Edexcel AS Level Biology: A guide to purposeful practical work · Edexcel AS Level Biology: ......
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Edexcel AS 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. In AS Biology 8BIO, the teaching of practical skills is integrated with theoretical topics and they are only assessed through the written paper. However, there are opportunities for carrying out activities that would count towards the core practicals if students go on to study the A level, 9BIO. Specification 9BIO 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 12 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 25% and 28% 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, 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 AS 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 Edexcel AS Level Biology: A guide to purposeful practical work · Edexcel AS Level Biology: ......
Edexcel AS 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.
In AS Biology 8BIO, the teaching of practical skills is integrated with theoretical topics and they are only assessed through the written paper. However, there are opportunities for carrying out activities that would count towards the core practicals if students go on to study the A level, 9BIO.
Specification 9BIO 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 12 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 25% and 28% 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, 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.pdfGetting 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 AS 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 1.1 Carbohydrates
Use molecular modelling kits to give students an appreciation of the 3D space occupied by molecules. Ask students to build glucose from molecular formulae and explore isomers and how this affects polymerisation.
http://brilliantbiologystudent.weebly.com/food-tests.html contains useful protocols and questions and answers to help you in class discussions on the basis for food tests.
When carrying out food tests aim to promote discussion on how the nature of the molecular structure provides the positive outcome and use to highlight the difference between qualitative and quantitative results.
Serial dilutions of glucose to determine the sensitivity of Benedict’s solution are often used to introduce students to colorimetry and quantitative results e.g. http://www.biology4all.com/resources_library/details.asp?ResourceID=210. They can also be used to produce a calibration curve against which the concentrations of unknown glucose solutions can be determined. Students could research or suggest a context in which this might be used.
http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/module-ba02-module-2-foundations-in-biology/delivery-guide-badg002-biological-molecules-212 ---Trust the Doctor--contains contexts for sugar tests to stretch and challenge students.
A2A3B2C2
Biochemistry Set –Teacher MO55800Biochemistry Set – Student MO55805Iodine Soln IO3158Benedict’s Reagent BE1498Benedict’s Solution (Quantitive) BE1504Glucose GL2856Soluble Starch ST5936Ethanol ET2634Biuret BI1572WPA Colorimeter CO04570Mystrica CO100720Vision Datalogger DA130585V-LOG 4 DA150100V-LOG 8 DA150140Colorimeter Sensor DA130655Light Level Sensor DA130780Glucose Testing Strips HU110135Diastix TS7206Water Bath 8L BA01871
Section 1.2 Lipids
Use molecular modelling kits to model ester bond formation and saturated and unsaturated fatty acids.Lipid emulsion test. The difficulty in dissolving oil, requiring ethanol for this test, could be used to link to the structure and properties of phospholipids. http://brilliantbiologystudent.weebly.com/ethanol-emulsion-test-for-lipids.html Try extracting oils from sunflower seeds, olives etc.
A3C2
Biochemistry Set –Teacher MO55800Biochemistry Set – Student MO55805Fat MO20135Ethanol ET2634
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 1.3 Proteins
http://bigpictureeducation.com/protrump-cards for proteins. Print and laminate this resource to familiarise students with the variety of proteins. Use them to compare and contrast structure by asking pairs of students to put the proteins into different groups. Provide real live examples of as many as possible for students to handle.
Biochemical molecular modelling sets allow students to construct amino acids and dipeptides. Give different groups the molecular and structural formulae for an amino acid (or two, depending on student numbers) to make, so you have all 20. They can use the molecular formula to collect the pieces needed and then the structural formula to build. Place the models on a central table which students sit round and look for similarities to determine the basic structure of an amino acid.
The link below uses a protein with enzyme to provide a quantitative food test using a colorimeter. http://www.nuffieldfoundation.org/practical-biology/quantitative-food-test-protein-content-powdered-milk
Protocol for chromatography to separate a mixture of amino acids: http://www.biologymad.com/master.html?http://www.biologymad.com/cells/cells.htm
Calculate Rf values for each. Identify the amino acids in the mixture by comparing the Rf values with individual amino acids run at the same time.
Summary activity for biological molecules
What am I? Prepare post-its with each molecular type: e.g. fatty acid, written on one side. Working in pairs, students take a post-it from the pile and put it on their forehead then ask a series of questions to determine which molecule they are. Students then produce their own revision fact cards for each molecular group and add to the information throughout the course.
