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Aqa 7401 7402 SP 2015
Aqa 7401 7402 SP 2015
LEVEL
BIOLOGY
Specification
For teaching from onwards
For AS and A-level exams in 2016 onwards
Version 1.5 26 November 2021
AQA AS and A-level Biology . AS and A-level exams June 2016 onwards. Version 1.5 26 November 2021
Contents
1 Introduction 5
1.1 Why choose AQA for AS and A-level Biology 5
1.2 Support and resources to help you teach 6
2 Specification at a glance 8
2.1 Subject content 8
2.2 AS 8
2.3 A-level 9
3 Subject content 11
3.1 Biological molecules 11
3.2 Cells 20
3.3 Organisms exchange substances with their
environment 26
3.4 Genetic information, variation and relationships
between organisms 31
3.5 Energy transfers in and between organisms (A-level
only) 37
3.6 Organisms respond to changes in their internal and
external environments (A-level only) 42
3.7 Genetics, populations, evolution and ecosystems (A-
level only) 48
3.8 The control of gene expression (A-level only) 53
4 Scheme of assessment 59
4.1 Aims 59
4.2 Assessment objectives 60
4.3 Assessment weightings 61
5 General administration 63
5.1 Entries and codes 63
5.2 Overlaps with other qualifications 63
5.3 Awarding grades and reporting results 63
5.4 Re-sits and shelf life 64
5.5 Previous learning and prerequisites 64
5.6 Access to assessment: diversity and inclusion 64
5.7 Working with AQA for the first time 65
5.8 Private candidates 65
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6.1 Arithmetic and numerical computation 67
6.2 Handling data 68
6.3 Algebra 70
6.4 Graphs 71
6.5 Geometry and trigonometry 72
7 AS practical assessment 73
7.1 Use of apparatus and techniques 73
7.2 Required practical activities 74
7.3 Practical skills to be assessed in written papers 74
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1 Introduction
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
also presented it in a straightforward way, giving you the freedom to teach in the way that works for
your students.
A-level Biology is a stepping stone to future study, which is why we also consulted universities to
ensure these specifications allow students to develop the skills that they want to see.
This approach has led to specifications that will support you to inspire students, nurture a passion
for Biology and lay the groundwork for further study in courses like biological sciences and
medicine.
Assessment success
We’ve tested our specimen question papers with students, making sure they’re interesting,
straightforward and clear and hold no hidden surprises. To ensure that your students are rewarded
for the biology skills and knowledge they’ve developed, our exams include:
• accessible assessments allowing students of various abilities to shine
• a choice of two essay questions giving students more opportunities to bring together
knowledge of the whole specification (A-level only).
With us, your students will get the results they deserve, from the exam board you trust.
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You can find out about all our science qualifications at aqa.org.uk/science.
Teaching resources
We have too many Biology resources to list here so visit aqa.org.uk/7402 to see them all. They
include:
• additional practice papers to help students prepare for exams
• guidance on how to plan both the AS and A-level courses with supporting schemes of work
for co-teaching
• several AQA-approved student textbooks reviewed by experienced senior examiners
• resources to support key topics, with detailed lesson plans written by experienced teachers
• training courses to help you deliver AQA Biology qualifications
• subject expertise courses for all teachers, from newly-qualified teachers who are just getting
started to experienced teachers looking for fresh inspiration.
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2 Specification at a glance
These qualifications are linear. Linear means that students will sit all the AS exams at the end of
their AS course and all the A-level exams at the end of their A-level course.
2.2 AS
Assessments
Paper 1
What's assessed
• Any content from topics 1–4, including relevant practical skills
Assessed
• written exam: 1 hour 30 minutes
• 75 marks
• 50% of AS
Questions
• 65 marks: short answer questions
• 10 marks: comprehension question
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Paper 2
What's assessed
• Any content from topics 1–4, including relevant practical skills
Assessed
• written exam: 1 hour 30 minutes
• 75 marks
• 50% of AS
Questions
• 65 marks: short answer questions
• 10 marks: extended response questions
2.3 A-level
Assessments
Paper 1
What's assessed
• Any content from topics 1–4, including relevant practical skills
Assessed
• written exam: 2 hours
• 91 marks
• 35% of A-level
Questions
• 76 marks: a mixture of short and long answer questions
• 15 marks: extended response questions
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Paper 2
What's assessed
• Any content from topics 5–8, including relevant practical skills
Assessed
• written exam: 2 hours
• 91 marks
• 35% of A-level
Questions
• 76 marks: a mixture of short and long answer questions
• 15 marks: comprehension question
Paper 3
What's assessed
• Any content from topics 1–8, including relevant practical skills
Assessed
• written exam: 2 hours
• 78 marks
• 30% of A-level
Questions
• 38 marks: structured questions, including practical techniques
• 15 marks: critical analysis of given experimental data
• 25 marks: one essay from a choice of two titles
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3 Subject content
Sections 1–4 are designed to be covered in the first year of the A-level and are also the AS subject
content. So you can teach AS and A-level together.
