A Level Biology Biodiversity, Ecosystems OCR A and ... · and Practical Activities ... Exploring...

A Level BiologyOCR A

Biodiversity, Ecosystems and Practical Activities

5 days

This packed five day course for A level students covers AS and A level content for the OCR A specification. Ecology topics 4.2.1: Biodiversity, 4.2.2: Classification and 6.3.1: Ecosystems, which students often find difficult in exams, will be covered comprehensively.

Students will develop their maths skills (10% of total marks) and receive plenty of guidance and time to carry out hands-on activities which count towards their practical endorsement for practical activity groups 3, 10 and 12. They also have the opportunity to complete practical activity groups 6 and 11.

A Level Biology: Biodiversity, Ecosystems and Practical Activities 5 daysExample Course Timetable

Please visit http://www.field-studies-council.org/outdoorclassroom/

For alternative courses

DAY MORNING AFTERNOON EVENING

1 Arrive Midday

Students will be greeted by FSC staff, with a welcome talk followed by a brief tour of the Centre and the local area.

Outline of the Course

Allocation of wellies/waterproofs.

Practical Biodiversity and Ecosystems

During this first session, students will have the opportunity to immerse themselves in a stunning natural location, taking in its sights, sounds and smells. Inspired by their surroundings, students will take the lead in exploring, observing and being curious, asking ecological questions about the wide variety of plants, animals and habitats they encounter. This wider context will provide an ideal platform on which to build the rest of the course, helping motivate students and enabling them to take ownership of their learning, as well as giving them a feel for what the work of ecologists involve.

Ancestry, Classification and Evolution

Leading on from the afternoon’s inspirational scene-setting exploration of a local habitat, students will start to formally consider classification, evolution and also their own goals for the rest of the course. Using the local environment and examples, they will consider the biological classification of species and the relationship to phylogeny. They will have the opportunity to discover how ecological thinking is transferred to other situations and to appreciate the career opportunities within ecology.

2 Biodiversity Assessment and Sampling, including Practical Activity Group 10: Data Logging

Students will investigate a named habitat using a range of random and non-random sampling techniques in order to assess the biodiversity of that habitat. They will practise identifying and classifying a range of organisms and will consider variations within and between species. Sample data will be used to calculate species richness, evenness and diversity, including Simpson’s index of diversity. Factors that may affect biodiversity will be considered. The importance of carrying out baseline assessments in order to better maintain biodiversity will be stressed.

Choose from:

Advanced Field Surveying

Maintaining Biodiversity and Resources

Practical Activity Group 6: Chromatography

3 Succession and Variation

Students will use field sampling methods to determine the distribution and abundance of organisms, as well as the variation in a named ecosystem(s). Concepts of primary succession, deflected succession and recycling within ecosystems will be investigated. This will help explore how ecosystems are maintained and how they dynamically change over time under the influence of abiotic and biotic factors.

Choose from:

Exam Skills Workshop

Data Analysis and Maths Workshop

Ecosystem Management and Conservation

Practical Activity Group 11: Animal Responses

4 Biodiversity, Biomass and Trophic Levels

Students will estimate the total amount of energy being fixed through photosynthesis within an ecosystem. They will collect numerical data enabling them to quantify the efficiency of transfer of biomass and energy between trophic levels.

Distribution, Abundance and Chi-squared

Students will have the opportunity to apply their knowledge of sampling to a new investigation and develop their knowledge to justify a sampling strategy. At the end of the session students should feel confident in recognizing when, and why, a chi-squared test should be used.

Practical Activity Group 3 and 12 – Planning

Students will work individually on an investigation which interests them, building on the knowledge and skills they have acquired during the week. They will use their knowledge of PAG3 - Sampling and PAG12 - Research Skills to plan an investigation to be carried out the following day. Teachers will have an opportunity to assess students for the practical endorsement against the Common Practical Assessment Criteria (CPAC).

5 Practical Activity Group 3 and 12 – Investigation

Students will carry out the investigation they planned during the previous session using the most appropriate equipment and methods and controlling key variables. They will work safely, assessing the risks of working in the selected habitat and making adjustments where necessary. Teachers will have an opportunity to assess students against the CPAC.

Depart at Midday

A final farewell from FSC staff as the students depart at midday.

