Escolar Documentos
Profissional Documentos
Cultura Documentos
0610/0620/0625/0652/0653/0654
Cambridge Secondary 2
Cambridge International Examinations retains the copyright on all its publications. Registered Centres
are permitted to copy material from this booklet for their own internal use. However, we cannot give
permission to Centres to photocopy any material that is acknowledged to a third party even for internal use
within a Centre.
IGCSE is the registered trademark of Cambridge International Examinations.
Cambridge International Examinations 2013.
Contents
Section 1: Introduction ........................................................................................................ 3
Section 2: The coursework assessment procedure ............................................................. 5
2.1
2.2
2.3
2.4
2.5
2.6
Section 1: Introduction
Section 1: Introduction
This booklet will help you to plan and carry out coursework assessment for Paper 4 within your Centre. It
provides guidance on how to organise the assessment and how to apply the criteria to award marks for each
piece of work that you assess. The assessment process is the same for each of the Cambridge Science
IGCSEs listed below:
Biology
Chemistry
Physics
Physical Science
Combined Science
Coordinated Sciences
In this booklet, the assessment process, including the creation of worksheets and mark schemes, is
explained and exemplified by samples from Biology, Physics and Chemistry. There are also marked pieces
of candidates work, which will help you to appreciate the standards that are required.
Biology, Chemistry and Physics are individual science subjects. Coordinated Sciences and Combined
Science cover all three science subject areas. Coordinated Sciences is a double award syllabus; it is
intended that it is taught in double the time that would normally be allocated to a single science. Combined
Science is a single award syllabus, intended to be covered in the same time as one of the separate
sciences. Physical Science is also a single award syllabus, and covers Physics and Chemistry.
Section 1: Introduction
the Individual Candidate Record Cards of all the candidates in the sample
know how to use techniques, apparatus and materials (including the following of a sequence of
instructions, where appropriate)
C2
C3
C4
plan investigations, evaluate methods and suggest possible improvements (including the selection
of techniques, apparatus and materials)
Each of these four skills carries equal weighting. They are each described in more detail below. The detailed
criteria for assessing them are given on pages 9 to 19.
Criteria
Some evidence of positive achievement, but the criteria for a score of 2 are not met.
Is beyond the level defined for 2, but does not meet fully the criteria for 4.
Is beyond the level defined for 4, but does not meet fully the criteria for 6.
This skill involves carrying out practical work. Learners should be provided with a set of instructions, which
can be given orally or on a worksheet. They should work individually as you assess them, not in a group, as
otherwise it is very difficult to be certain of what one particular learner is achieving.
To be given a mark of 6, a learner must demonstrate achievement in every aspect of the criteria for that
score. Note that this involves carrying out a series of practical operations, preferably involving a need to
modify or adjust one step in the light of the effect of a previous step. This means that there should be
some small degree of decision-making within the task for example, deciding how long to leave a reacting
mixture before taking a temperature, or deciding how much of a particular reagent to add.
Learners should be expected to be able to use normal laboratory apparatus safely, correctly and
methodically. They should have plenty of opportunity to carry out a wide range of practical work, using a
wide variety of apparatus, throughout their course.
Criteria
Some evidence of positive achievement, but the criteria for a score of 2 are not met.
Is beyond the level defined for 2, but does not meet fully the criteria for 4.
Is beyond the level defined for 4, but does not meet fully the criteria for 6.
There are three parts to this skill one involving observations, one involving measurements and the third
involving recording. Learners must show all three components in their assessment.
Scoring a mark of 2 is not difficult. Near the start of the course, you will probably provide learners with
detailed instructions on how to make observations, or how to use a meter to take readings. You will also
probably give them results tables to complete. As the course progresses, you should expect more of them,
eventually leaving it entirely to them to decide how to make observations and take readings, and how to
design a good results table.
Making relevant observations is a matter of training. In Biology, learners should learn how to observe
features of specimens they are provided with, perhaps using a lens or a microscope as well as the naked
eye. Observations can also be part of the results of an experiment. If the aim of an experiment is clear,
then learners should find little difficulty in making the appropriate observations. More important, perhaps,
is how complete the observations are. Learners should be trained to use all of their senses. In Chemistry, in
particular, smell and touch (for example, to detect a temperature change) can often be as important as sight.
