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Transcript of Bio Peka Panduan
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CONTENTS Page
1.0 Introduction 2
2.0 Objectives of SPM Biology PEKA 2
3.0 The Characteristics of SPM Biology PEKA 23.1 Compatibility with the Curriculum Specification3.2 Pupil-centered3.3 Feasible and Systematic3.4 Open and Transparent3.5 Variety of Instruments3.6 Continuous and Formative Assessment3.7 Valid and Reliable3.8 Positive Reports3.9 Continuous Monitoring
4.0 The Organization of SPM Biology PEKA 44.1 Planning4.2 Administration4.3 Scoring4.4 Reporting4.5 Moderation
5.0 Method for Assessment 5
6.0 The Framework of SPM Biology PEKA 66.1 Learning Area6.2 Construct, Score and Criteria
7.0 Grading Procedure 127.1 Individual Score Form (ISF)7.2 Grading7.3 Sample of Individual Score Form (ISF)7.4 Procedures in Managing the ISF
8.0 Reporting Procedure 138.1 Certificate8.2 Master Score Form (MSF)
Appendix 14
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1.0 INTRODUCTION
The SPM Biology Practical Work Assessment (SPM Biology PEKA) is a school based
assessment that is implemented in schools as a part of teaching and learning process.
SPM Biology PEKA Assessment Guide contains information about the objectives,
characteristics and organization of SPM Biology PEKA. It also outline the assessment
procedures to serve as guidelines for teachers to carry out the assessment in a
coordinated manner.
2.0 OBJECTIVES OF SPM BIOLOGY PEKA
The objectives in conducting SPM Biology PEKA is to enable the pupils to :
* Master the Scientific Skills
- Science Process Skills
- Science Manipulative Skills
* Strengthen the knowledge and understanding of scientific theories and concepts.
* Inculcate the Scientific Attitudes and Noble Values
3.0 THE CHARACTERISTICS OF SPM BIOLOGY PEKA
3.1 Compatibility with the Curriculum Specification
The assessment should be compatible with the knowledge, scientific skills,scientific attitudes and noble values to be developed in the teaching and learning
process as specified in the SPM Biology Curriculum.
3.2 Pupil-centered
All activities should be carried out by the pupils in a conducive environment and
guided by the teachers teaching plan. The pupils should be assessed in
accordance to their abilities and readiness.
3.3 Feasible and Systematic
The format of assessment is designed to be practical and manageable.
The assessment procedure should be systematic to enable teachers to
administer the assessment efficiently.
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3.4 Open and Transparent
The pupils should be informed of the following aspects :
What are the constructs that will be assessed?
How will the construct be assessed?
When will the construct be assessed?
Where will the construct be assessed?
3.5 Variety of Instruments
Pupils may use a variety of instruments such as practical report, folio, project,
scrap book, check-lists and models as evidence of their ability and their level of
performance.
3.6 Continuous and Formative AssessmentThe assessment is to be carried out from Form 4 to Form 5. Throughout the
assessment period the pupils are encouraged to acquire knowledge and
experience and also given opportunities to improve their work and their score.
3.7 Valid and Reliable
The validity of the assessment is determined by the scores that portray relevant
information on the constructs assessed. It is ascertained by ensuring the
constructs assessed are within the curriculum specification.
The reliability of the assessment refers to the consistency and accuracy of the
scores obtained through the process of moderation and monitoring.
3.8 Positive Reports
The scores reported should show that an acquisition of skills that stimulates the
pupils to improve on their performance and achievement to a better level of
mastering skills, is achieved.
3.9 Continuous MonitoringThe assessment process SPM Biology PEKA has to be monitored and
supervised systematically from time to time to ensure that it is carried out in
accordance to its objectives and procedures.
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4.0 THE ORGANIZATION OF SPM BIOLOGY PEKA
4.1 Planning
The assessment should be planned accordingly which includes aspects such as:
- the pupils to be assessed
- the time / duration to conduct the assessment
- the frequency of the assessment
- the personnel involved
- the type of instrument
- the scoring
- the grading
- the reporting
4.2 Administration
All evidence for assessment are collected and assessed by teachers responsible
in the teaching and learning process of the subject. The teachers are required to
manage the evidence produced by the pupils.
