HKDSE Exam Guide(English)

Contents 1 Introduction to HKDSE Part I 1 Public examination 2 Types of questions in the HKDSE exam paper 4 3 General exam skills 6 4 Skills in answering MCQs 10 5 Skills in answering essay questions 11 6 Skills in plotting graphs 13 7 Skills in drawing biological diagrams 14 8 Skills in studying biology 16 Part II School-based assessment (SBA) 9 About SBA 20 10 Basic experimental techniques 21 11 Skills in writing investigation reports 25 . Section B: 28%) 10% 1 © Oxford University Press 2014 .1 Introduction to HKDSE HKDSE (Hong Kong Diploma of Secondary Education) examination is a public assessment aiming to assess the attainment of candidates who have completed the 3-year senior secondary course. structured questions and an essay question (56 marks) Number of questions to be attempted Duration Weighting New Senior Secondary Mastering Biology (Second Edition) All 1 h 40 min S5 & S6 40% (Section A: 12%. Section B: 42%) 20% 20% Duration Weighting Combined Science (Biology) Public examination (one paper only) SBA Curriculum coverage Whole Combined Science (Biology) Whole Assessment tasks Section A: Multiple-choice questions (24 marks) Practical related tasks Section B: Short questions. A Mode of assessment HKDSE examination in Biology and Combined Science (Biology) comprises two components: public examination and school-based assessment (SBA). structured questions and an essay question (84 marks) Number of questions to be attempted All 2 out of 4 2 h 30 min 1h S5 & S6 60% (Section A: 18%. Biology Public examination SBA Paper 1 Paper 2 Curriculum coverage Compulsory part Elective part Whole Assessment tasks Section A: Multiple-choice questions (36 marks) Structured questions (40 marks) Practical related tasks Section B: Short questions. B The reporting system HKDSE makes use of standards-referenced reporting (SRR) (水平參照) of assessments.hkeaa.html?A2&2&5 New Senior Secondary Mastering Biology (Second Edition) 2 © Oxford University Press 2014 .hk/en/hkdse/assessment/subject_information/ category_a_subjects/hkdse_subj. 5** 5* 5 4 3 2 1 Each level has a set of descriptors (等級描述) to describe what a typical candidate at this level is able to do. The candidates’ level of performance will be reported as five levels (1–5).edu. A performance below Level 1 will be designated as ‘Unclassified’ (U). Details of the descriptors and samples of candidates’ performance of different levels in the past HKDSE examinations can be found at the HKEAA’s website. The Level 5 candidates with the best performance are awarded a 5**.  http://www. with 5 being the highest. and the next top group of candidates are awarded a 5*. Part I Public examination New Senior Secondary Mastering Biology (Second Edition) 3 © Oxford University Press 2014 . Put the appropriate letter in the space provided. It can combine with more amino acids to form a long chain called the (d) ______________ . there will be 36 MCQs in Paper 1 Section A. For Combined Science (Biology). 2 Short questions   Each short question scores about 2–7 marks. There are various types of short questions. select from column 2 one phrase that correctly describes its function. Contains organelles In addition to the above types of short questions. which are followed by a few questions. some short questions begin with diagrams. Encloses the cytoplasm B. Each question scores 1 mark. there will be 24 MCQs in Section A of the paper.2 Types of questions in the HKDSE exam paper 1 Multiple-choice questions (MCQs)    For Biology. graphs or tables of data. b Matching Sample question For each cell structure listed in column 1. a Fill-in-the-blanks Sample question Amino acids are made up of carbon. Each amino acid molecule contains an amino group and a (b) _____________ group. photographs. hydrogen. The site of energy release during respiration C. Column 1 Mitochondrion Nucleus Cell wall (3 marks) Column 2 ________ ________ ________ A. Controls activities of the cell D. Supports and gives shape to the cell E. A (c) _____________ is formed when two amino acids combine together. New Senior Secondary Mastering Biology (Second Edition) 4 © Oxford University Press 2014 . oxygen and (a) ______________. Some examples are shown below. etc. state where (c) 4 (2 marks) (i) meiotic cell division takes place. etc. (b) and (c). S and U after fertilization. R. Sample question The diagram below represents a cross section of a flower. (2 marks) (ii) fertilization takes place. (a) Name structure P and state its function. Each part may be divided into smaller parts (i). Sample question Compare the prophase in mitosis and first meiotic division. (1 mark) State the fate of structures P. Q. 3 marks are awarded for effective communication. (5 marks) Essay questions  For both Biology and Combined Science (Biology). In what way does the difference in the prophase of first meiotic division affect the products of meiotic cell division? (11 marks) New Senior Secondary Mastering Biology (Second Edition) 5 © Oxford University Press 2014 . there will be an essay question in the exam paper.  