Please note: to ensure safe and quality learning experiences for students, the timetable may alter depending on weather conditions and local factors at Centres.

Mathematical skills will be embedded throughout the field course, using real world contexts and data sets. Students will have the opportunity to select and use the chi-squared test, the Student’s t-test and the Spearman’s rank correlation.

Learning GoalsStudents will be immersed in a local habitat with the goal of enhancing their understanding of the variety and complexity of life. FSC field teachers will lead students through a series of practical and theoretical challenges and tasks, designed to stimulate students’ interest in wildlife, habitats and ecosystems. This session will provide the basis for the remainder of the course, outlining the wide range of habitats, organisms and basic underpinning of key concepts of biodiversity, classification and ecosystems.

Learning ObjectivesAll students will:l Discuss how biodiversity may be considered at a variety of levels.l Develop a set of basic identification skills.l Describe the factors affecting biodiversity.l Consider the ethical issues in the treatment of humans, other organisms and the environment.

Most students will:l Explain how scientific knowledge and understanding develops over time.l Explain their understanding of the biological classification of species using local examples.

Some students will:l Name examples of biotic and abiotic factors which influence ecosystems, explaining the processes involved.

AssessmentAn initial assessment, using a range of techniques, such as direct questioning of prior learning will take place as students start to explore the location and demonstrate the level of their personal connection to the natural world. The structure of the remainder of the course will be informed by this session and by future progress.

Learning OpportunitiesHaving the time to explore, investigate and discuss wild habitats, students will begin to develop their deeper understanding of, and personal connection to, the natural world. Students will be encouraged to develop their basic identification skills and ecological terminology and start to take responsibility for developing their own ecological questions.

TeachingSkilled FSC fiedl teachers will direct students’ enthusiasm towards real-life ecological research and highlight the reasoning behind the learning that will take place during their visit. This wider context will provide an ideal platform on which to build the rest of the course content, it will help motivate students and enable them to take ownership of their learning as well as giving them a feel for what a career in this area may involve.

A Level Biology: Biodiversity, Ecosystems and Practical Activities 5 daysPractical Biodiversity and Ecosystems



Blencathra mountain near FSC Blencathra (at 868m) towers above our Field Centre - widely regarded as having one of the best views in the FSC.

Learning GoalsStudents will build on the afternoon’s session and the feedback they have received so far to construct their own learning goals for the rest of the course. They will consider their practical and identification skills as well as their understanding of the basic principles of evolution and classification. They will consider personalised learning goals in areas such as:l Knowledge needed to successfully answer ecological exam questions.l Practical and mathematical skills needed to answer more general questions. l Awareness of own responsibilities and impact on the natural environment.l Knowledge that allows a better understanding of issues such as climate change, loss of habitats and biodiversity.

Learning ObjectivesAll students will:l Help set specification-linked learning objectives for the course.l Begin to take responsibility for setting their own learning objectives.l Discuss the biological classification of species, including the taxonomic hierarchy and binomial system.

Most students will:l Identify and use examples to illustrate evidence for the theory of evolution by natural selection.

Some students will:l Take full responsibility for setting their learning objectives.

Assessment

As students are developing their goals for the rest of the course, FSC field teachers will feedback any observations from the afternoon session and further assist students to develop targeted objectives. Students will be asked to provide feedback to the groups, detailing local examples of the classification system.

Learning OpportunitiesBased outside if possible, this session will enable students to take responsibility for their own learning; they will set personal objectives using individual, co-operative and participatory activities. Exploring local examples will contextualise ‘text-book’ ideas with real world learning examples, providing students with first-hand experience of classification and recording of biodiversity in action.

TeachingA mixture of outdoor examples, mini-lectures and resources (hard and electronic) provide the stimulus for students to reflect on their own learning. They will have time to ensure that they have personalised learning objectives, as well as questioning time to ensure they are building understanding of how we attempt to impose hierarchical classification systems on the dynamic variety of life on Earth.

A Level Biology: Biodiversity, Ecosystems and Practical Activities 5 daysAncestry, Classification and Evolution



Studying sand dune succession in North Wales – ecology comes to life as students see real changes in stunning locations.

