather

The

Attitudes and

information about the

exhibits any one

Noble Values

task given.

attitude or moral

Willing to listen to the

value

ideas of others.

of P 1 to P 4.

Scientific

2.

student

from

each

P2 : Systematic
1.

Follows procedure in the

correct order.

Score 2

P3 : Responsible

The

student

1.

Honest in recording data

exhibits any one

and observations.

attitude or moral

2.

Completes the task given

value

3.

Submits assignment on

of any three P.

from

each

time.
4.

5.
6.

Ensures personal safety,

safety of people around

Score 1

and the surroundings.

The

Returns all apparatus to

exhibits any one

their proper places.

attitude or moral

Disposes materials

value

(if any) properly.

of any two P.

P4 : Cooperative
1. Willing to help each other.
2. Tolerant towards others.
3. Flexible and open minded to the
views of others.

student

from

each

12
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.

7.3

Total Score

Grade

Description

8, 9

Excellent

5, 6, 7

Credit .

3, 4

Satisfactory

1, 2

achieved minimum level

Samples of Individual Score Form (ISF)

Refer Appendix 1a

13

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)

(iv)

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

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
school

by the

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)

14

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 4

: Sample 2: A students report with score 3.

20

APPENDIX 5

: Sample 3: A students report with score 3.

22

APPENDIX 6

: Sample 4: A students report with score 2.

24

APPENDIX 7

: Sample 5: A students report with score 1.

26

APPENDIX 8

: Scoring check list.

27

APPENDIX 1
BIOLOGY PRACTICAL WORK ASSESSMENT
INDIVIDUAL SCORE FORM (ISF)
SCHOOL NAME: .
NAME

FORM 4

FORM 5

IC NUMBER
TEACHERS NAME
FORM
YEAR

NO
.

YEAR

DATE

INSTRUMENT

CONSTRUCT 2

CONSTRUCT 3

CONSTRUCT

CONSTRUCT 5

C1
PLANNING INVESTIGATION /
EXPERIMENT

C2
CONDUCTING
INVESTIGATION /
EXPERIMENT

C3
COLLECTING AND
RECORDING DATA

C4
INTERPRETING DATA AND
MAKING CONCLUSION

C5
SCIENTIFIC ATTITUDES &
NOBLE VALUES

PERFORMANCE INDICATOR

PERFORMANCE
INDICATOR

PERFORMANCE
INDICATOR

PERFORMANCE
INDICATOR

PERFORMANCE
INDICATOR

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
GRADE

8,9
A

5,6,7
B

3,4
C

1,2
D

SCORE

SCORE

SCORE

SCORE

SCORE

CONSTRUCT 1

APPENDIX 1a
BIOLOGY PRACTICAL WORK ASSESSMENT
INDIVIDUAL SCORE FORM (ISF)
SCHOOL NAME: .
NAME

FORM 4

FORM 5

IC NUMBER
TEACHERS NAME
FORM
YEAR

NO
.

YEAR

DATE

INSTRUMENT

CONSTRUCT 1

CONSTRUCT 2

CONSTRUCT 3

CONSTRUCT

CONSTRUCT 5

C1
PLANNING INVESTIGATION /
EXPERIMENT

C2
CONDUCTING
INVESTIGATION /
EXPERIMENT

C3
COLLECTING AND
RECORDING DATA

C4
INTERPRETING DATA AND
MAKING CONCLUSION

C5
SCIENTIFIC ATTITUDES &
NOBLE VALUES

PERFORMANCE INDICATOR

PERFORMANCE
INDICATOR

PERFORMANCE
INDICATOR

PERFORMANCE
INDICATOR

PERFORMANCE
INDICATOR

SCORE

SCORE

SCORE

NUTRITION - Sample 1

TRANSPIRATION - Sample 2

CELL STRUCTURE -Sample 3

NUTRITION - Sample 4

CELL STRUCTURE Sample 5

SCORE

SCORE

6
7
8
9
10
TOTAL OF 3 HIGHEST SCORE

GRADE

PUPILS SIGNATURE

ASSESSORS SIGNATURE

ASSESSORS SIGNATURE

DATE:

DATE:

DATE:

TOTAL SCORE
GRADE

8,9
A

5,6,7
B

3,4
C

1,2
D

APPENDIX 2

MASTER SCORE FORM (MSF)

ASSESSMENT OF SCIENCE PRACTICAL WORK
BIOLOGY
SCHOOL :. CENTRE NUMBER:
FORM :.

YEAR:
PERFORMANCE INDICATOR

C1
C2
PLANNING
CONDUCTING
INVESTIGATION INVESTIGATION
/ EXPERIMENT / EXPERIMENT

NO

NAME

IC NO.

INDEX NO.

MARK

GRADE

MARK

GRADE

C3
COLLECTING
AND
RECORDING
DATA
MARK

GRADE

REMARKS

C4
C5
INTERPRETING
SCIENTIFIC
DATA AND
ATTITUDES &
MAKING
NOBLE VALUES
CONCLUSION
MARK

GRADE

MARK

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

PRINCIPALS SIGNATURE
)

.
(

GRADE

APPENDIX 2

18

APPENDIX 3

Sample 1: A students report with score 3.

