Science Prac Skills for Draft CGB

8/17/2019 Science Prac Skills for Draft CGB

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© University of Cambridge International Examinations 2012

Dave Hayward

Cambridge Trainer

28t ! "0t #ebr$ary 201"

Tea%ing andassessing s%ien%e

&ra%ti%al s'ills


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Welcome and Introduction


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Who am I? Dave Hayward

• 32 years experience of teaching Biology retired H!D

• "rincipal #xaminer for I$% Biology

• 'uthor of I$% &tudy $uide for Biology (eaching

and 'ssessing "ractical &)ills in &cience

• #ditor of I$% Biology *D+$+,ac)ean-

• !verseas training in .ami/ia &wa0iland &outh

'frica 'merica 1 lectures in ondon and Berlin


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(atesead )*ort east England+


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Co$rse ob,e%tives

• to increase understanding of the assessment

o/ectives relating to practical s)ills in%am/ridge I$% and ! level examinations

• to explore ways of helping students to improve

their practical s)ills• to consider potential pro/lems associated with

doing practical wor) in schools and to find

solutions to these


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Co$rse ob,e%tives

• to loo) at the standards of practical s)ills

re4uired for particular grades• to consider the pros and cons of the various

options for the final assessment of practical

s)ills• to share good practice and exchange ideas


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Co$rse o$tline

&ession 5 6+77857+37

• (he scientific en4uiry assessment o/ectives

• (he various assessment options for practical

s)ills

• (he %5


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Co$rse o$tline

&ession 2 55+77852+37

• $ood practice in the %2 s)ills

• &tandards in %2 8 assess candidates9 wor)

• Importance of feed/ac) 8 using 'f to help to

develop practical s)ills


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Co$rse o$tline

&ession 3 53+3785:+77

• "ractical session 5; hands


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Co$rse o$tline

&ession = 5:+3785>+77

• Discussion of issues arising from &ession 3;

logistics la/oratory design availa/ility of

apparatus and materials ris) assessmentsgroup and individual wor) the teacher9s role

• esources


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Co$rse o$tline

&ession @ 55+77852+37

• "ractical session 2; hands


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Co$rse o$tline

&ession > 53+3785:+77

• Discussion of issues arising from the

practical session

• 'ssessment of wor) for %=

• Differentiation

• esson plans


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Co$rse o$tline

&ession A 5:+3785>+77

• eed/ac) from groups on wor) done in

&ession >

• "lenary

• Ceeping in touch


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-ession 1

• (he scientific en4uiry s)ills 8 what they are

and how they are assessed

• ' first loo) at the &)ills of %5


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-%ientifi% en.$iry assessment

ob,e%tives )see ando$t 2+

• %5 )now how to use techni4ues apparatus and materials*including the following of a se4uence of instructions where

appropriate-

• %2 ma)e and record o/servations and measurements

• %3 interpret and evaluate experimental o/servations anddata

• %= plan investigations evaluate methods and suggest

possi/le improvements *including the selection of

techni4ues apparatus and materials-


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/&tions for assessment ! I(C-E

"aper = (eacher assessment of coursewor)

(he teacher assesses the students throughout

their course+

' sample of the coursewor) is sent to

%am/ridge to /e chec)ed /y external

moderators+


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"aper : "ractical examination

(he assessment is made through a practical

examination ta)en in a la/oratory+

(he students write answers on the

examination paper which is returned to

%am/ridge to /e mar)ed /y examiners+


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"aper @ 'lternative to practical paper

(he assessment is made through a written

paper ta)en in a normal examination room+

&tudents write answers on the examination

paper which is returned to %am/ridge to /e

mar)ed /y examiners+


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Identifying te s'ills

"lease find;

"aper 7@:=:5 ,ayEune 2752

"aper 7@:=@5 ,ayEune 2752

Which s)ills are /eing tested in each part 4uestion?


