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Cambridge International AS and A Level Biology 9700 syllabus Practical assessment Type of variable Qualitative categoric ordered Quantitative Type of data nominal, i.e. values or observations belonging to it can be sorted according to category, e.g. colour of flowers, gender ordinal, where values that can be placed in an order or rank and the interval between them may not be equal, e.g. the order in which test-tubes containing starch and iodine become colourless after adding amylase continuous, which can have any value within a specific range and can be expressed as a whole number, fraction or a decimal. It can be counted, ordered and measured, e.g. body mass, leaf length Evaluation Using given data, candidates should be able to: • Identify anomalous values in a table or graph of data and suggest how to deal with anomalies. Strategies for dealing with such anomalies include: – repeating the experiment until consistent results are obtained – leaving out the affected data • Suggest possible explanations for anomalous readings. Where investigations use familiar contexts that have been explored during the course, candidates should be able to suggest possible causes for such anomalies • Assess whether the provided data has been replicated sufficiently and describe whether the range of measured data was appropriate and the intervals between data was appropriate • Explain why replicating data is important and the practical limits on replication • Identify instances where: – More measurements need to be taken with an increased or decreased value of the independent variable in order to give a complete range of data values – There are gaps in the range of the independent variable which reduce the information the investigation can give • Assess whether the method of measuring is appropriate for the dependent variable, for example, using a pH meter is more likely to give more accurate and reliable results than using an indicator and a colour chart to measure changes in pH • Assess the extent to which selected variables have been effectively controlled, using given information, for example, whether the temperature recorded was the same for each of a number of samples • Use these evaluations and any given information to make informed judgements about: – how much confidence can be put in any conclusions – the validity of the investigation – how much the data can be trusted for testing the hypothesis. 68 www.cie.org.uk/alevel Back to contents page
Cambridge International AS and A Level Biology 9700 syllabus Practical assessment Conclusions Conclusions are expected to include detailed scientific explanations and must refer to knowledge and understanding gained in the AS Level and A level syllabus. From provided data, candidates should be able to: • Make conclusions that: – include key points of the raw data, processed data, graphical representations and statistical test results – quote relevant figures from raw or processed data where appropriate • Decide whether a given hypothesis is supported by experimental data, considering: – whether the hypothesis is supported by experimental data in particular, has been fully supported or not supported – strengths and weaknesses of any support for or against the hypothesis • Give detailed scientific explanations of the data and of their conclusions, applying the skills, knowledge and understanding that they have gained from their studies • Make further predictions and hypotheses based on their conclusions • Make relevant suggestions about how an investigation could be improved to increase confidence in the results. These could include: – alternative methods of measuring the dependent variable, for example, using a biosensor to measure glucose concentration instead of Benedict’s solution – narrowing the range and decreasing the intervals between concentrations of a solution to obtain a more accurate result. Back to contents page www.cie.org.uk/alevel 69
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