Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Monomers are the smaller units from which larger molecules are made. Polymers are molecules made from a large number of monomers joined together. Monosaccharides, acids and nucleotides are examples of monomers. A condensation reaction joins two molecules together with the formation of a chemical bond and involves the elimination of a molecule of water. A hydrolysis reaction breaks a chemical bond between two molecules and involves the use of a water molecule. 0.2 weeks Explain what a monomer and polymer are. Identify some biological polymers and the monomer from which they are made. Explain the concept of condensation and hydrolysis reactions in forming/breaking down polymers. Learning activities: GCSE baseline assessment present pictures of biological molecules and ask for identification of monomer repeating units introduce biological polymers and their monomers, including hydrolysis and condensation word equations to summarise. Skills developed by learning activities: AO1 – Demonstration of knowledge of scientific ideas. Rich questions: During process/group of processes are polymers hydrolysed in the body into monomers? What catalyses hydrolysis in the body?
3.1.2 Carbohydrates Prior knowledge: GCSE Additional Science Starch can be broken down into sugars. Learning objective Time Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Monosaccharides, including glucose, galactose and fructose, are monomers from which larger carbohydrates are made. Condensation reactions produce disaccharides through the formation of glycosidic bonds. These include maltose, sucrose and lactose. Glycogen and starch are polysaccharides formed by condensation of 0.2 weeks Identify common monosaccharides. Describe the monosaccharides from which lactose, maltose and sucrose are made. Explain what is meant by a glycosidic bond and how they form through condensation. Describe how polymerisation of can form starch or glycogen. Learning activities: introduce monosaccharides, with examples molymod modelling from structural formulas link models to condensation introduce disaccharides and polysaccharides. Skills developed by learning activities: AO1 – Demonstration of knowledge of scientific Past exam paper materials: BIOL1 Jan 2013 Q3a Exampro: BYB1 Jan 2007 Q1 BYA1 Jan 2004 Q1 BYB1 Jan 2005 Q2 BYA1 Jun 2008 Q1 Rich questions: If a glucose and a fructose (both with the formula C6H12O6) joined together in a condensation reaction, what be the disaccharide which formed and what would its molecular formula be? Provide the structures of two monosaccharides and ask students to draw the structure of the disaccharide α- glucose.
which would result from condensation. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Identify the biochemical tests for reducing sugars, non-reducing sugars and starch. 0.6 Describe the tests for starch, a reducing and sugar in detail. Explain what is meant by qualitative testing. Learning activities: introduce biochemical test procedures and the concept of reducing and non-reducing sugars hazcard risk assessment exam question. Skills developed by learning activities: AT f – interpret the results of qualitative tests 8.4.2.1 and 8.4.2.2 (practical competency) – interpret experimental techniques for biochemical tests independently 8.4.2.3 – risk assessment of dangers and appropriate control measures, using hazcards AO1 – demonstration of knowledge of techniques AO3 – interpret evidence to make judgements and reach Past exam paper materials: – June 2011 Q1a and 1b Exampro: BYB1 Jan 2004 Q4
Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The emulsion test for lipids. 0.2 weeks Describe the stages of the emulsion test. Interpret the results of the emulsion test. Learning activities: introduce what a is and the emulsion test for lipids practical: use of the emulsion test to test samples for the presence of lipids. Skills developed by learning activities: AT f – interpret the results of the emulsion test for lipids 8.4.2.1/8.4.2.2 – independently follow instructions for the emulsion test to test samples for lipids AO1 – demonstration of knowledge of scientific technique AO3 – make judgements as to the presence of lipids. Past exam paper material: BIOL1 Jan 2012 – Q1a Rich questions: Describe how you conduct an emulsion test for lipids. Is the emulsion test quantitative or qualitative? Explain your answer. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources
Triglycerides and phospholipids are two groups of lipid. Triglycerides are formed by the condensation of one molecule of glycerol and three molecules of fatty acid (RCOOH) through the formation of ester bonds/three ester bonds. The of a fatty acid may be saturated or unsaturated. 0.2 weeks Describe the structure of triglycerides. Explain how triglycerides form. Recognise, from diagrams, saturated and unsaturated fatty acids. Learning activities: teacher explanation of two lipid groups teacher explanation of triglyceride structure and saturation/ unsaturation of fatty acid R groups exam questions. Skills developed by learning activities: AO1 – demonstration of knowledge of scientific idea. Past exam paper material: BIOL1 Jan 2011 – Q4 Exampro: BYB1 June 2004 – Q2 Rich questions: Are triglycerides (and phospholipids) polymers? Explain your answer. Why is the degree of saturation of the fatty acid chains important? Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The structure of phospholipids and how this structure relates to their properties. 0.2 weeks Describe the structure of phospholipids. Explain the properties of phospholipids Learning activities: highlighting exercise, showing the differences between triglycerides and phospholipids Specimen assessment material: AS Paper 1 (Set 1) – Q7 Rich question: Where might the hydrophobic nature of lipids be useful within a cell and why?
