Details of the assessment
Paper 1 Multiple Choice
Written paper, 1 hour 15 minutes, 40 marks
Forty multiple-choice questions of the four-choice type,
... [Show More] testing assessment objectives AO1 and AO2.
Questions are based on the AS Level syllabus content.
Paper 2 AS Level Structured Questions
Written paper, 1 hour 15 minutes, 60 marks
Structured questions testing assessment objectives AO1 and AO2.
Questions are based on the AS Level syllabus content.
Paper 3 Advanced Practical Skills
Practical test, 2 hours, 40 marks
This paper tests assessment objective AO3 in a practical context.
Questions are based on the practical skills (including the use of a light microscope) in the Practical assessment
section of the syllabus for Paper 3. The context of the questions may be outside the syllabus content.
Paper 4 A Level Structured Questions
Written paper, 2 hours, 100 marks
Structured questions testing assessment objectives AO1 and AO2.
Questions are based on the A Level syllabus content; knowledge of material from the AS Level syllabus content will
be required.
Paper 5 Planning, Analysis and Evaluation
Written paper, 1 hour 15 minutes, 30 marks
Structured questions testing assessment objective AO3.
Questions are based on the practical skills of planning, analysis and evaluation in the Practical assessment section
of the syllabus for Paper 5. The context of the questions may be outside the syllabus content.
5 Practical assessment
Introduction
Teachers should ensure that learners practise practical skills throughout their course of study. As a guide, learners
should spend at least 20 per cent of their time doing practical work individually or in small groups. This 20 per cent
does not include the time spent observing demonstrations of experiments and simulations.
The practical work that learners do during their course should aim to:
• provide learning opportunities so that they develop the skills they need to carry out experimental and
investigative work
• reinforce their learning of the theoretical subject content of the syllabus
• instil an understanding of the relationship between experimentation and theory in scientific method
• be enjoyable, contributing to the motivation of learners.
Candidates’ practical skills will be assessed in Paper 3 and Paper 5. In each of these papers, the questions may be
based on biology not included in the syllabus content, but candidates will be mainly assessed on their practical
skills rather than their knowledge of theory. Where appropriate, candidates will be given any additional information
that they need.
Paper 5
Paper 5 is a timetabled, written paper focusing on the following higher-order practical skills of:
• planning
• analysis
• conclusions
• evaluation.
This exam will not require laboratory facilities.
To prepare candidates for this exam, it should be emphasised that candidates will need extensive experience of
laboratory work of A Level standard. This requires many hours of laboratory-based work, with careful supervision
from teachers to ensure that experiments are planned and carried out safely.
Paper 5 may include questions assessing both the AS and A Level syllabus and may include unfamiliar contexts.
Where questions include theory or equipment which would be unfamiliar to candidates, information will be
provided in the question.
Paper 5 consists of two or more questions totalling 30 marks.
Candidates are required to:
• use extended structured writing
• use appropriate diagrams and tables to illustrate answers
• design an experimental method for a given problem, for which they may be asked to use given information or a
specific piece of apparatus
• express a prediction linking independent and dependent variables, either as a written hypothesis or as a graph
showing the expected result
• analyse and evaluate given experimental data, presented as tables, graphs or written statements, and draw
appropriate conclusions
• identify appropriate mathematical or statistical methods to process experimental data.
Expectations for each skill (Paper 5)
Planning
Candidates will develop a procedure to test a hypothesis or prediction based on an experimental context and
appropriate background information.
Defining the problem
Using the context provided, candidates should be able to:
• state a relevant prediction, either in words or in the form of a sketch graph showing the expected result, and
link this to an underlying hypothesis
• identify the independent and dependent variables
• identify which key variables must be standardised in order to test a hypothesis. (Variables expected to have a
minimal effect, such as variation between test-tubes of the same type, do not need to be standardised.)
Methods
Using the context provided, candidates should be able to:
• describe how to vary the independent variable
• describe how to measure the values of the independent and dependent variables accurately and to an
appropriate precision
• describe how to standardise each of the other key variables
• describe, where appropriate, suitable volumes and concentrations of reagents. Concentrations may be specified
in % (w/v), or mol dm–3
• describe how different concentrations would be prepared by serial dilution or proportional dilution
• describe appropriate control experiments
• describe, in a logical sequence, the steps involved in the procedure, including how to use the apparatus to
collect results
• describe how the quality of results can be assessed by considering:
– the occurrence of anomalous results
– the spread of results including the use of standard deviation, standard error and/or 95% confidence
intervals (95% CI).
• describe how to assess the validity of the results by considering both the accuracy of the measurements and
the repeatability of the results
• prepare a simple risk assessment of their plans, taking into account the severity of any hazards and the
probability that a problem could occur
• describe the precautions that would need to be taken to minimise risks where possible.
Analysis, conclusions and evaluation
Analysis, conclusions and evaluation tests the ability of candidates to process given data in a variety of ways.
Dealing with data
Knowledge of the Mathematical requirements in section 6 of the syllabus is expected.
From provided data, candidates should be able to:
• use tables and graphs to show the key points in quantitative data
• sketch or draw suitable graphs, displaying the independent variable on the x-axis and the dependent variable on
the y-axis including, where required, confidence limit error bars
• decide which calculations are necessary in order to draw conclusions
• carry out appropriate calculations to simplify or explain data, including means, percentages and rates of change
• carry out calculations in order to compare data, including percentage gain or loss
• use values of standard deviation or standard error, or graphs with standard error bars, to determine whether
differences in mean values are likely to be statistically significant
• choose and carry out statistical tests (limited to those described in the Mathematical requirements section of
the syllabus) appropriate to the type of data collected and justify use of these tests
• state a null hypothesis for a statistical test
• recognise the different types of variable and the different types of data presented, as shown in the table below. [Show Less]