Learning GoalsThe focus of this session will be to ensure that students have the opportunity to study a range of ecological techniques, including random and non-random sampling techniques, in order to assess the biodiversity of that habitat. They will cover Simpson’s index of diversity and Practical Activity Group 10: Investigation using a data logger.

Learning ObjectivesAll students will:l Understand the difference between random and non- random sampling techniques.l Measure species richness and evenness and be able to use Simpson’s index of diversity.l Understand some ecological, economic and aesthetic reasons for maintaining biodiversity.l Understand taxonomy of named species using biological classification nomenclature.l Understand the different types of variation that exist between and within species.l Give examples of how named species are adapted anatomically, physiologically and behaviourally to their environment.

Most students will:l Be able to carry out appropriate mathematical (handling, computational and graphical) techniques on fieldwork data.l Interpret Simpson’s index of diversity.l Understand the difference between in situ and ex situ conservation.l Name an example of a local conservation agreement to protect species or habitats.

Some students will:l Describe examples from all three different levels at which biodiversity may be considered (habitat, species, genetic).l Understand how the study of ecology links to ideas of personal lifestyle choices and wider environmental sustainability.

AssessmentFormative assessment of this part of the course will comprise a rich mixture of extended opportunities for students to construct scientific meanings fully and accurately. FSC field teachers will ensure students have time to practise practical techniques, with teacher and peer feedback, which enable students to develop and refine their practical methods and procedures.

Learning OpportunitiesStudents will work in both theoretical and practical contexts, applying their knowledge and understanding, to appreciate how biodiversity may be considered at different levels. A variety of practical opportunities will be available to explore how different types of sampling are used to measure habitat biodiversity, including the use of data logging to investigate temporal data change in an ecosystem.

TeachingBy conceptualising the learning within a wild habit, FSC field teachers will introduce students to the practical and mathematical skills they need. As the day progresses students will take on an increasing responsibility for their own improvements using the FSC field teachers as a knowledge base to enable personal progression and development of individual targets.

A Level Biology: Biodiversity, Ecosystems and Practical Activities 5 daysBiodiversity Assessment and Sampling including PAG 10: Data Logging



The Pembrokeshire coast near FSC Orielton - many Centres lie within or near to one of the 15 UK National Parks.

Learning GoalsThe emphasis of this inspiring session is to introduce students to advanced field surveying skills that they would not otherwise have time to do at this level of study. Professional equipment and sampling methods will be discussed and used, as well as developing students’ detailed knowledge about one or two species.

Learning ObjectivesAll students will:l Describe a relevant method of capture needed for the species or family studied.l Give reasons for the ethical constraints of mammal or insect surveying.l Discuss niche adaptations and basic behaviours of the mammals or insects studied.

Most students will:l Explain the principles behind the Lincoln index and concepts of population sizes.

Some students will:l Explain the significance of variation within a species to changing habitat conditions.

Assessment

Students will be monitored to ensure that they are developing more complex practical skills in field monitoring. FSC field teachers will also use assertive questioning to ensure all students are challenged and that their interest in ecology is stimulated.

Learning OpportunitiesAll FSC Centres have long-term monitoring projects and an extensive range of surveying equipment. Students may use the latest digital technologies to locate and monitor the Centre’s bat populations or a light trap to monitor moths within the area. Opportunities are available to use Longworth traps to estimate the local population of small mammals or compare populations in different habitats. The ethical frameworks behind animal surveying will be covered and further opportunities to be involved in local and national societies will be introduced.

TeachingFSC field teachers will use a variety of styles to convey the skills needed to monitor organisms. Building on students’ prior knowledge of practical techniques developed during the course, teaching methods will vary from instructional, when introducing new equipment, to student-led when looking at sampling strategies.

A Level Biology: Biodiversity, Ecosystems and Practical Activities 5 daysAdvanced Field Surveying



Small mammal trapping – a highlight of many courses. The data we collect gives important information about fluctuations in mammal populations.

Learning GoalsStudents will review their learning by reference to the set objectives for the day using a variety of individual and peer review techniques. Using local examples they will explore reasons and methods for maintaining biodiversity, such as keystone species, soil depletion and marine conservation zones. They will then look at how topics covered during the day might feature in exam questions and review how they might use the skills, knowledge and understanding gained during the day to answer those questions.

