Manipulative+Skill+in+Bio

Manipulative skills are assessed summatively. This means that one overall mark will be given. The skills assessed should cover most of the two-year course, and the mark given should reflect the student’s general ability near the end of the course. This mark is not an average, nor does it relate to a particular investigation. It is important therefore that the scheme of work sets the students a variety of tasks and that they carry out a range of different techniques. The examples below are suggestions to aid assessment of manipulative skills and are not considered to be a prescribed list. Note: No supporting evidence is required for moderation of manipulative skills. The student:<span style="text-align: center •	reads/listens to instructions before asking for help •	only starts the investigation after having read/listened to all the instructions •	is able to follow a sequence of several written or verbal instructions with little assistance. The student: •	uses a suitable cylinder/pipette/burette size •	does not overfill cylinder/pipette/burette •	places his/her eyes at the height of the meniscus. The student: •	handles the balance appropriately when transporting it •	adjusts the balance to zero before starting •	uses a suitable container for the substance to be measured. The student: •	leaves his/her thermometer in a safe place when it is not in use •	refrains from touching the sides of the container with the thermometer when measuring the temperature of a liquid •	leaves the thermometer in the liquid when measuring the temperature of that liquid •	stirs the liquid to obtain an even temperature estimate •	reads the thermometer, avoiding parallax error. The student: •	removes microscope from storage, handling it without placing a strain on the focusing mechanism •	places the microscope on a bench in a clear stable area •	starts observations on low-power objective using the coarse focusing control •	adjusts light level to optimize contrast •	returns microscope to storage area, clean, dry and on low power. The student: •	places usual eyepiece in a safe place •	cleans lens and slide micrometer of finger prints •	replaces micrometer in its case. The student: •	selects appropriate solutions as blanks or standards •	rinses probe with distilled water between different solutions. The student: •	avoids disturbing the sampling area •	lays out the guideline perpendicular to the environmental gradient being investigated if a continuous transect is being used •	makes regular measurements and observations along the transect using the same protocol. The student: •	avoids disturbing the sampling area before the net is in place •	places the net facing the current downstream of the sample area •	maintains a regular disturbance of the sampling area during the sampling time •	lifts the net out of the water, keeping the mouth in the direction of the current. The student: •	always wears safety clothing appropriate to the task, such as eye protection, lab coats and gloves, when told to do so •	pays proper attention to written or verbal safety instructions and hazard symbols •	lights and uses the Bunsen burner safely •	places flammable substances far away from flames •	washes his/her hands after using toxic substances in the laboratory •	takes care not to mix spatulas for different chemicals, or caps from different bottles •	leaves glassware on solid surfaces and ensures that glassware cannot be knocked or rolled off the surface •	reports when equipment has been broken •	avoids wasting chemicals and biological materials •	cleans spilled chemicals or broken glassware immediately •	washes and tidies up the equipment after use •	disposes of chemicals in a suitable manner •	shows awareness of the impact of chemicals on the environment •	avoids using electrical apparatus near a water supply •	follows safety guidelines when working in fieldwork.
 * Manipulative skills in biology internal assessment**
 * Aspect 1: Following instructions**
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 * Aspect 2: Carrying out techniques**
 * Measuring volume**
 * Measuring mass**
 * Measuring temperature**
 * Using a microscope**
 * Calibrating a micrometer eyepiece**
 * Calibrating pH probe/colorimeter/oxygen probe**
 * Setting up a transect**
 * Using a timed disturbance sampling in a stream**
 * Aspect 3: Working safely**

