Outcome 3

Science Practical Skills (J42F 44)

Learners are required to complete pro formas, laboratory diaries or laboratory reports for four practical scientific procedures. The procedures must cover at least one practical from each of the areas of biology, chemistry and physics.

In doing so they must:

(a) Present observations and measurements from an experiment in an appropriate format on at least four occasions, at least two of which should involve numerical measurements and include the use of correct units
(b) Draw and interpret graphs correctly using the experimental results on at least one occasion
(c) Carry out calculations from measurements correctly using the experimental results on at least one occasion
(d) Draw correct conclusions on the basis of the experimental results on at least two occasions

While some of the practicals may have been undertaken in pairs/groups, the evidence for outcome 3 must be the individual work of learners.

Assessors should complete a checklist for each learner:

Assessor checklist

Presentation of data in tables

It is likely that use of a table will be the best method to present numerical results for certain experiments. If a table is used, then the assessor should consider:

Are labels and units given for each column/row heading?
Is the data entered in a logical ascending/descending order?
Are all readings/results shown?
Are readings to an appropriate number of significant figures and decimal places?

It is anticipated that all of these would be present for the table to be deemed of suitable standard.

Graphing and interpretation

It is expected that the graph will be either a scatter graph or a histogram/bar chart. It is unlikely that there will be a practical activity for which a pie chart would be an appropriate format for presenting results.

If a scatter graph is used, the assessor should consider the following:

Have they made the best possible use of the available space? ie they should use at least half of the available space for each axis.
Have they selected suitable scales for each axis? ie scales should be easy to use and have sensible increments.
Does each axis have a suitable label and correct unit?
Does the graph have a suitable title?
Have they correctly plotted all points?
Have they clearly marked each point with a cross?
Have they drawn a line of best fit or a smooth curve through the points?

If a histogram or bar chart is used, the assessor should consider the following:

Have they selected a suitable number of intervals?
Have they drawn bars or columns in correct orientation?
Have they correctly plotted the chart?
Have they selected suitable scales?
Have they labelled the axis?
Is there a title?

For whichever type of graph is presented, it is anticipated that all of the relevant points above would be met for the graph to be deemed of suitable standard.

When interpreting their graph, learners should comment on any trend in the graph or the shape of the graph. Where relevant, learners should also compare experimental results to expected results.

Calculations

When presenting calculations, learners must:

State any formula used
Set out the actual calculation, not just the final answer
Present the final answer to appropriate significant figures/decimal places and, where relevant, with appropriate units

Conclusions

The conclusion should relate to the aim of the experiment and should follow from the experimental observations and measurements. Where relevant, the findings should be compared to expected trends or literature values.