Readings or measurements should be made to the appropriate degree of accuracy, which will depend
on the apparatus that is being used. For example, 24 cm3 would be acceptable as a reading from a 100 cm3
measuring cylinder, whereas from a burette the reading should be 24.0 cm3. It is equally important that the
reading is not given with too great a degree of accuracy. For example, for a thermometer graduated in whole
degrees, 23.5 C would be acceptable, but not 23.7 C.
10
Results tables need to be carefully constructed and clearly presented. The purpose of a results table
is to present results in such a way that they can readily be understood by another person, can easily be
processed (for example by using them to draw a graph) and that any patterns in them can be seen. The
main features of a good results table are shown below. These results are from an investigation into the
effect of the size of the current on the mass of iron filings that could be picked up by an electromagnet.
11
Drawings are often the best way to record observations of a biological specimen. The features of a good
drawing are shown below.
In many cases, it would also be appropriate to include a scale bar, or a statement of the magnification of the
drawing.
12
Criteria
Some evidence of positive achievement, but the criteria for a score of 2 are not met.
Is beyond the level defined for 2, but does not meet fully the criteria for 4.
Is beyond the level defined for 4, but does not meet fully the criteria for 6.
In order to demonstrate achievement in all of the various components of this skill, learners need to be
working with quantitative results (numerical data).
Processing results (the first part of this skill) usually involves either producing a graph or carrying out some
kind of calculation.
If a grid with labelled axes or scales is provided, or if a calculation is broken down into a series of easy steps,
then only two marks can be scored. If learners are told to plot a graph of one quantity against another, or if
they are given the relevant equations to carry out a calculation, then the maximum mark available is four. In
order to score six marks, learners must decide the axes and scales of a graph for themselves, or perform
the calculations without prompts. Calculations should be set out clearly, with all steps shown.
If at all possible, learners should draw graphs on graph paper. Advice on constructing different types of
graphs is given below.
13
Line graphs
Line graphs are drawn when there is a continuous variable on both the x-axis and the y-axis.
14
It is fine for learners to use computer software to draw their graphs, but it is very important that the learner
controls all features of the graph, in order to achieve a graph drawn in the appropriate style. A good example
is shown here.
15
16
Bar charts are drawn when the x-axis parameter is not continuous. The bars should not touch.
17
To achieve levels 4 and 6 in C3, learners should identify any anomalous results. (Of course, if there are
no anomalous results then the learner should not be penalised, but they should make a comment that none
of their results appears to be anomalous.) They should then deal appropriately with them. The ideal way
of doing this is to repeat the measurement. If this is not possible, then the anomalous result should not
be included in any calculations (for example, of means), nor in deciding where a best fit line should lie on a
graph.
The level 6 criteria include the identification of sources of experimental error. Sources of experimental
error are factors that reduce the learners confidence in their results. This is a demanding skill, and it often
distinguishes between a learner achieving a mark of 6, and one achieving 4 or 5. Learners who do not
successfully identify important sources of experimental error cannot achieve 6. Sources of error normally
arise from:
limitations of the measuring instruments or techniques used for example, the difficulty of judging an
end-point of a reaction, or loss of heat to the atmosphere when measuring the temperature rise in a
reacting mixture;
difficulties in controlling variables for example, keeping temperature constant when investigating the
effect of pH on enzyme activity.
Care should be taken to distinguish between experimental error and mistakes. Human mistakes, such
as misreading a thermometer, or mixing up two solutions, or failing to start a stopwatch at the right time,
should not be included in discussions of experimental error.
Drawing conclusions is the final part of skill C3. Note that, to achieve level 6, conclusions should be
expressed as generalisations and patterns where appropriate. For example, The spring gets longer when
a weight is hung on it would score 2 if all other required criteria are met. The more weight you add to
a spring, the longer it gets would score 4 if all other required criteria are met. Both of these conclusions
are qualitative, because they do not express a numerical relationship. The extension of the spring is
proportional to mass, or If the weight is doubled, the spring stretches twice as far, are the type of
conclusion required to reach a mark of 6.
You will see that it is much easier for learners to achieve a level 6 in this skill if they are carrying out a task
that generates quantitative results.
18
Criteria
Some evidence of positive achievement, but the criteria for a score of 2 are not met.
