practical that includes that activity. The list below shows the apparatus and techniques that are covered by one activity only and alternatives to the required practical. Note: there is a possibility that the student could be asked questions about the required activity in written papers that would not be fully understood by carrying out the alternative. This should be considered when deciding whether to repeat the required activity. Biology If a student misses this required practical activity… …they won’t have covered this apparatus and technique. Other practicals within an Biology course involving this skill 2. Preparation of stained squashes of cells from plant root tips; set-up and use of an optical microscope to identify the stages of mitosis in these stained squashes and calculation of a mitotic index. d. use of light microscope at high power and low power, including use of a graticule Examination of permanent mounts of any tissue, related to specification content, in students use both high- and low-power objectives of an optical microscope and use a stage micrometer and eyepiece graticule to measure the actual size of cells. 7. Use of chromatography to investigate the pigments isolated from leaves of different plants, eg leaves from and shade-intolerant plants or leaves of different colours. g. separate biological compounds thin layer/paper chromatography or electrophoresis Separation of any aqueous mixture related to specification content, eg, sugars or amino acids, by paper or thin layer chromatography. Extraction of 'chlorophyll' from a plant or alga and separation of its constituent pigments by paper or thin layer chromatography. Separation of DNA fragments by electrophoresis. 12. Investigation into the effect of a named environmental factor on the distribution of a given species k. use sampling techniques in fieldwork Use of random quadrats to investigate the pattern of distribution of a named sessile organism. Examples include daisies in a school playing field, epiphytes on the bark of a tree and limpets on a rocky shore. Use of the technique to estimate the size of a population of woodlice in a garden or school playground. shade-
The purpose of this drawing is to show accurately the components of individual cells observed using an optical microscope. The drawing should be detailed but should not show more than two or three cells. Tissue map The purpose of a tissue map is to show the location and extent of tissues in an organ or in a whole organism. Cellular detail of any of the tissues should not be shown. Instead, the outline of each tissue should be drawn. This often presents a problem, since cell differentiation is seldom discrete. Students must use their background knowledge and understanding to interpret what they see. Body plan Following dissection, a morphological drawing should provide a lifelike representation of the main body parts exposed by the dissection. Common errors in biological drawing The table shows errors that commonly occur when students begin to practise drawings of biological material. Each would reduce the value of the drawing and result in loss of credit being awarded. Most result from lack of attention or care and are easily solved. in Biology During development of the new specification, there was general agreement amongst examiners, teachers and representatives from higher education & industry that there is no value in students calculating test statistics manually as in most commercial and academic institutions computers are used to carry out the numerical calculations. Consequently, we expect that most students will often use electronic devices to calculate test statistics during their classwork. In written examinations, students might be asked to perform simple calculations such as fining a mean value. Students will not be asked to perform a calculation using a statistical test. It will be important for students to understand how to select a statistical test that is appropriate for given data and to be able interpret the results of such a statistical test. Students could also be asked to explain their choices and interpretation. Students taking A-level Biology should be familiar with the language of statistics and understand the need to devise random sampling procedures that avoid observer bias. Students will be expected to be familiar with the following types of statistics. Descriptive statistics that provide an understanding of the data. Inferential statistics that enable inferences about a population based on the sample of data that has been collected.