In the total mark of the essay.3 Structured questions   Each structured question scores about 7–12 marks. It scores about 10–12 marks. Structured questions are usually divided into parts (a). (ii) and (iii). (b) Using the letters in the diagram. New Senior Secondary Mastering Biology (Second Edition) 6 © Oxford University Press 2014 .3 1 General exam skills Time allocation Subject Biology Combined Science (Biology) Exam paper Paper 1 Section A Paper 1 Section B Paper 2 Section A Section B Mark 36 marks 84 marks 40 marks 24 marks 56 marks 2 h 30 min Duration Answering whole section Suggested Checking whole time section allocation Answering ONE question 1h 1 h 40 min 30 min 1 h 40 min 50 min 20 min 65 min 5 min 15 min 10 min 5 min 10 min 50 s 310 min* 25 min 50 s 310 min* * depends on the mark of each question  Do the easiest questions first to build up your confidence. According to the information given. It tells you what you should answer. Command word Point to note Example of exam question Calculate (計算) Remember to show the working steps and give the answer a right unit. Either give it up or save it for the last. Comment on the significance of the relationship between the structures for gas exchange and water transport in terrestrial flowering plants. Do not spend too much time on answering a difficult question. 2 Understanding command words in questions Before answering a question. Comment (評論) You need to present an informed opinion. calculate the rate of water absorbed by the plant. Below are some common command words in exam questions. you should look for the command word in the question. Discuss (討論) Give arguments for and against Discuss the pros and cons of an issue and provide explanations. Using the dichotomous key given. Distinguish (分辨) Give the difference between two things.Command word Compare (比較) Point to note Give both similarities and differences. Outline (概述) No detail is required. Suggest (提出) Put forward your ideas. New Senior Secondary Mastering Biology (Second Edition) 7 © Oxford University Press 2014 . Label the cells shown in the photomicrograph. Deduce (推斷) Deductions must be made based on the information given. Based on the results of the cross. Name (寫出……的名稱) Make sure the spelling is correct. Distinguish between food-borne infection and food poisoning. Give / State (寫出／指出) No explanation is required. Contrast the processes of mitosis and meiosis. Suggest two preventive measures that we can take to reduce the risk of contracting dengue fever. Determine (測定) Your answer should be based on the information given. Describe (描述) No explanation is required. Explain / Account for (解釋) Give reasons. Describe the major steps in recombinant DNA technology and outline their principles. smaller. etc. producing human insulin by genetic engineering. determine the concentration of the insecticide at which 30% of mosquitoes are killed. Identify (辨認／鑑定) Give the name and make sure the spelling is correct. Contrast (比較……的差異) Give the differences only. According to the data given. Explain / Account for the increase in the length of a potato strip that has been put into distilled water for one hour. identify animals A and B. Label (標示) Make sure the spelling is correct. Try to use comparative words like larger. Give / State two functions of proteins in the human body. Name the type of cell division occurring in the gamete-producing cells in human ovaries. deduce which phenotype is recessive. Example of exam question Compare the structures of a bacterial cell and a yeast cell. Describe how insulin can bring about a decrease in blood glucose level. Referring to the diagram. … State one other cause of … Give another cause that is different from the one stated in the question. 4 Communicating effectively In answering structured questions and essay questions. Instruction What to do? Using the letters in the diagram. You must include a genetic diagram. the genotype of … Marks will not be awarded for genetic diagrams. with reasons. not the names.3 Following the instructions You must follow the instructions to answer the questions. Below are some examples of instructions. On the contrary. … Answer with the letters provided in the diagram. Make good use of linking words to link different ideas. … Use the photomicrograph / diagram provided to arrive at the answer. Deduce. express your ideas systematically and logically. For example: Command word Linking words Describe … (about a graph) Between … and … / From … to … Outline the steps … Firstly … Secondly … Thirdly … Finally Give examples of … For example / This includes … / … such as … Contrast … … however / while / whereas … / In contrast / On the contrary … Explain / Account