STM STAGE Biology
Biology STM STA GE
1 2 3 4 5
Biological Writing
Planning as a Biologist
I can collect, organise and present information I can begin to describe a simple event or idea and use some biological I can make appropriate improvements to work based on feedback words correctly but with some errors. I can make an observation. I can recognise what a model is supposed to be showing.
I can collect, organise and present information I can use equipment with help. I can follow instructions to do an I can make appropriate improvements to work based on experiment. I can recognise the independent variable. I know that we feedback repeat experiments. I can safely carry out an experiment.
I can describe an simple event or idea and use a few biological words correctly. I can make a simple biological observation. I can use a biological model to describe something.
I can use appropriate equipment with help. I can choose what to measure to get results, and write a simple method. I can identify the independent and dependent variables, and range. I know how many times I should repeat a test. I can recognise some hazards and risks.
I can explain a familiar event or idea and use a range of biological words correctly, but with some mistakes or incomplete explanations. I can make connections between ideas (eg. This happens because of ? .). I can explain something using a biological model.
I can choose equipment from a range with reasons. I can decide how to carry out some parts of an experiment, and write a step by step plan. I can identify independent, dependent and some controlled variables. I can understand why I need to repeat experiments (repeatability). I can suggest ways to minimise risks in an experiment.
I can explain something more complex that we don?t normally see, or have to imagine. I can use a range of biological words to correctly explain, and start to support my answer with evidence, or apply knowledge to a new situation. I can make more than one connection between ideas (eg. This is causing that because of ? ). Use biological knowledge to explain what is good or bad about a model.
I can choose suitable equipment, and comment on resolution and amounts of substances. I can write a step by step plan, specifying measurements I will take and volumes I will use. I can dentify and control all key variables in the experiment. I can explain why repeating experiments is necessary in experiments. I can recognise risks as high or low level.
I can explain a complex idea that needs a high level of biological understanding. I can use a range of biological words to create a detailed and well structured explanation of a complex idea, using evidence well or applying knowledge to a new situation. I can fully explain how all the parts of my answer give a whole picture. I can suggest how to improve a model and explain how it would be an improvement, or apply a model to a new context.
I can independently choose suitable equipment, and justify my choice fully using key terms. I can independently decide how to carry out an experiment that will allow me to collect accurate data with precision. I can recognise which variables can?t be fully controlled and plan to minimise their effect. I can explain what a control is and it's role in experiments. I can independently construct a risk assessment, and consider the likelihood and severity of risks.
Biology STM STA GE
1 2 3 4 5
Collecting & Presenting Data I can collect, organise and present information I can make observations and measurements with support. I can make appropriate improvements to work based on I can record my observations in a table. feedback I can name 3 types of graph. I can draw a bar chart with support.
Using data and drawing conclusions
Evaluating Biological Experiments
can collect, organise and present II can describe my observations or results. I can information basically I have found out in the I can make describe appropriatewhat improvements to work based on feedback experiment.
organise and present II can can collect, comment on how well the experiment went. information IIcan say something can make appropriate about how good I think my improvements results are. to work based on
I can describe a simple pattern, trend or relationship in my data or observations. I can begin to make a conclusion that agrees with the data, using everyday ideas of common sense to explain them. I can decide if my results match what I predicted.
i can identify which parts of the method worked well and which parts which did not. I can identify some human errors such as reaction time. I can dentify any result that doesn?t seem to fit a pattern.
I can make precise observations and measurements independently, and calculate means. I can record observations and measurements in a structured way independently. I can begin to select a suitable type of graph to use with support. I can draw a simple graph and label the axes with some help to do a scale or plot points.
I can describe a simple pattern, trend or relationship, stating if the pattern continues in the same way or changes as a variable is changed. I can make a conclusion from my results, using more than one piece of evidence, and using some appropriate biological knowledge and understanding. I can decide if my results support my hypothesis
I can suggest one improvement to the method and give a reason. I can identify relevant experimental errors in an experiment. I can provide a possible explanation for anomalous results, and say how they might affect the conclusion.
I can measure a variety of quantities precisely by choosing suitable equipment. I can begin to design a suitable table with units in the column headings and room for repeat and mean values. I can choose a suitable type of graph to present data. I can draw a graph after working out the scales myself, including correct labels, units and line of best fit.
I can describe a pattern, trend or relationship, giving examples of data. I can explain a conclusion from my results, using more than one piece of evidence, and using appropriate biological knowledge and understanding logically to explain the results. I can say which data supports my hypothesis and which does not.
I can evaluate the method, suggesting improvements to reduce any problems. I can explain how to reduce the effect of possible experimental errors. I can comment on the quality of data (repeatability and reproducibility), and why my results may be different to my prediction.
I can choose a suitable level of precision to record data. I can independently design a suitable table, and record data to an appropriate level of precision. I can justify a choice of graph for presenting data with reasons. I can independently draw a line graph including accurate plots, best fit line, that fills more than half a page (range bars for highest level).
I can use some quantities to describe a trend: eg. using calculations such as a gradient and use it to describe the trend. I can use detailed biological knowledge and understanding to explain my conclusion, and make further predictions based on results. I can say how strongly the data supports my hypothesis, with reasons.
I can explain why suggested improvements would improve the method (such as precision, repeatability or validity). I can explain what to do in the experiment to increase reproducibility and reliability of results with reasons. I can use range bars to comment on the reliability of data and use this to comment on how valid my conclusion is based upon the data.
