Subject Report Science

Mauritius Examinations Syndicate

CPE 2012

April 2013

CPE 2012

CPE 2012

GENERAL COMMENTS

The performance on the Science CPE paper in 2012 was generally satisfactory with an

overall pass rate of 76.31%. A high number of candidates achieved the best grades, A+

and A. On the other hand, there was still a noticeable number of candidates who

achieved the lowest grade. As in previous years, girls performed better than boys. The

difference between boys’ and girls’ performance is more marked between those who

obtained a ‘U’ grade with at least 10% more boys ungraded than girls, while in the top

range, the difference was only around 3%.

It is worth noting that many candidates from the low ability groups attempted questions

from Section B and were often rewarded with some marks, which in some cases

allowed them to pass or to improve in grade. Examiners also appreciated the clarity

found in answers given by some candidates which reflected a deep understanding of

the concept.

However, despite the high number of candidates getting good grades, the quality of

answers in many parts of the paper still warrants improvement. Since the Science paper

does not test competence in language, candidates were able to score marks despite

using wrong sentence structures or spelling of words wrongly. More attention must be

paid to the quality of the language used in non-language papers. More and more

candidates struggle to write using proper spelling and grammar, resulting in answers in

poor English or even answers in Creole or French. One of the major hurdles is the

ability to give answers to open ended questions, even when only a short phrase is

expected.

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It has been noticed that certain candidates try to go as quickly as possible through their

paper and consequently leave behind many mistakes. These mistakes are often due to

a lack of attention and not reading the question properly before answering.

There are some scientific skills that students still lack, such as observation,

understanding concepts from visuals, interpretation, drawing and labeling and use of

scientific terms. It is important that due importance be given to visual modes of

communication in Science classes. This can be achieved in a number of ways such as:

drawing of diagrams;

labeling of drawings and pictures;

drawing of diagrams showing sequence of events by means of arrows, for

example for the water cycle;

completing a given diagram, for example, adding a source of pollution on a

picture;

observing all the details in a picture/diagram;

interpreting the pictures/diagrams;

identifying scientific concepts from a picture/diagram.

In order to develop a liking for Science, it is important that pupils be able to connect

what they are learning in the classroom to their everyday life. Since Science is a way

and a method of learning about nature in its broad sense, the development of scientific

methods and inquiry needs to be central in the science lessons.

As has often been said, Science cannot be taught without some hands-on activities.

The skills that pupils have to develop during their hands-on work must be focused on

the development of Scientific inquiry skills and not only on following procedures or a list

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of tasks that have to be carried out in order to obtain a certain result. All these should be

carried out while making sure that care is given to the health and safety of all.

The learning of Science should also go beyond the simple memorizing and recalling of

facts. Students must be able to relate concepts to one another in order to develop a real

understanding of natural phenomena. Pupils need to apply their knowledge to any

unfamiliar contexts that they may come across in the examination paper or in other

situations. This can be achieved by promoting discussions between pupils within a

group when presented with an unknown problem linked to one or more concept. Pupils

must be encouraged to write their answers in order to improve their language skills both

in writing correct English and in the use of the correct scientific terms.

Answers given in the question paper often suggest that pupils believe that they have

understood the concept taught while in fact the true understanding has not been

achieved. This is sometimes the case even for pupils from the upper ability groups. It is

important that teachers test the understanding of pupils through a series of questions as

well as the application of concepts to real-life situations wherever possible.

SPECIFIC COMMENTS

Section A

Section A comprised Question 1 and Questions 2A and 2B. The items focused on the

Essential Learning Competencies of the examination syllabus and made up 60% of the

total marks of the question paper. The mean mark in Section A was 40.7.

Students from the upper ability groups were able to tackle the questions without much

difficulty though certain items proved to be rather challenging. A fair number of students

from the lower ability groups were able to work through the items with confidence while

for others most of the items remained out of reach.

