Practical Skills Support 1

Salters-Nuffield Advanced Biology Resources Developing Practical Skills Framework

DEVELOPING PRACTICAL SKILLS

Throughout the SNAB course there are opportunities to develop your practical skills. A structured
framework for developing practical skills through investigative practical work is outlined below. The
Developing Practical Skills Self-evaluation Sheet within the Practical Skills Support section of SNAB
Online could be used to reflect on the skills and what you have done in the practical work. You will
not necessarily have addressed all the skills in every practical task, instead focusing on the
development of one or more aspects. The development of these skills will allow endorsement of your
practical skills by Edexcel. You will also draw on these skills when completing the written assessment
at the end of the course.

1 Scientific questions and information research

1.1 Identifying the scientific problem to be investigated
Before you start any practical task you should have a clear idea of what you are setting out to do. It is
helpful to express this as either scientific question(s) to be answered, as problem(s) to be investigated,
or as a hypothesis (an educated guess based on observation or scientific information) to be tested,
for example:
How does the structure of blood vessels relate to their function?
Higher temperatures will increase membrane permeability.
Before you state your research question or hypothesis you will usually need to research some
biological information and discuss your ideas with your teacher.

1.2 Researching relevant information

When preparing to carry out your practical investigation, you might need to research some or all of the
following aspects.
Background science.
Methods that other people have used to tackle a similar task. What problems did they encounter?
How were they overcome? What were the advantages and disadvantages of their approach?
Appropriate methods for mathematical and statistical analysis of data.
Outcomes of other peoples investigations into similar questions.
Applications and implications. How your task relates to a real life problem or situation.
For your research, you should consult at least three information sources (online or offline).
Wikipedia might seem an obvious starting point but it is an open access information source, it is not
peer reviewed and it is not always reliable so dont treat it as the only information source. Consult
other references. Some of those given in a Wikipedia article may be worth looking at as a start.
If using an Internet search engine, dont just consult the first hit. Scroll down and have a look at
some of the others.
Write a summary of what you find out in your own words; dont just copy and paste.

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1.3 Give details of your sources

A written report of your work should include details of your sources in a bibliography at the end of the
report. List details of all your sources in alphabetical order. To help other people locate the same
sources, there are conventions for presenting this information. For detailed information on preparing a
bibliography see Exam and Study Skills Support Sheet 2 researching information in the Skills
Support section of the SNAB Online website.
You should comment critically on the reliability of your information sources. Questions to ask
yourself include:
Who produced this source? What authority do they have?
Why was it produced? Is there a vested interest or likely bias?
How recent is the information?
If you are word-processing your report you could insert a footnote on the first occasion that you
mention each source, and use it to record your comments on the source.

2 Planning and experimental design

2.1 Identify the variables to be measured and controlled
At an early stage in your planning, decide what you are going to measure in order to answer your
research question or test your hypothesis.
Identify the relevant independent and dependent variables. Think about the range of values that you
will use for the independent variable(s), and the range that you might expect to find for the dependent
variable(s). For further information on variables, see Practical Skills Support Sheet 4 variables.
Consider variables that need to be controlled or otherwise accounted for. For example, if you are
investigating how substrate concentration affects the rate of an enzyme controlled reaction, you need
to describe how you can ensure that you change only the substrate concentration and that other factors
that might affect your collected data (such as enzyme concentration and temperature) are kept
constant. If you cant control a factor that might affect your results, describe how you will account for
them.
Remember to include a control, if appropriate, and explain it fully.
Decide if you are going to carry out a statistical test. Work out which statistical test you will use
before you go any further. Any statistic you intend to use will affect your experimental design, e.g. the
sample size. For more information on statistical tests, see Maths and Stats Support Sheet 9 which
test should I use?

