AEO “NAZARBAYEV INTELLECTUAL SCHOOLS”
CENTRE FOR PEDAGOGICAL MEASUREMENTS
Integrated Programme of Development
Test Specification
“Biology”
Grade 12
ASTANA
2013
Contents
1
Purpose..................................................................................................................... 3
1.1
Relationship with International Standards ................................................................... 3
1.2
Relationship with NIS Subject Programme ................................................................. 3
1.3
Relationship with the Integrated Criteria-based Assessment Model (ICBAM) ........... 3
2
Assessment overview ................................................................................................ 4
2.1
Assessment objectives ................................................................................................ 5
2.2
Use of calculators ........................................................................................................ 6
2.3
Formulae and Data ...................................................................................................... 6
3
Description of papers ................................................................................................ 7
3.1
Paper 1 ........................................................................................................................ 7
3.2
Paper 2 ........................................................................................................................ 7
3.3
Paper 3 ........................................................................................................................ 8
3.4
Balance of marks ......................................................................................................... 8
3.5
Language of assessment ............................................................................................ 8
4
Administration ........................................................................................................... 9
5
Marking ..................................................................................................................... 9
6
The grading process.................................................................................................. 9
6.1
7
Grade descriptions..................................................................................................... 10
Sample questions .................................................................................................... 12
7.1
Paper 1: Sample questions ....................................................................................... 12
7.2
Paper 2: Sample questions ....................................................................................... 14
7.3
Paper 3: Sample questions ....................................................................................... 22
8
Grade 12 Practical Examination for Biology ............................................................ 30
8.1
Recommended laboratory apparatus and materials ................................................. 30
8.2
Additional Guidance................................................................................................... 33
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1
Purpose
The assessments will aim to identify what learners know and are able to do following a course of
formal study and to establish whether they are able to use the skills relating to the subject within
the global environment of the 21st century, using problem solving and higher order thinking and
analytical skills.
1.1
Relationship with International Standards
Nazarbayev Intellectual Schools assessments will be designed to be comparable to international
standards. The Grade 12 Biology assessment will be comparable to the Cambridge A-Level.
1.2
Relationship with NIS Subject Programme
The Grade 12 summative assessment will assess the content of Grades 11 and 12. The Grade 11
and 12 Biology subject content learning that will be assessed will be defined by the learning
outcomes found within the Biology Subject Programme.
1.3
Relationship with the Integrated Criteria-based Assessment Model
(ICBAM)
This External Summative Assessment forms one part of the Integrated Criteria-based Assessment
Model which also consists of Classroom Assessment and Internal Summative Assessment.
The Assessment Objectives for this test reflect the content of the Subject Programme and Course
Plans and as such reflect the Learning Objectives shown in these documents. The Classroom
Assessment and Internal Summative Assessments are also based on these Learning Objectives
but aim to test the Learning Objectives in a different manner.
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2
Assessment overview
All learners will take 3 papers.
Paper 1
60 minutes
Learners answer forty questions.
All questions are compulsory.
This paper will consist of forty multiple choice questions. Each question will have four options,
from which learners will choose one. The questions will assess the learners’ knowledge and
understanding of handling, applying and evaluating information.
22% of total marks
Paper 2
120 minutes
Learners answer between eight and twelve questions. Questions may be broken into subparts.
All questions are compulsory.
This paper will consist of a variable number of structured questions of variable mark value. The
questions will assess the learners’ knowledge and understanding of handling, applying and
evaluating information.
56% of total marks
Paper 3
120 minutes
Learners carry out two or three compulsory assessed experiments.
This paper will consist of two or three experiments drawn from different areas of Biology. The
experiments will assess the learners’ knowledge and understanding of practical skills and
planning, analysis and evaluation.
Questions will require an understanding of the use of statistical tests. The formulae for these tests
will be provided.
22% of total marks
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2.1
AO1
Assessment objectives
Knowledge with understanding
Learners should be able to demonstrate knowledge and understanding in relation to:






scientific phenomena, facts, laws, definitions, concepts and theories
scientific vocabulary, terminology and conventions (including symbols, quantities
and units)
scientific instruments and apparatus used in biology, including techniques of
operation and aspects of safety
scientific quantities and their determination
scientific and technological applications, with their social, economic and
environmental implications
presenting reasoned explanations for phenomena, patterns and relationships.