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QUESTION 1

This question comprised 10 multiple choice items from the different topics.

The following items were found to be relatively easy by most candidates with more than

80% obtaining the correct answer:

Item 1 Which one of the following marine animals is a mammal?

Item 3 Which one of the following is bad for your health?

Item 6 From which one of the following is sand formed?

Item 7 Why is a switch used in this electrical circuit?

Item 8 Which one of these vehicles does not need fossil fuel to move?

Item 10 Which is the best condition for a plant to grow properly?

The items that proved to be more challenging in the multiple choice question were the

following:

Item 2 Which gas is necessary for burning?

The importance of oxygen for burning is a common concept that pupils learn. At the

same time they learn about the use of carbon dioxide as an extinguisher. A fair number

of candidates gave the wrong answer carbon dioxide. This reflects the confusion that

some pupils have on this concept.

Helpful link: http://www.mikecurtis.org.uk/ks2_gases.htm

Item 4 Why is chlorine gas added to water at La Marie filter bed?

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Wrong answers for this question were any of options A, C or D showing that candidates

who got this item wrong had not understood this concept. This is an item that can be

easily linked to their everyday life. A visit to La Marie filter bed could be helpful as well

as a simple filter device in the classroom can be used to demonstrate that filtering is not

enough to purify dirty water.

Helpful link:

http://water.epa.gov/learn/kids/drinkingwater/upload/

2005_03_10_kids_activity_grades_4-8_waterfiltration.pdf

Item 5: How is salt obtained from sea water in a salt pan?

This item proved to be the most challenging in this question with many candidates

opting for the wrong answers ‘By condensation’ or ‘By melting’ and a fair number opting

for option B as well which is ‘By freezing’. This proves that the understanding and use of

scientific terms remain problematic to many of our pupils.

Pupils have to see these phenomena happen in front of them as well as relate them to

their everyday life. For instance, condensation is the natural process for rain to fall,

freezing is when water becomes ice in a freezer, melting is when this ice turns back to

water when removed from the freezer and evaporation is when water turns into water

vapour leaving back salt from sea water.

Helpful link: http://www.youtube.com/watch?v=r8M7mah_QaY

Item7: Why is a switch used in this electric circuit?

One of the common wrong answers for this item was ‘B: To prevent electric shock’.

This is a concept that can be demonstrated in the classroom. There has been a

misunderstanding of the different concepts within the topic ‘electricity/energy’ and pupils

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confused the use of a switch in an electrical circuit with the dangers associated with the

use of electricity. The link below shows how to construct simple electric circuits with the

use of different materials available and can be used for demonstration and for pupils to

try out different ways to assemble a circuit to find for themselves the outcomes of their

set – ups.

Helpful link: http://phet.colorado.edu/en/simulation/circuit-construction-kit-dc

Item 9: Which energy transformation takes place in an electric iron?

The use of the word ‘electric’ in the stem of the question already provided a hint that

the answer must be either A or B. Energy transformation must not remain an abstract

concept but must be linked to everyday activities where energy transformation takes

place. This can range from the energy transformation taking place when we are eating

or running to that taking place in electrical appliances or in vehicles when they are

moving.

Helpful link::

http://www-bioc.rice.edu/pblclass/6th%20grade/Matter%20&%20Energy/Energy

%20Transformation%20Game.pdf

QUESTION 2A

Part 1 – The first part was a fill - in - the - blanks question on the topic ‘water’. About

one-fifth of the candidates scored full marks here.

Most candidates were able to find the correct words for the first and last item, that is, for

pollution and erosion. Almost half of the candidates getting an overall grade ‘U’ in the

paper were able to give the correct answer here. This suggests that pupils from the

lower ability group can read with understanding. Greater difficulty was encountered

when they had to write the answers to open ended questions.

Item b: In sugar cane fields water is used for …………………….

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Item c: When a substance dissolves in water it forms a ………………………

For items b and c, almost a quarter of the candidates were unable to find the correct

answer. The most common wrong answer for both was ‘evaporation’.