for … Since / Because … So / Hence / Thus / Therefore / As a result … New Senior Secondary Mastering Biology (Second Edition) 8 © Oxford University Press 2014 . Use a genetic diagram to show the result. Explain your answer without using a genetic diagram. With reference to the photomicrograph. DO NOT use a genetic diagram to arrive at your answer. headings or units Remember to give your drawing.5 Avoiding common mistakes a Spelling mistakes When doing ‘fill-in-the-blanks’. not ‘contracts’. graph or table an appropriate title or heading. assign a correct unit to the value obtained. or when you are asked to name. the pupil ‘constricts’. identify or label a certain structure. c  Omitting titles. the pupil of the eye ‘constricts’. the pupil ‘contracts’. correct spelling is required. The key words in long answers must also be spelt correctly. For example. under strong light. New Senior Secondary Mastering Biology (Second Edition) 9 © Oxford University Press 2014 . Under strong light. For calculation. Below are some commonly misspelt words. Correct  b Correct  Wrong Wrong amnion amino nuclei nucles dietary fibre diary fibre pancreas pancrease gastric juice gastic juice phloem pholem membrane membrance prey pray night blindness night blindless vertebrate vertibrate Inappropriate use of words Do not confuse words with similar spellings or pronunciations.    look for opposing answers. cross out answers that mean basically the same thing. make a guess instead of leaving the answer blank.4 1 Skills in answering MCQs If you are CERTAIN with the answer …  put a ‘✓’ beside the question and then skip the question for checking. 2 If you are UNCERTAIN with the answer …  put a ‘?’ beside the question to remind you to pay attention during checking. It is very likely that one of them is the correct answer. They cannot both be correct. New Senior Secondary Mastering Biology (Second Edition) 10 © Oxford University Press 2014 . Sample question Q Lipids and proteins are two primary food substances which are essential to life.as energy reserves . underline the key points and circle all the command words (e.for making hormones . This can remind you what should be included in your essay. Cross out any irrelevant information.).transport lipid-soluble vitamins .as antibodies . When it is finished. etc.as an insulator .for blood clotting New Senior Secondary Mastering Biology (Second Edition) 11 © Oxford University Press 2014 .5 Skills in answering essay questions There are four major steps to help you answer essay questions. Step 2 Organize your ideas Use a mind map.as haemoglobin . explain. compare.for protection Different functions .produce ATP .for making myelin sheath . Compare their functions in the human body. a flow chart or a table to organize your ideas.as enzymes .components of the cell membrane . Step 1 Read the question carefully While you are reading the question. Lipids Similar functions Proteins . check if the ideas are coherent and systematic.g. They are used for making hormones such as steroids (lipids) and insulin (proteins). Both lipids and proteins are components of the cell membrane. Some proteins are transporters such as the oxygen carrier haemoglobin. For example. They are both important restate the main theme. is explained. adipose tissues around the internal organs can act as a shock absorber and keratin in nails can provide mechanical 2 Body Write in paragraphs. Make sure there are no spelling mistakes or inappropriate use of words. biomolecules. Lipids and proteins also offer protection to the body. Step 4 Check your essay Check if the essay includes the necessary information. Some of the functions are similar but some are unique to each type of biomolecule. They form a network to trap the red blood cells. 3 Conclusion Lipids and proteins have some similar but also some different Sum up your points and functions in the human body. Both of them act as energy reserves and can be broken down to produce ATP.g. main point and the point They are a good insulator to reduce heat loss from the body. New Senior Secondary Mastering Biology (Second Edition) 12 © Oxford University Press 2014 . fibres to speed up the transmission of nerve impulses. Lipids and proteins have many functions in the human body. Fibrous proteins are involved in blood clotting. paragraph should have a Lipids are a solvent for some vitamins (e.Step 3 Write your essay Divide your essay into three parts: 1 Introduction Briefly describe the main theme of your essay. elaborated or Lipids are also used for making myelin sheath around nerve supported by evidence. Avoid too much background information. vitamins A and D). Proteins can act as antibodies which act against the pathogens invading the body. Some proteins are enzymes. They can catalyse the biochemical reactions in the body. Each protection. 