science coursework training handbook part 1 2012 web.pdf

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Coursework TrainingHandbook (Part 1):

Guidance

Cambridge IGCSE® Science

Biology

Chemistry

Physics

Physical Science

Combined ScienceCoordinated Sciences

0610/0620/0625/0652/0653/0654

Cambridge Secondary 2



Cambridge International Examinations retains the copyright on all its publications. Registered Centres

are permitted to copy material from this booklet for their own internal use. However, we cannot give

permission to Centres to photocopy any material that is acknowledged to a third party even for internal use

within a Centre.

® IGCSE is the registered trademark of Cambridge International Examinations.

© Cambridge International Examinations 2013.



Contents

Section 1: Introduction ........................................................................................................3

Section 2: The coursework assessment procedure ............................................................. 5

2.1 Choosing the tasks

2.2 Constructing the tasks and mark schemes

2.3 Assessing each skill twice for each learner

2.4 Carrying out internal moderation

2.5 Submitting the coursework sample to Cambridge

2.6 External moderation

Section 3: Scientific enquiry skills ........................................................................................ 7

3.1 C1 Using and organising techniques and materials

3.2 C2 Making and recording observations and measurements

3.3 C3 Interpreting and evaluating experimental observations and data

3.4 C4 Planning, carrying out and evaluating experiments and suggesting improvements

Section 4: The assessment criteria ......................................................................................9



4.3 C3 Interpreting and evaluating experimental observations and data

4.4 C4 Planning, carrying out and evaluating experiments and suggesting improvements

Section 5: Developing the scientific enquiry skills ............................................................. 21

5.1 Developing the skills5.2 Group work or individual work?

5.3 Providing feedback

Section 6: Constructing worksheets and mark schemes ................................................... 23

6.1 Access to all levels

6.2 Assessing more than one skill on a task

6.3 Constructing mark schemes

6.4 Examples of worksheets and mark schemes for C1




Section 7: Suggested practical work .................................................................................. 49

7.1 Suggested Biology Investigations

7.2 Suggested Chemistry Investigations

7.3 Suggested Physics Investigations

Section 8: Administration of coursework ..........................................................................57

Section 9: Assessing learners’ work .................................................................................65

9.1 Example A: Biology Skills C2 and C3

9.2 Example B: Chemistry Skills C2 and C3

9.3 Example C: Physics Skills C2, C3 and C49.4 Example D: Biology Skills C2, C3 and C4

9.5 Example E: Chemistry Skills C4


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Section 1: Introduction

3 Cambridge IGCSE Science


This booklet will help you to plan and carry out coursework assessment for Paper 4 within your Centre. It

provides guidance on how to organise the assessment and how to apply the criteria to award marks for each

piece of work that you assess. The assessment process is the same for each of the Cambridge Science

IGCSEs listed below:

• Biology

• Chemistry

• Physics

• Physical Science

• Combined Science

• Coordinated Sciences

In this booklet, the assessment process, including the creation of worksheets and mark schemes, is

explained and exemplified by samples from Biology, Physics and Chemistry. There are also marked pieces

of candidates’ work, which will help you to appreciate the standards that are required.

Biology, Chemistry and Physics are individual science subjects. Coordinated Sciences and Combined

Science cover all three science subject areas. Coordinated Sciences is a double award syllabus; it is

intended that it is taught in double the time that would normally be allocated to a single science. Combined

Science is a single award syllabus, intended to be covered in the same time as one of the separate

sciences. Physical Science is also a single award syllabus, and covers Physics and Chemistry.

Becoming an accredited coursework assessorIf a Centre chooses to enter candidates for the coursework component of these science courses, then

this work will be marked by the Centre itself. In order to enter candidates for Paper 4, it is therefore a

requirement that a Centre has at least one registered, accredited coursework assessor. In order to become

accredited, teachers must either submit a C.V. (or resume) detailing relevant experience or undertake a

short training course in how to carry out the assessment, using Part 2 of the appropriate Cambridge IGCSE

Coursework Training Handbook. These are available for Biology, Chemistry and Physics. Teachers delivering

Coordinated Sciences or Combined Science can select the subject they are most comfortable with and

complete the relevant training handbook. Those delivering Physical Science will need to complete training in

either Physics or Chemistry. These handbooks provide a number of tasks which applicants must complete.

These include the creation of worksheets and mark schemes and the marking of sample candidate material.

The resulting work is then posted to Cambridge where it is reviewed. Accredited status will be awarded orfeedback will be given so that the applicant may resubmit if necessary. Each submission will incur a small

fee. You will need to allow 4–6 weeks for notification from Cambridge.

If you are applying for accredited status by completing Part 2 of the Coursework Training Handbook you will

first need to work through this guidance booklet. Some exercises in the training handbook refer to items in

this document. This guidance booklet has been provided as a separate booklet so that it can act as a general

teacher guide for the coursework component for those who are not seeking accreditation.



Section 2: The coursework assessment procedure



In Paper 4 the practical skills of the learners are assessed by the teacher during normal science lessons.

This section gives a brief overview of the sequence of processes involved.

2.1 Choosing the tasks

The teachers in a Centre decide on the tasks that will be used to assess the four practical skills for their

learners. The teachers select the tasks carefully, to ensure that they will enable the learners to fully

demonstrate their abilities in all aspects of the skill or skills to be assessed.

2.2 Constructing the tasks and mark schemes

The teachers produce worksheets (or summaries of oral instructions) and mark schemes that will be usedto ensure that marking is fair, and that will enable the performance of each learner to be judged against

detailed and appropriate criteria. It is a good idea for all teachers to be involved in this process, and for all of

them to use the same worksheets and mark schemes. This helps to ensure that the difficulty of the tasks

and the way they are marked is the same for all learners from the Centre.

2.3 Assessing each skill twice for each learner

The teacher assesses each learner at least twice on each of the four skills. Near the end of the course,

the teacher uses the two highest marks for each skill to determine the overall mark of the learner for their

coursework. If more than one teacher is involved in assessment, then an internal moderator should check

that all teachers have made assessments to the same standard.

2.4 Carrying out internal moderation

The Centre is responsible for ensuring that the rank order in which they place their learners is correct.

In Centres with more than one teacher assessing coursework, one person – designated as the Internal

Moderator – should take on the overall responsibility for this process, although they will wish to work with

the other teachers in carrying it out.

It is strongly recommended that, each time an assessment is made, the Internal Moderator checks a sample

of the learners’ work to ensure that marking is carried out in the same way, and to the same standard, by

each teacher. This is best done at a meeting, so that any apparent discrepancies can be discussed. It is also

possible to carry out internal moderation just before the marks are submitted to Cambridge, but the task

becomes much more difficult then than if it is carried out directly after each assessment task is marked.

2.5 Submitting the coursework sample to Cambridge

The marks for all learners and the required sample work are submitted to Cambridge for external

moderation. Centres should refer to the Cambridge Administrative Guide to determine which learners’ work

should be submitted to Cambridge. The sample includes:

• the Experiment Form, listing the tasks assessed

• all of the worksheets and mark schemes used for assessment• the Internal Assessment Mark Sheet (MS1)





• the Coursework Assessment Summary Form

• the Individual Candidate Record Cards of all the candidates in the sample

• the marked work of these candidates.

2.6 External moderation

The External Moderators check the tasks, the mark schemes, the learners’ work and the marks awarded.