Teacher chooses the enzyme and the factor to be varied. Students vary the factor and measure the outcomes. Experiments fully specified in terms of equipment and method. Teacher allows a limited choice of enzyme and/or factor. Students vary the factor and measure the outcomes. Experiment probably fully specified by teacher. Teacher allows a choice of enzyme and/or factor. Students have a number of experimental procedures to choose from, and then follow that procedure. Student decides on a question. Student researches methods for carrying out the experiment then chooses equipment and materials, justifying all choices. Opportunities for observation and assessment of competencies Follow written procedures Students follow written method. Students follow written method. Students follow a method they have researched. Students follow a method they have researched. Applies investigative approaches and methods when using instruments and equipment Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment. Students must choose an appropriate approach, equipment and techniques and identify correct variables for measurement and control. Safely uses a range of practical equipment and materials Students must safely use the equipment. Students must safely use the equipment. Students minimise risks with minimal prompting. Students must carry out a full risk assessment and minimise risks. and records observations Students record observations in specified ways Students record observations in specified ways Students record observations in specified ways Students must choose the most effective way of recording observations Researches, references and reports Students compare results with ideal and identify reasons for differences. Students compare results with and between students and identify reasons for differences. Students compare results with and between students and identify reasons for differences. Students must research alternatives in to plan their work. Reporting covers the planning, carrying out and an analysis of their results. : Very good opportunity : Good opportunity : Slight opportunity : No opportunity
Amount of choice Increasing independence Least choice Some choice Many choices Full investigation Teacher chooses the and the cells to be measured. Students measure the cells. Experiments fully specified in terms of equipment and method. Teacher allows a limited choice of plant and cells to be measured. Students choose the cells and measure them. Experiment probably fully specified by teacher. Teacher allows student to grow variety of to use to observe and to measure root tip cells. Students have a choice of staining procedures to choose from, and then follow that procedure. Student decides on a question. Student researches methods for carrying out the experiment then chooses equipment, materials, justifying all choices. Opportunities for observation and assessment of competencies Follow written procedures Students follow written method. Students follow written method. Students follow a method they have chosen. Students follow a method they have researched. Applies investigative approaches and methods when instruments and equipment Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment. Students must choose an appropriate approach, equipment and techniques and identify correct variables for measurement and control. Safely uses a range of practical equipment and materials Students must safely use the equipment. Students must safely use the equipment. Students minimise risks with minimal prompting. Students must carry out a full risk assessment and minimise risks. Makes and records observations Students record observations in drawings and measurements Students record observations in drawings and measurements Students record observations in drawings and measurements Students must choose the most effective way of recording observations Researches, references and reports Students compare results with pre- prepared slides. Students compare results with pre-prepared slides and between students and identify Students compare results with slides and between students and identify reasons for differences. Students must research alternatives in order to plan their work. Reporting covers the planning, carrying out and an analysis of their results. prepared
providing details of volumes of stock solution and water. Teacher chooses the plant organ and details of how to cut to size. Students prepare the solutions and measure the change in mass of plant material. Experiments fully specified in terms of equipment and method. Students choose the concentrations and determine the volumes of solution and water to produce these concentrations. Teacher chooses the plant organ and details of how to cut to size. Students prepare the solutions and measure the change in mass of plant material. Experiment probably fully specified by teacher. concentrations and determine the volumes of solution and to produce these concentrations. Students choose the plant organ and details of how to cut to size. Students prepare the solutions and measure the change in mass of plant material. Outline procedure provided by teacher. out the experiment then chooses equipment, materials, justifying all choices. Opportunities for observation and assessment of competencies Follow written procedures Students follow written method. Students follow written method. Students follow a method they have researched. Students follow a method they have researched. Applies investigative approaches and methods when using instruments and equipment Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment and calculate correct volumes to produce serial dilution. Students must correctly use the appropriate equipment and identify correct variables for measurement and control Students must choose an appropriate approach, equipment and techniques, identify correct variables for measurement and control. Safely uses a range of practical equipment and materials Students must safely use the equipment. Students must safely use the equipment. Students minimise risks with minimal prompting. Students must carry out a full risk assessment and minimise risks. Makes and records observations Students record change in mass in specified ways Students record concentrations of solute and change in Students record concentrations of solute and change in mass in specified ways Students must choose the most effective way of recording observations
mass in specified ways Researches, references and reports Students compare results with ideal and identify reasons for differences. Students compare results with ideal and between students and identify reasons for differences. Students compare results with ideal and between students and identify reasons for differences. Students must research alternatives in order to plan their work. Reporting covers the planning, carrying out and an analysis of their results. : Very good opportunity : Good opportunity : Slight opportunity : No opportunity A-level Biology required practical No. 3 Student Sheet Production of a dilution series of a solute to produce a calibration with which to identify the water potential of plant tissue Determining the water potential of potato tuber cells You are provided with the following: large potato tuber potato chip cutter 1 mol dm-3 sucrose solution distilled water boiling tube rack six boiling tubes, marker pen thermometer 10 cm3 graduated pipette and pipette filler tile scalpel or kitchen knife ruler paper towels timer digital balance forceps. You should read these instructions carefully before you start work.
