SKILLS

1. Manipulation/Measurement (MM)

The ability to;

● Follow a detailed set or sequence of instructions

● Use techniques, apparatus and materials safely and effectively

● Make observations and take measurements with due regard for precision and accuracy.

Observation/Recording/Reporting (ORR)

The ability to;

● select observations relevant to the particular activity

● make accurate observations and minimise experimental errors

● report and recheck unexpected results

● select and use appropriate models of recording data or observations, for example, graphs,

tables, diagrams

● record observations, measurements, methods and techniques with due regard for

precision, accuracy, and units

● present data in an appropriate manner, using the accepted convention of recording errors

and uncertainties

● organise and present information, ideas, descriptions and arguments clearly and logically

in a complete report, using spelling, punctuation and grammar with an acceptable degree

of accuracy

● report accurately and concisely using scientific terminology

2. Planning and Designing (PD)

● Ask questions: how, what, which, why or where. For example, Will plants that are grown

using organic fertilizers grow taller than those that are grown using inorganic fertilizers?

● Construct a hypothesis; the hypothesis must be clear, concise and testable.

Example: Plants grown using organic fertilizer will grow taller than those grown using

Inorganic fertilizer.

● Design an experiment to test the hypothesis.

3. Drawing (Dr)

● The drawing should be placed in a position on the page which will allow for neat and

clear labelling.

● Drawings should be done in pencil.

● The use of coloured pencils is not recommended.

● The drawing should be large enough so that all structures can be clearly drawn.

● The drawing should be correctly proportioned and parts should be accurately positioned.

● In order to get a smooth, unbroken line when drawing, lift the pencil from the paper as

infrequently as possible until the line is completely drawn.

● This method will help to eliminate haphazard and sketchy lines.

● When a large number of small structures are present in a specimen, draw only a few of

them carefully, showing structural details.

● Write labels in pencil.

● Label lines should all atop at the same place and parallel to each other.

● Labels should be annotated (that is, accompanied by brief explanatory notes)

 4. Analysis and Interpretation (AI)

The ability to;

● identify patterns and trends, cause and effect, stability and change, make accurate

calculations identify limitations and sources of error

● make a conclusion to either support or refute the hypothesis, compare actual results with

expected results based on background/theoretical knowledge if they are different

● suggest alternative methods or modification to existing methods

● analyse and interpreting results and observations and making conclusions.

FORMAT FOR A LABORATORY REPORT

PRACTICAL #: Starting from 1

DATE: Day experiment was done Oct 6, 2028

TITLE: Full caps, underlined eg. TAXONOMY

AIM: To investigate…, To determine…., To show… (one sentence)

MATERIALS/APPARATUS: Listed & appropriate for the experiment. Must be used in the

method
METHOD: Written in PAST TENSE in a logical & sequential manner. Steps should be easy to

follow.

OBSERVTIONS/ RESULTS: This is the data collected after completing what is required from

the method. This may include the senses (what do you see, hear, smell, feel).

DISCUSSION: Explain in “your” own words with the aid of scientific knowledge what was

observed while during the experiment or the data collected.

CONCLUSION: One sentence summarising the outcome of the experiment, answering the AIM

of the experiment.

FORMAT OF A PLANNING & DESIGNING LABORATORY REPORT

OBSERVATION/QUESTION: Given by teacher for students to come up with a hypothesis

based on the problem stated

TITLE: Full caps, underlined

HYPOTHESIS: Statement which is testable & related to the observation made or the problem

stated

AIM: Related to the hypothesis

MATERIALS/APPARATUS: Listed & appropriate for the experiment. Must be used in the

method

METHOD: Written in the present tense in a logical & sequential manner. Steps should be easy

to follow by reader & appropriate to investigate the hypothesis stated in a school

laboratory setting. Method should also include any precautions that should be followed.

Labs directly taken from text books are unacceptable. Existing labs may be modified in

some way to make it new and thus “designed”. Repetition of the experiment conducted

is a must for future analysis and for experimental accuracy. Replication of the

experiment is thus expected in the designing process and should be clearly stated as such.

Method must include a suitable control.

CONTROL: Suitable to the experiment. A control is not always possible, but efforts should be

made to propose a suitable control that can be used as a standard to compare results obtained

from other manipulated factors. A control is a separate set of apparatus with a modification

made, (example a particular variable omitted) that will allow results to be compared to the

manipulated experiment.

Where a control is not possible, a control variable may be stated which is that factor that

is kept stable or constant throughout the experiment such as volume, concentration,

temperature, pH, etc.

PRECAUTIONS: Clearly listed. Steps taken to ensure practical works to give measureable

results.

ASSUMPTIONS: Statements that are taken as true for the purposes of interpreting a particular

test. All tests involve making assumptions. If an assumption of a test turns out to be

inaccurate, it can cause the test results to be incorrectly interpreted. However,

assumptions can be independently tested to help establish their accuracy.

VARIABLES:

Appropriately stated. These include;

Manipulated – factor that changes or is being tested

Responding – factor that changes due to the responding factor and gives rise to the results or

observation.

Control – factor that is kept constant or stable throughout the experiment such as

temperature, pH, volume, etc.

EXPECTED RESULTS:

No actual values or data should be stated. Only what is expected to happen based on theory and

other supporting evidence.

INTERPRETATION OF EXPECTED RESULTS:

Indicate how the results you expect support the hypothesis. A statement should also be made

that accepts the hypothesis. It is only after the experiment is carried out and fails that one
rejects the hypothesis, but in planning, all things thought through properly, the hypothesis is

accepted.

LIMITATIONS:

Short comings of the design which may become sources of error. These are factors that cannot

fixed or controlled and are separate from the precautions already mentioned in the method.