AO3 – interpret evidence to make judgements and conclusions from Biuret test. Extension: Chromatography is only specification content and is covered in Required practical 7. It could be introduced here as an extension activity. Separate biological compounds using thin layer/paper chromatography. 0.2 weeks Explain the principle of chromatography. Identify acids in a mixture. Interpret chromatograms. Learning activities: teacher explanation of chromatography and Rf values students conduct chromatography on a mixture of acids or on leaf pigments calculation of Rf values and comparison against published values. Skills developed by learning activities: AT g – use chromatography with known standard solutions, to separate a mixture of amino acids and identify their components MS 2.3/MS 2.4 – calculation of Rf values and comparison against published data Past exam paper questions: HBIO1 – Jan 2009 Rich question: Explain the basis by which chromatography is able to separate different amino acids.
8.4.2.1, 8.4.2.2 and 8.4.2.3 and 8.4.2.4 AO1 – demonstration of knowledge of scientific idea/technique. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The formation of dipeptides and polypeptides through condensation of amino acids. The relationship between primary, secondary, tertiary and quaternary structure and protein function. The role of hydrogen bonds, ionic bonds and disulfide bridges in the structure of proteins. 0.4 weeks Explain how dipeptides and polypeptides form. Explain the hierarchical organisation of protein structure. Describe the types of bond involved in protein structure and the weakness of hydrogen bonds. Relate the structure of proteins to properties of proteins (this is required for proteins throughout the specification). Learning activities: use molymods to make glycine molecules and then join them together to model condensation teacher explanation of properties of globular and fibrous proteins and of primary, secondary, tertiary and quaternary structure videos and animations) modelling of protein structure using Tangle toys. Ask students to apply knowledge of protein structure to the model and present to class exam questions. Skills developed by learning activities: Specimen assessment material: A-level Paper 1 (Set 1) – Q11.2 Rich question: show some bonds between functional groups covered so far and ask students to identify them as ester, peptide or glycosidic provide the structures of two amino acids and ask students to draw the structure
Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Enzyme catalysis and activation energy. The induced-fit model of enzyme action. Enzyme specificity linked to active site structure. 0.2 weeks Interpret energy diagrams and identify the activation energy. Explain the induced-fit model of enzyme action. Apply knowledge of tertiary structure to explain enzyme specificity and the formation of enzyme-substrate complexes. Learning activities: practical demonstration of how long it takes to decompose hydrogen peroxide using manganese(IV) oxide in one tube, liver or potato in another and no catalyst in a third teacher explanation of activation energy and induced-fit model, using animations or videos exam questions. Skills developed by learning activities: MS 1.3 – interpret graphs of energy changes during reactions, to identify activation energy AO1 and AO2 – demonstration and application of knowledge of scientific idea AO3 – interpret scientific information and ideas to make Past exam paper material: BIOL1 June 2009 – Q3a and 3b BIOL1 Jan 2011 – Q2b June 2010 – Q5 Rich questions: what aspects of enzyme catalysis cannot be explained using lock and key? why is induced-fit a more refined model of enzyme catalysis than lock and key? Students could also extend their learning by researching why the specificity of enzymes in catalysing reactions makes them useful in industrial processes and biosensors.