The purpose of this is to ensure that the standards used by one Centre are the same as those used by

all other Centres. The External Moderator may make changes to the marks if the Centre has been too

generous or too severe in marking the learners’ work. Detailed, individual feedback is provided to each

Centre, whether or not the marks are altered.

Specific instructions about submitting coursework marks and samples are given in the Cambridge

Administration Guide, which provides guidance for exams officers administering Cambridge examinations.



Section 3: Scientific enquiry skills



Scientific enquiry skills should lie at the heart of any modern science course. In the world outside schools,

scientists make observations, ask questions and plan and carry out experiments to try to find answers. The

facts and concepts that learners need to learn differ within each area of science that they study, but the

scientific enquiry skills they need to develop are essentially the same in all the sciences.

In each of the IGCSE science syllabuses, scientific enquiry skills are described within Assessment Objective C,

Experimental skills and investigations. This is broken down into four areas:

C1 know how to use techniques, apparatus and materials (including the following of a sequence of

instructions, where appropriate)

C2 make and record observations and measurements

C3 interpret and evaluate experimental observations and dataC4 plan investigations, evaluate methods and suggest possible improvements (including the selection

of techniques, apparatus and materials)

Each of these four skills carries equal weighting. They are each described in more detail below. The detailed

criteria for assessing them are given on pages 9 to 19.


Learners should be able to follow a set of instructions – perhaps given orally, or on a worksheet – to carry

out practical work using scientific apparatus and techniques. The assessment of this skill involves watchinglearners as they work.


Learners should make accurate and careful observations of objects and events, using all of their senses.

They should be able to measure time, length, mass, volume and temperature using appropriate meters.

Learners should develop the ability to measure accurately and reliably, choosing the most appropriate

apparatus. If it is available, they should be given the opportunity to use data-logging equipment.

They then need to record their results clearly and appropriately. This could include making drawings

(especially in Biology), or recording observations or quantitative results in tables. Results tables should beclear and easy to understand.

3.3 C3 Interpreting and evaluating experimental observations and

data

This skill involves processing the data collected during an experiment, perhaps by carrying out calculations,

or displaying results as a graph. This makes it easier to recognise anomalous results, and to see patterns.

Learners should then use their results to draw a conclusion. They should also learn how to look carefully

at their experiment, identifying significant sources of experimental error (not to be confused with mistakesthey might have made) and evaluate the reliability of their results and conclusion.





3.4 C4 Planning, carrying out and evaluating experiments and

suggesting improvements

Learners should learn how to plan their own experiments to investigate a particular hypothesis, or to find

the answer to a specific question. They should identify the variables to be changed, measured and keptconstant. They should learn to look critically at their plan as they carry out their experiment, and make

changes if they think this would improve it.



Section 4: The assessment criteria



Levels of achievementYou will assess each of the four skill areas, C1, C2, C3 and C4, on a six point scale. Level 6 is the highest

mark available.

You assess the work against a set of criteria. These are provided at three levels, 2, 4 and 6, for each skill

area. You can give a mark of 0, 1, 3 and 5 for work that falls below or between these criteria.

The assessment criteria are given in the syllabus, and are also shown here. They are identical for all of the

different IGCSE science syllabuses.

4.1 C1 Using and organising techniques and materialsScore Criteria

0 No evidence of positive achievement for this skill.

1 Some evidence of positive achievement, but the criteria for a score of 2 are not met.

2 Follows written, diagrammatic or oral instructions to perform a single practical operation.

Uses familiar apparatus and materials adequately, needing reminders on points of safety.

3 Is beyond the level defined for 2, but does not meet fully the criteria for 4.

4 Follows written, diagrammatic or oral instructions to perform an experiment involving aseries of step-by-step practical operations.

Uses familiar apparatus, materials and techniques adequately and safely.


6 Follows written, diagrammatic or oral instructions to perform an experiment involving a

series of practical operations where there may be a need to modify or adjust one step in the

light of the effect of a previous step.

Uses familiar apparatus, materials and techniques safely, correctly and methodically.

This skill involves carrying out practical work. Learners should be provided with a set of instructions, whichcan be given orally or on a worksheet. They should work individually as you assess them, not in a group, as

otherwise it is very difficult to be certain of what one particular learner is achieving.

To be given a mark of 6, a learner must demonstrate achievement in every aspect of the criteria for that

score. Note that this involves carrying out a series of practical operations, preferably involving a need to

modify or adjust one step in the light of the effect of a previous step. This means that there should be

some small degree of decision-making within the task – for example, deciding how long to leave a reacting

mixture before taking a temperature, or deciding how much of a particular reagent to add.

Learners should be expected to be able to use normal laboratory apparatus safely, correctly and

methodically. They should have plenty of opportunity to carry out a wide range of practical work, using a

wide variety of apparatus, throughout their course.






Score Criteria



2 Makes observations or readings given detailed instructions.

Records results in an appropriate manner given a detailed format


4 Makes relevant observations, measurements or estimates given an outline format or brief

guidelines.

Records results in an appropriate manner given an outline format.

5 Is beyond the level defined for 4, but does not meet fully the criteria for 6.6 Makes relevant observations, measurements or estimates to a degree of accuracy

appropriate to the instruments or techniques used.

Records results in an appropriate manner given no format.

There are three parts to this skill – one involving observations, one involving measurements and the third

involving recording. Learners must show all three components in their assessment.

Scoring a mark of 2 is not difficult. Near the start of the course, you will probably provide learners with

detailed instructions on how to make observations, or how to use a meter to take readings. You will also

probably give them results tables to complete. As the course progresses, you should expect more of them,

eventually leaving it entirely to them to decide how to make observations and take readings, and how to

design a good results table.

Making relevant observations is a matter of training. In Biology, learners should learn how to observe

features of specimens they are provided with, perhaps using a lens or a microscope as well as the naked

eye. Observations can also be part of the results of an experiment. If the aim of an experiment is clear,

then learners should find little difficulty in making the appropriate observations. More important, perhaps,

is how complete the observations are. Learners should be trained to use all of their senses. In Chemistry, in

particular, smell and touch (for example, to detect a temperature change) can often be as important as sight.

Readings or measurements should be made to the appropriate degree of accuracy, which will depend

on the apparatus that is being used. For example, 24 cm3

would be acceptable as a reading from a 100 cm3

measuring cylinder, whereas from a burette the reading should be 24.0 cm3. It is equally important that the

reading is not given with too great a degree of accuracy. For example, for a thermometer graduated in whole

degrees, 23.5 °C would be acceptable, but not 23.7 °C.





Results tables need to be carefully constructed and clearly presented. The purpose of a results table

is to present results in such a way that they can readily be understood by another person, can easily be

processed (for example by using them to draw a graph) and that any patterns in them can be seen. The

main features of a good results table are shown below. These results are from an investigation into the

effect of the size of the current on the mass of iron filings that could be picked up by an electromagnet.





Drawings are often the best way to record observations of a biological specimen. The features of a good

drawing are shown below.

In many cases, it would also be appropriate to include a scale bar, or a statement of the magnification of the

drawing.





4.3 C3 Interpreting and evaluating experimental observations and

data

Score Criteria



2 Processes results in an appropriate manner given a detailed format.

Draws an obvious qualitative conclusion from the results of an experiment.


4 Processes results in an appropriate manner given an outline format.

Recognises and comments on anomalous results.

Draws qualitative conclusions which are consistent with obtained results and deduces

patterns in data.


