AQA A Level Biology: A guide to purposeful practical · PDF fileAQA A Level Biology: A guide...
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AQA A Level Biology: A guide to purposeful practical work www.timstar.co.uk The changes to the GCE AS and A level which took effect for first teaching in 2015 implemented a significant change in the approach take to practical and investigative science. In particular, the emphasis has shifted from practical skills tasks set by the board and marked by teachers to a much more open ended practical endorsement scheme. Previously, the majority of marks awarded for Assessment Objective 3 ‘How Science Works’, (HSW) were for the practical skills tasks. This situation has now significantly changed. Specification 7402 for first assessment in 2017 requires students to record their practical achievement and experiences in a lab book similar to an undergraduate lab book. They are required to complete a minimum of twelve practical activities which they record in a lab book or practical portfolio, which is assessed by the centre and endorsed by the board. They do not provide marks for the final GCE grade. Despite the lack of practical skills tasks contributing to the assessment of HSW, the contribution of AO3 which assesses HSW has increased from 20% to between 20% and 25% which will be assessed through the written components of the assessment. The clear implication of this is that students require teaching and learning which nourishes their HSW skills and abilities. Although practical work mainly covers HSW 4 to HSW 6, these will be assessed by the written components of the assessment and should therefore be adequately addressed during lessons, along with the other aspects of HSW. The HSW skills at GCE A level build on the KS4 HSW skills acquired by students within their GCSE curriculum. Curriculum time is limited and it is important that all activities especially practical and investigative activities are purposeful and make a worthwhile contribution to learning. Practical work which does not contribute to learning wastes valuable curriculum time. The ‘Getting Practical’ project was based on the paper, Analysing practical activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI), by Robin Millar of York University, 2009. It promotes purposeful and effective practical work where students engage fully with practical work: ‘Hands on! Minds on!’ This document aims to identify opportunity for effective practical work which supports students to work scientifically. It is not expected that schools will attempt all of these practical activities. However, it is hoped that teachers will see the value of these possibilities for practical work, especially in conjunction with the suggested purposes. As with all practical work, always follow your employer’s risk assessment (which normally follows CLEAPSS or SSERC guidance). Check that the safety advice, where given on websites, is in accordance with your employer’s safety advice. Getting Practical The purpose of the practical work identified in this document relate to Getting Practical: Improving Practical Work in Science http://www.gettingpractical.org.uk/ There is a detailed paper which supports the Getting Practical project written by Robin Millar entitled Analysing practical activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI) A copy of this paper can be found at: https://www.rsc.org/cpd/teachers/content/filerepository/frg/pdf/ResearchbyMillar.pdf Getting Practical learning objectives: A: By doing this activity, pupils should develop their understanding of the natural world A1: Pupils can recall an observable feature of an object, or material, or event A2: Pupils can recall a ‘pattern’ in observations (e.g. a similarity, difference, trend, relationship) A3: Pupils can demonstrate understanding of a scientific idea, or concept, or explanation, or model, or theory B: By doing this activity, pupils should learn how to use a piece of laboratory equipment or follow a standard practical procedure B1: Pupils can use a piece of equipment, or follow a practical procedure, that they have not previously met B2: Pupils are better at using a piece of equipment, or following a practical procedure, that they have previously met C: By doing this activity, pupils should develop their understanding of the scientific approach to enquiry C1: Pupils have a better general understanding of scientific enquiry C2: Pupils have a better understanding of some specific aspects of scientific enquiry PAGE 1 This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning. They highlight opportunities throughout the A Level Specification and identify possible purposes for each activity relating to the ‘Getting Practical’ project. Produced in partnership with the Association for Science Education
Transcript of AQA A Level Biology: A guide to purposeful practical · PDF fileAQA A Level Biology: A guide...
AQA A Level Biology:A guide to purposeful practical work
www.timstar.co.uk
The changes to the GCE AS and A level which took effect for first teaching in 2015 implemented a significant change in the approach take to practical and investigative science. In particular, the emphasis has shifted from practical skills tasks set by the board and marked by teachers to a much more open ended practical endorsement scheme. Previously, the majority of marks awarded for Assessment Objective 3 ‘How Science Works’, (HSW) were for the practical skills tasks. This situation has now significantly changed.
Specification 7402 for first assessment in 2017 requires students to record their practical achievement and experiences in a lab book similar to an undergraduate lab book. They are required to complete a minimum of twelve practical activities which they record in a lab book or practical portfolio, which is assessed by the centre and endorsed by the board. They do not provide marks for the final GCE grade. Despite the lack of practical skills tasks contributing to the assessment of HSW, the contribution of AO3 which assesses HSW has increased from 20% to between 20% and 25% which will be assessed through the written components of the assessment. The clear implication of this is that students require teaching and learning which nourishes their HSW skills and abilities. Although practical work mainly covers HSW 4 to HSW 6, these will be assessed by the written components of the assessment and should therefore be adequately addressed during lessons, along with the other aspects of HSW. The HSW skills at GCE A level build on the KS4 HSW skills acquired by students within their GCSE curriculum.
Curriculum time is limited and it is important that all activities especially practical and investigative activities are purposeful and make a worthwhile contribution to learning. Practical work which does not contribute to learning wastes valuable curriculum time. The ‘Getting Practical’ project was based on the paper, Analysing practical activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI), by Robin Millar of York University, 2009. It promotes purposeful and effective practical work where students engage fully with practical work: ‘Hands on! Minds on!’ This document aims to identify opportunity for effective practical work which supports students to work scientifically. It is not expected that schools will attempt all of these practical activities. However, it is hoped that teachers will see the value of
these possibilities for practical work, especially in conjunction with the suggested purposes.
As with all practical work, always follow your employer’s risk assessment (which normally follows CLEAPSS or SSERC guidance). Check that the safety advice, where given on websites, is in accordance with your employer’s safety advice.
