Biology SBA Guidelines
Drawing:
Don’ts – Drawing
- No shading
Do’s – Drawing
- let drawings be at least half
page
- ensure for assessment there
are drawings of flower, fruit,
seed and bone
Label Lines
- no arrow heads
- no crossing of label lines
- no dots or dashes
Label Lines
- as far as possible, have label
lines and labels positioned at
right side of drawing
- let all label lines end at the same
vertical plane
- let label lines be drawn parallel
to the page top/bottom
- ensure label lines end on part
being named
Labels and Title
- do not join letters of words
for label or title
Labels and Title
- use caps for title
- position title under drawing
- underline title
- include specimen, view,
magnification
- state actual length and width
of specimen
- state actual name of specimen
i.e. goat cervical vertebrae,
mango leaf, hibiscus flower
- place annotations
immediately after label
preceded by a hyphen
- in title, use word “drawing”
and not “diagram”
- use key to explain symbols
e.g., stippling/cross hatching
- place x in front of
magnification
- let magnification be to 1
decimal place and without units
Use Pencil for all Drawing activities – drawing, label lines, labels
Planning and Designing
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Let the hypothesis and method not be from text or theory, but be novel/new
Use instructional writing for method
Expected results should be related to Hypothesis and Aim
Limitations are to be points that are beyond human control
Planning and Designing (PD)
(a) Ask questions: how, what, which, why or where. (ask scientific questions). Observation: Growth of plants
are affected by their environment.
Example: Will plants that are grown using organic fertilizers grow taller than those that are grown using
inorganic fertilizers?
(b) 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.
(c) Design an experiment to test the hypothesis. Experimental reports must include the
following:
(i) problem statement;
(ii) an appropriate aim related to the hypothesis;
(iii) list of materials and apparatus to be used;
(iv) observations to be made or measurements to be taken;
(v) precautions to be taken;
(vi) method of controlling variables;
(vii) clear and concise step by step procedure;
(viii) display of expected results;
(ix) use of results;
(x) possible limitations.
Analysis and Interpretation
 Background information should be written in the “Discussion,” (not as a separate theory section)
 Background information must be related to the experiment as it is related theory ton which the
investigation is based i.e what was known before setting up the investigation and will be used to
interpret results
 Discussion should be an analysis or interpretation of the results. Discussion must not simply answer
posed questions for A & I
a. questions may be given to guide students but must be written in paragraph format
b. questions ought not to be shown in lab write-up
 Explanations: Observations or results must be fully explained
 Conclusion must be based on the aim and hypothesis. The control (if included) should be used for
arriving at the conclusion. (It is a brief answer to the aim)
Where appropriate, patterns or relationship should be clearly stated.
 Limitation(s) ought to be included as very important to labs. There are uncontrolled variables and
sources which may have affected the results.
 Source(s) or error and Precaution(s) are also encouraged, knowing that these are both different to each
other and to limitation(s)
Analysis and Interpretation
Student’s ability to:
(a) identify patterns and trends, cause and effect, stability and change ;
(b) make accurate calculations;
(c) 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;
(d) suggest alternative methods or modification to existing methods;
(e) analysing and interpreting results and observations and making conclusions.
Observation, Recording and Reporting
 All components of ORR labs ought to be shown in every lab marked for that skill
 Correct format is:
- Tile
- Aim
- Apparatus
- Materials
- Method
- Results/Observations
- Discussion (including limitation(s) at the end
- Conclusion
LANGUAGE: Must be concise and clearly written in the past tense and Standard English.
 Passive voice/ past tense
 No more than 2 grammatical errors are acceptable
AIM: Must state clearly what the student set out to do or show
APPARATUS AND MATERIALS: Must include all materials and /or apparatus used in the activity
METHOD clearly described in a logical sequence of task and include neatly done drawings or diagrams when
appropriate.
OBSERVATIONS/ RESULTS: Should include appropriately chosen and well executed method of presenting
observations / data, (for example, lists, description, tables, graphs, histograms, diagram, etc.)
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When using tables (i) Title above in all CAPS, and underlined
(ii) Table must be closed
(iii) Use appropriate table headings
When using graphs (i) Title below in all CAPS, and underlined
(ii) Use a key if necessary to explain symbols if more than one dependent variable is
being plotted.
(iii) Axes labeled in CAPS with units stated
(iv) correct scales, correct plotting, smooth curves/best fit lines
For results (i) show necessary calculations
(ii) show units
DISCUSSION: Should include explanations for observation and a conclusion
Reflection: How is the lab experiment is relevant to your life? (Note refection added to AI, ORR and PD
Skills) For PD skills how its relevant to Belize.