G.C.E.(O.L.

) Examination - 2011

Evaluation Report

34 - Science

Curriculum
Assessment
&
Evaluation

Teaching Learning
N E T S

Research & Development Branch

National Evaluation & Testing Service
Department of Examinations
G.C.E.(O.L.) Examination - 2011

Evaluation Report

34 - Science

Curriculum
Assessment
&
Evaluation

Teaching Learning
N E T S

Research and Development Branch

National Evaluation and Testing Service
Department of Examinations
All Rights Reserved

Science
Evaluation Report - G.C.E.(O.L.) Examination - 2011

Financial Aid

Transforming the School Education System as the Foundation

of a knowledge Hub Project (TSEP-WB)

- ii -
 INTRODUCTION
Out of all the public examinations in Sri Lanka, the largest number of
candidates sit the G.C.E.(O.L.) Examination. The certificate awarded on
the results of this examination conducted at the national level, is used not
only to select those who are eligible for higher education but also to secure
medium level jobs. It is also a basic requirement to follow certain courses
of study in International Universities. It has secured such an acceptance
due to its validity and reliability as well as its high quality.

Students strive hard to acquire a high achievement level at this

examination while their teachers as well as their parents work hard to
fulfil the students' expectations. By preparing this evaluation report, the
Department of Examinations intends to help students in achieving their
goals. It is certain that the information included in this evaluation report
will be equally useful to candidates, teachers, principals, subject directors,
in-service advisors, parents and researchers in Education. Thus it is more
suitable to keep this report in a library for the benefit of the majority.

This evaluation report consists of three parts. Part I contains the

objectives of the subject and information on subject achievement. It also
elaborates the achievements of the statistical candidates in relation to the
different parts of the questions in the question paper. Since this analysis has
been done by the Research and Development Division of this Department
on the the basis of the Classical Test Theory and the Item Response Theory
used in the field of evaluation and testing, the information presented here
has a high validity and reliability.

Part II contains expected answers for Paper I and Paper II, the
marking scheme and the observations regarding answering questions and
suggestions for feedback.

Part III of this report embodies the facts that should be taken into
considered by the candidates when answering each question and opinions
and suggestions with regard to the learning teaching process. I think that
this report is of immense value in the organisation of the learning teaching
process to achieve respective competencies and competency levels.

I would like to invite suggestions to improve the quality of this report

and wish to extend my sincere thanks to the controlling examiners, the
chief examiners and the officers of the Department of Examinations for
working hard to prepare this evaluation report.

W.M.N.J. Pushpakumara
Commissioner General of Examinations

20th October 2012

Research and Development Branch
National Evaluation and Testing Service
Department of Examinations
Pelawatta
Battaramulla.
- iii -
Guidance ( Mr. W.M.N.J. Pushpakumara
Commissioner General of Examinations

Direction and Organization ( Mrs. Gayathri Abeygunasekera
Commissioner of Examinations
(Research and Development)

Co-ordination and Editing ( Mrs. Manomi Senewirathna

Assistant Commissioner of Examinations

Panel of Writers ( Mr. W.D. Wijesinghe

Chief Project Officer (Retired)
National Institute of Education

Mr. H.S.K. Wijethilake

Education Administratine Service I (Retired)

Mr. M.A.P. Munasinghe

Chief Project Officer (Retired)
National Institute of Education

Mr. J. Emmanuwel
ISA (Science)
Kaluthara Education Office

Mrs. W.M.J.P. Wanasundara

Teacher
R/ Sumana Balika Vidyalaya
Rathnapura

Mr. G.K. Wickramarachchi

Teacher
Wp/Ho/ Palagama Siriparakum Vidyalaya
Homagama

Mrs. D.A.P.K.C. Dissanayaka

Teacher
Wp/Gam/ Ranpokunagama Maha Vidyalaya
Nittambuwa

Computer Type Setting ( Mrs. Anusha Maduwanthi Dissanayake

ICT Assistant

- iv -
 Contents
Page
Part I
1 Subject objectives and information on subject achievement
1.1 Subject objectives 1
1.2 Statistical information on subject achievement
1.2.1 Number of candidates sat for the subject 2
1.2.2 Grades obtained by the candidates 2
1.2.3 Grades obtained by school candidates who sat the examination
for the first time - District wise 3
1.2.4 Grades obtained by school candidates who sat the examination
for the first time - Zonal wise 4
1.2.5 Marks obtained according to calss intervals 7
1.3 Analysis of subject achievement
1.3.1 Achievement in paper I 8
1.3.2 Selection of questions in paper II 9
1.3.3 Scoring for the questions in paper II 9
1.3.4 Achievement in paper II 10

Part II

2 Information on questions and answers

2.1 Information on answers to paper I

2.1.1 Structure of the Paper I 13

2.1.2 Paper I 14
2.1.3 Expected answers and the marking scheme for paper I 18
2.1.4 Observations on the responses to paper I (by subject area) 19
2.1.5 Responses to the options in paper I (as a percentage) 20
2.1.6 Overall observations, conclusions and suggestions regarding
the answers to paper I 21

2.2 Paper II and information on answers

2.2.1 Structure of the paper II 22

2.2.2 Expected answers, marking scheme and observations and
conclusions related to paper II 23
2.2.3 Overall observations and conclusions regarding the answers
to paper II 51

Part III

3 Facts to be considered when answering questions and suggestions

3.1 Facts to be considered when answering questions 52

3.2 Comments and suggestions about the teaching learning process 53
-v-
 Part I

1. Subject objectives and information on subject achievements

1.1 Subject objectives

After following this course the student will,

* construct scientific concepts and principles systematically through a joyful

learning environment;
* develop competencies required to solve problems adopting the processes of
science and the scientific method appropriately;
* develop competencies required to manage environmental resources wisely
realizing their potentials;
* develop competencies relevant to the application of scientific knowledge
for a healthy life style physically and mentally;
* develop competencies essential to live communally as a successful citizen
who can contribute to country's development and for further education and
future employment;
* develop competencies essential to understand natural phenomena and the
scientific foundation of the universe;
* be keen in using the fitting technology to develop productivity and efficiency
to an optimal level when using force and energy; and
* identify the dynamic nature and limits of science and develop skills for
evaluating on scientific criteria the day to day experiences and information
communicated by various media.

-1-
1.2 Statistical Information on subject achievement

1.2.1 Number of candidates sat for the subject

Medium School Private Total

Sinhala 223826 6216 230042

Tamil 65188 12282 77470

English 9927 2641 12568

Total 298941 21139 320080

Table 1

1.2.2 Grades obtained by the candidates

School Candidates Private Candidates

Grade Total Percentage
Number Percentage Number Percentage

A 21750 7.28 303 1.43 22053 6.89

B 20721 6.93 621 2.94 21342 6.67

C 47881 16.02 1900 8.99 49781 15.55

S 88382 29.56 6057 28.65 94438 29.50

W 120207 40.21 12258 57.99 132465 41.39

Total 298941 100.00 21139 100.00 320080 100.00

Table 2

-2-
1.2.3 Grades obtained by school candidates who sat the examination for the first time -
District wise

Very Good Credit Ordinary

Distinction Pass Weak Pass
Pass Pass pass
(A) ^A+B+C+S& (W)
(B) (C) (S)
District No. Sat

Number

Number

Number

Number

Number

Number
] ] ] ] ] ]

1. Colombo 29869 4572 15.31 3314 11.10 6042 20.23 8070 27.02 21998 73.65 7871 26.35

2. Gampaha 25400 2256 8.88 2078 8.18 4955 19.51 7602 29.93 16891 66.50 8509 33.50

3. Kalutara 14244 1339 9.40 1277 8.97 2849 20.00 4055 28.47 9520 66.84 4724 33.16

4. Kandy 19311 1592 8.24 1599 8.28 3369 17.45 5725 29.65 12285 63.62 7026 36.38

5. Matale 6338 391 6.17 399 6.30 1023 16.14 1857 29.30 3670 57.90 2668 42.10

6. Nuwara Eliya 9592 357 3.72 476 4.96 1203 12.54 2816 29.36 4852 50.58 4740 49.42

7. Galle 15034 1706 11.35 1333 8.87 2784 18.52 4192 27.88 10015 66.62 5019 33.38

8. Matara 11133 1115 10.02 982 8.82 2170 19.49 3285 29.51 7552 67.83 3581 32.17

9. Hambantota 8708 751 8.62 692 7.95 1673 19.21 2587 29.71 5703 65.49 3005 34.51

10. Jaffna 10100 603 5.97 634 6.28 1361 13.48 2775 27.48 5373 53.20 4727 46.80

11. Kilinochchi 1974 38 1.93 61 3.09 134 6.79 474 24.01 707 35.82 1267 64.18

12. Mannar 1568 42 2.68 61 3.89 224 14.29 570 36.35 897 57.21 671 42.79

13. Vavuniya 2843 123 4.33 138 4.85 393 13.82 861 30.28 1515 53.29 1328 46.71

14. Mullativu 1534 25 1.63 40 2.61 112 7.30 385 25.10 562 36.64 972 63.36

15. Batticaloa 6813 364 5.34 408 5.99 975 14.31 1851 27.17 3598 52.81 3215 47.19

16. Ampara 8968 535 5.97 653 7.28 1681 18.74 3014 33.61 5883 65.60 3085 34.40

17. Trincomalee 5239 201 3.84 285 5.44 689 13.15 1630 31.11 2805 53.54 2434 46.46

18. Kurunegala 21446 1633 7.61 1674 7.81 3952 18.43 6742 31.44 14001 65.28 7445 34.72

19. Puttalam 9228 520 5.64 535 5.80 1362 14.76 2790 30.23 5207 56.43 4021 43.57

20. Anuradhapura 11517 597 5.18 720 6.25 1835 15.93 3456 30.01 6608 57.38 4909 42.62

21. Polonnaruwa 5265 286 5.43 303 5.75 827 15.71 1541 29.27 2957 56.16 2308 43.84

22. Badulla 12028 679 5.65 792 6.58 1950 16.21 3480 28.93 6901 57.37 5127 42.63

23. Monaragala 6578 254 3.86 326 4.96 941 14.31 1815 27.59 3336 50.71 3242 49.29

24. Ratnapura 14518 962 6.63 1027 7.07 2493 17.17 4076 28.08 8558 58.95 5960 41.05

25. Kegalle 10716 782 7.30 790 7.37 2000 18.66 3373 31.48 6945 64.81 3771 35.19

All Island 269797 21723 8.05 20597 7.63 46998 17.42 79025 29.29 168343 62.40 101454 37.60

Table 3

-3-
1.2.4 Grades obtained by school candidates who sat the examination for the first time -
Zonal wise

Very Credit Ordinary

Distinction Pass Weak Pass
Good Pass Pass pass
(A) ^A+B+C+S& (W)
(B) (C) (S)
No. Sat
Educational Zone

Number

Number

Number

Number

Number

Number
] ] ] ] ] ]