It was also noted that the wrong copying of the given words was common. Special care

and attention must be given to the writing of words as they are given in the list. At

classroom level, such mistakes must be discouraged and pupils must correct their

mistakes so that they are aware of the importance of writing the words correctly.

Part 2 – Candidates had to label the tooth set from one jaw of an adult.

This item proved to be one of the most challenging of the whole question paper with

almost half of the candidates unable to find the correct answers.

Even some candidates from the higher ability groups had difficulty in finding the correct

labels even though the words were given. Most confused ‘premolars’ with ‘molars’ and

some gave the answer ‘milk teeth’ instead of ‘incisors’.

Helpful links:

http://www.animated-teeth.com/questions-answers/dental-health-

quizzes.htm#tooth.types

http://lessons.atozteacherstuff.com/347/lets-talk-teeth-dental-health-unit/

Part 3 – Give two characteristics of reptiles.

About half of the candidates were unable to find the characteristics that were expected.

Some candidates gave features such as they have 4 legs or they have one tail which

are not specific to reptiles. Characteristics that were expected included:

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Reptiles lay eggs.

Reptiles are cold – blooded.

Reptiles have scales on their body.

Short phrases or sentences were expected but in many cases a one word answer was

obtained, for instance, eggs or scales which were not explicit enough. In some cases,

candidates gave the answers: ‘they lay eggs’ and ‘they give birth to their young ones’.

These answers denote a lack of understanding on how reptiles reproduce.

Pupils must be encouraged to classify animals in terms of their eating behaviour, their

characteristics, their habitat etc. These lessons can be carried out in the form of a game

or group activities in the classroom thus making it more lively and interesting.

Helpful link:

http://www.sheppardsoftware.com/content/animals/kidscorner/games/

animalclassgame.htm

QUESTION 2B

Part 1 – This item was based on a diagram showing an empty bottle tilted upside down

in water with bubbles coming out.

Item What are bubbles made up of?

This was a straightforward question requiring the simple answer, ‘air’. However, a large

number of candidates failed to score any mark on this item. Wrong answers such as

‘oxygen’, ‘carbon dioxide’ or ‘water’ were quite common.

Pupils must be able to make the difference between air, which is a mixture of gases and

individual gases such as oxygen or carbon dioxide. They also need to understand the

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importance of precise answers in Science and that a term which has an approaching

meaning is not necessarily correct.

Helpful link: http://www.youtube.com/watch?v=H3PxZfJPrpE

Part 2 – This part was based on a diagram of a pair of spectacles.

Item (a) (i) Name one material that can be used to make the lenses

In this item, it was important that candidates demonstrate the knowledge that a

transparent material where light can pass through and reach the eye is needed to make

lenses and will allow the person to see.

Many candidates were able to find the correct answers. Correct answers included

‘glass’ or ‘transparent plastic’. Candidates who gave an opaque material as answer

demonstrated that they either did not understand the question or had not understood

the concept of transparent, opaque and translucent.

Item (a) (ii) Give one reason why this material can be used to make the lenses.

The expected answer here was on the transparency of the material given in part (a) (i).

Given that this part was directly linked to the first part, candidates who had answered

‘transparent plastic’ in the first part and gave a reason which included safety aspects for

the eyes were awarded their marks. Accepted answers when transparent plastic was

given in the first part were:

They are safe and will not break

They are light

They allow light to pass through

They do not break easily

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However, when ‘glass’ was given in the first part, answers such as ‘they do not break

easily’ were not accepted. It is important that pupils be able to contextualize their

knowledge to the given situation and that they do not answer without thinking about the

exact meaning of the question or relating it to the context or previous questions.

Unfortunately, it was noticed that this was a skill that was often absent in candidates

and demonstrated a lack of deep understanding of the concept.

Item (b) (i) Name one material that can be used to make the frame of the

spectacles.