4.3 Scoring
Scores are awarded based on the scoring scheme.
The maximum score of each construct is 3.
The three best scores for each construct are taken from the assignments
assessed.
The maximum score for each construct is 9.
The grade for each total score is shown below.
Total Score Grade8, 9 A
5 ,6, 7 B3 , 4 C
1 ,2 D
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4.4 Reporting
The scores and grades are recorded in the Individual Score Form (ISF) and
compiled into the Master Score Form (MSF)
4.5 Moderation
A mechanism to ensure that pupils of similar skill level of each construct are
given similar scores. Moderation is an essential process to standardize and
monitor school based assessments in order to maintain the validity and reliability
of the assessment conducted by the teacher.
5.0 METHOD FOR ASSESSMENT
5.1 SPM Biology PEKA is carried out as a part of teaching and learning process.
5.2 Teachers can assess either one construct/skill or several
constructs/skills of a small group of pupils or of the whole class.
5.3 Scientific Attitudes and Noble Values should be assessed
simultaneously with other skills.
5.4 Teachers assess and score the evidence presented by the pupil. All
the information regarding the evidence are accessible to the pupils.
5.5 Pupils must submit a complete evidence.
5.6 Pupils who have not mastered any assessed constructs are given the
opportunity to repeat it in another assignment.
5.7 Students must complete enough assignments to ensure that all the
constructs have been assessed.
5.8 Pupils should be given adequate opportunity to master the required
skills before the assessment is made.
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5.9 The assessment should be carried at least two times in Form 4 and
two times in Form 5. The highest score for each construct could be
taken from either year.
6.0 THE FRAMEWORK OF SPM BIOLOGY PEKA
6.1 Learning Area
The learning area comprises of five main constructs.
Construct 1 : Planning Investigation or Experiment
Construct 2 : Conducting Investigation or Experiment
Construct 3 : Collecting and Recording Data
Construct 4 : Interpreting Data and Making ConclusionConstruct 5 : Scientific Attitudes and Noble Values
Constructs 1, 2, 3, 4 and 5 contain a list of the skills used as
performance indicators. The list is extracted and translated from the
Modul Kemahiran Proses Sains - Pusat Perkembangan Kurikulum,
1995.
The Scientific Attitudes and Noble Values are imbedded during the
assessment of science manipulative skills and must be observed by
the teacher / assessor.
The activity code is represented by the following information:
Year / Theme / Learning Objective / Learning Outcomes
(Refer Curriculum Specification)
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6.2 Construct, Score and Criteria (Performance Indicator)
6.2.1 Construct 1 : Planning the investigation or experiment
Construct
(Skills)
Criteria
(Performance Indicator)
Scoring Scheme
Planning the
investigation
or experiment
P1 : State the problem statement
P2 : State the aim
P3 : State the hypothesis
P4 : State the variables:
i) manipulated variable
ii) responding variable
iii) constant variable
P5 : List the materials /
substances / specimens
and apparatus
P6 :Technique
P7 : Write the procedure
Score 3Accomplished all P
Score 2Accomplished 4 - 6 P
Score 1Accomplished 1 - 3 P
6.2.2 Construct 2 : Conducting the investigation or experiment
Construct
(Skills)
Criteria
(Performance Indicator)
Scoring Scheme
Conducting
investigation
or
experiment
P1 : Set up apparatus and materials for the
experiment / correct and functional
P2 : Conduct the investigation or experiment
according to procedure and technique
correctly
P3 : Take measurement / make observationcorrectly
Score 3Accomplished all P
Score 2Accomplished any
two P
Score 1Accomplished anyone P
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6.2.3 Construct 3 : Collecting and Recording Data
Construct
(Skills)
Criteria
(Performance Indicator)
Scoring Scheme
Collecting and
Recording
Data
P1 : Construct a table with titles using
correct variables and units.