6 Skills in plotting graphs Note the following when plotting a graph: 1 2 3 4 5 Use the x-axis to denote the independent variable and y-axis to denote the dependent variable. If two or more lines are to be drawn on the same graph. rats from the same mother were divided into groups A and B. fats. Join the points. Group B was fed on the same food with additional 3 cm3 of milk each day. minerals and water. the diets of the two groups were exchanged. This makes the graph easier to read title is given    45    0 5 10 15 20 25 30 35 40 45 50 time (day) x-axis is labelled and unit is shown New Senior Secondary Mastering Biology (Second Edition) 13 © Oxford University Press 2014 .g. Choose a suitable scale and make full use of the graph paper. glucose. Plot each point as a small cross or dot with a sharp pencil. average mass of rats (g) y-axis is labelled and unit is shown The change in average mass of rats against time 90 85 graph paper is fully used with a suitable scale   80 75    group B   two curves are drawn with different styles and labelled    60 group A   50   65 55   70 symbol to represent the unused part of the scale (045 g). solid line versus dotted line) and label them. Label each axis and show the units. The results are presented on the graph below. starch. Example In an experiment. draw with different styles (e. 6 Give a title to the graph. After 20 days. Group A was fed on purified cheese proteins. The average mass of the two groups of rats from day 0 to day 50 was recorded. ). Can you point out the mistakes? New Senior Secondary Mastering Biology (Second Edition) 14 © Oxford University Press 2014 . such as longitudinal section (L. horizontal and should not cross each other.S.  Put the labels by the sides.7 Skills in drawing biological diagrams Points to note when drawing biological diagrams 1) Use a sharp HB pencil. 9) State how the section is cut if you are drawing a cut surface of a specimen. you may only use dots. 4) Do not shade the diagrams. Keep all parts in proportion. using labelling lines.S. 7) Label different parts of the drawing. The denser the dots are. The diagram below is poorly drawn. 2) Draw large diagrams. the deeper is the colour. 8) Give a title. 6) Draw what you see from the specimen.) or transverse section (T. ventral or lateral view. 3) Draw with smooth single lines. 10) State the direction of view if you are drawing a whole specimen. If you need to show the contrast. occupying about two-third of a piece of A4 paper. including the name of the specimen and the power of magnification. Never draw in pen. Do not copy from books.  Labelling lines should be straight. 5) Draw freehand. such as dorsal. Do not use a ruler or a pair of compasses. ) (×10) 2 High-power diagrams a b They show the features of different types of cells.S. No need to draw individual cells. Draw individual cells. For example: Dicotyledonous plant root (T. Only outlines of structures are drawn.) (×400) New Senior Secondary Mastering Biology (Second Edition) 15 © Oxford University Press 2014 . For example: Vascular tissue in dicotyledonous plant root (T.S.There are two kinds of microscopic drawings: 1 Low-power diagrams a b They show the distribution and proportion of different tissues. phototropism (向光性). bicuspid valve (二尖瓣). without anaerobic (缺氧呼吸). binary fission (二分裂) di- two disaccharide (雙糖). anaemia (貧血) anti- against antigen (抗原). dihybrid (雙基因雜種) endo- within endocrine gland (內分泌腺). hypothermia (體温過低) mono- one monosaccharide (單糖). monocot (單子葉植物). autoimmune disease (自身免疫病). For example: Prefix Meaning Example an- lacking. endolymph (內淋巴) exo- outside exocrine gland (外分泌腺). 1 How to remember the spellings of biological terms more easily? a By understanding prefixes and suffixes Many biological terms are built up on Greek or Latin prefixes (字首) and suffixes (字尾). Knowing some basic techniques can help you learn biology more effectively. haemolysis (溶血) hyper- above hypertonic (高滲). By dissecting the biological terms into discrete units and knowing the meanings of the prefixes and suffixes. antibody (抗體). dicot (雙子葉植物). monoculture (單種栽培) photo- light photosynthesis (光合作用). photolysis (光解) tri- three triceps (三頭肌). exoskeleton (外骨骼) haem- blood haemoglobin (血紅蛋白). tricuspid valve (三尖瓣).8 Skills in studying biology Studying biology can be easy if you understand the biological concepts instead of memorizing them by rote. triglyceride (甘油三酯) New Senior Secondary Mastering Biology (Second Edition) 16 © Oxford University Press 2014 . you will remember their meanings and spellings more easily. autonomic nervous system (自主神經系統) bi- two biceps (二頭肌). hypertension (高血壓) hypo- below hypotonic (低滲). anticodon (反密碼子) auto- self autotroph (自養生物). lipase ( ) -cide killing agent fungicide (殺真菌劑). photolysis (光解) -plast living granule chloroplast (葉綠體). For example: amino afferent cerebrum glycogen ovule vertebrate New Senior Secondary Mastering Biology (Second Edition) amnion