Learning ObjectivesAll students will:l Review their own progression during the day in relation to their agreed objectives.l Recognise in situ and ex situ methods of maintaining biodiversity.l Discuss the reasons for maintaining biodiversity.

Most students will:l Be able to show an enhanced understanding of the key ecological, mathematical and practical skills and concepts

covered during the day.

Some students will:l Relate their personal lifestyle choices to local, national or global issues and start to think about how modifications might be made.

Assessment

A range of Sample Assessment Materials (SAMs) will be provided to guide students’ consolidation of the information and ideas explored. Individual and group work will also provide a forum for open and direct questioning by both peers and teachers.

Learning OpportunitiesThere will be opportunities to consider how the ecological concepts covered during the day might feature in exams and how their learning will help in answering exam questions. Students will practise the application of the mathematical skills they have developed or reinforced to novel situations. Case study examples will guide students from local to global contexts and provide opportunities for them to form judgements on the different methods of maintaining biodiversity.

TeachingThe teaching during this session will require a variety of approaches which match the learning styles of individual students and allow them to assess their own progression during the session. FSC field teachers will use a combination of mini-lectures, challenge questions and case studies to stimulate students’ interest in conservation and global biodiversity.

A Level Biology: Biodiversity, Ecosystems and Practical Activities 5 daysMaintaining Biodiversity and Resources



Emperor Moth – males can detect the pheromones released by females over distances of several kilometres.

A Level Biology: Biodiversity, Ecosystems and Practical Activities 5 daysPractical Activity Group 6: Chromatography



Learning GoalsIn this session students will complete Practical Activity Group 6: Chromatography - Separation of biological compounds using paper chromatography.

Students will grind up a selection of leaves, such as copper beech and place a concentrated spot on a filter paper. They will then run this chromatogram in solvent to separate the pigments and identify them using Rf values.

Learning ObjectivesAll students will:l Follow experimental procedures.l Use appropriate apparatus and materials.l Identify hazards and assess the risks while working.l Use appropriate safety equipment.

Most students will:l Carry out techniques methodically.

l Make accurate observations.l Obtain accurate, precise and sufficient data.

Some students will:l Review their practical skills relating to the instructions and procedures carried out.l Identify in which areas they may want to improve their skills.

Assessment

Assessment arrangements for this practical will ensure teachers have the opportunity to assess their students against the Common Practical Assessment Criteria (CPAC).

Learning OpportunitiesStudents will complete Practical Activity Group 6 as well as studying a variety of leaves, exploring their role within photosynthesis. Students will also briefly consider the environmental factors that limit the rate of photosynthesis.

TeachingFSC field teachers will provide a set of instructions for the experimental procedure for this practical. They will then provide a monitoring role, ensuring safety guidelines are followed and students are working within accepted practices.

3,000,000,000 years ago photosynthetic organisms started to release Oxygen into the atmosphere, without it we wouldn’t be here. To understand how plants photosynthesise is to understand life itself.

Learning GoalsStudents will explore an ecosystem undergoing succession, reviewing the different types of variation and adaptations within it. Field sampling methods will be used to determine the distribution and abundance of organisms. Students will then study recycling within the ecosystem(s) and how ecosystems dynamically change over time under the influence of abiotic and biotic factors. Deflected succession will be also considered during the session, and how this can be influenced by natural abiotic and biotic factors as well as by human factors.

Learning ObjectivesAll students will:l Demonstrate the ability to use appropriate investigative approaches and sampling techniques to determine the distribution and abundance of organisms.l Understand the dynamic nature of ecosystems and the process of primary succession from pioneer species to a climax community.l Understand the role of organisms in decomposition as wells as nitrogen and carbon cycling.

Most students will:l Carry out appropriate mathematical (handling, computational and graphical) techniques on fieldwork data.l Start to make synoptic links to other parts of the specification.l Understand the relevance of these topics to a wider understanding of global issues.

Some students will:l Understand how the study of ecology links to ideas of personal lifestyle choices and wider environmental sustainability.

Assessment

Formative assessment of this part of the course will comprise a rich mixture of extended opportunities for students to construct scientific meanings fully and accurately. FSC field teachers will ensure students have time to practise practical techniques with teacher and peer feedback which enable them to develop and refine their practical methods and procedures.