P2 : Record all values of the manipulated
variable with correct decimal place
P3 : Record all values of the responding
variable (with correct decimal place)
P4 : Record secondary data from
calculation (with suitable decimalplace and correct unit)
OR
Draw diagram that include the following;
P1 : Title
P2 : Big and clear
P3 : Neat and without broken lines
P4 : The diagram has a generalacceptable overall appearance as
representing the structure (functional
diagram)
Score 3
Accomplished
All P
Score 2
Accomplished
Any two of P
Score 1
Accomplished
Any one of P
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6.2.4 Construct 4 : Interpreting Data and Making Conclusion
Construct
(Skills)
Criteria
(Performance Indicator)
Scoring
Scheme
Interpreting
Data and
Making
Conclusion
Plot graph correctly.
The graph should includes the following:
P 1: Title of the graph and both axes labeled with
correct units
P 2: Uniform and even scale and all points
plotted correctly
P 3: Connected all points with smooth curve and
the size of the graph is more than 50% ofthe graph paper
P 4: Based on the graph, state the relationship
between the variables
P 5: Make a conclusion based on the graph
OR
Construct aBar Chart / HistogramThe chart includes the following:P1 : Title of the bar chart / histogram and both
axes labeled with correct units
P2 : All the bars / histogram constructed with
correct height
P3 : Uniform width of the bars / histogram
P4 : Based on the bar chart / histogram, state the
relationship between the variables
P5 : Make a conclusion based on the bar chart /histogram
OR
Score 3
Accomplished
All P
Score 2
Accomplished
At least threeP
Score 1
Accomplished
at least one P
completely
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Calculations.
The calculation includes the following:
P1 : Writing out the formula
P2 : Substitute values into the formula
P3 : Complete calculation and give answer
together with units
P4 : Based on the calculation state the
relationship between the variables
P5 : Make a conclusion based on the calculation
OR
Drawing
The drawing should include the following:
P1 : Diagram with any two parts labeled
P2 : State the magnification of the drawing
P3 : Draw straight label lines
P4 : Based on the observation state the
relationship between the variables /
similarities and differences
P5 : Make a conclusion based on the observation
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6.2.5 Construct 5 : Scientific Attitudes and Noble Values
Construct
(Skills)
Criteria
(Performance Indicator)
Scoring
Scheme
Scientific
Attitudes
and Noble
Values
P1 : Interested and curious
1. Asks questions to gather
information about the
task given.
2. Willing to listen to the
ideas of others.
P2 : Systematic1. Follows procedure in the
correct order.
P3 : Responsible
1. Honest in recording data
and observations.
2. Completes the task given
3. Submits assignment on
time.
4. Ensures personal safety,
safety of people around
and the surroundings.
5. Returns all apparatus to
their proper places.
6. Disposes materials
(if any) properly.
P4 : Cooperative
1. Willing to help each other.
2. Tolerant towards others.
3. Flexible and open minded to the
views of others.
Score 3
The student
exhibits any one
attitude or moral
value from each
of P 1 to P 4.
Score 2
The student
exhibits any one
attitude or moral
value from each
of any three P.
Score 1
The student
exhibits any one
attitude or moral
value from each
of any two P.
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7.0 GRADING PROCEDURE
7.1 Individual Score Form (ISF)
The scores obtained for each construct (skills / values) assessed are recorded in
the Individual Score Form (ISF) (Refer Appendix 1).
For each assignment:
(i) mark each cell with a or X or - with reference to each performance
indicator (P) as follows:
P assessed and mastered
X P assessed but not mastered
- P not assessed.
(ii) Determine the score for each construct (according to the scoring scheme)
and fill in the relevant cells.
(iii) Determine the total of the three highest scores for each construct and fill
in the relevant cells.
7.2 Grading
A grade is given based on the following table.
Total Score Grade Description
8, 9 A Excellent
5, 6, 7 B Credit
3, 4 C Satisfactory
1, 2 D Achieved minimum level
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7.3 Samples of Individual Score Form (ISF)
Refer Appendix 1a
7.4 Procedures in Managing the ISF
(i) The ISF is used to record the scores of each pupil during the
assessment based on the construct assessed.