2.2 Describe the experimental apparatus and methodology

The report of your work should describe the method that you will be using, and where appropriate a
clear labelled diagram of the apparatus that you intend to use. The apparatus and method selected
should achieve measurements appropriate to the investigation (they should allow you to answer the
question, solve the problem or test the hypothesis). Explain why you will be using specific items of
apparatus in order to carry out the task. For example, if you have chosen to use a micrometer, say why
you are using that rather than callipers or a ruler. If you are following a standard procedure, include it
in your report with any changes you will make and any techniques that you will use in order to address
a particular problem (e.g. avoiding parallax when reading a scale) described and explained.
Make sure you include repeats if appropriate and explain why they are necessary. For further
information on valid and repeatable results, see Practical Skills Support Sheet 2 validity of results.
Sometimes you need to carry out a trial experiment to get a rough idea of what will be involved and
what measurements to make. Include a brief report of any such experiment and say how it has helped
you to plan your main investigation.
In some activities, you might be given instructions to follow for all or part of the practical work. If so,
make sure you know and understand what will be involved before you start setting up apparatus or
making measurements.

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2.3 Identify safety issues, discuss how to reduce risk and complete a risk assessment
A suitable risk assessment should be completed in advance of carrying out practical work. You must
identify and discuss issues of safety in the use of apparatus and explain how you will deal with each
one to minimise risk to your own safety and that of other people, and to avoid damage to apparatus.
Table 1 shows a way to record this.

Safety issue How it will be minimised

Table 1 Table for recording safety issues.

Where appropriate you need to identify and discuss ethical issues arising from the use of living
organisms and for the environment, and discuss the precautions needed to ensure the wellbeing of
living organisms and the environment.

2.4 Identify sources of systematic and random error

As part of your planning, you need to think about sources of error, and how errors could be minimised
through use of appropriate apparatus and methodology.
Systematic errors affect each reading in the same way, for example reading volumes in a measuring
cylinder at the top of the meniscus.
Random errors arise because there is always some uncertainty in reading an instrument (due to the size
of scale divisions) and sometimes repeated attempts to make the same measurement give different
results, for example due to not following the standard procedure. For more information, see Practical
Skills Support Sheet 3 types of errors, and Sheet 7 using standard equipment.
For each variable to be measured, consider what might contribute to its uncertainty, identify possible
sources of error, whether they are systematic or random, and estimate the size of the error with a +/
range within which you are confident the measurement will lie. Recording this information in a table
provides a good summary. Table 2 shows a way to record this.

Measurement Source of Systematic or Estimate of size Comment

error/uncertainty random? of error

Table 2 Table for recording sources of error.

A particular measurement might have both a systematic and random error, so could appear twice.
Consider how you might modify your experimental design to reduce sources of error.

3 Carrying out practical work safely and ethically

3.1 Carry out the experiment following correct procedures and with appropriate safety
precautions
Having planned your work carefully, and considered safety issues, you should be in a good position to
carry out your practical work in a safe, ethical and well-organised manner, following your own plan
and any instructions that you might have been given.
If unexpected ethical or safety issues arise, deal with them sensibly, taking advice where needed, and
make a note of them to include in the final report. If you feel at risk during an experiment, seek advice
immediately from the teacher/technician and ensure that your safety and that of others is protected.

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3.2 Make measurements and record data in an appropriate format using suitable precision
Record all measurements, including repeated ones, as soon as they are taken, with appropriate
precision (i.e. a suitable number of significant figures) and units.
Set up your results table in such a way that you can use it to record all your measurements as soon as
you make them. Include columns for quantities that you will calculate. Include repeated
measurements, and use the units of the measuring instrument even though you might later need to
convert to some other unit.
As you make your measurements, note possible systematic and random errors especially where they
differ from original estimates.
See the Maths and Stats Support section on SNAB Online for detailed information on presenting data
in tables (Sheet 1), and on significant figures (Sheet 4).

4 Analysis and interpretation of data

4.1 Process, analyse and display data using appropriate mathematical, ICT and statistical
techniques.
The way you analyse your data will depend on the quantity and nature of data that you have collected,
and on what you are trying to find out. Think how best to present your data and results. See Maths and
Stats Support Sheet 1 (presenting data tables) on SNAB Online. Remember to record a suitable
number of significant figures in measured and calculated values, use standard scientific notation to
represent very large and very small numbers, and state the errors/uncertainties in measured and
calculated values wherever possible.
See Maths and Stats Support Sheet 4 significant figures, and 5 standard form.
If you have repeated results, you should work out mean values and present these in your report. This
also lets you comment on the significance of your results. If the results that are used to calculate the
means are very variable any differences between the treatment means may not be significant.
If you have a lot of data and need to carry out several repeated calculations, use a spreadsheet to
record and manipulate your data. Use settings that give correct numbers of significant figures. See ICT
Support Sheets 1 and 2 on spreadsheets on SNAB Online.
Use statistical tests to compare sets of data and explore correlations between variables.
See the statistics help sheets in the Maths and Stats Support section on SNAB Online.