Learning OpportunitiesStudents will have an opportunity to investigate a sand dune, aquatic or rocky habitat that is undergoing succession. They will see first-hand how succession progresses from pioneer species to a climax community. They will consider how the distribution and abundance of species, the changes in biodiversity, and several stages of succession can be measured in the chosen ecosystem. Students will use a range of up-to-date professional fieldwork equipment including ICT and will develop their practical skills in planning, implementing, analysis and evaluation.

TeachingBy conceptualising the learning within a wild habitat, FSC field teachers will introduce students to the practical, mathematical and technical skills needed. Students will be introduced to bridging; the transfer of what they have learned to other aspects of biology.

A Level Biology: Biodiversity, Ecosystems and Practical Activities 5 daysSuccession and Variation



Coast near FSC Slapton – with rising sea levels, understanding the ecology of our coasts will become increasingly important.

Wake Valley Pond near FSC Epping Forest is home to Bladderwort - a carnivorous plant that preys on microscopic zooplankton.

Learning GoalsThe main focus for this session is to ensure students have the confidence to feel as relaxed as possible in an exam situation, while answering ecology-based questions. They will have opportunities to practise and refine their knowledge and techniques, while learning some strategies to take away for revision time. Students will have opportunities to become comfortable with a range of exam questions on practical, mathematical and knowledge-based areas of ecology, biodiversity and ecosystems, covering topics four and six of the specification.

Learning ObjectivesAll students will:l Attempt a variety of question-types based on different areas of the ecology specification and practicals.l Identify the key ecological principles which are fundamental in answering exam questions.l Understand that the principles that they have learned are transferable between different ecosystems. l Assess their answer in relation to the mark scheme and develop their answer after reading exemplar materials.

Most students will:l Identify the areas of exam technique where they will need additional support.l Transfer the skills they have learned to other areas of biology and other subjects.

Some students will:l Recognise the barriers to improving their achievement and what they can do to overcome these.

AssessmentAfter answering an exam question, students will be provided with a mark scheme or exemplars from which they can assess the level that they are working at and improve upon their answers. There are opportunities for self and peer assessment, constructing mark schemes within groups, improving answers on a carousel, correcting draft work and making up exam questions.

Learning OpportunitiesFSC field teachers will help students to recognise the key ecological principles which will form the basis of exam answers, no matter what context they are set in. Students will then have the opportunity to answer past exam questions and get expert feedback on their responses. We will highlight the ways in which the principles covered at one learning location are transferable to other ecosystems.

TeachingFSC field teachers will provide structured guidance including time-saving techniques on how students can improve their answers to gain higher marks to different types of questions. Through a range of co-operative teaching techniques, such as peer group explaining, modelling answers, peer and teacher feedback and immersive mini-mock exams, students will work individually to produce answers to part and full exam questions.

A Level Biology: Biodiversity, Ecosystems and Practical Activities 5 daysExam Skills Workshop



Learning GoalsThis session will build students’ knowledge of the mathematical skills included in Module 4: Biodiversity, Evolution and Disease and Module 6: Genetics, Evolution and Ecosystems. There will be opportunities to develop depth in students’ understanding of the t-test or Spearman’s rank or provide further practice for students who need to consolidate their learning of the basics. Depending on the group’s needs this session will provide an opportunity for students to really get to grips with statistical investigations, or provide a workshop to ensure that any gaps in students’ knowledge or understanding are filled.

Learning ObjectivesAll students will:l Select the relevant statistical test when presented with a data set.l Identify the rules associated with a test relating to the number of samples required.l Calculate and interpret the result of a statistical test.

Most students will:l Suggest limitations to a given investigation.

l Develop specific skills such as using ratios, fractions and percentages, making estimates of results and using scatter diagrams.

Some students will:l Suggest improvements for future investigations.l Consolidate their understanding of the principles of sampling as applied to scientific data.

AssessmentFormative and summative assessment will be used in this session, with the goal of ensuring students can apply their knowledge to solving real-world problems and using statistical reasoning, throughout the stages of an investigation. Sample Assessment Materials (SAMs) will also be used to ensure that students can apply their knowledge to discrete sections of a pre-formed statistical investigation or provided data set.