Each section begins with an overview, which puts the topic into a broader biological context and
encourages understanding of the place of each topic within the subject. The overview is intended
to encourage an overarching approach to both the teaching and learning of topic areas. As such, it
will not be directly assessed.
These specifications are presented in a two-column format. The left-hand column contains the
specification content that all students must cover and that can be assessed in written papers. The
right-hand column exemplifies the opportunities for skills to be developed throughout the course.
As such, knowledge of individual experiments on the right-hand side is not assumed knowledge for
the assessment.
The codes in the right-hand column refer to the skills in the relevant appendices. MS refers to the
Mathematical Skills, AT refers to the Apparatus and Techniques and PS refers to the Practical
Skills.
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3.1.1 Monomers and polymers
Content Opportunities for skills
development
The variety of life, both past and present, is extensive, but the
biochemical basis of life is similar for all living things.
Monomers are the smaller units from which larger molecules are
made.
Polymers are molecules made from a large number of monomers
joined together.
Monosaccharides, amino acids and nucleotides are examples of
monomers.
A condensation reaction joins two molecules together with the
formation of a chemical bond and involves the elimination of a
molecule of water.
A hydrolysis reaction breaks a chemical bond between two
molecules and involves the use of a water molecule.
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3.1.2 Carbohydrates
Content Opportunities for skills
development
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3.1.3 Lipids
Content Opportunities for skills
development
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3.1.4 Proteins
3.1.4.1 General properties of proteins
Content Opportunities for skills
development
Amino acids are the monomers from which proteins are made. The AT f
general structure of an amino acid as:
Students could use, and
interpret the results of, a
biuret test for proteins.
AT g
Students could use
chromatography with known
standard solutions, to
where NH2 represents an amine group, COOH represents a separate a mixture of amino
carboxyl group and R represents a side chain. The twenty amino acids and identify their
acids that are common in all organisms differ only in their side components.
group.
A condensation reaction between two amino acids forms a peptide
bond.
• Dipeptides are formed by the condensation of two amino
acids.
• Polypeptides are formed by the condensation of many amino
acids.
A functional protein may contain one or more polypeptides.
The role of hydrogen bonds, ionic bonds and disulfide bridges in
the structure of proteins.
Proteins have a variety of functions within all living organisms. The
relationship between primary, secondary, tertiary and quaternary
structure, and protein function.
The biuret test for proteins.
Students should be able to relate the structure of proteins to
properties of proteins named throughout the specification.
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3.1.4.2 Many proteins are enzymes
Content Opportunities for skills
development
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3.1.5 Nucleic acids are important information-carrying molecules
3.1.5.1 Structure of DNA and RNA
Content Opportunities for skills
development
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3.1.6 ATP
Content Opportunities for skills
development
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3.1.7 Water
Content Opportunities for skills
development
3.2 Cells
All life on Earth exists as cells. These have basic features in common. Differences between cells
are due to the addition of extra features. This provides indirect evidence for evolution.
All cells arise from other cells, by binary fission in prokaryotic cells and by mitosis and meiosis in
eukaryotic cells.
All cells have a cell-surface membrane and, in addition, eukaryotic cells have internal membranes.
The basic structure of these membranes is the same and enables control of the passage of
substances across exchange surfaces by passive or active transport.
Cell-surface membranes contain embedded proteins. Some of these are involved in cell signalling
– communication between cells. Others act as antigens, allowing recognition of ‘self’ and ‘foreign’
cells by the immune system. Interactions between different types of cell are involved in disease,
recovery from disease and prevention of symptoms occurring at a later date if exposed to the same
antigen, or antigen-bearing pathogen.
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3.2.1.2 Structure of prokaryotic cells and of viruses
Content Opportunities for skills
development
Prokaryotic cells are much smaller than eukaryotic cells. They also
differ from eukaryotic cells in having:
• cytoplasm that lacks membrane-bound organelles
• smaller ribosomes
• no nucleus; instead they have a single circular DNA molecule
that is free in the cytoplasm and is not associated with
proteins
• a cell wall that contains murein, a glycoprotein.