efferent vs cerebellum glucagon ovary vertebra 17 © Oxford University Press 2014 . but not a way for you to acquire the correct pronunciations. herbicide (除草劑). c By distinguishing words with similar spellings Make sure you are able to distinguish words with similar spellings. pesticide (殺蟲劑) -lysis breaking down glycolysis (糖酵解). invertase (轉化 ). For example: accommodation ac / com / mo / da / tion assimilation epididymis homeostasis metabolism as / si / mi / la / tion e / pi / di / dy / mis ho / me / o / sta / sis me / ta / bo / li / sm Bear in mind that this is only a way for you to remember the spellings of the words. hydrolysis (水解). protoplast (原生質體) -trophic feeding autotrophic nutrition (自養營養).Suffix b Meaning Example -ase enzyme amylase (澱粉 ). heterotrophic nutrition (異養營養) By pronouncing words correctly Marking down each syllable (音節) of a word with slashes is very helpful for memorizing the spelling. you can focus on only one of the processes. Repeat and you will get the answer for questions requiring detailed explanation. The other process is simply the other way round. they lose water? Q What happens to the cell membrane A The cell membrane pulls away from when the cells shrink? b the cell wall. i. For example: c By using cut-off method (省略法) Some biological processes are ‘mirror images’. plasmolysis occurs. Answer the question you ask.e. By using mnemonics (口訣法) It would be easier to remember some facts or concepts if you can make associations between different words. Q What happens when they differ in A Water moves out of the cells through water potential? the differentially permeable membrane by osmosis. New Senior Secondary Mastering Biology (Second Edition) 18 © Oxford University Press 2014 . Q What happens to the cells when A The cells shrink. Base on your answer.2 How to remember biological concepts more easily? a By drawing flow charts through logical deductions Start with what the question asks for. ask yourself what comes next. Example: What happens to the cells when a piece of onion epidermis is immersed in a hypertonic solution? Q What is a hypertonic solution? A A solution with water potential lower than that of the cytoplasm. For example:  inhalation and exhalation  accommodation of the eye to near and distant objects  constriction and dilation of the pupil In each pair. ask yourself what comes next again. Part II School-based assessment (SBA) New Senior Secondary Mastering Biology (Second Edition) 19 © Oxford University Press 2014 . including the use of suitable apparatus and equipment.9 About SBA The SBA of biology covers the assessment of students’ performances in practical related tasks throughout the S5 and S6 school years. where applicable work.html?5 New Senior Secondary Mastering Biology (Second Edition) 20 © Oxford University Press 2014 . Ability area A Ability area B Focus on … practical skills planning and reporting of scientific investigation Assessment ability  organizing and performing practical  identifying the problem to be investigated and formulating a hypothesis. and the appropriate skills in carrying out the work  devising a plan of investigation according to the problem identified  making accurate observations and  recording and presenting results in an appropriate form measurements  interpreting and discussing results. and drawing appropriate conclusions The table below summarizes the percentage weighting and the minimum number of assessments required in S5 and S6 for the different areas of the SBA: Subject Biology Ability area A B A B 8% 12% 4% 6% S5 1 1 S6 1 1 1 1 Weighting Minimum number of assessment Combined Science (Biology) Details of the SBA can be found at the HKEAA’s website. The tasks include laboratory work and fieldwork.  http://www.hk/en/sba/sub_info_sba/ dse_subject.edu. Students will be assessed in two ability areas (A and B) by their teachers.hkeaa. Steps of making a temporary mount are shown below: 1 Place the specimen in the middle of a slide. 3 Let the edge of a cover slip touch the mounting medium. 6 The slide is ready for microscopic examination. 4 Use a pair of forceps to lower the cover Soak up excess mounting medium with tissue paper. 2 Add 1 to 2 drops of water or stain to the specimen.10 Basic experimental techniques A Making a temporary mount Making a temporary mount is the first step to prepare a specimen for microscopic examination. 5 New Senior Secondary Mastering Biology (Second Edition) slip slowly and cover the specimen. 21 © Oxford University Press 2014 . Steps of free-hand sectioning are shown below: 1 Moisten both the razor blade and the specimen. 2 Hold the specimen as shown below.B Free-hand sectioning Free-hand sectioning (徒手切片) is the simplest method to prepare a thin section for a temporary mount. 