judgements in the context of activation energy and the strength of enzyme catalysis models. Extension Student modelling of each model using plasticine. Student evaluation of which model is stronger and why. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The properties of an enzyme relate to the tertiary structure of its active site in the formation of an complex. The effects of the following factors on the rate of reactions – enzyme concentration, substrate concentration, concentration of competitive and of 1 week Explain how temperature, pH, substrate concentration, enzyme concentration and the presence of inhibitors affect enzyme catalysis. Describe and explain trends within graphs, relating this back to the tertiary structure of active sites and the effect of these variables. Learning activities: conduct investigations relating to each variable (leave one to be conducted as full investigation in next section) get students to calculate rate and produce graphs for each practical teacher explanation of trends within graphs for each factor exam questions. Skills developed by learning activities: Specimen assessment material: A-level Paper 1 (Set 1) – Q11.3 AS Paper 1 (Set 1) – Q2 Past exam paper material: BIOL1 Jan 2012 – Q7a–7c Jan 2011 – Q2b controlled
enzyme-controlled reaction. include: design a valid experiment, using the work of others as a starting point, to investigate and solve a problem in a scientific context identify variables including that must be calculate initial rate plot and interpret graphs evaluate findings to draw meaningful conclusions. Process data to calculate rates. Represent raw and processed data clearly using tables and graphs. Apply knowledge to draw and explain conclusions. Evaluate the results and conclusions. the rate of an reaction. This should include: risk assessment (hazcards) carrying out (subject to teacher approval) processing and presentation of data evaluation and explanation findings. Skills developed by learning activities: AT a/AT l – use appropriate apparatus, including data loggers, to record quantitative measurements such as temperature and pH PS 1.1 – design an experiment, based on research, to test a hypothesis PS 2.4 – identify key variables which influence reactions PS 2.2/MS 1.3/MS 3.1/MS 3.2 – present experimental data using tables and graphs PS 3.2/MS 2.4/MS 3.6 – calculate/work out initial rates following Biology and Human Biology ISAs: P10 P11 BIO3T P13 BIO3T Q12 HBI3T P11 Q09. Rich question: Evaluate the statements: “temperature denatures enzymes” “acidic and alkaline pHs denature enzymes”.
3.1.5.1 Structure of DNA and RNA Prior knowledge: GCSE Additional Science DNA holds the genetic information for our features and characteristics. Chromosomes are made of DNA which has a double helix structure. DNA is contained within the nucleus of Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Deoxyribonucleic acid is important in all living cells, as it carries genetic information. DNA is a polymer of nucleotides formed by condensation, with phosphodiester bonds between nucleotides. Each nucleotide is formed from a deoxyribose, a organic base and a phosphate group. DNA is a double helix with two polynucleotide 0.4 weeks Explain the significance of DNA to organisms. Describe the structure of DNA and identify structural components from diagrams. Apply knowledge of complementary base pairing rules to work out the frequency of certain bases, when provided with information about Learning activities: extract DNA from frozen peas as a stimulus show data from Chargaff’s experiments. Students generate ‘Golden rules’ and questions it raises teacher explanation of nucleotide structure and how this assembles to a double helix structure (using animations, videos and diagrams) questioning about how structure relates to function and ask students to suggest why many scientists did not Past exam paper material: BIOL2 June 2012 – Q5a BIOL2 June 2009 – Q2 containing
Ribonucleic acid is important in all living cells, as it transfers genetic information from DNA to ribosomes. RNA is a polymer of nucleotides formed by condensation, with phosphodiester between nucleotides. Each nucleotide is formed from a ribose, a nitrogen-containing organic base and a phosphate group. An RNA molecule is a relatively short polynucleotide chain. Ribosomes are made of RNA and proteins. 0.2 weeks Explain the role of RNA in transferring genetic information and as a component of ribosome Describe the structure of RNA and identify structural components of an RNA nucleotide from diagrams. Compare and contrast the similarities and differences between DNA and RNA. Learning activities: teacher explanation of types of RNA and their roles, with focus on ribosomal and messenger RNA comprehension on RNA structure. Students highlight differences to DNA teacher explanation of RNA structure related to function provide DNA sequence and ask students to produce the complementary mRNA sequence exam questions. Skills developed by learning activities: AO1 – development of knowledge and understanding AO2/AO3 – interpreting DNA sequence and applying knowledge to work out complementary mRNA code. Exampro: BYA3 – Jan 2003 Q1a BYB2 – June 2009 Q3a–3c Rich questions: why can we not work out the frequency of bases in RNA when provided with data about the frequency of some of the other bases? how does the single-stranded structure of RNA suit its role in transferring genetic information to the ribosomes? 3.1.5.2 DNA replication Prior knowledge:
GCSE Additional Science When a cell divides by mitosis or meiosis, copies of the genetic information are made. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The semi-conservative replication of DNA ensures genetic continuity between generations of cells. The process of replication of DNA, including the role of helicase and DNA polymerase. 0.4 weeks Describe the process of DNA replication. Explain the significance of DNA replication. Evaluate the work of scientists in validating the model of DNA replication. Apply your knowledge to explain experimental results from the work of these scientists. Learning activities: DARTS task – students convert comprehension on DNA replication into a diagrammatic representation and then present to group evaluation of presentations teacher explanation, focussed on remaining weaknesses, using videos and animations exam questions teacher explanation of Meselson–Stahl experiment application of knowledge to predict band patterns for subsequent generations. Skills developed by learning activities: AO1 – development of knowledge PS 1.2/AO2 – apply knowledge of Past exam paper material: BIOL2 Jan 2013 – Q8a BIOL2 June 2013 – 4a–4b Rich questions: describe the process of DNA replication, including the role of key enzymes why did the Meselson–Stahl experiment prove the mechanism of DNA replication? what would the Meselson–Stahl experiment results have looked like if conservative replication was the mechanism for DNA replication?