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Amino Acid Starter Kit MO110150Modelling Mini-Toobers MO110900Lipase EZ81571Protease EZ81577Trypsin EZ81581WPA Colorimeter CO04570Mystrica CO100720Vision Datalogger DA130585V-LOG 4 DA150100V-LOG 8 DA150140Colorimeter Sensor DA130655Light Level Sensor DA130780Biuret BI1572Chromatography Paper CH04020TLC Plates CH44017
Hot Air Blower CH04015
Chromatography Tank CH04012Lid CH04013
Amino Acid Set AM1186
Ninhydrin NI4264
Ninhydrin Spray NI4270
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Produced in partnership with the Association for Science Education
Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 1.4 DNA & Protein Synthesis
The Cold Spring Harbor Laboratory site has an interactive module on the history of DNA discoveries where students can use the clues to work out the structure, replication and control mechanism. http://www.dnai.org/a/http://www.ncbe.reading.ac.uk/ncbe/protocols/DNA/PDF/DNA03.pdf Template for modelling DNA ftp://ftp.sanger.ac.uk/pub/yourgenome/downloads/activities/sequence-bracelets/ftsequencebracelets.pdfGood starter activity to embed base pairing in a sequence from different organisms. Review and extend when covering protein synthesis by converting to mRNA, tRNA and amino acid chain. Extract DNA (see notes on suitable materials) to demonstrate the nature of the molecule and its size (therefore the need to package in chromosomes) http://www.nuffieldfoundation.org/practical-biology/extracting-dna-living-thingsProvide 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. http://www.yourgenome.org/ has videos from scientists working in this field.http://www.yourgenome.org/activities/function-finders provides worksheets, and planning guidance on running this activity which takes students from code to functional protein.
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Poppit Beads 4 Colours BI130935DNA Model -12 Layer BT140800Do Onions, Strawberries and Bananas Have DNA? BT140865Genes in a Tube BT97805Ethanol ET2634Sodium Chloride SO5528Protease EZ81577What Does DNA Look Like? BT97800Molecular Biology Game BT140870Liquidiser MI11180Water Bath 8L BA01871
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 1.5 Enzymes
The practical work suggested here could form the basis for Core Practical 1: Investigate a factor affecting the initial rate of an enzyme-controlled reactionThere are lots of opportunities for practical here but these activities should also be used as an opportunity to develop students’ ability to explain enzyme activity in the detail required at A level. E.g. from “more collisions” to “more collisions between the substrate and active site”. http://www.nuffieldfoundation.org/practical-biology/microscale-investigations-catalase-activity-plant-extractshttp://www.nuffieldfoundation.org/practical-biology/investigating-effect-amylase-starchy-foodstuff http://www.nuffieldfoundation.org/practical-biology/investigating-effect-concentration-activity-trypsin - Varying enzyme concentration.http://www.nuffieldfoundation.org/practical-biology/investigating-enzyme-controlled-reaction-catalase-and-hydrogen-peroxide-concentrat - An opportunity to vary hydrogen peroxide concentration by serial dilutionhttp://www.nuffieldfoundation.org/practical-biology/investigating-effect-ph-amylase-activity - Varying pHhttp://www.nuffieldfoundation.org/practical-biology/investigating-effect-temperature-activity-lipase - Varying temperature.Groups of students could investigate different factors and present results (with photos of the procedure, table of results, graphs and conclusions) to the class. This would save time. http://www.nuffieldfoundation.org/practical-biology/enzyme-catalysed-synthesis - To emphasise that enzymes catalyse anabolic as well as catabolic reactions.http://www.saps.org.uk/secondary/teaching-resources/261-the-inhibition-of-catechol-oxidase-by-lead - Demonstrates the effects of varying concentration of an inhibitor. The catechol oxidase is obtained from bananas. The reaction is followed using a colorimeter.Vary chloride ion concentration in the amylase experiments to demonstrate its role as a cofactor.