3 Cut the specimen by sliding the razor blade rapidly and smoothly towards 4 Put all the sections into a Petri dish of water. New Senior Secondary Mastering Biology (Second Edition) 22 © Oxford University Press 2014 . Adjust the position of the forefinger to control the thickness of the section. thinnest section for examination. Use a paintbrush to select the yourself. Rest the razor blade on the tip of the forefinger. Repeat the steps to prepare a number of sections. Rotate the nosepiece and select the low-power objective. 23 © Oxford University Press 2014 . 4 Clip a prepared slide onto the stage. 2 Look through the eyepiece. Slowly raise the body tube by turning the coarse adjustment knob until the image of the specimen becomes clear. 5 Look through the eyepiece again. New Senior Secondary Mastering Biology (Second Edition) 6 Turn the fine adjustment knob until the image is in focus. Watch the stage from the side and lower the body tube by turning the coarse adjustment knob until the objective nearly touches the slide.C Microscopic examination 1 Place the microscope on the bench with good illumination. Skip this step if the microscope has a built-in light source. 3 Adjust the condenser and the diaphragm until the light is sufficient and even. Adjust the angle of the mirror to reflect light towards the centre of the stage. Touch the pipette tip against the side of the container to release the last drop of liquid. Release the liquid.D Using a pipette 1 Rinse the pipette with distilled water followed by the liquid to be transferred. 6 Transfer the liquid to another container. 3 Insert the pipette into the liquid to be transferred. Release the filler slowly until the pipette is filled to about 2 cm above the graduation mark. 2 Insert the pipette filler into the pipette. Squeeze the pipette filler. Use another hand to hold the pipette. conical flask liquid transferred New Senior Secondary Mastering Biology (Second Edition) 24 © Oxford University Press 2014 . 5 Release your finger to control the flow until the meniscus of the liquid sits on the graduation mark. 4 Remove the pipette filler. Cover the mouth of the pipette by your forefinger. After a week. you should write a report to share what you have done and what you have discovered with other people. He carried out an investigation of it with the following set-ups. Below is an example to show how to write an investigation report.11 Skills in writing investigation reports When you observe something about the natural world that you do not understand. In set-up B. New Senior Secondary Mastering Biology (Second Edition) 25 © Oxford University Press 2014 . the number of squares with bread mould is 15. He put it on a table but forgot to eat it. p. Investigation Peter bought some bread. you may carry out investigations and try to find out the answer. the number of squares with bread mould is 10. Peter put a transparency with a grid on the bread and counted the number of squares with bread mould in both set-ups. Ch 1. After performing the investigation. 711). He wondered if light affected the growth of bread mould on bread. he found some bread mould growing on the bread surface. After a week. How to carry out a scientific investigation is discussed in detail in the textbook (Bk 1A. In set-up A. and ways of manipulating and measuring the variables  the controlled variables Example: Independent variable  Dependent variable Controlled variables Variable Presence of light Number of squares with Kind of bread. humidity. bread etc.An investigation report usually includes the following: 1 Date 2 Aim It gives the aim of the investigation. Example: To find out whether light affects the growth of bread mould on bread. air bread mould on the temperature. It should be noted that hypotheses are NOT needed in investigations which do NOT require the explanation of observations (like Peter’s investigation). 3 Introduction a Problem to investigate Example: Does light affect the growth of bread mould on bread? b Hypothesis This part states the hypothesis of the investigation and the prediction based on the design of the investigation. New Senior Secondary Mastering Biology (Second Edition) 26 © Oxford University Press 2014 . Ways of manipulating and measuring the variable Keep a slice of bread in a light-proof box and keep another slice of bread in a transparent box Put a transparency with a grid on the bread and count the number of squares with bread mould the critical assumptions made. c Principle behind the design of the investigation This part includes:  a brief description of the rationale of the design  identification of the independent and dependent variables. if any Example: The two slices of bread in the two set-ups are identical. It should be concise. 14 for the skills in drawing biological diagrams. etc. 13 for the skills in plotting graphs. plotting graphs. i. rather than describing all the steps in a single paragraph. 4) Use diagrams or tables whenever appropriate. drawing tables. 