(ii) The ISF should be used by teachers / assessors and
moderators.
(iii) The ISF must be completed in two copies:
(a) the original copy is kept by the teacher / assessor
(b) the second copy is kept in the pupils PEKA file
(iv) If a pupil transfers to another school, an updated copy of the
ISF should be enclosed together with the personal file to be
submitted to the new school.
8.0 REPORTING PROCEDURE
8.1 Certificate
The school must issue each pupil with a certificate signed by the
school principal. The certificate must shows the grade of each
construct.
8.2 Master Score Form (MSF)
At the end of the assessment period (Form 5), the highest score and
grade for every construct must be transferred to t he MSF.
The completed MSF must be submitted to Lembaga Peperiksaan
Malaysia according to the scheduled date.
(ReferAppendix 2)
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APPENDIX
APPENDIX 1 : Individual Score Form (ISF) 15
APPENDIX 1a : Individual Score Form (ISF) 16
APPENDIX 2 : Master Score Form (MSF) 17
APPENDIX 3 : Sample 1: A students report with score 3. 18
APPENDIX 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
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BIOLOGY PRACTICAL WORK ASSESSMENT
INDIVIDUAL SCORE FORM (ISF)
SCHOOL NAME: .
NAME
IC NUMBERTEACHERS NAME
FORM
YEAR YEAR
NO. DATE INSTRUMENT
CONSTRUCT 1 CONSTRUCT 2 CONSTRUCT 3
C1PLANNING INVESTIGATION /
EXPERIMENT
C2CONDUCTING
INVESTIGATION /EXPERIMENT
C3COLLECTING ANDRECORDING DATA
INTM
PERFORMANCE INDICATORPERFORMANCE
INDICATORPERFORMANCE
INDICATOR
1 2 3 4 5 6 7
SCORE
1 2 3
SCORE
1 2 3 4
SCORE
1
1
2
3
4
5
6
7
8
9
10
TOTAL OF 3 HIGHEST SCORE
GRADE
PUPILS SIGNATURE ASSESSORS SIGNATURE ASSESSORS SIGNATURE
DATE: DATE: DATE:
TOTAL SCORE 8,9 5,6,7 3,4 1,2
GRADE A B C D
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BIOLOGY PRACTICAL WORK ASSESSMENTINDIVIDUAL SCORE FORM (ISF)
SCHOOL NAME: .
NAME
IC NUMBERTEACHERS NAME
FORM
YEAR YEAR
NO. DATE INSTRUMENT
CONSTRUCT 1 CONSTRUCT 2 CONSTRUCT 3
C1PLANNING INVESTIGATION /
EXPERIMENT
C2CONDUCTING
INVESTIGATION /EXPERIMENT
C3COLLECTING ANDRECORDING DATA
INTM
PERFORMANCE INDICATORPERFORMANCE
INDICATORPERFORMANCE
INDICATOR
1 2 3 4 5 6 7
SCO
RE 1 2 3
SCO
RE 1 2 3 4
SCO
RE 1
1 Enerqy value - Sample 1 3 3 3
2 Transpiration - Sample 2 3 3 3
3 Cell Structure -Sample 3 3 3 3
4 Nutrition - Sample 4 X 2 3 X X 2
5 Cell Structure - Sample 5 X X X X X 1 3 X X X 1 X
6
7
8
9
10
TOTAL OF 3 HIGHEST SCORE 9 9 9
GRADE A A A
PUPILS SIGNATURE ASSESSORS SIGNATURE ASSESSORS SIGNATURE
DATE: DATE: DATE:
TOTAL SCORE 8,9 5,6,7 3,4 1,2GRADE A B C D
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MASTER SCORE FORM (MSF)ASSESSMENT OF SCIENCE PRACTICAL WORK
BIOLOGY
SCHOOL :. CENTRE N
FORM :. YEAR:
ASSESSORS SIGNATURE PRINCIPA
( ) (
NO NAME IC NO. INDEX NO.