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Piccolo Microcentrifuge CE90620 Microtest Tubes CE90615 Sprout Centrifuge CE150200Specimen Tubes TU16525Hydrogen Peroxide 20 Vol HY3070Sand SA5278PH 7 Buffer Solution BU1696PH 7 Buffer Tablets BU1708Mortar & Pestle MO11340Visking Tubing DI05766Water Bath 8L BA01871Iodine Soln IO3158Benedict’s Reagent BE1498Benedict’s Reagent BE1498Amylase EZ81561Glucose testing Strips HU110125Diastix TS7206Trypsin EZ81581Exposed Film EZ98220Hydrogen Peroxide HY3080Delivery Tube TU58906Beehive Shelf GA08560Pnuematic Trough GA08540 Buffer Solution PH4 BU1690Buffer Solution PH5 BU1692Buffer Solution PH6 BU1694Buffer Solution PH8 BU1698Buffer Solution PH9 BU1700Lipase EZ81571Triple Water Bath BA150300Phenolphthalein Solution PH4572Sodium Carbonate SO5490 Catechol CA2010 Lead Acetate LE3402 Muslin CO05040 WPA Colorimeter
CO04570
http://www.nuffieldfoundation.org/practical-biology/investigating-effect-temperature-activity-lipase
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Produced in partnership with the Association for Science Education
Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 1.6
Inorganic Ions
http://www.saps.org.uk/secondary/teaching-resources/1352-plant-needs-biology-and-chemistry-for-11-14-students - There are many activities on this page which demonstrate the importance of inorganic ions to plants. There are student worksheets and teacher notes. Although aimed at a younger audience, the worksheets on ions can provide a transition exercise to deal with 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.Ionic bingo: http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/module-ba02-module-2-foundations-in-biology/delivery-guide-badg002-biological-molecules-212 This game requires students to match structure to function and could be made more complicated as students’ progress through the course. It covers more ions in more contexts than those on the syllabus.
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Magnesium Sulphate MA3670Magnesium Carbonate MA3630Sulphuric Acid 1M SU6106Sulphuric Acid 0.5M SU6112Ammonia Solution AM1188Potassium Nitrate PO5012Sodium Hydrogen Carbonate SO5610Sachs Water Culture Kit PL43555Plant Culture Kit PL95160Barley Seeds BL80700Mung Beans BL80755Radish BL80778Plant Growing Light Kit HO130505Rapid Cycling Brassica Kit PL95110
Section 1.7
Water
The importance of water to life on Earth is highlighted by the study of the unique set of properties of water.Students could be introduced to this section by this short video: http://www.telegraph.co.uk/news/science/space/11896161/Nasa-Mars-announcement-water-live.htmlhttp://www.rsc.org/Education/Teachers/Resources/cfb/water.htm --- has some animations which may prove useful.http://www.britishecologicalsociety.org/wp-content/uploads/Education-Water-lesson.pdf gives the protocol for a circus of water experiments demonstrating properties and with notes on the relevance to living things.In the Thinking Conceptually section of the OCR delivery guide, Biological Molecules, there is an activity called Bonding Boppers where students work together wearing Deely Bopper type head bands to illustrate some properties of water. Students could then be given one property to research three examples of named organisms/cells/organelles which depend on that property and why water is the best liquid to provide that function for the organism and feed back to the class.Magnetic model water molecules demonstrate cohesion and adhesion and the energy needed to separate them.
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Cylindrical Balloons BA01422Modelling Clay Mixed SE154005Nylon Line for Balloons GA120155Magnetic Water Molecule Kit MO110110Biochemistry Set –Teacher MO55800Biochemistry Set – Student MO55805
http://www.saps.org.uk/secondary/teaching-resources/1352-plant-needs-biology-and-chemistry-for-11-14
http://www.saps.org.uk/secondary/teaching-resources/1352-plant-needs-biology-and-chemistry-for-11-14
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 2.1
Eukaryotic and prokaryotic cell structure and function
Competent use of compound microscopes enables students to enter an awe-inspiring world of the very small. Microscopy skills will be required throughout the course. There is an interactive introduction to relative sizes and very small units of length at: http://www.cellsalive.com/howbig_js.htm This section provides a good opportunity to address CORE PRACTICAL 2: Use of the light microscope, including simple stage and eyepiece, micrometers and drawing small numbers of cells from a specialised tissuehttp://study.com/academy/lesson/the-gram-stain-theory-and-procedure.html - This links to a very clear video on Gram staining procedure. Sign up for a five day free trial.http://sciencelearn.org.nz/Contexts/Exploring-with-Microscopes/Sci-Media/Interactives/Which-microscope - Use this for students to build up a comparison of Light/ TEM/SEMGoogle for images taken with TEMs and SEMs (which is quicker than looking through galleries). Print out and laminate useful images. Students can use these to calculate actual sizes of organelles, using the magnification formula, and compare the number and distribution of particular organelles in different cell types.Virtual microscope with range of histology