c. Use laboratory glassware apparatus for a variety of experimental techniques j. safely use instruments for dissection of a plant organ l. Use ICT such as data logger to collect data or use software to process data Indicative apparatus Beetroot (or other suitable source of cells), white tile, scalpel, ruler, mounted needle, boiling tubes, distilled water, graduated pipette and pipette filler, water bath, thermometer, stop clock, colorimeter and cuvettes Amount of choice Increasing independence Least choice Some choice Many choices Full investigation Teacher chooses the values of variable to be investigated and the type of cell to be used. Teacher decides on method to be used to determine the effect of named variable. Students control the variable and measure the outcomes. Experiments fully specified in terms of equipment and method. Teacher allows a limited choice of values of named variable. Teacher chooses type of cell to be used. Students choose values of named variable and measure the outcomes. Experiment probably fully specified by teacher. Teacher allows a choice of named variable. Teacher chooses type of cell to be used. Students have a number of experimental procedures to choose from, and then follow that procedure. Student decides on a named variable and a type of cell to investigate. Student researches methods for carrying out the experiment then chooses equipment and materials, justifying all choices. Opportunities for observation and assessment of competencies Follow written procedures Students follow written method. Students follow written method. Students follow a method they have chosen. Students follow a method they have researched. Applies investigative approaches and methods when instruments and equipment Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment. Students must choose an appropriate approach, equipment and techniques and identify correct variables for measurement and control.
Safely uses a range of practical equipment and materials Students must safely use the equipment. Students must safely use the equipment. Students minimise risks with minimal prompting. Students must carry out a full risk assessment and minimise risks. and records observations Students record observations in specified ways Students record observations in specified ways Students record observations in specified ways Students must choose the most effective way of recording observations Researches, references and reports Students compare results between students and identify reasons for differences. Students compare results between students and identify reasons for differences. Students must research alternatives in order to plan their work. Reporting covers the planning, carrying out and an analysis of their results. : Very good opportunity : Good opportunity : Slight opportunity : No opportunity A-level Biology required practical No. 4 Student Sheet Investigation into the effect of a named variable on the permeability of cell-surface membranes The effect of alcohol concentration on the leakage of pigment from beetroot cells Introduction
Teacher chooses the system or organ to be dissected. Students dissect the organ using instructions given by teacher. Students draw and the finished dissection. Teacher chooses the system or organ to be dissected. Students choose how to dissect the system or organ. Students draw and label the finished dissection. Teacher allows a choice of system or organ to be dissected. Students choose how to dissect the system or organ. Students draw and label the finished dissection. Student decides on a system or organ to investigate. Student researches methods for carrying out the dissection then chooses equipment, materials, justifying all choices. Student draws the finished dissection and fully annotates the drawing. Opportunities for observation and assessment of competencies Follow written procedures Students follow written method or diagrams. Students follow own method. Students follow a method they have researched. Students follow a method they have researched. Applies investigative approaches and methods when using instruments and equipment Students must correctly use the dissecting equipment. Students use dissecting equipment to investigate the system or organ Students use dissecting equipment to investigate the system or organ of their choice. Students must choose an appropriate system or organ to investigate. Use of dissecting equipment and techniques allow the student to discover how this system or organ functions. Safely uses a range of practical equipment and materials Students must safely use the equipment. Students must safely use the equipment. Students minimise risks with minimal prompting. Students must carry out a full risk assessment and minimise risks. Makes and records observations Students record observations in annotated drawing Students record observations in annotated drawing Students record observations in annotated drawings. Students must choose the most effective way of recording observations Researches, references and reports Students compare own drawing with published drawings and identify reasons for differences. Students compare own drawing with published drawings and identify reasons for differences. Students compare own drawing with published drawings and identify reasons for differences. Students must research alternatives in to plan their work. Reporting covers the planning, carrying out and final annotated drawing. : Very good opportunity : Good opportunity : Slight opportunity : No opportunity