4.2 Plot a graph and use it to derive further information.

In some cases, a pie chart or bar chart might be suitable, but often you will need to plot one variable
against another and produce a line graph. See Maths and Stats Support Sheet 6 (presenting data
graphs).
When using ICT to plot line graphs, use settings that give sensible scales and labelling, graph grid-
lines and sharply marked data points. See Using Spreadsheets in the ICT Support section.
A straight line graph indicates a linear relationship between variables, and further information can
often be deduced from the graphs gradient and intercept. For an example see Maths and Stats Support
Sheet 6 rate of change.
If the relationship is non-linear, the graph is a curve whose shape can indicate the mathematical
relationship involved. By manipulating the variables mathematically, you can sometimes produce
numbers that give a straight-line graph, which in turn can be used to deduce further information.
If you have repeated results, you should work out mean values and present these on the graph. The
range of values can be shown on the graph using bars on each point as a measure of the variation of
the data. See Maths and Stats Support Sheet 10 standard deviation for details of how to work out
standard error. NB: you need to make it clear what any bars on a graph are showing.

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In the discussion of your results you should identify and explain any trends and patterns in your data.
You should use evidence from the data when identifying patterns and trends. For example, when you
identify a trend in the results you should quote some data that shows the trend. For instance, in an
experiment investigating inhibition of the enzyme catalase by copper sulfate you might report that
there is a steady decrease in the volume of oxygen produced with increasing copper sulfate
concentration: at 0.25 M copper sulfate the mean volume of oxygen produced was 0.57 cm3; with 2 M
copper sulfate the volume of oxygen produced had fallen to 0.27 cm3.

5 Conclusion and evaluation

5.1 State a conclusion based on experimental evidence
State a clear conclusion to your work, summarising what you have found out.
If you set out to test a hypothesis, say whether or not your findings support or refute it.
If you set out to answer a question, or investigate a problem, give the answer to your question or
problem.

5.2 Use appropriate scientific knowledge to explain your conclusion and comment on its
validity
A conclusion is valid if it is based on sound reasoning using data obtained from a well-designed
experiment. When discussing the validity of your conclusion, reflect on the extent to which your
practical and research work enabled you to meet your original aim.
In the commentary on your conclusion, draw on your scientific knowledge to explain the outcome of
your work. Refer to biology that you have studied in this course and to any additional research that
you carried out, as well as bringing in relevant scientific knowledge from elsewhere (e.g. GCSE work,
other AS/A level courses, general knowledge).
Remember that if you suggested a hypothesis it may not be correct. In this case, the results will not
show the patterns or trends that you expected. There may be a different trend or no trend at all. This is
perfectly OK. You may be able to suggest an alternative explanation for the results you have obtained.
You may still think the original hypothesis is sound but there are concerns about the experimental
method used and the results obtained are not very valid, i.e. they may not be testing the hypothesis
appropriately. In this case, you cannot draw valid conclusions from the results and this should be
explained in your write up. A report on an experiment that does not produce the expected results is
often as valuable to other researchers as a report that supports the original hypothesis. It allows other
researchers to make informed decisions about the methods they will use in the future and it may allow
them to suggest an alternative hypothesis.
Comment on whether the outcome of your work was as you expected. If it wasnt, try to explain why
not.
Comment on the accuracy of your result. If your investigation involved determining the value of a
quantity, comment on how close your result is to the accepted value (if known). Consider whether
your experimental apparatus and method might be expected to produce a result that is higher, or lower,
than the true value.
Comment on the precision of your result. Discuss the sources of experimental uncertainty in any
measurements that you made, and consider which made the greatest contribution to the uncertainty in
your overall results.
Where possible, comment on how the outcome of your work relates to any application of biology.
Finally, analyse the strengths and weaknesses of your apparatus and method, and make detailed
suggestions for one or two improvements.