PERFORMANCE INDC1
PLANNINGINVESTIGATION/ EXPERIMENT
C2CONDUCTING
INVESTIGATION/ EXPERIMENT
C3COLLECTING
ANDRECORDING
DATAMARK GRADE MARK GRADE MARK GRADE
1
23456789101112131415
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Sample 1: A students report with score 3.
Topic : Energy Value
Problem
Statement
: Do cashews nuts have higher energy value than
groundnuts ?
C1 P1
Aim : Determining the energy value in food samples. C1 P2
Hypothesis : Cashews nuts have higher energy value than ground nuts. C1 P3
Manipulated
variable
: Types of nut
Responding
variable
: The rise in temperature of water
Constant
variable
: Volume of distilled water C1 P4
Materials : Fresh ground nuts, fresh cashews nuts, distilled water
and matches
Apparatus : Boiling tubes, retort stand, plasticine, long pins,
thermometer, electronic weighing scale, 25ml measuring
cylinder
C1 P5
Technique : Measure the rise in temperature of a volume of water
heated by the burning nuts to find its energy value
C1 P6
Procedure : 1. A cashew nut is weighed and its weight record.2. 20ml of distilled water is poured into a boiling
tube.3. The boiling tube is clamped to a retort stand.4. The temperature of the distilled water in the boiling
tube is recorded.5. The pointed end of a long pin is poked into a
cashew nut. The other end of the pin is poked into
a piece of plasticine.
6. The cashew nut is ignited by using a match stickand immediately placed under the boiling tube.
7. The flame from the cashew nut is allowed to heatup the water. The water is stirred gently by using athermometer to distribute the heat evenly. At the
same time the rise in temperature is observed.
8. The final temperature of the water is recorded in atable.
9. The energy value of the cashew nut is calculated.10.Steps 1 to 9 are repeated by using a groundnut.
C1 P7
TEACHERS SIGNATURE : ..
APPENDIX 3
C1 = 3
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Result : Food sample Cashewnut
Groundnut
Weight(g) 0.72 0.54
Initial temperature of water (oC) 30 30
Final temperature of water (oC) 92 74
Rise in temperature (oC) 62 44
Energy value (Jg-1) 7.23 6.84
C3 P 1 C3 P 2 C3 P 3
C3 P 4
We assume that all the heat released from the food sample
has been transferred to the water. Since the specific heatcapacity of water = 4.2 J-1g oC-1.
Energy value = 4.2 (Jg-1 o
C-1) x mass of water (g) xincrease in temperature (oC)
_______________________________
Mass of peanut(g) x 1000
Energy value of cashew nut = 4.2 x 20 x 62
0.72= 7233 J g -1
= 7.233 kJ g-1
Energy value of groundnut = 4.2 x 20 x 44
0.54
= 6488 J g-1
= 6.844 kJ g -1
C4 P 1 C4 P 2 C4 P 3
Discussion : The higher the rise in temperature of water, the more the
energy value content in the food sample.
C4 P 4
The rise in temperature for cashew nut is higher than
groundnut. Therefore, the energy value for the cashew nutis higher than the groundnut.
Conclusion : The energy value of cashew nut is different from theenergy value of groundnut. Cashew nut has a higher
energy value than groundnut. The hypothesis is accepted.
C4 P 5
C3 = 3
C4 = 3
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Sample 2: A students report with score 3
TOPIC TRANSPIRATIONScoring
1) Problems statement:Does air movement affect the rate of transpiration?
C1 P1
2) Aim:To investigate the effect of air movement on the rate of transpiration
C1 P2
3) Hypothesis:The rate of transpiration increases when air movement is faster.
C1 P3
4) Variables:Manipulate: air movementResponding: rate of transpirationConstant: Temperature
C1 P4
5) Apparatus:Potometer/capillary tube, beaker, ruler, stopwatch, stand fan, retort stand.MaterialA branch with leaves, distilled water.
