INDEPENDENT EXAMINATIONS BOARD

INTERNATIONAL SECONDARY CERTIFICATE

(IEB)

ASSESSMENT ADDENDUM

BIOLOGY

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 2 of 50

TABLE OF CONTENTS

1. MEANS OF ASSESSMENT..................................................................................... 3
2. EXAMINATION PAPER: STRUCTURE, CONTENT REQUIREMENTS AND
TAXONOMY OF COGNITIVE DEMAND ................................................................. 3
3. SKILL AREAS FOR PRACTICAL EXAMINATION ................................................... 4
4. SUBMISSION MARK (SUM).................................................................................... 6
5. SUPPORT AND ADMINISTRATIVE DOCUMENTATION ..................................... 29

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 3 of 50

1. MEANS OF ASSESSMENT

Two theory examinations and a practical examination

Paper I Theory 3 hours [200]

Paper II Theory 2 hours [100]
Practical Assessment Task [50]

350 marks

2. EXAMINATION PAPER: STRUCTURE, CONTENT REQUIREMENTS AND

TAXONOMY OF COGNITIVE DEMAND

Paper I: 3 hours; 200 marks

Assesses the following four topics
1. The nature and limits of science
2. Evolution accounts for the unity and diversity of life
3. Life processes involve the expression and transmission of genetic information
4. Interactions are important in all biological systems from molecules to ecosystems
Weighting of topics Topic 1 Topic 2 Topic 3 Topic 4
10% 25% 25% 40%
Weighting of cognitive levels
45±5% 25±5% 15±5% 15±5%
(see Appendix A for descriptors
Level 1 Level 2 Level 3 Level 4
of cognitive levels)
Structure of the paper: The paper comprises four questions.
Question 1 consists of objective type questions – 80 marks.
Questions 2–4 consist of a variety of short and longer response-type
questions that assess knowledge and application in unrehearsed
contexts – 40 marks for each question.
All questions are compulsory.
Paper II: 2 hours; 100 marks
Assesses the following four topics
1. The nature and limits of science
2. Evolution accounts for the unity and diversity of life
3. Life processes involve the expression and transmission of genetic information
4. Interactions are important in all biological systems from molecules to ecosystems
Weighting of topics Topic 1 Topic 2 Topic 3 Topic 4
10% 25% 25% 40%
Weighting of cognitive levels
10±3% 20±3% 45±3% 25±3%
(see Appendix A for descriptors
Level1 Level 2 Level 3 Level 4
of cognitive levels)
Structure of the paper: The paper comprises three questions.
Questions 1 and 2 are Case Studies – 30 marks for each question.
Question 3 is a source-based essay – 40 marks.
All questions are compulsory.
Practical Assessment Task 1.5 hours; 50 marks
Assesses via the eight skill areas provided in Appendix A and within a specific context that is provided by
the IEB.
Weighting of cognitive levels
20% 20% 20% 40%
(see Appendix A for descriptors
Level 1 Level 2 Level 3 Level 4
of cognitive levels)
Structure of the task Candidates are expected to demonstrate a variety of skills such as
their ability to design an experiment, evaluate an existing experiment
(given to them), as well as perform a simple experimental procedure
by collecting, graphing, analysing and interpreting data.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 4 of 50

3. SKILL AREAS FOR PRACTICAL EXAMINATION

Skill Area 1: OBSERVATIONAL SKILLS

• Identify coloured substances (e.g. in nutrient tests and pH indicators).

• Observe and describe (in words) changes in colour, shape or level (e.g. in
enzyme experiments, nutrient tests, respiration and photosynthesis, etc.)
• Match similar items and identify small differences (e.g. in cytology).
• Match an observed object from given information (e.g. drawings and photographs
with an object under the microscope).
• Classify an object from given information (e.g. using keys).
• Observe gross and fine features and differences in a given situation with minimal
cueing (e.g. in plant and animal anatomy).

Skill Area 2: MEASUREMENT SKILLS

• Recognise, or supply the correct units for common measurements, e.g. microns,
m.sec-1 (in all quantitative work).
• Read the scale of common measuring instruments (e.g. thermometer, metre rule,
measuring cylinder, balance, stopwatch) and take appropriate measurements,
including fractional measurements, taking meniscus and parallax into account
(e.g. in potometer experiments, on syringes, etc.).
• Use a grid to estimate areas (e.g. of leaf surface, mapped area in ecology, etc.).
• Make rough estimates of relative weight, time, length, etc. (in all quantitative
work).
• Make valid measurements of variables, repeating measurements to obtain an
average where appropriate (in all quantitative work).

Skill Area 3: RECORDING SKILLS

• Record simple information that has been presented (e.g. counting populations,
measuring lengths, etc.).
• Make a brief spoken, written or diagram to summarize information which has been
presented (e.g. discuss the variables in an experiment).
• Make a correct biological drawing and label it clearly (e.g. in flower drawings,
anatomy, etc.).
• Arrange information in the form of a suitable table with appropriate headings (e.g.
most quantitative practical work).
• Construct a chart, line graph, histogram or bar chart as suited to the data,
choosing suitable axes and scales and with decimal and negative values (e.g. in
growth and enzyme experiments). Candidates should be given explicit
instructions, e.g. the type of graph to use, or which axes are which.

Skill Area 4: MANIPULATIVE SKILLS

• Demonstrate fine motor control in confidently using apparatus and materials such
as: compound microscope, hand lens, scalpel, scissors, potometer, test tube and
racks, respirometer, stopwatch, clamps, tripod and gauze, spatula, tongs,
beakers, measuring cylinders, syringes, balance, thermometer, living and dead
specimens, glass slides, coverslips and stains.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 5 of 50

Skill Area 5: PROCEDURAL SKILLS

• Identify all commonly used items of laboratory apparatus and select appropriate
items for given task (e.g. when provided with some apparatus).
• Adopt procedures that minimise specific laboratory hazards, e.g. use protective
gear with caustic substances (e.g. when boiling liquids, etc.).
• Carry out simple procedures as instructed such as using a syringe to produce
desired volumes (e.g. enzyme experiments).
• Set up apparatus or carry out a procedure from demonstration, verbal and written
instructions or diagrams (e.g. in all practical situations).

Skill Area 6: SKILLS OF INFERENCE

• Make calculations involving data, e.g. averages, percentages, number of stomata

per mm2, population density etc.
• Recognise patterns in data, extract information from results, interpolate and
extrapolate.
• Distinguish observations (statements describing what has been seen, heard, etc.
whether qualitative or quantitative) from inferences (statements made concerning
the interpretation of observations).
• Make plausible generalisations (inferential statements which attempt to relate
several observations, using particular properties or events evident in the task in
hand) from observations.
• Relate observations from own investigation to those of others.

Skill Area 7: INVESTIGATIVE SKILLS

(Some of these apply to most quantitative and experimental work)

• Identify investigative aspects of a problem, demonstrating understanding of
relevant concepts.
• Suggest a broad strategy to adopt in the investigation.
• State the aim of the investigation.
• Identify an appropriate procedure and select suitable apparatus or scale of
suitable range to measure effectively.
• Plan a suitable procedure to test a hypothesis, taking account of all variables to
be controlled.
• Identify the independent (input) variable and alter over a suitable range.
• Identify the dependent (outcome) variable and measure it.
• Identify other relevant variables and suggest ways to control them.
• Collect relevant data and select an appropriate form for the presentation of results
for any given procedure.
• Combine observations and given information to formulate reasonable hypotheses
(inferential statements which go beyond generalisations by proposing in testable
form, relationships between variables in an attempt to interpret observations and
the information to hand).
• Make deductions from hypotheses (inferential statements which are logical
consequences of hypotheses and which refer to the proposed testing implicit in
those hypotheses).
• Use observations to confirm or reject existing hypotheses (i.e. to make
conclusions).
• Modify hypotheses to accommodate new observations.
• Make a formal written description of the apparatus, materials and procedures
adopted in an investigation.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 6 of 50

Skill Area 8: EVALUATION OF PROCEDURES

• Identify potentially hazardous situations (e.g. using caustic chemicals, boiling test
tubes, etc.).
• Anticipate hazards and adopt appropriate safety precautions and procedures for
all proposed laboratory investigations.
• Recognise that results may be incomplete or inconclusive.
• Make constructive criticism of the design of a set of apparatus or experiment.

4. ASSESSMENT SYLLABUS

1. The nature and limits of biological science

3.1 New properties emerge at each level of

3. New properties emerge organisation of life from the biosphere to molecules.
at successive levels of 3.2 Structure is related to the function of biological
biological organisation systems.
3.3 The cell is the basic unit of life.

4.1 Genetic information is encoded in DNA and

4. Life’s processes involve transmitted from parents to offpsring.
the expression and 4.2 Genes are transcribed into RNA and translated
transmission of genetic into proteins.
information. 4.3 DNA and RNA can be modified to perform
2. Evolution accounts functions that are useful to humans.
for the unity and
diversity of life 5.1 Living organisms need an external supply of energy
5. Life requires the and matter from food or the sun.
transfer and
5.2 Energy passes from producers to consumers
transformation of energy through an ecosystem.
and matter.
5.3 Chemicals are recycled in ecosystems.

6. Interactions are 6.1 Organisms interact with other organisms and the
important in all biological physical environment in an ecosystem.
systems from molecules 6.2 Feedback regulation regulates the internal
to ecosystems. environment of all levels of organisation of life.

Figure 1: Unifying principles in biology (adapted from Campbell et al., 2015).

Permeating the whole syllabus is the principle "The nature and limits of
biological science". Topics for each year of study are derived from the unifying
principles shown in Figure 1.

Figure 1 shows the overall framework followed over the three years of study in
biology. Topics are numbered in each year of study as in Figure 1. Italics show
investigations and activities that learners should carry out.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 7 of 50

Unifying principle 1: Nature and limits of biological science

Grade 10 Grade 11 Grade 12
Nature and limits of biological science Nature and limits of biological science Nature and limits of biological science
10.1.1 What is biological science? 11.1.1 What is biological science? 12.1.1 What is biological science?

