CPE 2011

SCIENCE
Subject Code No. 141

General Comments
The CPE 2011 Science paper consisted of four questions divided in two sections, Section A and Section B. Section A carried a total of 60 marks while Section B carried a total of 40 marks. The questions aimed at testing different skills acquired by the pupils namely to:

read and understand the instructions and the questions, understand the scientific concepts, use skills of observing diagrams and interpreting the visuals, express their answers using correct letters, words, English language or numbers as required.

The percentage pass in Science for 2011 has seen an increase of about 2.26% from 75.82% in 2010 to 78.08% in 2011. The mean score of the paper was 59%.

It was noted this year again that girls have outperformed boys and that more boys were ungraded than girls. The number of candidates scoring an A or A+ is appreciably high for both boys and girls.

It must be noted that there were many answers that showed that pupils were able to apply their knowledge of what is happening around them and were not limited by what was 1

found in their textbooks only. This type of approach must be encouraged as it helps children to develop their critical thinking. Exposing them to other sources of information contributes to the development of scientific literacy, which is vital for their future studies.

In spite of the good performance in Science, a large number of children could not score the minimum pass mark. The main area of difficulty was the lack of basic English language. These pupils did not understand the instructions nor were they able to write any sentence/ word or phrase in English. Some pupils were unable to recopy given words correctly, for instance in Question 2A part 1.

As in previous years, the areas of difficulties remained the same. Many pupils, even those in the lower ability groups, are able to read with understanding but cannot express themselves adequately. Generally, candidates scripts showed that attention is needed in the following areas:

ability of write English accurately, reading the whole question with care, following instructions, answering questions directly and with precision, understanding and using scientific terms, understanding and application of scientific concepts to solve problems in everyday life, observational skills to perceive and identify changes in the physical and living environment, visual learning skills to use and interpret diagrams correctly.

Scientific vocabulary and terminologies should be consolidated to ensure that pupils get the right meanings and information.

Many pupils, especially bright ones, did not read all the instructions given carefully but instead rushed to answer the questions set. This was well illustrated in question 2A part 2 where pupils had to answer either True or False but instead answered using other methods and in question 2B part 3 where instead of writing only Yes or No pupils wrote lengthy phrases. It is important that pupils read and analyse a question and the instructions carefully before attempting to answer. This will ensure that they understand what is required from them. Carelessness in reading the instructions led pupils to commit mistakes that could have otherwise been avoided.

A fair number of pupils from the average and higher ability groups did not give direct answers to certain questions often resulting in loss of all or part of their marks.

It is important that pupils practice different types of exercises and understand that they have to follow instructions exactly as they are given in the question paper. They must also ensure that they address the questions directly and do not give unfocused answers. Some answers might have been very elaborate but did not directly relate to the question set while others showed that pupils did not understand the question or the scientific concept at hand.

As pointed out in previous years, many pupils still have difficulty to write their ideas in English. Often answers were given in French or Creole. This was seen mostly in Question 4 part 3. Though the use of Creole or French (if necessary) to help children to understand certain meanings or concepts is acknowledged, the information has to be translated or given in English at the end of the lesson. Pupils should further be encouraged to write those words or sentences in English so that they can produce written answers during the examination.

While the majority of pipils from the all the ability groups attempted all the questions, there are still a few mainly from the average group or below average ability group who did not make an attempt at answering questions in Section B. It is erroneous to think that all questions in Section B are necessarily and always more difficult than those in Section 3

A although they often require more lengthy answers. There are some questions in Section B that are direct and that require only a one word answer, a drawing or filling of a simple table.

Wherever two reasons were asked for a particular question, for instance Question 4 part 3, many pupils lost marks for telescoping answers, where both answers conveyed the same idea. Where two answers are required it is important that pupils do not merely write the same answer in two different ways.

As stressed in many reports, hands-on science activities are integral to science teaching and learning. Hands-on activities such as simulations and using lab tools or other simple tools have the potential of motivating pupils and enhancing their achievement. It is believed that boys, in particular, can do better when they see what is happening through an experiment than when they have been taught the theory of a scientific concept only on the board. It is thus important to have a Science corner in the classroom or in the school where such activities can be carried out. The tools and equipment to be used must always be readily available so that such activities can be carried out when the specific concepts are being taught. In this way, pupils can swiftly associate the theory and the practical to get a better understanding. Since Science is gaining more and more importance both as a taught subject and through the development of new technologies in our everyday life it is important to boost pupils interest from an early age so that they can later become scientifically literate citizens and are able to make informed decisions.