Topic : Energy Value
CHAPTER 6:
ACTIVITY
6.2
Problem
Statement
Aim

NUTRITION
C1 P1

Do cashews nuts have higher energy value than

groundnuts ?
Determining the energy value in food samples.

Hypothesis
Manipulated
variable
Responding
variable
Constant
variable
Materials

:
:

Cashews nuts have higher energy value than ground nuts.

Types of nut

C1 P3

The rise in temperature of water

Volume of distilled water

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

C1 P6

Procedure

Measure the rise in temperature of a volume of water

heated by the burning nuts to find its energy value
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
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.
10. Steps 1 to 9 are repeated by using a groundnut.

TEACHERS SIGNATURE : ..

C1 P2

C1 P4

C1 P7

C1 = 3

19
Result

Food sample
Weight(g)
Initial temperature of water (oC)
Final temperature of water (oC)
Rise in temperature (oC)
Energy value (Jg-1)

Cashe
w nut
0.72
30
92
62
7.23

Groundnut
0.54
30
74
44
6.84

C3 P 1
C3 P 2
C3 P 3
C3 P 4

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
Energy value of cashew nut =

Energy value of groundnut

4.2 x 20 x 62
0.72
7233 J g -1

7.233 kJ g -1

=
=

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

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
energy value than groundnut. The hypothesis is accepted.

C4 P 1
C4 P 2
C4 P 3

C4 P 4

C4 P 5

C4 = 3

20

APPENDIX 4

Sample 2: A students report with score 3

TOPIC TRANSPIRATION

Scoring
1) Problems statement:
Does air movement affect the rate of transpiration?
2) Aim:
To investigate the effect of air movement on the rate of transpiration
3) Hypothesis:
The rate of transpiration increases when air movement is faster.
4) Variables:
Manipulate: air movement
Responding: rate of transpiration
Constant: Temperature
5) Apparatus:
Potometer/capillary tube, beaker, ruler, stopwatch, stand fan, retort stand.
Material
A branch with leaves, distilled water.
6) Technique:
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:
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 P1
C1 P2
C1 P3
C1 P4

C1 P5

C1 P6

C1 P7

C1 = 3

TEACHERS SIGNATURE : ..
RESULT:

C3 P1

Air movement
Low speed
Medium speed
High speed

Time taken for air bubble

move from X to Y (5 cm)
1
2
3
Average
24
28
26
26
16
18
14
16
10
12
8
10

Transpiration
Rate (cm s-1)
0.19
0.30
0.50

C3 P2
C3 P3
C3 P4

C3 = 3

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

C4 P5

C4 = 3

22

APPENDIX 5

Sample 3: A students report with score 3

TOPIC CELL STRUCTURE
Scoring
1) Problems statement:
Does the animal and plant structure are different?
2) Aim:
To investigate the differentiation of animal cell and plant cell.
3) Hypothesis:
The plant cell have the fixed shape but animal cells have round shape.
4) Variables:
Manipulate: type of cells.
Responding: cell structure
Constant: magnification of microscope.
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 Material
Material
An onion bulb, drain water, aquatic plant, yeast solution, iodine solution. methylene blue
solution and distilled water.
6) Technique:
Observing ,comparing and drawing structures in animal cell and plant cell by using
microscope.

C1 P1

7) Procedure:
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 angle 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.
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

TEACHERS SIGNATURE : ..

C1 P2
C1 P3
C1 P4

C1 P5

C1 P6

C1 = 3

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

Plant cell
Discussion:

(X 100)

C4 P 3

Animal cell

Both plant cell and animal cell have cytoplasm and nucleus.
Plant cell have vacuole, cell wall and plasma membrane.
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.
The plant cell have the fixed shape but animal cells have round shape.

C4 P4

ii.
iii.

C4 P5

C4 = 3

24
APPENDIX 6

Sample 4: A students report with score 2

Topic : Energy Value
CHAPTER 6:
ACTIVITY
6.2
Problem
Statement
Aim

NUTRITION
C1 P1

Do cashews nuts have higher energy value than

groundnuts ?
Determining the energy value in food samples.

Hypothesis
Manipulated
variable
Responding
variable
Constant
variable
Materials

:
:

Cashews nuts have higher energy value than ground nuts.

Types of nut

C1 P3

The rise in temperature of water

Volume of distilled water

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

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

C1 P2

C1 P4

C1 P5
XC1 P6

C1 P7

C1 = 2

25
:
Result

Food sample

Cashe
w nut
0.72
30
92
62

Weight
Initial temperature of water
Final temperature of water
Rise in temperature

Groundnut
0.54
30
74
44

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.

XC3 P1
C3 P2
C3 P3
X C3 P4

C3 = 2

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

increase in temperature (oC)
_______________________________
Mass of peanut(g) x 1000
Energy value of cashew nut =
=
=
Energy value of groundnut

=
=
=

4.2 x 20 x 62
0.72
7233
7.233

C4 P 1
C4 P 2
X C4 P 3

4.2 x 20 x 44
0.54
6488
6.844

Discussion

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

energy value content in the food sample.