• Describe the nature of biological science as a • Distinguish between the terms law, theory, • Demonstrate understanding that although much
comprehensive and reliable way of understanding hypothesis and prediction as used in biology. scientific knowledge is long- lasting, it is subject to
patterns observed in the living world. • Explain the value of science in developing deeper modification as new information becomes
• Explain that biology seeks to understand understanding of phenomena in the living world available.
structures and functions of living systems at and the ability to predict future events. • Identify the limits of science in terms of its inability
molecular, cellular, tissue, organ-system, whole to investigate phenomena that cannot be proved
organism, population, community, ecosystem and 11.1.2 Inquiry in biology or disproved, such as beliefs, the purpose of life,
biome levels of organisation. issues of good and evil.
• Identify and explain five unifying principles that • Explain the importance of striving for objectivity in • Research a local culture's indigenous knowledge
apply to all levels of organisation of life. collecting and interpreting data, for example, by about the living environment.
having many different investigators or groups of
10.1.2 Inquiry in biology investigators working on a problem. 12.1.2 Inquiry in biology

• Explain that biological knowledge is based on 11.1.3 Science in society • Explain how science uses logical reasoning,
systematically collected (rigorous) evidence, with specifically inductive and deductive reasoning, in
no fixed sequence of steps followed by every • Identify the ethical norms of science, such as advancing our understanding of the natural world.
scientist. accurate record-keeping, openness, replication, • Distinguish between science and pseudoscience,
• Describe accurate observation as an essential skill critical review of each other's work, honesty in applying the reasoning and methods of scientific
in biology, within the limits of human senses, reporting results. inquiry to detect pseudoscience.
enhanced by instruments such as microscopes. • Describe the importance of ethics in research, • Distinguish between scientific inquiry and
• Explain the importance of recording accurate data such as avoiding unnecessary pain and suffering, indigenous knowledge-building.
in the form of measurements, verbal descriptions, taking care of animals in captivity, and obtaining
photographs or diagrams. informed consent from human participants in 12.1.3 Science in society
• Describe the use of controlled experiments as one research.
way of collecting rigorous evidence in science, • Explain how research should be evaluated in • Discuss the social responsibilities of scientists in
specifically experiment and control, dependent, terms of possible harmful effects of applying the how their findings are applied in society, as well as
independent and controlled variables, accurate results of the research. advising government and the general public about
data recording, replication of experiments. the benefits and risks of applying scientific
• Explain how data analysis enables inferences to discoveries.
be made. • Evaluate the benefits of applying scientific
• Identify the structure and styles of scientific discoveries for humans, and the risks of their
reports. E.g. reports on investigations, descriptive application to the natural environment.
reports, argumentation. • Describe the role of ethics in indigenous
knowledge systems.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 8 of 50

Unifying principle 2: Evolution accounts for the unity and diversity of life
Evolution accounts for the unity and diversity of Evolution accounts for the unity and diversity of life Evolution accounts for the unity and diversity of
life life
10.2.1 The diversity of life 11.2.1 Evolution by natural selection 12.2.1 Variation, natural selection and speciation

A. Biodiversity and its organisation A. Theory of Evolution A. Variation

• Define variation as differences between
• Define evolution as the process by which species of • Discuss the roles of Lamarck, Charles Darwin and individuals of the same species.
organisms arise from earlier life forms by Alfred Wallace in the development of the Theory of • Distinguish between phenotypic variation and
undergoing change over long periods of time. Evolution. genetic variation.
• Define a species as a group of organisms able to • Briefly examine the scientific theory of evolution by • Distinguish between continuous and discontinuous
reproduce and produce fertile offspring. looking at evidence from biochemistry and genetics variation.
• Use the binomial system correctly for naming local • Conduct and present results of investigations into
species such as the national mammal, bird and plant B. Major concepts in evolution continuous and discontinuous variation.
of the local country. • Construct frequency tables and histograms
• Explore the vast biodiversity present on earth, • Examine what is meant by macroevolution. showing continuous and discontinuous variation.
emphasising the extent of biodiversity and • Outline Darwin's theory of evolution by natural • Draw a scatter diagram to investigate the
endemism in Africa and in the students' own country. selection with reference to variation, reproduction, relationship between two quantitative measures,
• Understand the concept of similarities and competition, adaptation and inheritance of such as age versus height in children.
differences as the basis for classification, for favourable characteristics
example, all vertebrates have a bony internal • Describe how organisms have evolved by natural B. Natural selection
skeleton, whereas all arthropods have a hard selection from previous life forms, referring to the
exoskeleton. link with genetics. • Describe the process of natural selection.
• Identify the distinguishing characteristics of the main • Describe how natural selection operates on variation • Explain how natural selection comes about
groups of living organisms: Bacteria, Protista, Fungi, in inherited characteristics. Use one example, e.g. through changes in allele, genotype and
Plantae and Animalia, emphasizing similarities within Galapagos finches, insect resistance to pesticides phenotype frequencies in a population.
groups and differences between groups. • Describe how artificial selection mimics natural • Use the Hardy–Weinberg formula to calculate
• Identify the distinguishing characteristics of plant selection, using one domesticated animal species allele, genotype and phenotype frequencies in
divisions Bryophyta, Pterophyta, Gymnospermae and one crop species. populations (p² + 2pq + q² = 1), where p is the
and Angiospermae restricted to presence/absence frequency of the dominant allele and q is the
of leaves and roots, presence/absence of C. Formation of new species frequency of the recessive allele for a trait
conducting tissue, presence/absence of seeds, controlled by a pair of alleles, A and a.
presence/absence of fruit. • Examine mutations as the main cause of variation in • Explain situations when the Hardy-Weinberg
• Identify the distinguishing characteristics of organisms: mutations can be neutral, lethal or principle does not apply.
Porifera, Cnidaria, Platyhelminthes, Annelida, beneficial (link with 4.1) • Describe types of natural selection such as
Arthropoda and Mollusca restricted to symmetry, • Explain how genetic recombination occurs during stabilizing, disruptive and directional selection.
presence/absence of a brain, type of skeleton, meiosis and sexual reproduction and leads to • Describe genetic drift as a change in allele
presence/absence of appendages, genetic variation (link with 4.1) frequency in a population brought about by
presence/absence of a through gut. • Define speciation. chance alone.
• Explain how the accumulation of variations due to
mutations in the genetic material of a species can
lead to the formation of a new species (link with
4.1).

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 9 of 50

10.2.2 Evidence for evolution • Explain how gene mutation and genetic drift can
lead to changes in alleles and allele frequency in a
A. Comparative anatomy population.
• Understand and explain a genetic bottleneck and
• Relate similarities and differences between groups the founder effect.
to their evolutionary relationships. • Describe how genetic bottlenecks and the founder
• Identify how the vertebrate forelimb has been effect cause loss of genetic diversity.
modified for different functions, e.g. the forelimb of • Discuss consequences of loss of genetic diversity
a bat (flying), the forelimb of a monkey (climbing), such as susceptibility to disease, increase in
the forelimb of a horse (fast running), the forelimb genetic abnormalities, and extinction.
of a mole (digging). • Understand and explain the principles of selective
• Use the term “descent with modification” to explain breeding, with examples.
adaptations of vertebrate forelimbs to different
functions. C. Adaptation, speciation and biodiversity

B. The fossil record • Describe the biological species concept, with

examples.
• Define a fossil as any preserved remains, • Describe the limitations of the biological species
impressions or traces of organisms that lived in concept, e.g. species that reproduce asexually;
the past. related species that hybridise readily.
• Explain how fossils form. • Explain the principle of reproductive isolation in
• Explain how fossils can be dated using radiometric terms of reducing gene flow between populations,
dating and relative dating. leading to speciation.
• Illustrate deep time using physical objects such as • Give examples of reproductive isolating
tape, string, pathways, or other means. mechanisms, including prezygotic and postzygotic
• Create a timeline to illustrate some important mechanisms.
events in the history of life on Earth restricted to • Describe the role of reproductive isolating
the origin of life, Cambrian explosion, first fish, first mechanisms in speciation.
land plants, first insects, first vertebrates, first • Differentiate between allopatric and sympatric
dinosaurs, first mammals, first flowering plants, speciation.
first apes, first hominids, first modern humans. • Explain the concept of biodiversity in terms of
• Identify the five mass extinctions on the timeline. genetic diversity (differences in allele frequencies),
• Research a fossil discovery in the student's own species diversity (number of species and their
area or country. relative abundance) and ecosystem diversity
• Relate the fossil record to evolution of new (variety of different habitats, communities and
species from existing species. ecological processes).
• Explain why species have become extinct over • Use a variety of techniques to assess distribution
time, referring to climate change and movements and abundance of species in a study area, such
of continents. as frame quadrats, line transects and belt
• Debate the concept of the Sixth Extinction, it's transects and mark-release-recapture methods
causes and likely effects on life on earth. using the Lincoln-Petersen index (N=MxC/R) (link
with Grade 4.1).

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 10 of 50

C. Biogeography 12.2.2 Co-evolution

• Define biogeography as the study of the • Define co-evolution.

distribution of life forms across the world and over • Distinguish between types of co-evolution with
time. examples – pairwise (two species, e.g. orchids
• Explore diversity within continents and on different and pollinators), diffuse (several species, e.g. ants
landmasses and islands, for example the worldwide and acacias), gene-for-gene (e.g. host/parasite)
distribution of large flightless birds co-evolution.
• Describe how evolution explains the geographic • Understand that co-evolution can occur at the
distribution of species in different parts of the world, molecular level, gene level and species level
for example large flightless birds. • Explain that co-evolution occurs when two or more
• Interpret maps showing the distribution of fossils molecules, genes or species affect each other's
such as Glossopteris in terms of continental drift. evolution through the process of natural selection.
• Understand, with appropriate examples, that co-
evolution can include interspecies interactions
such as competition, mutualism, predation and
parasitism.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 11 of 50

Unifying principle 3: New properties emerge at successive levels of biological organisation

New properties emerge at successive levels of New properties emerge at successive levels of
biological organisation biological organisation
10.3.1 New properties emerge at the molecular level 11.3.1 Structure is related to function of organs
of life and organ-systems.