Given that nowadays a wide range of materials are used for the manufacture of

spectacle frames, a large number of answers were accepted. However, some degree of

precision would have been most welcome as vague answers did not always show an

understanding from the candidates.

Item (b) (ii) Give one reason why this material can be used to make the frame

of the spectacles.

Again, the answer given in this item must relate to the one given in the previous item.

For instance, if a candidate gave the answer ‘metal’ in the first part without any further

precision and then gave the answer ‘it does not rust’ in this part, he/she will be wrong.

However, if the candidate gave ‘plastic’ in the first part and ‘it is light or waterproof or it

does not break easily’ in this part of the question, he/ she will be awarded full marks.

In such types of questions, pupils have to be encouraged to give reasons or properties

of the materials that fit the given context. Answers such as ‘they are cheap or they are

expensive’ are too vague and do not permit the examiner to judge the understanding of

the candidate.

Helpful links:

http://www.bbc.co.uk/schools/teachers/ks2_lessonplans/science/

characteristics_of_materials.shtml

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http://www.canalmuseum.org.uk/education/teacher/ks1lessonplan-materials.pdf

Part 3- Name a material which corresponds to each property.

This question was in the form of a table. A fair number of candidates were able to tackle

this task without much difficulty. In this part also, it was expected that candidates would

give materials that would demonstrate their understanding of materials and their

properties.

Some candidates did not differentiate between ‘material’ and ‘product’ and gave the

name of an end-product. For example, for ‘it is impermeable’, there were many who

gave the answer ‘raincoat’. The importance of precise answers is again emphasized

here as well as the understanding of some key words such as ‘properties’ or ‘functions’,

which are used regularly in Science. Pupils must be able to distinguish between these

words and use them correctly.

Part 4 – Give one reason why soil is important for plants.

Some candidates gave detailed answers which were much appreciated by the

examiners. They explained the function of the soil as a store of water and mineral salts

which are absorbed by the plants through their roots and used in the process of

photosynthesis to make food. Though these types of answers are much appreciated

and leave no doubt to the examiners as to the level of understanding of the candidate,

simple answers such as ‘the soil provides water to the plant’ were also credited.

As is often the case with open ended questions, many pupils had difficulty in expressing

themselves. Some of them gave the functions of the roots instead of the importance of

the soil to the plant. There were also many one word answers which could not be

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credited with any mark. The candidates were expected to give answers containing the

idea of the soil being a store of water and mineral salts for the plant.

Helpful links: http://www.brainpopjr.com/science/land/soil/grownups.weml

http://joeleebass.hubpages.com/hub/importance-of-soil-air-and-soil-water-to-plants

Part 5 – Give one condition necessary for the growth of coral polyps in the sea

More than half of the candidates struggled with this question. A simple answer such as

‘clear or unpolluted water’ was expected.

There were many one word answers here also and though sometimes they earned

some marks, this practice is not encouraged.

There were also answers such as ‘clear brackish water’ which contained both a correct

and an incorrect part. In such cases, the examiner is left with too much doubt as to the

understanding of the candidate who is penalised.

Answers such as ‘good water’ were also quite common. This is too vague an answer. It

can mean many things and was therefore considered wrong.

Helpful links:

http://www.reefconservation.mu/projects/education-and-awareness/primary-school-

programme/

http://kids.nceas.ucsb.edu/biomes/coralreef.html

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SECTION B

The questions in section B contain items from the Desirable Learning Competencies’

part of the examination syllabus. However, the questions are graded from easy where

often one word answers are required, to questions where students, are required to

demonstrate their understanding and reasoning and often have to answer in a short

phrase or sentence.

The mean mark in Section B was 20 over a total of 40 marks.

QUESTION 3

Part 1

Item 1(a) (i) Which source of energy will pollute the environment most?

A one word answer was required and candidates had to choose from the given sources

of energy given in the picture. Many of them were able to get the correct answer.