Suggestions of website addresses that might be useful during the teaching of specific concepts/topics are given after several items.

QUESTION 1 (20 Marks)

Item 2: Which one of the following is a characteristic of all living things?

About a quarter of the cohort circled a wrong answer for this item. Differences in the characteristics of living and non living things must be outlined and pupils must understand clearly what a living thing is given that this is a fundamental concept in Science.

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_living/ http://classroom.jc-schools.net/sci-units/living-things.htm#5

Item 3: Which one of the following will help you to stay in good health?

Some pupils had difficulty in answering this question and the main problem was because they did not read the question and the options given carefully. A common wrong answer was option A.

Activites on how to keep fit and healthy in various ways can help pupils get a broad picture on its importance and its meaning. Types of food to be consumed, performing exercises, caring for our senses (eyes, ears etc), general habits, brushing teeth regularly, inter alia, all play a role in keeping fit and healthy.

http://kidshealth.org/kid/ http://www.playnormous.com/assets/pdf/classroomactivity-1-foodfury.pdf

Item 4: Which one of the following materials can be used to conduct electricity in electrical wires? A fair number of pupils gave plastic as answer. The concept of conductor and non-conductor of electricity has not been mastered by those students. 5

Students must first understand the concept of electricity, the sources of electricity, then how it flows in a circuit and the materials that would conduct and those that would not conduct the electricity.

http://www.consumersenergy.com/uploadedFiles/Kids/Conductors%20and%20In sulators.pdf http://www.bbc.co.uk/schools/scienceclips/teachersresources/ages8_9/tr_circuits_ conductors_lp.shtml

Item 5: Why is a shadow formed?

Many pupils found this item difficult, with a common wrong answer being option B.

This is an abstract concept that must be demonstrated to pupils through the use of different types of materials. This should help pupils differentiate between the words opaque, transparent and translucent.

http://learningideasgradesk-8.blogspot.com/2011/02/transparent-translucent-andopaque.html http://www.bbc.co.uk/schools/ks2bitesize/science/physical_processes/shadows/re ad1.shtml Item 6: Which one of the following best describes a balanced diet?

For this item many pupils did not read all the options given and circled the first answer. This item illustrates how important it is to read all options carefully before making a choice.

Item 7: Which type of teeth is absent in a set of milk teeth? Though it is only premolars which are absent in the set of milk teeth, the answers premolars and molars were both accepted as correct following the sample marking exercise.

http://www.sciencekids.co.nz/gamesactivities/teetheating.html

Item 8: Which one of the following is true?

Though many pupils gave the correct answer, some of them wrote the wrong gas on the arrows in the picture but circled the correct answer A. This showed that they did not master the concept of air cycle and gave the answer by trial and error. A fair number also chose option B which further shows that the air cycle has not been well mastered.

Item 9: Which one of the following explains why the candle extinguishes? One fifth of the cohort gave the option C, that is, the carbon dioxide inside the jar is used up. This showed either carelessness in reading or a misunderstanding of the concept of oxygen being needed for burning. Carbon dioxide inside the jar would increase while the oxygen will be used up.

It is important that this experiment be carried out in the classroom, varying different factors to show the factors that will cause the candle to extinguish.

Item 10: Why are the leaves important?

Children have learnt that it is the green leaves which carry out photosynthesis. In this question the importance of leaves is put in a context but many pupils could not relate it to their function. 7

http://www.uen.org/Lessonplan/preview.cgi?LPid=637 http://www.superteacherworksheets.com/science/plant-parts.pdf

To avoid: circling 2 answers rushing into the first plausible answer

QUESTION 2A (20 Marks)

The majority of pupils scored the maximum marks in this question. Most pupils who are able to read with understanding were able to tackle the different items well. Others had still not mastered certain skills in answering specific types of questions such as matching or writing True or False.

Part 1: Fill in the blanks

Pupils often made mistakes in recopying the words given from the list. Many pupils also omitted the s at the end of the words such as air filters, volcanoes or diseases. Pupils must be encouraged to copy the words exactly as given in the list. About threequarter of the cohort found the correct answers.

Part 2: Write True or False Many pupils were able to get the correct answers. The first item in this part, fossil fuels may be used to cook food, was found to be the most challenging. Some of the difficulties noted were: some pupils did not write True or False but instead wrote T or F or put a or a X or Yes or No; ii) some pupils did not read the statements given carefully;

i)

iii)

some pupils devised different ways to answer the question and consequently lost some of their marks.

It is important that pupils follow the instructions given for the question and answer accordingly.

