Biology: Outcomes and Assessment Standards
National 3
National 4
National 5
Higher Biology/Human Biology
Outcome 1
Outcome 1
Outcome 1
Outcome 1
The learner will:
The learner will:
The learner will:
The learner will:
1
1
1
1
Apply skills of scientific inquiry and
draw on knowledge and understanding of
the key areas of this Unit to carry out an
experiment/practical investigation by:
Apply skills of scientific inquiry and draw
on knowledge and understanding of the
key areas of this Unit to carry out an
experiment/practical investigation by :
1.1 planning an experiment/practical investigation
1.2 following procedures
safely
1.3 making and recording
observations/measurements
accurately
1.4 presenting results in an
appropriate format
1.5 drawing valid conclusions
1.6 evaluating experimental
Procedures
1.1 following given procedures
safely
1.2 making and recording
observations/measurements
accurately
1.3 presenting results in an
appropriate format
1.4 drawing valid conclusions
1.5 evaluating experimental
procedures
Apply skills of scientific inquiry and draw
on knowledge and understanding of the
key areas of this Unit to carry out an
experiment/practical investigation by:
1.1 planning an experiment/practical investigation
1.2 following procedures
safely
1.3 making and recording
observations/measurements
accurately
1.4 presenting results in an
appropriate format
1.5 drawing valid conclusions
1.6 evaluating experimental
procedures
Apply skills of scientific inquiry and draw
on knowledge and understanding of the key
areas of this Unit to carry out an
experiment/practical investigation by:
1.1 planning an experiment/practical investigation
1.2 following procedures
safely
1.3 making and recording
observations/measurements
accurately
1.4 presenting results in an
appropriate format
1.5 drawing valid conclusions
1.6 evaluating experimental
procedures
Transfer of evidence: Outcome 1 in one Unit may be used as evidence of the achievement of Outcome 1 in other Units of this Course.
Outcome 2
Outcome 2
Outcome 2
Outcome 2
The learner will:
The learner will:
The learner will:
The learner will:
Draw on knowledge and understanding of the
key areas of this Unit and apply scientific skills
by:
Draw on knowledge and understanding of the
key areas of this Unit and apply scientific skills
by:
Draw on knowledge and understanding of the
key areas of this Unit and apply scientific skills
by:
Draw on knowledge and understanding of the key
areas of this Unit and apply scientific skills by:
2.1 making accurate statements
2.2 describing a given application
2.1 making accurate statements
2.2 describing an application
2.1 making accurate statements
2.2 describing an application
2.3 describing a given biological issue in terms of
the effect on the environment/society
2.4 solving problems
2.3 describing a biological issue in terms of the
effect on the environment/society
2.4 solving problems
2.3 describing a biological issue in terms of the
effect on the environment/society
2.4 solving problems
2.1 making accurate statements
2.2 describing an application
2.3 describing a biological/human biological issue
in terms of the effect on the environment/society
2.4 solving problems
Transfer of evidence: Since the Outcomes and Assessment Standards are the same for all Units of the course, the Units differing only by context, evidence for Assessment Standards 2.2, 2.3 and 2.4 for one Unit
in this Course can be used as evidence of the achievement of Assessment Standards 2.2, 2.3 and 2.4 in the other Units of this Course.
Judging evidence for Biology (National 5)
Assessment Standards
Evidence required
Judging the evidence: Assessment for candidates (Appendix 1)
1.1 Planning an experiment/practical
investigation
The plan should include:
 an aim
 a dependent and independent variable
 key variables to be kept constant
 measurements/observations to be made
 resources
 method, including health and safety considerations
1.2
Following procedures safely
The candidate should be seen to follow procedures correctly, including
safety considerations.
The plan for the experiment/practical investigation must be clear enough for another person to
follow and should include:
 a clear statement of the aim
 the equipment/materials and their use clearly described and appropriate
 a clear and detailed scientific description of how the experiment/practical investigation
should be carried out; the safety considerations; including appropriate and logical
sequence of steps
 measurements/observations to be made and variables considered
In the case of assessment by observation, evidence should include assessor comments that
show clearly the basis on which assessment judgements have been made.
1.3
Making and recording
observations/measurements
accurately
Measurements taken should be appropriate.
An observation checklist could be used.
Results should be recorded in an appropriate format.
Presenting results in an appropriate
format
Results have been presented in an appropriate format. Using one format
from: a table, line graph, chart, key, diagram, flow chart or summary or
other appropriate format.
1.4
Units used appropriately.
The candidate should record the information/data in a clear and systematic way, with well
organised tables of raw data.
Candidates should process/analyse the results and present findings in an appropriate format.
This may be a table, line graph, chart, key, diagram, flow chart or summary. Results should be
presented so that the assessor can check that results have been correctly processed. Graphs
should be plotted on squared graph paper.
Candidates should use appropriate SI units and standard abbreviations.
1.5
Drawing valid conclusions
Conclusion draws from what the experiment/practical investigation
shows, with reference to the aim.
Conclusions should relate to the aim of the experiment. If results are inconclusive but
candidates refer to evidence and the aim of the experiment to say that no conclusion can be
drawn then this would be valid and sufficient.
1.6
Evaluating experimental procedures
Evaluation should be supported by justification/reasoning and possible
improvement(s) for the experiment/practical investigation.
Evaluation should be supported by reasons and provide at least one possible improvement for
the experiment.
‘With supporting argument’ means that there needs to be justification or reasoning included in
the evaluation.
2.1 Making accurate statements
Candidates provide responses for the key areas.
Marking guidance for the set of questions relating to each key area is provided.
At least half of the responses should be correct across the key areas for each Unit. (This does
not mean that candidates need to get at least half of the responses correct for each key area)
2.2 Describing an application
The description should include the biology of the issue.
The scientific report should identify the key area from which the application of biology is drawn.
The scientific report should then go on to outline the effect of this application on the
environment/society.
2.3 Describing a biological issue in terms of The description should include the effect of the application on the
the effect on the environment/ society
environment/society.
The candidate should show knowledge and understanding of the application and its effect.
The scientific report should be around 50–100 words or equivalent.
2.4 Solving problems
Candidates provide responses for the problem solving types.
A correct response must be provided for each problem solving type.