The Biology Subject Programme defines the factual knowledge that learners may be
required to recall and explain.
Questions testing these objectives will often begin with one of the following words:
define, state, name, describe, explain (using your knowledge and understanding) or
outline.
AO2
Handling information and solving problems
Learners should be able to:









locate, select, organise and present information from a variety of sources
translate information from one form to another
manipulate numerical and other data
use information to identify patterns, report trends and draw conclusions
give reasoned explanations for phenomena, patterns and relationships
make predictions and hypotheses
apply knowledge, including principles, to new situations
demonstrate an awareness of the limitations of biological theories and models
solve problems.
In answering such questions, learners must use principles and concepts identified in the
Subject Programme and apply them in a logical, reasoned or deductive manner to a
new situation.
Questions testing these objectives will often begin with one of the following words:
discuss, predict, suggest, calculate, explain (give reasoned explanations and explain the
processes of using information and solving problems) or determine.
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AO3
Practical and Experimental skills
Learners should be able to:








2.2
follow a detailed set or sequence of instructions
use techniques, apparatus, measuring devices and materials safely and
effectively
make and record observations, measurements and estimates, with appropriate
regard to precision, accuracy and using units
interpret, assess and report on observations and experimental data
assess information, and make predictions and hypotheses
design, plan and carry out experiments and investigations, and identify any
problems
choose appropriate techniques, apparatus, measuring devices and materials
assess methods and techniques, and suggest possible improvements.
Use of calculators
Scientific calculators are allowed for Paper 1, Paper 2 and Paper 3.
Calculators must be:
 of a size suitable for use on the desk
 either battery or solar powered
 free of lids, cases and covers which have printed instructions or formulas.
The candidate is responsible for:
 the calculator’s power supply
 the calculator’s working condition.
Calculators must not be designed or adapted to offer any of these facilities:
 language translators
 symbolic algebra manipulation
 symbolic differentiation or integration
 communication with other machines or the internet.
Calculators may not contain any retrievable information including:
 databanks
 dictionaries
 mathematical formulas
 text.
2.3
Formulae and Data
Formulae and data that students will have encountered through the Subject Programme but are
not expected to have memorised will be provided in the examination papers.
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3
Description of papers
There will be 3 question papers.
Calculators are allowed in all 3 papers.
There will be 2 written question papers and 1 practical paper. Paper 1 and Paper 2 will each
assess AO1 and AO2. Paper 3 will mainly assess AO3.
Questions will be drawn from all areas of the Grade 11 and 12 Biology Subject Programme.
3.1
Paper 1
Learners have 60 minutes to complete forty questions, worth a total of 40 marks. All questions are
compulsory and worth 1 mark each.
In this paper the questions assess Assessment Objectives AO1 and AO2: the learners’ knowledge
and understanding of Grade 11 and Grade 12 Biology, and their ability to handle, apply and
evaluate information.
Assessment
objectives
Available
marks
Description
AO1 (40%)
AO2 (60%)
AO3 (0%)
40
In this paper there will be forty, 4-option multiple choice
questions.
TOTAL
40
3.2
Paper 2
Learners have 120 minutes to complete between eight and twelve questions, worth a total of 100
marks. All questions are compulsory. In this paper the questions assess Assessment Objectives
AO1 and AO2: the learners’ knowledge and understanding of Grade 11 and Grade 12 Biology, and
their ability to handle, apply and evaluate information.
Assessment
objectives
Available
marks
Description
AO1 (40%)
AO2 (60%)
AO3 (0%)
100
Questions will require a variety of answering methods: one-word
answers; short verbal descriptions and definitions; more
complex reasoned passages; constructing or completing tables;
numerical calculations; drawing and interpreting graphs;
constructing sketch diagrams.
TOTAL
100
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3.3
Paper 3
Learners have 120 minutes to complete two or three questions, worth a total of 40 marks. All
questions are compulsory. In this paper the questions assess mainly Assessment Objective AO3:
the learners’ abilities in experimental skills and investigations.
Assessment
objectives
Available
marks
Description
AO1 (5%)
AO2 (25%)
AO3 (70%)
40
This paper will be a timetabled, laboratory-based practical paper
focussing on the following experimental skills:
 manipulation of apparatus
 presentation of data
 analysis and evaluation
The paper will consist of two or three questions based on
observational problems and experimental procedures.
