Marking Guidelines Outcome Developing Elementary Substantial High BIO11-8 describes single cells provides labelled diagrams of a identifies cells as the basic units identifies a range cells provides labelled diagrams of a as the basis for all life by of observed unicellular of life describing their cellular range of observed unicellular organisms analysing and explaining cells’ structure organisms explains how specific cellular ultrastructure and biochemical identify that different parts of the describes how specific cellular structures carry out specific cell have different functions structures affect function of processes biochemical reactions different unicellular organisms 2 Marks 3 Marks 4 Maximum marks 4 Marks 1 BIO11-9 explains the structure identifies a number of organisms identifies a range of organisms provides labelled diagrams of a provides labelled, scaled and function of multicellular displaying different cellular displaying different cellular range of observed organisms diagrams of a range of arrangements arrangements displaying different cellular observed organisms displaying organisms and describes how describes how cellular arrangements different cellular arrangements the coordinated activities of describes how specific cellular explains how specific cellular arrangements may affect the cells, tissues and organs structure or function of different arrangements affect the arrangements affect the contribute to macroscopic organisms structure or function of different structure and function of processes in organisms organisms different organisms Marks 2–3 Marks 1 Marks 4–5 Maximum marks 6 Marks 6 BIO11/12-1 develops and requires teacher assistance to develops a simple question for develops a clear question for develops a substantive question evaluates questions and develop a question for investigation investigation for investigation investigation plans secondary research plans and carries out secondary plans and carries out significant hypotheses for scientific research secondary research can investigation question investigation modifies questions in response refines investigation question in in response to evidence to evidence response to evidence, applicable Marks 2 Marks 3–4 Marks 5 Maximum 5 Marks 1
Marking Guidelines Outcome Developing Elementary Substantial High BIO11-8 describes single cells as the basis for all life by analysing and explaining cells’ ultrastructure and biochemical processes Maximum marks 4 identifies cells as the basic units of life Marks 1 identifies a range cells describing their cellular structure identify that different parts of the cell have different functions 2 provides labelled diagrams of a range of observed unicellular organisms describes how specific cellular structures affect function of different unicellular organisms Marks 3 provides labelled diagrams of a of observed unicellular organisms explains how specific cellular structures carry out specific biochemical reactions Marks 4 BIO11-9 explains the structure and function of multicellular organisms and describes how the coordinated activities of cells, tissues and organs contribute to macroscopic processes in organisms Maximum marks 6 identifies a number of organisms displaying different cellular arrangements Marks 1 identifies a range of organisms displaying different cellular arrangements describes how cellular arrangements may affect the structure or function of different organisms Marks 2–3 provides labelled diagrams of a range of observed organisms displaying different cellular arrangements describes how specific cellular arrangements affect the structure or function of different organisms Marks 4–5 provides labelled, scaled diagrams of a range of observed organisms displaying different cellular arrangements explains how specific cellular arrangements affect the structure and function of different organisms Marks 6 BIO11/12-1 develops and evaluates questions and hypotheses for scientific investigation Maximum 5 requires teacher assistance to develop a question for investigation Marks 1 develops a simple question for investigation plans secondary research can investigation question in response to evidence Marks 2 develops a clear question for investigation plans and carries out secondary research modifies questions in response to evidence Marks 3–4 develops a substantive question for investigation plans and carries out significant secondary research refines investigation question in response to evidence, applicable Marks 5