PRACTICAL REQUIREMENTS OVERVIEW

Salters-Nuffield Advanced Biology Resources

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. This sheet may have been altered from the original. Page 1 of 6

Practical Skills Support 1 Developing Practical Skills Framework

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.





5a Practical skills identified for indirect assessment in written exams

5b Practical skills identified for direct assessment for the practical endorsement at A level

a) Independent thinking

(i) solve problems set in practical contexts

(ii) apply scientific knowledge to practical contexts

a) Independent thinking

(i) apply investigative approaches and methods to practical work

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

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) 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

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) 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

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

Table 1 Practical skills for direct and indirect assessment: Specification, Appendices 5a and 5b.

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.

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.





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

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.





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 procedures

a) Correctly follows instructions to carry out the experimental techniques or procedures.

2. Applies investigative approaches and methods when using instruments and equipment

a) Correctly uses appropriate instrumentation, apparatus and materials (including ICT) to carry out investigative activities, experimental techniques and procedures with minimal assistance or prompting.

b) Carries out techniques or procedures methodically, in sequence and in 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 of practical equipment and materials

a) Identifies hazards and assesses risks associated with these hazards when carrying out experimental techniques and procedures in the lab or field.

b) Uses appropriate safety equipment and approaches to minimise risks with minimal prompting.

4. Makes and records observations

a) Makes accurate observations relevant to the experimental or investigative procedure.

b) Obtains accurate, precise and sufficient data for experimental and investigative procedures and records this methodically using appropriate units and conventions.

5. Researches, references and reports

a) Uses appropriate software and/or tools to process data, carry out research and report findings.

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.





Practical skills development using the SNAB Developing Practical Skills Framework

(see Developing Practical Skills Self-evaluation Sheet)

Indirect assessment: Appendix 5a

Direct assessment: Appendix 5b

CPAC

1 Scientific questions and information research

A student will have:

● identified scientific question(s) or problem(s) to be investigated

2

● used at least three reliable information sources (online or offline) to find information relating to a research question and have written a summary of the information they have found in their own words

b(iv) c(i)

5b

● produced a bibliography of their sources c(ii) h

2 Planning and experimental design


● identified variables in an experiment, including 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

b(i), b(iv) 2c

● selected the apparatus and methodology to achieve measurements appropriate to the investigation (do they allow you to answer the question, solve the problem?)

b(i) d(i)

d(i) 2a, 2d

● identified and discussed issues of safety in the use of apparatus, including how to reduce risk

b(i) 3a

● completed a suitable risk assessment in advance of carrying out practical work

3a

● identified and discussed ethical issues arising 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

b(i) 2a

● identified sources of systematic and/or random error and discussed how these could be minimised through selection and use of appropriate apparatus and methodology

b(i) c(iii)

2b

3 Carrying out practical work safely and ethically


● handled apparatus (including ICT) and materials correctly and safely, and used manipulative techniques in an appropriate and safe manner (with support for disabled students as appropriate)

d(i) b(i)

b(iv)

d(i)

1a, 2a, 2b, 3b

● correctly followed written instructions for a multi-step procedure

d(i) b(ii)

d(i)

1a

● adapted procedures and adjusted apparatus or techniques, if necessary to address any issues that arise during practical work

2b

● carried out practical work with appropriate precautions being taken to ensure the well-being of living organisms and the environment where relevant

d(i) b(i)

d(i)

2a

● carried out practical work in which dependent and independent variables are identified and other appropriate variables are controlled or taken into account

b(iv) 2c

● made sufficient accurate measurements or observations and recorded data in an appropriate format using suitable precision during practical work

b(ii)

c(iii)

b(iii)

b(iv)

4a, 4b





4 Analysis and interpretation of data


● processed, analysed and displayed data using mathematical, ICT and statistical techniques where appropriate

b(iv)

c(ii)

b(v)

b(vi)

5a

● plotted and interpreted a graph to derive further information where appropriate

c(i) b(v) 5a

● identified trends and patterns in data where relevant, using mathematical, ICT and statistical techniques where appropriate

c(i)

c(ii)

b(vi) 5a

5 Conclusion and evaluation


● stated a conclusion based on experimental evidence and commented on the validity of a conclusion based on their 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

b(i)

b(ii)

c(iii)

5a

● used appropriate scientific knowledge to explain conclusions

5b

Table 5 Practical skills matching grid.





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 people’s 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 don’t 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, don’t 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; don’t just copy and paste.





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 can’t 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.





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 error/uncertainty

Systematic or random?

Estimate of size of error

Comment

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.


3.1 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.





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 graph’s 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.





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 wasn’t, 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.





DEVELOPING PRACTICAL SKILLS: SELF-EVALUATION SHEET Name: …………………………………………………… Centre: …………………………………………………….

Practical: ……………………………………………………………………………………………………..………………..

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

CP

AC

*

Self-evaluation comments on skills developed

1 Scientific questions and information research You will have:

● identified scientific question(s) or problem(s) to be investigated

2

● used at least three reliable information sources (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

b

● produced a bibliography of your sources

5b

2 Planning and experimental design You will have:

● identified variables in an experiment, including 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

2c

● selected the apparatus and methodology to achieve measurements appropriate to the investigation (do they allow you to answer the question, solve the problem?)

2a, 2d

● identified and discussed issues of safety in the use of apparatus, including how to reduce risk

3a

● completed a suitable risk assessment in advance of carrying out practical work

3a

● identified and discussed ethical issues arising 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

2a

● identified sources of systematic and/or random error and discussed how these could be minimised through selection and use of appropriate apparatus and methodology

2b






You will have:

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

1a, 2a, 2b, 3b

● correctly followed written instructions for a multi-step procedure

1a

● adapted procedures and adjusted apparatus or techniques, if necessary to address any issues that arise during practical work

2b

● carried out practical work with appropriate precautions being taken to ensure the well-being of living organisms and the environment where relevant

2a

● carried out practical work in which dependent and independent variables are identified and other appropriate variables are controlled or taken into account

2c

● made sufficient accurate measurements or observations and recorded data in an appropriate format using suitable precision during practical work

4a, 4b

4 Analysis and interpretation of data You will have:

● processed, analysed and displayed data using mathematical, ICT and statistical techniques where appropriate

5a

● plotted and interpreted a graph to derive further information where appropriate

5a

● identified trends and patterns in data where relevant, using mathematical, ICT and statistical techniques where appropriate

5a

5 Conclusion and evaluation You will have:

● stated a conclusion based on experimental 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

5a

● used appropriate scientific knowledge to explain conclusions

5b

* 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