SCIENCE PROCESS SKILLS

SPS are critical, analytical and creative thinking skills which enable a scientist to formulate
questions and find out the answer.
There are twelve science process skills that need to be developed in the Biology curriculum,
which are

• Observing
• Classifying
• Measuring and using numbers
• Making inference
• Predicting
• Communicating
• Using space time relationship
• Interpreting data
• Defining operationally
• Controlling variable
• Hypothesising
• Experimenting

QUESTION 1 (33 marks)

Question number Science process skills Marks

1 (a) SPS 3 – measuring and using numbers 3
1(b)(i) SPS 1 – observing 3
1(b)(ii) SPS 4 – making inference 3
1(c) SPS 10 – controlling variable 3
1(d) SPS 11 – hypothesising 3
1(e)(i) SPS 6 – communicating 3
1(e)(ii) SPS 7 – using space-time relationship 3
1(f) SPS 8 – interpreting data 3
1(g) SPS 9 – defining operationally 3
1(h) SPS 5 – predicting 3
1(i) SPS 2 - classifying 3
Total 33

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1(a) SPS 3 – MEASURING AND USING NUMBERS
Measure and record data using given apparatus in the experiment. Student should be
able to read and record the final reading from:
▪ Thermometer
▪ Ruler
▪ Stop watch
▪ Measuring cylinder

1(b)(i) SPS 1 – OBSERVING

Students must write down two observations and its must be made based on what can
be seen in the experiment given

▪ Write down observation starting with manipulated variable followed by

responding variables and end up with complete final reading with unit.
▪ Choose two contrast observation (reading) when there are more than two
values of manipulated variables.

When / At (MV), the (RV) is (reading with unit)

1(b)(ii) SPS 4 – MAKING INFERENCE

Students must be able to give a correct reasoning for the changes of each observation.
▪ Concentrate on the responding variable
▪ 1st inference for the 1st observation, 2nd inference for the 2nd observation

The (RV) is high / low because reason 1 so reason 2

1(c) SPS 10 - CONTROLLING VARIABLE

Variable Method to handle variable correctly

Manipulated Variable Word of action + parameter

Example: Use different …………………

Responding Variable Word of action + apparatus or formula

Example: Observe / Measure / Count and

record RV using (state the apparatus)
Constant Variable Word of action + apparatus
Example: Fix / Use the same / Maintain CV at
(condition of CV) by using (state the apparatus)

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1(d) SPS 11 – HYPOTHESISING
Student must be able to make a statement of hypothesis by relating the manipulated
variable with responding variable and showing the specific relationship.

The higher / lower MV, the higher / lower RV

But for certain experiment, where the condition is not value like types of water
(BOD experiment) or RV shows positive result in only one condition like Ph value
(effect of activity of yeast and effect of activity of an enzyme experiment).

The RV in MV condition A is higher / lower compared to RV in MV condition B and C

1(e)(i) SPS 6 – COMMUNICATING

Student must be able to construct a complete table and record the results

Able to state all the column’s titles with correct unit 1 mark
Able to state all manipulated variable 1 mark
Able to write down all the data in the correct column 1 mark
Total 3 marks

1(e)(ii) SPS 7 – USING SPACE-TIME RELATIONSHIP

Student must be able to draw graph with following aspect

Axes – label both axes with correct title and unit 1 mark
Point – plot all points correctly 1 mark
Shape – all points are connected smoothly, started 1 mark
from 1st point (not necessary starting from the origin),
by free hand and not using ruler
Total 3 marks

1(f) SPS 8 – INTERPRETING DATA

This skill is related with changes of certain quantity and time or a relationship
between manipulated or responding variable with time.
Student must provide the manipulated variable first and follow by responding
variable.

The higher / lower MV, the higher / lower RV because more / less reason 1 so
more / less reason 2

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1(g) SPS 9 – DEFINING OPERATIONALLY
The operational definition or deduction will be related to responding variable.

Process is (theoretical definition) which can be seen / determined by

RV and affected by MV

1(h) SPS 5 – PREDICTING

Students must be able to give one fix rational value and explain the prediction made
based on basic concept.

The RV will be (value) because reason 1 so reason 2

1(i) SPS 2 – CLASSIFICATION

Three methods of how classifying skill are asked in the Biology paper.

Method Explanation
1 List all the material and apparatus with the help of labelled
diagram provided in the question
2 List all the materials and apparatus that used in the experiment
according to their variables
3 Classify the given statement into their respective group

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