AQA Level 1/2 Certificate in Biology Specification

42 Pages·2013·0.6 MB·English

AQA Level 1/2
Certificate in Biology
Specification
For exams June 2013 onwards
For certification June 2013 onwards
Level 1/2
Specification
Certificate in
Biology
8401
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Level 1/2 Certificate in Biologyfor teaching from September 2012 onwards (version 1.0)
Contents
1 Introduction 2
1a Why choose AQA? 2
1b Why choose AQA Level 1/2 Certificate in Biology? 2
1c How do I start using this specification? 3
1d How can I find out more? 3
2 Specification at a Glance 4
3 Subject Content 5
3a Introduction 5
3b The scientific process 5
3c Subject content 7
3d Experimental and investigative skills 28
3e Mathematical and other requirements 29
4 Scheme of Assessment 30
4a Aims and learning outcomes 30
4b Assessment Objectives (AOs) 30
4c National criteria 31
4d Previous learning requirements 31
4e Access to assessment: diversity and inclusion 31
5 Administration 32
5a Availability of assessment components and certification 32
5b Entries 32
5c Private candidates 32
5d Access arrangements, reasonable adjustments and special consideration 32
5e Examination language 33
5f Qualification title 33
5g Awarding grades and reporting results 33
5h Re-sits 33
Appendices 34
A Grade descriptions 34
B Spiritual, moral, ethical, social, legislative, sustainable development,
economic and cultural issues, and health and safety considerations 36
C Overlaps with other qualifications 37
D The replacement of Key Skills with Functional Skills 38
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Level 1/2 Certificate in Biologyfor teaching from September 2012 onwards (version 1.0)
1 Introduction
1a Why choose AQA?
1 We are the United Kingdom’s favourite exam board 24-hour support through our website and
and more students get their academic qualifications online with Ask AQA
from us than from any other board. But why are we
past question papers and mark schemes
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We understand the different requirements of a wide range of printed and electronic
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We are an educational charity focused on the needs
are relevant for today’s challenges
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support services. We don’t aim to profit from
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We provide a wide range of support services for
teachers, including:
access to subject departments
training for teachers, including practical
teaching strategies and approaches that work,
presented by senior examiners
1b Why choose AQA Level 1/2 Certificate in Biology?
In developing this specification we have consulted behind scientific enquiry that should be delivered
widely with teachers, science advisers and learned through teaching of the content.
societies to produce content and assessments that
This specification has less focus on some of the
will both stimulate students’ interest in and
aspects of How Science Works that are covered in
enthusiasm for biology and provide an excellent
GCSE Biology (for example, there is less sociological,
grounding for further study.
economic and environmental content). This gives time
The substantive content covers much of, but is not for more detailed study of scientific knowledge and
restricted by, the GCSE Programme of Study. This for development of the skills of scientific enquiry
specification thus contains a broad range of biological essential to this subject. The experimental and
topics that are designed to engage and stimulate investigative skills that will be assessed in this
students’ interest in biology whilst providing the specification are listed in Section 3d.
knowledge and understanding required for
The terminal assessment model is designed to ensure
progression to Level 3 qualifications. The specification
the maximum amount of time for teaching biology
emphasises scientific knowledge, the application of
without frequent interruptions for examinations.
science and the scientific process.
The content has a significant overlap with that in the
Biology is an enquiry-based discipline involving
AQA GCSE Biology, thereby enabling co-teaching if
practical and investigational skills as well as
required.
knowledge. Section 3b gives the fundamental ideas
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Level 1/2 Certificate in Biologyfor teaching from September 2012 onwards (version 1.0)
Subject Content
1c How do I start using this specification?
You need to register at aqa.org.uk/askaqa.phpto If you are not e-AQA registered we will send 1
ensure that you receive regular updates and have copies to your Examinations Officer. Both
access to mark schemes, past question papers, a forms can be downloaded from our website
whole range of teacher support materials and receive (aqa.org.uk/admin/p_entries.php).
details of teacher support meetings.
If your centre has not used AQA for any examinations
Once you have decided to enter candidates you need in the past, please contact our centre approval team
to tell us so we can make sure that you get all the at [email protected]
material you need for the examinations. You can let
us know by filling in the appropriate Intention to Enter
and Estimated Entryforms.