DNA replication to the results of Meselson and Stahl, to explain how this experiment proved replication over other theories eg conservative or dispersive replication AO3 – interpret and explain the results of the experiment. 3.1.6 ATP Prior knowledge: GCSE Additional Science Respiration releases energy. Energy from respiration is used for movement, protein synthesis, synthesis of amino acids in plants and maintenance of constant body temperature. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources A single molecule of ATP is a nucleotide derivative, formed from a molecule of ribose, a molecule of 0.2 weeks Describe the structure of ATP. Explain the role of enzymes in Learning activities: teacher explanation of the structure and significance of ATP and the enzymes Past exam paper material: BIOL4 Jan 2012 – Q8a Rich questions: explain why ATP is such an important molecule
is a major component of cells. It has several properties that are important in biology. In particular, water: is a metabolite is a solvent has a high heat capacity has a latent heat of vaporisation has strong cohesion between molecules. 0.2 weeks Describe the properties that are important in water. Explain the properties of water linked to the polar nature of the molecule. Explain the significance of these properties to living organisms and processes. Learning activities: teacher explanation of the polar nature of water molecules practical investigation activity circus to include: surface tension – count how many drops of water that can balance on a penny. Repeat with soapy water and oil cohesion – capillary tubing with dyed water solvent – add salt to water and oil and compare the relative amounts of how much can dissolve specific heat capacity – compare the temperature rise of water and vegetable oil put on hot plates for the same time latent heat of vaporisation – model the effect of sweating on heat loss from boiling tubes (using boiling tubes wrapped in wet and dry paper towels) teacher explanation of the significance of water to all life on Earth in each of the Past exam paper material: BYB1 – June 2008 Q4
When atoms form chemical bonds by transferring electrons, they form ions. Atoms that lose electrons become positively charged ions. Atoms that gain electrons become negatively charged ions. Ions have the electronic structure of a noble gas (Group 0). Hydrogen ions, H+(aq), make solutions acidic. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Inorganic ions occur in solution in the cytoplasm and body fluids of organisms, some in high concentrations and others in very low concentrations. Each type of ion has a specific role, depending on its properties. Students should be able to recognise the role of ions in the following topics: hydrogen ions and pH; iron ions as a component of haemoglobin; sodium ions in the co-transport of glucose and amino acids; and phosphate 0.2 weeks Explain what is meant by the term inorganic ions and where they occur in the body. Explain the specific role of hydrogen ions, iron ions, sodium ions and phosphate ions. Relate the role of each of these ions to their properties. Learning activities: provide information stations each type of ion in the specification topics (hydrogen, sodium, iron and phosphate), in different four areas of the room. This could include comprehension material, internet pages, videos etc get students to work in groups of four and to send one person to each station to become an expert on that type of ion get group members to feedback to each other to complete a summary table assess knowledge and understanding using AfL techniques reinforce through teacher explanation, if required. Rich questions: explain the role of: hydrogen ions iron ions sodium ions phosphate ions using GCSE knowledge, explain how we gain and lose inorganic ions and why homeostatic control of inorganic ions in the body is so important.