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DEVELOPING PRACTICAL SKILLS:

SELF-EVALUATION SHEET
Name: Centre: .

Practical: ....

Practical skills Self-evaluation comments on skills developed

CPAC*
(for guidance, see Practical Skills Support Sheet 1
developing practical skills)

1 Scientific questions and information research

You will have:
identified scientific question(s) or problem(s) to

2
be investigated

used at least three reliable information sources

b
(online or offline) to find information relating to
a research question and have written a
summary of the information you have found in
your own words

produced a bibliography of your sources

5b

2 Planning and experimental design

You will have:
identified variables in an experiment, including
2c

both dependent and independent variables,

and others which need to be controlled, or
otherwise allowed for, to produce appropriate
results that will answer a question or solve a
problem

selected the apparatus and methodology to

2a, 2d

achieve measurements appropriate to the

investigation (do they allow you to answer the
question, solve the problem?)

identified and discussed issues of safety in the

3a

use of apparatus, including how to reduce risk

completed a suitable risk assessment in

3a

advance of carrying out practical work

identified and discussed ethical issues arising

2a

from the use of living organisms and for the

environment where appropriate, and discussed
the precautions needed to ensure the well-
being of living organisms and the environment

identified sources of systematic and/or random

2b

error and discussed how these could be

minimised through selection and use of
appropriate apparatus and methodology

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3 Carrying out practical work safely and

ethically
You will have:
handled apparatus (including ICT) and

1a, 2a, 2b, 3b 1a

materials correctly and safely, and used
manipulative techniques in an appropriate and
safe manner (with support as appropriate if you
are disabled).

correctly followed written instructions for a

multi-step procedure

adapted procedures and adjusted apparatus or

2b
techniques, if necessary to address any issues
that arise during practical work

carried out practical work with appropriate

precautions being taken to ensure the well- 2a
being of living organisms and the environment
where relevant

carried out practical work in which dependent

2c

and independent variables are identified and

other appropriate variables are controlled or
taken into account

made sufficient accurate measurements or

4a, 4b

observations and recorded data in an

appropriate format using suitable precision
during practical work

4 Analysis and interpretation of data

You will have:
processed, analysed and displayed data using
5a

mathematical, ICT and statistical techniques

where appropriate

plotted and interpreted a graph to derive further

5a

information where appropriate

identified trends and patterns in data where

5a

relevant, using mathematical, ICT and

statistical techniques where appropriate

5 Conclusion and evaluation

You will have:
stated a conclusion based on experimental
5a

evidence and commented on the validity of a

conclusion based on your own evidence in
terms of the apparatus and experimental
methodology used, the quality of the data
(accuracy and precision) obtained, and any
systematic or random errors present
used appropriate scientific knowledge to
5b

explain conclusions

* The CPAC references link to the Common Practical Assessment Criteria used in the assessment of practical competency at
A level as detailed in the specification.
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PRACTICAL REQUIREMENTS OVERVIEW

Students working towards an AS or A level qualification in biology are required to carry out a variety
of practical activities using a range of apparatus and techniques. Some of the skills that students
develop in the context of their practical work have been identified as suitable for indirect assessment;
these will be assessed in written examinations both at AS and A level. Skills that are assessed directly
through teacher observation are required for the practical endorsement that will appear alongside a
student's A level grade. At AS level, there is no requirement for direct assessment of practical skills.
The practical skills identified for indirect assessment are set out in Appendix 5a of the AS and A level
specifications, while those identified for direct assessment are set out in Appendix 5b of the A level
specification, see Table 1.
While developing their generic practical skills, biology students are also required to gain experience
with apparatus and techniques that relate specifically to the study of biology. These are set out in
Appendix 5c of the A level specification and in Table 2.