Learners will be expected to draw up tables, graphs and other
appropriate means of presenting the data, to analyse it and
perform calculations, and to draw appropriate conclusions.
One or more of the questions will require learners to identify
sources of error and make suggestions for change.
TOTAL
40
3.4
Balance of marks
The balance of marks for each paper and for the assessment as a whole is as shown in the table
below:
Paper 1
Paper 2
Paper 3
TOTAL
AO1
16
40
2
58
AO2
24
60
10
94
AO3
0
0
28
28
Total Contribution
40
100
40
180
The weighting table gives information of how marks are allocated to Assessment Objectives AO1
and AO2 in the two theory papers and all the Assessment Objectives in Paper 3. The exact
balance on each paper, however, may vary slightly from the values quoted.
3.5
Language of assessment
The language of assessment will be English.
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4
Administration
All assessments must be conducted with regard to security of material and the protection of the
reliability and validity of the assessments. An NIS administration handbook will be produced which
will include such areas as:
 Test material and security
 Responsibilities of teachers, invigilators and administrators
 Setting up test rooms, material required for administering tests
 Appropriate venues for conducting written tests, orals and any practical tests
 Procedures for recording coursework
 Procedures for the moderation of coursework
 Invigilation procedures
 Post-administration procedures including material required for marking.
This handbook will ensure that tests are conducted in a standardised manner across all schools
and that all learners, teachers, invigilators and managers are able to see that a fair, regulated
process has been followed in administering the tests.
5
Marking
Mark schemes will be developed alongside the question papers.
All Examiners will use the same version of the mark scheme, as finalised during the standardisation
process.
Checking of Examiners’ work will be sufficiently extensive and frequent to pick up errors or
deviations from the normal application of the mark scheme. The Examiner’s work will be checked
by CIE Expert and Principal Examiner from Centre for Pedagogical Measurements, NIS.
6
The Grading Process
The results of the assessment will be reported in the form of a grade for each syllabus examined.
The grades will be A*, A, B, C, D and E, where A* is the highest grade and E is the lowest passing
grade.
Grade U (‘ungraded’) will not represent a pass in a syllabus.
A learner’s syllabus Grade will be calculated directly from the total of their marks on the
components that they took (weighted in accordance with the set specifications), not from the
component Grades.
The key grades identified in the test specifications are Grades A, C and E and Grade Descriptors
are provided for these. Descriptors for these grades are given because the knowledge,
understanding and skills are distinctive at these grades and Grades B and D are points on a
continuum.
The process for establishing judgemental grades is complex and time consuming and so for
reasons of practicality Awarding Bodies identify key grades for this process. The arithmetic B
boundary is set halfway between A and C and, similarly, the grade D boundary is set halfway
between C and E.
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6.1
Grade descriptions
Key Grade Descriptions are provided to give a general indication of the standards of achievement
likely to have been shown by learners awarded particular grades. The grade awarded will depend
in practice upon the extent to which the learner has met the assessment objectives overall.
Shortcomings in some aspects of a learner’s performance in the examination may be balanced by
a better performance in others.
Grade
Grade Description
Grade A
Demonstrates a wide and detailed knowledge of the subject with very few
omissions, and has a clear understanding of the principles on which the subject is
based and the manner in which it functions. The principles can be applied in both
familiar and unfamiliar situations. Has a good ability to evaluate hypotheses.
Answers given are well-expressed, direct and relevant, and complex calculations
are accurate and correctly set out.
Carries out appropriate statistical tests accurately.
Solves problems in situations involving a wide range of variables. Is able to
generate a hypothesis to explain theories and phenomena, whilst making
predictions and putting forward new hypotheses after evaluating available
information effectively.
Can competently design and plan investigations using suitable methods. Once
completed, interprets and evaluates observations and experimental data,
presenting evidence in a range of appropriate ways, and can evaluate and
suggest improvements to ensure precision and accuracy. From this will draw a
precise set of conclusions, including next steps where necessary.
Grade C
Demonstrates a sound knowledge in many areas of the subject with some
omissions, and has an understanding of many of the principles on which the
subject is based and the manner in which it functions. The principles can be
applied most effectively in familiar and occasionally unfamiliar situations. Has a
reasonable ability to evaluate information and hypotheses.
