Practical
activity group
(PAG)
1 Microscopy
Techniques/skills covered (minimum)
 use of a light microscope at high power and low power, use of a graticule 1,
1.2.2 (d)
 production of scientific drawings from observations with annotations 2, 1.2.2 (e)
2 Dissection
 safe use of instruments for dissection of an animal or plant organ, 1.2.2(j)
 use of a light microscope at high power and low power, use of a graticule 1,
1.2.2 (d)
 production of scientific drawings from observations with annotations 2, 1.2.2 (e)
3 Sampling
techniques
 use of sampling techniques in fieldwork, 1.2.2 (k)
4 Rates of
enzyme controlled
reactions
 use of appropriate apparatus to record a range of quantitative measurements (to
include mass, time, volume, temperature, length and pH)3, 1.2.2 (a)
 production of scientific drawings from observations with annotations 2, 1.2.2 (e)
 use of laboratory glassware apparatus for a variety of experimental techniques to
include serial dilutions4, 1.2.2 (c)
 use of ICT such as computer modelling, or data logger to collect data, or use of
software to process data5, 1.2.2 (l)
5 Colorimeter OR
potometer
 use of appropriate apparatus to record quantitative measurements, such as a
colorimeter, 1.2.2 (b)
 use of laboratory glassware apparatus for a variety of experimental techniques to
include serial dilutions4, 1.2.2 (c)
6
Chromatography
OR
electrophoresis
 separation of biological compounds using thin layer / paper chromatography or
electrophoresis, 1.2.2 (g)
7 Microbiological
techniques
 use of laboratory glassware apparatus for a variety of experimental techniques to
include serial dilutions4, 1.2.2 (c)
 use of microbiological aseptic techniques, including the use of agar plates and
broth, 1.2.2 (i)
8 Transport in and
out of cells
 use of appropriate apparatus to record a range of quantitative measurements (to
include mass, time, volume, temperature, length and pH)3, 1.2.2 (a)
 use of laboratory glassware apparatus for a variety of experimental techniques to
include serial dilutions4, 1.2.2 (c)
 use of ICT such as computer modelling, or data logger to collect data, or use of
software to process data5, 1.2.2 (l)
9 Qualitative
testing
 use of laboratory glassware apparatus for a variety of experimental techniques to
include serial dilutions4, 1.2.2 (c)
 use of qualitative reagents to identify biological molecules, 1.2.2 (f)
10 Investigation
using a data
logger OR
computer
modelling
 use of ICT such as computer modelling, or data logger to collect data, or use of
software to process data5, 1.2.2 (l)
11 Investigation
into the
measurement of
plant or animal
responses
 safe and ethical use of organisms to measure plant or animal responses and
physiological functions, 1.2.2 (h)
12 Research skills
 apply investigative approaches, 1.2.1 (a)
 use online and offline research skills, 1.2.1 (h)
1,2,3,4,5
 correctly cite sources of information, 1.2.1 (i)
These techniques/skills may be covered in any of the groups indicated.
Explanatory Note from the OCR A Level Biology Team
This page has been taken from the Practical Skills Handbook and slightly altered to provide two
extra blank columns.
The idea is that it could be (or could become after it has been further edited and adapted by
departments) a sheet for the front of a student’s lab book or folder, allowing the student to see the
skills and techniques they are learning, indicate when they feel they have achieved competence in
each of them and have this endorsed and dated by their teacher.
Several teachers we met at cluster events and CPD training thought it would be useful to have
something like this to focus students’ minds on the nature of the practical endorsement and give
them a psychologically-boosting record of the progress they are making.
Please do remember that although the minimum record keeping to be done by the student and the
department is defined, the way in which those records are kept and the way in which the
information about progress towards endorsement is shared with students is a decision for
individual biology departments to make.
As with all aspects of the endorsement it is hoped that the main factor driving such decisions will
be the question of what best supports teaching and learning, rather than a feeling of an obligation
to jump through admin hoops.
Dr Katherine Hands-Taylor
Dr Richard Tateson
June 2015
PositiveAboutPractical@ocr.org.uk
PASS@ocr.org.uk