slides: Students can identify organelles visible at different magnifications. http://students.open.ac.uk/science/biologymicroscope/demo/index.html There are worksheets from the University of York explaining how to calibrate an eyepiece graticule, with practice questions at: http://www.snabonline.com/Content/SkillsSupport/PracticalSupport/P0_09S.pdfStudents prepare slides of different materials using a variety of stains. Use the slides to view organelles, calculate cell size and experience the limitations of light microscopes on resolution. Use iodine for onion and rhubarb epidermis and methylene blue for cheek cells. The following practical uses toluidine blue which differentiates between lignified and non-lignified tissue: http://www.saps.org.uk/secondary/teaching-resources/1325-a-level-set-practicals-dissection-and-microscopy-of-a-plant-stem Core Practical 2.http://www.saps.org.uk/secondary/teaching-resources/784-microscopy-specialised-cells-in-african-violets - There is a link to a video of cytoplasmic streaming using digital camera at the eyepiece at 400x magnification.https://www.youtube.com/watch?v=Jpf1asALJcc - This is a video of chloroplasts moving by cytoplasmic streaming in Elodea. Students could use their phones to video elodea from the eyepiece or to take their own photomicrographs. Compare with TEM and SEM pictures to appreciate the resolving power of electron microscopes.How to turn your smartphone into a microscope: https://www.youtube.com/watch?v=KpMTkr_aiYU use to view a wider variety of materials in the field or at home and appreciate the limitations of using light to resolve separate features.http://www.biologymad.com/resources/golgi.swf Golgi function animationStudents produce 3D models of organelles using Plasticine, craft materials, papier mâché and relate structure to function.
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Motic SFC-100 MI10440Motic SFC-100LED MI55310Motic Redline 120 MI162102Kern OBE-1 MI160100Toluidine Blue TO6298Iodine Soln IO3156Methylene Blue Soln ME3920Glass Eyepiece Graticule MI10700Complete Eyepiece with Graticule MI74145Haemocytometer MI160322Moticam Wifi
MI130515Kern Microscope Camera MI160900Modelling Clay Mixed SE154005
http://www.saps.org.uk/secondary/teaching-resources/1325-a-level-set-practicals-dissection-and-micro
http://www.saps.org.uk/secondary/teaching-resources/1325-a-level-set-practicals-dissection-and-micro
http://www.saps.org.uk/secondary/teaching-resources/1325-a-level-set-practicals-dissection-and-micro
http://www.saps.org.uk/secondary/teaching-resources/784-microscopy-specialised-cells-in-african-viol
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 2.2
Viruses
The Ebola outbreak in 2015, the Zika virus in Brazil (2016) and the rush to provide a vaccine, provide a rich source of material for students to contextualise their learning and contribute to lessons by acting as reporters at the scene, role-playing affected people etc.http://www.sparticl.org/topic/infectious-disease/ http://www.sparticl.org/category/health-medicine/ - Select AIDS and HIV or Viruses for articles, videos, animations, games and interactive presentations. Students could make their own stop frame animation sequences of the lytic cycle using free apps and mobile phones and filming Plasticine models.https://apps.nlm.nih.gov/againsttheodds/pdfs/ss/lesson_plan_science_and_society.pdf - This activity models transmission and contamination using paper cups and an alkaline solution. There are work sheets, student activities and case studies linked to this.
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Modelling Clay Mixed SE154005Germ Transfer Cream BI150000UV Torch BI150020UVA Protective Glasses BI150004Handwash UV Training Kit BI150010Sodium Hydroxide SO5642Phenolphthslein Soln PH4572What is an Epidemic Kit? FO91860
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 2.3
Eukaryotic cell cycle and division
Core Practical 3: Make a temporary squash preparation of a root tip to show stages of mitosis in the meristem under the light microscopehttp://www.nuffieldfoundation.org/practical-biology/investigating-mitosis-allium-root-tip-squash There is an animation to support this at: http://saps.org.uk/secondary/themes/1290 Students can draw cells and calculate cell size and mitotic index.Students can use coloured pipe-cleaners to model mitosis, whist explaining what is happening using correct terminology.Give students cards with photomicrographs of the stages of meiosis for them to order. Present a picture of one stage and ask all students to write a description secretly. Then students get into groups of three read out their descriptions and use them to produce the best description which is then fed back to the class.Students could practise drawings and calculations on prepared slides e.g. Biosets, which do not require a laboratory. http://www.nuffieldfoundation.org/practical-biology/preparing-anther-squash A selection of suitable plants is suggested with many helpful tips on achieving success.Use coloured pipe-cleaners or shoelaces to get students to model meiosis and mitosis. Put a sticker on one ‘chromosome’ from each pair to identify paternal chromosomes and use to investigate independent assortment leading to variation. This can also be used to model non-disjunction.