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at is meant by familiar a&&arat$s3

*&ee handouts 3 and =-


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ays of introd$%ing e.$i&ment to yo$r

st$dents

*see handouts : and @-

*note; there is no list in the "hysics sylla/us-


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ays of giving st$dents instr$%tions for

&ra%ti%als

*see handout >-


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Introd$%e safety at an early stage4

*see handout A

8 2 documents-


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5ssessment ob,e%tive C1

)now how to use techni4ues apparatus andmaterials *including the following of a

se4uence of instructions where appropriate-


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(he coursewor) *"aper =- criteria provide moreinformation a/out what is re4uired for %5+

It is useful to consider these even if you are not

entering students for "aper =+


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Criteria for C1


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"lease find pages 2: 2@ and 2A in the /oo)let

called Coursework Training Handbook(Part 1):Guidance

or the wor)sheet in your own su/ect areaconsider how well this activity would help

students to develop the %5 s)ills+


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-ession 2

• $ood practice in %2

• &tandards feed/ac) and progression in %2


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ma)e and record o/servations andmeasurements


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Criteria for C2


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"lease find pages 37 32 and 3= in the

Coursework Training Handbook

(Part 1):Guidance /oo)let

or the wor)sheet in your own su/ect area

consider how well this activity would help

students to develop the %2 s)ills+


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Drawings

• in pencil

• single clear lines• no shading

• la/el lines drawn with a ruler

• la/el lines touch what is /eing la/elled

• la/els written hori0ontally

• la/el lines do not cross


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6lease find7

"age 52 in the Coursework Training Handbook(Part 1): Guidance /oo)let


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es$lts %arts

• drawn with a ruler

• headings include units *no units within theta/le-

• all readings to the same num/er of decimal

places• descriptive entries *e+g+ of colours or other

o/servations- should /e worded simply


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6lease find7

"age 55 of the Coursework Training Handbook(Part 1): Guidance /oo)let


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-aring learning ob,e%tives and $sing

s$%%ess %riteria

• (he importance of sharing learning o/ectivesand using success criteria

*see handout 6-

• What is Fassessment for learning9?

• Gsing self


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6lease find7

• "aper 7@:=:5;

pages 2 3 = 52 and 53

• "aper 7@:=@5;

pages 2 3 @ 5: 5@

Which 4uestions test %2?


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5ssessing st$dents wor' for C2

• "lease find pages @@ and @A in the Coursework

Training Handbook (Part 1): Guidance /oo)let

%omment on the student9s results chart+

ead the F4ualitative o/servations9 on page @6 and

comment on these+


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• "lease find pages >: A2 and A: in the

Coursework Training Handbook (Part 1):Guidance /oo)let

%omment on the students9 results charts+


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• "lease find pages 67 and 62 in the

Coursework Training Handbook (Part 1):Guidance /oo)let

%omment on the student9s results chart+


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-ession "

6ra%ti%al session 1

Developing and assessing %5 and %2


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6ra%ti%al session 1

"lease find the handouts for;

• #xperiments 5 and 2 *chemistry-

or

• #xperiments 3 and = *physics-

or

• #xperiments : and @ */iology-


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-ession 9

Doing &ra%ti%al wor' ! wy so$ld we and

ow %an we3


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Fou dont understand anything until you learn it

more than one way9+ < ,arvin ,ins)y


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Fou can teach a student a lesson for a dayJ /ut

if you can teach him to learn /y creatingcuriosity he will continue the learning process

as long as he lives9+ < %lay "+ Bedford


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F$ive me a fruitful error any time full of seeds

/ursting with its own corrections+ ou can )eepyour sterile truth for yourself9+ < Kilfredo "areto


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FI hear and I forgetJ

I see and I remem/erJI do and I understand9+

%hinese prover/


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Different st$dents ave different&referred learning styles7

• Kisual learners• 'uditory learners

• Cinaesthetic learners


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%I# esourcesesources on the %I# we/site include• the current sylla/us

• past 4uestion papers mar) schemes and#xaminer reports

• schemes of wor)• lists of endorsed and recommended

resources for Biology• email discussion list for teachers of Biology• dedicated students we/site• core documents

..\CIE website. tx

http://../CIE%20website.pptxhttp://../CIE%20website.pptx


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esources from (eacher &upport &ite


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eso$r%es for I(C-E :iology

• ++LI$%MBI!!$M7@57M!pportunitiesMforM

acticalM'ctivities *=-+pdf • ++Lmiami 2752Lresources for ,iamiL,iami Bio

logy resourcesLheart model

http://../IGCSE_BIOLOGY_0610_Opportunities_for_Practical_Activities%20(4).pdfhttp://../IGCSE_BIOLOGY_0610_Opportunities_for_Practical_Activities%20(4).pdfhttp://../miami%202012/resources%20for%20Miami/Miami%20Biology%20resources/heart%20modelhttp://../miami%202012/resources%20for%20Miami/Miami%20Biology%20resources/heart%20modelhttp://../miami%202012/resources%20for%20Miami/Miami%20Biology%20resources/heart%20modelhttp://../miami%202012/resources%20for%20Miami/Miami%20Biology%20resources/heart%20modelhttp://../IGCSE_BIOLOGY_0610_Opportunities_for_Practical_Activities%20(4).pdfhttp://../IGCSE_BIOLOGY_0610_Opportunities_for_Practical_Activities%20(4).pdf


