Search results
1.1 Why choose AQA for AS and A-level Biology. Relevant in the classroom and the real world. We involved over a thousand teachers in developing these specifications, to ensure that the subject content is relevant to real world experiences and is interesting to teach and learn. We’ve
We reinvest any surplus back into AQA, helping to fuel our world-class research and expertise, in order to advance education and ensure all learners can realise their full potential. Be your full self at work
That’s why we’ve put practical work at the heart of our Biology, Chemistry and Physics A-levels. Practical science allows scientific theory to transform into deep knowledge and understanding – scientific thinking.
- 3MB
- 168
- Key
- The purpose of this Practical handbook
- The purpose of practical work
- Practise with support
- Practise without support
- Statement on practical work by Glenys Stacey, Chief Regulator at Ofqual, April 2014
- Apparatus and techniques (see section H)
- 1. Written exam papers
- 2. Endorsement
- Example (AS Chemistry Specimen Paper 2)
- Example (AS Biology Specimen Paper 1)
- Example (A-level Chemistry Specimen Paper 3)
- Example (AS Physics Specimen Paper 2)
- Clarify the importance of keeping a lab book or other records of practical work
- Warn students against plagiarism and copying
- Explain the learning criteria for each skill
- Use clearly defined learning outcomes
- Start with simple tasks initially
- Teach practical work in your preferred order
- Use feedback
- Don’t give marks
- Give feedback promptly
- Use peer assessment
- Use group work
- E. Use of lab books
- The purpose of a lab book
- Type of book
- Style
- Each page should be dated
- Content
- Extra information on the endorsement
- ‘Consistently and routinely’
- Observing differences in standard over time
- Demonstrations
- The link between the apparatus and techniques and CPAC
- Simulations
- Language used by students
- Certificates
- Carry forward and retakes
- Reasonable adjustments
- Process
- Training
- Before the day of monitoring
- On the day of monitoring
- Follow up actions
- Non-compliant centres
- Safety
- Quality of teaching
- Working with students
- G. Evidence for the endorsement
- 2. Do you have to have an accompanying checklist for CPAC 1, or is it enough to record what a student did incorrectly?
- CPAC 5
- Must they use software to pass this, or would drawing graphs by hand, using calculators to perform calculations suffice?
- 6. For the award of CPAC 5, is it okay for students to write up instructions for testing for ions after having carried out the experiments?
- 2. Have schools used a standard proforma for marking and assessment of student practical work?
- 5. What are the most common reasons why schools have not been endorsed?
- 7. Can students pass the A-level if they are 'not classified' in the practical skills endorsement in May 2017?
- 8. What is the consequence for getting a "not classified"? SLT has asked what are consequences of failing our AQA practical audit for pupils?
- 9. May the requirement of CPAC grades be classified in Distinction, Merit, Pass or Fail?
- 18. How will you manage the monitoring visits to overseas schools such as ours?
- 25. Do students need to write a full write up for each 6 practicals?
- 26. If a student drops physics, ie not studying year 13, do we need their documents for any reason?
- 28. Do you have any tips to improve consistency of approach across the department?
- 36. Can I tell students exactly what I will be looking for in order for them to pass a criterion before the practical?
- I. Cross-board apparatus and techniques and AQA required practical activities
- Tabulating logarithmic values
- Sources of uncertainties
- Readings and measurements
- Percentage uncertainties
- Uncertainties in exams
- Combining uncertainties
- M. Graphing
- Labelling axes
- Data points
- Lines of best fit
- Dealing with anomalous results
- Scatter graphs
- Jagged-line graphs
- Length of head / mm Bar charts
- Measuring gradients
- The equation of a straight line
- N. Biological drawing
- • Cell drawing
- • Tissue map
- • Body plan
- Common errors in biological drawing
- O. Statistical tests in Biology
- Descriptive statistics
There have been a number of changes to how practical work will be assessed in the new A-levels. Some of these have been AQA specific, but many are by common agreement between all the exam boards and Ofqual. The symbol signifies that all boards have agreed to this. The symbol is used where the information relates to AQA only.
This handbook has been developed to support you in advancing your students to fluency in science. Over the years, there have been many rules developed for practical work in Biology, Chemistry and Physics. Some have been prescriptive, some have been intended as guidance. Although we have always attempted to be consistent within subjects, differences...
There are three interconnected, but separate reasons for doing practical work in schools and colleges. They are: To support and consolidate scientific concepts (knowledge and understanding). This is done by applying and developing what is known and understood of abstract ideas and models. Through practical work we are able to make sense of new info...
“I do it myself but I may need to ask my teacher every now and again and if it goes wrong I’m stuck.”
“I can have a go and get quite a way without any support or guidance but there are times when I might need to check a few details.” Note: Safety is always the responsibility of the teacher. No student should be expected to assess risks and then carry out their science practical without the support and guidance of their teacher.
Practical work and experimentation is at the heart of science. It matters to science students, their teachers and their future universities and employers. But A-level students do not always have the chance to do enough of it. Practical work counts for up to 30 per cent of the final grades and the vast majority of students get excellent marks for it...
These have been agreed by all exam boards, so all students will have experienced similar practical work after following a science A-level course. Examples: Use of a light microscope at high power and low power, including use of a graticule. Purify a solid product by recrystallisation. Use laser or light source to investigate characteristics of ligh...