6 Processes results in an appropriate manner given no format.

Deals appropriately with anomalous or inconsistent results.

Recognises and comments on possible sources of experimental error.

Expresses conclusions as generalisations or patterns where appropriate.

In order to demonstrate achievement in all of the various components of this skill, learners need to be

working with quantitative results (numerical data).

Processing results (the first part of this skill) usually involves either producing a graph or carrying out some

kind of calculation.

If a grid with labelled axes or scales is provided, or if a calculation is broken down into a series of easy steps,

then only two marks can be scored. If learners are told to plot a graph of one quantity against another, or if

they are given the relevant equations to carry out a calculation, then the maximum mark available is four. In

order to score six marks, learners must decide the axes and scales of a graph for themselves, or perform

the calculations without prompts. Calculations should be set out clearly, with all steps shown.

If at all possible, learners should draw graphs on graph paper. Advice on constructing different types of

graphs is given below.





Line graphs

Line graphs are drawn when there is a continuous variable on both the x -axis and the y -axis.





It is fine for learners to use computer software to draw their graphs, but it is very important that the learner

controls all features of the graph, in order to achieve a graph drawn in the appropriate style. A good example

is shown here.





Frequency diagrams (histograms) and bar charts

This type of graph is most likely to be relevant in Biology. Frequency diagrams are drawn when there is a

continuous variable on the x -axis. The bars should touch.





Bar charts are drawn when the x -axis parameter is not continuous. The bars should not touch.





To achieve levels 4 and 6 in C3, learners should identify any anomalous results. (Of course, if there are

no anomalous results then the learner should not be penalised, but they should make a comment that none

of their results appears to be anomalous.) They should then deal appropriately with them. The ideal way

of doing this is to repeat the measurement. If this is not possible, then the anomalous result should not

be included in any calculations (for example, of means), nor in deciding where a best fit line should lie on agraph.

The level 6 criteria include the identification of sources of experimental error. Sources of experimental

error are factors that reduce the learners’ confidence in their results. This is a demanding skill, and it often

distinguishes between a learner achieving a mark of 6, and one achieving 4 or 5. Learners who do not

successfully identify important sources of experimental error cannot achieve 6. Sources of error normally

arise from:

• limitations of the measuring instruments or techniques used – for example, the difficulty of judging an

end-point of a reaction, or loss of heat to the atmosphere when measuring the temperature rise in a

reacting mixture;

• difficulties in controlling variables – for example, keeping temperature constant when investigating the

effect of pH on enzyme activity.

Care should be taken to distinguish between ‘experimental error’ and ‘mistakes’. Human mistakes, such

as misreading a thermometer, or mixing up two solutions, or failing to start a stopwatch at the right time,

should not be included in discussions of experimental error.

Drawing conclusions is the final part of skill C3. Note that, to achieve level 6, conclusions should be

expressed as generalisations and patterns where appropriate. For example, ‘The spring gets longer when

a weight is hung on it’ would score 2 if all other required criteria are met. ‘The more weight you add to

a spring, the longer it gets’ would score 4 if all other required criteria are met. Both of these conclusions

are qualitative, because they do not express a numerical relationship. ‘The extension of the spring isproportional to mass’, or ‘If the weight is doubled, the spring stretches twice as far’, are the type of

conclusion required to reach a mark of 6.

You will see that it is much easier for learners to achieve a level 6 in this skill if they are carrying out a task

that generates quantitative results.





4.4 C4 Planning, carrying out and evaluating experiments and

suggesting improvements

Score Criteria



2 Suggests a simple experimental strategy to investigate a given practical problem.

Attempts ‘trial and error’ modification in the light of the experimental work carried out


4 Specifies a sequence of activities to investigate a given practical problem.

In a situation where there are two variables, recognises the need to keep one of them

constant while the other is being changed.

Comments critically on the original plan, and implements appropriate changes in the light of

the experimental work carried out.


6 Analyses a practical problem systematically and produces a logical plan for an investigation.

In a given situation, recognises there are a number of variables and attempts to control

them.

Evaluates chosen procedures, suggests/implements modifications where appropriate and

shows a systematic approach in dealing with unexpected results.

To demonstrate their ability in this skill, learners plan their own investigation, carry it out and then evaluate it.

It is important that there is a clearly focused aim of the experiment that learners are asked to plan. This

could be presented in the form of an hypothesis to test, a question to answer or an aim. Note that learners

are not being assessed on their ability to form an hypothesis or a question, themselves.

A central part of the assessment of this skill is the ability to recognise and control variables. The first strand

of the criteria for this skill is about producing and presenting the plan. The words ‘systematically’ and

‘logical’, in the level 6 criteria, indicate a plan where steps are in the correct order, providing a plan that

another person could follow successfully. Most teachers will want to take in the first draft plans and mark

this part of the skill, as well as checking the plan for safety, before returning the plan to the learner andallowing them to begin their experiment.

The second strand relates to identifying and controlling variables. This means that the experiment

should involve investigating the effect of one variable (the independent variable) on another (the dependent

variable). The learner should identify which other variables should be kept constant, and attempt to do so. If

the task does not involve the control of variables (for example, identifying unknown substances in a mixture)

then the maximum mark that can be achieved is 2. It is a good idea to train learners to make a list of the

variable they will change, the variable they will measure and the variables that they will control, as well as

describing how they will do this.

The third strand relates to evaluation of the plan, and making modifications where appropriate. It is

generally best to let learners begin to carry out a plan that you can see has major shortcomings (as long as





it is safe), rather than correcting them before they begin. They will often see the problems themselves once

they begin to work, and can be credited for recognising them and making appropriate changes.



Section 5: Developing the scientific enquiry skills



5.1 Developing the skills

All of these four skills, C1, C2, C3 and C4, will develop gradually as learners work through their science

course, so long as this involves plenty of opportunity to carry out practical work. It is expected that practical

work in a laboratory will form a major part of all IGCSE Science schemes of work.

Many learners beginning an IGCSE science course will already have begun to develop scientific enquiry

skills. For example, learners who have followed the Cambridge Secondary 1 Science curriculum framework

(perhaps culminating in the Checkpoint tests) should already be quite competent in all four skill areas.

However, you may have some learners beginning your course who have previously done little practical

work. For them, you will need to plan carefully to ensure that they are given ample opportunity to build up

their skills. In general, C1 is the easiest to develop, followed by C2, C3 and finally C4.

If learners are studying more than one IGCSE science, it would be a good idea for the teachers of different

science subjects to get together to ensure that there is a steady progression in scientific enquiry skills

across all of the subjects. Work done in one science will support and enhance the development of skills in

all of them.

The tasks that you set early in the course are likely to be relatively undemanding, and you may want to

provide worksheets that give substantial help with constructing results tables or drawing graphs, for

example. This will limit the maximum mark that you can give. As the learners’ skills develop, you can

gradually give less and less help until they are able to make many more decisions for themselves.

5.2 Group work or individual work?

During most of your course, you will probably ask learners to do practical work in pairs or small groups.

There are many advantages in this, not least the fact that group work has been shown to help learners to

improve their skills faster than if they work alone. They will discuss their experiment as they work; more

able learners are helped to clarify their ideas as they explain them to others, and weaker learners are helped

to understand what they are doing, and achieve more, by working with others who can support them.

