Explaining and illustrating the criteria

The following should be read in conjunction with the section on practical biology and investigative skills in the specification.

Research & Rationale

Assessment Level of response Mark

criteria a) focuses on the rationale and biological background of the investigation. Range
b) focuses on the selection of additional, relevant information which is used effectively in the report.
Research and a) There is some attempt to provide a rationale for the choice of investigation in terms of its scope 0–2
rationale and its relation to biological principles. marks
b) Few sources have been consulted and their scope is limited in providing a context for the
investigation to assist with the planning or execution of laboratory or field work, and in informing
the interpretation of results.

At this level the rationale is very simple and sources used are quoted in a vague manner. Very few
relevant sources beyond, perhaps, a core text are used. There is only very limited evidence of
progression from AS.
Attempts to interpret the data are not linked to the researched information. Researched information
is simply listed again with little comment.

a) There is a partial rationale for the choice of investigation. The biological background to the 3–6
investigation is developed to some extent. marks
b) Information gathered from some relevant sources has some bearing on the context for the
investigation, and assists in a limited way with the planning or execution of the laboratory or field
work, or to inform the interperetation of results.

There is some relevant biological background but it is not carefully selected and contains irrelevant
material. The logical progression, linking biological knowledge to the suggested hypothesis, is rather
vague.Interpretations of the collected data make only limited use of relevant biological background
or the quoted sources.

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a) The rationale for the investigation is clear in terms of its scope and relationship to biological 7–9
principles. marks

b) Several relevant sources are consulted and are used to provide a context for the project, to assist
with the planning or execution of laboratory or field work, and to inform the interpretation of
results.

There is a good selection of relevant sources. The sources quoted are clearly referenced within the
text to illustrate where they have been used. There is very little irrelevant information and it is clear
to the reader how the hypothesis and methods used have been developed.
Interpretation of results is clearly linked to A2 level biological knowledge and understanding.
Information from the rationale is not merely reiterated but is used to try to explain the actual trends
and patterns in the data rather than make theoretical assertions.
NOTE this is concerned with the use of sources not the overall quality of conclusions, which are
assessed in Interpreting.

a) The rationale for the investigation is clearly justified in terms of its scope and appropriate 10–11
biological principles are discussed. marks

b) Additional sources beyond those that were most readily to hand or were initially suggested by the
teacher, are selected. The material chosen is selected for its relevance to the investigation and it
is used effectively to provide a context for the project, to assist with planning or execution of
laboratory or field work, and to inform the interpretation of results.

There is no irrelevant information and there is a concise account of the background to the chosen
investigation, which uses a range of sources, which demonstrates very good personal research. It is
clear how all sources have been used both in the rationale and in interpreting the collected data.
Interpretation of data uses these sources effectively and in an integrated way to show a clear
understanding of the trends and patterns identified.

NOTE this is concerned with the use of sources not the overall quality of conclusions, which are
assessed in Interpreting.

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 Planning

Assessment Level of response Mark

criteria a) focuses on effective planning to control variables and produce meaningful data. Range
b) focuses on assessing risks and suggesting ways to minimise them.
c) focuses on the use of a trial investigation to modify an initial plan, where necessary.
Planning a) There is some attempt to plan and select the method or apparatus chosen. Some relevant 0–2
variables are identified. marks
b) Some potential safety hazards and the steps to avoid or minimise them are identified.
c) A trial experiment may be carried out.

This is the basic level where a student has written a simple plan or where considerable help has been
given to ensure that some useful data is collected.
NOTE Where there is no clear evidence of a trial investigation 2 marks is the maximum, which
can be awarded for planning.

a) There is a plan for investigation, with some explanation of the selection of apparatus and 3–6
methods. There are some details of how variables are to be controlled, manipulated or taken into marks
account and how relevant observations are to be made.
b) Most potential safety hazards and the steps to avoid or minimise them are identified.
c) A trial experiment is performed that has some bearing on the planning of the project.

Plans here would contain all the main elements of selection of apparatus, a detailed method and
sound control of variables but lack depth and detail. Repetition of basic well-documented
experiments or core practicals is unlikely to go beyond the lower range of this level.
There will be evidence of risk assessment rather than simple statements.
Trial experiments will be relevant and there will be some evidence of their application such as
simple data or recorded observations.

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a) There is a clear plan of action, both for the initial trial phase and for the main period of data 7–9
collection. Apparatus selected and methods chosen are appropriate to the investigation. There is marks
a discussion about how variables are controlled, manipulated or taken into account and about the
collection of relevant observations or data.
b) All potential safety hazards are identified and suitable steps taken to avoid or minimise them.
c) A well-thought out trial is conducted in advance of the main data collection phase, and is used to
inform the planning of the investigation.