In addition, many prokaryotic cells have:
• one or more plasmids
• a capsule surrounding the cell
• one or more flagella.
Details of these structural differences are not required.
Viruses are acellular and non-living. The structure of virus particles
to include genetic material, capsid and attachment protein.
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3.2.3 Transport across cell membranes
Content Opportunities for skills
development
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Each type of cell has specific molecules on its surface that identify
it. These molecules include proteins and enable the immune
system to identify:
• pathogens
• cells from other organisms of the same species
• abnormal body cells
• toxins.
Definition of antigen. The effect of antigen variability on disease
and disease prevention.
Phagocytosis of pathogens. The subsequent destruction of
ingested pathogens by lysozymes.
The response of T lymphocytes to a foreign antigen (the cellular
response).
• The role of antigen-presenting cells in the cellular response.
• The role of helper T cells (TH cells) in stimulating cytotoxic T
cells (TC cells), B cells and phagocytes. The role of other T
cells is not required.
The response of B lymphocytes to a foreign antigen, clonal
selection and the release of monoclonal antibodies (the humoral
response).
• Definition of antibody.
• Antibody structure.
• The formation of an antigen-antibody complex, leading to the
destruction of the antigen, limited to agglutination and
phagocytosis of bacterial cells.
• The roles of plasma cells and of memory cells in producing
primary and secondary immune responses.
The use of vaccines to provide protection for individuals and
populations against disease. The concept of herd immunity.
The differences between active and passive immunity.
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Content Opportunities for skills
development
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3.3.2 Gas exchange
Content Opportunities for skills
development
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3.3.4.1 Mass transport in animals
Content Opportunities for skills
development
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Xylem as the tissue that transports water in the stem and leaves of AT b
plants. The cohesion-tension theory of water transport in the xylem.
Students could set up and
Phloem as the tissue that transports organic substances in plants. use a potometer to
The mass flow hypothesis for the mechanism of translocation in investigate the effect of a
plants. The use of tracers and ringing experiments to investigate named environmental
transport in plants. variable on the rate of
transpiration.
Students should be able to:
• recognise correlations and causal relationships
• interpret evidence from tracer and ringing experiments and to
evaluate the evidence for and against the mass flow
hypothesis.
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3.4.1 DNA, genes and chromosomes
Content Opportunities for skills
development
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3.4.3 Genetic diversity can arise as a result of mutation or during
meiosis
Content Opportunities for skills
development
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3.4.5 Species and taxonomy
Content Opportunities for skills
development
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In communities, the biological molecules produced by photosynthesis are consumed by other
organisms, including animals, bacteria and fungi. Some of these are used as respiratory substrates
by these consumers.
Photosynthesis and respiration are not 100% efficient. The transfer of biomass and its stored
chemical energy in a community from one organism to a consumer is also not 100% efficient.
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3.5.2 Respiration (A-level only)
Content Opportunities for skills
development
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3.5.4 Nutrient cycles (A-level only)
Content Opportunities for skills
development
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3.6.1 Stimuli, both internal and external, are detected and lead to a
response (A-level only)
3.6.1.1 Survival and response (A-level only)
Content Opportunities for skills
development
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3.6.1.3 Control of heart rate (A-level only)
Content Opportunities for skills
development
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3.6.4 Homeostasis is the maintenance of a stable internal
environment (A-level only)
3.6.4.1 Principles of homeostasis and negative feedback (A-level only)
Content Opportunities for skills
development
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3.6.4.3 Control of blood water potential (A-level only)
Content Opportunities for skills
development
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3.7.2 Populations (A-level only)
Content Opportunities for skills
development
p2 + 2 pq + q2 = 1
where p is the frequency of one (usually the dominant) allele and q
is the frequency of the other (usually recessive) allele of the gene.
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3.7.4 Populations in ecosystems (A-level only)
Content Opportunities for skills
development
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3.8.2 Gene expression is controlled by a number of features (A-level
only)
3.8.2.1 Most of a cell’s DNA is not translated (A-level only)
Content Opportunities for skills
development
Totipotent cells can divide and produce any type of body cell. AT i
During development, totipotent cells translate only part of their Students could produce
DNA, resulting in cell specialisation. tissue cultures of explants of
cauliflower (Brassica
Totipotent cells occur only for a limited time in early mammalian oleracea).
embryos.
