OBSERVING, RECORDING
AND REPORTING
ORR – BIOLOGY LAB SKILLS
WHAT IS THE ORR SKILL?
• For this skill, the teacher is evaluating the
students’ ability to make and record
observations and then report them faithfully.
• The report should be clear and accurate
enough that someone who did not see the
original observation or investigation can
understand what took place.
• Students must have done the lab themselves
and be confident in describing what they saw.
What is Observation?
• Observation is using all your senses to find out about
your surroundings, with due regard for your safety.
• Senses are sight, touch and hearing. Smell and taste
are rarely to be used in the lab.
• Observe colour changes in food tests, volume or mass
of substances, length, count the number of organisms,
describe physical characteristics – similarities and
differences.
• Some observations must be done more than once and
then averaged.
• Observations should be recorded, most times in a
table, or diagrams.
GENERAL CRITERIA TO ASSESS ORR
1.
FORMAT – neat and laid out in order
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Title
Aim
Apparatus and materials
Method
Diagram
Results – with observations
Discussion
Conclusion
Limitations/ Sources of Error
LANGUAGE – must be clear and concise; method in PAST TENSE
AIM – clearly states the purpose of what the student has done
APPARATUS AND MATERIALS – must be a complete list
METHOD – a correct sequence or numbered list in PAST TENSE; a diagram with a
TITLE in CAPITALS below must be included
OBSERVATIONS/ RESULTS – choose either a table, graph or pie chart to display
the data collected. All tables MUST HAVE A TITLE
DISCUSSION – includes explanations for observations and particular steps or
precautions in the method. USE PARAGRAPHS
Keen Observations and Proper
Recording = Great Reporting
• A good report relies on making good (accurate and
precise) observations and taking records
• Most times, you will have to record qualitative
(descriptions) or quantitative (numerical) data. Usually
a table helps.
• There are other ways to record (or present) data, for
example
– Line graphs
– Bar charts
– Histographs
– Pie charts
Most of these graphs or charts are made using data from a
table
TABLES
• The table should be set up before you begin the
experiment or activity.
• Based on your aim, you will have some variable that
you want to change in order to observe some expected
biological phenomenon – this is called the manipulated
variable
• You will need to decide what you are going to observe
or measure and ultimately record – this is actually
called the responding variable
• You decide how many columns and rows and what
headings to put in.The manipulated variable is usually
the first column, followed by the responding variable.
PARTS OF A TABLE
• Look at the sample table below – it shows the parts of a table – title,
columns, rows, headings (top row), units, borders, values
Title
TABLE SHOWING THE EFFECT OF EXERCISE ON THE BREATHING RATE OF FORM1
STUDENTS.
Units
column
Duration
Breathing rate (no. of breaths per minute)
of exercise Student 1 Student 2 Student 3 Average
(mins)
row
0 – resting
50
55
57
54
1
60
65
65
63
2
69
75
77
74
3
80
85
89
85
4
80
86
89
85
Headings
row(s)
Borders
Note – this table may take up 7 or more lines, plan this out!; if units are written in
the headings, then you do not write them back into each box of the table
LINE GRAPHS
A line graph shows the relationship between two numerical variables. The
experimenter changes the values of one of these.
• Use a PENCIL and ruler to draw on a graph page.
• The graph should be large – at least half the graph paper – this affects
your scale
• The horizontal axis - x axis is the independent variable – it is what the
experimenter changes – manipulated variable.
• The vertical axis – y axis is the dependent variable – it is what is recorded
– responding variable
• Choose the scales : evenly divide each axis by making small lines. They do
not need to start at zero.
• State your scale in a corner of the graph page (x-axis:1cm represents ?
units and y-axis: 1cm represents?? units)
• Label the axes and place their units in brackets.
• Plot points should be either a dot in a circle O or a neat x or +.
• Join points one after the other - growth; or get a line of best fit (curve) for
rates. Ignore any single points far away from the curve (but discuss this!)
• Add a TITLE above the graph.
Example of a Line Graph
Scale:
X-axis: 1cm rep. 1 day
Y-axis: 1cm rep. 5 g
BAR CHARTS
Used when only one variable is numerical and the
other is qualitative (descriptive).
• Draw this on graph paper; use a ruler and
EVERYTHING should be in PENCIL
• There are 2 axes (write their names and units)
– X axis – horizontal axis – independent or manipulated
variable
– Y axis – vertical axis – dependent or responding
variable
• There should be a TITLE above the chart
Example of a Bar Chart
HISTOGRAM
Histograms are a special kind of bar chart. They are used
when both variables (manipulated and responding) are
numerical and one of the variables is continuous and can
be grouped into sets.
• Use graph paper, a ruler and a PENCIL
• Group the manipulated variable into ranges – sets of
5units apart
• Bars MUST TOUCH each other (data is continuous)
• Label each axis, put units in brackets, and state a scale
on the graph
• Give a TITLE above the graph.
Example of a Histogram
PIE CHARTS
Pie charts are made up of sectors. Sectors show
relative sizes of the parts that make the whole.
• Each sector has an angle that can be worked
out of 360 degrees
• Use a compass to draw the circle, then a
protractor to get the sector angles
• Label each sector with percentages; or use a
key.
• Give a TITLE below the pie chart
Example of a Pie Chart
ORR Sample Markscheme 1
Ecological study of a pond ecosystem and its immediate surroundings at the Wild Fowl Trust in Pointe-a-Pierre
CRITERIA
MARKS
Correct format of the lab – correct order or write-up
1
List of ALL apparatus used – quadrats, line transect, flags, clipboard, species
identification charts, notebooks, cameras, buckets, nets, water,
1
Drawing
-map of entire ecosystem with the 2 study areas
- Leaves of grass species in quadrat sampling
1
1
Construction
of
- 4 food chains
- food web in a pond
- pie chart
- title for food web and pie chart in CAPITALS
1
1
1
1
Table recording - % cover of each species and abiotic factors in quadrats
1
Table recording the organisms in each level of the pond
1
Each table has an appropriate TITLE above them
1
Showing calculation of species density
1
Showing calculation of degrees for the pie chart
1
Discussion
1
1
- background – purpose of ecology and sampling
- explanation of the findings – relate biotic to abiotic factors for
vegetative study
ORR Sample Markscheme 2
Demonstration of osmosis in raisins and
cucumbers
CRITERIA
MARKS
Correct format of lab (date, title, aim, …..conclusion)
1
All apparatus listed (1 missing = 0 marks)
1
Method – in PAST TENSE, all steps written
1
Drawing of the set-up of the apparatus (with TITLE BELOW)
1
Results – observation of raisin at start and end
2
Results – observation of cucumber at start and at end
2
Table has an appropriate title
1
Discussion – goes over the concepts and reasons for the changes
observed – explains osmosis
1
TOTAL
10
ORR Sample markscheme 3
AIM: To investigate the effect of different concentrations of salt solution on
potato tissue
CRITERIA
Observation
Recording
Reporting
MARKS
Differences in texture before and after immersion noted (x4)
1
Differences in dimensions noted (x4)
1
Neatly constructed 4x2 table
1
Title is self explanatory - above the table
1
Heading appropriate – including units
1
Table with differences included
1
Aim clearly stated
1
All apparatus and materials used is listed
1
Method - ALL steps in the correct sequence
- in PAST TENSE
2
Diagram is neat, labelled with a TITLE IN CAPITALS below it
3
Discussion - knowledge of osmosis, explaining the changes
3
Report is clearly written in standard English
1
TOTAL
17