Getting PracticalThe purpose of the practical work identified in this document relate to Getting Practical: Improving Practical Work in Science http://www.gettingpractical.org.uk/
There is a detailed paper which supports the Getting Practical project written by Robin Millar entitled Analysing practical activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI)
A copy of this paper can be found at: https://www.rsc.org/cpd/teachers/content/filerepository/frg/pdf/ResearchbyMillar.pdf
Getting Practical learning objectives:
A: By doing this activity, pupils should develop their understanding of the natural world A1: Pupils can recall an observable feature of an object, or material, or event A2: Pupils can recall a ‘pattern’ in observations (e.g. a similarity, difference, trend, relationship) A3: Pupils can demonstrate understanding of a scientific idea, or concept, or explanation, or model, or theory
B: By doing this activity, pupils should learn how to use a piece of laboratory equipment or follow a standard practical procedure B1: Pupils can use a piece of equipment, or follow a practical procedure, that they have not previously met B2: Pupils are better at using a piece of equipment, or following a practical procedure, that they have previously met
C: By doing this activity, pupils should develop their understanding of the scientific approach to enquiry C1: Pupils have a better general understanding of scientific enquiry C2: Pupils have a better understanding of some specific aspects of scientific enquiry
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This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning. They highlight opportunities throughout the A Level Specification and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Produced in partnership with the Association for Science Education
www.timstar.co.uk
Possible practical activities
Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 3.5 Energy Transfers in and between Organisms
Section 3.5.1
Photosynthesis
Investigating light dependent reaction in photosynthesis using isolated chloroplasts. In this investigation, DCPIP, a blue dye, acts as an electron acceptor and becomes colourless when reduced, allowing any reducing agent produced by the chloroplasts to be detected. The rate of decolourisation of DCPIP indicates the rate of chloroplast activity: http://www.nuffieldfoundation.org/practical-biology/investigating-light-dependent-reaction-photosynthesis
Investigating photosynthesis using ‘algal balls’ Students conduct an investigation into factors affecting the rates of photosynthesis, using a colorimeter to record quantitative measurements. They vary light intensity or wavelength using coloured filters. The data can be used for simple computer modelling to determine the light compensation point when respiration rate equals the rate of photosynthesis.
http://www.saps.org.uk/secondary/teaching-resources/1354-a-level-set-practicals-factors-affecting-rates-of-photosynthesis
or
http://www.nuffieldfoundation.org/practical-biology/investigating-photosynthesis-using-immobilised-algae
Separating the pigments in chlorophyll using thin layer chromatography:
http://www.saps.org.uk/secondary/teaching-resources/181
A procedure for the simple extraction of chloroplast DNA from plant tissue, its amplification by the PCR, and gel electrophoresis of the PCR product. Students can use plants of their choice and identify possible evolutionary relationships between different species. This mirrors the molecular methods used in modern plant taxonomy. http://www.saps.org.uk/secondary/teaching-resources/119-investigating-plant-evolution-amplifying-dna-using-pcr
For more videos, activities and articles see: http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/module-ba05-module-5-communication-homeostasis-and-energy/delivery-guide-badg018-photosynthesis-521
A2 B1 B2 C1 C2
B1 B2C1 C2
A2 B2 C2
A2 B1 C2
Centrifuge CE03900Centrifuge Tubes CE11011Vision Datalogger DA130585Colorimeter Sensor DA130655Light Level Sensor DA130780WPA Colorimeter CO04570pH7 Buffer Solution BU1696Muslin CO05040 Liquidiser MI11180Bench Lamp LA09955Sucrose SU5996Potassium Chloride PO4582DCPIP Solution DI2478Cuvettes CO04554Cuvette Rack CO90802Sodium Alginate SO5448
Calcium Chloride CA1868
Bicarbonate Indicator BI1548
Mystrica CO100720Colour Acetate Filters OP104600Acetone AC14015Hot Air Blower CH04015TLC Plates CH44018Specimen Tubes TU16430DNA Electrophoresis Kit BT100514
Edvocycler BT150806Water Bath 8L BA01871
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http://www.saps.org.uk/secondary/teaching-resources/1354-a-level-set-practicals-factors-affecting-ra
http://www.saps.org.uk/secondary/teaching-resources/1354-a-level-set-practicals-factors-affecting-ra
http://www.saps.org.uk/secondary/teaching-resources/119-investigating-plant-evolution-amplifying-dna
www.timstar.co.ukProduced in partnership with the Association for Science Education
Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 3.5.2 Respiration
This investigation involves handling whole living organisms and provides a quantitative method of exploring metabolism. Measurements of gas exchange can be made with a respirometer and offer an opportunity to calculate the RQ values for different organisms: http://www.nuffieldfoundation.org/practical-biology/measuring-respiratory-quotient
This investigation involves handling whole living organisms and provides a quantitative method of exploring metabolism. Measurements of gas exchange, particularly the rate of uptake of oxygen at different temperatures, give a clear indication of the activity of respiratory metabolism: http://www.nuffieldfoundation.org/practical-biology/measuring-rate-metabolism
To investigate the energy content of food, see: http://www.nuffieldfoundation.org/practical-biology/how-much-energy-there-food Burning food transfers its energy as heat to a boiling tube of water and leads to good discussion about reliability of evidence and errors. It offers a great opportunity for students to design an ‘better’ calorimeter and show and use a food calorimeter if you have one.