1. Colombo 14052 3161 22.50 1809 12.87 2717 19.34 3005 21.38 10692 76.09 3360 23.91

2. Homagama 3455 227 6.57 234 6.77 670 19.39 1076 31.14 2207 63.88 1248 36.12

3. Jayawardanapura 6817 678 9.95 691 10.14 1522 22.33 2234 32.77 5125 75.18 1692 24.82

4. Piliyandala 5545 506 9.13 580 10.46 1133 20.43 1755 31.65 3974 71.67 1571 28.33

5. Gampaha 7404 1038 14.02 751 10.14 1542 20.83 2001 27.03 5332 72.02 2072 27.98
6. Minuwangoda 4714 261 5.54 330 7.00 864 18.33 1494 31.69 2949 62.56 1765 37.44
7. Negombo 6783 473 6.97 477 7.03 1219 17.97 2083 30.71 4252 62.69 2531 37.31
8. Kelaniya 6499 484 7.45 520 8.00 1330 20.46 2024 31.14 4358 67.06 2141 32.94
9. Kalutara 6963 641 9.21 682 9.79 1432 20.57 2055 29.51 4810 69.08 2153 30.92
10. Matugama 2817 275 9.76 258 9.16 549 19.49 737 26.16 1819 64.57 998 35.43
11. Horana 4464 423 9.48 337 7.55 868 19.44 1263 28.29 2891 64.76 1573 35.24
12. Kandy 6902 1217 17.63 921 13.34 1508 21.85 1725 24.99 5371 77.82 1531 22.18
13. Denuwara 2138 73 3.41 112 5.24 303 14.17 697 32.60 1185 55.43 953 44.57
14. Gampola 3195 95 2.97 176 5.51 416 13.02 999 31.27 1686 52.77 1509 47.23

15. Teldeniya 1627 38 2.34 75 4.61 234 14.38 477 29.32 824 50.65 803 49.35

16. Wattegama 2438 73 2.99 139 5.70 395 16.20 799 32.77 1406 57.67 1032 42.33
17. Katugastota 3011 96 3.19 176 5.85 513 17.04 1028 34.14 1813 60.21 1198 39.79

18. Matale 3372 317 9.40 253 7.50 588 17.44 981 29.09 2139 63.43 1233 36.57

19. Galewela 1975 50 2.53 104 5.27 301 15.24 602 30.48 1057 53.52 918 46.48
20. Naula 500 15 3.00 21 4.20 68 13.60 153 30.60 257 51.40 243 48.60
21. Wilgamuwa 491 9 1.83 21 4.28 66 13.44 121 24.64 217 44.20 274 55.80
22. Nuwara Eliya 2597 50 1.93 85 3.27 286 11.01 878 33.81 1299 50.02 1298 49.98
23. Kotmale 1292 47 3.64 68 5.26 159 12.31 397 30.73 671 51.93 621 48.07
24. Hatton 2823 119 4.22 161 5.70 357 12.65 735 26.04 1372 48.60 1451 51.40
25. Walapane 1305 33 2.53 54 4.14 150 11.49 400 30.65 637 48.81 668 51.19

26. Hanguranketha 1575 108 6.86 108 6.86 251 15.94 406 25.78 873 55.43 702 44.57

27. Galle 6738 999 14.83 771 11.44 1323 19.63 1767 26.22 4860 72.13 1878 27.87
28. Elpitiya 3041 186 6.12 194 6.38 511 16.80 915 30.09 1806 59.39 1235 40.61
29. Ambalangoda 3410 427 12.52 237 6.95 621 18.21 931 27.30 2216 64.99 1194 35.01
30. Udugama 1845 94 5.09 131 7.10 329 17.83 579 31.38 1133 61.41 712 38.59
31. Matara 4850 733 15.11 539 11.11 1015 20.93 1339 27.61 3626 74.76 1224 25.24

32. Akuressa 1945 148 7.61 146 7.51 392 20.15 601 30.90 1287 66.17 658 33.83

33. Mulatiyana 2087 125 5.99 172 8.24 366 17.54 636 30.47 1299 62.24 788 37.76
34. Morawaka 2251 109 4.84 125 5.55 397 17.64 709 31.50 1340 59.53 911 40.47

-4-
 Very Good Credit Ordinary
Distinction Pass Weak Pass
Pass Pass pass
(A) ^A+B+C+S& (W)
(B) (C) (S)
No. Sat
Educational Zone

Number

Number

Number

Number

Number

Number
] ] ] ] ] ]

35. Tangalle 2467 172 6.97 202 8.19 512 20.75 762 30.89 1648 66.80 819 33.20
36. Hambantota 3760 191 5.08 254 6.76 685 18.22 1173 31.20 2303 61.25 1457 38.75
37. Walasmulla 2481 388 15.64 236 9.51 476 19.19 652 26.28 1752 70.62 729 29.38
38. Jaffna 3668 337 9.19 312 8.51 589 16.06 1032 28.14 2270 61.89 1398 38.11

39. Islands 705 9 1.28 6 0.85 54 7.66 188 26.67 257 36.45 448 63.55

40. Thenmarachchi 1087 47 4.32 58 5.34 147 13.52 280 25.76 532 48.94 555 51.06
41. Valikamam 2802 92 3.28 136 4.85 338 12.06 780 27.84 1346 48.04 1456 51.96
[Link] 1838 118 6.42 122 6.64 233 12.68 495 26.93 968 52.67 870 47.33
43. Kilinochchi 1974 38 1.93 61 3.09 134 6.79 474 24.01 707 35.82 1267 64.18
44. Mannar 1265 40 3.16 57 4.51 185 14.62 463 36.60 745 58.89 520 41.11
45. Madu 303 2 0.66 4 1.32 39 12.87 107 35.31 152 50.17 151 49.83
46. Vavuniya 2235 117 5.23 123 5.50 331 14.81 700 31.32 1271 56.87 964 43.13
47. Vavuniya North 608 6 0.99 15 2.47 62 10.20 161 26.48 244 40.13 364 59.87
48. Mullaitivu 1012 17 1.68 31 3.06 89 8.79 256 25.30 393 38.83 619 61.17
[Link] 522 8 1.53 9 1.72 23 4.41 129 24.71 169 32.38 353 67.62

50. Batticaloa 2793 174 6.23 152 5.44 367 13.14 680 24.35 1373 49.16 1420 50.84

51. Kalkudah 1182 8 0.68 29 2.45 101 8.54 252 21.32 390 32.99 792 67.01
52. Paddirippu 1618 49 3.03 73 4.51 214 13.23 486 30.04 822 50.80 796 49.20
53. Batticaloa 1220 133 10.90 154 12.62 293 24.02 433 35.49 1013 83.03 207 16.97
Central
54. Ampara 2275 153 6.73 175 7.69 409 17.98 726 31.91 1463 64.31 812 35.69

55. Kalmunai 2189 197 9.00 216 9.87 479 21.88 785 35.86 1677 76.61 512 23.39
56. Sammanthurai 1129 45 3.99 47 4.16 170 15.06 389 34.46 651 57.66 478 42.34
57. Mahaoya 594 12 2.02 16 2.69 76 12.79 177 29.80 281 47.31 313 52.69
58. Dehiattakandiya 1060 24 2.26 57 5.38 165 15.57 267 25.19 513 48.40 547 51.60
59. Akkaraipattu 1721 104 6.04 142 8.25 382 22.20 670 38.93 1298 75.42 423 24.58
60. Trincomalee 1944 118 6.07 150 7.72 324 16.67 631 32.46 1223 62.91 721 37.09
61. Mutur 988 25 2.53 36 3.64 82 8.30 264 26.72 407 41.19 581 58.81

62. Kantale 1053 25 2.37 46 4.37 134 12.73 312 29.63 517 49.10 536 50.90

63. Kinnya 1254 33 2.63 53 4.23 149 11.88 423 33.73 658 52.47 596 47.53
64. Kurunegala 5147 764 14.84 542 10.53 1065 20.69 1411 27.41 3782 73.48 1365 26.52
65. Kuliyapitiya 3725 256 6.87 267 7.17 716 19.22 1176 31.57 2415 64.83 1310 35.17
66. Nikaweratiya 2769 128 4.62 207 7.48 503 18.17 930 33.59 1768 63.85 1001 36.15
67. Maho 3356 104 3.10 178 5.30 542 16.15 1164 34.68 1988 59.24 1368 40.76
68. Giriulla 3731 179 4.80 288 7.72 712 19.08 1172 31.41 2351 63.01 1380 36.99
69. Ibbagamuwa 2718 202 7.43 192 7.06 414 15.23 889 32.71 1697 62.44 1021 37.56

70. Puttalam 4242 149 3.51 175 4.13 526 12.40 1308 30.83 2158 50.87 2084 49.13

71. Chilaw 4986 371 7.44 360 7.22 836 16.77 1482 29.72 3049 61.15 1937 38.85

-5-
 Very
Credit Ordinary
Distinction Good Pass Weak Pass
Pass pass
(A) Pass ^A+B+C+S& (W)
(C) (S)
(B)
Educational Zone No. Sat

Number

Number

Number

Number

Number

Number
] ] ] ] ] ]

72. Anuradhapura 3959 383 9.67 320 8.08 729 18.41 1063 26.85 2495 63.02 1464 36.98
73. Tambuttegama 2088 47 2.25 94 4.50 305 14.61 638 30.56 1084 51.92 1004 48.08
74. Kekirawa 2151 88 4.09 135 6.28 312 14.50 669 31.10 1204 55.97 947 44.03
75. Galenbidunuwewa 1523 41 2.69 90 5.91 238 15.63 537 35.26 906 59.49 617 40.51

76. Kebithigollewa 1796 38 2.12 81 4.51 251 13.98 549 30.57 919 51.17 877 48.83

77. Polonnaruwa 1652 138 8.35 139 8.41 329 19.92 464 28.09 1070 64.77 582 35.23
78. Hingurakgoda 2097 124 5.91 120 5.72 304 14.50 593 28.28 1141 54.41 956 45.59
79. Dimbulagala 1516 24 1.58 44 2.90 194 12.80 484 31.93 746 49.21 770 50.79
80. Badulla 3381 208 6.15 240 7.10 638 18.87 999 29.55 2085 61.67 1296 38.33
81. Bandarawela 3139 314 10.00 281 8.95 564 17.97 848 27.01 2007 63.94 1132 36.06
82. Mahiyanganaya 1920 69 3.59 103 5.36 232 12.08 512 26.67 916 47.71 1004 52.29
83. Welimada 2631 74 2.81 141 5.36 421 16.00 833 31.66 1469 55.83 1162 44.17
84. Passara 957 14 1.46 27 2.82 95 9.93 288 30.09 424 44.31 533 55.69
85. Monaragala 2117 88 4.16 96 4.53 272 12.85 612 28.91 1068 50.45 1049 49.55
86. Wellawaya 2871 131 4.56 168 5.85 438 15.26 748 26.05 1485 51.72 1386 48.28