Part 3: Matching Many pupils were able to do the matching well. The first one, carrot and apple was the easiest. Some pupils matched Bread and Pastry with for growth. Some of the difficulties noted were:

i) some pupils matched one word from the first column with two words in the second column and they lost all their marks even if one of the matching was correct; ii) Some pupils did not do the matching by drawing lines but wrote corresponding letters or numbers next to the words given; iii) Some pupils wrote the letters above the corresponding boxes instead of matching them.

Again it is important that pupils follow the instructions given in the question and answer accordingly as otherwise they tend to make more mistakes.

http://www.foodafactoflife.org.uk/activity.aspx?siteId=5&sectionId=34&contentId=55 http://www.foodafactoflife.org.uk/Activity.aspx?siteId=3&sectionId=37&contentId=58

QUESTION 2B (20 Marks)

This question caused some difficulty to pupils in general.

Part 1:

a) Name the process by which liquid water changes into ice. Many pupils gave the answer condensation instead of freezing. A number of pupils could not write the word freezing correctly.

b) At what temperature does this change take place? Many pupils gave the answer 1000C or above 00C. Many pupils did not write the units, 0C. It is very important to include the units or measurement in science.

c) What will happen to the ice cubes if they are left on the table at room temperature?

Many students got the right answer for this item but a few had difficulty in expressing their answers in English. A number of pupils still confuse the terms melt and dissolve, which do not have similar meaning in Science.

d) Name the process by which liquid water changes into a gas. A number of students here confused evaporation with condensation. Some pupils did not understand the word process and instead gave a decription of how to change liquid water into a gas. Some pupils gave the answer water vapour instead of naming the process.

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This question showed that the concepts of evaporation, condensation, freezing and melting have not been mastered by a number of pupils who use the words interchangeably, without really understanding their meaning. These words must be illustrated through everyday examples.

http://www.lpi.usra.edu/education/explore/ice/activities/investigations/melting_point/

http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml

Part 2: Fill in the blanks The words solvent, solute and solution have not been well mastered by a number of pupils. Solution was more easily found by the pupils.

http://www.youtube.com/watch?v=hydUVGUbyvU&feature=related

Part 3: Question based on an electrical circuit with different objects that can be inserted between the metal clips to see whether they are conductors of electricity Many pupils did not write Yes or No but instead wrote the different parts of the circuit or inserted a or X or wrote light or does not light.

http://www.sciencekids.co.nz/gamesactivities/circuitsconductors.html http://www.neok12.com/quiz/ELECTR03 http://www.consumersenergy.com/uploadedFiles/Kids/Conductors%20and%20Insulators .pdf

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QUESTION 3 (20 Marks)

Part 1: (a) Give one way in which the decayed teeth will affect the boys health.

Many answers were accepted for this item. Children have referred to their own experience and also gave the answers they had learnt in the classroom. However, some of the answers were not specific enough. For example, it will pain could not be credited will full marks.

(b) Give another way in which he can help to keep his teeth in good health. Some pupils gave correct answers related to good eating habits, brushing ones teeth regularly etcSome pupils did not read the question carefully and did not pay attention to the word another. The answers given were again related to avoid eating sugary foods.

http://www.educationworld.com/a_lesson/04/lp332-01.shtml

Part 2:

(a) Name a source of renewable energy from the above diagram.

Many pupils were able to give the correct answer for this item. A fair number, however, gave a form of energy instead of the source of energy. A common wrong answer was the solar system. Children did not distinguish between the terms solar system and a source of solar energy.

http://www.tvakids.com/teachers/pdf/elementary_ch3.pdf (advanced) 12

http://www.energyquest.ca.gov/index.html

(b) Why is it better to use renewable sources of energy instead of fossil fuels? Many pupils gave answers such as it is free, which was considered correct. However, pupils must be careful with such answers as it is not completely accurate. In order to reap the energy from renewable sources, a considerable amount of money is needed. For instance, to build a wind farm or to use photovoltaic cells to capture solar energy is expensive. A fair number of pupils were able to distinguish between renewable and non renewable sources and gave interesting answers related to the cost, budget, environmental impact, level of pollution and the amount of time the energy sources will last.

(b) Give one reason why it is important to save energy. Fewer than 25% of pupils scored full marks in this item. A number of answers given were in French. Here again some of the answers were too broad and did not score full marks.

http://www.olliesworld.com/club/gamehouse.htm

Part 3:

a) The question is based on a table with 2 items given. As often noticed, candidates have difficulty with interpreting and filling in tables properly.