Conclusion

The hypothesis is accepted.

X C4 P 4

XC4 P5

C4 = 2

26
APPENDIX 7

Sample 5: A students report with score 1

TOPIC CELL STRUCTURE
Scoring
1) Problems statement:
The structure of animal and plant structure are different.
2) Aim:
Animal cell and plant cell can be seeing under microscope.

X C1 P1
X
X
X

3) Apparatus:
Light microscope.
Material
Onion slide, cheek slide.
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 P2
C1 P3
C1 P4
C1 P5
C1 P6

C1 P7

C1 = 1

TEACHERS SIGNATURE : ..
RESULT:

X
X

C3 P1
C3 P2
C3 P3
C3 P4

C3 = 1

X C4P1
X C4P2
X C4P3

Plant cell

Animal cell

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

X C4P4
C4P5

C4 = 1

27
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:
iv)
manipulated
variable
v)
responding variable
vi)
constant variable
P5 : List the materials /
Substances / specimens
and apparatus
P6 :Technique/ Arrangemen
Score 3
Accomplished all P
Score 2
Accomplished 4 - 6 P

Construct 3 :
Collecting and Recording
Data

Construct 4 :
Interpreting
Data
Making Conclusion

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

P 1 : C ons t ru c t a ta bl e
wi th t i t l e s u si ng
co rr ec t v ar i abl es an d
uni ts .
P 2 : R eco rd al l val ue s of
th e m a ni p ul a te d
va ri abl e wi t h c or r ec t
de ci m al pl ac e
P 3 : R eco rd al l val ue s of
th e r es po ndi ng
va ri abl e ( wi th c or re c t
de ci m al pl ac e)
P 4 : R eco rd s eco nd ar y
da ta f r om cal cul at i o n
( wi th s ui t abl e
de ci m al pl ac e a nd
co rr ec t un i t )

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% of the 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 a Bar Chart /
Histogram
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
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
Score 3
Accomplished All Ps
Score 2
Accomplished At least three Ps
Score 1
Accomplished at least one P
completely

P 1: In te re s t e d a n d
cu r io u s
1 . Ask s q u e st i o n s
to ather
i n f o rm a t i o n
a b o u t th e t a s k
g i ve n .
2 . W ill i n g t o l i st e n
t o th e i d e a s o f
o th e r s .
P 2 : S y s t e m a t ic
1 .F o l l o ws
p ro ce d u re i n
t h e co r re ct
o rd e r.
P 3: R e s p o n s ib le
7.
Honest in
recording data
and
o b s e r va ti o n s.
8.
C o m p l e t e s th e
t as k g i v e n
9.
S u b m i ts
a ssi g n m e n t o n
ti m e .
1 0. E n s u r e s p e rs o n a l
s a f e t y, sa f e t y o f
p e o p l e a ro u n d
a n d th e
s u r ro u n d i n g s .
11. R e t u r n s a l l
a p p a ra t u s to
t he i r p r o p e r
pl a c e s .
1 2. D i sp o s e s
m a te ri a l s (i f a n y)
p ro p e rl y.

SCORE

SCORE

Score 3
Accomplished all P
Score 2
Accomplished any two P
Score 1
Accomplished any one P

Score 1
Accomplished 1 3 P

OR
D ra w di ag ram t ha t i n cl u de
th e f ol l o wi n g;
P 1 : Tit l e
P 2 : B i g a nd cl ea r
P 3 : N ea t a nd wi th ou t
br ok en l i ne s
P 4 : Th e di ag ram ha s a
ge ner al ac cep ta bl e
ov er al l app ea ra nc e
as re pr es en ti ng th e
st r uc tu r e ( f u nc ti o nal
di a gr am )
Score 3
A c com pl i s he d A l l P 1
Score 2
A c com pl i s he d An y tw o of
P 1
Score 1
A c com pl i s he d An y o n e of
P 1

SCORE

APPENDIX 8
Construct 5 :
Scientific Attitudes and
Noble Values

Construct 2 :
Conducting The
investigation or Experiment

SCORE

SCORE

and

P 4: C o o p e ra t i ve
4.
W il l i n g t o h e l p
e a c h o t h e r.
5.
Tol e r a n t to wa r d s
o th e r s .
6.
F l e xi b l e a n d o p e n
m i n d e d to t h e
vi e ws o f o th e r s .
Score 3
T he st u d e n t e xh i b i ts
a n y o n e a t ti tu d e o r
m o ral v a l u e f ro m e a ch
of P 1 to P 4 .
Score 2
T he st u d e n t e xh i b i ts
a n y o n e a t ti tu d e o r
m o ral v a l u e f ro m e a ch
of an y th re e P s .
Score 1
T he st u d e n t e xh i b i ts
a n y o n e a t ti tu d e o r
m o ral v a l u e f ro m e a ch
of an y t wo P s.

28