If your centre is registered on e-AQA you will
receive an e-mail prompting you to submit
entry information on-line.
1d How can I find out more?
You can choose to find out more about this Teacher Support Meetings
specification or the services that AQA offer in a
Details of the full range of our Teacher Support
number of ways.
meetings are available on our website at
aqa.org.uk/support/teachers.php
Ask AQA
There is also a link to our fast and convenient online
You have 24-hour access to useful information and booking system for our Teacher Support meetings at
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If you need to contact the Teacher Support team, you
If the answer to your question is not available, you can call us on 01483 477 860 or e-mail us at
can submit a query through Ask AQAfor our team. [email protected]
We will respond within 2 working days.
Latest information online
Speak to your subject team
You can find out more including the latest news, how
You can talk directly to the GCSE Sciences subject to register for support and downloadable resources
team about this specification either by e-mailing on our website at aqa.org.uk
[email protected] by calling
08442 090 415.
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Level 1/2 Certificate in Biologyfor teaching from September 2012 onwards (version 1.0)
2 Specification at a Glance
AQA Level 1/2 Certificate in Biology
The scheme of assessment is linear, with two question papers to be taken in the same examination series, as
detailed below.
Paper 1
Written paper – 1 hour 30 minutes
90 marks – 50%
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Structured and open questions
PLUS
Paper 2
Written paper – 1 hour 30 minutes
90 marks – 50%
Structured and open questions
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Level 1/2 Certificate in Biologyfor teaching from September 2012 onwards (version 1.0)
3 Subject Content
3a Introduction
The subject content is presented as a series of topic Paper 1 is more weighted to assessment of
areas listing the statements of what students need to knowledge, understanding and application than
know and understand, and what they will be Paper 2. Paper 2 will include a higher proportion of
assessed on. Expansion of the content and questions aimed towards the skills listed in Section
clarification of what may be examined, where 3d than Paper 1.
necessary, is given in italics.
The importance of scientific literacy
How the specification is assessed
Scientists need to be able to communicate their
The content is assessed through two 90-minute knowledge and understanding to others in a clear,
written papers, each worth 50% of the overall marks comprehensive and literate manner. One question in
for the specification. Assessments will be available each paper will specifically test students’ ability to use
twice a year, in January and June. good English, organise information clearly and use
scientific terms correctly. Each paper will also include
In both written papers, questions will be set that
some questions that require students to write full
examine application of the knowledge and
descriptions, explanations and/or evaluations in
understanding gained in discussing, evaluating and
which statements and ideas are clearly and 3
suggesting implications of data and evidence in both
coherently linked.
familiar and unfamiliar situations. All applications will
use the knowledge and understanding developed
through the substantive content.
Questions may be taken from any part of the
substantive content.
3b The scientific process
Science attempts to explain the world in which we These ideas inform decisions and are central to
live. It provides technologies that have had a great science education. They constitute the scientific
impact on our society and the environment. Scientists process that is a necessary complement to the
try to explain phenomena, for example, using subject content of biology.
hypotheses and models, and to solve problems using
Fundamental ideas
evidence.
Evidence must be approached with a critical eye. It is
A scientifically literate person should be equipped to
necessary to look closely at how measurements have
question, and engage in debate on, the evidence
been made and what links have been established.
used in decision making.
Scientific evidence provides a powerful means of
The repeatability and reproducibility of evidence refers forming opinions. These ideas pervade all of the
to how much we trust the data. The validity of scientific process.
evidence depends on these, as well as on whether
Observation as a stimulus to investigation
the research answers the question. If data is not
repeatable or reproducible the research cannot be Observation is the link between the real world and
valid. scientific ideas. When we observe objects,
organisms or events we do so using existing
To ensure the repeatability, reproducibility, and validity
knowledge. Observations may suggest hypotheses
of evidence, scientists consider a range of ideas that
that can be tested.
relate to:
Investigations
how we observe the world
An investigation is an attempt to determine whether
carrying out investigations so that patterns and or not there is a relationship between variables. It is
relationships between variables may be therefore necessary to identify and understand the
identified variables in an investigation. The design of an
making measurements by selecting and using investigation should be scrutinised when evaluating
instruments effectively the validity of the evidence it has produced.