Learning OpportunitiesThis session aims to allow for reinforcement of the principles learnt relating to statistical investigations. Students will consider the four stages of an investigation: (i) Posing the question(s) (ii) Collecting the data (iii) Analysing the data (iv) Interpreting the results. They will be provided with data sets from a range of investigations, which will be used as a basis to reinforce learning and ensure individual students have a complete understanding of the three required statistical tests.

TeachingThis will depend on the nature of the workshop. An in-depth focus on the background of statistical investigations will be facilitated in an exploratory way, enabling students to question, build thought experiments, use peer explanation and write mark schemes for selected SAMs. For students who are in need of some targeted intervention to ensure the basics are consolidated, FSC field teachers will use a range of techniques from instruction, modelling and demonstrations.

A Level Biology: Biodiversity, Ecosystems and Practical Activities 5 daysData Analysis and Maths Workshop



Woodland surrounding FSC Juniper Hall in Surrey – this county has the highest proportion of woodland in the UK, at 20%.

Learning GoalsThe focus of this session is to consider the economic, social and ethical reasons for conservation of biological resources. The reasons for and differences between conservation and preservation will set the scene for considering the ecosystem management and sustainable resource use, as well as considering the effects of human activities. Students will have the opportunity to practise their investigative research skills relating to Practical Activity Group 12.

Learning ObjectivesAll students will:l Review their own progression during the day in relation to their agreed objectives.l Understand how ecosystems can provide sustainable resources and be managed to balance conflict between conservation/preservation and human needs.l State how human activities may affect animal and plant populations in environmentally sensitive ecosystems.l Consider how the management of an ecosystem can provide sustainable resources.

Most students will:l Be able to show an enhanced understanding of the key ecological, mathematical and practical skills and concepts covered during the day.l Compare the differences between conservation and preservation of ecosystems.

Some students will:l Relate their personal lifestyle choices to local, national or global issues and start to think about how modifications might be made.

AssessmentStudents will be (re)introduced to the Common Practical Assessment Criteria and use Section 5: Researches, References and Reports to assess their contribution to the evening’s case study material. Students will produce a mini-report or presentation on a local case study or focused question relating to sustainable resource use or the management of ecosystems.

Learning OpportunitiesLocal examples will be used to show how ecosystems are managed to balance conflicts and how the effects of human activities on populations can be controlled. Students will have the opportunity to research an aspect or question relating to this and feed this back to the class. They will have access to both printed scientific materials and the internet, which they will be encouraged to correctly cite in their feedback. They will also have access to data sets which will require processing and incorporation into their mini-report or presentation.

TeachingThe teaching during this session will require a variety of approaches which match the learning styles of individual students and allow them to assess their own progression during the session. FSC field teachers will use a combination of resource provision, individual or group intervention and feedback to build students’ research skills.

A Level Biology: Biodiversity, Ecosystems and Practical Activities 5 daysEcosystem Management and Conservation



Lady’s Slipper Orchid. At one point there was only one wild specimen in the UK. Now there are over 200.

A Level Biology: Biodiversity, Ecosystems and Practical Activities 5 daysPractical Activity Group 11: Animal Responses



Learning GoalsIn this session students will complete Practical Activity Group 11: Investigation into the measurement of plant or animal responses. They will observe the heart rate of a freshwater flea (Daphnia) under a low power microscope. They will also monitor the heart rate under a range of challenging conditions e.g. changing water temperature.

Students will consider the safe and ethical use of organisms, ensuring optimal survival conditions are maintained before, during and after the experiments.

Learning ObjectivesAll students will:l Follow experimental procedures.l Use appropriate apparatus and materials.l Identify hazards and assess the risks while working.l Use appropriate safety equipment.

Most students will:l Carry out techniques methodically.l Make accurate observations.

l Obtain accurate, precise and sufficient data.

Some students will:l Review their practical skills relating to the instructions and procedures carried out.l Identify in which areas they may want to improve their skills.

Assessment

Assessment arrangements for this practical will ensure teachers have the opportunity to assess their students against the Common Practical Assessment Criteria (CPAC).