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55


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56


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57


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Gp


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-ession ;

-'ills C" and C9

• $ood practice in %3 and %=

• Developing and assessing %3


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6ra%ti%al s'ill C"Handling experimental o/servations and data e+g+

•drawing graphs

•processing results

•recognising anomalous results and dealing with

them

•drawing conclusions

•recognising sources of experimental error


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Criteria for C"


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-'ill C" ! (ra&s

• axes drawn with a ruler

• independent varia/le on the x


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-'ill C" ! (ra&s

If a line graph;

• points plotted as x or a circle with a dot insideit

• lines drawn with a pencil

• line either ruled from point to point

• or a /est fit line


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6lease find7

"ages 5@ 8 56 in the Coursework TrainingHandbook (Part 1): Guidance /oo)let


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6lease find7

7@:=:5 Nuestion 2*/-*i-

7@:=@5 Nuestion 2*/-*i-

'ssess the 4uality of the graphs in the scripts


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-'ill C" ! %on%l$sions

• %3 also involves drawing conclusions from a

set of results• (he conclusion should relate clearly to the aim

of the experiment or the hypothesis that was

/eing investigated

• (he conclusion should /e /ased only on the

results o/tained

&ee %oursewor) guidance /oo)let page 27


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-'ill C" ! anomalo$s res$lts

• 'n anomalous result is one that does not fit

the pattern shown /y other results+• If time allows the relevant part of the

experiment should /e repeated to chec) this

result+• !therwise the anomalous result should /e

excluded from further processing+


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-'ill C" ! so$r%es of error

• &potting sources of experimental error is a

high level s)ill+

• #xperimental errors should not /e confused

with human mista)es+&ee coursewor) guidance /oo) page 27

&ee Handout 5>


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6lease find7

Coursework Training Handbook (Part 1):

Guidance /oo)let pages @@8>@ *Biology- or>>8A2 *%hemistry-

Identify the parts of the students9 wor) that are

part of %3+ %omment on this wor)+

What guidance could /e given to the students

to help them improve?


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6ra%ti%al -'ill C9

"lanning and evaluating investigations


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Criteria for C9


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-'ill C9 ! &lanning

• (he type of experiment that involves all of the

%= s)ills is one in which students investigatethe effect of one varia/le on another+

• (he varia/le they change is the independentvaria/le+ (he varia/le they measure is the

dependent varia/le+


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-'ill C9 ! &lanning

• &tudents should /e a/le to identify other

varia/les that might affect their results anddetermine how they can try to )eep these

constant


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6lease find7

Handout 5A 8 "lanning help sheet


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-ession <

6ra%ti%al -ession 2

• &)ills %3 and %=


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6lease find7

Handout 27; #xperiment > *%hemistry-

or Handout 25; #xperiment #xperiment A *"hysics-

or

Handout 22; #xperiment #xperiment 6 *Biology-


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-ession =

Using &ra%ti%al wor' in tea%ing and

learning


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Differentiation

• &tudents wor)ing at different levels should

each /e given appropriate tas)s that allowthem to succeed /ut that stretch them and

help them to improve

• ou may li)e to use different versions ofwor)sheets or to provide extra Fhelp9 sheets

for those that need them


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Use of differentiation

"lease find;

Handouts 56' 56B


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Controlling variables

"lease find;

Handout 23 *four pages-


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Constr$%ting a s%eme of wor'

• ' scheme of wor) is a long


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6lanning a lesson involving &ra%ti%alwor'

• What are the advantages of planning alesson carefully?

• What should a lesson plan include?


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6lanning a lesson involving &ra%ti%alwor' 8 see handout 2= *lesson plan

template- and handout 2:

• In your group complete a lesson plan using

the template that focuses on the development

of a particular practical s)ill or s)ills

• (he lesson should also help students to

develop )nowledge or understanding of

sylla/us content


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-ession 8

6lenary


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at next3

• or more information a/out future coursesplease go to the training events calendar at

www+cie+org+u)
http://www.cie.org.uk/http://www.cie.org.uk/

Documents

Science Prac Skills for Draft CGB