Investigating the effect of different substrates on yeast respiration. Use student t-test to determine if any differences are significant: http://schoolhouse1.fenn.org/dduane/science8th/lab_yeast_respiration_of_sugars.htm
For an investigation into the role of ATP on muscle contraction and the effect of boiling ATP, see Experiment 15:
http://www.biology-resources.com/biology-experiments-sup.html
The OCR Delivery Guide (even though you are doing AQA!) has more videos, activities and articles available:
http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/module-ba05-module-5-communication-homeostasis-and-energy/delivery-guide-badg019-respiration-522
A3 B1 B2C1 C2
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Respirometer
HE42500KOH
PO4948Water Bath 8L
BA01871Food Calorimeter
HE82320Yeast Dried
YE6610Glucose
GL2856Fructose
FR2780Lactose
LA3360Sucrose
SU5996Carbon Dioxide Sensor
DA130645Vision
DA130585Dissecting Kit
DI06250ATP
AD1070Biochemistry Set –Teacher
MO55800Biochemistry Set – Student
MO55805Modelling Clay
SE154000Balloons
BA01420Straws
DE057450
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Produced in partnership with the Association for Science Education
Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 3.5.3 Energy & Ecosystems
Investigating energy flow in freshwater: http://www.biology-fieldwork.org/freshwater/freshwater-animals/investigation-freshwater-energy-flow.aspx An Excel spreadsheet is available to download on which to record data, which will generate pyramids for analysis. Efficiency of energy transfer at each trophic level can be calculated.
For an investigation measuring primary productivity in an aquatic ecosystem, by comparing dissolved oxygen in light and dark conditions see http://www.phschool.com/science/biology_place/labbench/lab12/primary.html Students could compare results for the primary productivity in different ecosystems. Students could rank a list of ecosystems in order of productivity.
The following reference deals with the problems of measuring biomass: http://oregonstate.edu/instruct/bot440/wilsomar/Content/HTM-perarea.htm Students need to appreciate the difficulties. A second useful reference is: http://www.globalchange.umich.edu/globalchange1/current/lectures/kling/energyflow/energyflow.html and also deals with the problems of what is actually being measured.
Students could measure the dry mass of plant material collected in a quadrat as a sample from a known area. The plant material could then be burned in a calorimeter to determine energy released. Students can then calculate a value for the mass and energy for the whole area, not neglecting the time frame.
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Pond Tray
EN52680Dipping Net
EN06974Freshwater Invertebrates Guide
EN120910Specimen Bottles
BO03090Dissolved Oxygen Test Kit
WA17700Dissolved Oxygen Meter Kit
WA97305Vision
DA130585Light Sensor
DA130780Oxygen Sensor
DA130800pH Sensor
DA130805Temperature Sensor
DA130870
Bench Lamp
LA09955Oven 20L
OV140100Quadrat
EN71655Tape Measure 30m
ME10326Food Calorimeter
HE82320Balance 200x0.01g
BA110100Calorimeter
HE18722
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 3.5.4
Nutrient Cycles
There are several activities which demonstrate the importance of inorganic ions to plants described at the web reference below. There are student worksheets and teacher notes which, although aimed at a younger audience, can provide a transition exercise to deal with students’ misconceptions about ions. The practical activities Making and testing nutrients, Homemade fertilisers and Growing Plants in Soil and Water Cultures provide opportunities for students to design experiments to test hypotheses.
http://www.saps.org.uk/secondary/teaching-resources/1352-plant-needs-biology-and-chemistry-for-11-14-students
In this activity, students will culture a free-living nitrogen-fixing bacterium (Azotobacter) from the soil. This will reinforce understanding of the role of bacteria in the nitrogen cycle: http://www.nuffieldfoundation.org/practical-biology/nitrogen-fixing-bacteria-free-living-soil
In this second activity, students will culture nitrogen-fixing bacteria from root nodules of leguminous plants. This will reinforce understanding of the role of bacteria in the nitrogen cycle and explore an example of symbiosis or mutualism. This practical could be set up at the same time.
http://www.nuffieldfoundation.org/practical-biology/nitrogen-fixing-bacteria-root-nodules-leguminous-plants
A1 A2 A3 C1 C2
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Sulphuric Acid 0.5 M SU6112 Sulfuric Acid 1M SU6106 Ammonia Solution AM1180 Magnesium Carbonate MA3630 Magnesium Sulphate MA3670Sodium Hydrogen Carbonate SO5610Potassium Nitrate PO5012 Plant Culture Kit PL95160 Sachs Water Culture Kit PL43555Soil Types Kit SO96200Radishes BL80778 Brassicas PL95115Mung Beans BL80755 Barley BL80700 Specimen Bottles BO03090Nutrient Agar CM68500Iron III Chloride IR3250Di-potassium Hydrogen Phosphate PO4928Magnesium sulphate MA3670 Glucose GL2856 Sodium hydroxide 0.1M SO5684Calcium carbonate CA1846 Agar AG1092Sodium Chloride SO5528Calcium Chloride CA1868Mannitol MA3762Yeast Extract CM68840 Methylated Spirit IDA ME3884Virkon Sodium CL04222 Hypochlorite SO5698Petri Dishes PE12035
http://www.saps.org.uk/secondary/teaching-resources/1352-plant-needs-biology-and-chemistry-for-11-14
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 3.6
Section 3.6.1 Stimuli, both internal and external, are detected and lead to a response.
Section 3.6.1.1 Survival and response
Organisms respond to changes in their internal and external environment
The resource: http://www.nuffieldfoundation.org/practical-biology/interpreting-investigation-plant-hormones provides a student sheet about plant responses with questions and answers.
Time lapse video is a really useful tool for students investigating slow responses. The video referenced below was produced in an hour using an iPhone app. See: https://www.stem.org.uk/elibrary/community-resource/5581/phototropism
For a summary of plant responses with activities to test students’ understanding see: http://www.sumanasinc.com/webcontent/animations/content/plantgrowth.html
http://www.saps.org.uk/secondary/teaching-resources/1276-gravitropism-the-role-of-roots
Dandelion flower stalks have a strong gravitropic response, and this experiment offers a simple and fun way to look at gravitropism over the course of a double lesson: http://www.saps.org.uk/secondary/teaching-resources/677-investigating-gravitropism-with-dandelions-practical-experiment A cheap and simple but effective experiment.
http://www.saps.org.uk/secondary/teaching-resources/183-investigating-hormone-auxin-iaa-plant-growth-regulator looks at auxiliary development, root development and leaf abscission. Two investigations are suggested and there is scope for students to design their own experiment.
