Biology and Chemistry Written Communication Descriptors Learning Objective Accuracy of knowledge and understanding Quality of writing is typical of a student making satisfactory progress through the course. Some ideas are unclear or missing. Factual mistakes have been made that need correction. Writing shows good use of what has been learnt in lessons or expected research. Explanation demonstrates sound understanding and meets learning objectives. Knowledge demonstrated is beyond what is expected. Scientific ideas have been explained beyond the level delivered in lessons. Evidence of in-depth research that shows understanding beyond learning objectives. Relevance of content Some correct facts and ideas given. Some of the content does not Most of the content is useful and contributes to meeting the objectives of the task. All relevant, additional examples given to make explanations clear and to help the
checking work new scientific vocabulary. and punctuation. Biology and Chemistry Investigation Planning Descriptors Learning Objective Clear aim and objective Some detail and explanation is given to describe the purpose of the experiment. The science idea needs to be more obvious. Aim is clear, dependent and independent variables are obvious. The question that is investigated is stated. Plan is based on a clear hypothesis or prediction. Question investigated is logical demonstrating good scientific reasoning. Scientific equipment Some correct equipment chosen. List of equipment needs to be completed. Equipment selected will allow the collection of valid (useful) results. A complete equipment list that will precise, reliable data to be collected.
Technique/method Method allows results to be collected. More detail needed so that the steps in the method are clear. The of steps need to be changed. Equipment and quantities need to be checked. A clear method, appropriate technique that will collect valid data. Repeats or comparison of results with others needs to be considered. A detailed plan that will allow the collection of precise and reliable data. Validity of results Some reference to controlling variables is given. At least one has a clear method for control or monitoring of a variable. A key variable has been missed Method of control needs more All significant control variables have been identified with a clear method for control or monitoring. Reasons for controlling variables have been
Table Design, headings and units Data presented in a table. Design does not include all necessary data. Some data presented incorrectly. Data presented in correct columns. Table has appropriate headings and units. Design has independent variable in first column. Headings are detailed with correct units. contains processed data. Design, labels and units Some data plotted correctly. Trend cannot be clearly seen. Scales are incorrect or wrong size. Line has not been drawn. Data is presented correctly. Trend can be seen. Labels and units are correct. Variables are on wrong axes. Line of best fit needs improvement Labels are detailed with correct units Trend can be described in detail Correct line of best fit Processed data has been plotted Quality of Data Some data recorded accurately More data required to draw a strong conclusion. Enough data collected to meet the aim of the experiment. Repeats or comparison with other peoples’ data All data accurately recorded. Data processed correctly Anomalies identified.
is used to explain the results. Application of Conclusion A basic understanding of how the conclusion relates to the wider topic or scientific context. Conclusion is explained in the wider context of the topic. Conclusion shows awareness of further investigations that could be carried out. Conclusion suggests further investigations, hypotheses and predictions to be investigated or asks further scientific questions. Biology and Chemistry Evaluation Descriptors Learning Objective Advantages A strength or piece of supporting evidence is given. Clear identification of more than one strength, advantage or piece of supporting evidence. Strengths or supporting evidence is clearly explained using good scientific terminology.
The importance of each strength and its consequence is clear. Disadvantages A weakness, limitation or disadvantage is given. Clear identification of more than one weakness, limitation or contradicting evidence. Weaknesses or contradicting evidence is clearly explained using good scientific terminology. The importance of each weakness and its consequence is Decision making A judgement or opinion is given that relates to the topic or experiment A relevant judgement or opinion is given that is clearly based on the advantages and disadvantages that have An objective and logical judgement or opinion is given which is supported by the evidence. It is how the decision is supported by the
been described. advantages and disadvantages. Strength of argument Some reasons for decision have been given. More thought needed to strengthen opinion or judgement. A logical structured argument that clearly supports the opinion or judgement. A forceful argument that is difficult to criticise or deny. Biology and Chemistry Research Descriptors Learning Objective Breadth of Research Some of the objectives have been researched. Further research is needed to complete the task. Research meets all the learning objectives. Research extends beyond the learning objectives. Evidence that multiple sources have been used provide
examples or develop the context of the research Depth of Research The level of detail is satisfactory at this stage of the course. The level of detail is great enough to produce a good quality piece of work. Content is detailed beyond expectation and is approaching GCSE level. Multiple sources used to help develop detailed knowledge and understanding Record of research There is a basic record of the research carried out. There is a sufficient record of research. It is presented clearly in a usable form. Research is presented in a logical and format that allows it to be easily understood. Sources of research Sources are limited, unclear. More than one source used. Multiple sources used and referenced.
is not fully met. presentation is met. quality of the presentation. Quality of the presentation Presentation addresses the main learning objectives. Some improvements need to be made to the form or the structure of the presentation to make it clearer. The form and structure of the presentation is sufficient to deliver the expected knowledge and understanding. The presentation is informative and enjoyable. The form and structure of the presentation is engaging and imaginative with presentation of information. Delivery of presentation Basic knowledge and understanding is presented but lacks confidence and clarity. Expected knowledge and understanding is communicated clearly and with confidence. Content of presentation is delivered accurately with detailed explanation that develops the audience’s understanding.