Teacher chooses the microbe and antimicrobial substance(s) to be investigated. Students prepare agar plates with the microbe and antimicrobial substance(s) and measure the outcomes. Experiments fully specified in terms of equipment and method. Teacher allows a limited choice of antimicrobial substance(s). Students prepare agar plates with the microbe and chosen antimicrobial substance(s) and measure the outcomes. Experiment probably fully specified by teacher. Teacher allows a choice of microbe and antimicrobial substance(s). Students have a limited number of experimental procedures to choose from, and then follow that procedure and measure the outcomes Student decides on a question. Student researches methods for carrying out the experiment then chooses equipment and materials, justifying all choices. Opportunities for observation and assessment of competencies Follow written procedures Students follow written method. Students follow written method. Students follow a method they have chosen. Students follow a method they have researched. Applies investigative approaches and methods when using instruments and equipment Students must correctly use the appropriate equipment and aseptic technique. Students must correctly use the appropriate equipment and aseptic technique. Students must correctly use the appropriate equipment and aseptic technique Students must choose an appropriate approach, equipment and aseptic techniques and identify correct variables for measurement and control. Safely uses a range of practical equipment and materials Students must safely use the equipment. Students must safely use the equipment. Students minimise risks with minimal prompting. Students must carry out a full risk assessment and minimise risks. Makes and records observations Students record observations in specified ways Students record observations in specified ways Students record observations in suitable ways. Students must choose the most effective way of recording observations Researches, references and reports Students compare results with published data and identify reasons for differences. Students compare results with published data and between students and identify Students compare results with published data and between students and Students must research alternatives in to plan their work. Reporting covers the planning, carrying out and an analysis of their results.
used. Students set up chromatograms using extracts from the leaves. Students measure Rf values for pigments from each leaf. Experiments fully specified in terms of equipment and method. Students set up chromatograms using extracts from the leaves. Students measure Rf values for pigments from each leaf. Experiment probably fully specified by teacher. choice of solvents. Students set up chromatograms using extracts from the chosen leaves, using chosen solvent. Students measure Rf values for pigments from each leaf. Outline procedure and equipment provided by teacher. out the experiment then chooses equipment, materials, justifying all choices. Opportunities for observation and assessment of competencies Follow written procedures Students follow written method. Students follow written method. Students follow an outline method. Students follow a method they have researched. Applies investigative approaches and methods when using instruments and equipment Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment. Students must choose an appropriate approach, equipment and techniques and identify correct variables for measurement and control. Safely uses a range of practical equipment and materials Students must safely use the equipment. Students must safely use the equipment. Students minimise risks with minimal prompting. Students must carry out a full risk assessment and minimise risks. Makes and records observations Students make measurements to calculate Rf values Students make measurements to calculate Rf values Students make measurements to calculate Rf values Students must choose the most effective way of recording observations Researches, references and reports Students compare results with published Rf values for that solvent and identify reasons for differences. Students compare results with published Rf for that solvent values and between students and Students compare results with published Rf values for that solvent and between students and Students must research alternatives in order to plan their work. Reporting covers the planning, carrying out and an analysis of their results using
Required practical Investigation into the effect of a factor on the rate of dehydrogenase activity in extracts of chloroplasts Apparatus and techniques covered (Not full statements) a. Use appropriate apparatus to record a range of quantitative measurements b. Use appropriate instrumentation to record quantitative measurements, such as colorimeter c. Use laboratory glassware apparatus for a variety of experimental techniques Indicative apparatus Spinach leaves, blender, ice, isolation medium, DCPIP, beakers, test tubes, lamp, aluminium foil, timer, colorimeter, cuvettes. Amount of choice Increasing independence Least choice Some choice Many choices Full investigation Teacher chooses the factor to be varied. Students vary the factor and measure hydrogenase activity DCPIP colour change. Experiments fully specified in terms of equipment and method. Teacher allows a limited choice of factors to be varied. Students vary the factor and measure hydrogenase activity DCPIP colour change. Experiment probably fully specified by teacher. Teacher allows a choice of factors to be varied and methods of measuring hydrogenase activity. Students have a number of experimental procedures to choose from, and then follow that procedure. Student decides on a question. Student researches methods for carrying out the experiment then chooses equipment, materials, justifying all choices. Opportunities for observation and assessment of competencies Follow written procedures Students follow written method. Students follow written method. Students follow a method they have chosen. Students follow a method they have researched. Applies investigative approaches and methods when using instruments and equipment Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment. Students must choose an appropriate approach, equipment and techniques and identify correct variables for measurement and control. Safely uses a range of practical equipment and materials Students must safely use the equipment. Students must safely use the equipment. Students minimise risks with minimal prompting. Students must carry out a full risk assessment and minimise risks.