Raw material obtained from: Many pupils gave the raw material but not where the raw material is obtained from. It was a matter of c oncern to note that some candidates had difficulty to write simple words such as soil, earth or tree.

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Important property of the raw material for this item: Many pupils gave answers related to uses instead of property. A number of candidates gave properties which are not useful ones; for instance, it rusts. It is important that pupils answer questions in the context given and not in a mechanical way without having read and understood what is being asked from them.

http://www.bbc.co.uk/schools/ks2bitesize/science/materials/material_properties/play.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sorting_using_mate_fs.shtml http://www.bbc.co.uk/schools/scienceclips/ages/7_8/characteristics_materials_fs.shtml

(c) Give another way in which the marine environment can be preserved. There were a number of interesting answers given by candidates which were related to different aspects, both biotic and abiotic of the marine environment. Some candidates did not pay attention to the word another and gave the same answer as the one given, that is, related to sand extraction. Some answers were too general, for example pass laws to b e credited with full marks.

Some candidates also wrote about air pollution which most of the time was a wrong answer. Some gave answers related to water pollution or rivers in general which were not always totally correct.

http://marinebio.org/marinebio/games/ http://science.pppst.com/marinelife.html http://www.ausmepa.org.au/marine-conservation-education-primary-schoolresources.htm http://www.wetpaper.com.au/ausmepa/ausmepa-readers.asp

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Question 4:

Part 1:

(a) Give one function of the fruit?

A common mistake was that the fruit produces the seeds or that the fruit germinates to produce a new plant. http://plants.pppst.com/plantparts.html

(b) Give one condition necessary for seed germination.

A fair number of pupils were able to give a correct answer. More than one condition was often given and all the conditions listed were often not correct. Carbon dioxide was often given as one condition for germination which suggested a misconception of the concept.

http://www.sciencekids.co.nz/experiments/seedgermination.html http://www1.agric.gov.ab.ca/$department/deptdocs.nsf/all/agic7007/$FILE/germi nating_seeds.pdf

Part 2:

(a) Give two reasons why lions and zebras are mammals.

Many pupils got their marks for this item. A number of pupils gave telescoping answers and were credited for only one of their two answers. Examples of telescoping answers are: They give milk to their young ones and They feed their babies.

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Some pupils gave answers such as they both have feathers showing that they did not know the characteristics of mammals.

(b) Give one difference between the ways that zebra and angel fish breathe.

Often, elaborated answers were given and a good description of the way the two animals breathe was given.

A number of pupils did not read the question carefully and gave general differences between the zebra and the fish which are not linked to their ways of breathing. A number of answers referred to their habitat.

(c) Which one of the animals is a carnivore?

This item generally caused no difficulty to pupils. They understood the word carnivore and gave the correct answer. Some pupils wrote the name of two animals and most of the time they were not rewarded. Some pupils gave the name of animals which were not from the list given.

(d) Give one reason why the pink pigeon had become rare.

Many of the answers referred to the extinction of the Dodo instead of referring to threats to Pink pigeons.

http://www.kidscom.com/cgi-bin/Animalgame/animal.pl http://www.sheppardsoftware.com/content/animals/kidscorner/kidscorner3.htm

Part 3:

The question was based on the picture of a woman in a kitchen where electricity is being used. 16

The woman in Diagram 12 might get an electric shock

(a) Give two reasons why this could happen.

A fair number of answers given were directly based on the diagram and showed good observational skills from the candidates. A number of telescoping answers where the same dangers were referred to were also obtained.

(b) Give one precaution that must be taken in this kitchen when using electricity. This item was also well answered by a good number of candidates. Knowledge of precautions that must be taken when using electricity has been mastered by many pupils. However, some of the precautions given were more general ones and were not referring to the given context of the question. Many answers given were also in French or Creole.

http://www.youtube.com/watch?v=sLH5xr4BRjs&feature=related

http://www.alliantenergykids.com/PlayingItSafe/ElectricSafety/000552

http://www.alliantenergykids.com/wcm/groups/wcm_internet/@int/@aekids/ documents/documents/022481.pdf

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A few words commonly used in Science and their meaning:

Words 1 Explain

Meaning Reasons or reference to theory, depending on the context. It is another way to ask candidates to give a reason why

2 Describe 3 Name

Write a statement about the steps happening in a process Give a one word answer or very brief phrase, depending on the question

4 Give a reason 5 State

Explain why something happens A concise answer with no supporting argument (e.g., a numerical answer)

6 Complete 7 What meant by 8 Result in

Usually fill in blanks with given words is A definition should be given and where relevant some supplementary comment Another way of asking the consequence of doing an act

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