87. Bibile 1590 35 2.20 62 3.90 231 14.53 455 28.62 783 49.25 807 50.75

88. Ratnapura 5800 553 9.53 511 8.81 1049 18.09 1529 26.36 3642 62.79 2158 37.21
89. Balangoda 2631 164 6.23 177 6.73 479 18.21 770 29.27 1590 60.43 1041 39.57
90. Nivitigala 2551 82 3.21 119 4.66 359 14.07 760 29.79 1320 51.74 1231 48.26
91. Embilipitiya 3536 163 4.61 220 6.22 606 17.14 1017 28.76 2006 56.73 1530 43.27
92. Kegalle 4057 449 11.07 367 9.05 889 21.91 1198 29.53 2903 71.56 1154 28.44
93. Mawanella 3462 223 6.44 237 6.85 632 18.26 1134 32.76 2226 64.30 1236 35.70
94. Dehiowita 3197 110 3.44 186 5.82 479 14.98 1041 32.56 1816 56.80 1381 43.20

All Island 269797 21723 8.05 20597 7.63 46998 17.42 79025 29.29 168343 62.40 101454 37.60

Table 4

-6-
1.2.5 Marks obtained according to class intervals

Cumulative
Frequency Cumulative
Class Interval Frequency Frequency
Percentage Frequency
Percentage
91 - 100 533 0.17 320080 100.00

81 - 90 5933 1.85 319547 99.83

71 - 80 13954 4.36 313614 97.98

61 - 70 20250 6.33 299660 93.62

51 - 60 31954 9.98 279410 87.29

41 - 50 39259 12.27 247456 77.31

31 - 40 66216 20.69 208197 65.05

21 - 30 90505 28.28 141981 44.36

11 - 20 49158 15.36 51476 16.08

01 - 10 2307 0.72 2318 0.72

00 - 00 11 0.00 11 0.00

Table 5

The following example illustrates how information can be retrieved from the above table.
Ex : (Taking the class interval 31 - 40 for instance)
The number of candidates scoring from 31 to 40 is 66,216. As a percentage it is 20.69. The
number scoring below 40 marks is 208,197 and as a percentage it is 65.05.

-7-
 1.3
G.C.E.(O.L.) Examination - 2011 1.3.1
G.C.E.(O.L.) Examination
34 - Science - Paper- I2011
The way in which correct Science Paper
answers -have been
I provided to given questions
Facility Indices
1.0
All
100

900.9

800.8
Achievement in Paper I

700.7

600.6

500.5
Analysis of Subject Achievement

Percentage
Facility
400.4

-8-
300.3

200.2

100.1

00.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Question
Question Number
Number

Graph 1 (Prepared using the information collected from form RD/16/05/OL)

Retrieval of information from the above graph can be illustrated by the following example.
Ex : Highest number of candidates have correctly responded to question 3. Its percentage is 71%. Least number of candidates have
correctly responded to question 15. Its percentage is 18%.
1.3.2 Selection of questions in paper II

G.C.E.(O.L.) Examination - 2011 How information can be elicited from this graph is
34 - Science - Paper II
Selection of questions illustrated by the following example.
100 Ex : Though questions 1 - 4 of this were compulsory
a small number has not answered even the
90
compulsory questions. Nearly 98% have
80 answered question 1. The percentage selecting
question 7 is about 17%.
70

60
Percentage

50

40

30

20

10

0
1 2 3 4 5 6 7 8 9 10
Question Number

Graph 2 (Prepared using the information collected from the form RD/16/02/OL)

1.3.3 Scoring for the questions in paper II

How information can be elicited

G.C.E.(O.L.) Examination - 2011
34 - Science - Paper II
from this graph is illustrated by
Scoring for the questions (by calss interval) the following example.
100 Ex: Marks allocated for
question 1 is 15. The
90
percentage scoring within
80
the range of 76 - 100% of
the marks allocated, that
70 is between 12 - 15 is 5%.
The percentage obtaining
60 Class interval between 0 - 25% of the
Percentage

15 marks allocated, that

50
is from 0 to 3 is 39%.
40

30

20

10

0
1 2 3 4 5 6 7 8 9 10
Question Number

Graph 3 (Prepared using the information collected from the form RD/16/02/OL)

-9-
 1.3.4

G.C.E.(O.L.)Examination
G.C.E.(O.L.) Examination --2011
2011
34 - Science
Science - Paper II (Part A)
Paper II (Part A)
Facility Indices of Parts and Sub parts
Facility index for the questions
1.0

0.9

0.8

0.7

0.6
Achievement in Paper II

0.5

Facilityindex
Facility
0.4

0.3

- 10 -
0.2

0.1

0.0
a b c a b a b c d
i ii iii i ii iii iv v vi i ii iii iv i ii iii iv i ii iii iv v i ii iii iv v i ii iii iv v i ii iii iv i ii iii iv v vi
A B C A B A B C A B
1 2 3 4

Question - Parts
Parts sub parts
and and Sub parts

Graph 4.1 (Prepared using the information collected from the form RD/16/04/OL)

How information can be elicited from the above graph is illustrated by the following example.
Ex : The facility of part B (iii) of question 1 is 51% and the facility of part A (i) is 15%.
 G.C.E.(O.L.) Examination - 2011
G.C.E.(O.L.)Examination
34 - Science - 2011
Science - Paper
Paper II (Part
II (Part B) B)
Facility Indices
Facility index Parts
of for the and Sub parts
questions
1.0

0.9

0.8

0.7

0.6

0.5

Facility
0.4

Facility index
0.3

- 11 -
0.2

0.1

0.0
a b c a b c a b a b c a b c a b c a b c a b c a b c
i ii iii i ii i ii i ii i ii
A B C A B i ii iii iv v vi vii viii ix x
5 6 7

Question Parts
- Partsand
andSub parts
sub parts

Graph 4.2
 G.C.E.(O.L.) Examination - 2011
G.C.E.(O.L.)Examination
34 - Science
- 2011
Science Paper
Paper- II (Part II
B) (Part B)
Facility Indices
Facility of Parts
index for and Sub parts
the questions
1.0

0.9

0.8

0.7

0.6

index
0.5

Facility
0.4

Facility

- 12 -
0.3

0.2

0.1

0.0
a b
i ii iii iv v i ii iii iv v vi vii i ii iii iv i ii iii iv v
i ii iii iv v vi vii viii ix x A B A B
8 9 10
Question - Parts and sub parts
Parts and Sub parts

Graph 4.3
 Part II

2. Information on questions and answers

2.1 Question paper I and information on answers to paper I

2.1.1 Structure of the paper I

Time is 01 hour. Total mark is 40.

• This question paper consists of 40 multiple choice questions each with four options.
For questions from 1 - 40, the candidates were expected to select the correct or the
most suitable option from the options (1), (2), (3) and (4).

• Questions have been set as follows. 1 - 12 from Biology; 13 - 24 from Chemistry;

25- 36 from Physics; and 37 - 40 from current phenomena.

• Responding to all the questions is expected.

- 13 -
2.1.2 Paper I

- 14 -
- 15 -
25.

- 16 -
- 17 -
2.1.3 Expected answers and the marking scheme for paper I

Question Answer Question Answer
No. No.

01. 3
....... 21. 2
.......
02. 4
....... 22. 1
.......
03. 1
....... 23. 2
.......
04. 1
....... 24. 3
.......
05. 3
....... 25. 2
.......
06. 4
....... 26. 2
.......
07. 4
....... 27. 3
.......
08. 1
....... 28. 1
.......
09. 4
....... 29. 4
.......
10. 2
....... 30. 2
.......
11. 2
....... 31. 3
.......
12. 3
....... 32. 2
.......
13. 2
....... 33. 1
.......
14. 3
....... 34. 1
.......
15. 4
....... 35. 4
.......
16. 1
....... 36. 3
.......
17. All
....... 37. 3
.......
18. 4
....... 38. 4
.......
19. 1
....... 39. 3
.......
20. 2
....... 40. 2
.......

Each correct answer carries 02 marks, amounting the total to 80.

Final mark for paper I = 80 = 40

2

- 18 -
2.1.4 Observations on the responses to paper I (by subject area) :
G.C.E.(O.L.) Examination - 2011
34 - Science - Paper I
Facility of questions by subject area
All
100

90

80

70 Biology
Percentage

60
Chemistry
50

40
Physics
30 General
20

10

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Question Number

Question Subject The question of highest The question of lowest

Number area facility and its facility facility and its facility
1 - 12 Biology 3 (71%) 2 (26%)
13 - 24 Chemistry 22 (66%) 15 (18%)
25 - 36 Physics 36 (50%) 25 (26%)
37 - 40 General 38 (50%) 37 (42%)

G.C.E.(O.L.) Examination - 2011 Of the major themes on which paper I

34 - Science - Paper I was set, Biology had been a facile part for
Facility in each subject area 52% of the students. 47% have responded
correctly for general questions based on
current phenomena. Physics had been an
easy section for 36%. The most difficult
subject theme in paper I is Physics.
Percentage

On the whole, the facility of paper I is

44.9%.

Biology Chemistry Physics General

Subject area

- 19 -
2.1.5 Responses to the options in paper I - as a percentage
Question Correct Percentage of students selecting each option
Number Answer 1 2 3 4 Missing
1 3 6% 18% 70% 6% −
2 4 55% 7% 12% 25% 1%
3 1 71% 7% 14% 8% −
4 1 41% 18% 19% 22% −
5 3 16% 17% 49% 18% −
6 4 3% 7% 28% 61% 1%
7 4 16% 21% 9% 54% −
8 1 38% 27% 12% 22% 1%
9 4 19% 10% 10% 61% −
10 2 13% 69% 9% 9% −
11 2 15% 34% 5% 45% 1%
12 3 8% 20% 46% 26% −
13 2 19% 57% 17% 7% −
14 3 10% 23% 57% 9% 1%
15 4 13% 22% 48% 17% −
16 1 23% 32% 17% 27% 1%
17 * All 30% 21% 38% 11% −
18 4 8% 8% 41% 43% −
19 1 46% 16% 27% 10% 1%
20 2 21% 50% 12% 17% −
21 2 18% 61% 14% 7% −
22 1 66% 14% 10% 10% −
23 2 12% 48% 24% 16% −
24 3 12% 31% 34% 22% 1%
25 2 32% 26% 25% 17% −
26 2 25% 31% 18% 26% −
27 3 30% 22% 34% 14% −
28 1 36% 21% 21% 22% −
29 4 18% 21% 24% 37% −
30 2 12% 34% 9% 45% −
31 3 24% 18% 43% 15% −
32 2 8% 36% 30% 26% −
33 1 49% 18% 15% 19% −
34 1 31% 17% 37% 15% −
35 4 24% 20% 27% 29% −
36 3 21% 13% 50% 15% 1%
37 3 21% 19% 42% 18% −
38 4 20% 16% 13% 50% 1%
39 3 20% 12% 48% 20% −
40 2 35% 47% 3% 14% 1%

* Under each question the student percentage selecting the correct option is shaded.
* 'Missing' indicates the percentage of students selecting more than one option.
* For question 17, all responses were considered correct.