A. Organic molecules important to life A. Supporting systems and movement in animals

• Describe organic molecules as molecules made • Review very briefly the kinds of skeletons:
up of C, H, O & some other elements, e.g. N and hydrostatic skeleton, endoskeleton, exoskeleton.
P
• Distinguish between the molecular composition of B. Human musculo-skeletal system
carbohydrates, lipids, proteins and nucleic acids.
• Identify the basic bones of the axial and appendicular
B. Carbohydrates skeleton.
• Examine the functions of the skeleton that relate to
• Identify the units of carbohydrates as movement, protection, support, mineral storage and
monosaccharides limited to glucose and fructose; hearing.
disaccharides limited to sucrose and maltose; • Examine the structure of a long bone.
polysaccharides limited to starch, cellulose, • Examine the structure and function of the tissues:
glycogen. bone, cartilage, tendons and ligaments.
• Describe how structure is related to function in • Examine the different joints in the skeleton: fixed,
cellulose and starch. partly moveable and freely moveable (synovial)
joints.
C. Lipids • Briefly examine the structure of a synovial joint.
• Discuss the role of each of the following in human
• Identify glycerol and fatty acids as the units of
locomotion: bones, joints, ligaments, tendons and
lipids.
antagonistic muscles.
• Describe how structure is related to function in
• Investigate how antagonistic muscles work together
phospholipids.
to raise or lower a limb.
D. Proteins • Explain the contraction of skeletal muscles with
reference to the changes in myofibril structure that
• Identify amino acids as the units of proteins. take place.
• Describe the role of enzymes as biological • Relate structure to function of all tissues and organs
catalysts. of the musculo-skeletal system.
• Explain enzyme action with reference to the active
site, enzyme-substrate complex, substrate and C. Transport processes in plants
product. Refer to enzymes that build up complex
molecules, and those that break down complex • Examine the basic anatomy of dicotyledonous
molecules. plants: roots, stems and leaves.
• Investigate the influence of temperature and pH • Examine how water and mineral salts move into a
on enzyme action. root and are transported up to the leaves, relating
• Relate structure to the functions of proteins limited the structure of the tissues involved to their
to enzymes. function.
IEB Copyright © 2024
INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 12 of 50

E. Nucleic acids • Examine the translocation of substances

manufactured in leaves to other parts of the plan,
• Outline the structure of nucleic acids as chains of relating the structure of the tissues involved to
nucleotides. their function.
• Describe the structure of a nucleotide as a sugar • Define the process of transpiration.
molecule bonded to a phosphate group and an
• Investigate how water loss is related to the leaf
organic base.
structure.
• Describe the function of nucleic acids limited to
carrying the hereditary material controlling the • Investigate the effects of temperature, humidity
structure and functioning of all living organisms. and light intensity on the rate of transpiration.
• Explain how wilting occurs.
F. Water
D. Human circulatory system
• Describe the role and importance of water in all
living organisms limited to its role in chemical • Understand why many animals have a heart and
reactions, as a transport medium in plants and circulation to overcome the limitations of diffusion
animals and its role in excreting toxic waste in meeting the requirements of organisms
substances. • Explain what is meant by a closed, double circulatory
system (pulmonary and systemic).
10.3.2 The cell as the basic unit of life • Identify the heart and its associated blood vessels.
• Explain the flow of blood in major vessels to the
A. Cell structure and function brain, small intestine, liver, including the direction of
blood flow.
• Define a cell as the basic unit of all life which • Compare, using a diagram, oxygenated and
arises from pre-existing cells. deoxygenated blood in the different parts of the
• Research the discovery of cells as dependent on circulatory system.
the invention of microscopes. • Describe the internal and external structure of the
• Describe the structure and function of cell heart and the functions of the various parts.
components limited to cell wall, cell membrane, • Investigate the structure of a mammalian heart by
nucleus, cytoplasm, mitochondria, ribosomes, dissection
endoplasmic reticulum (rough and smooth), Golgi • Explain briefly the events of the cardiac cycle,
body, plastids, vacuoles, lysosomes and vesicles. considering the flow of blood through the heart.
• Compare and contrast structure of plant and • Explain the mechanisms that control heartbeat and
animal cells heart rate.
• Understand how the structure of blood vessels
B. Movement of substances across membranes (capillaries, arteries and veins) relates to their
functions.
• Describe movement of substances across • Know how factors such as genetics, diet, age,
membranes limited to diffusion, osmosis and gender, high blood pressure, smoking and
active transport. inactivity increase the risk of cardiovascular
• Demonstrate diffusion and osmosis using simple disease (CVD).
equipment. • Interpret data on factors related to CVD.
• Compare blood and lymph as a tissue; the structure
and function of constituent parts.
IEB Copyright © 2024
INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 13 of 50

C. Cell division • Explain the relationship between the lymphatic

system and blood system.
• Describe mitosis briefly using simple descriptions • Briefly study the functions of the lymphatic system.
with diagrams.
• Explain the role of mitosis in growth and
transmission of hereditary material from a parent
cell to daughter cells.

D. Cell adaptations

• Describe how cells are adapted to specific

functions, restricted to xylem and phloem in
plants, squamous epithelium in lungs, red and
white blood cells and muscle cells in mammals.
• Study micrographs and draw tissues showing
adaptations for specific functions.
Unifying principle 4: Life's processes involve the expression and transmission of genetic information
Life processes involve the expression and Life processes involve the expression and
transmission of genetic information transmission of genetic information
11.4.1 Genetic information is transmitted from 12.3.1 Genetic information is encoded in DNA
parents to
Offspring A. DNA coding

A. Meiosis • Explain the relationship between chromosomes,

genes and DNA.
• Explain the location of chromosomes in cells and • Describe the structure of a nucleotide (ribose or
their structure. deoxyribose sugar, phosphate and nitrogenous
• Explain the significance of chromosomes in cell base, being adenine, guanine, cytosine and
division. thymine).
• Compare the difference between haploid and • Illustrate the structure of a DNA molecule as a
diploid number and explain the significance of double-helix consisting of two complementary
each. strands of nucleotides linked by hydrogen bonds.
• Explain where, when and why meiosis takes place • Extract DNA from a sample, e.g banana, kiwi fruit,
in animals and flowering plants. split green peas, beans, mushroom or liver.
• Describe the process of meiosis, using the basic • Describe replication of DNA during interphase,
names of phases only e.g. Prophase I. (no details including the role of DNA polymerase.
about DNA replication required). • Explain that DNA carries the genetic code, which
• Define genetic variation. is transcribed into sequences of amino acids to
• Explain how genetic variation results from meiosis form proteins that are responsible for phenotypic
– segregation and crossing over. characteristics.
• Explain how a chromosomal abnormality can arise • Explain the importance of exact replication of DNA
as a result of errors in meiosis, for example Down for transmission of genetic material to other cells
syndrome. and the next generation.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 14 of 50

B. Reproductive life cycles B. Origin of variation

• Define and outline the purpose of sexual • Explain the effects of mutations on the triplet code,
reproduction as a process involving the fusion of including base-pair substitutions, deletions and
the nuclei of two gametes to form a zygote and the insertions.
production of offspring that are genetically • Apply the processes of mutations in DNA to
different from one other and their parents. genetic mutations and phenotypic variation, and
• Describe fertilisation as the fusion of the nuclei of thereby to natural selection.
gametes. • Relate phenotypic variation to crossing over and
• Know that sexual reproduction occurs in a cycle. random assortment of homologous chromosomes
• Understand that diploid parents produce haploid during meiosis and random fusion of gametes at
gametes that unite and develop into diploid adults, fertilisation. (Link to 4.1)
which repeat the cycle.
• Distinguish between haploid and diploid phases of 12.3.2 Transcription and translation
life cycles.
• Understand the concept of alternation of A. Transcription
generations, with reference to bryophytes,
pteridophytes, gymnosperms and angiosperms. • Describe the structure, types and location of
messenger-RNA, transfer-RNA and ribosomal-
C. Sexual reproduction in flowering plants RNA.
(angiosperms) • Differentiate between the structure of DNA and
RNA.
• Understand and explain the mechanism of sexual • State that a gene is a sequence of nucleotides,
reproduction in flowering plants, including flower located on one or more strands of DNA, that code
structure, cross- and self-pollination, fertilisation, for a polypeptide.
fruit and seed formation. • Explain the transcription of a gene into m-RNA,
including the role of the promoter, RNA
D. Sexual reproduction in humans polymerase, complementary base pairing,
nucleotide joining and the stop signal.
• Understand and describe the mechanism of
sexual reproduction in humans, including the B. Translation
functions of the following parts of the male
reproductive system: testes, scrotum, sperm • Explain the translation of m-RNA into a
ducts, prostate gland, urethra and penis; the polypeptide chain, including initiation of protein
functions of the following parts of the female synthesis on the ribosomes, the role of t-RNA, the
reproductive system: ovaries, oviducts, uterus, start codon, elongation of the polypeptide chain,
cervix and vagina. the role of the stop codon, and disassembly of the
• Explain the structure of a sperm and functions of the ribosome-polypeptide complex.
major parts including the adaptive features of sperm, • Explain the concept of the triplet code.
limited to flagellum, mitochondria and enzymes in the • Use the genetic code to translate a sequence of
acrosome. mRNA codons into t-RNA anticodons and an
• Explain the adaptive features of egg cells, limited to amino-acid sequence.
energy stores and the jelly coat that changes at • Explain how a gene mutation may result in an
fertilisation. altered polypeptide.
IEB Copyright © 2024
INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 15 of 50