However, when you are assessing a particular learner’s practical skills, you must be absolutely certain that

what you are assessing is that learner’s own unaided work. You must therefore ask the learners to work

individually. This also applies to the production of their written work for assessment. It is essential that each

piece of work is produced by the learner alone. You may therefore wish to ask them to do this in class rather

than at home, and to work without communicating with other members of the class.

5.3 Providing feedback

Most teachers begin coursework assessment quite early on in the IGCSE course. Each time an assessment

is made, learners should be given back their fully marked work, with comments about what is good and

what could be improved. They are likely to score relatively low marks – especially in C3 and C4 – at this

stage, but if you provide good feedback then they should gradually improve as the course progresses. It

is only their best two marks for each skill that are eventually used to calculate their final mark, so there is

nothing to lose from doing early assessments, and much to gain.



Section 6: Constructing worksheets and mark schemes



The decisions that you make about your worksheets and mark schemes are crucial to ensuring that your

learners have the best chance of achieving the marks they deserve in Paper 4. If you get these right, then

everything else usually falls easily into place.

You can generally use practical work that you have been doing already. However, you may need to alter

the worksheets or oral instructions that you provide, in order to ensure that learners can demonstrate their

ability in all aspects of the skill being assessed.

6.1 Access to all levels

Near the beginning of the course, learners may need help with some components of the skill, so you might

choose to use a worksheet that would limit the top mark achievable – for example, by providing a resultschart to fill in, which would mean no more than a mark of 2 for skill C2.

Later, you should make sure that worksheets allow learners to demonstrate all aspects of the skill being

tested, right up to a level 6. Check carefully against the criteria for the skill that you are assessing.

If you have a wide range of ability in your class, then you may decide that some learners need help whereas

others do not. One way of dealing with this is to give everyone a worksheet that does not provide too

much help. Learners who feel that they cannot complete the task can ask for help, at which point you

could provide a ‘help’ sheet. It is generally better for weaker learners to be given help to complete the task

successfully (even though this limits the highest mark you can give them) rather than struggling and not

being able to complete the task.

6.2 Assessing more than one skill on a task

When you first begin to assess coursework, it is strongly recommended that you assess one skill at a time.

This makes it much easier for you to focus clearly on one skill and assess it appropriately.

Later, once you have gained confidence in coursework assessment, you may like to assess more than one

skill on one task. Many Centres regularly assess C2 and C3 on the same task.

It is also possible to assess C1, C2 and C3 together, or C2, C3 and C4.

Note, however, that you cannot assess C1 and C4 on the same task. This is because C1 involvesfollowing instructions, while C4 involves the learner in planning their own experiment.

6.3 Constructing mark schemes

You must write your own mark scheme for each task that you set. If you are assessing more than one skill

on a task, then you must write separate mark schemes for each skill.

The purpose of writing a mark scheme is:

• to convert the generic criteria for the skill to task-specific criteria;





• to ensure that every component of the skill is assessed, and that any component that belongs with

another skill is not assessed;

• to ensure that every learner in your Centre is assessed in exactly the same way;

• to help the External Moderators to understand exactly how you have assessed the learners’ work.

Cambridge does not insist on a particular style for your mark schemes. However, in practice, there are two

effective styles that are used by Centres.

6.3.1 Check list mark schemes

These provide a series of points that you look for when marking the learners’ work. Each point is allocated

to a particular level.

• The main strength of this type of scheme is that it is easy to apply reliably, in exactly the same way, to

all learners. It is much easier to use than other styles of mark scheme when you are assessing ‘live’

performance – which is what you need to do when assessing C1.

• The main weakness is that it is difficult to ensure that every aspect of the skill is addressed and

assessed, without producing an unmanageably large number of marking points.

6.3.2 Descriptors mark schemes

These provide a set of descriptors, similar to those in the generic criteria, but rewritten so that they are

task-specific.

• The main strength of this type of scheme is that you can easily ensure that the mark scheme covers

every aspect of the criteria at each level.

• The main weakness is that it can be a little more difficult to ensure that every learner is assessed in

exactly the same way.

Examples of both of these types of scheme are given in the following pages. The choice of mark scheme

style is up to you. Many Centres choose to use the check list style for assessing C1, and the descriptive

style for assessing the other three skills. You may like to look at the mark schemes for all the worksheets,

not just the ones in your own subject area, and read the comments about each one, as this will give you a

range of ideas to try when you construct your own.


To allow a learner to achieve level 6, the worksheet must:

• provide a set of instructions to perform an experiment involving a series of practical operations

• involve the learner in making a decision about modifying or adjusting one step in the light of the effect of

a previous step

• require the learner to use familiar apparatus, materials and techniques safely, correctly and methodically.





6.4.1 Example worksheet and mark scheme: Physics C1





Comments on the worksheet

This is a good C1 task. There is a series of instructions to follow, and learners will have to make a decision

about where they measure from on each clip, and whether they need to make repeat measurements.

Note that C1 will be assessed on steps 1, 2, 3, 5 and 6 only. Steps 4 and 7 relate to skills C2 and C3.

Comments on the mark scheme

This is a descriptors mark scheme. The level 2 criteria address both components in the generic criteria –

following instructions to perform a single practical operation, and using apparatus adequately but needing

reminders on points of safety. These generic criteria have been rewritten so that they apply specifically to

this task.

You can see the same approach for the other two levels. In level 6, note the reference to the decisions

that the candidates make. For C1, these only need be quite minor; we are not asking learners to plan

experiments for this skill.

6.4.2 Example worksheet and mark scheme: Chemistry C1





Mark scheme

Level

a uses measuring cylinder to measure 20 cm3 of water 2

b uses filter paper and filter funnel to filter the mixture 2

c uses Bunsen, tripod and gauze to evaporate solution 2

d some guidance needed to complete the task safely 2

e stirs solution thoroughly before filtering 4

f folds filter paper to fit into the funnel 4

g evaporates solution slowly 4

h washes sand and leaves it to dry 4

i wets the filter paper in the funnel before use 6

j good decision made about when to stop heating 6

k crystals dried on a piece of filter paper 6

l pure samples presented 6


This is a good C1 task. The instructions are only short, but they do present the learner with a series of

practical operations to carry out, which involve a range of familiar apparatus, materials and techniques. The

learners need to make a decision about when to stop heating.


This is a tick list mark scheme. Note that each point is assigned to a particular level (2, 4 or 6). The points

attempt to pick out key features of a performance reflecting each of these levels. They address all of the

strands of this skill - following instructions, modifying one step in the light of the effect of a previous step

(point j), and using familiar apparatus, materials and techniques correctly, methodically and safely.

It would not be difficult to think of many more points that could be added, but in practice this would be

tricky to deal with. Remember that you will be assessing this skill while watching learners working, rather

than marking their written work. You therefore have to compromise between a very full list of points to

score, and a number that you can actually manage in a ‘live’ situation.





6.4.3 Example worksheet and mark scheme: Biology C1






This is a suitable C1 task. There is a sequence of practical operations to carry out, a need to make a decision

about when to begin counting bubbles, and learners need to be able to handle the apparatus correctly,

methodically and safely.

Note that it is fine to give the learners a fully formatted results chart here, without affecting the maximum

mark they can get for C1. Recording results is skill C2.


This mark scheme is rather minimal, and it could be improved by including more task-specific statements.

Teachers generally find that they can ‘tighten up’ mark schemes once they have tried the assessment

once or twice. For example, in the level 4 row of this mark scheme, you would probably be able to list the

probable ‘minor errors’ that you would consider to put the learner at this level, rather than a level 6.