Answers given are often well-expressed, relevant and calculations frequently
produce the correct answer.
Makes a reasonable attempt to use statistical tests.
Solves problems involving more then one step but with a limited range of
variables. Is able to generate a simple hypothesis to test a theory and make a
prediction. Can generate a simple hypothesis to explain a given set of facts and
data.
Is able to plan a scientific task, such as a practical procedure, to test an idea,
answer a question, or solve a problem and will present evidence in an appropriate
way. From this can draw conclusions consistent with the evidence collected.
Grade E
Demonstrates a basic knowledge of the simple areas of the subject with some
important omissions, and has a limited understanding of the principles on which
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the subject is based and the manner in which it functions. The principles are
generally only applied effectively in familiar situations. Has some ability to
evaluate information and hypotheses.
Answers given often include relevant points but can be confused with irrelevant
additions. Simple calculations are sometimes accurate but more complicated
calculations have a tendency to generate error and can become unclear.
Makes a basic attempt at using statistical tests.
Can solve a problem involving one step where only a minor manipulation of data
is needed. Will recognise a hypothesis that explains a set of facts or data.
Can plan a scientific task, such as a practical procedure, to test a basic idea,
answer a simple question, or solve a straightforward problem. Can draw simple
conclusions consistent with the evidence collected and present evidence as
charts, tables or graphs.
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7
Sample questions
Marks available for each question are shown at the end of each question, e.g. [2].
For all questions, mark schemes will be written alongside the questions to give clear guidance on
how marks are awarded for each question.
7.1
Paper 1: Sample questions
For each question there are four possible answers, A, B, C and D. Choose the one you consider to
be correct.
1
The diagram shows some of the stages in aerobic respiration.
How many carbon atoms are there in each of the substances S, T and U?
S
T
U
A
2
5
3
B
2
6
4
C
3
4
6
D
3
6
4
A
B
C
D
[1]
2
The diagram shows a chloroplast.
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Which region contains electron carriers involved in the reduction of NADP?
A
B
C
D
[1]
Question
Answer
Mark
1
D
[1]
2
D
[1]
Additional Guidance
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7.2
1
Paper 2: Sample questions
The graph below shows the effect of substrate concentration on the initial rate of an enzyme
catalysed reaction with and without the addition of a non-competitive inhibitor.
(a) Describe the shape of the curve when no inhibitor is present.
[2]
(b) (i) Draw the curve you would expect in the presence of a competitive inhibitor on the
graph.
[2]
(ii) Explain, with reasons, the shape of the curve you have drawn.
[3]
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(c) The figure below shows the structure of the enzyme acetylcholinesterase and a lethal
polypeptide toxin from a green mamba snake.
The following figure shows the toxin molecule irreversibly bound to the enzyme, blocking
its active site.
A person is bitten by a green mamba snake.
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Suggest what effect this toxin will have on their nervous system.
[3]
[Total: 10]
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2
Maize plants produce grains which show different traits (characteristics).
The grains can be purple or yellow and smooth or wrinkled.
In a cross between two maize plants 381 grains were collected.
They showed the following traits:
216 purple and smooth
79 purple and wrinkled
65 yellow and smooth
21 yellow and wrinkled
(a) Draw a genetic diagram to explain the results. Use the symbols A for purple, a for yellow,
B for smooth and b for wrinkled.
Parental genotypes
Parental gametes
Genetic cross:
F1 genotypes
F1 phenotypes
[4]
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(b) Yellow wrinkled grains breed true while yellow smooth grains do not.
Explain why.
[2]
(c) A chi-squared test, 2 was carried out to test the significance of the differences between
the observed and expected results.
grain phenotype
observed number
expected number
purple and smooth
216
381 x 9/16 = 214
purple and wrinkled
79
381 x 3/16 = 71
yellow and smooth
65
yellow and wrinkled
21
total number
381
(i) Complete the table above by calculating the expected numbers for yellow and smooth
and yellow and wrinkled grains.
[1]
(ii) The 2 value is calculated in the following way:
2 = ∑ (observed number – expected number)2
expected number
Where ∑ = ‘sum of…’
Calculate the 2 for the data in the table above. Show your working below.