Either of the following two practical protocols could be used for Required Practical 10: Investigation into the effect of an environmental variable on the movement of an animal using either a choice chamber or a maze.
Students could investigate woodlice or other invertebrates’ response to stimuli using a choice chamber. Their speed of response can be calculated and a chi-squared test to determine significance of any differences in results. http://www.nuffieldfoundation.org/practical-biology/using-choice-chamber-investigate-animal-responses-stimuli
To investigate the behaviour of woodlice in mazes, see: http://www.nuffieldfoundation.org/practical-biology/investigating-turn-alternation-behaviour-woodlice mazes can be purpose built from plastic or card ones made from the template given.
An alternative practical in which students trace the path travelled by maggots in response to directional beams of light: http://www.nuffieldfoundation.org/practical-biology/investigating-response-calliphora-larvae-light
A3 C2
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A1 B1 C2
A2 A3 B1 B2 C1 C2
A2 A3 B2 C1 C2
A2 A3 B1 B2 C1 C2
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Cress Seeds
BL80730Bench Lamp
LA09955
Petri Dishes
PE12035Agar AG1092Timelapse Camera
EN130905Mustard Seeds
BL80760Plant Hormones Set
PL95135Sodium Hypochlorite
SO5698Microscope
MI10440
Plastic Eyepiece Graticules
MI84165Glass Eyepiece Graticule
MI10700Pipette Disposable 3ml
PI12414IAA
IN3108Light Source
HO130505Choice Chamber
EN120975Pooter
EN07036Silica Gel
SI5336Woodlice
BL160700Light Meter
LI120100
Section 3.6.1.2 Receptors
To investigate students’ touch and pain receptors, see: http://www.nuffieldfoundation.org/practical-biology/assessing-skin-sensitivity-%E2%80%93-locating-different-receptors Von Frey monofilaments bend at a known force but suggestions for cheaper alternatives are given in the reference This investigation will require pupil consent
To investigate distinguishing between one touch or two see: http://www.nuffieldfoundation.org/practical-biology/assessing-skin-sensitivity-%E2%80%93-touch-discrimination
For an investigation into how we see colour see: http://www.nuffieldfoundation.org/practical-biology/investigating-how-we-see-colour. There is an excellent news clip and article you may wish to refer students to. In the clip, some people perceive a dress as gold and white but others perceive it as black and blue. http://www.bbc.co.uk/news/uk-scotland-highlands-islands-31656935
The reference: http://www.sps186.org/downloads/basic/300170/Sheep%20Eye%20Dissection.pdf gives detailed instructions, photographs and questions for the dissection of a sheep’s eye, to view iris and student (link to the protective effect of reflexes) and retina and optic nerve.
A2 B1 C2
A2 A3 B2 C2
A2 A3
A3
Modelling Clay
SE154000Needle
DI05900 Razor Blade
DI140145Colour Mixing Swatch
OP94608Sheep’s Eyes
BI130585 Dissecting Board
DI05800 Dissection Tray
DI81100 Dissecting Kit
DI06250
http://www.saps.org.uk/secondary/teaching-resources/677-investigating-gravitropism-with-dandelions-p
http://www.saps.org.uk/secondary/teaching-resources/677-investigating-gravitropism-with-dandelions-p
http://www.saps.org.uk/secondary/teaching-resources/183-investigating-hormone-auxin-iaa-plant-growth
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 3.6.1.3 Control of Heart Rate
http://www.nuffieldfoundation.org/practical-biology/observing-effects-exercise-human-body
http://www.getinthezone.org.uk/schools/ages-11-19/ages-16-19/ages-16-19-experiments/
Free kits containing pulse oximeters and respirometers were sent to all schools. The pulse oximeters could be used to test the effect of caffeine drinks or stress on heart rate. Apply stress by giving a set of sums to be completed in a set time, for example.
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HU130500Blood Pressure Monitor
HU110100Respiration Apparatus
HE42520Bicarbonate Indicator
BI1548Lime Water
LI3508Vision
DA130585Polar Heart Rate
DA130810Heart Rate & Pulse Waveform
DA130750
Section 3.6.2 Nervous co-ordination
Section 3.6.2.1 Nerve impulses
As a fun activity, students compete to build the longest neuron, then research its function: http://bigpictureeducation.com/axon-game
For articles, videos, games, interactive animations, see: http://www.sparticl.org/topic/nervous-system/.
www.pbslearningmedia.org is a useful source of short videos and animations.
To support students’ understanding of membrane potential, consider using: http://bigpictureeducation.com/action-potential-animation Pause the animation at key points and ask pupils to add to suggest values for the membrane potential or complete a curve on a graph drawn on a whiteboard.
For more web links and activities to demonstrate the speed of the nerve impulse, see: http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/module-ba05-module-5-communication-homeostasis-and-energy/delivery-guide-badg015-neuronal-communication-513
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Section 3.6.2.2 Synaptic transmission
For students to observe how drugs affect neurotransmission, detailed animations of the synaptic cleft can be seen at: http://www.pbslearningmedia.org/resource/lsps07.sci.life.gen.mouseparty/mouse-party/ Students use the behaviour of a mouse they choose to predict how the drug will work for, after blocking receptors for the drug, before running the animation.
Teams of students could be given a specific drug to research and asked to role-play the action with commentary. Examples could include using sweets as the neurotransmitters: some students act as enzymes by eating them, whilst other students act as receptors by catching them. A final group of students act as the chemical in the drug blocking the receptors.
http://www.nuffieldfoundation.org/practical-biology/measuring-reaction-time-human-nerve-controlled-reaction a familiar protocol which can be adapted by investigating the effects of caffeine and carrying out a double-blind test and statistical analysis.