A notable omission in this mark scheme is anything relating to the ‘need to modify or adjust one step...’

statement in the generic criteria for level 6. A statement should be added to the level 6 row, relating to

making a good decision about when to start counting bubbles (after leaving the yeast-sugar mixture to

equilibrate to the new temperature).

Note the statement preceding the mark scheme, about the complexity of the instructions for English

Second Language learners. There is no need for instructions to be over-complex, and this is something

that is fully in your hands when you construct your worksheets. These instructions could be considerablysimplified, perhaps making more use of diagrams rather than words, and thinking carefully about the overall

layout and presentation.







• require the learner to make observations and / or measurements to a good degree of accuracy,

appropriate to the instruments used

• expect the learner to decide how to record their results (observations, measurements or readings) with

no assistance

• involve sufficient observations, measurements or readings to be a good test of the learner’s ability to

record them clearly







This worksheet has been written to assess C4 (planning) and C3 (Interpreting and evaluating) as well as C2.

The parts relevant to C2 are making the readings and recording the results.

It is fine to assess C2 within an experiment that also assesses other skills. However, assessing it on the sameexperiment as C4 does make your task as an assessor a little more difficult, because each learner will have

produced their own plan, and therefore there is likely to be considerable variation in what they measure and

the results that they are recording.


This mark scheme is successful in focusing clearly on the C2 parts of this task, and ignoring parts of the

learners’ performances that relate to C3 or C4. It contains statements about each strand of the skill in the

generic criteria. In each row, point (i) refers to the ability to ‘make relevant observations or measurements...’

and (ii) refers to ‘records results...’. It is difficult to make the statements any more precise than this, because

they have to be sufficiently flexible to allow for variations in the learners’ plans.






This worksheet has been written to assess C3 (Interpreting and evaluating) as well as C2. The parts relevant

to C2 are making the readings and recording the results. No guidance is given about how to record the

results, so learners have access to the full range of marks.

Comments on the mark schemeThe mark scheme is entirely sound. It is descriptive, but divided into bullet points that relate to the two

strands in the generic mark scheme. These are fully task-specific. A teacher could easily use this scheme to

award an appropriate mark.






Many Biology C2 tasks are similar in nature to the Physics and Chemistry ones on the preceding pages,

in that they involve the collection of quantitative results and recording them in a table. However, Biology

C2 tasks can also involve observing specimens and drawing them, as shown in this example.






This is a simply presented task, and is entirely suitable for assessing C2. Learners can demonstrate their

ability to observe and measure carefully, and to record their observations both as drawings and in a table of

their own design.


The mark scheme successfully addresses each of the strands of the generic criteria, and makes them task-

specific. It could possibly be a little more detailed, but in general a teacher should be able to use this to

award the appropriate mark to a learner’s work.



• involve the learner in generating the results, either by doing the experiment themselves or being

involved in a demonstration in which they see the process by which the results were generated

• provide opportunity for the learner to process results - which generally means that quantitative results

must be obtained, and that calculations need to be done or graphs need to be drawn

• encourage the learner to comment on sources of experimental error

• require a conclusion to be drawn





Note that purely paper and pencil exercises in which learners are presented with a set of results to analyse

are not suitable for the assessment of C3. This is because they cannot effectively evaluate the experiment

and identify sources of error if they have not been involved in the procedures in some way. However, if their

own experiment does not generate results, then it is fine to give them another set that they can process and

analyse.







This task was used for assessing C1, C2 and C3. You will notice that learners were not given a detailed

worksheet – oral instructions were provided, which are outlined in the ‘Instructions provided’ section of the

document. This is perfectly acceptable. Do make sure, though, that you provide enough information so that





the External Moderator has a good understanding of what the learners were asked to do, and how much

help they were given.

Note that in this activity, learners collected and recorded results in pairs. The assessment of C2 skills will

need to be carried out on an individual basis. However, having worked in paris to collect and record results,

learners could still be assessed for C3 skills as long as they worked individually to process the results and

draw their own conclusions.


The mark scheme successfully addresses each of the strands of the generic criteria for C3, and makes them

task-specific. The generic criteria are listed on the left, and the task-specific versions of them on the right.

There is a considerable amount of detail in it, which will greatly help different teachers in a large Centre

to mark work to identical standards. A small criticism is that it would be better to list the most important

sources of experimental error that a level 6 learner would be expected to identify.






This task was used for assessing C2 and C4, as well as C3. The instructions are therefore quite minimal, as

learners will be planning their own experiment. They are suitably guided towards processing their results,

drawing conclusions and evaluating their experiment - all of which are part of C3. This is a suitable C3 task.


The mark scheme is largely successful in translating each strand of the generic criteria into task-specific

statements. However, the statement in the level 6 criteria about sources of error is not appropriate. ‘Human

error’ is not what is wanted here – the assessor should be looking for experimental errors that the learnercould not entirely control, such as the limitations of the balances used for measuring masses of each metal,

or heat losses from the reacting mixtures when measuring the temperature reached.






This task was used for assessing C1 and C2, as well as C3. It is an entirely suitable C3 task, which

generates numerical results for learners to process, and which prompts them to comment on sources of

experimental error and draw conclusions. However, note that the final question about suggesting further

experiments is not required for C3. Note also that learners are told that recording their results is C2. This is

true for the results table, but they will also need to present their results as a graph, which is C3. Another

small issue is that the statement at the start of the experiment is not an hypothesis.


The mark scheme is good. It is good to see the main sources of error listed; in any experiment, there

are usually several really significant sources of error that learners should be expected to recognise and

comment on.



• provide a clearly focused problem for learners to solve, perhaps presented as a hypothesis to test or a

question to answer

• expect learners to plan their own experiment with no guidance

• ask learners to carry out their planned experiment

• ask learners to evaluate their experiment, and encourage them to make modifications to their initial

design if they see the need to do this at a later stage






This task was also used to assess C2 and C3. It is a good C4 task, as it allows learners to demonstrate their ability

in all strands of C4 – analysing the problem systematically, producing a logical plan, controlling variables, modifying

the original plan, and evaluating their procedures. The worksheet gives just the right amount of help, focusing

learners clearly on the relationship to be investigated and giving them a few reminders, without preventing accessto a mark of 6.


The mark scheme is simple but entirely appropriate. Each strand of the generic criteria is addressed, and is

rewritten to fit this specific task. A small criticism is that it could list the variables that learners would be expected

to control.






Mark scheme






This task was also used to assess C2 and C3. It is a very good C4 task, as it allows learners to demonstrate

their ability in all strands of C4. The task is very clear, involving an investigation of the effect of one variable

on another, and the worksheets tells learners exactly what their experiment should try to do without giving

too much guidance.


The mark scheme is very good. It provides plenty of detail, which will ensure consistency in marking,

particularly important in a large Centre where there are several different teachers involved. This kind of

detailed mark scheme is also very helpful to the External Moderators, as they can see exactly what the

teachers were looking for.







This task was also used to assess C2 and C3. It is a suitable C4 task. It clearly asks learners to investigate

the effect of one variable on another, and gives brief reminders about what they need to think about.


The mark scheme looks very ‘thin’ compared with the much more detailed one for example Chemistry

C4. However, it is acceptable, and it does address all of the strands within the C4 skill. The main variablesthat need to be thought about are listed, which is always helpful in ensuring reliability when assessing the

learners’ work.