• Explain the menstrual cycle emphasising the roles of 12.3.3 Gene technology
FSH, LH, oestrogen and progesterone and the
negative feedback mechanisms. • Define recombinant DNA as a length of DNA
• Discuss the development of the primary follicle into containing genetic material from two or more
the Graafian follicle, ovulation, subsequent events organisms.
and hormonal changes. • Describe the principles of the polymerase chain
• Explain fertilisation (where it occurs, the formation of reaction (PCR) to clone and amplify DNA.
a zygote) and early development of the embryo. • Describe how recombinant DNA is produced,
• Explain implantation, the structure and functions of including the roles of restriction enzymes,
the placenta, umbilical cord, amnion and amniotic plasmids and DNA ligase.
fluid. • Explain the advantages of recombinant DNA
techniques, e.g. production of insulin, vaccines,
E. Mendelian genetics growth hormone and/or clotting factors.
• Describe how synthetic mRNA is produced with
• Research the work of Mendel. reference to SARS-CoV-2 (vaccine action to be
• Show understanding of the gene as a unit of included here or in the section on immune
inheritance and how it relates to chromosomes. system).
• Explain the terms gene, allele, locus, gene pool, • Compare recombinant DNA with synthetic mRNA.
genome, filial generations, gametes, phenotype, • Discuss the significance of genetic engineering in
genotype, homozygous, heterozygous, dominant, improving the quality and yield of GMO crops, e.g.
recessive, hybrid, gonosomes and autosomes. Bt maize and vitamin A enhanced rice (Golden
• Understand and explain monohybrid inheritance rice).
and how expected and actual • Outline how crop production is increased by
phenotypic/genotypic ratios are derived. planting genetically modified varieties that are
• Draw monohybrid crosses herbicide and insecticide resistant, e.g. maize and
• Determine genotypic and phenotypic ratios. cotton.
• Explain monohybrid crosses in terms of complete
dominance only (no partial dominance), and
inheritance of sex (using X and Y chromosomes).
• Explain co-dominance by reference to the
inheritance of ABO blood groups – phenotypes A,
B, AB and O blood groups; alleles IA, IB and IO.
• Explain sex linkage, e.g. haemophilia or colour
blindness.

F. Mutations

• Define gene mutation as a change in the DNA of a

gene.
• Explain how gene mutation may lead to speciation
by producing variation; that these can be harmful,
beneficial and neutral gene mutations. (link with
2.1).

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 16 of 50

• Investigate some examples of mutations, their

cause and impact on individuals, for example
sickle cell anaemia, albinism and cystic fibrosis.
• Explain hybrid vigour and why cross-bred
individuals tend to be more resilient.

Unifying principle 5: Life requires the transfer and transformation of energy and matter
Life requires the transfer and transformation of
energy and matter
10.4.1 Living organisms need an external supply of
energy and matter from food or the sun

A. Photosynthesis

• Define and describe the process of photosynthesis

(no detail of light and dark phases) and its
importance for life.
• Write word and balanced chemical equations for
photosynthesis, mentioning the role of enzymes in
photosynthesis.
• Relate structures in a leaf to their functions in
photosynthesis, e.g. stomata, air spaces in
spongy mesophyll, distribution of chloroplasts in
the leaf, vascular bundles for transport.
• Study micrographs and record observations as
scientifically accurate, annotated diagrams.
• Describe the synthesis of starch from glucose
produced in photosynthesis.
• Relate the structure of chloroplasts to their
functioning in photosynthesis.
• Identify limiting factors for the rate of
photosynthesis such as light intensity, CO2
concentration and temperature.
• investigate the effects of varying amounts of light,
carbon dioxide and temperature on the rate of
photosynthesis.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 17 of 50

B. Nutrients and diet

• Define nutrition as intake of food to satisfy energy,

growth and health requirements.
• Explain that nutrition applies to all organisms,
including plants.
• Identify the main categories of nutrients and their
functions in organisms restricted to carbohydrates,
lipids, proteins, vitamins, mineral salts and water.
• Describe the importance of diet and how this
might alter with age, gender, activity and state of
health of a human.
• Identify and research nutrition deficiency diseases
in the home country, for example starvation,
obesity, kwashiorkor, scurvy, or any other relevant
disease.
• Construct a diet relevant to the home area to
correct a local deficiency disease.

C. Human digestion

• Explain why food must be digested by animals.

• identify the major organs of the human alimentary
canal and its accessory organs (liver, gall bladder
and pancreas). Locate the organs on a plan of the
human body.
• Describe ingestion as the intake of food through
the mouth.
• Describe mechanical digestion of food with
reference to teeth, chewing and peristalsis.
• Explain chemical digestion of carbohydrates,
lipids and proteins with reference to the functions
of enzymes; where they are produced, their
substrate and end-products.
• Trace the path of food from mouth to small
intestine and describe which types of chemical
and/or mechanical digestion occur in each organ.
Names of individual enzymes are not essential.
• Discuss absorption of digested food in the small
intestine; structure of the intestine and the
relationship between structure and function of villi.
• Explain the importance of the hepatic portal
system in transporting absorbed food to the rest of
the body.
IEB Copyright © 2024
INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 18 of 50

• Define assimilation and discuss the role of the

liver in glucose metabolism, deamination of
excess amino acids, and the breakdown of
alcohol, drugs and hormones.
• Describe the role and importance of the colon in
water absorption and egestion.
• Relate structure of organs of the alimentary canal
to their functions, limited to stomach and small
intestine.

D. Cellular respiration

• Define aerobic respiration as chemical reactions,

catalysed by enzymes, that use oxygen to break
down complex molecules to release energy.
• Write word and balanced chemical equations for
aerobic respiration.
• State the uses of energy for metabolic processes
in all living things.
• Relate the structure of mitochondria to their
functioning in respiration.

E. Gaseous exchange

• Distinguish between cellular respiration, breathing

and gaseous exchange, emphasizing the
necessity for gaseous exchange.
• List the requirements of effective gaseous
exchange organs: large surface area that is thin,
moist, well ventilated, protected and linked to the
transport system.
• Explain how these requirements are met by
different organisms based on their habitat,
structure, and surface area:volume ratio, limited to
a dicotyledonous plant, a flatworm, an insect, a
bony fish and a mammal.
• Calculate surface area:volume ratios for cubes
and spheres.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 19 of 50

F. Human gaseous exchange

• Identify the major organs of the gaseous

exchange system. Locate the organs on a plan of
the human body.
• Explain the role of the diaphragm and intercostal
muscles in inspiration and expiration.
• Describe the processes of gaseous exchange in
the alveoli, transport of gases around body and
gaseous exchange in tissues.
• Analyse data comparing the composition of
inhaled and exhaled air; the effect of physical
activity on the rate and depth of breathing.
• Describe the adverse effects of tobacco smoke on
the gaseous exchange system.
• Analyse data on the prevalence of tuberculosis
(TB) in the home country and/or worldwide.

10.4.2 Energy passes from producers to

consumers through an ecosystem

A. Energy flow in ecosystems

• Explain how the sun is the source of energy for

ecosystems.
• Explain energy flow through an ecosystem in terms
of trophic levels: producers, consumers (herbivores
and carnivores), decomposers.
• Explain food chains, food webs and food pyramids.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 20 of 50

Unifying principle 6: Interactions are important in all biological systems from molecules to ecosystems
Interactions are important in all biological systems Interactions are important in all biological systems Interactions are important in all biological systems
from molecules to ecosystems from molecules to ecosystems from molecules to ecosystems
10.5.1 Organisms interact with other organisms 11.5.1 Feedback regulation regulates the internal 12.4.1 Organisms interact with other organisms in
and the physical environment in ecosystems Environment an ecosystem

A. Interactions in the biosphere and biomes A. Homeostasis A. Interactions within populations

• Define the biosphere as the part of the Earth's • Discuss the concept of homeostasis as a means of • Define a population as a group of organisms of the
surface that contains living organisms. maintaining a stable internal environment. same species living in a specific area, influenced
• Define a biome as a large community of living • Explain the general principle of negative feedback, for by the same environmental factors and breeding
organisms adapted to a specific climate. example in body temperature control. with each other.
• Identify biomes of Africa including terrestrial and • Relate population size, density and distribution to
B. Human endocrine system
aquatic biomes, described in terms of climate, soils competition for resources such as space, water,
and vegetation. • Explain the role of a hormone. light, food, shelter, nest sites and mates.
• Identify the biomes of the students' home country • Identify the location of these endocrine glands and • Determine population size using mark-recapture
and give the characteristics of each biome. their role in the body: Hypothalamus (ADH), pituitary method (using the Lincoln-Petersen index:
gland (TSH, FSH, LH, Growth hormone), thyroid N=MxC/R).
B. Interactions in ecosystems (Link with 4.2A) gland (thyroxin), pancreas (insulin and glucagon), • Identify, describe and draw exponential and
adrenal gland (adrenalin), gonads (testosterone and logistic population growth curves.
• Define an ecosystem as a geographic area where oestrogen, progesterone). The reproductive • Design an investigation on population growth in
organisms interact with each other and with the non- hormones (oxytocin and prolactin). yeast.
living environment (e.g. soil and weather). • Examine the following disorders of the endocrine • Define and identify density-dependent limiting
• Study the abiotic and biotic factors in an ecosystem system: diabetes, thyroid disorders, growth factors as factors that slow down population
selected from the local environment. disorders, infertility. growth, such as competition for food, shelter,
• Explain the role of negative feedback in space and disease.
homeostasis, drawing on glucose and reproductive • Define and describe density-independent limiting
hormones. factors as external events that disrupt the
environment such as climatic events and human
C. Human excretory system impact.
• Explain how limiting factors regulate populations.
• Define excretion in organisms. • Interpret graphs and age structure diagrams for
• Locate the organs of excretion on a plan of the different countries.
human body and explain the role of each - lungs, • Consider and explain the growth of the human
kidney, liver, gut, bladder, skin indicating the population.
substance each excretes and the origin(s) of these • Interpret graphs and age structure diagrams for
substances. different countries.
• Explain the urinary system in humans, the position of
the kidneys, ureters, bladder and urethra.
• Explain the structure and function of the kidney in
terms of the removal of urea and excess water and
salts.
• Explain the homeostatic control of water and salts in
the kidney involving ADH and aldosterone.
IEB Copyright © 2024
INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 21 of 50

• Examine the structure and function of the nephron in

filtration, reabsorption of some glucose and essential
elements and formation of urine.