I can make observations and measurements independently, and calculate means with support. I can record observations using a table provided and add suitable units for the measurements. I can recognise 3 different types of graph. I can draw a simple line graph when provided with axes and labels.
feedback
1 2 3 4 5
Biological Writing
Planning as a Biologist
I can collect, organise and present information I can begin to describe a simple event or idea and use some biological I can make appropriate improvements to work based on feedback words correctly but with some errors. I can make an observation. I can recognise what a model is supposed to be showing.
I can collect, organise and present information I can use equipment with help. I can follow instructions to do an I can make appropriate improvements to work based on experiment. I can recognise the independent variable. I know that we feedback repeat experiments. I can safely carry out an experiment.
I can describe an simple event or idea and use a few biological words correctly. I can make a simple biological observation. I can use a biological model to describe something.
I can use appropriate equipment with help. I can choose what to measure to get results, and write a simple method. I can identify the independent and dependent variables, and range. I know how many times I should repeat a test. I can recognise some hazards and risks.
I can explain a familiar event or idea and use a range of biological words correctly, but with some mistakes or incomplete explanations. I can make connections between ideas (eg. This happens because of ? .). I can explain something using a biological model.
I can choose equipment from a range with reasons. I can decide how to carry out some parts of an experiment, and write a step by step plan. I can identify independent, dependent and some controlled variables. I can understand why I need to repeat experiments (repeatability). I can suggest ways to minimise risks in an experiment.
I can explain something more complex that we don?t normally see, or have to imagine. I can use a range of biological words to correctly explain, and start to support my answer with evidence, or apply knowledge to a new situation. I can make more than one connection between ideas (eg. This is causing that because of ? ). Use biological knowledge to explain what is good or bad about a model.
I can choose suitable equipment, and comment on resolution and amounts of substances. I can write a step by step plan, specifying measurements I will take and volumes I will use. I can dentify and control all key variables in the experiment. I can explain why repeating experiments is necessary in experiments. I can recognise risks as high or low level.
I can explain a complex idea that needs a high level of biological understanding. I can use a range of biological words to create a detailed and well structured explanation of a complex idea, using evidence well or applying knowledge to a new situation. I can fully explain how all the parts of my answer give a whole picture. I can suggest how to improve a model and explain how it would be an improvement, or apply a model to a new context.
I can independently choose suitable equipment, and justify my choice fully using key terms. I can independently decide how to carry out an experiment that will allow me to collect accurate data with precision. I can recognise which variables can?t be fully controlled and plan to minimise their effect. I can explain what a control is and it's role in experiments. I can independently construct a risk assessment, and consider the likelihood and severity of risks.
Biology STM STA GE
1 2 3 4 5
Collecting & Presenting Data I can collect, organise and present information I can make observations and measurements with support. I can make appropriate improvements to work based on I can record my observations in a table. feedback I can name 3 types of graph. I can draw a bar chart with support.
Using data and drawing conclusions
Evaluating Biological Experiments
can collect, organise and present II can describe my observations or results. I can information basically I have found out in the I can make describe appropriatewhat improvements to work based on feedback experiment.
organise and present II can can collect, comment on how well the experiment went. information IIcan say something can make appropriate about how good I think my improvements results are. to work based on
I can describe a simple pattern, trend or relationship in my data or observations. I can begin to make a conclusion that agrees with the data, using everyday ideas of common sense to explain them. I can decide if my results match what I predicted.
i can identify which parts of the method worked well and which parts which did not. I can identify some human errors such as reaction time. I can dentify any result that doesn?t seem to fit a pattern.
I can make precise observations and measurements independently, and calculate means. I can record observations and measurements in a structured way independently. I can begin to select a suitable type of graph to use with support. I can draw a simple graph and label the axes with some help to do a scale or plot points.
I can describe a simple pattern, trend or relationship, stating if the pattern continues in the same way or changes as a variable is changed. I can make a conclusion from my results, using more than one piece of evidence, and using some appropriate biological knowledge and understanding. I can decide if my results support my hypothesis
I can suggest one improvement to the method and give a reason. I can identify relevant experimental errors in an experiment. I can provide a possible explanation for anomalous results, and say how they might affect the conclusion.
I can measure a variety of quantities precisely by choosing suitable equipment. I can begin to design a suitable table with units in the column headings and room for repeat and mean values. I can choose a suitable type of graph to present data. I can draw a graph after working out the scales myself, including correct labels, units and line of best fit.
I can describe a pattern, trend or relationship, giving examples of data. I can explain a conclusion from my results, using more than one piece of evidence, and using appropriate biological knowledge and understanding logically to explain the results. I can say which data supports my hypothesis and which does not.
I can evaluate the method, suggesting improvements to reduce any problems. I can explain how to reduce the effect of possible experimental errors. I can comment on the quality of data (repeatability and reproducibility), and why my results may be different to my prediction.
I can choose a suitable level of precision to record data. I can independently design a suitable table, and record data to an appropriate level of precision. I can justify a choice of graph for presenting data with reasons. I can independently draw a line graph including accurate plots, best fit line, that fills more than half a page (range bars for highest level).
I can use some quantities to describe a trend: eg. using calculations such as a gradient and use it to describe the trend. I can use detailed biological knowledge and understanding to explain my conclusion, and make further predictions based on results. I can say how strongly the data supports my hypothesis, with reasons.
I can explain why suggested improvements would improve the method (such as precision, repeatability or validity). I can explain what to do in the experiment to increase reproducibility and reliability of results with reasons. I can use range bars to comment on the reliability of data and use this to comment on how valid my conclusion is based upon the data.
I can make observations and measurements independently, and calculate means with support. I can record observations using a table provided and add suitable units for the measurements. I can recognise 3 different types of graph. I can draw a simple line graph when provided with axes and labels.
feedback