Section 7: Suggested practical work


Section 7: Suggested practical work

The tables on the next few pages contain ideas for the kinds of topics that many Centres find appropriate

for assessing practical work. It is by no means an exhaustive list, and you have complete freedom to use

tasks that relate to any part of the syllabus for your coursework assessments.



5 0

C a mb r i d geI G C S E

S c i enc e

7.1 Suggested Biology Investigations

Topic Details of investigation(s) Skills Explanation

Osmosis Comparing the weight changes of potato (or other suitable

root vegetable) cylinders when placed in solutions of

different concentrations. Solutions should run from hypotonic

to hypertonic. Potato cylinders of standard size can beconveniently cut with cork borers.

C1, C2,

C3, C4

This investigation co

skills, but not all at th

assess C4 (planning)

it cannot be used to

Enzymes Catalase can be used to catalyse the decomposition of

hydrogen peroxide. The source of catalase could be a natural

source such as potato or liver. There are many ways of following

the production of oxygen: either collecting and measuring

the gas, or timing the reaction as a whole. The effect of

temperature or surface area on this reaction are probably the

most instructive to investigate, although pH is also a possibility.

Alternatively, protease can be investigated through its effect

on gelatine. Pieces of gelatine jelly can be used, but the mostconvenient way is to use strips of unexposed photographic

film. The protease solution will digest the gelatine base of

the film causing it to become clear. The time taken can be

recorded and the effect of factors such as temperature, enzyme

concentration and pH can be investigated.

C1, C2,

C3, C4

As above, all are pos

same reasons C1 an

same time. It is also

C1 is being assessed

to obtain good result

following your instru

Respiration Anaerobic respiration in yeast can be investigated and can be

followed by the rate of evolution of bubbles, or by the collecting

of the carbon dioxide produced and measuring its volume.

The effects of various factors on this respiration could be

investigated (e.g. temperature, concentration of sugar solution

etc.).

C1, C2,

C3, C4

The comments abov



5 2


S c i enc e

7.2 Suggested Chemistry Investigations


Solutions An investigation into the relative solubility of different

compounds can be conducted on many levels. At its simplest

it can make a good investigation because there are variables tocontrol.

Investigating the solubility of a single compound (e.g. potassium

chlorate) under different conditions can also be attempted. A

solubility curve could be constructed or on a simpler level, the

effect of stirring and temperature could be investigated.

C2, C3

C4

C1, C2,

C3, C4

The task is probably

full marks for C1. M

it will work well for C2

All skills could be as

solubility curve is co

be limited, dependin

instructions given.

Electrolysis

and cells

Observation of the products of the electrolysis of different

compounds is a good exercise, although quantitative

measurements are probably beyond the scope of the syllabus.

The study of simple chemical cells and the voltage that they

produce can be an interesting exercise, especially if combined

with the study of the reactivity series of metals. Investigations

of the effect of concentration or temperature are rarely

successful at this level.

C2, C3

C1, C2,

C3, C4

C1 skills are not usu

because instruction

Also there is little sc

This investigation ca

not C1 and C4 at the

scored for following



5 3

C a m

b r i d geI G C S E S c i enc e


Reactivity of

Metals

There are many investigations possible in this topic, but two that

work well are:

• investigating the place of a metal, not previously studied, in

the series by comparing it with known metals

• reactions with acid, displacement reactions or others may

be used.

Displacement reactions are exothermic and this fact can be used

in an investigation. Factors affecting the temperature rise can

be investigated. Different metals reacting with copper sulphate

solution works well, as does using different sizes of iron

filings with copper sulphate solution. In both cases, maximum

temperature reached can be used or graphs of temperature

against time can be drawn.

C1, C2,

C3, C4

C1, C2,

C3, C4

All skills can be asse

again skills C1 and C

the same time.


as before regarding

aluminium as one of

rise to unexpected r

Rusting This is a well used example of an investigation and at its

simplest often does not allow for the full range of marks to be

awarded. It can be extended, however, to look at factors which

promote rusting (e.g. salt or acid rain) or factors which inhibit it

such as cathodic protection. In these cases it becomes a much

better investigation.

C1, C2,

C3, C4


before for C1 and Cless than 6 if the sim

investigation is also

Making salts This is another widely used practical, especially for the

assessment of C1. It can be successful, particularly if a titration

method is used, but care must be taken with instructions and

the mark scheme if full marks are to be scored.

C1 Only really appropria

than full marks beca

task and in the skills



5 6


S c i enc e


Heat transfer Several opportunities are offered within this topic. The effect of

different colours on absorption or transmission of radiant heat

can be measured. Conduction rate of different metals is also a

possibility, as is heat loss from containers insulated in different

ways.

C1, C2,

C3, C4

All skills can be as

cannot both be as

Change of state Heating and cooling curves can be plotted for a range of

different solids and liquids. This exercise is ideally suited to

data-logging if equipment is available.

C1,

C2, C3

These activities ar

exercises, althoug

three skills. If C1 i

taken with instruc

marks are to be aw

Electromagnets A straightforward investigation into electromagnetism is to

investigate the effect of voltage and/or the number of turns on

the strength of an electromagnet. The strength of the magnet

made can be estimated by the number of paper clips it will hold.

Successive paper clips can be hung on the first which has been

bent open.

C1, C2,

C3, C4

All skills can be as

about C1 and C4.

Evaporation Factors affecting the rate of evaporation can be assessed. The

change in mass of a wet filter paper in different temperatures, in

moving or still air, or folded in different ways, could be used.

C2,

C3, C4

Probably not ideal

is a relatively simp

assess the other t



Section 8: Administration of coursework



At the end of the IGCSE course, you will need to send the following documents to Cambridge.

a. A completed Experiment Form, on which you list all of the tasks that you have used for coursework

assessment, and the skill or skills that were assessed on each one

b. A completed Individual Candidate Record Card for each learner in the sample

c. A completed Coursework Assessment Summary Form, on which the final marks of each learner for

each skill are listed, together with any changes made by internal moderation

d. The completed MS1, on which you record the final marks of all of your learners for Paper 4, Coursework

assessment

e. A copy of each worksheet and mark scheme that you have used for assessment

f. A sample of your learners’ work, as requested by Cambridge.

It is most important that you keep up to date with all of this paperwork as you do each assessment. It is

suggested that you keep together copies of all worksheets and mark schemes used for assessment, so that

these can be easily collected when you need to send them. If learners are allowed to keep their assessed

work, it is very likely that some will have gone missing by the time you need to submit it to Cambridge. If

desired, they could be given photocopies of their marked work to keep, as this work and the comments you

have written on it will be useful to them.

Please note that example forms included in this section have been anonymised.

a) The Experiment Form

This form should be completed as you go through the course. An example of a completed form is shown

on the next page. Note that each experiment is given a number. These numbers should also appear on

the worksheets, mark schemes and samples of candidates’ work. This makes it possible for the External

Moderators to match up the tasks and work samples.





Example of a completed Experiment Form

j





b) The Individual Candidate Record Cards

These should be filled in each time you carry out an assessment. It is a good idea to let each learner keep a

copy of their record card. They can see where they are with their assessments, and where they need to do

more assessments or try to get better marks.

When all assessments have been done, you should encircle the two highest marks obtained for each skill,

and use these to calculate the total mark for each skill, and then the total overall mark for all four skills. This

mark can then be transferred to the Coursework Assessment Summary Form.