2 value =
[2]
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probability value
degrees of
freedom
0.50
0.20
0.10
0.05
0.02
0.01
3
2.37
4.64
6.25
7.82
9.84
11.34
0.001
16.27
(iii) Use the calculated value of 2 and table above to find the probability of the observed
results differing significantly from the expected results.
[1]
(iv) State what conclusions may be drawn from the probability found in (iii).
[2]
[Total: 12]
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Question
1
(a)
(b)(i)
(ii)
(c)
Answer
increases rapidly until the substrate
concentration reaches 8 arbitrary units
(accept range between 5 – 8), then
increases at a slower rate until it reaches
82 (accept range between 82 – 84) then
levels off/plateaus/no further increase in
rate
line between non-competitive inhibitor and
no inhibitor
eventually meets line without inhibitor
binds with/blocks active site;
competes with substrate (for active site);
(idea of) at high concentrations of substrate
the effect of inhibitor negligible/more
enzyme-substrate complexes formed or
not permanent/temporary
Mark
Additional Guidance
1
Description of general trend =
1 mark
Quoting 2 concentrations with
inclusion of units = 1mark
1
[2]
1
1
[2]
1
1
1
[3]
any three from:
3
acetylcholine is not broken down/less is
broken down/cannot bind;
acetylcholine remains bound to the
receptors on the post synaptic membrane;
ref to sodium ion channels stay open;
overall consequence e.g. repeated
contraction/muscle spasm/repeated action
potentials/repeated stimulation/paralysis of
muscle
2
(a)
F1
genotype
F1
phenotype
(b)
correct parental genotypes – AaBb and
AaBb
correct gametes – AB, Ab, aB, ab;
correct genotypes of offspring – (see table
below)
correct phenotypes linked to genotypes (see table below )
[3]
1
1
1
1
[4]
AABB
AABb
AaBB
AaBb
AAbb
Aabb
aaBB
aaBb
aabb
purple
smooth
purple
smooth
purple
smooth
purple
smooth
purple
wrinkled
purple
wrinkled
yellow
smooth
yellow
smooth
yellow
wrinkled
yellow wrinkled homozygous/double
recessive
yellow smooth heterozygous can produce
wrinkled and smooth seeds or
some yellow smooth grains will breed true
1
1
[2]
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(c)(i)
381 x 3/16 = 71
381 x 1/16 = 24
Both required for 1 mark
[1]
(ii)
(216 - 214)2 / 216 + (79-71)2 / 71 + (65-71)2 /
71 + (21-24)2 / 24
1
2 value =1.80
1
[2]
(iii)
greater than 0.5
[1]
(iv)
any two from:
different from expected/not significant;
because greater than 0.05;
(the small) observed differences are due to
chance
Correct working but incorrect
answer = 1 mark
Correct answer = 2 marks
2
[2]
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7.3
1
Paper 3: Sample questions
When plant tissue is soaked in methylene blue the tissue takes up the stain and is coloured
blue.
Copper sulphate solution affects the selective permeability of cell membranes.
You are provided with:
labelled
contents
hazard
concentration /
%
volume /
cm3
harmful irritant
0.3
60
none
-
100
W
copper sulfate
solution
distilled water
labelled
contents
hazard
details
quantity
P
stained plant
tissue
methylene blue
will stain your
skin
same crosssectional area,
stained with
methylene blue
and washed
5
C
If any methylene blue comes into contact with your skin wash off immediately with
water.
It is recommended that you wear safety goggles/glasses.
You are required to investigate the effect of the independent variable, concentration of copper
sulfate solution, on samples of plant tissue which have been soaked in methylene blue.
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(a) (i) Decide on the concentrations of copper sulfate solution that you will use in your
investigation.
You will need 10 cm3 of each concentration of copper sulfate solution.
Draw a table in the space below to show
 the concentrations of copper sulfate solution
 the volumes of copper sulfate solution
 the volumes of distilled water.
[3]
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Make up the copper sulfate solutions that you have chosen in the containers
provided.
Put 10 cm3 of the appropriate concentration of copper sulfate solution into a labelled
test-tube.
You are provided with five pieces of plant tissue with the same cross-sectional area,
in a container of water, labelled P.
Proceed as follows:
(Always use blunt forceps when handling the plant tissue to avoid contact with
the methylene blue.)
1.