MS 0.2 – understand standard form when applied to the size of organelles AO1 – development of knowledge of cell structure AO2 – application of knowledge to micrographs. Extension Students could also produce models of cell components. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Eukaryotic cells have adaptations to their function. 0.4 weeks Identify examples of specialised eukaryotic cells. Explain common adaptations that cells have to particular functions. Apply knowledge of eukaryotic cells features in suggesting the role of cells based on their adaptations. Learning activities: introduce how to set up and use a microscope microscopy and drawing of pre-prepared microscope slides showing eukaryotic eg palisade mesophyll cells ask students to link knowledge from GCSE/last lesson to explain adaptations jigsaw task: students work in teams of six, with each investigating one specialised cell from information or the Past exam material: BIOL1 Jan 2012 – Q3 BIOL2 June 2011 – Q1 BIOL2 Jan 2010 – Q1 Rich question: Provide students with new cells that they have not encountered, eg B lymphocytes and ask them to identify their adaptations and suggest a role, eg large numbers of mitochondria and rough
electron microscopes. Explain why, for a considerable period of time, the scientific community distinguished between artefacts and cell organelles. students circulate around research stations containing videos, comprehensions, internet sites, teacher explanation etc to investigate light and electron microscopes accept feedback, assess understanding and then tackle areas of weakness through teacher explanation students could write an essay comparing and contrasting light and electron microscopes or do exam questions. Skills developed by learning activities: extended exam answers MS 0.2 – understand and convert numbers from standard to ordinary form when applied to magnification MS 0.5 – use calculators to find and use the power functions when looking at magnification MS 1.9 – students could select and use an appropriate statistical test to find the whilst electron microscopes were invented in the 1930s. Suggest why some parts of the cell like rough endoplasmic reticulum were not discovered until the 1940s and 1950s, whilst others like mitochondria were discovered much earlier.
significance of different mean numbers of a particular organelle (eg mitochondria or chloroplasts) in different types of cells AO1 – development of knowledge and understanding of microscopy techniques. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Measuring the size of an object viewed with an optical microscope and calculation of magnification. 0.2 Explain the use of an eyepiece graticule. Calculate the actual size of cells based on measured size and magnification. Learning activities: introduce students to the concept of magnification in greater detail and the concept of how to use a graticule alongside a stage micrometer students could prepare a slide and use an optical microscope to identify stained starch grains in plant cells and measure them teacher explanation of how to use and manipulate the magnification formula, including conversion of units if required Specimen assessment material: A-level Paper 3 (set 1) – Q2 Past exam paper material: BIOL1 Jan 2011 Q1 BIOL2 Jan 2012 – Q1
Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Principles of cell fractionation and ultracentrifugation as used to separate cell components. 0.2 weeks Describe the processes of cell fractionation and ultracentrifugation. Explain why the separation of cell components is important in studying cells and their components. Explain the use of low temperatures and buffers during cell fractionation. Explain the principles of separation by ultracentrifugation. Learning activities: pair, share: what are the difficulties that need to be overcome in investigating the function cell components and organelles? a simple demonstration can be carried out by centrifuging orange juice with pulp to produce a pellet and supernatant teacher explanation of cell fractionation and ultracentrifugation in obtaining fractions for investigation. Use animations and videos to support explanation provide students with information on organelles and ask them to suggest what order they would sediment at exam questions. Skills developed by learning activities: PS 1.2 – apply knowledge of organelles and their size to Specimen assessment material: AS 1 (set 1) – Q1 Past exam paper material: BIOL1 June 2009 – Q1 June 2010 – Q3 Jan 2013 – Q2 Exampro BYB1 June 06 BYB1 – June 2005 Q3 Rich question: put the cell organelles in order of sedimentation as the speed of the centrifuge is increased why are fractionated cells kept in a solution that is ice cold, buffered and the same water potential?
AO1 – development of knowledge and understanding of the cell cycle AO3 – analysis of data relating to the length of time at each stage. Extension Describe the events which occur during G1, S and G2 phase of interphase and the outcomes of mitosis. Teacher explanation of the events at each stage of interphase. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The behaviour of chromosomes during interphase and the stages of mitosis. 0.4 weeks Recognise the stages of the cell cycle: interphase, prophase, metaphase, anaphase and Learning activities: teacher explanation of the role of mitosis teacher explanation of the stages of mitosis, reinforced Specimen assessment material: A-level Paper 1 (set 1) – Q10.1 and 10.2 Rich question:
The role of spindle fibres. telophase (including cytokinesis). Explain the appearance of cells in each stage of mitosis. with videos and/or animations of the process card sort using actual pictures of cells at different stages. Ask students to put them in order, name the stage and then explain why it is that stage get students to interpret the amount of DNA in a cell and link these to different stages of the cell cycle exam questions. Skills developed by learning activities: AO1 – Knowledge and understanding of stages of mitosis. AO2/AO3 – Interpretation of images of cells in mitosis and identification of stages. A03 – Application of knowledge to explain scientific data about the amount of DNA within a cell. Past exam paper material: BIOL2 June 12 Q4 BIOL2 Jan 2012 – Q2 BIOL2 June 2011 – Q4 Exampro: BYA2 Jan 06 Q2 Evaluate the statement “Mitosis consists of Interphase, Prophase, Metaphase, Anaphase and Telophase”. Provide students with pictures of each stage of mitosis and ask them to describe what the chromosomes are doing and which stage of mitosis the cell is at. Extension Students could produce a video podcast summarising mitosis and its role within the larger cell cycle.
Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Required practical 2: Preparation of stained squashes of from plant root tips; set-up and use of an optical microscope to identify the stages of mitosis in these stained squashes and calculation of a mitotic index. Measurement of cells and calculation of their actual size. 0.6 weeks knowledge of mitosis and the cell cycle, to identify cells in different stages of mitosis. Use measured values to calculate the actual size of cells. Explain what the mitotic index is and calculate the mitotic index from observed values. Learning activities: preparation and observation of squashes of root tip cells eg from allium, garlic or hyacinth observation and drawing of cells in various stages of mitosis, under a microscope calculation of actual size of cells and the mitotic index exam questions. Skills developed by learning activities: AO1 – knowledge and understanding the techniques and procedures for staining chromosomes and using microscopes AO2 – application of knowledge to use these techniques and identify stages of mitosis in tissue being observed AT d and e – students prepare, observe and draw Past exam paper material: Students could undertake the HBI3T ISA P from 2013 Specimen assessment material: AS Paper 2 (set 1) – Q1 Exampro: BYA2 Jan 05 Q1 BYA2 Jun 05 Q4
controlling the rate of cell division. Identify the processes within the cell cycle which are disrupted and which lead to cancer. State that cancer treatments often work to inhibit stages of the cell cycle. Interpret data relating to cancer treatments and their effects on the rate of cell division. and tumour suppressor genes and how the cell cycle is affected when they mutate. Use animations to help discuss cancer treatments and link to data on the reduction in cancer after each treatment. Link drugs back to their effects eg in inhibiting spindle formation exam questions. Skills developed by learning activities: MS 1.3 – interpret graphical data showing the effect of cancer treatments on the number of cancerous cells AO1 – knowledge and understanding of cancer and its treatment AO2/AO3 – interpretation of exam question data and application of knowledge of the impact of some treatments on mitosis and the cell BIOL2 June 2013 – Q4
Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Binary fission in prokaryotic cells. 0.2 Explain what binary fission is and the organisms which carry out binary fission. Describe the process of binary fission. Learning activities: show an agar plate with bacterial colonies. Ask students to suggest why these are visible given that bacteria are microscopic teacher led description of the process of binary fission in prokaryotes ask students to evaluate how it differs from the process in eukaryotic cells students could calculate the exponential growth of bacteria from one cell, each hour for 8 hours, under ideal conditions exam questions from Exampro (especially relating to data). Skills developed by learning activities: MS 0.5 – estimate the exponential growth of bacteria after 8 hours with the assumption of binary fission Rich question: Binary fission can happen every 20 minutes for some species, under ideal conditions. Suggest one example where this trait would be useful to humans.
occurring once every 20 minutes AO1 – knowledge and understanding of binary fission. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Viruses do not undergo cell division. Following injection of their nucleic acid, the infected host cell replicates the virus particles. 0.2 weeks Explain why viruses are not classified as being living organisms. Describe the sequence of events by which viruses replicate. Explain why viruses are so difficult to and develop medicines against. Learning activities: questioning to recall the structure of a virus teacher led explanation of the replication of viruses. Link virus structure to their mode of replication and to the work done in Unit 1 on nucleic acids exam questions from specimen material and from Exampro. Skills developed by learning activities: Specimen assessment material: AS Paper 1 (set 1) – Q9 Rich question: why do scientists disagree about whether viruses should be classified as living? why do viruses make you ill?