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http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/mod
http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/mod
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 3.6.3
Skeletal muscles
Observe prepared slides of skeletal muscle tissue and compare with smooth muscle and cardiac muscle.
Dissect a chicken leg to observe antagonistic muscle action and compare muscle tissue with tendons, connective, epithelial and bone tissue. The reference suggests goggles and gloves are required but these are unnecessary: http://www2.mbusd.org/staff/pware/labs/ChickenWingDissection.pdf
After initial teaching about the sliding filament hypothesis, this is a useful method for consolidating learning and identifying misconceptions: http://www.nuffieldfoundation.org/practical-biology/modelling-sliding-filament-hypothesis
For an investigation into the role of ATP on muscle contraction and the effect of boiling ATP, see Experiment 15: http://www.biology-resources.com/biology-experiments-sup.html
The ‘Get in the Zone’ resource at http://www.getinthezone.org.uk/schools/ages-11-19/ages-14-16/ages-14-16-experiments/ provides a muscle fatigue experiment involving jumps and biceps curls. Right and left hand fatigue is compared in the video: https://www.youtube.com/watch?v=_QPSYfzOQ84
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Striated muscle
PM86450Striated muscle
PM86460
Cardiac muscle
PM86470
Non-striated Muscle
PM99460
Cardiac muscle
PM99465Microscopes
MI10440Dissecting Board
DI05800
Dissection Tray
DI81100Dissecting Kit
DI06250Modelling Clay
SE154000Straws
DE057450Glucose
GL2856
ATP
AD1070
Section 3.6.4 Homeostasis
Section 3.6.4.1 Principles of homeostasis and negative feedback
There is an interactive resource which allows students to adjust heart rate, respiration etc. in order to maintain health: http://www.pbslearningmedia.org/resource/tdc02.sci.life.reg.bodycontrol/body-control-center/
For interpreting information about sweating and temperature, there is a paper exercise available at: http://www.nuffieldfoundation.org/practical-biology/interpreting-information-about-sweating-and-temperature - download the method and data sheet for students to discuss and analyse.
If the procedures are followed carefully and sensitively, this investigation which involves taking samples of students’ blood for study has much more capacity to engage students with the need to maintain blood concentrations: http://www.nuffieldfoundation.org/practical-biology/closer-look-blood Check CLEAPSS documentation and local restrictions imposed by employers. Investigation 2 changes the concentrations around the blood. A flexicam, digital camera or students’ smartphones is used to take photomicrographs (as in Section 2.1.1) for class discussion.
A3
A2 A3 C1
A1 A2 A3 B2
Microscopes
MI10440Leishman’s Stain
LE3482Lancets
MI10855Medical Swabs
MI10860
Sharps Container
SA96008Virkon
CL04222Sodium Chloride
SO5528Ethanol
ET2634Flexi-scope
MI130930
Moticam X
MI130515
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 3.6.4.2 Control of blood glucose concentration
A useful reference explaining blood sugar levels can be found at: http://www.phlaunt.com/diabetes/43067769.php Provide students with the blood sugar graphs to interpret what is happening. Challenge them to predict what the graph would look like for each person after they have eaten a doughnut.
All the Gs activity splits the key words e.g. Glyco... lysis....gen...gluc...agon...ose..genolysis ---give one half to each student on a post-it or card and ask them to find a partner and together define the word. (Suggest playing “Sugar, sugar” by the Archies as students mingle). For a full list of word parts, see See: http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/module-ba05-module-5-communication-homeostasis-and-energy/delivery-guide-badg016-hormonal-communication-514
Required Practical 11: Production of a dilution series of a glucose solution and use of colorimetric techniques to produce a calibration curve with which to identify the concentration of glucose in an unknown ‘urine’ sample. See: http://www.nuffieldfoundation.org/practical-biology/making-serial-dilutions. Students may have done a similar experiment to determine the sensitivity of Benedict’s solution, in the section on carbohydrates.
The reference below describes an activity where students make glucose detector strips. These could then be used to test specificity or ‘urine’ samples to determine the person with diabetes: http://www.ncbe.reading.ac.uk/ncbe/protocols/PRACBIOTECH/glucose.html
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Whiteboards
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Pens
ST120195Glucose
GL2856
Benedict's qualitative
BE1498
Benedict's quantitative
BE1504
Mystrica
CO100720
Vision
DA130585
Colorimeter
DA130655
Potassium Iodide
PO4976
Fructose
FR2780Sucrose
SU5996
Urinalysis Test Strips
HU110125
Diastix
TS7206
Cuvettes
CO04554Cuvette Rack
CO90802
Section 3.6.4.3 Control of blood water potential
OCR delivery guide has two relevant activities for this section: Filtering out the waste which models filtration in the glomerulus and Winning without cheating, comparing chromatograms to detect anabolic steroids in urine:http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/module-ba05-module-5-communication-homeostasis-and-energy/delivery-guide-badg014-excretion-as-an-example-of-homeostatic-control-512 Diagrams and graphs with figures relating to movement of substances in the nephron allow students to check their understanding by explaining what they see.
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Section 3.7
3.7.1 Inheritance
Genetics, Populations, Evolution and Ecosystems For fast growing plants which allow students to study an aspect of inheritance in a term, see: http://www.saps.org.uk/secondary/teaching-resources/126-rapid-cycling-brassica-kits They require continuous fluorescent light. In this activity, pupils analyse data from different human populations to determine which variations in the human genome allow humans to consume dairy products without adverse effects. The chi-squared test is used for analysis: http://www.dnadarwin.org/casestudies/5/ For a student activity identifying phenotypic differences see: http://www.yourgenome.org/activities/spot-the-difference-zebrafish For links to several games involving creation of pedigrees in different organisms see: http://www.sparticl.org/topic/heredity/ For an interactive activity which looks at the key concepts from Mendel to present day see http://www.dnaftb.org/1/ This is useful for individual study but requires a particular pluginStudents can play a pigeon breeding game to learn about epistasis at: http://learn.genetics.utah.edu/content/pigeons/ This covers linkage, multiple alleles and calculating probabilities.