The initial plan outlines the whole process clearly. Apparatus and methods are described concisely
and it is clear why they have been chosen. Evidence obtained from the trial phase is discussed and
there is a logical progression to the final methodology.

a, b, c) There is evidence of thought and ingenuity in the design of experiments or the recording of 10-11
data, with good attention to detail including the way that variables are controlled, manipulated or marks
taken into account and how relevant observations are made or data collected. Apparatus is devised or
modified to suit the project as necessary.

All of the criteria for 7-9 marks are met to a high standard. This level of marks is designed to reward
students who have gone beyond standard techniques and shown some ability to adapt and modify
their chosen techniques in the light of the findings from the trial phase. Whilst this need not involve
sophisticated apparatus there must be evidence of some original ideas.

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 Observing and recording

Assessment Level of response Mark

criteria a) focuses on accurate recording and tabulation of data. Range
b) focuses on the selection of a suitable range of readings and an appropriate response to anomalous
readings during data collection.

Observing a) Some appropriate measurements and observations are recored, which are adequate for the method 0–2
and used and reasonably accurate. marks
recording b) There is some repeating or checking of values obtained.

At this level there is just sufficient data to make basic conclusions linked to the hypothesis. The level of
accuracy is just acceptable for an A2 investigation.

a) Measurements and observations are recorded methodically and accurately in appropriate units, and 3–6
some thought is given to precision and repeatability. marks
b) A reasonable number and range of observations and measurements are carried out. Any anomalous
results are noted. There is some appropriate modification of procedures for data collection if
necessary.

Results will be recorded in suitable tables with clear headings. Units should be clearly indicated in the
headings only and should follow the Institute of Biology guidelines. It is not necessary to find anomalies
where they clearly do not exist but some comment on this will be expected.Judgements on the extent of
data and reasonable number of repeats should be viewed in the context of the investigation. In particular,
is there a reasonable amount of data to make a meaningful judgement on the hypothesis bearing in mind
what could be expected from an A-level student in the circumstances.Students use common sense in
checking their data as it is collected, to identify and possibly repeat experiments if unusual figures or
readings are obtained.

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a) Observations and measurements are carried out over a suitable range of values and conditions. 7–8
Sufficient observations are made to allow a conclusion. Numerical results are recorded to an marks
appropriate degree of precision.
b) Measurements and observations are repeated as appropriate. Any anomalous results are noted and
investigated. If problems arise in the making of measurements or observations, procedures are adapted
to ensure data is reliable.
The range of values or conditions is well-matched to the investigation. This may be justified by checking a
running mean or by reference to the requirements of a chosen statistical test. Tables of collected or
manipulated data quote figures to a level of accuracy that can be justified by the methods employed.
The tabulated data reflects good practice in accurately identifying possible anomalies and shows sound
scientific practice in dealing with variations. There is objective analysis rather than a determination to
conform to a preconceived model.

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 Interpreting and evaluation

Assessment Level of response Mark

criteria a) focuses on statistical analysis of the recorded data and its interpretation. Range
b) focuses on the use of biological knowledge and understanding to interpret the data.
c) focuses on the ability to draw summary conclusions and evaluate their validity by a discussion of the
limitations of the experimental techniques employed.
Interpreting a) There is some data processing. Statistical analysis is only completed with detailed guidance. 0–3
and Application of calculated statistical values is present, though limited or confused. marks
evaluation b) There is an attempt to apply biological principles.
c) Some conclusions are stated. There is some awareness of the limitations of experimental results and
conclusions.

Data is only manipulated in the simplest way eg the calculation of totals.

A maximum mark of 2 will be applied where there is no evidence of statistical testing.

Biological knowledge and understanding is applied to explain trends and patterns in the data in a very
simple way or information is merely quoted with no evidence of its application to the tabulated results.
There is a short statement of conclusions, which are directly related to the hypothesis.

Limitations are discussed superficially and are concerned mainly with basic errors.

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a) Data is processed with some thought as to the choice of method. The chosen statistical test may be 4–6
inappropriate or provide limited analysis of the stated hypothesis. Calculations are clearly set out but marks
the interpretation of the calculated values lacks detailed explanation. Some trends and patterns are
identified.
b) Some attempt is made to interpret results using biological principles and draw conclusions based on
experimental results.
c) Conclusions are supported by results. The limitations of results and conclusions based upon them, are
recognised.