D. Human nervous system

• Explain how the nervous system enables humans to

react to stimuli and react to their surroundings.
• Briefly compare the structure and function of nervous
and endocrine systems.
• Discuss the Central Nervous System (CNS), its
position and functions of the cerebrum, cerebellum,
hypothalamus, medulla oblongata and spinal cord.
• Discuss briefly the peripheral nervous system, its
position and functions only.
• Discuss the functions of the autonomic nervous
system.
• Explain the structure and functioning of nerves.
• Describe the general structure of a nerve.
• Describe the structure of a motor neuron: nucleus,
cell body, cytoplasm, myelin sheath, axon and
dendrons or dendrites.
• Discuss the transmission of nerve impulses along
neurons and across synapses. (No detail of electrical
charges required).
• Examine the structure and functioning of a synapse.
• Discuss the structure and functioning of a simple
reflex arc.
• Discuss the significance of a reflex action.
• Examine the role of receptors to detect a variety of
different stimuli: light, sound, touch, temperature,
pressure, pain and chemicals (taste and smell).
(Structure and names essential for eye and ear).
• Briefly examine the human eye; its structure and
function including binocular vision, accommodation
and pupil reflex.
• Briefly examine the human ear: structure and
function (hearing and balance).

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 22 of 50

B. Interactions within communities

• Define a community as all the species in a specific

environment.
• Outline types of direct interactions within a
community: commensalism, mutualism,
parasitism, interspecific competition, predation.
• Differentiate between commensalism, mutualism
and parasitism and describe at least two examples
of each.
• Describe how interactions of populations within a
community can be to the benefit or detriment of
each other.
• Define interspecific competition as competition
between two or more species for a scarce
resource such as food or space.
• Describe interspecific competition in at least two
animal species and two plant species.
• Explain the competitive exclusion principle and
resource partitioning.
• Explain types of interspecific competition and how
it leads to evolution.
• Describe predator-prey interactions in animals and
how they lead to evolutionary change in both
predators and prey over time.

C. Nutrient cycles

• Describe the carbon cycle including

photosynthesis, feeding, respiration,
decomposition, fossilisation and combustion.
• Explain the role of micro-organisms in the carbon
cycle.
• Describe the nitrogen cycle including
decomposition, nitrification, nitrogen fixation and
denitrification.
• Explain the role of micro-organisms in the
formation of plant proteins and the nitrogen cycle.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 23 of 50

12.4.2 Feedback regulation regulates the internal

environment

A. Cell membranes and transport

• Describe the structure and properties of cell

membranes and outline the roles of phospholipids,
cholesterol, glycolipids, proteins and glycoproteins.
• Outline the process of cell signalling involving the
release of chemicals that combine with cell
surface receptors on target cells, leading to
specific responses.
• Understand what is meant by passive transport
(diffusion, osmosis, facilitated diffusion), active
transport (including the role of ATP as an immediate
source of energy), endocytosis and exocytosis.
• Understand the involvement of carrier and channel
proteins in membrane transport.
• Calculate surface areas and volumes of simple
shapes (e.g. cubes) to illustrate the principle that
surface area to volume ratios decrease with
increasing size.
• Plan and carry out an investigation on the effect on
diffusion of changing surface area to volume ratio.
• Understand what is meant by osmosis in terms of
the movement of free water molecules through a
differentially permeable membrane, down a water
potential gradient.
• Understand the concept of water potential.
• Explain and investigate the effect on plant tissues
of the water potential of solutions. e.g. by
measuring length or weight.
• Explain the movement of water between cells and
solutions with different water potentials and explain
the different effects on plant and animal cells.
• Conduct investigations on plasmolysis.

B. Feedback loops

• Understand what is meant by the term negative

feedback loop.
• Understand the principle of negative feedback in
maintaining systems within narrow limits with
reference to a set point.
IEB Copyright © 2024
INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 24 of 50

• Draw flow diagrams to illustrate negative feedback

pathways.
• Explain how negative feedback loops operate in
different mechanisms of osmoregulation in a
variety of living organisms, e.g. protists
(Amoeba), plants, and animals.
• Understand the interaction in mammals between
the endocrine and nervous systems in
osmoregulation, e.g. osmoreceptors in the
hypothalamus and the action of antidiuretic
hormone (ADH).

C. Immune system

• Know the major routes by which pathogens may

enter the body.
• Understand the role of barriers in protecting the
body from infection, including skin, stomach acid,
and gut and skin flora.
• Understand the body's non-specific responses to
infection, including inflammation, lysozyme action,
interferon and phagocytosis.
• Understand the roles of antigens and antibodies in
the body's immune response.
• Relate antibody structure and function.
• Describe the action of phagocytes (macrophages
and neutrophils).
• Describe the sequence of events that occurs
during a primary immune response with reference
to the roles of:
– macrophages
– B-lymphocytes, including plasma cells
– T-lymphocytes (T-helper cells and T-killer
cells only).
• Explain the role of memory cells in the secondary
immune response and in long-term immunity.
• Describe the difference between natural and artificial
immunity and active and passive immunity.
• Understand the role of antibodies and vaccination
in the prevention of infectious diseases.
• Explain how vaccination programmes can help to
control the spread of infectious diseases.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 25 of 50

5. SUBMISSION MARK (SuM)

In terms of standards and assessment literacy, educational institutions are required

to submit a Submission Mark (SuM) to the IEB for every candidate in each subject
that they offer in the ISC. This mark is used to ascertain whether an educational
institution's standards align with the standards expected by the IEB's assessments.

The SuM will not count towards a final promotion mark but will in general inform
monitoring of provision and quality assurance of provision.

The Site-Based Assessment below is a suggested internal assessment programme

that may be conducted to prepare students for the final examination and to determine
the SuM.

SBA Item Weighting

Trial Paper 25

Controlled test 1 15

Controlled test 2 15

Research Project 20

Practical Task 15

One task chosen from the following options:

Case Study 10

Controlled writing piece (essay) 10

TOTAL 100

5.1 Trial Paper (25 marks out of 100)

This component must come from the last major Summative Assessment to
have taken place before the Final ISC Examination. The Trial Paper should
mimic the external examination in its design, rigour and format. Whilst all of
the content may not have been covered by the date of the Trial Paper, there
should be two papers that are set to the time and rigour of the Final
Examination. The question papers, marking guidelines and design grids must
be provided as evidence of compliance and quality.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 26 of 50

5.2 Tasks

5.2.1 Research Project (20 marks out of 100)

This project gives candidates an opportunity to engage with scientific

research and then write a comprehensive report on their research
findings.

This task may involve a number of different research methodologies. It

may be a secondary research project which simply involves a Library
(books) and Internet based literature review in order to solve a problem/
answer a research question set by the teacher or the candidate. It may
also involve primary/mixed research where an initial library/internet-
based review is followed by actual data collection (investigation) which
is performed at home, in the school laboratory or in the field. The final
outcome of this activity is a written report detailing the results of the
research findings.

Teachers must be particularly vigilant with regards to plagiarism in this

type of task. It is a good idea to set aside some class time to allow
candidates to bring their research findings to class and to insist that
they write up in class. If computer-generated reports are to be
accepted, the teacher must make use of a reliable means for checking
that pieces of work have not been directly plagiarised from source. It is
a good idea to encourage candidates to run their final electronic copies
through plagiarism-checking software and to staple the report to the
front of their final submission.

The project may be assessed using memoranda, checklists or rubrics

or a combination of the three. Teachers may develop their own rubrics
or adapt the generic rubrics provided in 5G below.

The research should relate to a question, problem or case study/

scenario.

• It should require candidates to engage in unfamiliar/unrehearsed

contexts that are age appropriate, real-life, and relevant to content
in Biology.
• It should require candidates to use knowledge, skills, attitudes and
values gained over time.
• It should involve assessment at different stages of the process not
just assessment of the product.
• It should require metacognition by the candidates.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 27 of 50

5.2.2 Practical Task (15 marks out of 100)

This task must follow the format of Paper 3 in that it must count at least
50 marks and have a duration of 1,5 hours. The practical task should
enable candidates to demonstrate a variety of skills such as their ability
to design an experiment, evaluate an existing experiment (given to
them), as well as perform a simple experimental procedure by
collecting, graphing, analysing and interpreting data.

The Practical Task must cover all eight skill areas as detailed in Section
3 above. In order to provide evidence of a particular skill area being
covered, a mark must be allocated to that particular skill area in the
design grid which must accompany the task (5C).

It is important to note that the Practical Task can only be given after a
number of shorter formative tasks have been completed. Candidates
must be able to demonstrate in the Practical Task the skills that they
have learned in the formative tasks.

This particular component of the SBA does not assess content

knowledge per se. A context should be given in the preamble to the
task with all of the relevant content knowledge that is required. The
Practical Tasks do not need to relate to the content of the curriculum.
The context is supplied and it is the testing of the skills that is important.

The questions, marking guidelines and design grid must be provided

as evidence of compliance and quality.

5.2.3 One task selected from the following options

Case Study (10 marks out of 100)

This task must be based on current scientific data/published resources

that relate to the content in the curriculum. The case study task involves
the interpretation and analysis of a suitable text/article published or
reported on in a credible scientific magazine or scientific source. The
text/article must be accessible to candidates and highlight authentic
scientific information or research related to the content in one or more
of the 4 themes. The article should include some form of data handling
(analysis, interpretation, translation and critique) and/or ethics of
scientific research. Candidates are required to analyse the provided
information and present their interpretations and solutions, supported
by reasoning and assumptions. The case study should cover a
substantial amount of content (not be set in a small topic) and assess
across all levels of cognitive demand according to the weightings
prescribed for Paper 1. The questions, marking guidelines and design
grid must be provided as evidence of compliance and quality.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 28 of 50

Controlled Writing Piece (10 marks out of 100)

The Controlled Writing Piece is a discursive type of essay and is not to

be confused with the source-based essay set in Paper 2, where
candidates are required to give an opinion and a debated argument to
justify their opinion based on given sources. It is important to give the
candidates enough time to thoroughly plan and execute this activity.
The content area/theme of the essay (not the actual question) must be
provided to the candidates as a short-written instruction ahead of the
date scheduled for the task. This allows them to do some initial reading
and planning. Teachers may provide reading material or the candidates
may make use of their notes, textbooks, the internet, scientific journals,
etc. to prepare for the activity. One hour is recommended as the ideal
amount of time required to plan and write a 2½–3 page essay. The
actual question for the essay must only be provided as an instruction
sheet on the day, as candidates enter the venue to write. Candidates
must be allowed to bring resources such as textbooks and notes into
the session with them to allow them the opportunity to check facts for
biological accuracy. It is important to note that it is not the content of
the essay that is of prime importance in this activity but rather how the
candidate has used the content to motivate their response. Questions
must therefore lend themselves to a discursive type of essay and not a
narrative type.