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C2
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A3
Rapid Cycling Brassica Kit
PL95110Artificial Selection Kit
BT140821Which Quick Plant is the Mutant Kit
BT140845Brassica Quick Plat Seeds
BT140760Wild Type Seeds
BT140770Dwarf Quick Plant Seeds
BT140780Variegated Quick Plant Seeds
BT140790
http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/mod
http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/mod
http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/mod
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Equipment Links
Section 3.7.2 Populations
The Hardy Weinberg formula shows that in the absence of selection the frequency of the two alleles remains constant. See the Rock pocket mice interactive activity at: http://learn.genetics.utah.edu/content/selection/comparative/
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Section 3.7.3 Evolution may lead to speciation
Make coloured spaghetti worms and place on different coloured backgrounds. Count those remaining each day. Run the activity for a week. Data provides useful discussion on natural selection. See: http://www.nuffieldfoundation.org/practical-biology/model-natural-selection-%E2%80%93-spaghetti-worms
For an activity which involves simulating inheritance of a gene mutation and demonstrating its frequency in the population founder effect and genetic drift, see: http://www.pbslearningmedia.org/resource/tdc02.sci.life.gen.lp_disorder/inheritance-of-genetic-disorders/ There are worksheets and full instructions for delivery and opportunity for pupils to practise using keywords.
The Jelly Bear Evolution activity uses jelly sweets on Bear Island and subjects them to various evolutionary pressures: http://www.ocr.org.uk/Images/163772-bear-island-the-jelly-bear-evolution-game.pdf
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Bird Table
EN130900Food Colouring Red
FC160100Food Colouring Blue
FC160105Food Colouring Yellow
FC160110Food Colouring Green
FC160115
http://www.pbslearningmedia.org/resource/tdc02.sci.life.gen.lp_disorder/inheritance-of-genetic-disor
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 3.7.4 Populations in ecosystems
Required Practical 12: Investigate the effect of a named environmental factor on the distribution of an organism.
Students could investigate two freshwater sites using freshwater invertebrates as indicators of pollution. Students could measure biotic and abiotic factors affecting the sites in the field. It could be linked to determining biomass activity in OCR’s delivery guide for this section: http://www.nuffieldfoundation.org/practical-biology/environmental-indicators#node-2709 Alternatively, samples from the two sites could be collected before the lesson.
Investigating energy flow in freshwater: http://www.biology-fieldwork.org/freshwater/freshwater-animals/investigation-freshwater-energy-flow.aspx An excel spreadsheet is available to download on which to record data, which will generate pyramids for analysis. Efficiency of energy transfer at each trophic level can be calculated.
For students to take part in a real science project see https://www.zooniverse.org/projects The projects require participators to annotate hours of videos taken of chimpanzees, penguins, kelp forests and others, to help analyse activity. These projects would help interested students to extend their understanding.
For an investigation comparing trampled and untrampled areas of grassland and comparing species diversity and soil infiltration rates as an indicator of compaction, see: http://www.biology-fieldwork.org/grassland/grassland-plants/fieldwork.aspx
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Pond Tray
EN52680Dipping Net
EN06974Freshwater Invertebrates Guide
EN120910Specimen Bottles
BO03090Vision
DA130585Light Sensor
DA130780Oxygen Sensor
DA130800pH Sensor
DA130805Temperature Sensor
DA130870Universal Indicator Papers
TP7170Quadrats
EN71655Ranging Poles
EN07058Clinometer
EN81525Clinometer
ME10344
Humidity Sensor
DA130760
Pocket Anemometer
EN120545Anemometer Sky Watch Xplorer 2
EN526624 in 1 Meter Compact
EN1110154 In 1 Meter
EN915785 In 1 Meter
EL160335Whirling Hygrometer
HY09510Digital Hygrometer
HY09512Jumbo Hygrometer
HY102580Pocket Hygrometer
HY120100Trowel
HO09065Pooters
EN07036
www.timstar.co.uk
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Produced in partnership with the Association for Science Education
Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 3.7.4 Populations in ecosystems
For an investigation sampling invertebrates to determine population size using the mark-release-recapture method, See: http://www.biology-fieldwork.org/woodland/woodland-invertebrates/investigation-sampling-snail-populations.aspx
For a simulation which gives cultured microbe population numbers minute by minute see http://www.pbslearningmedia.org/resource/tdc02.sci.life.evo.microbeclock/microbe-clock/ Students could record and plot population numbers on a logarithmic scale to analyse. The simulation also gives numbers of microbe mutations for use later in the course.
For an computer based activity which allows pupils to plot the position of ports, shipping routes and whale migrations to investigate human impact and how this information could be used to help marine conservation, see: http://education.nationalgeographic.org/activity/north-atlantic-right-whales/
Pupils can examine this interactive map of the environmentally sensitive Alaska’s North slope, site of Arctic National Wildlife Refuge and see how this area epitomises the conflict between human need for resources and this unique habitat: http://ngm.nationalgeographic.com/ngm/0605/feature1/map.html
For a game where students play to protect and conserve species and habitats: see: http://www.sparticl.org/topic/deforestation/
For a ‘Sustainable food’ quiz and ‘The Fish Game’ (maintaining the population of fish whilst feeding your family), visit: http://www.sparticl.org/topic/sustainability/
For articles which illustrate aspects of the syllabus which students can précis in 100 words or fewer, see: http://www.sparticl.org/category/ecology-environment/
In this interactive activity, students explore the environmental hazards found at various coastal locations: http://www.pbslearningmedia.org/resource/envh10.sci.life.eco.hazardcoast/environmental-hazards-at-the-coast/ There are also links to environmental hazards on the farm and in the city.