C1 P5
6) Technique:Measure the time taken for the air bubble to move a distance of 5 cm with a stop watch underdifferent air movement
C1 P6
7) Procedure:1. Place the branch with leaves and the capillary tube in a container filled with water .2. Cut the branch slantly in the water.3. The branch is fixed to the rubber tube of the capillary tube.4. The leaves are wipe dry.5. Mark two points, X and Y at the distance of 5 cm on the capillary tube.6. Lift up the capillary tube above the water surface to trap an air bubble.7. Placed the photometer on the table under a fan with low speed.8. Time is recorded with a stop watch when the air bubble moves from X To Y point.9. Steps 6 to 8 is repeated for three times to get an average reading.10. Steps 6 to 8 is repeated but by using fan speed medium and high.11. The result are recorded in the table as shown below.12. The rate of transpiration are calculated.
C1 P7
RESULT: C3 P1
C3 P2 C3 P3
C3 P4
APPENDIX 4
Air movement Time taken for air bubble
move from X to Y (5 cm)
Transpiration
Rate (cm s-1
)
1 2 3 Average
Low speed 24 28 26 26 0.19
Medium speed 16 18 14 16 0.30
High speed 10 12 8 10 0.50
C1 = 3
C3 = 3
TEACHERS SIGNATURE : ..
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Graph shows the transpiration rate against fan speed. C4 P1
C4 P2
C4 P3
Discussion:
1) The rate of transpiration is highest when the photometer is placed under a fan with highspeed while the rate of transpiration is the lowest under a fan with low speed
2) This is due to more water loss because more water vapour are swept by the high fan speed.
C4 P4
Conclusion.
The rate of the transpiration increases when the air movement increases.
C4 P5
.
C4 = 3
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Sample 3: A students report with score 3
TOPIC CELL STRUCTUREScoring
1) Problems statement:Does the animal and plant structure are different?
C1 P1
2) Aim:To investigate the differentiation of animal cell and plant cell.
C1 P2
3) Hypothesis:The plant cell have the fixed shape but animal cells have round shape.
C1 P3
4) Variables:Manipulate: type of cells.Responding: cell structureConstant: magnification of microscope.
C1 P4
5) Apparatus:Glass slides, cover slips, a light microscope, a scalpel, a pair of forceps, a glass dropper.beaker, toothpick, a mounting needle and filter paper MaterialMaterialAn onion bulb, drain water, aquatic plant, yeast solution, iodine solution. methylene bluesolution and distilled water.
C1 P5
6) Technique:Observing ,comparing and drawing structures in animal cell and plant cell by usingmicroscope.
C1 P6
7) Procedure:Plant cell1. A scale leaf is obtained from an onion bulb.2. The transparent epidermis from the inner surface of the onion scale leaf is peel off using
a forceps.3. A drop of water is put onto the middle of the slide and the epidermis is placed on the
drop of distilled water.4. The specimen is covered with a cover slip at 45 angle with the help of a mounting
needle .
5. A drop of iodine solution is added onto one side of the cover slip. To allow the iodinesolution to spread through the epidermis, a piece of filter paper is placed at the oppositeend of the cover slip.
6. A piece of filter paper is used to absorb the excess iodine solution. The slide is thenexamined under a light microscope using a low power
7. objective lens and then the high power objective lens.8. The epidermis is drawn and the cell structures which can be observed are labeled.Animal cell1. A drop of distilled water is placed on the slide.2. Using a blunt end of a toothpick, the inner side of the cheek is scraped a few times.3. The scrapping is smeared on the drop of water on the glass slide.4. Then it is covered with a cover slip at a 45an gle using a mounting needle.5. A drop of methylene blue solution is then added onto one side of the cover slip.
6. To allow the methylene blue solution to spread through the cell, a filter paper is placedon the opposite end of the cover slip.7. A piece of filter paper is then used to absorb the excess methylene blue solution.8. The slide is then examined under a light microscope using a low power objective lens
and then the high power objective lens.9. The cheek cell is drawn and the cell structures which can be observed are labeled.
C1 P7
APPENDIX 5
TEACHERS SIGNATURE : ..
C1 = 3
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23RESULT:
The diagram of plant cell and animal cell as shown under light microscope.