However there was a fair number of candidates who failed to choose the correct one. It

was noted, in a few cases, that even candidates from the higher ability groups failed on

this item. This may be attributed to a lack of attention and not reading the question

carefully enough. Candidates must be encouraged to pay particular attention to the

words in bold in the question as these are meant to draw their attention and to guide

them in their answers.

Item (a) (ii) Explain why.

Whenever these types of questions are asked, candidates have much difficulty to

reason and to express their understanding with clarity. The answers expected had to

give the idea of the source of energy having a negative impact on the environment

and/or on living and non - living things by causing pollution or producing harmful gases

etc. Answers relating to hazards linked with the use of fossil fuels such as oil spills were

also accepted.

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There were also answers which related to the fact that fossil fuels are non – renewable

or expensive. Being non – renewable will not cause pollution to the environment and

being expensive will not either. It is important that candidates apply their understanding

to the given context in the question paper and not give any negative reason associated

with the use of fossil fuels without reflecting on what is being asked.

When candidates are requested to ‘explain’, it is expected that they show their

reasoning and understanding. Thus answers such as “it will cause pollution” or “it will

cause pollution because it is not natural” cannot be accepted either as the candidate is

not giving any explanation as to why fossil fuels cause this pollution. The question

already stated that the source of energy will pollute the environment.

Item (b) Give one way in which we can save energy at home.

A wide range of answers was accepted for this item and though there were some

common answers such as ‘switch off the TV when nobody is watching’, many others

showed candidates’ imagination and used real life situations in their answers.

Helpful links: http://tiki.oneworld.net/energy/energy3.html

http://www.energyquest.ca.gov/teachers_resources/lesson_plans.html

Part 2 – Based on a diagram showing two screwdrivers.

Item (a) (i) Which screwdriver should an electrician use when repairing an

electric circuit?

The correct answer ‘A’ or ‘screwdriver A’ was expected. Some candidates wrote ‘plastic

handle’ instead of ‘screwdriver A’. An important number of candidates failed to find the

right answer.

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(ii) Explain why.

Candidates were expected to demonstrate their knowledge of the concept of conductors

and insulators and why the handle of the screwdriver must be made of a non-

conducting material. Some candidates despite having given the correct answer in part

(a) (i), here gave answers such as ‘plastic conducts electricity’ which demonstrated that

they had not understood the concept.

A number of candidates also answered by explaining why the metal handle should not

be used. If a valid reason was given they were rewarded. However, to avoid any

confusion, it is important that candidates answer to the question directly and make their

understanding of the concept and the context clear to the examiner.

Helpful Links:

http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/circuits_conductors/

read/1/

http://www.fplsafetyworld.com/?ver=kkblue&utilid=fplforkids&id=16185

Item (b) Give another precaution that the electrician must take when

repairing electrical circuits.

The answer here should have been related to the context of an electrician repairing

electrical circuits and not to any general precaution that must be taken when handling

electricity. A number of correct answers were obtained such as ‘wear gloves made of

rubber’ or ‘turn off the electricity before repairing’. Vague answers such as ‘use the right

material’ or ‘must take care when repairing’ were penalized.

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Part 3

Item (a) In the presence of sunlight, which process takes place in the plant

but not in the animal?

The name of the process, that is, photosynthesis, was expected. Where the description

of the process, that is, ‘the plant manufactures its food’ was given, the candidates were

given less credit. Although only a one word answer was expected here, a large number

of candidates gave the wrong answer.

Helpful links: http://www.bbc.co.uk/bitesize/ks2/science/living_things/plants/read/1/

http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6054620

(b) Give one similarity between a plant and an animal.

Any of the basic characteristics of living things was accepted as a correct answer.

Unfortunately, many candidates gave a difference instead of a similarity. This once

again showed a lack of thorough reading and understanding of the question before

answering.

Part 4

Item (a) Give one reason why the Dodo became extinct.