- 20 -
2.1.6 Overall observations, conclusions and suggestions regarding the answers to paper I
In answering question paper I, most of the students have become unsuccessful in questions 2, 11,
15, 16, 18, 25, 26, 27, 30, 34 and 35.
As regards question 11 connected to Biology, the percentage selecting option 2, the correct
answer is 34% whereas 45% have selected option 4. The reason for this is the misunderstanding of
students that the organisms' aquired characteristics for protection from enemies are inherited leading to
their natural selection. When teaching the principles of evolution, it should be emphatically stated that
modifications are not inherited and what is inherited are the fitting variations or adaptations caused by
the changes in hereditory characteristics.
Less than 24% have responded for the questions 15 and 16. For question 15, only 17% have
selected the correct response (option 4), but 48% have taken distractor 3 as the correct response. In
this, the students have failed to understand that initially there had been a certain volume of the gas in
the balloon. But they understood that when the balloon rises, its volume increases due to the decrease
in pressure. This may be because the students' recall of the fact that when they were taught the relevant
principles through Boyle's law, the graph of 1V against P is a straight line passing through the origin.
For this, the students should be made to understand through practical activities that when a gas bubble
rises up from the bottom of a vessel of water, its volume increases with height. They should be imparted
with the ability of applying this behaviour in other similar occasions. In this experiment, it should be
stressed that there is an initial volume for the gas.
The correct option 1 has been selected by 23% for question 16. Options 2 and 4 were choosen
by 32% and 27% respectively. Incomprehension of saturated solutions and not understanding that the
factors affecting the rate of reactions do not affect saturation would have been the reasons for it. This
situation can be avoided by offering opportanities to involve in practical activities compulsorily when
preparing sturated solutions.
Less than 35% have answered the questions 25, 26, 27, 30, 34 and 35 correctly.
Of the above, the percentage selecting the correct option (2) for question 25 is 26%. Selection
of all the options almost with a similar spread as 32% for 1, 25% for 3 and 17% for 4 shows that the
candidates didn't have a good understanding of the relevant basic principles of electronics. They have
not understood the make and ciruit symbols of pnp and npn transistors, identification of the terminals
of a transistor and how it can be biased for correct functioning. The students should be theoretically
explained how the electronic devices (diodes and transistors) have to be biased when putting them into
circuits correctly.
For question 30, the correct answer, option 2 has been selected by 34%. Forty five percent
have choosen option 4 as the correct response. Not knowing that velocity is a vector quantity and not
understanding properly the change in velocity with acceleration due to gravity had made it difficult for
students to understand the phenomenon from a graph. Hence it is required to explain that velocity has
both a magnitude and direction and the velocity of an object moving upwards under gravity decreases
with time and after the maximum point it reaches, increases in the opposite direction. The teaching
process needs to be adjusted to develop the skill of presenting practically obtained data graphically as
well as interpreting graphical representations verbally.
Percentage selecting the correct response 1 for question 3 is 31%. 37% have selected option 3 as
the correct response. The reason for this may be the lack of proper understanding between the action of
a diode and direct and alternating currents. Thus it is required to explain during the learning teaching
process how the potentials should be biased to make a current flow in the use of diodes and that the
magnitude of the current decreases when one half of the alternating current flows through diodes. This
should be explained by experiments using AC and DC currents.
Twenty nine percent have selected the correct option 4 for question 35. Though the students know
that ordinary white light comprises several colours and they can be deviated through different angles
by a prism, the question would have been a difficult one for them because they were not aware that one
colour cannot be resolved into other colours. The learning teaching process should be organised so that
this is grasped by the students.

- 21 -
2.2 Paper II and information on answers

2.2.1 Structure of the paper II

Time 03 hours. Total mark for paper II is 60.

This paper consists of two parts A and B.

Part A − This contains four structured essay questions and all the questions
should be answered in the paper itself. First question is set integrating
sections from Physics, Chemistry and Biology. Other three questions
are set on Biology, Chemistry and Physics. Each question carries 15
marks and the total mark is 60.

Part B − This comprises six questions, with two questions each from, the sections
Chemistry, Physics and Biology. The candidate should select at least
one question form each part and answer three questions. Mark allocated
for each question is 20, So the total mark is 60.

Total mark for paper II = 60 + 60

= 120

120
Final mark for paper II = = 60
2

- 22 -
2.2.2 Expected answers, marking scheme and observations and conclusions related
to paper II

Ú The observation related to the answers for paper II have been presented by graphs
2, 3, 4.1, 4.2 and 4.3. The graphical part related to a question is given along with
the observations and conclusions on that question.

Part A - Structured Essay

Objectives for Question 1

• Inquiring into the understanding about the environmental pollution caused by
enviroment - based activities.
• Inquiring into the knowledge on minerals and rocks.
• Inquiring into the awareness about the human activities leading to environmental problems.
• Examining the awareness about human activities leading to environmental problems.
• Examining about the scientific strategies adopted when using mechanical techniques.
• Making understand the integrated nature of science through phenomena related to
various stages of industrial manufacture.
Question 1

no definite composition/geterogeneous/a mixture of two or more minerals/no definite

crystaline structure/no constant physical properties (such as boiling point/melthing point/
specific heat capacity/ density/ refrative index)
Also award marks even if a characteristic feature of a mineral is written highlighting that
it belongs to minerals. (01 mark)

igneous (01 mark)

Physical (01 mark)

- 23 -
 Problem Reason
÷ dust / granite particles / solid particulate wastes
/ gases emitted during explosions / gases like
SOx, NOx / combustion of fuel
(No marks for poisonous gases. If only C, CO or
CO2 is written without starting fuel combusion,
no marks) (01 mark)
÷ shock / (strong) vibrations / seismic waves /
collision with (pieces of) rocks (01 mark)
÷ inhaling or presence in the air of dust / solid
particulate wastes / toxic gases (such as SOx,
NOx ) (01 mark)
(iv) earthslips / landslides / soil ÷
erosion (01 mark)

(v) decline of photosynthesis / death ÷

of plants / disturbing plant
respiration / suppressing plant
growth / drying of leaves /
fall of leaves / blocking
transpiration / lowering the yield (01 mark)

Sound (01 mark)

Chemical energy Kinetic (energy) Potential (energy)

(02 marks)
(01) (01)

Strength / hardness / low wear-out / non-corrosive or rust resisting / withstands heat /

withstands vibrations / less corroded (01 marks)

chains / cog (toothed) wheels / conveyor belts / pulleys / axles (01 marks)

Simple machine Class of levers

wheelbarrow (01) 2 / second (class)
nd
(01)
crowbar / iron rod or
2nd / second (class) (01)
wedge / bar (01)
(any one of these) (02 marks)

- 24 -
 Overall observations and conclusions regarding the answers to Question 1 :
Scoring for the question Although question 1 is compulsory, 98%
have answered it. The mark allocated for
the question is 15. The percentages of
candidates scoring within the following
four intervals are:
0-3 − 38%
4-7 − 37%
8 - 11 − 20%
12 - 15 − 5%
The percentage scoring above 12 for this
question is 5% while 38% have scored less
than 3 marks.

Facility of parts and sub parts of the question This question comprises 13 sub
parts of which the facility of 8
60 is above 40%. The sub part with
53% minimum facility is A(i) for which
50% 49%
50
50%
47%
the facility is 15%. The Facility
44% 43%
45% of B(vi) is 19%. C(i) had been
the easiest sub part for which the
40
33%
35% facility is 53%.
Percentage

30
24%
19%
20
15%

10

Parts and sub parts of question 1

The facility of sub part 1A(i) is 15%. This may possibly be due to the inability to identify the
differences between rocks and minerals clearly. Students should be given opportunities to observe
the rocks and minerals readily available in the environment.
The facility of sub part A(iii) is 24%. The students have failed to identify that crushing of rocks in
a quarry is a mode of physical weathering brought about by human activity.
The facility of sub part B(v) is 33%. Students have not understood that the biological processes of
a plant leaf are hampered when it gets covered by dust particles.
The facility of sub part C(iii) is 35%. The low value may be due to the less number of occasions of
observing with understanding the events of energy transmission in real life situations.
The facility of sub part C(iv) is 47%. The possible reason for this may be the lack of students'
understanding through experience that a crowbar is used as a class II lever when rolling a stone
while the same becomes a class I lever when lifting a stone. The students need to develop the skill
of representing by figures the lever action used in day to day life.

- 25 -
 Objectives for Question 2
• Inquiring into the knowlege of classification criteria used to distinguish the main groups
of living organisms.
• Inquiring into the understanding of the relationships between the adaptations and habitats
of living organisms in their classification.
• Examining the understanding of the relationship between the structure and function of
different parts of the alimentary canal.
• Examining the understanding of the chemical process taking place during digestion of food.
• Inquiring into the ability to identify the parts of the alimentary canal.

Question 2

invisible to naked eye / microscopic (01 Mark)

photosynthesize/presence of chloroplast/chlorophyll /
autotrophic / production of food (01 Mark)

presence of a backbone / vertebral column (01 mark)

Group of Environment/Environments to which A main feature that helps identify the

animals the animals have adapted to live in group of animals
(a) Fishes water / aquatic (01) fins / gills / scales / streamlined shape /
(Pisces) two - chambered heart (01)
(b) Amphibians water / aquatic and land / wet skin/glandular skin/webbed feet/3 - chambered
terrestrial (01) heart / living one stage of life cycle in water / having
2 or 3 methods of respiration / resire through skin,
buccal cavity, lungs (any two) (01)
(c) Reptiles land / terrestrial (01) dry skin / scaly skin / non-glandular skin/ 3-chambered
heart / 4-chambered heart with an incompletely
divided ventricle (01)
(06 marks)

salivary glands/sub-lingual gland (01 mark)

pharynx (01 mark)

(presence/closing/miving down/of) epiglottis (01 mark)

peristalsis (01 mark)

breaking food into small pirces / grinding / mixing with saliva / starting of digesting / digestion of
carbohydrates (starch) / forming food into lumps / physical / mechanical digestion (01 mark)

converting complex substances in food into simple substances / water soluble substances /
hydrolysing / chemical digestion (01 mark)
(15 marks)
- 26 -
 Overall observations and conclusions regarding the answers to Question 2 :
Scoring for the question Although question 2 is compulsory, the percentage
of respondents for it is 97%. The mark allocated for
the question is 15. The percentages of candidates
scoring within the following intervals are:
0-3 − 22%
4-7 − 36%
8 - 11 − 29%
12 - 15 − 13%
The percentage scoring above 12 for this question
is 13% while 22% of the candidates have scored
below 3.

Facility of parts and sub parts of the question This question comprises 12 sub
parts. Of them the facility for 9 sub
90
parts is greater than 45%. Sub part
80
81%
A(iv)(a) is the easiest for which the
facility is 81%. The most difficult
71%
70
70%
sub part is B(v) and its facility is
22%.
60 58% 56%
52%
50 49%
46% 47%
Percentage

40 37%

30 29%

22%
20

10

Parts and sub parts of question 2

The facility for (A) (iv) (a) sub part is 81%. This question is based on the classification of vertebrate
animals. Students have identified the characteristics of pisces better.
For the parts A (iv) (b) and (iv) (c) the facility is 56% and 46% respectively. The students haven't
understood that the amphibians and reptiles are adapted to live in aquatic and terrestrial environments.
Thus, the adaptations of living beings to their environments should be accentuated.
The facility for sub part B(ii) is 29% whereas the facility for B (iii) sub part is 37%. Though the
questions are set on very easy sections of the subject, the reason for such a low facility would be the
student's inability to use the correct technical terms and lack of proper understanding of the action of
the digestive system. When teaching this lesson, the structure - function relationship of the digestive
system should be highlighted.
The facility of sub part B (v) is 22%. Though the action of individual enzymes in the process of digestion
are specifically taught, students have faced a difficulty when explaining the common action of enzymes.
During teaching learning process emphasis must be laid on what is an enzyme and what is its action.
When teaching about the systems of the human body, attention of students should be drawn for the use
of models, preparation of models and naming with correct technical terms. It is also important that the
relevant concepts and principles are explained to suit the respective levels.
- 27 -
Objectives for Question 3
• Examining the knowledge on Physical and Chemical properties and uses of various
elements and their compounds.
• Examining the knowledge and understanding of the nature of mixtures.
• Examining the knowledge and understanding of the activity series and electrochemical changes.
• Examining the ability to predict the results of an experiment.