Remove the plant tissue samples from the container, labelled P, and place them
onto a white tile.
You will need to prepare one sample of plant tissue to put into each of the
concentrations of copper sulfate solution.
(ii) State which variable you will need to control when preparing the plant tissue samples.
[1]
(iii) Describe how you will control this variable and prepare the samples of plant tissue.
[2]
2.
Prepare the samples of plant tissue as you described in (iii).
3.
Empty the coloured water from the container, labelled P.
4.
Place the samples back into the container, labelled P.
5.
To remove the excess methylene blue change the water five times, either using a
syringe or by pouring off the water. Do not touch the plant tissue.
6.
Remove the samples of plant tissue and add one sample of plant tissue to each
test-tube of copper sulfate solution.
7.
Immediately start timing.
8.
Observe the test-tubes for 5 minutes and record your observations.
9.
After 5 minutes, mix the contents of the test-tubes, by inserting a bung and
inverting each test-tube.
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(iv) Draw a table in the space below and record your observations.
[5]
(v) Suggest how copper sulfate solution affects plant cell membranes.
[1]
(vi) Identify three significant sources of error in your investigation.
[3]
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(vii) Suggest how you would make three improvements to this investigation.
[3]
[Total: 18]
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Question
Answer
Mark
Additional Guidance
Paper 3
1
(a)(i)
any 4 or more (volumes/concentrations)
1
(highest concentration)
0.3 to 0.15
1
any three consecutive concentrations
(including 0 if present) with two intervals
 the same
 or serial dilution by half
 or serial dilution by ten
1
[3]
(ii)
length or surface area or size or
dimensions or volume
1
[1]
(iii)
(control)
measure the same
cut any example of length 3cm or less/size
(methylene) rinsing/washing of excess
1
(prepare samples)
use of scalpel/knife
or
ruler
(methylene blue) water
1
(iv)
Accept methylene blue
[2]
table with all cells drawn and heading (top
or left) percentage conc(entration)
1
(heading) colours or observations or
description
1
(records clear separate
observations/colours) after/during 5
min/before mixing and after mixing (after/at
5 min)
1
Difference in the strength of colour between
the first and last test-tube observations
1
5 or more concentrations or observation for
water or replicate recorded
1
[5]
Do not accept if units for %
in body of table or other units
e.g. mol dm-3
Do not accept if
headings/columns for
method/volumes/time 5 mins
or size/lengths
Key e.g. + = colour
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(v)
in correct context of increasing or just
copper sulfate
(idea of) damages or destroys it or (cell
membranes/phospholipids/fluid mosaic
model or structure)
1
or
makes more (fully) permeable
denatures protein
increases/decreases fluid permeability
decrease/increases selective permeability
(vi)
[1]
any three from:
qualitative
3
Do not accept
temperature/pH/evaporation/
any errors which affect all
test-tubes equally
difficult to judge/see any colour related
changes or observations
when mixing it is more difficult to judge
colours/colours are the same
plant tissue or position of where tissue was
taken from plant as this was not the same,
the age and variety of plant tissue
lengths/size/surface areas/volumes not the
same
handling/forceps damage the tissue
staining and washing is not consistent
tissue samples (into the test-tubes) are not
at the same time/delayed time/time not the
same
[3]
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(vii)
any three from:
same position in plant that the tissue is
taken from or same plant/same age/stored
the same or use micrometer/cork
borer/vernier callipers/ruler with smaller
divisions
3
leave in methylene blue longer/stronger
concentration/more than 5 minutes or (idea
of) washing more
more/wider/narrower/different/examples
range of concentrations or use a burette or
graduated pipette or smaller syringe/with
smaller divisions
stagger start or do individually or use more
stop clocks or use help
colorimeter or datalogger with light sensor
repeat or replicate
Do not accept calorimeter
[3]
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8
Grade 12 Practical Examination for Biology
8.1
Recommended laboratory apparatus and materials
This list has been drawn up to give guidance to NIS regarding the apparatus and materials that
should be made available for general teaching and the practical assessment of Biology at Grade
12. It is expected that a well-equipped, subject specific, science laboratory, would contain the
recommended apparatus and materials. The lists are not intended to be exhaustive.
