22.1 Handling information and problem-solving
- Syllabus
- 0610–2026–2027
- Topic
- 22.1
- Level
- —
Learning objectives
22.1.1Locate, select, organise and present information• Locate, select, organise and present information from a variety of sources.22.1.2Translate information between forms• Translate information between verbal, symbolic, graphical and numerical forms.22.1.3Manipulate numerical and other data• Manipulate numerical and other data accurately.22.1.4Identify patterns, trends and conclusions• Use information to identify patterns, report trends and form conclusions.22.1.5Explain phenomena and relationships• Present reasoned explanations for phenomena, patterns and relationships.22.1.6Make evidence-based predictions• Make predictions based on relationships and patterns.22.1.7Solve qualitative and quantitative problems• Solve problems, including problems of a quantitative nature and unfamiliar applications of syllabus principles.
Select and present relevant information
Scientific information handling begins by locating the evidence that answers the question, selecting only relevant details, organising them logically and presenting them in a form another reader can follow.
| Action | What to do | Check |
|---|---|---|
| locate | identify the named source, variable, group, time or condition | every detail comes from an available source |
| select | match command words and choose only evidence that addresses them | no irrelevant biology replaces the requested evidence |
| organise | group comparisons, sequence processes or order values consistently | like is compared with like |
| present | use concise prose, a labelled table, graph or calculation as required | labels, units and precision are retained |
Selection is not copying everything. Do not omit inconvenient data, invent missing values or change units while reorganising evidence.
Translate information without changing its meaning
Translation changes the form of information—verbal, symbolic, graphical or numerical—while preserving the same variables, values, units and relationship.
| From → to | Translation method |
|---|---|
| words → graph | identify variables, put the independent variable on x and measured outcome on y, choose an even scale, plot and label |
| graph → words | state the overall direction, important phases or turning points and supporting values with units |
| graph → number/table | read from the correct curve and both axes, using the scale between labelled marks |
| numbers → symbols | write the correct relationship, substitute values with units and preserve direction or sign |
A smooth curve or connecting line must reflect the data or stated relationship. Do not add a causal explanation when the task only asks for translation.
Manipulate data accurately
Data manipulation transforms given values by a justified mathematical operation while preserving units, precision and meaning.
| Step | Accuracy check |
|---|---|
| 1 identify the required quantity | write what must be found and its unit |
| 2 select source values | read the correct row, column, curve or condition |
| 3 choose the operation | difference, total, mean, rate, ratio or percentage change must match the wording |
| 4 calculate | show substitution and keep extra digits until the end |
| 5 report | give the requested unit, decimal places or significant figures |
| 6 sense-check | verify sign, size and direction against the original data |
A rate is change divided by time. For example, use the difference between final and initial readings, then divide by the elapsed time; do not divide an unrelated total by time.
Accuracy includes choosing the right data and operation, not merely pressing the calculator correctly.
Describe patterns, trends and conclusions
A pattern or trend describes what the evidence does; a conclusion answers the investigation question using that evidence.
| Evidence task | Strong response |
|---|---|
| identify a pattern | state the overall direction or association |
| report a trend | divide the range into meaningful phases and note peaks, plateaus, fluctuations or anomalies |
| compare groups | use comparative language at the same condition and support it with paired values and units |
| form a conclusion | state what the results support, limited to the tested range and variables |
Support descriptions with accurate values, intervals or calculated changes. A data quote earns its place by demonstrating the stated pattern, not by sitting separately from it.
Describe first; do not explain causes unless asked. Correlation shows variables change together but does not by itself prove causation.
Explain phenomena and relationships with evidence
A reasoned explanation links the observed evidence to relevant biological knowledge through a clear causal chain.
| Part | Question to answer |
|---|---|
| observation | what pattern, difference or phenomenon is shown? |
| mechanism | which biological process can produce it? |
| link | how does that process change the measured outcome? |
| evidence | which value or comparison supports the link? |
| limit | is another explanation possible, or does the evidence show correlation only? |
Use directional causal language: because, therefore, increases, decreases, leads to. When discussing, include supported advantages and disadvantages before making a qualified judgement.
Repeating the trend is not an explanation. A plausible biological fact must be connected explicitly to the evidence and outcome.
Make evidence-based predictions
A prediction extends an observed relationship or pattern to a specified new condition and states the expected outcome.
| Step | Decision |
|---|---|
| 1 locate the relationship | identify its direction, shape and range |
| 2 locate the new condition | decide whether it lies within the measured range or beyond it |
| 3 interpolate or extrapolate | estimate from nearby values or extend the supported trend cautiously |
| 4 report | give the predicted value or outcome with units and suitable precision |
| 5 qualify | state uncertainty when the pattern is irregular, near a limit or extended beyond observed data |
A prediction follows evidence; it is not a guess or an explanation. Do not assume a linear trend continues indefinitely when the data curve, plateau or biological limit suggests otherwise.
Solve unfamiliar scientific problems systematically
An unfamiliar problem becomes manageable when its information is mapped to a known syllabus principle, then solved with a transparent qualitative or quantitative chain.
| Step | Action |
|---|---|
| decode | identify the command word, target quantity or decision and all constraints |
| map | connect the unfamiliar context to a relevant biological principle or mathematical relationship |
| plan | select the necessary evidence and order the reasoning or calculation |
| execute | compare options or calculate with units, showing working |
| judge | state the decision directly and justify the choice from evidence |
| verify | check units, significant figures, feasibility and whether every constraint was used |
For percentage change use (new − original) ÷ original × 100. For fair comparisons, standardise by the relevant mass, area or time when the question requires it.
Do not choose an option from one favourable value while ignoring another stated constraint. In hypothesis tests, calculate comparable quantities before deciding whether the evidence supports the claim.