The required practical activities are part of the specification. As such, exam papers could contain questions about the activities and assume that students understand those activities. A student who misses a particular practical activity may be at a disadvantage when answering questions in the exams. It will often be difficult to set up a practic...
To fulfil the requirements of the endorsement, every student must carry out a minimum of 12 practicals. A student who misses one of the required practicals must carry out another practical to be able to gain the endorsement. In most cases, this can be any experiment of A-level standard. However, students must have experienced use of each of the app...
This question requires the students to understand how oxygen production can be used as a proxy measure for photosynthesis, but no other details of the practical procedure are important. To answer this question, the student must understand the process of yield calculation (which will have been gained through practical work), but again the details of...
Similarly, in this example, the students should have done a very similar experiment. The first question is simple recall of the factors involved in the rate of enzyme controlled reactions. The second requires the calculation of a gradient, which is a skill students will have learned through their practical and other work.
Students who have completed the related required practical will have a greater understanding of each of the steps in the procedure and will be able to explain each in turn. This type of question is likely to be fairly rare, to avoid predictable assessments. 4. Questions applying the skills from the required practical procedures and the apparatus an...
This question requires students to apply the skills of data analysis that they will have gained through their practical work in the required practicals and apply it to an unusual situation.
Explain that students need a record of their achievements to guide their learning. Lab books also can be an opportunity to develop a skill used both by scientists and in business. They allow students to accurately and clearly record information, ideas and thoughts for future reference which is a very useful life skill.
Explain the meaning of the term plagiarism and that the use of acknowledged sources is an encouraged and acceptable practice, but trying to pass off other people’s work as their own is not, and will not help them learn. Show students how sources should be cited.
This will help students learn and allow them to know when they have met the criteria. The student lab book contains the criteria, but they own the process and have the responsibility for collecting appropriate evidence of success.
For example, if you are running a practical session to teach students how to use a microscope and staining techniques safely and efficiently, then make sure they know why they are learning this. This will also make it much easier for them to know when they have met the criteria.
Students need to become confident with the apparatus and concepts of practical work before they can proceed to more complicated experiments. It may be more effective to start with simple manipulation skills and progress to the higher order skills.
Teach the skills as you see fit and suit your circumstances – the assessment process is aimed to be flexible and help you teach practical work, not to dictate how it should be done.
Research shows that feedback is the best tool for learning in practical skills. Students who normally only receive numerical marks as feedback for work will need to be trained in both giving and receiving comment-based feedback. Provided it is objective, focused on the task and meets learning outcomes, students will quickly value this feedback. F...
We have deliberately moved away from banded criteria and marks to concentrate on the mastery of key practical competencies. The purpose of marking should be changed to emphasise learning. Students should find it easier to understand and track their progress, and focus their work. We would expect most students, with practice and the explicit teachin...
Feedback does not need to be lengthy, but it does need to be done while the task is fresh in the students’ mind. Not everything needs written feedback but could be discussed with students, either individually or as a class. For example, if a teacher finds that many students cannot calculate percentage change, the start of the next lesson could be u...
The direct assessment of practical work is designed to allow teachers to integrate student-centred learning (including peer review), into day-to-day teaching and learning. This encourages critical skills. Research indicates these are powerful tools for learning. For example, teachers could ask students to evaluate each other’s data objectively. The...
This is a very useful skill, allowing students to build on each other’s ideas. For example, planning an experiment or selecting an appropriate statistical test to use at the end of an experiment can be done as a class discussion. Alternatively, techniques such as snowballing can be used, in which students produce their own plan then sit down in a s...
Students do not need to write up every practical that they do in detail. However, it is good practice to have a record of all they do. A lab book could contain this record. It is a student’s personal book and may contain a range of notes, tables, jottings, reminders of what went wrong, errors identified and other findings. It is a live document tha...
lab book is a complete record of everything that has been done in the laboratory. As such it becomes important both to track progress of experiments, but also, in industry and universities, to prove who developed an idea or discovered something first. lab book is a: source of data that can be used later by the experimenter or others complete record...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
At A-level, we usually assume that populations and samples show a normal distribution. This enables students to use a mean and standard deviation of the mean to describe data. Students could calculate mean values and their standard deviations during class work but will not be asked to calculate a standard deviation in a written examination. The...
- 2MB
- 161
Nov 26, 2021 · Why choose AQA for AS and A-level Biology Relevant in the classroom and the real world. We involved over a thousand teachers in developing these specifications, to ensure that the subject content is relevant to real world experiences and is interesting to teach and learn.
AS and A-level Biology. Find all the information, support and resources you need to deliver our specification. Our AS and A-level Biology qualifications are a stepping stone to future scientific study, with real-world applications and practicals at their heart.
People also ask
Why should I teach a-level Biology?
How does Aqa assess students?
Why are practical science A-levels so important?
Who is Aqa education?
Within a single community, one population is affected by other populations, the biotic factors, in its environment. Populations within communities are also affected by, and in turn affect, the abiotic (physicochemical) factors in an ecosystem.
amazon.co.uk has been visited by 1M+ users in the past month
Browse new releases, best sellers or classics & find your next favourite book. Low prices on millions of books. Free UK delivery on eligible orders