General apparatus
 Models and plaster casts, for example, 3D model of a cross-section of
a leaf. There are a range of models from which to choose from school
laboratory suppliers. An example is the kidney and adrenal glands:
http://www.philipharris.co.uk/searchresults.aspx?tier1url=Biology&tier
2url=Humans-As-Organisms&&=&=&style=0&Page=5
or the leaf structure
http://www.philipharris.co.uk/Searchresults.aspx?style=0&kw=leaf+mo
del
These can be expensive and can be built up over the years as budget
becomes available.
Plaster casts can be made with plaster of Paris on inanimate
objects/tracks. It must not be used on student’s skin tissue as it will
‘burn and damage’.
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Magnifying glasses
Test-tubes and large test-tubes (boiling tubes) – some test-tubes
should be heat resistant
Test-tube holders or similar means of holding tubes
Test-tube racks or similar places in which to stand tubes
Bungs to fit test-tubes/boiling tubes
Bungs with delivery tube to fit test-tubes/boiling tubes
Specimen tubes with corks
A means of heating – Bunsen burners or similar (candidates should
be familiar with setting up and maintaining a water bath)
Thermometers -Long, spirit-filled thermometer scale –5 °C to 110 °C
reading 1 °C and mercury-filled thermometer scale –5 °C to 110 °C
reading 0.5 °C (safety considerations need to be taken into account)
Measuring cylinders
Means of measuring small volumes, such as syringes (various sizes)
Plastic tubing or rubber tubing to fit syringes
Teat pipettes (plastic or glass), there are two types of pipette
available. The glass body with a soft plastic teat or a one-piece
moulded pipette made of plastic
Beakers (various sizes) 100 cm3, 250 cm3 and 500 cm3
Tripod stands and gauzes
Filter funnels and filter paper 55 mm, 75 mm, 100 mm glass and
plastic. Filter papers sizes to fit each diameter of funnel
Petri dishes (plastic) to hold small volumes (e.g. 20 cm3) which needs
to be a lid but it must not be airtight
White tiles or other suitable surfaces on which to cut
Spotting tile or similar with space for 12 separate drops
Glass slides and cover slips
Conical flasks 100 cm3, 250 cm3 and 500 cm3
Clamp (Retort) stands and bosses
Quantity
Demonstration set only
One per student
See additional guidance
See additional guidance
See additional guidance
See additional guidance
See additional guidance
See additional guidance
One per student
One per student
See additional guidance
Class set
See additional guidance
See additional guidance
See additional guidance
See additional guidance
See additional guidance
See additional guidance
One per student
One per student
Class set
See additional guidance
See additional guidance
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Visking (dialysis) tubing or suitable alternative
Capillary tubing
Soda glass tubing
Paper towels or tissue
Cotton wool
Solid glass rods
Spatulas
Black paper/aluminium foil
Means of writing on glassware (water-resistant markers)
Hand lenses (not less than x6, preferably x8)
Forceps
Scissors
Mounted needles
Cutting implement, such as solid-edged razor blade/knife/scalpel
Rulers in mm (ideally clear plastic)
Mortars and pestles Ceramic 80 mm external diameter
Safety spectacles or other suitable eye protection
Microscope and lamp/inbuilt illumination with high-power and lowpower objective lenses (minimum of x10 and x40 lenses)
 Eyepiece graticules and stage micrometer scales
General apparatus
 Microscope slides and glass cover slips
 Haemocytometers
 Bench lamp with flexible arm
 Balance (to 0.1 g)
 Water-baths (thermostatically controlled) or means to supply hot
water
 Cork borers
 Stop clock/timer showing seconds
 Simple respirometer – can be homemade. It is a device for
measuring respiration. There are many different ways of making
home-made respirometers – which can be seen on an internet search.