(X 100)
Plant cell Animal cell
C3 P1
C3 P2
C3 P3
C3 P4
C4 P 1
C4 P 2
C4 P 3
Discussion:
i. Both plant cell and animal cell have cytoplasm and nucleus.ii. Plant cell have vacuole, cell wall and plasma membrane.iii. Plant cell has regular shape because it has cell wall whereas animal cell has irregular shape
because it has no cell wall.iv. Both cells contain nucleus to control the activity of cell.
C4 P4
Conclusion.The plant cell have the fixed shape but animal cells have round shape.
C4 P5
Nucleus
Cytoplasm
Vacuole
Cell membrane
Cell wall
C3 = 3
C4 = 3
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Sample 4: A students report with score 2
Topic : Energy Value
ProblemStatement : Do cashews nuts have higher energy value thangroundnuts ?
C1 P1
Aim : Determining the energy value in food samples. C1 P2
Hypothesis : Cashews nuts have higher energy value than ground nuts. C1 P3
Manipulated
variable
: Types of nut
Responding
variable
: The rise in temperature of water
Constant
variable
: Volume of distilled water C1 P4
Materials : Fresh ground nuts, fresh cashews nuts, distilled water
and matches
Apparatus : Boiling tubes, retort stand, plasticine, long pins,thermometer, electronic weighing scale, 25ml measuring
cylinder
C1 P5
XC1 P6
Procedure : 11.A cashew nut is weighed and its weight record.12.20ml of distilled water is poured into a boiling
tube.13.The boiling tube is clamped to a retort stand.14.The temperature of the distilled water in the boiling
tube is recorded.15.The pointed end of a long pin is poked into a
cashew nut. The other end of the pin is poked into
a piece of plasticine.
16.The cashew nut is ignited by using a match stickand immediately placed under the boiling tube.
17.The flame from the cashew nut is allowed to heatup the water. The water is stirred gently by using athermometer to distribute the heat evenly. At the
same time the rise in temperature is observed.
18.The final temperature of the water is recorded in atable.
19.The energy value of the cashew nut is calculated.20.Steps 1 to 9 are repeated by using a groundnut.
C1 P7
:
TEACHERS SIGNATURE : ..
APPENDIX 6
C1 = 2
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Result Food sample Cashewnut
Groundnut
Weight 0.72 0.54
Initial temperature of water 30 30
Final temperature of water 92 74
Rise in temperature 62 44
XC3 P1
C3 P2 C3 P3X C3 P4
We assume that all the heat released from the food samplehas been transferred to the water. Since the specific heat
capacity of water = 4.2 J-1
goC
-1.
Energy value = 4.2 (Jg-1 o
C-1) x mass of water (g) x
increase in temperature (oC)
_______________________________
Mass of peanut(g) x 1000
Energy value of cashew nut = 4.2 x 20 x 62
0.72
= 7233
= 7.233
Energy value of groundnut = 4.2 x 20 x 440.54
= 6488
= 6.844
C4 P 1
C4 P 2
X C4 P 3
Discussion : The higher the rise in temperature of water, the more the
energy value content in the food sample.
X C4 P 4
Conclusion : The hypothesis is accepted.XC4 P5
C3 = 2
C4 = 2
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Sample 5: A students report with score 1
TOPIC CELL STRUCTUREScoring
1) Problems statement:
The structure of animal and plant structure are different.
X C1 P1
2) Aim:Animal cell and plant cell can be seeing under microscope.
X C1 P2X C1 P3X C1 P4
3) Apparatus:Light microscope.MaterialOnion slide, cheek slide.
C1 P5X C1 P6
4) Procedure:1. The slide of onion cell and cheek cell is examined under microscope.2. The cell is drawn and the cell structures which can be observed.
C1 P7
RESULT:
Plant cell Animal cell
X C3 P1X C3 P2 C3 P3X C3 P4
X C4P1X C4P2
X C4P3
X C4P4
Conclusion.The plant cells have the regular shape but animal cells have irregular shape.
C4P5
APPENDIX 7
TEACHERS SIGNATURE : ..