Note that there is space on the Individual Candidate Record Card for you to write comments. In practice,

you probably will not want to do this very often (or at all), because you will already have written comments

on the learners’ work itself when you marked it.





S a m p l e I n d i v i d u a l C a n d i d a t e R e c o r d C a r d





c) The Coursework Assessment Summary Form

This form cannot be completed until you have finished all the assessments. In Centres where more than

one teacher assesses coursework, each candidate’s internally moderated mark must also be recorded on

this form. If internal moderation was carried out before entries were made onto this form, then the mark

in the Total mark column will already be the internally moderated mark, and there is no need to completethe final column. Any changes to marks due to moderation should be written on the actual work itself and

signed by the Internal Moderator. The teacher making the assessments, and also the Internal Moderator,

should sign this summary sheet.

d) The MS1

The MS1 form will be supplied to you by Cambridge towards the end of the course. It lists the names

and Candidate Numbers of all learners that you have entered for Paper 4. You must transfer the final

mark of each learner, taken from the Coursework Assessment Summary Form, to the MS1. It is highlyrecommended that a second person checks that this transfer of marks is accurate – it is very easy to make

an error. A hard copy should also be included with your coursework sample.

You may be able to submit your marks electronically, via CIE Direct. See the Cambridge Administrative

Guide for more details.

e) A copy of each worksheet and mark scheme

It is helpful to the External Moderators if all the worksheets and mark schemes are presented together.

This makes it easy for these to be checked before the candidates’ work relating to a particular experiment is

looked at. Each worksheet and mark scheme should include a number, which matches the number on the

Experiment Form.





Many Centres include extra information along with the worksheets – for example, the context within which

the task was done (what had the learners done beforehand? Were there any problems with apparatus or

materials?). This is extremely helpful to the External Moderators.

f) Samples of the learners’ workAfter you have submitted your coursework marks, you should consult the Cambridge Administrative Guide

for details on preparing your sample for external moderation. You therefore need to have all of this work

immediately to hand, so that there is no delay in assembling it and sending it to Cambridge.

Each piece of work must be clearly labelled with:

• the Centre number

• the candidate’s name and candidate number

• the number of the experiment, matching that listed on the Experiment Form

• the skills assessed• the initial mark awarded for each of those skills

• if internal moderation has changed the mark, the final mark awarded (initialled by the Internal Moderator)

This work must be the original work done by the learner. It should be fully marked by the teacher, with

comments written on the work to enable both the learner and the External Moderator to see why a

particular mark was awarded. Careful and thorough marking provides useful feedback to the learner, and is

very helpful to the External Moderators.

Note that you will not be able to submit samples for C1, because you will have marked this skill according

to the learners’ ‘live performance’, not on their written work. It is, however, important that you submit

evidence of how you have awarded marks for this skill. The best way of doing this is to construct a form thatyou complete as you assess the skill, and then send this form in with your coursework sample. An example

is shown below. The points relate to the mark scheme that the Centre used.





E x a m p l e o f p r o v i d i n g e v i d e n c e f o r C 1



Section 9: Assessing learners’ work



On the following pages, some examples of assessed work are provided. Note that in many cases more than

one skill has been assessed on the same piece of work. There are no examples for C1, because this does

not generate written work that can be assessed.

You may find it helpful to look at all the pieces of work, not just those belonging to the particular science

subject that you are most familiar with. Remember that the scientific enquiry skills that are being assessed

are the same in all the sciences; it is only the subject content that differs.

9.1 Example A: Biology Skills C2 and C3

The worksheet for this task is shown below, followed by the mark schemes used by the Centre and two

examples of learners’ work.





Example A Worksheet





Example A Mark scheme





Learner 1





Comments on the assessment of Example A, Learner 1

The mark schemes produced by the Centre are quite minimal, and do not really have enough points in them

to ensure valid and reliable assessment. The External Moderators would want to see more detail included,

for example what are the main sources of error that you would expect a learner to comment on in C3?

However, they do succeed in addressing each aspect of the relevant skills, and are task-specific.

Note that there are almost no comments by the teacher on the work, just a few ticks. This is not good

practice; the work should be fully marked by the teacher, showing where the learner has done well and

where something is lacking or poorly done.

C2 This involves the measurement of the potato pieces and the height reached by the foam in each case,

and the recording of these in a table.

The measurements have all been made to the nearest whole millimetre, which is probably appropriate for

a normal ruler. However, they are all given to one decimal place, which is not appropriate – had they been

measured to the nearest 0.5 mm, with some measurements given as, say, 38.5, then this would be fine.

The surface area of the potato pieces is found by calculation, but this does not really belong in C3 because

it does not involve processing results. The number of decimal places given here is too great – it would have

made more sense to round it up to one decimal place or to a whole number.

The table is well constructed, with ruled rows and columns, and full headings with units. The learner has

done well to organise all of the data into a single table that is easy to understand.

Note also the section on ‘Qualitative observations’, which is also relevant to C2. These are perhaps

unnecessarily wordy, and do not focus clearly on points that are relevant to the particular investigation being

undertaken.

This work does not quite achieve a level 6, largely because of the lack of ‘a degree of accuracy appropriate

to the instruments or techniques used’. It is given a mark of 5.

C3 The parts of the work relevant to C3 are the calculations of the differences in the height of the foam (in

the table) compared with the single piece of potato, the graph, the section on Possible sources of error, and

the Conclusion.

The calculations are all fine, and the way in which they were done is shown beneath the results table. This

part of C3 is at a level 6.

The axes on the graph are the right way round. The x -axis scale is fine, but the y -axis scale is not, as it

uses 36 small squares to represent 5 mm, making it difficult to read intermediate values. This sometimes

happens when learners prioritise using all of the graph paper above choosing a sensible scale, which isprobably what has happened here. The points are drawn as crosses within a circle - just a cross would be

better, as it would be easier to see exactly where the cross has been placed. The line is drawn freehand and

is quite reasonable, though the pencil used is quite thick. This part of C3 is at a level 4.

The discussion of sources of error is extensive – perhaps overly so. It would be much better if is was briefer

and more clearly focused. The comment about parallax error is irrelevant, as this would be a human mistake

that should not be made, not an experimental error. However, the discussion about the limitations of a ruler

as a measuring instrument makes a good point. There are also good comments about the possible lack

of control of two important variables – the surface area of the potato that is actually in contact with the

hydrogen peroxide, and the temperature.

Overall, this gets a mark of 5 for C3. It would be 6 if the graphing skills were a little improved.





Learner 2





Comments on the assessment of Example A, Learner 2

C2 The measurements made by this learner are not quite as convincing as those of Learner 1 – ideally, a

sample of these should be checked by the teacher. The teacher has commented on the inconsistency in the

number of decimal places in some of the measurements, and the difficulty in reading two values that have

been overwritten. This causes a slight suspicion that the learner may have altered these results to achieve a

better line on the graph.





The table has been constructed with no assistance. Table headings are not as clear as they might be. Potato

‘size’ is not clear – it is length that has been measured. Wrong units are given for surface area – they should

be cm2. There was no need to include the volume of hydrogen peroxide in this table, as that was the same

for all experiments. It would be surprising if the initial height of the lather for all of them was exactly 10 cm.

Overall, this is probably achieving a mark of 4 – we could assume that, given an outline format or brief

guidelines, the learner would have completed this task successfully.