Question 3

Si / silicon (01 mark)

N/
nitrogen (01 mark)
H/
hydrogen (01 mark)
Na/sodium (01 mark)

Ne/neon (01 mark)

c a e b d
(01 × 05 marks)

Experiment At the beginning At the end

Metal Solution Metal Solution
silvery blue colour a brown coloured colourless
solid substance has
deposited
(i) reddish brown/ colourless (ii) no change/ (iii) no change/
copper colour copper colour/ colourless
(01) reddish brown (01)
colour (01)
grey colour blue colour (iv) zinc / Zn plate (v) becomes
dissolves / colourless /
corrodes / blue colour
a brown decreases (01)
reddish brown
solid material is
deposited (01)

(15 marks)

- 28 -
Overall observations and conclusions regarding the answers to Question 3 :

Scoring for the question Although question 3 is compulsory, the percentage

answering it is 97%. The mark allocated for the
question is 15. The percentages of candidates
scoring within the following intervals are:
0-3 − 22%
4-7 − 48%
8 - 11 − 26%
12 - 15 − 4%
The percentage of candidates scoring above 12
for this question is 4% while 22% have scored
below 3.

Facility of parts and sub parts of the question This question comprises 11 sub
parts. Of them, facility for 8 sub
70
64% 65% 64% parts is greater than 40%. The
easiest sub part is A(v) with the
60
facility of 65% while the sub part
of lowest facility is C(ii) with the
50
44% facility of 18%.
42% 42% 42% 43%
Percentage

38%
40 37%

30

20 18%

10

Parts and sub parts of question 3

The facility of the sub part (A)(i) is 42%. The reason for this situation is the lack of adequate
understanding about the physical states of matter and ignorance of the fact that silicon is denser than
sodium.
The facility of the sub part A (iii) is 42%. Students' insufficient knowledge about the valencies of
elements and acidic, basic and neutral properties of compounds would have caused this situation.
The facility of the sub part A (iv) is 37%. Lack of understanding about the solubility of substances and
the dissociation of compounds into ions in aqueous solutions has created this situation.
The facility for sub part B is 44%. The students have not experienced that when a few drops of coconut
oil are shaken thoroughly with water, a heterogeneous mixture with a long lasting turbidity is formed.
This is due to the fact that even the simple activities such as this are not done in the classroom.
The facility for sub part C (i) is 38%. Lack of adequate knowledge about the physical and chemical
properties of various elements and compounds has caused this situation.
The facility for sub part C (ii) is 8%. The possible reason would be the little knowledge in the activity
series and chemical changes.
During the classroom teaching process, students need to be exposed to practical activities at every
possible occasion. When teaching the periodic table, attention should be paid for the patterns across
a period and down a group with regard to the variation of properties of elements. Students need to
be directed to use the standard adjectives as far as possible when stating the colour of substances.
(Eg. Cu - reddish brown)

- 29 -
Objectives for Question 4
• Examining the ability to identify a transverse wave.
• Examining the ability to identify the factors that determine the pitch of a sound wave.
• Examining the ability to identify the factors that determine the loudness of a sound wave.
• Examining whether the frequency range of an audible sound wave by human ear has been
understood.
• Examining the ability of calculation using the relationship among the frequency,
wavelength and velocity of a wave.
• Examining the ability to select the lens used in a simple microscope.
• Examining the ability of drawing ray diagrams and constructing the image using ray
diagrams.
• Examining the ability of predicting the properties of the image formed by a lens.

Question 4

transverse (waves)
(01 mark)
A (01 mark)
B (01 mark)

No (01 mark)
The audible range of human ear is in between
20 - 20000 Hz / Not in the audible range of the human ear / ultrasonic waves
frequency is more than 20000 Hz or above the audible level (01 mark)

V = fλ / 1500 = 40000 × λ

λ = 1500 / 3 (m) / 0.037 (m) (02 marks)

40000 80 0.0375 (m) (01)

1500 ×
10
2 / 1500 × 5 / 7500 (m) (01 mark)

- 30 -
 F E

convex/converging (01 mark)

Marking F approximately at an equal distance from the optical centre. (01 mark)

Drawing the ray (01 mark)

Drawing the image with correct high and position (even without producing the lines)
(01 mark)

Marking E on the axis/near the axis on the right side of the lens
(award marks even if an eye is drawn instead of E in the correct position.) (01 mark)

• Virtual or cannot be taken on a screen • enlarged / magnified or larger

than the object • upright / erect • object and image on the same side
• image distance . object distance (give one mark each for any one) (02 marks)
(15 marks)

Overall observations and conclusions regarding the answers to Question 4 :

Scoring for the question Although question 4 is compulsory, the percentage

answering it is 96%. The mark allocated for the
question is 15. The percentages of candidates
scoring within the following intervals are:
0-3 − 32%
4-7 − 39%
8 - 11 − 19%
12 - 15 − 10%
The percentage of candidates scoring above 12
for this question is 10% of candidates while the
percentage scoring less than 3 is 32%.

- 31 -
 This question comprises 13 sub
Facility of parts and sub parts of the question parts. Of them facility for 9 sub
90 parts is above 40%. Sub part A(iv)
80% (a) with the facility of 80% had
80
75%
been the easiest whereas the sub
part of least facility is A(iv)(d). Its
70 66% facility is 17%.
60%
58%
60
Percentage

50 44% 47% 46%

43%
38%
40 35%

30 25%

17%
20

10

Parts and sub parts of question 4

The facility of (A)(iv)(a) sub part is 80%. Nearly 80% know that humans cannot hear a sound wave
of frequency 40,000 Hz. But only 60% were successful in explaining why humans cannot hear a
wave exceeding 40,000 Hz.
The facility of sub part (A)(iv)(c) is 25%. Writing the relationship among the frequency, wave
length and velocity of a wave correctly had been difficult for the students. The students should be
taught to derive equations showing the relationship among the above factors and solve problems in
a stepwise manner using data.
The facility of sub part (A) (iv) (d) is17%. The students have not understood that when the sound
wave sent out by the ship is reflected, the distance between the ship and the sea floor is half the
distance traveled by the wave. Majority have also failed to understand and use the meaning of the
statement that velocity of sound in sea water is 1500 ms−1 appropriately to solve the problem. This
can be remedied by getting the students to read the question carefully, use schematic diagrams,
practice the use of units correctly and solve many problems related to this phenomenon.
The facility of sub part (B) (i) is 75%. So, 75% were able to identify the lens type used in the simple
microscope. But only 46% have succeeded in answering B (ii). Difficulty has arose in marking the
focus on the side of the object. 43% were able to draw the other ray essential to construct the image.
Facility shown by B (iv) is 38%. Many have had a difficulty in drawing the image of the object.
Facility of sub part B (v) is 35%. Many have failed to mark correctly the position of the eye to see
the image.
The learning teaching process should be developed in such a way that students understand how to
create ray diagrams that help the construction of the image during refraction through lenses and
decide the characteristics of the image through them. If is important to offer more opportunities for
students to draw ray diagrams.

- 32 -
•

Objectives for Question 5

• Inquiring into the advantages and disadvantages of the sexual reproduction of plants.
• Examining the understanding of various adaptations in plants to effect fertilisation.
• Examining the understanding about practical problems that should be focussed in vegetative
propagation of plants.
• Investigating the ability to identify correctly the factors affecting homeostasis of the human body.
• Inquiring into the mechanism of filtration of urine.
• Examining the knowledge about the diseases in the urinary system.

Question 5

- 33 -
5. (A) (i) (a) •
Plants which do not produce seeds or produce less seeds can be propagated.
•
Propagation of superior plants with high yields/high quality
•
To obtain fruits in a short period of time
•
To obtain a large number of plants in a short period of time
•
To obtain daughter plants identical with the mother plants
•
Propagation of plants which are resistant to unfavourable conditions such as
diseases/pests/drought
(one mark each for any two) (02 marks)
(b) • Unable to obtain new verieties
• Not contributing to evolution
• Extinction due to unfavourable conditions at once
(one mark each one such idea) (01 mark)
(c) • Grafting
• Tissue culture/Cell culture
• Layering
• Planting stem cuttings/root cuttings/leaves
(one mark for any two) (02 marks)

(ii) (a) Dwposition of (mature) pollen (grains) on stigma (01 mark)

(b) Pollen (grains) / (staminate) flowers having fallen onto water,
float and pollen (grains) get deposited on stigma. (01 mark)
(c) To effect cross pollination/to avoid self − pollination (01 mark)

(iii) (a) To reduce transpiration/drying (by removing leaves) (01 mark)

(b) • Presence of chloroplast/chlorophyll in the stem
• Modification of stems for photosynthesis
• Stems become greenish
(one mark for any one) (01 mark)

(B) (i) (a) • Temperature

• Glucose level/concentration (in blood)
• Water balance
• Osmotic pressure in the body fluid
• Salt concentration
(one mark each for any two) (02 marks)
(b) Regulation of body temperature/water balance control (01 mark)
(c) Liver (award one free mark if attempted) (01 mark)

(ii) (a) X − Glomerulus/glomerular capillaries (01)

Y − Loop of Henle/ascending lomb (01) (02 marks)
(b) Blood cells/Plasma proteins (01 mark)
(Give marks for naming a blood cell or a plasma protein)
(c) Urea/Uric acid/Creatinine/Nitrogenous wastes (01 mark)

(C) (i) (a) Pelvis/Kidney/Ueinary bladder (01 mark)

(ii) • Drinking more water/adequate amount of water
• Avoiding acid food and salt - rich food
(Award marks for naming an acid food and a calcium-rich food)
• Passing urine when the need arises
• Not drinking water containing harmful salts
• Drinking water from which harmful salts have been removed
(one mark for any one) (01 mark)
(20 marks)

- 34 -
Overall observations and conclusions regarding the answers to Question 5 :

Scoring for the question The percentage selecting this question is 35%.
Total mark allocated to this question is 20.
The percentage of candidates scoring within
the following intervals are:
0-5 − 57%
6 - 10 − 24%
11 - 15 − 12%
16 - 20 − 7%
The percentage scoring above 16 for this
question is 7% and 56% have scored less than
5 marks.