Practical work in SNAB

Practical experimental and investigative work is an integral part of the SNAB course. Each topic
provides opportunities for students to explore biology principles through practical work, using a
variety of apparatus and techniques, developing their practical skills and building competence and
confidence as they progress through the course.
In order to promote a consistent approach to investigative practical work, the Practical Skills Support
section on SNAB Online sets out a framework for practical work that incorporates all the practical
skills required in Appendix 5a and b of the specification. The framework guides students through
aspects of investigative experimental work, which include identifying a question or problem to be
investigated, literature research, identifying and controlling variables, risk assessment, data analysis,
and the statement of a conclusion. Additional guidance, e.g. on practical skills and maths, is provided
in the skills support section of SNAB Online.
The Student Activity Sheets that accompany the practical activities incorporate guidance, where
appropriate, and use headings that mirror those in the Developing Practical Skills Framework.
However, not every practical activity addresses all aspects of the framework. Rather, an activity might
focus on just one or two aspects of practical work. The SNAB practical activities are designed to help
students to build up their practical skills and experience gradually.

Core practicals
In order to give students opportunities to develop their practical skills for both direct and indirect
assessment, an A level biology specification must specify core practicals that, between them, use the
12 required apparatus and techniques as well as providing scope for students to develop their more
generic practical skills. The Edexcel SNAB specification sets out 18 core practicals. Nine of these core
practicals fall within the first year of the A level course, which also constitutes the AS level.
Table 3 lists the core practicals in the SNAB course and shows where the required skills and
techniques are addressed.
Each of the core practicals is supported by a SNAB Student Activity Sheet that is structured according
to the SNAB Developing Practical Skills Framework. Non-core practicals are also supported in this
way.

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5a Practical skills identified for indirect
assessment in written exams
a) Independent thinking
(i) solve problems set in practical contexts
(ii) apply scientific knowledge to practical
contexts
b) Use and application of scientific methods and
practices
(i) comment on experimental design and
evaluate scientific methods
(ii) present data in appropriate ways
(iii) evaluate results and draw conclusions with
reference to measurement uncertainties
and errors
(iv) identify variables, including those that must
be controlled
c) Numeracy and the application of
mathematical concepts in a practical context
(i) plot and interpret graphs
(ii) process and analyse data using appropriate
mathematical skills as exemplified in the
mathematical appendix for each science
(iii) consider margins of error, accuracy and
precision of data
d) Instruments and equipment
(i) know and understand how to use a wide
range of experimental and practical
instruments, equipment and techniques
appropriate to the knowledge and
understanding included in the specification
Table 1 Practical skills for direct and indirect assessment: Specification, Appendices 5a and 5b.
5b Practical skills identified for direct
assessment for the practical endorsement at
A level
a) Independent thinking
(i) apply investigative approaches and
methods to practical work
b) Use and application of scientific methods and
practices
(i) safely and correctly use a range of practical
equipment and materials
(ii) follow written instructions
(iii) make and record observations
(iv) keep appropriate records of experimental
activities
(v) present information and data in a scientific
way
(vi) use appropriate software and tools to
process data, carry out research and report
findings
c) Research and referencing
(i) use online and offline research skills
including websites, textbooks and other
printed scientific sources of information
(ii) correctly cite sources of information
d) Instruments and equipment
(i) use a wide range of experimental and
practical instruments, equipment and
techniques appropriate to the knowledge
and understanding included in the
specification

5c Use of apparatus and techniques biology

1. Use appropriate apparatus to record a range of quantitative measurements (to include mass, time,
volume, temperature, length and pH).
2. Use appropriate instrumentation to record quantitative measurements, such as a colorimeter or
potometer.
3. Use laboratory glassware apparatus for a variety of experimental techniques to include serial dilutions.
4. Use of light microscope at high power and low power, including use of a graticule.
5. Produce scientific drawing from observation with annotations.
6. Use qualitative reagents to identify biological molecules.
7. Separate biological compounds using thin layer/paper chromatography or electrophoresis.
8. Safely and ethically use organisms to measure: plant or animal responses and physiological functions.
9. Use microbiological aseptic techniques, including the use of agar plates and broth, using microphone and
loudspeaker, or ripple tank, or vibration transducer, or microwave/radio wave source.
10. Safely use instruments for dissection of an animal or plant organ.
11. Use sampling techniques in fieldwork.
12. Use ICT such as computer modelling, or datalogger to collect data, or use software to process data.
Table 2 Biology use of apparatus and techniques: specification Appendix 5c.