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Pooters
EN07036
Tipp-Ex
ST151010Nutrient Broth
CM68590
Mystrica
CO100720Vision
DA130585Colorimeter
DA130655Cuvettes
CO04554
Cuvette Rack
CO90802
http://www.pbslearningmedia.org/resource/envh10.sci.life.eco.hazardcoast/environmental-hazards-at-th
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 3.8
The control of gene expression
Section 3.8.1 Alteration of the sequence of bases in DNA can alter the structure of proteins
This interactive activity shows different types of mutation: http://molo.concord.org/database/activities/102.html
For an interactive activity which models the effects of mutation, visit: http://www.pbslearningmedia.org/resource/novat10.sci.life.evo.evodevo/regulating-genes/ Students should run the activity a few times before selecting the ‘mutation’ options. Challenge students to draw their prediction of how the organism will develop. There is an option to repeat the activity with a different mutation.
In this activity students get the chance to take on the role of genome researchers. They interpret real cancer DNA datasets. DNA has been isolated from both tumour and healthy tissue from melanoma patients and sequenced DNA sequencing machines. By exploring the data they uncover the significance of the BRAF mutation in malignant melanoma: http://www.yourgenome.org/activities/braf-from-gene-to-cancer-therapy
In the activity at: http://www.yourgenome.org/activities/kras-cancer-mutation Students use real genomic data to find mutations.
See: http://www.ygyh.org/ for an interactive activity which has information about many common genetic diseases and their causes. Student groups could be given a disease to research and present to the class.
For an activity that emphasises the spontaneous, random nature of mutations see http://www.pbs.org/wgbh/nova/evolution/evolution-action.html
Provide a section of amino acids from haemoglobin and challenge students to work backwards to discover the original DNA code for that section. There could be quite a variety in the class demonstrating the degenerate but robust nature of the code. Now change one particular base (as in sickle cells) and ask students to work forwards to determine the effect on the sequence and then use images of red blood cells to demonstrate the effect on the function of the molecule.
For an activity to identify the genes in two strains of bacteria and their functions in the different strains. Resistance can be due to a point mutation and this challenging paper exercise develops pupils understanding. See: http://www.yourgenome.org/activities/mrsa-gene-hunt
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Whiteboards
ST110615Pens
ST120195Molecular Biology Classroom Game
BT140870Why Do People Look Different Kit
BT97885Poppit Beads
BI130935DNA Model 12 Layer
BT140800DNA Model 22 Layer
BT140801White Light Box
BT97815
Section 3.8.2 Gene expression is controlled by a number of features.
Section 3.8.2.1 Most of a cell’s DNA is not translated
For an interactive activity which distinguishes between totipotent and multipotent cells see: http://www.pbslearningmedia.org/resource/biot09.sci.life.gen.stemcells/therapeutic-uses-of-stem-cells/
For a video showing the procedure for cloning cauliflowers using micropropagation techniques, see: http://www.saps.org.uk/secondary/teaching-resources/706
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B1 C1Cauliflower Cloning Kit
PL95166
http://www.pbslearningmedia.org/resource/biot09.sci.life.gen.stemcells/therapeutic-uses-of-stem-cell
www.timstar.co.uk
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 3.8.2.2 Regulation of transcription and translation
This interactive activity from NOVA examines how mutations in different regions of an organism's DNA affect gene expression: http://www.pbslearningmedia.org/resource/novat10.sci.life.evo.evodevo/regulating-genes/ Students run the interactive activity a few times to get the idea, then select mutation. Students predict and draw how they think the organism will develop. They can repeat the activity choosing a different mutation.
For an interactive activity showing introns, promoter, stop codon, etc. see: http://learn.genetics.utah.edu/content/molecules/geneanatomy/
For an activity about controlling genes: http://www.dnai.org/a/ This takes students through the discoveries that helped to clarify the process. Students then have to put the pieces together to come up with a mechanism. If done as a class activity, stop at each new piece of information to allow students to discuss.
This is an investigation into gene induction using E. coli: http://www.nuffieldfoundation.org/practical-biology/gene-induction-%C3%9F-galactosidase-e-coli This follows on from the theoretical, controlling genes activity. The E. Coli strain must have the lacZ gene with lactose used to switch it on.
In this activity, students act as the external signal to change the number of methyl or acetyl tags, changing the shape of the gene and amount of mRNA and protein produced. Students could use this as the stimulus to produce their own interactive 3D model using Velcro, sellotape or plasticine as the methyl tags. http://learn.genetics.utah.edu/content/epigenetics/control/
For an interactive activity to investigate the effect that licking has on genes that control stress see: http://learn.genetics.utah.edu/content/epigenetics/rats/
This reference llinks to therapeutic applications and the discovery of RNAi as well as having an interactive activity: http://www.pbslearningmedia.org/resource/lsps07.sci.life.gen.rnaiexplain/rnai-explained/
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Whiteboards
ST110615Pens
ST120195Nutrient Broth
CM68590
Mystrica
CO100720
Vision
DA130585
Colorimeter
DA130655
Cuvettes
CO04554
Cuvette Rack
CO90802
Water Bath 8L
BA01871Spectrophotometer
SP106234
E.coli
BL80910Lactose
LA3360pH7 Buffer
BU1696Galactosidase
EZ81570
Toluene
TO6280
Virkon
CL04222Pipecleaners
DE057475Plasticine
SE154000
Section 3.8.2.3 Gene Expression and cancer
For students to investigate skin cancer and heart disease in two hypothetical families in a series of lessons see: http://www.w5online.co.uk/education/teachers-toolbox/genetics-risk-and-lifestyle/
In this activity, students model how scientists use DNA microarrays to determine levels of gene expression in breast cancer patients: http://www.pbs.org/wgbh/nova/education/activities/3413_genes.html
In this activity students get the chance to take on the role of genome researchers. They interpret real cancer DNA datasets. DNA has been isolated from both tumour and healthy tissue from melanoma patients and sequenced DNA sequencing machines. By exploring the data they uncover the significance of the BRAF mutation in malignant melanoma: http://www.yourgenome.org/activities/braf-from-gene-to-cancer-therapy
In the activity at: http://www.yourgenome.org/activities/kras-cancer-mutation students use real genomic data to find mutations.
