1. OBSERVING, RECORDING AND REPORTING
ORR – BIOLOGY LAB SKILLS

2. 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.

3. 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.

4. GENERAL CRITERIA TO ASSESS ORR
FORMAT – neat and laid out in order
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

5. 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

6. 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.

7. 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
TABLE SHOWING THE EFFECT OF EXERCISE ON THE BREATHING RATE OF FORM1 STUDENTS.
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
Title
column
Units
Duration of exercise (mins)
Breathing rate (no. of breaths per minute)
Student 1
Student 2
Student 3
Average
0 – resting 50 55 57 54 1 60 65 63 2 69 75 77 74 3 80 85 89 4 86
Headings row(s)
row
Borders

8. 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.

9. Example of a Line Graph Scale: X-axis: 1cm rep. 1 day
Y-axis: 1cm rep. 5 g

10. 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

11. Example of a Bar Chart

12. 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.

13. Example of a Histogram

14. 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

15. Example of a Pie Chart

16. 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,
Drawing
-map of entire ecosystem with the 2 study areas
- Leaves of grass species in quadrat sampling
Construction of
- 4 food chains
- food web in a pond
- pie chart
- title for food web and pie chart in CAPITALS
Table recording - % cover of each species and abiotic factors in quadrats
Table recording the organisms in each level of the pond
Each table has an appropriate TITLE above them
Showing calculation of species density
Showing calculation of degrees for the pie chart
Discussion
- background – purpose of ecology and sampling
- explanation of the findings – relate biotic to abiotic factors for vegetative study
Conclusion
TOTAL 20

17. 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)
Method – in PAST TENSE, all steps written
Drawing of the set-up of the apparatus (with TITLE BELOW)
Results – observation of raisin at start and end 2
Results – observation of cucumber at start and at end
Table has an appropriate title
Discussion – goes over the concepts and reasons for the changes observed – explains osmosis
TOTAL 10

18. ORR Sample markscheme 3
AIM: To investigate the effect of different concentrations of salt solution on potato tissue
CRITERIA
MARKS
Observation
Differences in texture before and after immersion noted (x4) 1
Differences in dimensions noted (x4)
Recording
Neatly constructed 4x2 table
Title is self explanatory - above the table
Heading appropriate – including units
Table with differences included
Reporting
Aim clearly stated
All apparatus and materials used is listed
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
Report is clearly written in standard English
TOTAL 17