A1A2A3B1B2C2
Acetic Acid Glacial AC1018Orcein Acetic OR4430Orcein OR4426Propionic Acid PR5106Toluidine Blue TO6298Motic SFC-100 MI10440Motic SFC-100LED MI55310Motic Redline 120 MI162102Kern OBE-1 MI160100Glass Eyepiece Graticule MI10700Complete Eyepiece with Graticule MI74145Haemocytometer MI160322Moticam Wifi
MI130515Kern Microscope Camera MI160900Hydrochloric Acid 1M HY3056Glycerol GL2878Hotplate HO110900Biological Science Prepared Slides PM95256Bioviewer MS88800Cells of Plants MS80136Mitosis Model HU82440Stereo Microscope MI10552Pipe Cleaners DE057475Cell Structure MS80110Ultra Structure of Animal Cells MS80170
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 2.4
Sexual reproduction in mammals
Prepared slides and Biosets can be used to allow students to view sections of ovaries and testes and stages in early development of the embryo.
A1A2
Motic SFC-100 MI10440Motic SFC-100LED MI55310Motic Redline 120 MI162102Kern OBE-1 MI160100Ovary TS PM86795Mammal Ovary PM86800Testis Rat PM86775Mammal Spermatozoa Smear PM86790Ovary Pregnant PM99580
Section 2.5
Sexual reproduction in plants
Core Practical 4: Investigate the effect of sucrose concentrations on pollen tube growth or germinationhttp://www.saps.org.uk/secondary/teaching-resources/222-student-sheet-4-pollen-tube-growth can be used as the basis for Core Practical 4. There are alternative pollen sources given.
A1A2B1C1C2
Calcium Nitrate CA1884Boric Acid BO1580Potassium Nitrate PO5012Magnesium Sulphate MA3670Ammonia Solution AM1188Sucrose SU5996Motic SFC-100 MI10440Motic SFC-100LED MI55310Motic Redline 120 MI162102Kern OBE-1 MI160100
Section 3.1
Classification
http://www.saps.org.uk/secondary/teaching-resources/858-evolutionary-relationships-phylogenetic-trees-new-drugs-in-daffodils an introduction to phylogenetic trees spread over two lessons, how they are constructed and how they can be used to discover new drugs.Explore the similarities and differences between great apes and humans:http://www.pbs.org/wgbh/nova/evolution/our-family-tree.html http://www.pbs.org/wgbh/nova/labs/lab/evolution/ - Log in as a guest to play this interactive game of evolutionhttp://www.dnadarwin.org/casestudies/3/ - Use information from the chloroplast genome to solve the mystery of where the first flowers came from. http://www.sparticl.org/topic/biological-classification/ - Provides an interactive quiz on classification including latest genetic discoveries.http://www.sparticl.org/search/search&return=search&keywords=gel+electrophoresis/ - This is an interactive activity on the process and results of gel electrophoresis. http://www.ncbe.reading.ac.uk/ncbe/materials/dna/plantevomodule.html - This module allows students to investigate the evolutionary relationships of plants of their choice using gel electrophoresis.
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Classroom DNA Electrophoresis Lab Station BT100510Isolation and Analysis of DNAfrom Plants BT140715Quickplant Genetics Using PCR BT140409Edvocycler BT150806
http://www.saps.org.uk/secondary/teaching-resources/858-evolutionary-relationships-phylogenetic-tree
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 3.1
Natural Selection
http://www.nuffieldfoundation.org/practical-biology/model-natural-selection-%E2%80%93-spaghetti-worms - Make coloured spaghetti ‘worms’ and place these on different coloured backgrounds. Count the remaining worms each day, running the activity for a week. The data collected will support useful discussion on natural selection.http://bigpictureeducation.com/pathogen-evolution - This is an article that can act as a springboard for researching different pathogens to find the most successful.http://bigpictureeducation.com/survival-fittest-evolution-quiz http://www.pbs.org/wgbh/nova/evolution/darwins-predictions.html - This is an interactive activity which confirms many of Darwin’s predictions. This site also has an interactive activity comparing parts of the human body with those of other animals. It could be used as a homework resource with groups of students being asked to focus on one body part and feedback to the class.