Facility of parts and sub parts of the question The question comprises 16 sub
90 parts. Of them rhe facility of 5
sub parts is above 40% while
79%
80 for the remaining 11 sub parts
it is below 40%. The sub part
70
of least facility is A(ii)(b) for
60 which it is 16%. The sub part
56%
of highest facility is B(i)(c). Its
Percentage

50%
50 46% facility is 79%.
40%
40
34% 32%
32%
29% 29%
30
24%
22% 22% 22% 20%
20
16%

10

Parts and sub parts of question 5

From the questions 5 and 6 under Biology in the essay section, less candidates have selected question
5. The facility of sub part (A)(i)(a) that examines the advantages of vegetative reproduction is 46%.
The facility of sub part (A)(i)(b) is 24%. Students have failed to write the disadvantages of vegetative
reproduction correctly. During teaching it should be explained that vegetatively reproduced organisms
are less subject to natural selection but it is practiced for economic gains.
Facility of sub part A(ii)(b) is 16%. Seemingly the understanding in students about the pollination of a
hydrophilous plant is not adequate. When teaching this should be illustrated using suitable examples.
The facility for sub parts A(ii)(c) is 22%. From this it is apparent that the candidates have little
knowledge about the advantages and disadvantages of sexual and asexual reproduction. The facility for
sub parts A(iii)(a) and (iii)(b) is 22%. Majority of the students do not have an adequate understanding
about the practices to be followed to prevent transpiration of plants during their vegetative reproduction
and adaptations of plants to check transpiration. If is required to emphasize how plants get over the
difficulties they face when cutting off transpiration.
Sub parts B(i)(a) and B(i)(b) have a facility of 29% each. Correct identification of the factors affecting
the homeostasis of the human body has been difficult for the students.
The facility of B(ii)(a), B(ii)(b) and B(ii)(c) sub parts are 32%, 20% and 40% respectively. The students
have scant knowledge about the parts of a human nephron and the mechanism of urine filtration which
need more emphasis during teaching.
During the classroom teaching process, the basic concepts should be related to students' experiences
and natural events as far as possible.
- 35 -
 Objectives for Question 6
• Inquiring into the understanding of factors and principal process related to photosynthesis.
• Examining the ability to explain how photosynthetic process is important for the existence
of other living organisms.
• Inquiring into the knowledge of the stracture and action of heart.
• Inquiring into the factors affecting the complaints related to blood circulation.
• Inquiring into the understanding of the functions and protective mechanisms of blood.

Question 6

vitamin

- 36 -
 Light/Sun light/ (01)
Solar energy
6. (A) (i) (a) 6 CO2 + 6 H2O and C6H12O6 + 6 O2
(01) chlorophyll/chloroplast (01)
(Balancing the equation is not essential)
OR
Light/Sun light/ (01)
Carbon dioxide + Water Solar energy and glucose + oxygen
chlorophyll/chloroplast
(01) (01)
(award marks even through the symbols and words are mixed) (03 marks)
(b) Phloem (tissue) (01 mark)
(c) Water / H2O (01 mark)

(ii) (a) growth/respiration/storage (one mark each for any two) (01 mark)
(b) First level consumers/herbivores/Organisms of the second tropic level (01 mark)
(c) Production/liberation of O2 (during photosynthsis) (01)
Absorption of CO2 (01)
OR
Maintaing the balance of (01)
atmospheric oxygen / O2 and carbon dioxide / CO2 (02 marks)

(B) (i) (a) • Through tricuspid valve from right auricle / atrium (01)
• Through bicuspid valve/mitral valve from left auricle/atrium (01) (02 marks)

(b) In systemic aorta oxygen / O2 concentration is high

carbon dioxide / CO2 concentration is low
OR

In pulmonary aorta oxygen / O2 concentration is low

carbon dioxide / CO2 concentration is high
(01 mark)
(c) Lub - Closing of bicuspid / mitral and tricuspid valves (01)
Dub - Closing of semi lunar valve (01)
(02 marks)

(ii) (a) • Increase in the thickness of artery walls/thickening of walls of arteries/

decrease in elasticity of arteries
• Narrowing of the lumen of arteries
• Deposition of fat or cholesterol on the inner walls of arteries
(for any one) (01 mark)
(b) • Regulation of temperature
• Transport of food or nutrients/oxygen - O2 /carbon dioxide - CO2 /
excretory products/hormines/enzymes/Transport of substances
• Protection or stating a protective action
(Give one mark each for any two) (02 marks)
(c) • Ca / Ca / Calcium ions (01)
++ 2+

• vitamin K (01) (02 marks)

(20 marks)

- 37 -
Overall observations and conclusions regarding the answers to Question 6 :
Scoring for the question The percentage of candidates selecting question 6 is
about 63%. From the two questions in the Biology
section of part B, this is the more popular question.
The total mark allocated for this question is 20.
The percentage of candidates scoring within the
following intervals are:
0-5 − 36%
6 - 10 − 29%
11 - 15 − 24%
16 - 20 − 11%
Of the candidates 11% have obtained marks above
16 for this question. Yet, the percentage scoring
below 5 is 36%.

Facility of parts and sub parts of the question The question comprises 12 sub
90 parts of which 11 sub parts have
81% a facility greater than 40%. The
80 76% most difficult part had been A(ii)(a)
70 for which the facility is 29%. Sub
64% part A(i)(c) has turned out to be the
Percentage

60%
60
55% easiest with the facility of 81%.
50
41% 42%
40% 39%
40
31% 32%
29%
30

20

10

Parts and sub parts of question 6

This is the question selected by a majority of students from the two question 5 and 6 related to
Biology. Despite the question tests a very easy section in photosynthesis, the relatively low facility
would be due to the poor ability of students to explain the main functions carried out by the products
of photosynthesis.
Facility of sub part (A)(ii)(a) is 29%. It has become difficult for students to name functions carried
out by food within the plant.
Facility of sub part (B)(i)(a) is 40%. Writing the left and right auriculo - ventricular values separately
had been a difficult task for the students.
Facility of sub part (B)(i)(b) is 39%. This means that writing the differences in the composition
of blood in the systematic aorta and pulmonary aorta has been an easy task only for 39%. Many
candidates have written that the systemic aorta contains pure blood and the pulmonary aorta contains
impure blood. This reveals that the students write answers without understanding questions and have
not learnt proper scientific facts.
Facility of sub part (B)(i)(c) is 31%. Seemingly the ability to explain correctly the cause of 'lub' and
'dub' sounds during the working of the heart is not adequate.
Facility of sub part (ii)(c) is 32%. In spite of an easy question, students have not responded correctly.
It is appearent that the students do not have an adequate knowledge about the factors essential for
blood clotting. Many had a difficulty in naming the vitamin contributing to blood clotting. During
teaching it is required to show how the facts learnt under different topics are interconnected. Eg. The
effects of the vitamin deficiencies on body functions.
In some instances, the lack of scientific literacy has faltered the expression of ideas. Use of words
like 'pure blood' and 'impure blood' is an example. It is through the learning teaching process that this
kind of faults could be avoided.
- 38 -
 Objectives for Question 7
• Examining the knowledge and understanding in rate of reactions and factors affecting it.
• Examining the understanding about the control of factors that may affect the results when
designing an experiment.
• Examining the knowledge in the classification of chemical reactions.
• Examining the knowledge about simple tests for identifying gases.
• Examining the ability of coming to logical conclusions based on observations.
• Examining the ability of designing a simple experiment.
• Examining the knowledge in the practical use of common chamical substances.

Question 7

- 39 -
7. (i) A and B (02/00 marks)

(ii) Faster effervescence/faster liberation of gas bubbles in B/In B, a greater volume of gas is
collected (in a constant time interval) (than in A)
Time taken to collect a constant volume of gas is less in B (than A)/
The piston in B is pushed out faster (than in A)
N.B. B may be indicated as the flask/set up with MnO2 (02/00 marks)

(iii) Depends on temperature/increases with increase in temperature

Decreases with decrease in temperature (01 marks)

(iv) • After the reaction, MnO2 is separated by filtering (01) and dired (01)
• The mass of MnO2 used at the beginning is the same as that at the end/
Mass of dry MnO2 remained at the end is equal to 0.5 g (01)
(03 marks)

(v) • Concentration
• Surface area of reactants/Physical nature of reactants.
• Pressure
• Light/Radiation
(Give one mark each for any two) (02 marks)

(vi) Rising of temperature of the reactant mixture is prevented during the

reaction/ Temperature of the reactant mixture is kept constant (02/00 marks)

(vii) Decomposition (reaction) (01 mark)

(viii) Insert a glowing splinter (01) into the gas - filled syringe (01)
OR
Spurting the gas in the syringe (01) onto the glowing splinter (01)
Observing whether it rekindles / glowing splinter rekindles (01)
(03 marks)
(ix) Mass of O2 = 32 g × ½ / 16 g (02 marks)

(x) • As a bleaching agent decolouriser in beauty culture
• To prepare O2 gas (in the laboratory)
• To disinfect water / To purify water / For tertiary purification of water
• To disinfect (clean) wounds / As an antiseptic
(Give one mark each for any two) (02 marks)
(20 marks)

- 40 -
Overall observations and conclusions regarding the answers to Question 7 :
Scoring for the question The percentage of candidates selecting question 7 is
17%. Of the two questions in Chemistry in part B,
this is the one of lower choice. The mark allocated
for the question is 20.
The percentage obtaining marks in the respective
intervals are:
0-5 − 58%
6 - 10 − 18%
11 - 15 − 15%
16 - 20 − 9%
The percentage scoring above 16 for this question is
9% while the score of 58% is below 5.

This question consists of 10 sub

Facility of parts and sub parts of the question parts of which the facility of 6 sub
70 parts is above 40%. The easiest sub
part (viii) has a facility of 58% and
60 58% the most difficult part (vi) records a
51%
facility of 20%.
49%
50 47%
43% 43%
Percentage

40
35%
32%
30
22%
20%
20

10

Parts and sub parts of question 7

The facility of sub part (iv) of question 7 is 22%. In this, the students have failed to design
an experiment with correct steps to show that a catalyst used to increase the rate of a reaction
remains after the reaction without being consumed.
The facility of sub part (vi) is 20%. The answers witness that the students have no adequate
understanding of the fact that when investigating the factors except the one that is controlled should
be kept constant in both the experimental and control settings.
The facility of sub part (ix) is 32%. Students are weaker is solving problem involving chemical
calculations.
The facility of sub part (x) is 35%. Notwithstanding the question is a simple one, the facility is low.
This may be due to the lack of adequate knowledge in practical usage of common chemicals.
Less popularity of this question witnessess the low inclination of students to answer the questions
based on pure science and experiments, the fundamental methodology of acquiring knowledge in
science. This is further justified by the fact that, more than 75% of the respondents for this question
couldn't secure even half of the marks allocated. It should be noted that both the product and the
process are important in learning science and it is inculcated in students by experiments conducted
with necessary controls. Hence, in the learning teaching process of science more opportunities
should be offered to conduct experiments.
One way of remedying the students' weaknesses in chemical calculation, a more abstract exercise
is the presentation of them through concrete examples. For example the concept of the mole,
the fundamental unit of measuring the amount in chemistry can be presented through simple
examples.