Pluripotent cells are found in embryos; multipotent and unipotent
cells are found in mature mammals and can divide to form a limited
number of different cell types.
• Pluripotent stem cells can divide in unlimited numbers and
can be used in treating human disorders.
• Unipotent cells, exemplified by the formation of
cardiomyocytes.
• Induced pluripotent stem cells (iPS cells) can be produced
from adult somatic cells using appropriate protein
transcription factors.
Students should be able to evaluate the use of stem cells in
treating human disorders.
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3.8.3 Using genome projects (A-level only)
Content Opportunities for skills
development
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3.8.4.2 Differences in DNA between individuals of the same species can be exploited
for identification and diagnosis of heritable conditions (A-level only)
Content Opportunities for skills
development
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4 Scheme of assessment
Find past papers and mark schemes, and specimen papers for new courses, on our website at
aqa.org.uk/pastpapers
The AS specification is designed to be taken over one or two years with all assessments taken at
the end of the course. The A-level specification is designed to be taken over two years with all
assessments taken at the end of the course.
Assessments and certification for the AS specification are available for the first time in May/June
and then every May/June for the life of the specification.
Assessments and certification for the A-level specification are available for the first time in May/
June and then every May/June for the life of the specification.
These are linear qualifications. In order to achieve the award, students must complete all exams in
May/June in a single year. All assessments must be taken in the same series.
Questions for these specifications will be set which require students to demonstrate
• their knowledge and understanding of the content developed in one section or topic,
including the associated mathematical and practical skills or
• the ability to apply mathematical and practical skills to areas of content they are not normally
developed in or
• the ability to draw together different areas of knowledge and understanding within one
answer.
A range of question types will be used, including those that require extended responses. Extended
response questions will allow students to demonstrate their ability to construct and develop a
sustained line of reasoning which is coherent, relevant, substantiated and logically structured.
Extended responses may be in written English, extended calculations, or a combination of both, as
appropriate to the question.
All materials are available in English only.
4.1 Aims
Courses based on these specifications should encourage students to:
• develop essential knowledge and understanding of different areas of the subject and how
they relate to each other
• develop and demonstrate a deep appreciation of the skills, knowledge and understanding of
scientific methods
• develop competence and confidence in a variety of practical, mathematical and problem
solving skills
• develop their interest in and enthusiasm for the subject, including developing an interest in
further study and careers associated with the subject
• understand how society makes decisions about scientific issues and how the sciences
contribute to the success of the economy and society.
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4.2 Assessment objectives
Assessment objectives (AOs) are set by Ofqual and are the same across all AS and A-level
Biology specifications and all exam boards.
The exams will measure how students have achieved the following assessment objectives.
• AO1: Demonstrate knowledge and understanding of scientific ideas, processes, techniques
and procedures
• AO2: Apply knowledge and understanding of scientific ideas, processes, techniques and
procedures:
• in a theoretical context
• in a practical context
• when handling qualitative data
• when handling quantitative data
• AO3: Analyse, interpret and evaluate scientific information, ideas and evidence, including in
relation to issues, to:
• make judgements and reach conclusions
• develop and refine practical design and procedures.
10% of the overall assessment of AS Biology will contain mathematical skills equivalent to Level 2
or above.
At least 15% of the overall assessment of AS Biology will assess knowledge, skills and
understanding in relation to practical work.
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10% of the overall assessment of A-level Biology will contain mathematical skills equivalent to
Level 2 or above.
At least 15% of the overall assessment of A-level Biology will assess knowledge, skills and
understanding in relation to practical work.
AS
Component Maximum raw mark Scaling factor Maximum scaled mark
Paper 1 75 x1 75
Paper 2 75 x1 75
Total scaled mark: 150
A-level
Component Maximum raw mark Scaling factor Maximum scaled mark
Paper 1 91 x1 91
Paper 2 91 x1 91
Paper 3 78 x1 78
Total scaled mark: 260
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5 General administration
You can find information about all aspects of administration, as well as all the forms you need, at
aqa.org.uk/examsadmin
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5.4 Re-sits and shelf life
Students can re-sit the qualifications as many times as they wish, within the shelf life of the
qualifications.
Special consideration
We can give special consideration to students who have been disadvantaged at the time of the
assessment through no fault of their own – for example a temporary illness, injury or serious
problem such as the death of a relative. We can only do this after the assessment.
