Assesment: Synoptic paper (SN6)
Notes about the 2005 course provided by Edexcel.
For information about assessment of the new course starting September 2008 see Edexcel Biology 2008
The thematic context-led SNAB style progresses naturally to a full-blown Synoptic Paper at A2 (SN6/6136). The paper requires candidates to bring together and applyboth knowledge and understanding from different parts of the specification, both AS and A2. SNAB equips the student for higher education by requiring then to develop the skills to:
* read a scientific article chapter from a thought-provoking book
* deal with unfamiliar data in an unfamiliar context
* write a synoptic essay
Scientific writing question
The synoptic paper includes a question based on an intellectually stimulating piece of scientific writing which the candidates have been able to study in advance. This helps to make the synoptic paper motivating and stimulating.
Because the article is released in advance and because the teacher does not know what the questions will be on the examination, he or she is free to help the students prepare, as their mentor, rather than as a question-spotter. Sharing why it seemed interesting, discussing parts which are difficult to understand, and encouraging the students to stand on their own feet is what students need from their mentor.
Data question
The second question on the Synoptic Paper is a data question. This includes unfamiliar data in an unfamiliar context, but can be answered using skills, knowledge and understanding spanning two or more (usually more) units of the specification. It can include material from the AS units as well as from A2.
For instance, in June 2004, decay, pollen analysis, climate change and its effect on biodiversity (unit 2), human influence on the environment, and primary and secondary succession (unit 4) were all that was needed to answer an archaeological question built around a first century AD birthday party invitation. Almost everyone could make a reasonable attempt, and many scored high marks.
In 2007 the data question was about diving vertebrates There were data on unfamiliar animals such as whales, seal and penguins including a graph showing lactic acid concentration in the blood on diving. Candidates - both A and E/U ones -realized that this was really a question about anaerobic respiration in muscle. The better candidates related this to their knowledge of the biochemistry of respiration. A surprising number of candidates were unable to explain what 'significant at p>0.05' meant - despite having presumably used a statistical test in their A2 coursework. The final part of the question (about a diving human) was not about lactic acid but about the effect of diving on cardiac output related to water temperature. Most recognized that this was about regulation of body temperature but a surprisingly large number did not seem to realize that a water temperature of 35°C was almost body temperature.
Essay question
The essay question on the Synoptic Paper (SN6) is unashamedly synoptic! The student is offered a choice of two titles, usually (but not necessarily) on similar areas of the specification.
Synopticity
There are four levels of synopticity in a SNAB 6136 essay.
A Breadth: select appropriate material from different parts of the specification
B Depth: present these points with appropriate depth and detail
C Balance: unpacking the question - bring out the underlying ideas behind the title
D Style: present information and use words to weave ideas together.
A Selecting appropriate topics from the specification
The title is chosen to draw on material from several parts of the AS and A2 specification, and a candidate can gain up to 6 (out of 20) marks for breadth simply by identifying different parts of the specification which are relevant. This skill can be developed by brainstorming.
B Developing these points
Three or four of these areas of the specification need to be developed appropriately, in the context of the title, to gain full marks (8) for depth. Candidates cannot gain more than 4 B marks for a single A point.
C Balance
Further credit can given for unpacking the question by developing a coherent argument, looking at what lies beneath the title, to a maximum of 6.
For example: if the question is about 'Fat: good or evil?', reasons why fat might be thought 'good' or 'evil' would need to be identified (A and B marks). But to unpack this question properly one would need to evaluate where the balance between 'good' and 'evil' lies. Too much lipid kills a lot of people, yet could we live without it altogether? Does it depend on what type of fat? Is the issue related to the life-style of the individual? Might biodiesel from oil-seed rape make a modest but significant contribution to saving us from the consequences of global warming - or should the land be used to grow food for people?
D Style
2 of the 4 style marks are for forming grammatically correct sentences and paragraphs, and for being able to communicate scientific information effectively. To gain 3 or 4 style marks, the essay has to weave together the aspects of the essay into a seamless synpotic unity.
Can a candidate get more than full marks?
No - the essay is out of a maximum of 20 marks, although 24 are theoretically available. This means that there is more than one way of getting 20. Full marks can be achieved by different emphases on breadth, depth, coherent argument, and/or quality of synoptic style. This mark scheme produces a full range of marks. Few gain 20 but good candidates often score 18 or 19. An E candidate usually gets 4 or 5 A marks, 2 or 3 for depth and 2 for style.