- 41 -
 Objectives for Question 8
• Examining the understanding of the exothermic/endothermic nature of a reaction.
• Examining the ability to use basic concepts to increase the efficiency and productivity
of a chemical reaction.
• Comparing the efficiency and productivity of a modern technical device with those of
traditional practices.
• Examining the knowledge of facts that should be considered when starting an industry.
• Examining the ability of simple chemical calculations.
• Inquiring into the knowledge about the substitutes that can be used for a fuel.
• Inquiring into the knowledge about industries that can be launched using calcium
oxide as a raw material.
• Examining the ways of using industrial by - products.
• Examining the awareness about environmental problem created by chemical
industries.

Question 8

- 42 -
8. (i) Endothermic (01 mark)

(ii) Surface area of reactants increases (01)

•
•
Thermal decomposition becomes easier/ undecomposed CaCO3 is not left / Amount
of undecomposed CaCO3 left is less/ Interaction with heat is efficient (01)
(02 marks)
(iii) • Mixing with ash
• Leaving of undecomposed CaCO3
• Incomplete decomposition
• Not exposed to heat well
• Takes a longer time
• Releases CO2 to the environment
(Give one mark each for any two) (02 marks)

(iv) • Capital incurred / Capital expenditure

• (Continuous) supply of raw materials
• (Continuous) supply of fuel
• Supply of power (energy)
• Control of environmental pollution during disposal of effluents (wastes)
• Control environmental pollution when obtaining raw materials (continuously)
• Availability of a market
• Infrastructure / electricity / transport facilities
• The way of maintaining the kiln
• Labourers
(Give one mark each for any three) (03 marks)

(v) CaCO3 40 + 12 (16 × 3) / 100 (01)

Molar mass = 100 g mol−1 / 0.1 kg mol−1 (02 marks)

(vi) (01 mol of CaCO3 gives 01 mol CaO)

CaO 40 + 16 = 56 (01)
mass of CaO = 56 g
(01 mark for the unit) (03 marks)

(vii) Bio gas (01 mark)

(viii) X − calcium carbide / CaC2 (01)

Y − slaked lime / Ca(OH)2 (01)
Z − bleaching powder / calcium oxychloride / calcium hypochlorite /
Ca(OCl)2 (01)
Award marks even is X, Y and Z are missing provided the products
are given in the correct sequence (03 marks)
(ix) carbon dioxide / CO2
Uses
• production of dry ice / Any specific use of dry ice
• production of solt / fizzy drinks / aerated water
• As a raw material for chemical industries
• Extinguishing fires
• Creating artificial rains
(01 mark for any one) (01 mark)
(x) Global warming (02 marks)
(20 marks)

- 43 -
Overall observations and conclusions regarding the answers to Question 8 :
Scoring for the question The percentage of candidates selecting question
8 is 78%. Total mark allocated for the question
is 20.
The percentage scoring marks within the four
intervals given below are as follows.
0-5 − 57%
6 - 10 − 26%
11 - 15 − 13%
16 - 20 − 4%
The percentage of candidates obtaining more
than 16 for this question is 4% whereas the
percentage getting less than 5 is 57%.

Facility of parts and sub parts of the question This question comprises 10 sub
parts. Of them, the facility is greater
50
than 40% for the sub parts (i), (iv),
42%
42% 41% 40% (v), (vi). For the remaining six sub
40 36% parts, the facility is less than 36%.
The most difficult sub part of this
30 28%
Percentage

26% 26%
23%
question is (x) for which the facility
is 13%.
20
13%
10

Parts and sub parts of question 8

The facility of sub part 8(ii) is 26%. Describing the advantage of putting pulverised limestone into
the kiln has been difficult for students. The ability of describing how the physical nature of reactants
affect the rate of a reaction was at a lower level. This implies a weakness of transfer of training where
students fail to apply once learned principle to a new situation. Therefore such situations need to be
surfaced and discussed as much as possible during teaching.
The facility of sub part 8(iii) is 36%. This means that only 36% were successful in stating the
disadvantages of the production process prevailing in a traditional lime kiln. In order to enable
students to compare the effectivenes of the lime production using modern technology and traditional
methods and to promote their knowledge and understanding in this area, the students could be given
an opportunity to observe a traditional lime kiln and explore its action.
The facility of sub part 8(vii) is 26%. This facility would have gone so low because of the inadequacy
of the knowledge in substitutes for fuels and ignorance of the fact that methane (CH4) is the major
constituent in bio gas. So, it is recommended that when organising field trips, opportunity should be
hiven to observe a bio gas generator and strengthen knowledge and understanding about its action.
The facility of sub part 8(viii) is 28%. Seemingly the students' knowledge about the industries carried
out using quicklime (calcium oxide) is not satisfactory. Students' awareness about the industries
conducted using quicklime has to be raised.
The facility of sub part 8(ix) is 23%. The reason for this situation is the lack of students' understanding
about the uses of the by - products of chemical industries, use of carbon dioxide as a fizzing agent only
in the production of carbonated beverages and the properties and uses of carbon dioxide.
The facility of sub part 8(x) is 13%. The students lack proper understanding about the main environmental
problem created when the main by - product of lime production is released into the environment. Many
have given the greenhouse effect as an answer for this but they are unaware of the fact that greenhouse
effect is not an environmental problem.
This situation can be rectified by making the students clearly understand how the atmosphere can be
maintained in a way favourable to the living beings.

- 44 -
 Objectives for Question 9
• Testing the knowledge in the magnitude of the force created by gravity on a mass.
• Testing the understanding of potential energy possessed by an object due to gravitational
force.
• Examining the ability to calculate the work done by a force.
• Inquiring into the ability of determining the mechanical advantage and velocity ratio
of simple machines.
• Examining the ability to identify a pair of forces relevant to Newton's third law.
• Examining the knowledge in the equilibrium of a pair of forces.
• Examining the ability to use Archimedes' law of floatation.
• Examining the understanding of the influence exerted by the density of a fluid on
upthrust.

Question 9

- 45 -
9. (A) (i) 100 × 10 N / 1000 N (If the unit is not given deduct 01 mark)
N may be given as Kg ms−2 (02 marks)
(ii) PE = mgh
= 100 × 10 × 1 J / 1000 J / 100 Nm
(If the unit is not given deduct 01 mark) (02 marks)

(iii) W = 600 × 2 J / 1200 J / 1200 Nm

}
(If the unit is not given deduct 01 mark) (02 marks)
(iv) M.A. = Load (identifying the relationship) (01)
Effort

=
100 × 10
600 / 1000
600 / 3 /
5
1.6 / 1.67 (01) (02 marks)

(If the answer is correct give 02 marks)

}
Distance travelled by effort
(iv) V.R. = (identifying the relationship) (01)
Distance travelled by load

= 2 = 2 (01)
1 (If the answer is correct give 02 marks)
Award marks for the relationship,
Length of the inclined plane
V.R. = (02 marks)
Vertical height of the inclined plane

(B) (i) U and R / upthrust (U) and force exerted on water (R) (01 mark)

(ii) U and W / upthrust (U) and weight (W) (of the block of wood) (01 mark)

(iii) Eureka vessel / Displacement vessel / measuring cylinder (01 mark)

(iv) U = 0.5 × 10 N / 5 N / 5 kgms−2 (02 marks)

(v) Archimedes' law / Law of floatation (Give marks for stating the law) (01 mark)

(vi) 5 N (If the unit is not given deduct 01 mark) (N may be kgms−2) (02 marks)

(vii) (the submerged depth decreases / Floating height increases (02 marks)
(20 marks)

- 46 -
Overall observations and conclusions regarding the answers to Question 9 :
Scoring for the question Forty seven per cent have selected question 9 to
which 20 marks have been allocated.
The percentage of candidates whose marks fall
into the following four intervals are :
0-5 − 59%
6 - 10 − 17%
11 - 15 − 13%
16 - 20 − 11%
The percentage scoring above 16 for this question
is 11% while 59% have scored below 5.

Facility of parts and sub parts of the question Question 9 comprises 12 sub parts
90 and the facility of six of them is above
82% 40%. The most difficult sub part of
80
this question is B(iv) for which the
70 facility is 27%. The easiest sub part
has been A(v). Its facility is 82%.
60
54%
52%
50
44%
Percentage

40% 41% 39%

40 38%
35%
33% 33%
30 27%

20

10

Parts and sub parts of question 9

The facility of sub part A(ii) is 40%. The facility would have gone down owing to the inadequacy of
students' understanding about the factors affecting the potential energy and their relationships and
weaknesses in calculation. Thus, offering more opportunities for students to solve problems connected
with this relationship is recommended.
The facility of sub part A(iv) is 38%. Students have failed to discern correctly the relations among
the factors affecting the mechanical advantage of an inclined plane, a simple machine. A remedial
measure is getting students to do more computations and reinforce the understanding of the above
relationship.
The reported facility for sub part B(i) is 35%. Identifying the pair of forces in accordance with Newton's
third law had been a difficult task. The teachers should emphasize the pair of force does not act on the
same object.
The facility of sub part B(ii) is 33%. So, most of the students were unable to understand that an object
floats on water because of the equilibrium set by the equalled weight and upthrust.
The facility of sub part B(iii) is 33%. Only 33% have written correctly that the equipment used to
measure the volume of a liquid displaced by a floating object is the eureka can. Students have written
the name of various apparatus. There are suitable apparatus for a particular task performed during
laboratory experiments. The teachers should take care to use such apparatus when conducting such
experiments. In case an alternative is used, student' altention should be drawn to the name of the
correct piece of apparatus.
Poor skill of translating units could have been the reason for the low facility (39%) of sub part B(iv).
The facility of sub part B(vi) is 27%. The reason for this situation is the students' ignorance that weight
is a force and its unit is Newton.
The skill of applying Archimedes' law should be developed practically. Students' knowledge and
understanding in this aspect can be elevated by using the correct apparatus (e.g. eureka can) and
consolidating the knowledge of upthrust through practical work.
- 47 -
 Objectives for Question 10
• Examining the knowledge of connecting a voltmeter to a ciruit to measure the potential
difference.
• Examining the knowledge and understanding of how the current flowing in a circuit
changes with resistance.
• Examining the application of Ohm's law.
• Testing the ability of calculating the enegy spent in a resistor.
• Examining the knowledge about the apparatus used to generate electrical energy by
hydroelectricity.
• Examining the knowledge and understanding of the strategy used to increase the
potential of an alternating current.
• Examining the knowledge and understanding about the way the bulbs and switches
are connected in domestic ciruits.
• Testing the ability of computing the amount of electrical energy spent when the power
of an electrical appliance is known.
• Examining the knowledge about the safety provided by using a mini circuit breaker.