Your exams officer should apply online for special consideration at aqa.org.uk/eaqa
For more information and advice about access arrangements, reasonable adjustments and special
consideration please see aqa.org.uk/access or email [email protected]
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6 Mathematical requirements
and exemplifications
In order to be able to develop their skills, knowledge and understanding in Biology, students need
to have been taught, and to have acquired competence in, the appropriate areas of mathematics
as indicated in the table of coverage below.
Overall, at least 10% of the marks in assessments for biology will require the use of mathematical
skills. These skills will be applied in the context of biology and will be at least the standard of higher
tier GCSE mathematics.
The following tables illustrate where these mathematical skills may be developed during teaching
or could be assessed. Those shown in bold type would only be tested in the full A-level course.
This list of examples is not exhaustive. These skills could be developed or assessed in other areas
of specification content. Other areas where these skills could be developed have been exemplified
throughout these specifications.
MS 0.1 Recognise and make use of Students may be tested on their ability to:
appropriate units in calculations
• convert between units, eg mm3 to cm3 as
part of volumetric calculations
• work out the unit for a rate, eg breathing rate
MS 0.2 Recognise and use expressions in Students may be tested on their ability to:
decimal and standard form
• use an appropriate number of decimal
places in calculations, eg for a mean
• carry out calculations using numbers in
standard and ordinary form, eg use of
magnification
• understand standard form when applied to
areas such as size of organelles
• convert between numbers in standard and
ordinary form
• understand that significant figures need
retaining when making conversions between
standard and ordinary form, eg
is equivalent to
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Mathematical skills Exemplification of mathematical skill in the
context of Biology
MS 0.3 Use ratios, fractions and Students may be tested on their ability to:
percentages
• calculate percentage yields
• calculate surface area to volume ratio
• use scales for measuring
• represent phenotypic ratios (monohybrid and
dihybrid crosses)
MS 0.5 Use calculators to find and use Students may be tested on their ability to:
power, exponential and
• estimate the number of bacteria grown
logarithmic functions
over a certain length of time
MS 1.1 Use an appropriate number of Students may be tested on their ability to:
significant figures
• report calculations to an appropriate number
of significant figures given raw data quoted
to varying numbers of significant figures
• understand that calculated results can only
be reported to the limits of the least accurate
measurement
MS 1.2 Find arithmetic means Students may be tested on their ability to:
• find the mean of a range of data, eg the
mean number of stomata in the leaves of a
plant
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MS 1.3 Construct and interpret frequency Students may be tested on their ability to:
tables and diagrams, bar charts and
• represent a range of data in a table with
histograms
clear headings, units and consistent decimal
places
• interpret data from a variety of tables, eg
data relating to organ function
• plot a range of data in an appropriate format,
eg enzyme activity over time represented on
a graph
• interpret data for a variety of graphs, eg
explain electrocardiogram traces
MS 1.4 Understand simple probability Students may be tested on their ability to:
• use the terms probability and chance
appropriately
• understand the probability associated with
genetic inheritance
MS 1.5 Understand the principles of Students may be tested on their ability to:
sampling as applied to scientific
• analyse random data collected by an
data
appropriate means, eg use Simpson’s index
of diversity to calculate the biodiversity of a
habitat
MS 1.6 Understand the terms mean, Students may be tested on their ability to:
median and mode
• calculate or compare the mean, median and
mode of a set of data, eg height/mass/size
of a group of organisms
MS 1.7 Use a scatter diagram to identify a Students may be tested on their ability to:
correlation between two variables
• interpret a scattergram, eg the effect of
lifestyle factors on health
MS 1.8 Make order of magnitude Students may be tested on their ability to:
calculations
• use and manipulate the magnification
formula
size of image
magnification = size of real object
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Mathematical skills Exemplification of mathematical skill in the
context of Biology
MS 1.9 Select and use a statistical test Students may be tested on their ability to select
and use:
• the chi-squared test to test the significance
of the difference between observed and
expected results
• the Student’s t-test
• the correlation coefficient
6.3 Algebra
Mathematical skills Exemplification of mathematical skill in the
context of Biology
MS 2.2 Change the subject of an equation Students may be tested on their ability to:
• use and manipulate equations, eg
magnification
MS 2.3 Substitute numerical values into Students may be tested on their ability to:
algebraic equations using
• use a given equation, eg Simpson’s index of
appropriate units for physical 2
quantities diversity D = 1 − (∑ n / N
MS 2.4 Solve algebraic equations Students may be tested on their ability to:
• solve equations in a biological context, eg
cardiac output = stroke volume
× heart rate
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MS 2.5 Use logarithms in relation to Students may be tested on their ability to:
quantities that range over several
• use a logarithmic scale in the context of
orders of magnitude
microbiology, eg growth rate of a
microorganism such as yeast
6.4 Graphs
Mathematical skills Exemplification of mathematical skill in the