Is beyond the level defined for 2, but does not meet fully the criteria for 4.
Is beyond the level defined for 4, but does not meet fully the criteria for 6.
Analyses a practical problem systematically and produces a logical plan for an investigation.
In a given situation, recognises there are a number of variables and attempts to control
them.
Evaluates chosen procedures, suggests/implements modifications where appropriate and
shows a systematic approach in dealing with unexpected results.
To demonstrate their ability in this skill, learners plan their own investigation, carry it out and then evaluate it.
It is important that there is a clearly focused aim of the experiment that learners are asked to plan. This
could be presented in the form of an hypothesis to test, a question to answer or an aim. Note that learners
are not being assessed on their ability to form an hypothesis or a question, themselves.
A central part of the assessment of this skill is the ability to recognise and control variables. The first strand
of the criteria for this skill is about producing and presenting the plan. The words systematically and
logical, in the level 6 criteria, indicate a plan where steps are in the correct order, providing a plan that
another person could follow successfully. Most teachers will want to take in the first draft plans and mark
this part of the skill, as well as checking the plan for safety, before returning the plan to the learner and
allowing them to begin their experiment.
The second strand relates to identifying and controlling variables. This means that the experiment
should involve investigating the effect of one variable (the independent variable) on another (the dependent
variable). The learner should identify which other variables should be kept constant, and attempt to do so. If
the task does not involve the control of variables (for example, identifying unknown substances in a mixture)
then the maximum mark that can be achieved is 2. It is a good idea to train learners to make a list of the
variable they will change, the variable they will measure and the variables that they will control, as well as
describing how they will do this.
The third strand relates to evaluation of the plan, and making modifications where appropriate. It is
generally best to let learners begin to carry out a plan that you can see has major shortcomings (as long as
19
it is safe), rather than correcting them before they begin. They will often see the problems themselves once
they begin to work, and can be credited for recognising them and making appropriate changes.
20
21
22
23
to ensure that every component of the skill is assessed, and that any component that belongs with
another skill is not assessed;
to ensure that every learner in your Centre is assessed in exactly the same way;
to help the External Moderators to understand exactly how you have assessed the learners work.
Cambridge does not insist on a particular style for your mark schemes. However, in practice, there are two
effective styles that are used by Centres.
The main strength of this type of scheme is that it is easy to apply reliably, in exactly the same way, to
all learners. It is much easier to use than other styles of mark scheme when you are assessing live
performance which is what you need to do when assessing C1.
The main weakness is that it is difficult to ensure that every aspect of the skill is addressed and
assessed, without producing an unmanageably large number of marking points.
The main strength of this type of scheme is that you can easily ensure that the mark scheme covers
every aspect of the criteria at each level.
The main weakness is that it can be a little more difficult to ensure that every learner is assessed in
exactly the same way.
Examples of both of these types of scheme are given in the following pages. The choice of mark scheme
style is up to you. Many Centres choose to use the check list style for assessing C1, and the descriptive
style for assessing the other three skills. You may like to look at the mark schemes for all the worksheets,
not just the ones in your own subject area, and read the comments about each one, as this will give you a
range of ideas to try when you construct your own.
24
involve the learner in making a decision about modifying or adjusting one step in the light of the effect of
a previous step
require the learner to use familiar apparatus, materials and techniques safely, correctly and methodically.
25
26
Mark scheme
Level
3
27
28
29
require the learner to make observations and / or measurements to a good degree of accuracy,
appropriate to the instruments used
expect the learner to decide how to record their results (observations, measurements or readings) with
no assistance
involve sufficient observations, measurements or readings to be a good test of the learners ability to
record them clearly
30
31
32
33
34
involve the learner in generating the results, either by doing the experiment themselves or being
involved in a demonstration in which they see the process by which the results were generated
provide opportunity for the learner to process results - which generally means that quantitative results
must be obtained, and that calculations need to be done or graphs need to be drawn
35
Note that purely paper and pencil exercises in which learners are presented with a set of results to analyse
are not suitable for the assessment of C3. This is because they cannot effectively evaluate the experiment
and identify sources of error if they have not been involved in the procedures in some way. However, if their
own experiment does not generate results, then it is fine to give them another set that they can process and
analyse.