It is expected that these will be discriminating criteria. To move to this mark range students must show
they have used a suitable statistical test and that they have a basic understanding of its meaning (see
additional notes on statistical testing).
Identification of trends and patterns is simple but does go beyond just a word description of the data.
Application of biological knowledge is sound but lacks a detailed discussion linking it closely to the trends
and patterns described. Discussion of limitations identifies some important shortcomings of the apparatus
and the methods employed but lacks a detailed objective review.
There is clear evidence of biological knowledge and understanding gained from initial research being
applied in an attempt to explain the findings and support any conclusions.

a) Data are processed using appropriate methods that reveal trends and patterns. The chosen statistical 7–9
tests are appropriate to the data to be analysed and the hypothesis to be tested. Calculations of marks
statistical tests are clearly set out and interpreted, using a null hypothesis and a 5% confidence level
where appropriate. Trends and patterns are identified.
b) Results are interpreted using biological principles and concepts of Advanced GCE standard. Relevant
biological principles are applied correctly throughout.
c) Conclusions are supported by results. The limitations of results and the conclusions based upon them,
are recognised and evaluated. Any limitations of the procedure are commented upon, and sensible
modifications are suggested.

To reach this level the whole analysis should be accurate and objective. Students must have selected
their information carefully and applied it accurately. They should avoid sweeping generalisations and
demonstrate an awareness that the conclusions they make are likely to lead to other questions or are part
of a wider pattern of interactions.
A consideration of limitations must also include an analysis of the underlying principles and assumptions
of the chosen methodology. Suggestions for modifications must be linked to such an analysis. Collecting
more data or repeating again are not suggestions that can be given credit at this level.

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 Communicating
Assessment Level of response Mark
criteria a) focuses on the organisation of the report as a scientific record of the investigation. Range
b) focuses on the ability of the student to select the most appropriate form of graphical presentation
that is well-matched to their hypothesis and is presented accurately.
c) focuses on the accuracy of the written report and the correct listing of sources in a bibliography.
d) focuses on the range of sources used and an evaluation of their scientific credibility.
Communicating a) The layout of the paper largely conforms to that expected of a scientific paper. The organisation 0–2
of the report shows evidence of some thought and the aim of the investigation is stated. Images, marks
when used, are relevant to the points made.
b) Data is presented in graphs, tables or diagrams, which are mostly appropriate and follow scientific
conventions for presentation.
c) Spelling, punctuation and grammar are generally correct, some technical terms are used
appropriately and most sources used are acknowledged in a bibliography.
d) Sources include at least one professional scientific journal.

At this level there will be some basic organisation of the report into clear sections.
Data will be presented in a suitable format which aids analysis but this may be limited or of
unsuitable format.
There is limited technical language and some spelling errors or poor grammatical expression which
can confuse the underlying meaning. Sources are very limited and listed in a format which does not
identify them accurately.
The term ‘professional scientific journal’ will be judged in the light of what could reasonably be
accessible to an A-level student but there are many sources which are freely available to all students.
(see additional notes)

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a) The layout of the report mostly conforms to that expected of a scientific paper with subheadings 3-4
used effectively. The aim(s) and conclusion(s) of the investigation are stated. Images, when used, marks
illustrate points clearly.
b) Data is presented in well chosen graphs, tables or diagrams, which usually follow scientific
conventions and mostly use SI units, where appropriate, correctly.
c) Spelling punctuation and grammar are correct, appropriate technical terms are used throughout.
Sources are selected and used appropriately and are correctly referenced within a properly
constructed bibliography.
d) There is some discussion of the credibility of sources used.

To reach this level it is essential that the report is well-structured and it is likely that the aim(s) and
a summary of conclusions will be included in a concise abstract. Any images should be clearly labelled
and if they are not referred to in the report it will be difficult to judge which points they illustrate
At this level some form of graphical presentation would normally be expected. The graphical format
would be appropriate to the data and useful in analysing the data with respect to the hypothesis. Any
manipulated data used to construct such graphs will be clearly tabulated.
There will be very few typographical errors although an inability to spell scientific terms or correct
names of organisms under investigation is weak for this level. The report will be easy to read and
understand.
All references quoted should be accurately identified so that it is easy for the reader to gain access to
the actual article, paper or web page. It should be clear where in the report the sources quoted have
been used.
It is hoped students will use skills gained at AS level to discuss the credibility of some of their
sources.

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a) The layout of the report conforms to that expected of a scientific paper with appropriate and 5–6
helpful subheadings. The organisation of the report shows evidence of thoughtful planning and marks
aim(s) and conclusion(s) of the project are clearly stated and discussed. Images illustrate the
points effectively and enhance the clarity of the report.
b) Data is presented effectively in graphs, tables or diagrams that follow scientific conventions and
are clearly and accurately labelled using SI units where appropriate.
c) Spelling, punctuation and grammar are correct, and appropriate technical terms are used
throughout.
d) Sources used are evaluated with reference to their credibility within the wider scientific
community.

The report at this level would be expected to be concise and very well-organised. There would be a short
abstract summarising the main features including the conclusion(s).
Graphical presentation must be selective with a small number of graphs to illustrate important trends
and patterns on the correct format. They will be accurately labelled and carefully plotted.
There will be very few minor spelling errors and all scientific or technical terms will be correct.
All quoted sources will have some comment as to their credibility as acceptable scientific knowledge.

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