C3 No calculations relating to the results have been made. The learner has organised the axes the right way

on the graph, and has chosen suitable scales for both axes. The label of the x -axis repeats the unit error

from the results table. The label of the y -axis was not entirely clear, and the teacher has commented on this.

The units for this label are wrong; they should be cm, not cm3. The points are plotted clearly, and a best fit

line has been drawn.

The conclusion makes a correct statement that a larger surface area produces greater enzyme activity, but

this is not clearly stated – the first sentence, for example, makes no sense.

The comment on sources of error is very brief. It correctly identifies one potential source of experimental

error, but does not comment on how this might have affected the results.

Overall, the learner achieves a level of 3 for C3.





9.2 Example B: Chemistry Skills C2 and C3

The worksheet for this task is shown below, followed by the mark schemes used by the Centre and two

examples of learners’ work. Following each learner’s work, there is a sheet provided by the Centre which

summarises how they have assessed it.

Example B Worksheet





E x a m p l e B M a r k s c h e m e





Learner 1





Comments on the assessment of Example B, Learner 1

The ‘Marking Criteria’ sheet provides the mark scheme in a different format, for use by the teacher as they

mark a particular learner’s work. This is an excellent way of ensuring valid and reliable marking, and also

greatly helps the External Moderator to see how the marks have been decided on.

The marks given here are 6 for C2 and 6 for C3. However, note that the worksheet provides information

on what to put on each axis of the graph. This prevents access to level 6, so a mark of 5 for C3 is more

appropriate.





Learner 2





`#





Comments on the assessment of Example B, Learner 2

The reasons for the marks awarded can be seen on the Marking Criteria sheet. The learner achieves level 6

for C2 and 4 for C3.





9.3 Example C: Physics Skills C2, C3 and C4

The worksheet for this task is on page 43. The mark scheme that the Centre used for C4 is also on page 43

(immediately following the worksheet). You might like to try writing mark schemes for C2 and C3 yourself,

and using them to assess this piece of work.

Learner





Comments on the assessment of Example C

C2 The relevant parts of the work for the assessment of C2 are taking the readings and recording them in a

results table. Note that the teacher has marked on the work which parts of the table relate to C2. The final

column involves processing the results, so this is relevant to C3 and should be ignored when awarding the

mark for C2.

The learner has designed the results table unaided. The measurements are all given to the same number of

decimal places, and are made to a degree of accuracy that is appropriate for the apparatus that was used.

Columns are clearly headed and include units.

The learner has been awarded a mark of 6 for this skill, and the External Moderator would readily accept

that.





C3 The relevant parts of the work for the assessment of C3 are the last column of the table, the graph,

the conclusion and the evaluation. The calculations of conductivity are fine. The graph is well constructed

with no assistance. The axes are the right way round (independent variable on the x -axis, dependent on

the y -axis), scales are well chosen, and each axis is labelled fully, including units. Points have been plotted

neatly and accurately, and a best fit line has been drawn, taking into consideration points that the learnerjudges to be anomalous. The teacher assessing the work has, however, commented that this may not have

been appropriate.

The first point in the conclusion is stated as a generalisation, and this would be considered to be at a level 6.

A difficulty when assessing C3 and C4 on the same task is to try to separate comments on sources of error

(C3) from an evaluation of the plan and suggestions for improvement (C4). It is a good idea to train learners

to deal with these ideas separately, perhaps first listing significant sources of error, and then suggesting

how they might be dealt with in a revised version of the plan. Stating sources of error often seems to be

more difficult for them than suggesting improvements. Here, the learner has identified sources of error

arising from two uncontrolled variables (changes of temperature in the solution, the build-up of copper

deposits on the electrodes). He has also mentioned human errors (mistakes in calculations or readingscales), which are not what is meant by ‘sources of experimental error’.

The learner has been awarded a mark of 4 for C3, which is perhaps a little harsh. The External Moderator

might wish to alter this to 5.

C4 The relevant parts of the work for the assessment of C4 are the plan, including the way in which

variables would be controlled, and the evaluation of the plan, modifications made and suggestions for

improvement.

The learner has begun by listing the control variables, independent variable and dependent variables. It isgood to train learners to do this – it helps them to focus clearly on exactly what they are doing, and it also

helps the External Moderator to see clearly how they have performed on this aspect of C4. The plan is

entirely logical and easy to follow.

The learner made some modifications when he carried out his experiment, listed under the (misspelt)

heading ‘Amendments’. Learners should be encouraged to do this, and recognise that making changes

to improve their original plan is a strength and not a weakness. The evaluation and suggestions for

modifications are good.

The teacher has awarded 6 for C4, which is entirely appropriate.





9.4 Example D: Biology Skills C2, C3 and C4

The worksheet for this task, and the mark scheme for C4, are shown on pages 46–47. The mark schemes

for C2 and C3, work from two learners and the assessment sheets used by the Centre are shown below.

Example D Mark scheme C2





Example D Mark scheme C3





Learner 1





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Comments on the assessment of Example D, Learner 1

The marking sheet on the previous page helps to show how the teacher has decided on the marks to award

for each of C2, C3 and C4. There are also many comments written on the learner’s work. The External

Moderator would agree with the marks awarded – 6 for C2, 1 for C3 and 4 for C4. Note that the amount of

time and trouble taken over the preliminary work is rather exceptional – it is really good to see this, but inpractice most Centres will not have time for such detailed write-ups and marking of both the preliminary and

final work.

Learner 2





Comments on the assessment of Example D, Learner 2

The marking sheet on the previous page helps to show how the teacher has decided on the marks to award

for each of C2, C3 and C4. There are also many comments written on the learner’s work. The External

Moderator would agree with the marks awarded – 6 for C2, 4 for C3 and 6 for C4.





9.5 Example E: Chemistry Skills C4

The worksheet, mark scheme and two example of learners’ work are shown below. The worksheet is really

much too brief, and it is not always a good idea to give learners such a wide choice of task. There is no

reason why you cannot specify a particular reaction for them to investigate, or give them basic reminders of

what they need to do.

Example E Worksheet





Example E Mark scheme

Note that there are some important errors in this mark scheme. You may like to see if you can identify these

yourself, and then read the commentary on pages 118 and 125.





Learner 1





Comments on the assessment of Example E, Learner 1

Note that the mark scheme, shown on page 113, contains some points that should not be taken into

account when assessing C4. Recording results belongs in C2, and plotting graphs and drawing conclusions

belongs in C3. Of course, you will want your learners to do all of these things when they write up their

experiment – but when you are assessing C4 you must only include points in your mark scheme that belong

within C4, and not with other skills. You might like to try rewriting the C4 mark scheme for yourself, before

considering how you might assess this work.

The Centre gave a mark of 4 for C4, and the External Moderators agree that this work reaches a standard of

3 or 4. There is some confusion about variables – an important strand of the C4 criteria – and the evaluationis not strong.





Learner 2





Comments on the assessment of Example E, Learner 2

This work is much easier to read and understand than that of Learner 1, but it is important to try not

to be too heavily influenced by problems that learners may have in using English, and to look for the

underlying science. This learner has taken an entirely systematic approach to their plan and has identified

the variables correctly, However, this learner has failed to appreciate and comment on one very importantpoint – the considerable difficulty in judging when the bubbling stops. There are also no real suggestions

for improvements. This prevents them from achieving a mark of 6. The External Moderators would award a

mark of 5.

science coursework training handbook part 1 2012 web.pdf

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