Makes and records observations Students record observations in specified ways Students record observations in specified ways Students record observations in specified ways Students must choose the most effective way of recording observations Researches, references and reports Students compare results with and identify reasons for differences. Students compare results with and between students and identify reasons for differences. Students compare results with ideal and between students and identify reasons for differences. Students must research alternatives in order to plan their work. Reporting covers the planning, carrying out and an analysis of their results. : Very good opportunity : Good opportunity : Slight opportunity : No opportunity A-level Biology required practical No. 8
Apparatus and techniques covered (Not full statements) a Use appropriate apparatus to record a of quantitative measurements b Use appropriate instrumentation to record quantitative measurements c Use laboratory glassware apparatus for a variety of experimental techniques i use microbiological aseptic techniques Indicative apparatus Yeast suspension, glucose solution, methylene blue indicator solution, test tubes, graduated pipettes and fillers, water bath, timer ( or could measure volume of gas given off using a manometer) Amount of choice Increasing independence Least choice Some choice Many choices Full investigation Teacher chooses the organism and the factor to be varied. Students vary the factor and measure the rate of respiration. Experiments fully specified in terms of equipment and method. Teacher allows a limited choice of factors to be varied. Students vary the factor and measure the rate of respiration. Experiment probably specified by teacher. Teacher allows a choice of factor. Students have a number of experimental procedures to choose from, and then follow that procedure. Student decides on a question. Student researches methods for carrying out the experiment then chooses equipment, materials, justifying all choices. Opportunities for observation and assessment of competencies Follow written procedures Students follow written method. Students follow written method. Students follow a method they have chosen. Students follow a method they have researched. Applies investigative approaches and methods when using instruments and equipment Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment. Students must choose an appropriate approach, equipment and techniques and identify correct variables for measurement and control. Safely uses a range of practical equipment and materials Students must safely use the equipment. Students must safely use the equipment. Students minimise risks with minimal prompting. Students must carry out a full risk assessment and minimise risks. and records observations Students record measurements in specified Students record measurements Students record measurements in specified Students must choose the most effective way of recording
ways and calculate rate of respiration in specified ways and calculate rate of respiration ways and calculate rate of respiration measurements and calculating rate of respiration. Researches, references and reports Students compare results between students and identify reasons for differences. Students compare results between students and identify reasons for differences. Students compare results with ideal and between students and identify reasons for differences. Students must research alternatives in order to plan their work. Reporting covers the planning, carrying out and an analysis of their results. : Very good opportunity : Good opportunity : Slight opportunity : No opportunity A-level Biology required practical No. 9 Student Sheet Investigation into the effect of a named variable on the rate of respiration of cultures of
Required practical Investigation into the effect of an environmental variable on the movement of an animal using either a choice chamber or a maze. Apparatus and techniques covered (Not full statements) h safely and ethically use organisms to measure animal responses. Indicative apparatus Maggots or woodlice, paper maze or choice chamber, anhydrous calcium chloride, black paper, bench lamp Amount of choice Increasing independence Least choice Some choice Many choices Full investigation Teacher chooses the animal and the environmental variable. Students control the variable and observe the behaviour. Experiments fully specified in terms of equipment and method. Teacher allows a limited choice of environmental variable. Students control the variable and observe the behaviour. Experiment probably fully specified by teacher. Teacher allows a choice of environmental variable and method of observing behaviour. Students have a number of experimental procedures to choose from, and then follow that procedure. Student decides on a question. Student researches methods for carrying out the experiment then chooses equipment and materials, justifying all choices. Opportunities for observation and assessment of competencies Follow written procedures Students follow written method. Students follow written method. Students follow a method they have chosen. Students follow a method they have researched. Applies investigative approaches and methods when using instruments and equipment Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment. Students must choose an appropriate approach, equipment and techniques and identify correct variables for measurement and control. Safely uses a of practical equipment and materials Students must safely use the equipment and animals ethically. Students must safely use the equipment and animals ethically Students minimise with minimal prompting and treat animals ethically Students must carry out a full risk assessment to minimise risks and treat animals ethically Makes and records observations Students record observations in specified ways Students record Students record observations in specified ways Students must choose the most effective way