A range of correct answers was obtained. It was important that candidates mentioned

early settlers or long ago when referring to the killing of the Dodo as some of them

referred to the French, the English or even ‘late’ as being responsible for the extinction

of the Dodo, which is wrong. Many candidates referred to the destruction of the habitats

of the Dodo, early settlers killing them for food or the introduction of predators as

reasons for their extinction. These were considered correct.

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Item (b) Name a bird which has become extinct in Rodrigues.

Candidates were able to give ‘Solitaire’, which was the expected answer. A few

candidates gave ‘fauvette de Rodrigues’ which is not extinct.

QUESTION 4

Part 1

Item (a) Why is it not safe to buy food from this food seller?

Answers referring to hygiene measures and the risks of contamination by flies were

given full marks. Candidates had to make the distinction between flies and mosquitoes.

Flies carry bacteria and other organisms which will cause food poisoning.

Only about a quarter of the number of candidates obtained full marks while many more

obtained only half of the marks allotted to this item.

Item (b) What should the food seller do to make food safe to eat?

Many candidates were able to score full marks on this item. They were expected to say

that the ‘food must be covered’ or ‘protected from flies by covering it’. Some candidates

also talked about hygienic precautions such as ‘washing hands or using utensils to

handle the food’.

Helpful link: http://www.pitara.com/discover/5wh/online.asp?story=45

Part 2

(a) Explain how food is preserved in the refrigerator.

This item proved to be among the most challenging in the question paper. Expected

answers were those that related to the idea of microbes/bacteria not reproducing at low

temperature. Many answers only gave the condition prevailing in a refrigerator that is

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cold temperature which does not explain how the food is preserved. A number of

candidates also gave the answer ‘microbes cannot germinate’ which was considered as

incorrect.

(b) Fish can be preserved by canning and freezing. Give another way of

preserving fish.

A number of ways for fish preservation was accepted. These included ‘salting, drying,

pickling’ among others. Some candidates gave answers such as ‘cooking’ which was

not accepted. Other candidates gave the answer ‘cook in sugar’ which was wrong.

Once again, it was found that candidates used their knowledge of a topic without taking

the context of the question into consideration.

(c) Give one precaution you must take when buying canned food.

This was a relatively easy item which many candidates were able to answer correctly.

Correct answers included ‘checking the expiry date’ and ‘can must not be

damaged/crushed etc.’ Some candidates only wrote ‘expiry date’ or ‘date’ or ‘check the

can’. When precise answers are not given, candidates can be penalized as the

examiner cannot be sure that the candidate has grasped the concept.

Helpful links: http://www.partselect.com/JustForFun/Food-Preservation-Basics.aspx

http://channel.nationalgeographic.com/channel/doomsday-preppers/articles/food-

preservation/

Part 3

This item was on the function of different food groups in the body. About half of the total

candidates got the correct answers. Here as well there were many one word answers

while a short phrase stating the function of the food group was expected. For instance,

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some candidates only gave ‘energy’, ‘growth’ and ‘health’ as answers which do not

show clearly whether they have understood the topic.

Part 4

(i) Name one food that pupil B can add to make his meal balanced.

Any fruit or vegetable apart from lettuce was accepted as a correct answer. Some

candidates wrote ‘lettuce salad’ which for this item could not be accepted as correct.

Once again, they must pay particular attention to the wording of the question before

giving an answer.

(ii) Give one advantage of having a balanced diet.

A fair number of candidates were able to give the correct or at least partially correct

answers. Some candidates explained the advantage very well like for instance:

“Because it contains food for energy to do our daily activities, food for growth to grow

well and food for health to stay in good health’.

Some answers related to activities that a person can do when taking a balanced diet, for

example, ‘I can run’. Such answers were not given full credit.

Helpful links:

http://www.nourishinteractive.com/nutrition-education-printables

http://www.livestrong.com/article/39592-teach-groups-children/;

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