36
37
the External Moderator has a good understanding of what the learners were asked to do, and how much
help they were given.
Note that in this activity, learners collected and recorded results in pairs. The assessment of C2 skills will
need to be carried out on an individual basis. However, having worked in paris to collect and record results,
learners could still be assessed for C3 skills as long as they worked individually to process the results and
draw their own conclusions.
38
39
40
41
42
provide a clearly focused problem for learners to solve, perhaps presented as a hypothesis to test or a
question to answer
ask learners to evaluate their experiment, and encourage them to make modifications to their initial
design if they see the need to do this at a later stage
43
44
Mark scheme
45
46
47
48
49
Topic
Details of investigation(s)
Skills
Explanation
Osmosis
C1, C2,
C3, C4
Enzymes
C1, C2,
C3, C4
C1, C2,
C3, C4
50
Details of investigation(s)
Skills
Explanation
Transpiration
C2, C3
C1, C2
C3, C4
Genetics
C2, C3
Seed
dispersal
C2
Exercise
The variation in heart rate and breathing rate before and after
exercise could be investigated. The increase in each and the
recovery time could be measured. Variables changed could
be the type (difficulty) of the task, the length of time of the
exercise, the sex or age of the person being measured, time of
day or perceived fitness.
C2,
C3, C4
Heat loss
C2,
C3, C4
51
Topic
Topic
Details of investigation(s)
Skills
Explanation
Solutions
C2, C3
C4
C1, C2,
C3, C4
C2, C3
The study of simple chemical cells and the voltage that they
produce can be an interesting exercise, especially if combined
with the study of the reactivity series of metals. Investigations
of the effect of concentration or temperature are rarely
successful at this level.
C1, C2,
C3, C4
Electrolysis
and cells
52
Details of investigation(s)
Skills
Explanation
Reactivity of
Metals
There are many investigations possible in this topic, but two that
work well are:
C1, C2,
C3, C4
C1, C2,
C3, C4
Rusting
C1, C2,
C3, C4
Making salts
C1
Topic
Details of investigation(s)
Skills
Explanation
Rate of
reaction
C1, C2,
C3, C4
Fuels
C1, C2,
C3, C4
C1,
C2, C3
C2
Observational
exercises
54
Topic
Skills
Explanation
Pendulums
C1, C2,
C3, C4
Extension of
springs
C1, C2,
C3, C4
Moments
C1,
C2, C3
Squash balls
C1, C2,
C3, C4
C1, C2,
C3, C4
55
Topic
Details of investigation(s)
Skills
Explanation
Heat transfer
C1, C2,
C3, C4
Change of state
C1,
C2, C3
Electromagnets
C1, C2,
C3, C4
Evaporation
C2,
C3, C4
56
Topic
It is most important that you keep up to date with all of this paperwork as you do each assessment. It is
suggested that you keep together copies of all worksheets and mark schemes used for assessment, so that
these can be easily collected when you need to send them. If learners are allowed to keep their assessed
work, it is very likely that some will have gone missing by the time you need to submit it to Cambridge. If
desired, they could be given photocopies of their marked work to keep, as this work and the comments you
have written on it will be useful to them.
Please note that example forms included in this section have been anonymised.
57
58
59
60
d) The MS1
The MS1 form will be supplied to you by Cambridge towards the end of the course. It lists the names
and Candidate Numbers of all learners that you have entered for Paper 4. You must transfer the final
mark of each learner, taken from the Coursework Assessment Summary Form, to the MS1. It is highly
recommended that a second person checks that this transfer of marks is accurate it is very easy to make
an error. A hard copy should also be included with your coursework sample.
You may be able to submit your marks electronically, via CIE Direct. See the Cambridge Administrative
Guide for more details.
61
Many Centres include extra information along with the worksheets for example, the context within which
the task was done (what had the learners done beforehand? Were there any problems with apparatus or
materials?). This is extremely helpful to the External Moderators.
the number of the experiment, matching that listed on the Experiment Form
if internal moderation has changed the mark, the final mark awarded (initialled by the Internal Moderator)
This work must be the original work done by the learner. It should be fully marked by the teacher, with
comments written on the work to enable both the learner and the External Moderator to see why a
particular mark was awarded. Careful and thorough marking provides useful feedback to the learner, and is
very helpful to the External Moderators.