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Biology A Core practicals Practical techniques in Table 2: specification, Appendix 5c

1 2 3 4 5 6 7 8 9 10 11 12
1. (i) Investigate the effect of caffeine on
heart rate in daphnia.
(ii) Discuss the potential ethical issues
regarding the use of invertebrates in
research.
2. Investigate the vitamin C content of food
and drink.
3. Investigate membrane structure,
including the effect of alcohol concentration
or temperature on membrane permeability.
4. Investigate the effect of enzyme and
substrate concentrations on the initial rates
of reactions.
5. Prepare and stain a root tip squash to
observe the stages of mitosis.
6. Identify sclerenchyma fibres, phloem
sieve tubes and xylem vessels and their
location within stems through a light
microscope.
7. Investigate plant mineral deficiencies.
8. Determine the tensile strength of plant
fibres.
9. Investigate the antimicrobial properties
of plants, including aseptic techniques for
the safe handling of bacteria.
10. Carry out a study on the ecology of a
habitat, such as using quadrats and
transects to determine distribution and
abundance of organisms, and measuring
abiotic factors appropriate to the habitat.
11. Investigate photosynthesis using
isolated chloroplasts (the Hill reaction).
12. Investigate the effect of temperature on
the rate of an enzyme-catalysed reaction,
to include Q10.
13. Investigate the effects of temperature
on the development of organisms (such as
seedling growth rate, brine shrimp hatch
rates).
14. Use gel electrophoresis to separate
DNA fragments of different length.
15. Investigate the effect of different
antibiotics on bacteria.
16. Investigate rate of respiration
practically.
17. Investigate the effects of exercise on
tidal volume, breathing rate, respiratory
minute ventilation and oxygen consumption
using data from spirometer traces.
18. Investigate habituation to a stimulus.
Table 3 SNAB core practicals.

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Practical endorsement
Students who gain an A level biology qualification will have a practical endorsement reported as a
pass/fail alongside their A level grade. To obtain a pass, centres will need to provide evidence that
students have carried out a range of practical work and have demonstrated competence as set out in the
Common Practical Assessment Criteria (CPACs) used for all A level sciences. The CPACs are based
on the skills and techniques set out in Appendix 5 of the specification and are listed in Table 4.

Competency
1. Follows written a) Correctly follows instructions to carry out the experimental techniques or
procedures procedures.
2. Applies investigative a) Correctly uses appropriate instrumentation, apparatus and materials
approaches and (including ICT) to carry out investigative activities, experimental techniques
methods when using and procedures with minimal assistance or prompting.
instruments and b) Carries out techniques or procedures methodically, in sequence and in
equipment combination, identifying practical issues and making adjustments when
necessary.
c) Identifies and controls significant quantitative variables where applicable, and
plans approaches to take account of variables that cannot readily be
controlled.
d) Selects appropriate equipment and measurement strategies in order to
ensure suitably accurate results.
3. Safely uses a range a) Identifies hazards and assesses risks associated with these hazards when
of practical carrying out experimental techniques and procedures in the lab or field.
equipment and b) Uses appropriate safety equipment and approaches to minimise risks with
materials minimal prompting.
4. Makes and records a) Makes accurate observations relevant to the experimental or investigative
observations procedure.
b) Obtains accurate, precise and sufficient data for experimental and
investigative procedures and records this methodically using appropriate
units and conventions.
5. Researches, a) Uses appropriate software and/or tools to process data, carry out research
references and and report findings.
reports b) Sources of information are cited demonstrating that research has taken
place, supporting planning and conclusions.
Table 4 Common Practical Assessment Criteria.

In order to provide evidence for the practical endorsement, teachers are required to observe the
students at work, and students are required to keep records of their practical work that provide
evidence of competence. Centres must submit a completed Practical Competency Authentication
Sheet (Appendix 4 in the specification) for each student.
The Developing Practical Skills Self-evaluation Sheet, supplied in Practical Skills Support 1, is
designed to help with this record keeping. This sheet is based on the SNAB Developing Practical
Skills Framework, and Table 5 shows how it relates to the practical skills identified for direct and
indirect assessment and to the CPACs.
The Developing Practical Skills Self-evaluation Sheet is intended to help students to reflect on their
experience of practical work and to identify ways in which they are developing their practical skills. It
is envisaged that students will complete a copy of this sheet after carrying out any practical activity
that provides evidence relating to one or more of the CPACs. This would include all the core
practicals but is not limited to them; any practical activity can be used to provide evidence of skills
development. The completed sheets can be kept with students' records of their practical work, and can
be drawn on when filling in the Practical Competency Authentication Sheet.
The specification, together with additional documentation provided by the awarding body, gives full
details of the requirements for collection of evidence and record keeping by teachers and by students,
the procedures for reporting competence for the endorsement, and the processes by which awarding
organisations will monitor the implementation of requirements by centres.