Question 10

- 48 -
10. (A) (i) Voltmeter (01 mark)

(ii) (The resistance) should be increased (02 marks)

(iii) (a) Ohm's law / ( V = IR) / Stating the law (01 mark)

}
(b) V = IR
5 = 2 × R }
(For identifying / substituting) (01)
R = 5/2 Ω / 2.5 Ω (02)
(If the unit is not given deduct 01 mark) (03 marks)
Award 03 marks if the correct answer is given with the unit

(iv) H / W / E = V I t (For identifying) (01)
= 5 × 2 × 4 × 60 J / 2400 J (02) } (03 marks)
(If the unit is not given deduct 01 mark) (03 marks)
Award 03 marks if the correct answer is given with the unit

(B) (i) Dynamo (02 marks)

(ii) (Step up) transformer (02 marks)

(iii) N N N
L
OR OR
L
L
(marking of N and L is necessary)


Connecting switches to L (01)
Connecting bulbs in parallel (01) } (02 marks)

(iv) 100 × 4 × 60 × 60 J / 1440000 J

OR
100
× 4 k W h / 0.4 k W h (If the unit is not deduct 01 mark) (02 marks)
1000

(v) •
Disconnecting the circuit when a high current flows
•
Disconnecting the circuit when short - circuited
•
To prevent fires
•
To prevent over loading
•
To prevent damage caused to cables (wires) / circuit / insulation when a high
current flows
(for any one) (02 marks)
(20 marks)

- 49 -
Overall observations and conclusions regarding the answers to Question 10 :
Scoring for the question Percentage selecting question 10 is 42%. The
mark allocated for the question is 20.
The percentage of candidates whose marks fall
into the following four intervals are :
0-5 − 67%
6 - 10 − 18%
11 - 15 − 10%
16 - 20 − 5%
The percentage scoring above 16 for this
question is 5%. The percentage scoring below
5 is 67%.

Facility of parts and sub parts of the question Question 10 comprises 10 sub parts.
60 Of them, the facility of 2 sub parts is
53%
greater than 40%. A(iv) is the most
50
44% difficult sub part of this question.
40 37% 39%
Its facility is 11%. The easiest sub
33%
part is A(iii)(a). Its facility is 53%.
Percentage

31%
29%
30 27%
21%
20
11%
10

Parts and sub parts of question 10

The facility of sub part A(i) of question 10 is 37%. This means that only 37% had the understanding that
a voltmeter has to be connected to a circuit parellely to measure the potential difference. This implies
that students have little knowledge even in the basic concepts of current electricity. The knowledge
and understanding of students in these aspects can be strengthened by constructing circuits in the
laboratory to measure the current, potential difference and resistance and explain getting the students
to draw the circuit diagrams while the experiment is conducted.
The facility of 33% for the sub part A(ii) implies that 33% have understood that the current in a circuit
decreases with increasing resistance. Many factors might have contributed to the low achievement of
the students here. They would have been ignorant of the function of the variable resistor; or might be
deficient of the knowledge that ammeter is used to measure the current and current decreases with the
increasing resistance.
The facility of sub part A(iii)(a) is 53%. This is the most facile part of question 10. That is, 53% were
aware of the fact that Ohm's law is used to find the value of a resistor. Nevertheless, the facility of sub
part A(iii)(b) has become 31%. Though 53% were comfortable in stating that Ohm's law can be used
to find the resistance, only 31% were capable in working problems related to it. Hence students should
be directed to do numerical exercises on principles.
The minimum facility (11%) for the question is held by the sub part A(iv). The ability of calculating
the electrical energy dissipated by a resistor was at a very poor level. This again corroborates the need
of giving opportunities for students to solve problems.
The facility index for sub part B(i) is 29%. The reason for this situation would be the lack of knowledge
about the apparatus used to produce hydroelectricity. During the learning teaching process correct
names should be used for the equipment.
A facility of 39% holds for sub part (ii). The probable reason for this situation could be the poor level of
knowledge and understanding about the strategy used to raise the potential of an alternating current.
The facility registered by the sub part (iii) is 27%. Students have little knowledge and understanding
as to how bulbs and switches should be connected in domestic electrical circuits. Though this is related
to day to day life, the understanding is at the low ebb. Reinforcing the knowledge by relating sections
such as this with everyday life would be more effective. Explanation is needed why such relationships
are highlighted.
The facility of sub part (iv) is 21%. Majority of students are unable to calculate the electrical energy
spent by an appliance of known power. More opportunities need to be given to students to solve
problems.
- 50 -
2.2.3 Overall observations and conclusions regarding the answers to paper II

G.C.E.(O.L.) Examination - 2011

34 - Science - Paper II
Facility of Questions by Subject Area

Biology
Percentage

Chemistry

Physics

Integrater

Question number

In the structured essay section, 53.8% have answered the Biology question successfully.
Percentages of successes in answering the question in Physics and Chemistry are 47.9% and 45.2%
respectively. The lowest percentage, that is 40.5%, is reported for the integrated question.
As regards the essay questions, under Biology, question 5 and 6 hold a facility of 34.9% and
48.8% respectively.
Of Chemistry questions, 39.2% have succeeded in answering question 7. In the case of
Physics, question 9 shows a facility of 40.2% while the facility of question 10 is 30%.
As far as the essay questions are concerned, students were more successful in answering the
questions under Biology testifying a better level of cognition and comprehension in life sciences
relative to other sections. However, this is low for Chemistry.

G.C.E.(O.L.) Examination - 2011 When the facility indices for the questions
34 - Science - Paper II in paper II of G.C.E.(O.L.) 2011 are
Facility by Subject Area considered, the percentages of students
presenting satisfactory answers for the
three sections are as follows.
Biology - 48%
Chemistry - 38%
Physics - 41%
Integrated - 41%
Percentage

So, compared to Chemistry and Physics,

students have better assimilated the
subject matter in Biology.

Hence, if the learning teaching process

Integrated Biology Chemistry Physcis is geared to lay a greater emphasis on
the areas identified as weaker, one can
subject area
be hopeful in promoting the level of
achievement in Science.

- 51 -
 Part III

3 Facts to be considered when answering questions and suggestions :

3.1. Facts to be considered when answering :

Common instructions :

* The candidates should read the basic instructions given in the question paper. They should
be considerate as to the facts such as how many questions be answered in each section,
which questions are compulsory, what time is affordable and how much can be scored. They
also should read the questions carefully and select the questions with a clear mind set.

* When responding to the questions in paper I, one response which is the most correct
needs to be selected. Also, only one cross must be marked clearly.

* When answering questions in paper II, every new question should be started in a new page.

* Answers could be written is clear and correct handwriting.

* The candidate's index number should be written in every page in the relevant box.

* Numbers of questions, parts and sub parts should be indicated correctly.

* Long descriptions shouldn't be given when short specific answers are expected. Similarly
short answers should be avoided in places where descriptive answers are preferred.

* According the way the question is posed, facts should be presented logically and
analytically.

* When answering paper II, all the sub parts given under the main question should be read
carefully and only the target answer relevant to each sub part should be written.

* Care should be taken to manage time properly when answering questions.

* Candidates shouldn't use red and green pens in writing answers.

Special instructions :

* The technical terms in science should be used in appropriate places.

* The illustrations should be drawn very clearly and labelled.

* In calculations, steps should be indicated clearly.

* At relevant places, correct units should be given.

* Standard forms should be used when writing scientific names and symbols.

* When writing equations at relevant places, they should be balanced always.

* When drawing graphs, the axes 'x' and 'y' should be named correctly and where
necessary the unit should be stated.

- 52 -
3.2. Comments and suggestions about the teaching learning process :

* The teacher should begin teaching science to the pupil with an understanding of the
subject. It is a process that depends both on the meticulous observations of the existing
phenomena as well as the theories formulated to make those observations meaningful.
Therefore, when teaching science, the most appropriate method should be adopted to
develop the respective concepts. The essential factors and facts should be systematically
built up in the student for forming concepts.

* Scientific knowledge is a result of man's incessant curiosity about his environment,

inquisitiveness about the world and attempts to understand it. Scientific knowledge
transcends the common knowledge of everyday practice owned by a majority. Hence,
unlike in other subjects, appropriate methods should be used to impart scientific
knowledge.

* The principal aim of teaching science is to incline students toward the process of science.
Scientific method consists of the salient steps namely initial observation, formulation
of hypotheses, assumption, testing of hypotheses and arriving at conclusions through
re - testing. The teacher's task is to identify the process in science and familiarize students
with its usage. Then, the students would pursue its application in solving problems.

* When going through how the students have answered the G.C.E.(O.L.) Science paper, it
seems that the students' understanding about the scientific method is scant. Apparently,
the capacity to understand problems has been undermined by the lack of correct concept
building. If scientific method is fittingly used in the classroom, students can acquire a
host of competencies.

* Developing in students the competencies related to understanding of functioning,

scientific information, scientific attitudes, interest toward science, and science ethics
can be considered the major learning output in science. Science teacher should teach
science in such a way that the above competencies are instilled in students.

* The science teacher's role is somewhat complex. In addition to the normal learning
teaching process taking place in the classroom, many exercises such as group activities,
laboratory experiments, field work, projects, field trips and exhibitions are involved in
this subject. In all these pursuits the teacher should organise his/her learning teaching
process ensuring the maximum and right participation of students allowing for try
outs.

* According to the facilities available modern technological devices such as videos,

computer software, internet and multimedia projectors can be used to strengthen
knowledge.

* In the learning teaching process of science, the methods of learning are more important
than the content learnt. When inspecting the aims and objectives of the science syllabus,
it is noticeable that there is a specific system of aims to be achieved by the learning
teaching process. Those aims are set out mainly with a view to promoting knowledge,
attitudes and skills relevant to day - to - day life. In addition to this, the learning
outcomes are envisaged to be internalised so that they become 'life habits' strengthening
the interpersonal relations. Thus the teacher should make it a point to adopt different
teaching methods so that these aims are realized.

- 53 -
* In the classroom, opportunities should be offered for team work under the supervision
of the teacher. This enables students to share and exchange their knowledge with other
members of the group.

* A student will be able to understand most of the abstract concepts he would come
across in science only if he has systematically grasped the basic concepts which lay the
foundation for them. To realize this, the teacher should appropriately and efficiently use
learning aids. He/she should probe into the experiences and prior knowledge of students
and let them have opportunities to establish them.

* In order to make students understand some concepts in science, laboratory experiments

are indispensable. In such instances usage of the laboratory should be compulsorily
integrated into the learning teaching process. Moreover, every instance possible, the
teachers should be keen in correlating learning outcomes with life experiences.

* When involved in practical experiments in classrooms only the specified instrument

should be used for the intended task. If alternatives are used in absence of the standard
instrument, students should be made aware of the right instrument.

* During the learning teaching process of science, always the skills and knowledge need
to be developed in students so that they can link scientific principles with day - to - day
events and experiences. This can be done by giving feedback to students by assessing
them during the learning teaching process.

* The teacher should assess the students during the learning teaching process. This
enables the teacher to understand students' abilities, weaknesses and proficiencies
when they are involved in learning in the classroom. Thus, the teacher should identify
students' weaknesses during learning itself and draw out plans to implement feedback
programmes for them.

* When teaching science, the role set of the teacher involves the communication of its
findings to students in simple terms. No specified method has been put in place for it and
depending on the teacher's competence, different methods can be adopted. Modification
of methods according to the aim, based on the guideline set out in the teacher instruction
manuals will pave way for a successful learning teaching programme.

* The most important in teaching science is the building up of basic concepts correctly in
students. If not what happens is something like asking students to climb a ladder with
broken rungs. When evaluating the classroom learning teaching process today, it is seen
that this is a point of great concern of the science teacher.

- 54 -