The theme/content area given to the candidates must relate to the

curriculum. This activity provides an opportunity for the candidates to
connect new knowledge to their existing biological knowledge. This
SBA piece should be assessed against the Marking Rubric provided in
5B in order to standardise the assessment process and facilitate the
moderation process.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 29 of 50

6. SUPPORT AND ADMINISTRATIVE DOCUMENTATION

Support Document A: Cognitive Taxonomy, descriptors and exemplar questions.

ISC BIOLOGY

N.B. 1. If a question incorporates more than one cognitive level, it is allocated to the higher
level.
2. If a question appears to be higher order but is listed as a learning outcome (e.g.
drawing flow charts of negative feedback loops), the question is Level 1.

Level 1 ELABORATION (adapted from Revised Bloom's Taxonomy)

Demonstrate Know
knowledge and Recall or recognise explicit information, details, facts, formulas,
understanding. terms, definitions, procedures, representations from memory or
from material provided.
Understand
Interpret: change from one form of representation to another.
Exemplify: Find a specific example or illustration of a concept or
principle.
Classify: Determine that something belongs to a category.
Summarize: Abstract a general theme or major points.
Infer: Draw a logical conclusion from presented information.
Compare: Detect similarities and differences between two
objects or concepts.
Explain: Describe a structure/concept/process in the student's
own words.
Explain why: create a cause-and-effect model of a system or
concept.

Example questions:

1. Which of the following factors will decrease the size of a population?

(i) emigration
(ii) predation
(iii) birth
(iv) immigration
(v) death

A (i) and (ii)

B (ii), (iii) and (iv)
C (i), (ii) and (v)
D (iii) and (iv)

Explanation: Students must recognise the correct answer (know).

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 30 of 50

2. What is the primary cause of a person developing a goitre?

Explanation: Students must recall a fact (know).

Mineral ions enter the plant through the roots. Mineral ions in the soil are in lower
concentrations than in the vacuoles of root hair cells. Describe how mineral ions are
taken up by root hair cells.

Explanation: Question 2 requires students to recall explicit information about

a process and describe a process in their own words. (Understand)

3. The Kavango Basin forms part of the Okavango River that runs into the Okavango
Delta. The area is home to about 200 000 people and an abundance of wildlife, such
as the African wild dog, the African elephant and some rare, indigenous plants.

Elephants are very important in any ecosystem as they fertilise the soil with their
dung, disperse seeds using their dung and dig up the ground which open up water
supplies for other animals. The population of elephants in Namibia is about 25 000.
The African wild dog is one of seven endangered animal species that live in the
Kavango region. They require large areas to hunt and are highly vulnerable to habitat
loss. Welwitschia is an endangered plant species that grows in Namibia and Angola.
Antelope and rhino feed on the soft parts of the stems to obtain water.

3.1 Give an example of a 'community' based on the information provided.

Explanation: Students must exemplify the concept of a community from

provided information. Exemplify = understand.

3.2 What type of competition will exist between the antelope and the rhino for the
water obtained from the Welwitschia stem?

Explanation: Students must infer that antelope and rhino are different
species, therefore the competition is interspecific. (Infer = understand)

3.3 Which ecological niche does the African wild dog occupy?

Explanation: Students must classify the African wild dog as a predator/

secondary consumer/carnivore. Classify = understand.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 31 of 50

4. Draw a diagram to represent a nucleotide.

Explanation: Students must recall the structure of a nucleotide. Recall = know.

ELABORATION (adapted from Revised

LEVEL 2
Bloom's Taxonomy)
Apply procedures and Apply
knowledge. Use, perform or follow a basic/standard/
routine procedure/rule/method / operation.

Use/apply understanding of concepts, facts or

details from a familiar context to an unfamiliar
context.

Examples:

1. The Kavango Basin forms part of the Okavango River that runs into the
Okavango Delta. The area is home to about 200 000 people and an
abundance of wildlife, such as the African wild dog, the African elephant and
some rare, indigenous plants.

Elephants are very important in any ecosystem as they fertilise the soil with
their dung, disperse seeds using their dung and dig up the ground which open
up water supplies for other animals. The population of elephants in Namibia
is about 25 000. The African wild dog is one of seven endangered animal species
that live in the Kavango region. They require large areas to hunt and are highly
vulnerable to habitat loss. Welwitschia is an endangered plant species that
grows in Namibia and Angola. Antelope and rhino feed on the soft parts of the
stems to obtain water.

2. One thousand agama lizards were caught in a rocky area of Chobe National
Park in a mark-recapture exercise. They were marked with non-toxic paint and
then released back into their environment. Ten days later 300 agamas were
caught again, of which 125 had paint markings.

What is the estimated size of the agama population?

A 417
B 3 750
C 1 425
D 2 400

Explanation: Students must use the Lincoln-Petersen index to calculate the

population size (Apply a standard procedure).

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 32 of 50

3. The graph below shows the United Nation's projections in 2012 for the
population size for the whole continent of Africa.

Based on the graph above, which of the following population pyramids

(A, B, C or D) would represent the population of the whole continent of
Africa in 2100?

Explanation: Students must apply information in a line graph to a

population pyramid (Apply).

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 33 of 50

ELABORATION (adapted from Revised

LEVEL 3
Bloom's Taxonomy)
Analyse information to make Analyse information
judgements and/or create a new Identify main points in given text; sort
product. information into categories; compare /
contrast information.
Evaluate information
Evaluate or make a critical judgement (for
example, on qualities of accuracy,
consistency, acceptability, desirability,
worth or probability) using background
knowledge of biology.

Judge or critique claims using knowledge

and understanding.
Create a new product
Integrate facts, concepts, principles, or
given information, make connections and/
or create an argument.

Examples

1. Read the source material relating to GMO crops. Consider the following question:

Do genetically engineered crops help or hurt farmers in developing countries?

Evaluate the source material provided and construct an argument related to the
question.
Present your argument in a scientifically appropriate way.
Draw on knowledge about your own country to support your argument.

Explanation: This question requires students to analyse and evaluate given

information, integrate relevant facts and construct an argument (analyse,
evaluate and create)

2. Draw a flow chart to illustrate the primary and secondary immune responses.

Explanation: Students must integrate facts and make connections to create a

flow chart (create).

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 34 of 50

ELABORATION (adapted from Revised

LEVEL 4
Bloom's Taxonomy)
Analyse data, plan and/or, Analyse
evaluate investigations, draw Calculate summary statistics from a dataset.
conclusions Identify trends in the data.
Read and interpret a complex dataset/graph.
Explain the biological significance of data.
Evaluate
Evaluate or make a critical judgement of an
investigation (for example, on qualities of
accuracy, consistency, acceptability, desirability,
worth or probability).
Create
Plan valid scientific investigations.
Integrate results of an investigation with biological
knowledge to draw a conclusion.

Examples

1. The Human Immunodeficiency Virus (HIV) affects the immune system. People
infected with HIV are more likely to develop TB.

A study investigated the relationship between TB infections and HIV status.

In 2008, the number of people in the world estimated to have TB was 9.4 million.

The table shows the percentage of these people who were either HIV positive or HIV
negative. The estimated number of deaths due to TB is also shown in the table.

Percentage of people with Estimated number of patients with Percentage of deaths

HIV status
TB in 2008 (%) TB who died in 2008 due to TB (%)
HIV
15 521 700
positive
HIV
85 1 278 400 16
negative

1.1 Calculate the percentage of TB patients infected with HIV who died of TB.

Explanation: Students must interpret data to solve an unfamiliar

problem. (Analyse).

1.2 Describe the effect of HIV on the number of deaths from TB.

Explanation: Students must interpret the data (Analyse).

The table shows data for deaths worldwide from HIV and TB in 2016.

Type of infection Number of deaths

TB only 1 300 000
HIV only 826 000
TB and HIV 374 000

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 35 of 50

Treatment of HIV with anti-retroviral drugs has reduced the incidence of TB

associated with HIV infection.

The replication of HIV reduces the T-helper cell count. These anti-viral drugs
reduce the replication of the virus in the body.

The graph shows the effect of this on the incidence of TB.

1.3 Explain the effects of using anti-retroviral drugs to treat HIV on the number of
deaths from TB.

Explanation: Students must integrate knowledge and data to construct

an explanation. (Create)

1.4 (a) Assess the accuracy of the data presented.

(b) Critique the way the tables and figure are presented.