observations in specified ways of recording observations Researches, references and reports Students compare results between students and identify reasons for differences. Students compare results between students and identify reasons for differences. Students compare results with ideal and between students and identify reasons for differences. Students must research alternatives in to plan their work. Reporting covers the planning, carrying out and an analysis of their results. : Very good opportunity : Good opportunity : Slight opportunity : No opportunity Biology required practical No. 10
Opportunities for observation and assessment of competencies Follow written procedures Students follow written method. Students follow written method. Students follow an outline method Students follow a method they have researched. Applies investigative approaches and methods when instruments and equipment Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment. Students must correctly use the appropriate equipment. Students must choose an appropriate approach, equipment and techniques and, identify correct variables for measurement and control. Safely uses a range of practical equipment and materials Students must safely use the equipment. Students must safely use the equipment. Students minimise risks with minimal prompting. Students must out a full risk assessment and minimise risks. Makes and records observations Students record colorimeter readings and plot calibration curve Students record colorimeter readings and plot calibration Students record colorimeter readings and plot calibration curve Students must choose the most effective way of recording measurements and producing calibration curve. Researches, references and reports Students compare results with normal glucose concentrations and identify reasons for differences. Students compare results with normal glucose concentrations and identify reasons for differences.. Students compare results with normal glucose concentrations and identify reasons for differences. Students must research alternatives in order to plan their work. Reporting covers the planning, carrying out and an analysis of their results in relation to normal glucose concentrations. : Very good opportunity : Good opportunity : Slight opportunity : No opportunity A-level Biology required practical No. 11 Student Sheet
PRACTICAL 12 Required practical 12. Investigation into the effect of a named environmental factor on the distribution of a given species Apparatus and techniques covered (Not full statements) a. Use appropriate apparatus to record a range of quantitative measurements b. Use appropriate instrumentation to record quantitative measurements, h. safely and ethically use organisms to measure: plant or animal distribution k. use sampling techniques in fieldwork l. Use ICT such as data logger to collect data or use software to process data Indicative apparatus Tape measures, random number tables, species identification chart, quadrats (could use point quadrat) Amount of choice Increasing independence Least choice Some choice Many choices Full investigation Teacher chooses the species and the environmental factor to be investigated. Students use random sampling to investigate the distribution of the species. Experiments fully specified in terms of equipment and method. Teacher allows a limited choice of environmental factors. Students use random sampling to investigate the distribution of the species. Experiment probably specified by teacher. Teacher allows a choice of species and environmental factors. Students use random sampling to investigate the distribution of the species. Outline method provided by teacher. Student decides on a question. Student researches methods for carrying out the experiment then chooses equipment, materials, justifying all choices. Opportunities for observation and assessment of competencies Follow written procedures Students follow written method. Students follow written method. Students follow an outline method. Students follow a method they have researched. Applies investigative approaches and methods when Students measure the environmental variable then use random sampling to Students measure the environmental variable then use random sampling to Students measure the environmental variable then use random sampling to Students must choose an appropriate approach, equipment and techniques to identify the species and measure the
instruments and equipment investigate the distribution of the species. investigate the distribution of the species. investigate the distribution of the species. environmental variable and investigate distribution of chosen species. Safely uses a of practical equipment and materials Students must safely use the equipment and handle species ethically. Students must safely use the equipment and handle species ethically. Students minimise with minimal prompting and handle species ethically. Students must out a full risk assessment and minimise risks and handle species ethically Makes and records observations Students record distribution of species in specified ways. Students record distribution of species in specified ways. Students record distribution of species in specified ways. Students must choose the most effective way of recording observations Researches, references and reports Students compare results between students and identify reasons for differences. Students compare results between students and identify reasons for differences. Students compare results between students and identify reasons for differences. Students must research alternatives in order to plan their work. Reporting covers the planning, carrying out and an analysis of their results. : Very good opportunity : Good opportunity : Slight opportunity : No opportunity