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Bird Table N130900Red Food Colouring FC160100Blue Food Colouring FC160105
Section 3.3
Biodiversity
http://ngm.nationalgeographic.com/2011/01/seven-billion/biodiversity-game - Is an activity to match the number of species to a group of organisms. Fieldwork can provide data for continuous and discontinuous variation e.g. freshwater invertebrates, woodland invertebrates, leading to discussions about genetic diversity. Around school/college, different populations of woodlice, worms, dandelions etc. could provide populations to work on. http://www.saps.org.uk/secondary/teaching-resources/127-ecology-practical-distribution-of-species-and-fieldwork-sampling - This is an online practical resource which includes species richness and frequency data.http://www.biology-fieldwork.org/woodland/woodland-plants/investigation-comparing-two-areas-of-woodland.aspx This includes activities to calculate Simpson’s Diversity Index, random sampling of ground vegetation and measuring abiotic factors.http://www.biology-fieldwork.org/woodland/woodland-invertebrates/fieldwork-sampling-woodland-invertebrates.aspx - Provides techniques for sampling invertebrates. http://education.nationalgeographic.org/activity/ Provides a selection of activities on biodiversity, conservation etc.
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Compass CO64625 Quadrat 25 Squares EN71655Measuring Tape 20m ME10326Clipboard ST142804-in-1 Environmeter EN111015Anemometer EN52660 Pooters EN07036 Tullgren Funnel EN81550 Insect Nets EN06971Potassium Manganate PO4988Dissolved Oxygen Test Kit WA17700 Vision Datalogger DA130585V-LOG 4 DA150100V-LOG 8 DA150140Conductivity Sensor DA130660Light Sensor DA130780Humidity Sensor DA130760Sound Sensor DA130835Temperature Sensor DA130870Pond Tray Small EN52680Dipping Nets EN06974Bug Pots EN81520Folding Magnifier x10 MA10210
http://www.saps.org.uk/secondary/teaching-resources/127-ecology-practical-distribution-of-species-an
http://www.saps.org.uk/secondary/teaching-resources/127-ecology-practical-distribution-of-species-an
http://www.biology-fieldwork.org/woodland/woodland-plants/investigation-comparing-two-areas-of-woodl
http://www.biology-fieldwork.org/woodland/woodland-plants/investigation-comparing-two-areas-of-woodl
http://www.biology-fieldwork.org/woodland/woodland-invertebrates/fieldwork-sampling-woodland-inverte
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 4.1
Surface Area to Volume Ratio
http://www.nuffieldfoundation.org/practical-biology/effect-size-uptake-diffusion - This resource provides an activity with different sized agar cubes to compare how increasing the volume affects the surface area and rate of diffusion.
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Agar AG1092Hydrochloric Acid 0.1M HY3060Sodium Hydroxide 0.1M SO5684Phenolphthalein PH4572Universal Indicator Soln 4-11 UN6380
Section 4.2
Cell Transport Mechanisms
Core practical 5: Investigate the effect of temperature on beetroot membrane permeability.http://www.nuffieldfoundation.org/practical-biology/investigating-effect-temperature-plant-cell-membranes - This can be used as the basis for Core Practical 5: Investigate the effect of temperature on beetroot membrane permeability. It uses colour leakage from discs of beetroot kept at different temperatures.http://www.nuffieldfoundation.org/practical-biology/tracking-active-uptake-minerals-plant-roots - Provides a thinking exercise with data set to analyse. http://www.nuffieldfoundation.org/practical-biology/observing-osmosis-plasmolysis-and-turgor-plant-cells - This could be adapted for Core practical 6: Determine the water potential of a plant tissuehttp://www.nuffieldfoundation.org/practical-biology/investigating-osmosis-chickens%E2%80%99-eggsDe-shell eggs overnight in acid, weigh and then place in salt solution. Although not a single cell, the egg’s membrane is selectively permeable. Students could use this simple procedure to investigate the effect of a range of salt solution concentrations and temperature on osmosis as a type of diffusion. http://www.nuffieldfoundation.org/practical-biology/closer-look-blood - If the procedures describe are followed carefully and sensitively, this investigation has great capacity to engage students with osmosis. If a flexicam, digital camera or students’ smartphones are used to take photomicrographs, these can be printed in time for work on mass transport.Core practical 6: Determine the water potential of a plant tissue.A suitable procedure can be found at: http://www.nuffieldfoundation.org/practical-biology/investigating-effect-concentration-blackcurrant-squash-osmosis-chipped-potatoesSee the notes on converting this simple practical to A level standard.