Explanation: Students must analyse the data, make a judgement about

the data and how it is presented, drawing on their study of the nature of
science. (Evaluate)

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 36 of 50

5A Recommended Equipment List for Biology

General Laboratory Equipment

• Beakers (50 ml, 100 ml and/or 500 ml)
• Bunsen burners, tripods, gauze mats, matches or portable gas/spirit
burners
• Ceramic tiles/wooden boards for cutting/dissecting
• Dissecting needles
• Dropper bottles (with bulb on plastic/glass dropper)
• Droppers and/or plastic pipettes
• Evaporating dish
• Filter paper
• Forceps/tweezers
• Funnels (glass or plastic)
• Knives for cutting
• Measuring cylinders (10 ml, 50 ml and/or 100 ml)
• Measuring spoons (5 ml)
• Microscope slides, cover slips
• Microscopes
• Mortar and pestle
• Paper/plastic cups/yoghurt cups
• Plastic Petri dishes
• Sample bottles (plastic and/or glass)
• Scalpels
• Spatulas
• Stirring rods/kebab sticks
• Syringes (1 ml, 5 ml, 10 ml and 20 ml)
• Test tube racks
• Test tube tongs
• Test tubes (to hold 20 ml and 40 ml)
• Thermometers (preferably alcohol thermometers)
• Timers/stopwatch/clock
• Weighing balance (mass of 0.1 g upwards)

Reagents/Solutions
• Iodine Solution (2%) • Salt (sodium chloride)
• Glucose • Distilled water
• Sucrose • Dishwashing liquid
• Ethanol (70-90%) • Meat tenderiser/fresh pineapple
juice

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 37 of 50

Biological material
• Bananas, split peas, mushrooms or liver for DNA extraction
• Potatoes for water potential/osmosis experiment
• Onion (epidermis) for plasmolysis investigation
• Pineapple for DNA extraction (optional)
• Yeast (dried)
• Gelatine

Measuring equipment
• Measuring tapes (2m minimum)
• Quadrats
• Rope/string

Other
• Sticky labels
• Marking pens (permanent)
• Cotton wool
• Kettle/urns/flasks for boiling water
• Sellotape
• Scissors
• Lab paper/paper towel
• Rulers
• Calculators
• Pens
• Pencils
• Erasers
• Fire extinguisher
• First aid kit
• Plasters
• Burnshield
• Apple corers
• Toothpicks
• Small budget for buying everyday materials such as: pineapple and other
fruit/vegetables, liver, gelatine, dried yeast, toothpicks, etc. from local
supermarket.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 38 of 50

5B RUBRIC FOR THE ASSESSMENT OF THE CONTROLLED WRITING TASK

2–1 marks 4–3 marks 6–5 marks 8–7 marks 10–9 marks
CONTENT & Incomplete. Significant important OK but some vital Slightly flawed in that Sufficient facts provided
COMPLETION information missing. information missing. insufficient facts to support the response.
Little attempt to use the provided.
The candidate's ability to facts needed. Facts not related Not all facts given are Facts appropriate to the
provide sufficient and closely to the question. appropriate to the topic. Facts mostly topic.
appropriate facts which are Riddled with biological appropriate to topic.
biologically accurate. untruths and errors. Some serious factual Errors affecting the No biological errors.
errors. quality of the essay. Few errors if any.
3–1 marks 6–4 marks 9–7 marks 12–10 marks 15–13 marks
WRITING SKILL Clearly missed the Little attempt to answer Understands the Understands the Has a thorough control of
point of the question. the question or question but there are question and has made the subject matter which
The candidate's ability to organise thoughts gaps in the logic or flow a sensible, but ordinary is displayed in a
select information and use Arguments coherently. and some lack of answer. cohesive written piece.
it to synthesise a response. inconclusive. relevance.
Lots of irrelevant Some irrelevant Sustained logical
Unfocussed work with information and Concepts not well- information or poorly progression.
no sign of linkage concepts poorly linked linked. linked concepts.
Concepts well-linked.
1 mark 2 marks 3 marks 4 marks 5 marks
PRESENTATION Poorly set out, illegibly Poorly set out or Weakness in TWO of Weakness in ONE of Structure: Sentence
written and riddled with illegible or answers in three areas three areas construction, use of
The candidate's ability to grammatical/ spelling point form paragraphs, introduction
set out the essay properly errors and conclusion
and communicate ideas Grammar: Correct use
clearly. of biological language
Neatness: Legibly
written

MAXIMUM TOTAL MARK [30 MARKS]

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 39 of 50

5C EXAMPLE OF DESIGN GRID FOR THE PRACTICAL TASK

QUESTION SKILL AREAS COGNITIVE LEVEL

NUMBER (insert mark) (insert mark)

1 2 3 4 5 6 7 8 Level 1 Level 2 Level 3 Level 4

Total
marks
Targeted
weighting 20 20 20 40
%
Actual
weighting
%

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 40 of 50

5D EXAMPLE OF DESIGN GRID FOR PAPER 1

Question Cognitive Level

Topic weighting
Number
Level 1 Level 2 Level 3 Level 4
1 2 3 4

Total marks
Targeted
10 25 25 40 45 25 15 15
weighting %
Actual weighting
%

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 41 of 50

5E EXAMPLE OF DESIGN GRID FOR PAPER 2

Question Number Topic weighting Cognitive Level

Level 1 Level 2 Level 3 Level 4
1 2 3 4

Total marks
Targeted weighting 10 25 25 40 10 20 45 25
%
Actual weighting %

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 42 of 50

5F PAPER 2: SOURCE/OPINION-BASED ESSAY RUBRIC

The rubric below is a generic rubric which may be adapted to suit the topic. Note that essay should be 2½ to 3 pages
in length. Time allocation suggestion: Reading of sources 10 min; Planning 10 min; Writing essay 40 min.

Possible mark (40)

Planning Indicates engagement with sources
Outlines structure of the essay 4
States the position to be taken
1 mark 2 marks 3 marks 4 marks
Introductory • Does not capture the reader's • Adequately captures the reader's • Engages the reader's attention. • Excellent ‘hook' to capture
paragraph attention. attention. • Provides a reasonably clear reader's attention.
• Poor, unclear or incomplete • Provides a limited thesis statement. thesis statement; • Clearly states the thesis to be
4
thesis statement. • Provides some background to the • Provides good background to argued,
• Limited background to the argument. the argument. • Provides comprehensive
argument. background to the argument.
Body • Poor articulation of the essay's • Adequate articulation of the essay's • Clear articulation of the essay's • Comprehensive articulation of the
paragraphs thesis thesis thesis essay's thesis
• Little or no support from • Support for each argument provided • Some support for each • Ample support for each argument
sources provided for each from a limited selection of sources argument from provided from provided sources 8
argument • Little own knowledge used to sources • Own knowledge used to support
• Very little own knowledge support the argument. • Some own knowledge used to the argument.
used in the argument. support the argument.
Overall • Unclear argument and/or often • Argument is adequate and the • Argument is logical and • Argument is convincing and
argument difficult to understand. reader is able to follow the logic of sufficiently holds the reader's engages the reader's attention.
• Argument lacks counter- the argument. attention. • Argument includes 3-4 counter-
8
opinions, • Argument includes 1-2 counter- • Argument includes 2-3 counter- opinions with reasons for
opinions with or without reasons for opinions with reasons for rejection.
rejection. rejection.
Concluding • Does not provide an adequate • Provides a partial summary of the • Provides a sufficient summary • Provides a concise summary of
4
paragraph summary of the essay. essay. of the essay. the essay.
Research • Little evidence of critical • Limited number of sources • Most selected sources are • All selected sources are
selection of sources for appropriate to the thesis are appropriate to the thesis. appropriate to the thesis.
inclusion. selected. • Most sources are effectively • All selected sources are
• Arguments are poorly • Some sources are partially integrated into the essay effectively integrated into the 8
integrated and/or often based integrated into the essay with showing positions for and essay showing positions for and
on opinion rather than simplistic insight into the overall against the thesis. against the thesis.
research. argument.
Presentation • Poor style and use of scientific • Adequate style and use of scientific • Good style and use of scientific • Excellent style and use of scientific
language for argumentation. language for argumentation. language for argumentation. language for argumentation.
4
• Little attempt to construct • Some correct paragraphing with few • Mostly correct paragraphing • Correct paragraphing with good
cohesive paragraphs. or no good transitions. with some good transitions. transitions.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 43 of 50

5F RUBRIC CONVERTED TO A CHECKLIST

Some teachers find a checklist easier to use than a rubric such as that shown in 5F.

Criterion Descriptors Mark allocation

The extent to which the essay: 1 2 3 4
Planning Engages with sources; outlines structure of essay;
Poor Adequate Good Excellent
states position to be taken
Introductory Captures reader's attention; states the thesis;
Poor Adequate Good Comprehensive
paragraph provides background to the argument.
Body paragraphs Articulates the essay's thesis; provides support for the
(x2) argument from sources provided; includes own Poor Adequate Good Excellent
knowledge in the argument.
Overall argument Clearly and logically develops the argument; includes Partially
Poor Achieved Comprehensive
(x2) counter-arguments with rebuttals if appropriate. achieved
Concluding Summarizes the essay Partially Concise and
Poor Achieved
paragraph achieved comprehensive
Research (x2) Analyses and evaluates sources critically; integrates
Partially
arguments and differentiates between opinion and Poor Achieved Excellent
achieved
scientific evidence.
Presentation Uses appropriate style and scientific language;
Poor Adequate Achieved Excellent
constructs cohesive paragraphs.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 44 of 50

5G EXAMPLES OF RUBRICS FOR THE RESEARCH PROJECT

ASSESSMENT RUBRIC FOR COMPULSORY RESEARCH TASK (PRIMARY/MIXED)

LEARNER'S EXAM NO:
TOPIC:

TASK COMPONENT LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

5 marks 4–3 marks 2 marks 1–0 marks
A thoughtful, creative question that A focused question involving Question constructed by learner Learner relied on teacher-
has engaged learner in challenging learner in challenging lends itself to readily available generated questions or
Research Question or provocative research. The research. answers developed a question requiring
(5) question breaks new ground or little creative thought.
contributes to knowledge in a
focused, specific area.
10–8 marks 7–6 marks 3–5 marks 2–0 marks
Outline/scope of research has been Brief outline/scope of research Brief outline/scope of research Introduction of poor quality,
well communicated. has been provided. has been attempted. irrelevant to research.
Research question/hypothesis has Research question/hypothesis Research question/hypothesis is Research question/hypothesis
been clarified/addressed. has been clarified/addressed. not clear. is not stated or is poorly
Introduction Aims have been clearly stated. Aims have been stated. Aims are provided but vague or stated.
(10) The context of the research The context of the research do not relate to research Aims are not provided.
question/hypothesis has been question/hypothesis has been question/ hypothesis is weak.
clearly explained. explained. An attempt at explaining the
Shows insight and integration. context of the research
question/hypothesis is given.
10–8 marks 7–6 marks 5–3 marks 2–0 marks
Relevant data has been collected. All relevant data has been The information collected is The data presented is
Methods are described and any collected for question posed. reasonably ordered and is haphazardly recorded with
problems of data collection have A clear description and relevant enough for a basic little understanding of the
been explained. explanation of enquiry process enquiry. importance of the set of
Data is collected and presented for given. A reasonable description and information.
each factor in a relevant, Problems of data collection explanation of methods used to Little or no attempt has been
meaningful manner. have been explained. collect the data. made to describe and explain
Evidence of data collection in the Most evidence of data One or two problems may be the methods used to collect
Data collecting, recording
Appendix and the sample size is collection in the Appendix. referred to concerning the the data.
and presentation
large enough to collate meaningful A small sample used, but with collection of data. No mention of problems is
(10)
information. justification. Data collection limited. made.
Data selected for presentation The presentation of data and The presentation of data and Data collection very limited.
represents the purpose of the study methods used are relevant to methods used are not always Skills of presentation are
and has been presented correctly the enquiry. The information is relevant to the enquiry with a weak. Many of the factors
in a meaningful and appropriate accurately and neatly fair amount of accuracy and stated in the introduction not
manner. displayed. appropriateness. present and/or much data
presented that is not related to
the factors given.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 45 of 50