presenting and representing data Measurements in investigations
identifying patterns and relationships and When making measurements we must consider such
making suitable conclusions. issues as inherent variation due to variables that have
not been controlled, human error and the
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Level 1/2 Certificate in Biologyfor teaching from September 2012 onwards (version 1.0)
characteristics of the instruments used. Evidence Investigative skills and practical work
should be evaluated with the repeatability and validity
During their study of this course, students should be
of the measurements that have been made in mind.
encouraged to:
Presentation of data
use their knowledge and understanding to
To explain the relationship between two or more pose scientific questions and define scientific
variables, data may be presented in such a way as to problems
make the patterns more evident. The choice of
plan and carry out investigative activities,
graphical representation depends upon the type of
including appropriate risk management, in a
variable represented.
range of contexts
Using data to draw conclusions
collect, select, process, analyse and interpret
The patterns and relationships observed in data both primary and secondary data to provide
represent the behaviour of the variables in an evidence
investigation. However, it is necessary to look at
evaluate methodology, evidence and data.
patterns and relationships between variables with the
limitations of the data in mind in order to draw The scientific terms used in this specification are
conclusions. clearly defined by the ASE in The Language of
Evaluation Measurement: Terminology used in school science
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investigations(Association for Science Education,
In evaluating a whole investigation the repeatability,
2010). Teachers should ensure that they, and their
reproducibility and validity of the data obtained must
students, are familiar with these terms. Definitions of
be considered.
the terms will notbe required in assessments, but
Societal aspects of scientific evidence students will be expected to use them correctly.
A judgement or decision relating to social-scientific Further information on how experimental and
issues may be biased, or may not be based on investigative skills will be assessed in this
evidence alone, as other societal factors may be specification is given in Section 3d.
relevant.
Limitations of scientific evidence
Science can help us in many ways but it cannot
supply all the answers. There are some questions that
science cannot answer directly. These tend to be
questions where beliefs, opinions and ethics are
important.
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Level 1/2 Certificate in Biologyfor teaching from September 2012 onwards (version 1.0)
3c Subject content
Ref Content
1 Cell activity
1.1 Cell structure
a) Most animal cells have the following parts:
a nucleus, which controls the activities of the cell
cytoplasm, in which most of the chemical reactions take place
a cell membrane, which controls the passage of substances into and out of the cell
mitochondria, which is where most energy is released in respiration
ribosomes, which is where protein synthesis occurs.
Most human cells are like most other animal cells.
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b) In addition to the above, plant cells often have:
chloroplasts, which absorb light energy to make food
a permanent vacuole filled with cell sap.
Plant and algal cells also have a cell wall made of cellulose, which strengthens the cell.
c) A bacterial cell consists of cytoplasm and a membrane surrounded by a cell wall; the genes are not in a
distinct nucleus; some of the genes are located in circular structures called plasmids.
d) Yeast is a single-celled organism. Yeast cells have a nucleus, cytoplasm and a membrane surrounded
by a cell wall.
e) Cells may be specialised to carry out a particular function.
Candidates should be able, when provided with appropriate information, to relate the structure of
different types of cell to their function in a tissue, an organ, or the whole organism.
1.2 The movement of substances into and out of cells
a) Diffusion is the spreading of the particles of any substance in solution, or particles of a gas, resulting in a
net movement from a region where they are of a higher concentration to a region with a lower
concentration. The greater the difference in concentration, the faster the rate of diffusion.
b) Dissolved substances can move into and out of cells by diffusion.
c) Oxygen required for respiration passes through cell membranes by diffusion.
d) Osmosis is the diffusion of water from a dilute to a more concentrated solution through a partially
permeable membrane that allows the passage of water molecules.
e) Differences in the concentrations of the solutions inside and outside a cell cause water to move into or
out of the cell by osmosis.
Candidates should be familiar with experiments related to diffusion and osmosis as well as the terms
isotonic, hypotonic, hypertonic, turgor and plasmolysis.
f) Substances are sometimes absorbed against a concentration gradient. This requires the use of energy
from respiration. The process is called active transport.
g) Active transport enables plants to absorb ions from very dilute solutions, eg by root hair cells. Similarly,
sugar may be absorbed from low concentrations in the intestine and from low concentrations in the
kidney tubules.
h) A single-celled organism has a relatively large surface area to volume ratio. All the necessary exchanges
occur via its surface membrane.
The size and complexity of an organism increase the difficulty of exchanging materials.
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