Learning OpportunitiesStudents will complete Practical Activity Group 11 as well as considering the well-being of living organisms and the environment within scientific experiments and fieldwork. Students will consider the impacts of ecological investigations and how these can be minimised, as well as how to provide appropriate living conditions when removing organisms from their natural habitats for scientific experiments.

TeachingFSC field teachers will provide a set of instructions for the experimental procedure for the required practical. They will then provide a onitoring role, ensuring safety guidelines are followed and students are working within accepted practices.

Learning GoalsThe focus of this session will be to collect numerical data to quantify the efficiency of transfer of biomass and energy between trophic levels. This data will be used to introduce ideas about how human activities can influence the efficiency of biomass transfer. Students will also investigate the functioning of the ecosystem in terms of predator-prey relationships, the interactions between organisms and their environment and their role in the regulation of the size of populations.

Learning ObjectivesAll students will:l Be able to carry out appropriate mathematical (handling, computational and graphical) techniques on fieldwork data.l Gain an understanding of the interactions that take place within an ecosystem and how those interactions play a role in ensuring the stability of ecosystems.l Show their understanding of the processes by which biomass transfers take place between trophic levels and of the relative efficiencies in different situations.

Most students will:l Start to make synoptic links to other parts of the

specification.l Develop an appreciation of the impact of human activities on the efficiency of biomass transfer.l Understand the relevance of these topics to a wider understanding of global issues.

Some students will:l Understand how the study of ecology links to ideas of personal lifestyle choices and wider environmental sustainability.

AssessmentFormative assessment of this part of the course will comprise a rich mixture of extended opportunities for students to construct scientific meanings fully and accurately. FSC field teachers will ensure students have time to practise practical techniques with teacher and peer feedback, which enable them to develop and refine their practical methods and procedures.

Learning OpportunitiesStudents will investigate how biomass transfers through an ecosystem. They will develop their understanding of key ecological concepts including carrying capacity and predator-prey relationships. They will begin to work independently, deciding which factors to measure and justifying their choices of sampling strategies.

TeachingBuilding on the skills, knowledge and understanding gained earlier in the course, students will have taken much of the responsibility for the design of the fieldwork for the day and for the subsequent treatment of the data collected. To achieve this FSC field teachers will use a range of techniques to encourage students and help them to collectively agree on an appropriate strategy for the day.

A Level Biology: Biodiversity, Ecosystems and Practical Activities 5 daysBiodiversity, Biomass and Trophic Levels



Yorkshire Dales surrounding FSC Malham Tarn. The Tarn is one of only eight upland alkaline lakes in Europe.

Learning GoalsThrough collaboration with FSC field teachers, students will complete a mini-investigation to collect data that can be analysed via a chi-squared test. Students will decide on a method of data collection, including how many samples will be needed and where these samples will be collected from. They will then conduct fieldwork data collection and record the data in an appropriate table. FSC field teachers will support students through the process of using their data to complete a chi-squared test.

Learning ObjectivesAll students will:l Consider how the distribution and abundance of an organism in an ecosystem can be measured.l Conduct fieldwork to collect appropriate data, present that data in an appropriate table and write a null hypothesis.l Calculate a chi-squared value, understand what this value means and write a concluding statement.

Most students will:l Understand the limitations of the sampling strategy.l Discuss how the data collected may vary if it was collected on a different day or at a different time of day.

Some students will:l Suggest improvements to the method - including a weighted chi-squared test.

Assessment

FSC field teachers will provide direct feedback to students during the planning phase, on their techniques, sampling sizes and methods. During the data collection, observations and questions will ensure that students can justify their methods and techniques. In the final stage of completing a chi-squared test, a peer support system and direct comparison of results will highlight students needing further intervention.

Learning OpportunitiesStudents will use selected data collection methods and a local habitat to collect enough data to complete the chi-squared test. Using a previously-studied habitat or another local one, students will also be given the opportunity to revisit the concepts and topics introduced on the first day of the course.

TeachingThe teaching will be progressive, building on the skills learnt in school and throughout the rest of the course. Some groups will be happy to be provided with profomas to complete the statistics, others will require students to be led through the test in a step-by-step approach. FSC field teachers will provide the best support that you require for your students.

A Level Biology: Biodiversity, Ecosystems and Practical Activities 5 daysDistribution, Abundance and Chi-squared



Two colour forms of the banded snail – the chi -squared test featured in classic studies of this species linking phenotype to habitat.