For an interactive slideshow about how scientists are building molecular functioning systems to diagnose, treat and prevent cancers see: http://www.pbslearningmedia.org/resource/ate10.sci.engin.systems.nanotech/cancer-nanotech/
There is a time lapse of cancer cell growth at: http://www.cellsalive.com/cam1.htm
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A1 A2 C1
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A3
A1
Ice Cube Trays
TR16224
Phenolphthalein
PH4566Acetic Acid 1M
AC1030
Sodium Chloride
SO5528Blood-based Cancer Diagnosis Kit
BT140336Morphology of Cancer Cells Kit
BT140745In Search of the Cancer Gene Kit
BT140400DNA Electrophoresis Kit BT100514White Light Box
BT97815Transilluminator
BT150810
www.timstar.co.uk
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Produced in partnership with the Association for Science Education
Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 3.8.3 Using genome projects
For an interactive activity on the process and results of gel electrophoresis, See:
http://learn.genetics.utah.edu/content/labs/gel/
For pupils to investigate the evolutionary relationships of plants of their choice using gel electrophoresis and PCR, the following reference has a useful module: http://www.ncbe.reading.ac.uk/ncbe/materials/dna/plantevomodule.html
The OCR Delivery Guide has some useful resources and activities to analyse different genome sequencing techniques and consider ethical implications: http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/module-ba06-module-6-genetics-evolution-and-ecosystems/delivery-guide-badg022-manipulating-genomes-613
For students to explore ethical issues, to stimulate classroom debate, improve student literacy and deepen understanding, visit: http://www.yourgenome.org/activities/genome-generation There are high quality, downloadable cards with different ethical issues to support the activity.
In this activity, students compete against the computer to sequence DNA from a capillary sequencing machine: http://www.yourgenome.org/interactives/you-vs-machine
For an interactive DNA sequencing activity, visit: http://www.pbs.org/wgbh/nova/body/sequence-DNA-for-yourself.html
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A3
A3
A3
Ice Cube Trays
TR16224
Phenolphthalein
PH4566Acetic Acid 1M
AC1030
Sodium Chloride
SO5528Blood-based Cancer Diagnosis Kit
BT140336Morphology of Cancer Cells Kit
BT140745In Search of the Cancer Gene Kit
BT140400DNA Electrophoresis Kit BT100514White Light Box
BT97815Transilluminator
BT150810
Section 3.8.4 Gene technologies
Section 3.8.4.1 Recombinant DNA technology
For a series of photographs comparing GM organisms with the unmodified organism to stimulate student discussion, see: http://www.pbslearningmedia.org/resource/010ccc91-dcff-410d-ac6f-fd324aa9657f/genetics-and-bioengineering-essential-lens/ Details of the genetic modifications are given.
For a series of protocols including restriction and ligation, restriction site mapping of lambda DNA, and amplifying lambda DNA using PCR see: http://www.ncbe.reading.ac.uk/ncbe/protocols/illuminating.html. Full equipment lists and protocols are given
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A3 B1 C1
Identification of GM Foods
BT140730Edvocycler
BT150806DNA Electrophoresis Equipment BT100514Cleavage of Lambda DNA
BT150242Plasmid and Lambda DNA Kit
BT140200Restriction Enzyme Analysis of DNA
BT140306Principles of PCR Kit
BT140225Cloning of a PCR Amplified Gene
BT97935White Light Box
BT97815Transilluminator
BT150810Section 3.8.4.2 Differences in DNA can be exploited for identification and diagnosis of heritable conditions
For a full lesson plan with activities for students to investigate testing for Alzheimer’s and breast cancer visit: http://www.pbslearningmedia.org/resource/tdc02.sci.life.gen.lp_genetest/genetic-testing/
This is a useful website to review and embed these concepts about mutations, inheritance and cancer rather than the mechanisms by which genetic testing is carried out: http://www.pbslearningmedia.org/resource/nsn09.sci.life.gen.lpgenetics/risky-genetics/
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http://www.pbslearningmedia.org/resource/010ccc91-dcff-410d-ac6f-fd324aa9657f/genetics-and-bioengine
http://www.pbslearningmedia.org/resource/010ccc91-dcff-410d-ac6f-fd324aa9657f/genetics-and-bioengine
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 3.8.4.3 Genetic fingerprinting
For a debate lesson idea about a national DNA database see http://bigpictureeducation.com/lesson-idea-national-dna-database
For pupils to investigate the evolutionary relationships of plants of their choice using gel electrophoresis and PCR, the following reference has a useful module: http://www.ncbe.reading.ac.uk/ncbe/materials/dna/plantevomodule.html
Students can create a DNA fingerprint and catch a culprit at: http://www.pbs.org/wgbh/nova/search/results/page/1/include-teachers/Y?save=&q=DNA+fingerprinting
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DNA Electrophoresis Equipment BT100514Microcentrifuge
CE90620
Sprout Mini Centrifuge
CE150200Plasmid and Lambda DNA Kit
BT140200Cleavage of Lambda DNA
BT150242Principles of PCR
BT97935 Cloning of a PCR Amplified Gene
BT97935DNA Fingerprinting Using PCR
BT97880DNA Fingerprinting
BT97920DNA Fingerprinting
BI130980White Light Box
BT97815Transilluminator
BT150810