C3 = 1
C4 = 1
C1 = 1
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Construct 1:Planning of the
investigation or
experiment
Construct 2 :Conducting The
investigation or Experiment
Construct 3 :Collecting and Recording
Data
Construct 4 :Interpreting Data and
Making Conclusion
Construct 5 :Scientific Attitudes and
Noble Values
P1 : State the problemstatement
P2 : State the aimP3 : State the hypothesisP4 : State the variables:
i) manipulated
variableii) responding variableiii) constant variable
P5 : List the materials /substances / specimensand apparatus
P6 :TechniqueP7 : Write the procedure
Score 3Accomplished all P
Score 2Accomplished 4 - 6 P
Score 1Accomplished 1 3 P
P1 : Set up apparatus andmaterials for theexperiment/ correct andfunctional
P2 : Conduct the investigationor experiment according to
procedure and techniquecorrectly
P3 : Take measurement / makeobservation correctly
Score 3Accomplished all P
Score 2Accomplished any two P
Score 1Accomplished any one P
P1 : Construct a tablewi th t i t les us ingcorrec t var iab lesand un i ts .
P2 : Record al l values ofthe man ipu la ted
var iab le wi th correc tdecimal place
P3 : Record al l values ofthe respondingvar iab le (wi thcorrect decimalplace)
P4 : Record secondarydata from calculat ion(wi th su i tab ledecimal place andcorrec t un i t )
ORDraw diagram that include
the fo l lowing ;P1 : T i t leP2 : Big and clearP3 : Neat and without
broken l inesP4 : The diagram has a
general acceptableoveral l appearanceas representing thes truc ture ( func t iona ldiagram)
Score 3Accomplished Al l P 1
Score 2Accomplished Any two ofP 1
Score 1Accomplished Any one of
P 1
Plot graph correctly.The graph should includes thefollowing:P 1: Title of the graph and both
axes labeled with correctunits
P 2: Uniform and even scaleand all points plottedcorrectly
P 3: Connected all points withsmooth curve and the sizeof the graph is more than50% of the graph paper
P 4: Based on the graph, statethe relationship betweenthe variables
P 5: Make a conclusion basedon the graph
ORConstruct aBar Chart /HistogramThe chart includes the following:P1 : Title of the bar chart /
histogram and both axeslabeled with correct units
P2 : All the bars/histogramconstructed with correctheight
P3 : Uniform width of the bars /histogram
P4 : Based on the barchart/histogram, state therelationship between thevariables
P5 : Make a conclusion basedon the bar chart /histogram
ORCalculations.The calculation includes thefollowing:P1 : Writing out the formulaP2 : Substitute values into the
formula
P3 : Complete calculation andgive answer together withunits
P4 : Based on the calculationstate the relationshipbetween the variables
P5 : Make a conclusion basedon the calculation
ORDrawingThe drawing should include thefollowing:P1 : Diagram with any two
parts labeledP2 : State the magnification of
the drawingP3 : Draw straight label linesP4 : Based on the observation
state the relationship
between the variables /similarities anddifferences
P5 : Make a conclusion basedon the observation
Score 3Accomplished All PsScore 2Accomplished At least three PsScore 1Accomplished at least one Pcompletely
P1: Interested andcurious1. Asks questions
to a therin fo rmat ionabout the task
given.2 . Wi l l ing to l is ten
to the ideas ofothers.
P2 : Systematic1.Fo l lows
procedure inthe correctorder.
P3: Responsible7. Honest in
recording dataan d
observations.8. Completes the
task given9. Submits
assignment ont ime.
10. Ensurespersonal safety,safety of peoplearound
and thesurroundings.
11 . Returns a l lapparatus totheir properp laces.
12 . Disposesmateria ls ( i f any)properly.
P4: Cooperative4. Wi l l ing to help
each other.5. Tolerant towards
others.
6. Flexible andopen minded tothe views ofothers.
Score 3The student exhibitsany one att i tude omoral value from eachof P 1 to P 4.
Score 2The student exhibitsany one att i tude omoral value from eachof any three P s.
Score 1
The student exhibitsany one att i tude omoral value from eachof any two P s.
SCORE SCORE SCORE SCORE SCORE