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Motic SFC-100 MI10440Motic SFC-100LED MI55310Motic Redline 120 MI162102Kern OBE-1 MI160100Vision Datalogger DA130585V-LOG 4 DA150100V-LOG 8 DA150140Colorimeter Sensor DA130655Light Level Sensor DA130780Water Bath 8L BA01871WPA Colorimeter CO04570Mystrica CO100720Sodium Chloride SO5528Hydrochloric Acid 2M HY3052Balance BA41184Balance Adaptor DA130630Leishmans LE3478Virkon CL04222Lancets MI10855Sharps Bin SA86090Moticam Wifi
MI130515Kern Microscope Camera MI160900
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 4.3Gas Exchange
http://www.nuffieldfoundation.org/practical-biology/modelling-human-ventilation-system Students can compare and contrast the model with the actual ventilation system. Use it to develop students’ explanations of the ventilation mechanism. Place the sequence on separate pieces of paper and for students to organise. From a bullet point description of inhalation students should be able to write their own description of exhalation.http://www.nuffieldfoundation.org/practical-biology/dissecting-lungs The protocols below could be used to support Core Practical 7: Dissect an insect to show the structure of the gas exchange system, taking into account the safe and ethical use of organisms:http://www.nuffieldfoundation.org/practical-biology/dissection-ventilation-system-locusthttp://australianmuseum.net.au/image/fish-dissection-gills-exposedThis activity provides students with an opportunity to view abdominal movements:http://www.nuffieldfoundation.org/practical-biology/investigating-factors-affecting-breathing-rate-locustThis activity supports an investigation using spirometers: http://www.nuffieldfoundation.org/practical-biology/using-spirometer-investigate-human-lung-functionPulse oximeters and respirometers can be used to compare oxygen levels and breathing rates before and after exercise. Pulse meters and blood pressure monitors can be used to provide data for circulation:http://www.getinthezone.org.uk/schools/ages-11-19/ages-16-19/ages-16-19-experiments/There is a guide to support practical work regarding gas exchange and transport systems available to download from: https://www.stem.org.uk/elibrary/resource/27997/practical-guide-1-gas-exchange-and-transport-in-plants-and-animals - You will need to be registered to download this resource.For a practical which uses varying sucrose solutions to observe stomata opening and closing, see: http://www.saps.org.uk/secondary/teaching-resources/104-stomata-function-guard-cells-and-transpiration It could also be used to compare stomatal density on the upper and lower epidermis.
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Drinking Straws DE057465Balloons BA01420Gaffer Tape TA106300Model Lung Kit HU92530Dissection Board DI05800Dissection Kit DI06250Locusts Live BL80185Locusts Preserved BP81600Oxygen GA110120Carbon Dioxide GA110130Spirometer HE63100Breathing Monitor HU110120Soda Lime Carbosorb SO5416Vision Datalogger DA130585V-LOG 4 DA150100V-LOG 8 DA150140Spirometer Sensor DA130850Motion Sensor DA130795Pulse Oximeter HU130500Lung Volume Kit CL04286Respirometer HE42500Respiration Apparatus HE42520 Lime Water LI3508 Bicarbonate Indicator BI1548Motic SFC-100LED MI55310Motic Redline 120 MI162102Kern OBE-1 MI160100Moticam Wifi MI130515Kern Microscope Camera MI160900Glass Eyepiece Graticule MI10700Complete Eyepiece with Graticule MI74145
http://www.nuffieldfoundation.org/practical-biology/using-spirometer-investigate-human-lung-function
http://www.nuffieldfoundation.org/practical-biology/using-spirometer-investigate-human-lung-function
http://www.saps.org.uk/secondary/teaching-resources/104-stomata-function-guard-cells-and-transpirati
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 4.4Circulation
For guidance to support heart dissection, see: http://www.nuffieldfoundation.org/practical-biology/looking-heartTo investigate factors which affect the heart rate of daphnia, see: http://www.nuffieldfoundation.org/practical-biology/investigating-factors-affecting-heart-rate-daphniaFor guidance on how to use the water louse to observe circulation, see: http://www.nuffieldfoundation.org/practical-biology/observing-blood-circulation-asellus http://www.nuffieldfoundation.org/practical-biology/elastic-recoil-arteries-and-veins - Provides a simple measuring test for the elasticity of artery and vein tissue. A sample set of results is provided.http://www.nuffieldfoundation.org/practical-biology/observing-effects-exercise-human-body - This document includes useful student consent documents.http://www.nobelprize.org/educational/medicine/ecg/ecg.html - This resource challenges students to match the patient with the ECG.The cardiac cycle can be quite a dry topic and difficult to learn. Put separate sentences onto single strips of paper. Shuffle and give one to each student (in a team or class). Each student reads out his/her sentence then the team tries to sequence them correctly. Time them. At the end of the lesson, shuffle the strips again, hand out and see if they can sequence more quickly. Repeat a few days later. Keep a record of their time