context of Biology
MS 3.1 Translate information between Students may be tested on their ability to:
graphical, numerical and algebraic
• understand that data may be presented in a
forms
number of formats and be able to use these
data, eg dissociation curves
MS 3.2 Plot two variables from Students may be tested on their ability to:
experimental or other data
• select an appropriate format for presenting
data, bar charts, histograms, graphs and
scattergrams
MS 3.4 Determine the intercept of a Students may be tested on their ability to:
graph
• read off an intercept point from a graph,
eg compensation point in plants
MS 3.5 Calculate rate of change from a Students may be tested on their ability to:
graph showing a linear relationship
• calculate a rate from a graph, eg rate of
transpiration
MS 3.6 Draw and use the slope of a tangent Students may be tested on their ability to:
to a curve as a measure of rate of
• use this method to measure the gradient of a
change
point on a curve, eg amount of product
formed plotted against time when the
concentration of enzyme is fixed
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6.5 Geometry and trigonometry
Mathematical skills Exemplification of mathematical skill in the
context of Biology
MS 4.1 Calculate the circumferences, Students may be tested on their ability to:
surface areas and volumes of
• calculate the circumference and area of a
regular shapes
circle
• calculate the surface area and volume of
rectangular prisms, of cylindrical prisms and
of spheres
• eg calculate the surface area or volume of a
cell
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7 AS practical assessment
Practical work is at the heart of biology, so we have placed it at the heart of this specification.
Assessment of practical skills in this AS specification will be by written exams only.
The practical endorsement does not apply to the AS specification. A rich diet of practical work is
essential to develop students' manipulative skills and understanding of the processes of scientific
investigation. It also contributes to teaching and learning of the concepts within this specification.
Questions in the papers have been written in the expectation that students have carried out at least
the six required practical activities in section 7.2.
15% of the marks in the papers will relate to practical work.
AT d use of light microscope at high power and low power, including use of a graticule
AT i use microbiological aseptic techniques, including the use of agar plates and broth
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Apparatus and techniques
AT l use ICT such as computer modelling, or data logger to collect data, or use software to
process data
Teachers are encouraged to vary their approach to these practical activities. Some are more
suitable for highly structured approaches that develop key techniques. Others allow opportunities
for students to develop investigative approaches.
This list is not designed to limit the practical activities carried out by students. A rich practical
experience for students will include more than the six required practical activities. The explicit
teaching of practical skills will build students’ competence. Many teachers will also use practical
approaches to the introduction of content knowledge in the course of their normal teaching.
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In order to be able to answer these questions, students need to have been taught, and to have
acquired competence in, the appropriate areas of practical skills as indicated in the table of
coverage below.
PS 3.2 Process and analyse data using appropriate mathematical skills as exemplified
in the mathematical appendix for each science
PS 4.1 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
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AT d use of light microscope at high power and low power, including use of a graticule
AT i use microbiological aseptic techniques, including the use of agar plates and broth
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Apparatus and techniques
AT l use ICT such as computer modelling, or data logger to collect data, or use software to
process data
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Teachers are encouraged to vary their approach to these practical activities. Some are more
suitable for highly structured approaches that develop key techniques. Others allow opportunities
for students to develop investigative approaches.
This list is not designed to limit the practical activities carried out by students. A rich practical
experience for students will include more than the 12 required practical activities. The explicit
teaching of practical skills will build students’ competence. Many teachers will also use practical
approaches to the introduction of content knowledge in the course of their normal teaching.
Students’ work in these activities can also contribute towards the endorsement of practical skills.
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8.3.3 Numeracy and the application of mathematical concepts in a
practical context
Practical skill
PS 3.2 Process and analyse data using appropriate mathematical skills as exemplified
in the mathematical appendix for each science
PS 4.1 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
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Competency Practical mastery
3. Safely uses a range of practical equipment (a) Identifies hazards and assesses risks
and materials associated with those hazards, making safety
adjustments as necessary, 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) Cites sources of information demonstrating
that research has taken place, supporting
planning and conclusions.
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Get help and support
Visit our website for information, guidance, support and resources at
You can talk directly to the Biology subject team:
E: [email protected]
T: 01483 477 756
aqa.org.uk
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