All users will need to review the risk assessment information and may need to adapt it to local circumstances.
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 Practical Skills Support 1
Salters-Nuffield Advanced Biology Resources Developing Practical Skills Framework

Practical skills development using the SNAB Indirect Direct CPAC

Developing Practical Skills Framework assessment: assessment:
(see Developing Practical Skills Self-evaluation Appendix 5a Appendix 5b
Sheet)
1 Scientific questions and information research
A student will have:
identified scientific question(s) or problem(s) to be 2
investigated
used at least three reliable information sources b(iv) 5b
(online or offline) to find information relating to a c(i)
research question and have written a summary of the
information they have found in their own words
produced a bibliography of their sources c(ii) h

2 Planning and experimental design

A student will have:
identified variables in an experiment, including both b(i), b(iv) 2c
dependent and independent variables, and others
which need to be controlled, or otherwise allowed for,
to produce appropriate results that will answer a
question or solve a problem
selected the apparatus and methodology to achieve b(i) d(i) 2a, 2d
measurements appropriate to the investigation (do d(i)
they allow you to answer the question, solve the
problem?)
identified and discussed issues of safety in the use of b(i) 3a
apparatus, including how to reduce risk
completed a suitable risk assessment in advance of 3a
carrying out practical work

identified and discussed ethical issues arising from b(i) 2a

the use of living organisms and for the environment
where appropriate, and discussed the precautions
needed to ensure the well-being of living organisms
and the environment
identified sources of systematic and/or random error b(i) 2b
and discussed how these could be minimised c(iii)
through selection and use of appropriate apparatus
and methodology
3 Carrying out practical work safely and ethically
A student will have:
handled apparatus (including ICT) and materials d(i) b(i) 1a, 2a,
correctly and safely, and used manipulative b(iv) 2b, 3b
techniques in an appropriate and safe manner (with
d(i)
support for disabled students as appropriate)
correctly followed written instructions for a multi-step d(i) b(ii) 1a
procedure d(i)
adapted procedures and adjusted apparatus or 2b
techniques, if necessary to address any issues that
arise during practical work
carried out practical work with appropriate d(i) b(i) 2a
precautions being taken to ensure the well-being of d(i)
living organisms and the environment where relevant
carried out practical work in which dependent and b(iv) 2c
independent variables are identified and other
appropriate variables are controlled or taken into
account
made sufficient accurate measurements or b(ii) b(iii) 4a, 4b
observations and recorded data in an appropriate c(iii) b(iv)
format using suitable precision during practical work
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 Practical Skills Support 1
Salters-Nuffield Advanced Biology Resources Developing Practical Skills Framework

4 Analysis and interpretation of data

A student will have:
processed, analysed and displayed data using b(iv) b(v) 5a
mathematical, ICT and statistical techniques where c(ii) b(vi)
appropriate
plotted and interpreted a graph to derive further c(i) b(v) 5a
information where appropriate
identified trends and patterns in data where relevant, c(i) b(vi) 5a
using mathematical, ICT and statistical techniques c(ii)
where appropriate
5 Conclusion and evaluation
A student will have:
stated a conclusion based on experimental evidence b(i) 5a
and commented on the validity of a conclusion based b(ii)
on their own evidence in terms of the apparatus and c(iii)
experimental methodology used, the quality of the
data (accuracy and precision) obtained, and any
systematic or random errors present
used appropriate scientific knowledge to explain 5b
conclusions
Table 5 Practical skills matching grid.

All users will need to review the risk assessment information and may need to adapt it to local circumstances.
2015 University of York, developed by University of York Science Education Group.
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