<span style="font-family: 'Arial Black', Gadget, sans-serif Candidates investigate how different animals adapt to two areas of a river: one where the water is fast moving (lotic) and the other where the water is still/slow moving (lentic). Candidates are given two hours to plan the investigation and three hours to carry out the study. Access to the appropriate field equipment is provided. Click here for a description of the manipulative skills criterion. Carrying out techniques safely Working in the field, especially in an aquatic environment, presents a number of safety issues to which candidates must adhere. Following a variery of instructions This investigation is ideal for the assessment of manipulative skills, even if it is designed by the candidates themselves. Each activity is repeated several times (measuring current speed, sampling organisms). Situations in the field are sufficiently variable for candidates to find themselves in new circumstances. Click here for a description of the personal skills (a) criterion. This depends upon how the investigation is arranged. Fieldwork often requires assistance so working in a group, with each member having a definite role, requires collaboration. Click here for a description of the personal skills (b) criterion. Approaching scientific investigations with self-motivation and perseverance It is difficult to assess this aspect if candidates are working in groups. However, if the investigation is sufficiently complex to require a distribution of roles, the perseverance of the individual can be assessed in group work. Working under field conditions, where the weather may not be clement, may also reveal a temptation to rush through results. Sampling and handling living organisms provides an opportunity to test the candidates’ attitudes towards biological materials. Research on the characteristics of these organisms allows candidates to demonstrate their attitudes towards the authenticity of data. Again, working under field conditions, where the weather may not be clement, may reveal a temptation to invent results in order to finish more quickly. Fieldwork of this sort can be used to test the candidates’ attitudes towards the environmental impact of the investigation (consideration of numbers of samples, distribution of samples and type of sampling). Some methods can be very destructive. Restoration of the fauna and the environment (eg plants and rocks) after the investigation can indicate attitudes. Candidates design an experiment to investigate the influence of light on photosynthesis. Each candidate is given a sample of Elodea and access to the appropriate laboratory equipment Carrying out techniques safely If candidates are using more complex apparatus (for example, apparatus that would capture the bubbles and permit their volume to be measured), manual dexterity will be required in setting it up and using it successfully. The use of the lamp, and its potential proximity to water, requires attention to safety. Following a variety of instructions If candidates choose complex apparatus, then it will be necessary to follow instructions on how to set it up and use it. Approaching scientific investigations with self-motivation and perseverance A considerable amount of patience is required for this investigation, and self-motivation and perseverance will be needed to see it through to completion. Working in an ethical manner Candidates can lose patience and be tempted to invent values to support their hypotheses. Authenticity of data can be evaluated here. Care and respect for the delicate apparatus can also be observed. Although this experiment is carried out in the laboratory, candidates will show if they have a responsible approach to working with living material, and if they are aware of the potential impact of being careless with it. Candidates design an experiment to investigate the effect of an environmental stimulus on the behaviour of the common cricket. Two empty 50-litre glass fish tanks and 50 common brown crickets are provided. Additional laboratory equipment can be requested. Approaching scientific investigations with self-motivation and perseverance This investigation continues for several days and involves considerable self-motivation and perseverance in order to take all the planned readings. Working in an ethical manner Candidates may be tempted to fabricate data rather than make the effort to take readings twice a day. Their approach to both living and non-living materials can be observed, particularly in their care of the crickets and in their attitude towards keeping them in the light or in the dark for five days. Paying attention to environmental impact If candidates provide their own living material, their awareness of the environmental impact can be gauged by their behaviour while catching the organisms, and also in whether they return them safely to their original habitat.
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 * background-color: #00dfff">Manipulative Skills and Personal Skills in Biology Internal Assessment  **Assessing Manipulative Skills and Personal Skills (a) and (b)**
 * 1. Investigating How Animals Adapt to Different Parts of a River**
 * Manipulative Skills**
 * Personal Skills (a)**
 * Personal Skills (b)**
 * Working in an ethical manner**
 * Paying attention to environmental impact**
 * 2. Investigating the Effect of Light Intensity on Photosynthesis**
 * .Manipulative Skills**
 * Personal Skills (b)**
 * Paying attention to environmental impact**
 * 3. Investigating the Effect of an Environmental Stimulus on the Behaviour of the Common Cricket**
 * Personal Skills (b)**

The weighing machine shown below is displaying the weight of a newborn baby. Image could not be down loaded here. the machine reads 2.849 What is the baby's weight rounded to the nearest 100 grams?

A. 2.849 kg      B. 2.85 kg C. 2.8 kg         D. 3.0 kg

Correct Answer : C