Learning GoalsStudents will plan their investigation for the following day. They will need to: l Identify the question they want to investigate. l Carry out research using offline and online resources to provide a conceptual background to the study. l Select appropriate techniques and approaches to the collection, mathematical analysis and presentation of their data.

Learning ObjectivesAll students will:l Draw on their ecological knowledge to select an appropriate topic to study.l Carry out online and offline research which provides the necessary background to the study.l Select an appropriate sampling strategy and level of control and replication of measurements.l Identify appropriate dependent and independent variables they wish to measure and justify their selection.

Most students will:l Make links to another area of the specification as support for their choice of variables.

l Refer to several sources of both offline and online information as background to their study.l Justify their strategy and level of repeat measurements.

Some students will:l Select novel and imaginative topics to investigate.l Draw on several areas of the specification as background to help justify their choice of variables.l Critically appraise the quality of the sources used as background to the study.

Assessment

Assessment arrangements will ensure teachers have the opportunity to assess their students against the Common Practical Assessment Criteria (CPAC). During the course FSC field teachers will monitor and develop students’ competencies in the range of CPAC skills to ensure they are familiar with the standards required of them in order to achieve a pass in the practical endorsement.

Learning OpportunitiesUsing FSC research facilities, such as individual laptops, library facilities and a wide range of practical and experimental equipment, students will research their investigation for Practical Activity Group 3 and 12. Mini-pilots or testing of equipment is possible, as is the development of students’ transferable skill set. ICT can be used to log students’ participation and provide evidence of the practical competences, using apps such as FieldNote Pro.

TeachingFSC field teachers will act as facilitators during this session, supporting students in developing an individual plan. By providing a writing frame and electronic notebooks, they will ensure that all of the key areas are addressed.

A Level Biology: Biodiversity, Ecosystems and Practical Activities 5 daysPractical Activity Group 3 and 12 – Planning



Freshwater Sampling - a favourite activity for staff and students. The diversity of life in a healthy stream is truly amazing.

Learning GoalsStudents will carry out an individual or small group investigation which they have planned the previous evening to enable them to use field sampling techniques, mathematical and analytical skills learnt earlier in the course to answer an ecological question. The investigation will be written up in the form of a scientific paper which includes a full reference list and correctly cited sources of information which have been researched from offline and online sources.

Learning ObjectivesAll students will:l Demonstrate the ability to use appropriate investigative approaches and sampling techniques to answer an ecological question.l Make and record observations and measurements in the field.l Process, analyse and interpret qualitative and quantitative experimental results.l Use appropriate mathematical and graphical skills to analyse sample data.l Present information and data in an appropriate scientific format.l Use appropriate software and tools to process data, carry out research and report findings.

Most students will:l Be able to use an appropriate statistical test to support sample data.

l Evaluate which experimental method is appropriate to meet expected outcomes.l Identify anomalies in experimental measurements.l Make synoptic links to other parts of the specification.

Some students will:l Understand how the study of ecology links to ideas of personal lifestyle choices and a wider environmental sustainability.l Begin to understand the relevance of these topics to a wider understanding of global issues.l Understand the precision and accuracy of measurements and data including margins of error, percentage errors and uncertainties in apparatus.l Refine experimental design by suggesting improvements to the procedures and apparatus.

Assessment

Assessment arrangements will ensure teachers have the opportunity to assess their students against the Common Practical Assessment Criteria (CPAC). During the course FSC field teachers will monitor and develop students’ competencies in the range of CPAC skills to ensure they are familiar with the standards required of them in order to achieve a pass in the practical endorsement.

Learning OpportunitiesStudents will have the opportunity to carry out Practical Activities 3 and 12, including writing up the report. FSC field teachers will be on hand to provide resource support, and support to school staff if required.

TeachingFSC field teachers will provide a monitoring role, ensuring that safety guidelines are followed and that students are working within accepted practices.

A Level Biology: Biodiversity, Ecosystems and Practical Activities 5 daysPractical Activity Group 3 and 12 – Investigation



A Level Biology Biodiversity, Ecosystems OCR A and ... · and Practical Activities ... Exploring...

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