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Model Lung Kit HU92530Dissection Board DI05800Dissection Kit DI06250Locusts Live BL80185Locusts Preserved BP81600Motic SFC-100 MI10440Motic SFC-100LED MI55310Motic Redline 120 MI162102Kern OBE-1 MI160100Mass Set MA104056Pulse Oximeter HU130500Ethanol ET2634Caffiene CA1826Pumping Heart Model MO104238Vision Datalogger DA130585V-LOG 4 DA150100V-LOG 8 DA150140ECG Sensor DA130710Heart Rate and Pulse Waveform Sensor DA130750Polar Heart Rate Sensor DA130810
Section 4.5Transport of Gases in the Blood
Provide various oxygen dissociation curves with shifts to the right and left, to different groups of students. Ask students to describe what is happening to the oxygen at low and high concentrations and to try to work out when haemoglobin with such a curve could be useful. Finally give out descriptions of organisms eg foetus in the womb, diving mammal, burrow dweller etc. and ask students to match the curves to the organism.
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Section 4.6Transfer of materials between the circulatory system and cells
Given a substance found in plasma, such as urea, carbon dioxide or glucose, students list the route taken from entry into blood to possible destination, including processes involved e.g. facilitated diffusion, hydrostatic pressure. This activity helps to reinforce tissue fluid as a location on that journey.
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Section 4.7Transport in Plants
http://www.saps.org.uk/secondary/teaching-resources/1325 -This reference provides an activity where students go from the plant on the desk to observing phloem and xylem under the microscope in five minutesTo investigate transpiration, see: http://www.nuffieldfoundation.org/practical-biology/estimating-rate-transpiration-plant-cutting http://www.nuffieldfoundation.org/practical-biology/measuring-rate-water-uptake-plant-shoot-using-potometerThis reference provides an investigation where students vary conditions to increase/decrease the rate of transpiration. This could be used for Core Practical 8.For a simpler potometer, see: http://www.saps.org.uk/secondary/teaching-resources/1263 For ideas for looking at xylem and specialised cells, see: http://www.saps.org.uk/secondary/teaching-resources/770-microscopy-looking-at-xylem-and-specialised-cellsFor students to investigate the function of stomata In transpiration, see: http://www.saps.org.uk/secondary/teaching-resources/104-stomata-function-guard-cells-and-transpirationFor some different ideas, see the OCR resource: http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/module-ba03-module-3-exchange-and-transport/delivery-guide-badg009-transport-in-plants-313 The Banana xylem and Race to the top activities give a welcome variation from the standard Celery in ink or food dye practical especially when combined with rainbow flowers and glowing water. Students can practise their microscope drawing skills and dissection skills whilst familiarising themselves with longitudinal and transverse stem sections and the route of water through the plant.Use this section to revisit properties of water (magnetic water molecule sets might help understanding of cohesion) and the cytoplasmic streaming videos used in the cell structure topic.
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Motic SFC-100 MI10440Motic SFC-100LED MI55310Motic Redline 120 MI162102Kern OBE-1 MI160100Toluidine Blue TO6298Balance 1DP BA41184 Simple Potometer PL43500Ganong Potometer PL43515 Darwin Potometer PL43505 Hot Air Blower CH04015Anemometer EN52660Plant Structure Slide Set PM95218Vision Datalogger DA130585V-LOG 4 DA150100V-LOG 8 DA150140Balance Adaptor DA130630Carbon Dioxide Sensor DA130645UV Lamp LA09968Magnetic Water Molecule kit MO110110
http://www.saps.org.uk/secondary/teaching-resources/770-microscopy-looking-at-xylem-and-specialised-
http://www.saps.org.uk/secondary/teaching-resources/770-microscopy-looking-at-xylem-and-specialised-
http://www.saps.org.uk/secondary/teaching-resources/104-stomata-function-guard-cells-and-transpirati