10–8 marks 6–7 marks 3–5 marks 2–0 marks

Discussion is well planned and Discussion is planned and Discussion is provided with Discussion lacks structure,
carefully structured. structured for the most part. some detail and some reference with brief statements referring
Thorough and detailed analysis Analysis and interpretation of to the purpose of the to the data presented.
and interpretation of findings is findings is sound for the most investigation but poorly Analysis and interpretation
Analysis, Interpretation evident making reference to part. structured. makes little or no sense.
and Discussion of specific collected data. Adequate reference has been Attempt at analysis and Incorrect or no reference to
Findings Clear understanding of the made to literature. interpretation of findings is literature.
(10 × 2 = 20) significance of the findings in evident but superficial /
relation to the research simplistic/ incomplete /
question/hypothesis is evident. inaccurate.
Reference has been made to Cursory reference has been
literature. made to literature.
5 marks 4–3 marks 2 marks 1–0 marks
A concise conclusion has been A clear conclusion has been A conclusion has been provided Conclusion vaguely
provided that relates directly to the provided that relates to the that relates to the research relates/does not relate to the
research question/hypothesis. research question/hypothesis. question/hypothesis to some research question/hypothesis.
Conclusion Main points and findings have been Main points and findings have extent. Main findings and points have
(5) re-emphasised. been re-emphasised. Some of the main points and not been restated.
Limitations of the research have Limitations of the research findings have been stated. No reference to relevant
been pointed out. have been briefly pointed out Relevant limitations are not limitations.
where relevant. provided.
5 marks 4 marks 3–2 marks 1–0 marks
A complete Bibliography is A complete Bibliography is A Bibliography is provided but A Bibliography is provided with
provided with no omissions. provided with minor omissions. has some omissions. significant omissions.
All the technical criteria pertaining Technical criteria pertaining to Technical criteria pertaining to a The technical criteria
to a recognised system of a recognised system of recognised system of pertaining to a recognised
referencing, citation and quoting referencing, citation and referencing, citation and quoting system of referencing, citation
Referencing fully adhered to (e.g. Harvard or quoting adhered to (e.g. adhered to (e.g. Harvard or and quoting not adhered to
(5) Chicago) throughout the report, Harvard or Chicago) Chicago) through most of the (e.g. Harvard or Chicago).
including the Bibliography. throughout the report, report, including the In-text citations/references not
In-text citations/references well including the Bibliography with Bibliography with some attempted.
integrated. minor errors. important errors.
In-text citations/references In-text citations/references
evident. attempted.
Organisation of task All technical criteria have been met. Almost all technical criteria Some technical criteria have Disorganised, minimal criteria
and layout Exemplary presentation. have been met, minor flaws. been met, major flaws. met.
(5)

Teacher's Comment: TOTAL MARK: 60

Moderator's Comment: TOTAL MARK: 60

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 46 of 50

ASSESSMENT RUBRIC FOR RESEARCH TASK (SECONDARY)

LEARNER'S EXAM NO:
TOPIC:

TASK COMPONENT LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

5 marks 4 marks 3–2 marks 0–1 marks
A thoughtful, creative question that A focused question involving Question constructed by Learner relied on teacher-
has engaged learner in challenging learner in challenging learner lends itself to readily generated questions or
Research Question or provocative research. The research. available answers developed a question requiring
(5) question breaks new ground or little creative thought.
contributes to knowledge in a
focused, specific area.
10–8 marks 7–6 marks 5–3 marks 0–2 marks
Outline/scope of research has been Brief outline/scope of research Brief outline/scope of research Introduction of poor quality,
well communicated. has been provided. has been attempted. irrelevant to research.
Research question/hypothesis has Research question/hypothesis Research question/hypothesis Research question/hypothesis is
been clarified/addressed. has been clarified/addressed. is not clear. not stated or is poorly stated.
Aims have been clearly stated or Aims have been stated or Aims are provided but vague Aims are not provided.
Introduction
essential argument is clearly essential argument is outlined. or do not relate to research
(10)
outlined. The context of the research question/hypothesis/ essential
The context of the research question/hypothesis has been argument is weak.
question/hypothesis has been explained. An attempt at explaining the
clearly explained. context of the research
Shows insight and integration. question/hypothesis is given.
10–8 marks 7–6 marks 5–3 marks 2–0 marks
Discussion is well planned and Discussion is planned and Discussion is provided but Discussion lacks structure.
carefully structured. structured for the most part. poorly structured. Incorrect or no reference to
Thorough and detailed analysis Analysis and interpretation of Attempt at analysis and literature.
and interpretation of findings is findings is sound for the most interpretation of findings is Analysis and interpretation
Analysis, Interpretation evident making reference to part. evident but superficial/ makes little or no sense.
and Discussion of specific collected data. Adequate reference has been simplistic/incomplete/
Findings Clear understanding of the made to literature. inaccurate.
(10 × 2 = 20) significance of the findings in Cursory reference has been
relation to the research made to literature.
question/hypothesis is evident.
Reference has been made to
literature.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 47 of 50

5 marks 4 marks 3–2 marks 1–0 marks

A concise conclusion has been A clear conclusion has been A conclusion has been Conclusion vaguely
provided that relates directly to provided that relates to the provided that relates to the relates/does not relate to the
the research question/hypothesis. research research question/hypothesis research question/hypothesis.
Main points and findings have question/hypothesis. to some extent. Main findings and points have
Conclusion
been re-emphasised. Main points and findings Some of the main points and not been restated.
(5)
Limitations of the research have have been re-emphasised. findings have been stated. No reference to relevant
been pointed out. Limitations of the research Relevant limitations are not limitations.
have been briefly pointed out provided.
where relevant.
5 marks 4 marks 3–2 marks 1–0 marks
A complete Bibliography is A complete Bibliography is A Bibliography is provided A Bibliography is provided with
provided with no omissions. provided with minor but has some omissions. significant omissions.
All the technical criteria pertaining omissions. Technical criteria pertaining The technical criteria
to a recognised system of Technical criteria pertaining to a recognised system of pertaining to a recognised
referencing, citation and quoting to a recognised system of referencing, citation and system of referencing, citation
fully adhered to (e.g. Harvard or referencing, citation and quoting adhered to (e.g. and quoting not adhered to
Referencing
Chicago) throughout the quoting adhered to (e.g. Harvard or Chicago) through (e.g. Harvard or Chicago).
(5)
report/essay, including the Harvard or Chicago) most of the report/essay, In-text citations/references not
Bibliography. throughout the report/ essay, including the Bibliography attempted.
In-text citations/references well including the Bibliography with some important errors.
integrated. with minor errors. In-text citations/references
In-text citations/references attempted.
evident.
5 marks 4 marks 3–2 marks 1–0 marks
Organisation of task and All technical criteria have been Almost all technical criteria Some technical criteria have Disorganised, minimal criteria
layout met. have been met, minor flaws. been met, major flaws. met.
(5) Exemplary presentation.

Teacher's Comment: TOTAL MARK: 50

Moderator's Comment: TOTAL MARK: 50

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 48 of 50

5H METHOD RUBRIC FOR THE PAT

Method Rubric
5 4 3 2 1 0
Criteria
L Layout meets criteria Layout is untidy and
below: neat and tidy hard to read.
Layout – appearance and bulleted/ OR
of method numbered. Method is not
formatted correctly
with bullet points or
numbers.
A Method clearly Method relates to the Method does not
tests an aim that prescribed aim given, relate to the
Aim – method relates relates to the but is a little prescribed aim or
to prescribed prescribed confusing and does achieve the desired
experiment experiment and not achieve the result. Method given
achieves the required result. is the same as the
required result. given experiment.
M All 5 criteria given below are An original An original An original An original None of the
met: experiment experiment experiment experiment provided. 5 criteria are met.
Method – this needs to provided. provided. provided. OR
be appropriate and 1. An original experiment Method a copy of
relevant to the aim, provided. Plus 3 of 5 Plus 2 of 5 criteria Plus 1 of 5 criteria the original, given
clear, logical and 2. Equipment is appropriate criteria are are met. is met. experiment.
sequential. If and used correctly. met.
3. Measuring of solutions,
apparatus is given in
reagents and marking of
the examination paper, equipment are explained
the method should and this assists in the
resemble the one control of variables.
given in the marking 4. Instructions are
guidelines scientifically valid and
ordered.
5. Instructions are complete
to produce measurable
results that are recorded.

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 49 of 50

5I IEB ISC MODERATION FEEDBACK FORM: BIOLOGY PAT

To be completed and sent to school

Examination Centre Number: ___________________ School: ______________________________ Date: ___________

Comments
Criteria ✓or x
If not met, please indicate question number where criterion not met

Marking guidelines adhered to

Procedural/Manipulation marks
entered

Ticks placed where mark is

allocated

Marks written next to mark allocation

Total recorded on front cover

Accurate addition

Total moderated mark within

acceptable range

IEB Copyright © 2024

INTERNATIONAL SECONDARY CERTIFICATE: BIOLOGY: ASSESSMENT ADDENDUM Page 50 of 50

General Comments

Name of Moderator: ________________________________________________

Signature of Moderator: ________________________________________________ Date: _______________________

IEB Copyright © 2024