A2 coursework (SN5/02)
Notes on the 2005 course provided by Edexcel.
For information about assessment of the new course starting September 2008 see Edexcel Biology 2008
Coursework investigation
This forms the practical assessment component of A2. The investigation, a single but substantial piece of work, is internally marked and externally moderated. There are detailed criteria for Research and rationale. Planning, Implementing, Observing and recording, Interpreting and evaluating, and Communicating.
It is important to have a clear rationale, but there is no absolute need for a narrow prediction and/or hypothesis along the lines of the old GCSE Science 1. The variety and creativity shown by candidates' work is very impressive, and very much a tribute to candidates, teachers, and the design of the criteria.
How to prepare the students
The best way to prepare students is to do plenty of practical activities in both the AS and A2 years, and recognize that there is a progression in developing practical skills. There is a requirement to use a statistical test in the A2 investigation. Candidates need to have encountered several applications of statistics as part of routine practical work if they are to select appropriate tests and incorporate them into the design of their investigation.
It is also important to continue to do core practicals in the A2 year even though they will not be examined on a Practical Review paper, not only because knowledge of them can be required on A2 written (including Synoptic) papers but because continued development of practical skills is effectively tested in the course-work investigation. In the planning of the investigation it is assumed that candidates have encountered a range of techniques and data handling experiences from which to choose once they have started their planning. The investigation must not be based on group work although a candidate might quote a fellow candidate's data or findings as a fully acknowledged secondary source.
The teacher's role is to:
* provide a range of such practical learning opportunities throughout the course
* teach an appropriate range statistical techniques
* provide the candidates with a stimulating contexts and situations to launch students on their investigation
* ensure that the candidates know what is expected from them in the specification. What is required is what it says on the tin.
* Once candidates have started planning, the teacher's role is to support and encourage. Now the students are on their own, any input should be purely generic.
The word limit
Teachers and candidates alike often seem to be particularly concerned about the 3000 word limit. A frequently asked question is about how seriously the examiners are about it. This is in spite of the clear statement in the specification that the limit includes abstract, trial, bibliography, tables/captions, appendices and any other text.
The answer is that the examiners take the limit very seriously. This needs to be kept in perspective. If a candidate did a magnificent investigation which fulfilled all the criteria perfectly except that it was over the word limit it could score 38 and possibly 39 out of a total possible mark of 40. In many cases where a report is over the word limit, it can be shortened by improving the lay-out, removing unnecessary material, and making it more tightly structured. The shortening process often makes the report more tightly focussed. This not only avoids the loss of 1 or 2 marks by keeping within the word limit, but might gain some more for being generally a better report.
Graph drawing and statistics: pen and paper or using a computer package?
In SNAB there is no virtue in drawing a graph with pencil and paper unless it makes it more fit for purpose than any available computer facility. A graph must have properly labelled axes, and have individual points plotted. There must be an appropriate line, which might be point to point or might be a best fit line - straight line or curved - depending on scientific fitness for purpose. If a student can best achieve this using available IT facilities then he or she should. Otherwise use pen and paper.
Similarly with statistics there is no virtue in presenting pages of calculations. Use of a computer package has long been common practice. The choice of computational method is based on fitness for purpose. In the write-up the examiners are looking for the reason for the choice of method, its appropriate use, and the way the student used the outcome of the statistical procedure to inform their discussion and draw conclusions.