Note that you will not be able to submit samples for C1, because you will have marked this skill according
to the learners live performance, not on their written work. It is, however, important that you submit
evidence of how you have awarded marks for this skill. The best way of doing this is to construct a form that
you complete as you assess the skill, and then send this form in with your coursework sample. An example
is shown below. The points relate to the mark scheme that the Centre used.
62
63
64
65
Example A Worksheet
66
67
Learner 1
68
69
70
71
72
73
74
Learner 2
75
76
77
The table has been constructed with no assistance. Table headings are not as clear as they might be. Potato
size is not clear it is length that has been measured. Wrong units are given for surface area they should
be cm2. There was no need to include the volume of hydrogen peroxide in this table, as that was the same
for all experiments. It would be surprising if the initial height of the lather for all of them was exactly 10 cm.
Overall, this is probably achieving a mark of 4 we could assume that, given an outline format or brief
guidelines, the learner would have completed this task successfully.
C3 No calculations relating to the results have been made. The learner has organised the axes the right way
on the graph, and has chosen suitable scales for both axes. The label of the x-axis repeats the unit error
from the results table. The label of the y-axis was not entirely clear, and the teacher has commented on this.
The units for this label are wrong; they should be cm, not cm3. The points are plotted clearly, and a best fit
line has been drawn.
The conclusion makes a correct statement that a larger surface area produces greater enzyme activity, but
this is not clearly stated the first sentence, for example, makes no sense.
The comment on sources of error is very brief. It correctly identifies one potential source of experimental
error, but does not comment on how this might have affected the results.
Overall, the learner achieves a level of 3 for C3.
78
Example B Worksheet
79
80
81
Learner 1
82
83
Learner 2
85
`#
86
87
Learner
88
89
90
91
92
C3 The relevant parts of the work for the assessment of C3 are the last column of the table, the graph,
the conclusion and the evaluation. The calculations of conductivity are fine. The graph is well constructed
with no assistance. The axes are the right way round (independent variable on the x-axis, dependent on
the y-axis), scales are well chosen, and each axis is labelled fully, including units. Points have been plotted
neatly and accurately, and a best fit line has been drawn, taking into consideration points that the learner
judges to be anomalous. The teacher assessing the work has, however, commented that this may not have
been appropriate.
The first point in the conclusion is stated as a generalisation, and this would be considered to be at a level 6.
A difficulty when assessing C3 and C4 on the same task is to try to separate comments on sources of error
(C3) from an evaluation of the plan and suggestions for improvement (C4). It is a good idea to train learners
to deal with these ideas separately, perhaps first listing significant sources of error, and then suggesting
how they might be dealt with in a revised version of the plan. Stating sources of error often seems to be
more difficult for them than suggesting improvements. Here, the learner has identified sources of error
arising from two uncontrolled variables (changes of temperature in the solution, the build-up of copper
deposits on the electrodes). He has also mentioned human errors (mistakes in calculations or reading
scales), which are not what is meant by sources of experimental error.
The learner has been awarded a mark of 4 for C3, which is perhaps a little harsh. The External Moderator
might wish to alter this to 5.
C4 The relevant parts of the work for the assessment of C4 are the plan, including the way in which
variables would be controlled, and the evaluation of the plan, modifications made and suggestions for
improvement.
The learner has begun by listing the control variables, independent variable and dependent variables. It is
good to train learners to do this it helps them to focus clearly on exactly what they are doing, and it also
helps the External Moderator to see clearly how they have performed on this aspect of C4. The plan is
entirely logical and easy to follow.
The learner made some modifications when he carried out his experiment, listed under the (misspelt)
heading Amendments. Learners should be encouraged to do this, and recognise that making changes
to improve their original plan is a strength and not a weakness. The evaluation and suggestions for
modifications are good.
The teacher has awarded 6 for C4, which is entirely appropriate.
93
94
95
Learner 1
96
97
98
99
100
101
102
Learner 2
103
104
105
106
107
108
109
110
111
Example E Worksheet
112
Note that there are some important errors in this mark scheme. You may like to see if you can identify these
yourself, and then read the commentary on pages 118 and 125.
113
Learner 1
114
115
116
117
118
Learner 2
119
120
121
122
123
124
125
*7707118622*