They are used for measuring the respiration of germinating
seeds/peas
 Pipe cleaners/other suitable aid to demonstrate mitosis and meiosis
 Apparatus to measure rate and depth of breathing
 Culture bottles
 Autoclave
 Inoculating loops/wires
 Tape for sealing dishes
 Heating tray (homemade)
 Pooter (homemade)
 Sweeping net (muslin)
 Plankton net and dip net (if aquatic environment is being sampled)
 Pitfall trap/jam jar suitable cover to prevent water entry
 Trays for hand sorting
Class set
Class set
Class set
Class set
Class set
Class set
Two per student
Class set
Class set
One per student
One per student
One per student
One per student
One per student
One per student
One per student
See additional guidance
One per pair (if possible
one each)
One per group
Quantity
Class set
One per department
One per group
See additional guidance
See additional guidance
Three sets per class
One per group
One per class
Class set
One per class
Class set
Class set
See additional guidance
Class set
One per group
One per pair
One per group
One per group
One per group
One per group
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Solutions, reagents, bench chemicals
 Cultures of live yoghurt
 Appropriate cultures of micro-organisms, such as Escherichia coli,
Bacillus subtilis
 Iodine in potassium iodide solution
 Benedict’s solution
 Biuret reagent/potassium hydroxide and copper sulfate solution
 Ethanol (for fats test)
 Methylated spirit (for extraction of chlorophyll)
 Sucrose (use Analar (AR) for non-reducing sugar test. Some types of
table sugar do not contain glucose.)
 Glucose
 Starch
 Albumen (or egg white)
 Potassium hydroxide
 Sodium hydroxide
 Sodium chloride
 Dilute hydrochloric acid
 Hydrogen carbonate indicator (with air pump to equilibrate to
atmospheric carbon dioxide)
 Sodium bicarbonate/sodium hydrogen carbonate
 Limewater
 Hydrogen peroxide
 Distilled/deionised water
 Universal indicator paper and chart
 Litmus paper
 Eosin/red ink
 Methylene blue
 Vaseline/petroleum jelly (or similar)
 DCPIP (dichlorophenol-indophenol)
 Ascorbic acid (vitamin C)
 Sodium citrate
 Drastix/Clinistix for testing glucose concentration
 Enzymes: amylase, trypsin (or bacterial protease)
 Materials for preparing immobilised enzymes: anhydrous calcium
chloride, sodium alginate. It is the sodium salt of an anionic
polysaccharide that is distributed widely in the cell walls of brown algae.
It is commercially derived from seaweed for foodstuffs. Empirical
formula is NaC6H7O6 and is a gum.
 http://www.philipharris.co.uk/Searchresults.aspx?style=0&kw=sodium+
alginate
 Plant sources of catalase e.g. sweet potatoes, mung beans, potatoes
 Wheat, barley or similar as a source of starch
 Non-competitive enzyme inhibitor (e.g. copper sulfate – hydrated)
 Stains for preparing slides to show mitosis – e.g. acetic carmine
 Yeast
 Feulgen stain (Schiff’s reagent)
 Apparatus/chemicals for water cultures to show effect of Mg and N on
growth
 Nutrient broth, nutrient agar and technical agar (not nutrient)
 Appropriate disinfectants
Quantity
It should be noted that
solutions, chemicals,
reagents and ‘live
materials’ are required in
stock and should be
made available, when
required. These need to
be self regulated over
time.
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8.2
Additional Guidance
For lessons students can work in groups of two or three, when doing experimental work. For
Grade 12 Biology practical exam papers, they will need one set of equipment each, although this
will only be particular pieces of apparatus that are specified in the Confidential Instructions
accompanying these tasks.
Glassware (test-tubes, boiling tubes, range of beaker sizes) – large stock required, particularly of
test-tubes. Smaller quantities of conical and volumetric flasks will be needed.
Suggested minimum stocks of the following kept in each lab stored in trays (assuming a class size
of 30):
Range of glassware (30 of each beaker size, 200 test-tubes and boiling tubes, 30 conical
flasks, 30 of each measuring cylinder size in plastic and glass). It is adequate for students
to wash these out and reuse where large quantities are required for a lesson.
30 of each plastic beaker size
30 test-tube and boiling tube holders and racks
30 of each filter funnel size
30 Bunsen burners, heat-proof mats and gauzes
30 tripods and retort stands (in cupboard, rather than tray)
30 clamps and bosses
35 Safety spectacles/eye protection
Equipment which can be shared per ten students: mass balances and water baths.
Equipment to be shared per four to six students: bench chemicals.
Other general equipment: one per pair of students
Autoclaves: one or two per school for use by lab technicians (these must NOT be used by
students). At least one magnetic stirrer is almost essential for the laboratory technicians and may
also be required for occasional Grade 12 Biology lesson.
Plastic teat pipettes will be required in large quantities as they are very commonly used and
sometimes difficult to wash out adequately.
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