Fractional marks should not be awarded.

Wherever the Unit mark is not divisible by three, then

(a) when the remainder mark is 1, it should be allocated to Module 1; and,

(b) when the remainder is 2, one of the marks should be allocated to Module 2 and the other
mark to Module 3.

Appropriate practical exercises for assessing any skill may be selected from any Module in the relevant
Unit.

 INVESTIGATIVE PROJECT

Objectives of the Investigative Project

The Investigative Project must focus on a challenge to be addressed within the environment or
society. On completion of the Investigative Project students should:

1. Appreciate the use of the scientific method for discovery of new knowledge and to the solution of
problems;

2. Communicate accurately and effectively the purpose and results of research;

3. Apply experimental skills and theory to the solution of problems; and,

4. Synthesise information based on data collected.

Students are encouraged to work collaboratively. Where collaborative work is done, group sizes must
not exceed six (6) persons per group. The teacher is expected to use the group mark for the project and
add it to the marks for the other skills for each individual candidate within the group.

CRITERIA FOR ASSESSING INVESTIGATIVE SKILLS

A. PLANNING AND DESIGN

 HYPOTHESIS 1

 AIM 1

 MATERIALS AND APPARATUS 1

 VARIABLES STATED 3
- Controlled 1
- Manipulated 1
- Responding 1

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  METHOD 2
- Clearly outlining how manipulated variable will be changed 1
and measured.
- Clearly outlining how the responding variable will be 1
measured.

 RESULTS 2
- Expected Results 1
- Treatment of Results 1
 PRECAUTIONS AND LIMITATIONS/ASSUMPTIONS 2
- Two or more stated 2
- Anyone stated 1
TOTAL (12)

B. ANALYSIS AND INTERPRETATION

 RESULTS 2
- Complete set of results from quantities mentioned in 2
method.
 DISCUSSION 4
- Complete set of calculations or statement of observations 2
or trends.
2
- Interpretations of calculated values, observations or trends
linked to data in results.
 LIMITATIONS AND SOURCES OF ERROR 2
- Limitation stated 1
- Source of error stated 1
 REFLECTIONS 3
- Relevance of experiment to real life. 1
- Impact of knowledge gained from experiment. 1
- How can experiment be changed and improved. 1

 CONCLUSION
- Clearly stated and related to Aim in PD. 1 1

TOTAL (12)

SCHOOL-BASED ASSESSMENT – GENERAL GUIDELINES FOR TEACHERS

1. Each candidate is required to keep a laboratory workbook which is to be marked by the

teacher. Teachers are also expected to assess candidates as they perform practical exercises
in which Manipulation and Measurement skills are required.

2. A maximum of two skills may be assessed by any one experiment.

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