2) Number the steps. Points to note when writing Procedure 1) Write in reported speech.) c Drawing biological diagrams (Refer to p. drawing biological diagrams. the data of the independent and dependent variables should be clearly put side by side for easy comparison.4 Procedure This is an account of what you have done during the investigation. 3) State the quantities of the apparatus and the materials used.e.) New Senior Secondary Mastering Biology (Second Edition) 27 © Oxford University Press 2014 . a Drawing tables In a table. past passive voice. e. Example: Conditions Number of squares with bread mould Without light 15 With light 10 b Plotting graphs (Refer to p.g. 5) State any precautions to be taken. 5 Results There are different ways to present the results. precise and presented logically. 6) Do not repeat the details of a step when the step is just repeated with different kinds / amounts of materials. 5) Suggest improvement for further work. 7 Conclusion This part includes the conclusion drawn from the findings with regards to the aim of the investigation. Points to note when writing Discussion 1) State the limitations of the experimental design.6 Discussion In this part. which are not tested by the experiment. 2) Suggest sources of error in the investigation and their influence on the accuracy of the results obtained. 3) Consider any unusual observations and assess their significance. you should evaluate how valid the investigation is and recognize trends and patterns in the data. Example: Light slows down the growth of bread mould on bread. 4) Give possible explanations for unexpected results. It is not necessary to give further explanations. Next time I should repeat the experiment with more bread to increase the reliability of the results. New Senior Secondary Mastering Biology (Second Edition) 28 © Oxford University Press 2014 . One of the boxes is a light-proof box and the other is a 1) Variables are wrongly stated. Can you point them out? Name: Peter Chan Class: 5A Class no. I put the set-ups under light. I recorded the growth of bread mould on the two slices of bread. 1) Steps should be numbered.Below is the investigation report written by Peter. 2) Controlled variables and assumptions should be mentioned. There are many mistakes in the report.: 3 Date of investigation: 1292014 Aim To study the growth of bread mould on bread under different conditions. Introduction (a) Problem to investigate Does light affect the growth of bread mould on bread? (b) Hypothesis Bread mould does not grow in the presence of light. Therefore a hypothesis is not required in this case. 2) Reported speech should be used. (c) Principle behind the design of the investigation Independent variable: Number of bread mould Dependent variable: Light Procedure I put a slice of bread into two different boxes. New Senior Secondary Mastering Biology (Second Edition) 29 © Oxford University Press 2014 . After some time. transparent box. Only the effect of light was studied in the investigation. Peter’s investigation does not need an explanation of observation. 3) The duration of the experiment should be clearly stated. not in the boxes. It is not necessary to draw a graph for this 15 number of squares with bread mould on the bread 1) The units are wrong. investigation as the graph does not help analyse the data. if any. should be put in the heading of the column.Results The following are the results of the experiment: Conditions Number of squares with bread mould on the bread Without light 15 cm With light 10 cm 2) The units. 10 5 0 New Senior Secondary Mastering Biology (Second Edition) without light with light 30 © Oxford University Press 2014 . 1) The reason for the judgment of the accuracy and reliability of the experimental results is wrong. This is because the ultraviolet light in the light can kill the spores of the bread mould. e.Discussion Much less bread mould grew on the slice of bread under light. we cannot say that the results are reliable. block the ultraviolet light in the light and carry out a similar investigation again. The conclusion is over generalized (applying the finding to all fungi) and contains irrelevant explanation (the role of ultraviolet light is a new hypothesis). Thus.g. the results are accurate and reliable. this report lacks a critical analysis of the data obtained. As the difference in the number of squares with bread mould in the two set-ups is large. not a fact. Conclusion Light can prevent the growth of fungi because the ultraviolet light can kill the spores of the fungi. 2) As only one measurement is taken. 1) ‘the ultraviolet light in the light can kill the spores of the bread mould’ is a new hypothesis. New Senior Secondary Mastering Biology (Second Edition) 31 © Oxford University Press 2014 . 2) Further tests should be suggested to test this hypothesis. showing that light can inhibit the growth of bread mould.