AO1 – Knowledge and understanding of viral replication. 3.2.3 Transport across cell membranes knowledge: GCSE Additional Science Cell membranes control the passage of substances into and out of the cells. Dissolved substances can move into and out of cells by diffusion. The greater the difference in concentration, the greater the rate of diffusion. Learning objective Time Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The fluid mosaic model of cell membranes, including the arrangement of phospholipids, proteins, 0.4 weeks Describe the arrangement of proteins, glycoproteins, glycolipids, Learning activities: questioning to recap the structure and properties of phospholipids (from section 3.1.3) Specimen assessment material: AS Paper 1 (set 1) – Q7.5–7.7
AO1/AO2 – application of knowledge and understanding from Section 3.1.3 to understand the structure and function of plasma membranes. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Required practical 4: Investigation into the effect of a named variable on the permeability of membranes. 0.8 weeks Identify key variables which affect membrane permeability. Represent raw and processed data clearly using tables and graphs. Apply knowledge of the fluid mosaic model to suggest how temperature/ alcohol affects membrane permeability. Evaluate the quality of results and reliability of conclusions. Learning activities: students design an experiment to investigate the effect of a named variable eg temperature or alcohol concentration on membrane permeability. This could include: working through key aspects of experimental design eg key variables carrying out (subject to teacher approval) processing and presentation of data. Skills developed by learning activities: Students undertake the BIO3T ISA Q from 2010
AT b – use a colorimeter to record quantitative measurements PS 1.1 – design an experiment, on research, to test a hypothesis PS 1.2 – apply scientific knowledge to practical contexts PS 2.4 – identify key variables affect membrane permeability PS 2.2/PS 3.1/MS 3.2/MS 1.3 – plot the experimental data in an appropriate format PS 2.3 – evaluate data for errors and uncertainties PS 4.1 – understand how a colorimeter works and how to interpret results from colorimetry MS 0.1/MS 0.2 – use and convert units for concentration MS 1.9 – select (and use) an appropriate statistical test. 8.4.2.1, 8.4.2.2, 8.4.2.3 and 8.4.2.4 AO1/AO2 – application of knowledge to explain trends and to understand the technique of colorimetry
Required practical 3 Production of a dilution series of a solute to produce a calibration curve with which to identify the water potential of plant tissue. 1 week Explain what a dilution series is and produce one from stock solutions. Apply knowledge to explain how the water potential of a plant tissue can be experimentally determined. Represent raw and processed data clearly using tables and graphs. Process data to calculate percentage gain/loss. Apply knowledge to explain trends in graphs in relation to osmosis, water potential and mass change. Explain the usefulness of calibration curves or standards. Evaluate the results and conclusions. Learning activities: Students conduct an experiment to identify the potential of plant tissue. This should include: research into methods carrying out processing and presentation of data evaluation and explanation findings a past ISA paper (relevant to practical). Skills developed by learning activities: AT c – use glassware to produce serial dilutions MS 0.1/0.2 – use and convert concentrations between standard and ordinary form MS 0.3 – calculate percentage change in mass PS 1.1 – design an experiment, based on research, to test a hypothesis PS 2.2/MS 3.1/MS 3.2/MS 1.3 – plot the experimental data in an appropriate format (tables and graphs) Students could undertake the investigations/ questions from the following ISAs: P14 BIO3T Q09 HBI3T P10 HBI3T P12 Specimen assessment material: AS Paper 1 (set 1) – Q8 Past exam paper material: BIOL1 Jan 2009 – Q3 BIOL1 Jan 2011 – Q5 BIOL1 Jan 2010 – Q5
Movement of molecules and ions against concentration gradients by active transport. 0.2 weeks Define what is meant by active transport. Explain the process of active transport. Compare and contrast active transport and facilitated diffusion. Interpret data to identify when a substance is actively transported. Learning activities: teacher explanation of active transport, using animations and video clips to support discuss some data showing data on active transport and ask students to explain trends. Model an answer. exam questions. Skills developed by learning activities: AO1 – development of knowledge and understanding of facilitated diffusion AO3/MS 1.3 – interpret data about active transport from a variety of tables and graphs AO2/PS 1.2 – apply knowledge of active transport to explain trends in experimentally derived data on the movement of molecules and ions. Specimen assessment material: A-level Paper 1 (set 1) – Q5 AS Paper 2 (set 1) – Q2 Past exam paper material: BIOL1 June 2013 – Q5 BIOL1 June 2012 – Q4 BIOL1 June 2011 – Q5 Exampro: BYB1 – Jan 2006 Q7b Rich questions: Why do poisons that inhibit respiration, result in active transport stopping? Suggest why overwatering of plants can kill the plants. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources
The adaptations of cells for rapid transport across internal and external membranes. 0.2 Explain the adaptations of specialised cells maximising the rate of transport across their internal and external membranes (could be linked to Fick’s law). Explain how surface area, number of channel or carrier proteins and differences in gradients of concentration or water potential affect the rate of movement across cell membrane. Learning activities: questioning to assess understanding of adaptations to increase rate of diffusion calculate surface area: volume ratio of cells with folds, when supplied with appropriate data. (Could address with section 3.3.1) exam questions. Skills developed by learning activities: AT d – use optical microscopes to observe cells that are adapted for rapid exchange eg root hair cells, epithelial cells of the small intestine MS 0.3/MS 4.1 – calculate surface area: volume ratios of extended exam answers. Past exam paper material: BIOL1 June 2011 Q8b Rich questions: what does Fick’s law state? what common adaptations do cells of exchange surfaces have? Extension Microscopy of cells that have adaptations for exchange. Ask pupils to identify and explain these adaptations.
Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The response of T lymphocytes to a foreign antigen (the cellular response). The role of in the cellular response. The role of helper T (TH cells) in stimulating cytotoxic T cells (TC cells), B cells and phagocytes. 0.2 Explain what is meant by the specific immune response. Explain the (cellular) immune response. Explain the roles played by helper T cells. Learning activities: define the circumstances under which the cell mediated immune response is used teacher explanation of the cell mediated immune response in detail (linked to antigen presentation and the role of TH and TC cells), use videos and animations to support get students to an essay on the cell mediated response. Skills developed by learning activities: AO1 – development of knowledge and understanding of the cell mediated response. Rich questions: Why is the response able to destroy body cells that have turned cancerous? Learning objective Time Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources presenting
The definition of an antibody. The structure of an antibody. The formation of antigen-antibody complexes and the subsequent destruction of pathogens. 0.2 weeks Relating previous knowledge of protein structure, describe the structure of antibodies. Explain the specificity of an antibody to a particular antigen. Explain how antibodies lead to the destruction of pathogens. Learning activities: questioning about protein structure and the roles of proteins teacher definition of an antibody highlighting exercise about how antibodies bind to and lead to the destruction of pathogens that have complementary antigens (specification only requires agglutination and destruction by phagocytosis). Students can also generate their own questions that they would like answered show students antibody structure and explain variable and constant regions and how the antigen binding site specificity for one antigen exam questions. Skills developed by learning activities: AO1 – development of knowledge and understanding of the antibody Past exam paper material: BIOL1 Jan 2012 – Q6 HBIO1 – June 12 Q4a Exampro: Specimen paper Unit 1 Q2 Rich questions: Define what an antibody is. Explain the importance of the variable region of antibodies. Explain the structure of antibodies in terms of the hierarchy of protein structure.
secondary response. response. Ask students to explain and ask for improvements to statements such as “the body knows how to fight it off in the secondary response” exam questions. Skills developed by learning activities: AO1 – development of knowledge and understanding of the humoral response AO2 – application of knowledge on the humoral response to explain data on antibody concentrations during the primary and secondary immune responses. response mean that pathogens are destroyed before they are able to make you ill? Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources
The effect of antigen variability on disease and disease prevention. 0.2 weeks Explain that antigen variability can lead to some diseases being caught more than once. Explain how mutations can cause antigen variability and how this can cause new strains of pathogen. Explain the consequences of antigen variability on the incidence of disease and the development of therapies against that disease. Learning activities: teacher led introduction to antigenic variability through gene mutation students examine information about past epidemics/ pandemics eg influenza outbreaks over the last century and why periodically some are so serious students could research the modern focus on disease prevention using internet materials and why recent outbreaks eg avian and swine flu, have attracted such media focus teacher summary could bring together their findings and discuss the consequences of antigen variability of disease prevention and treatments. Skills developed by learning activities: MS 0.3 – calculate and understand the use of percentages or values per Exampro: BYB7 June 2004 Q6 HBIO1 – June 2012 Q2 Rich questions: Suggest why we can suffer from some diseases multiple times, but we get others only once and are then immune. Why is it so difficult to develop a vaccine against the common cold or HIV? Why have many animal flu viruses eg bird flu, made the news so often in recent years? During recent flu outbreaks, the government invested in Tamiflu to protect the population in the event of a
Ethical issues associated with the use of vaccines. particular pathogens. Explain what is meant by herd immunity and why it is able to protect unvaccinated individuals in a population Discuss ethical issues associated with the use of vaccines Evaluate methodology, evidence and data relating to the use of vaccines. provide structured questions for students to analyse the data against. Skills developed by learning activities: MS 0.3 – understand the use of, percentages or values per 100,000 when looking at disease data AO1 – development of knowledge of vaccines AO3 – evaluate scientific evidence. BIOL1 June 2010 – Q4 an antibody reacts with an antigen antibodies received in breast milk attenuated microorganisms in a vaccine.
Extension Evaluate methodology, evidence and data relating to the use of vaccines. Get students to research or provide data from the MMR and autism research of Andrew Wakefield and Honda (and data on the impact on vaccination rates in the UK). PS 2.1 – Evaluate the scientific methods and experimental design of Andrew Wakefield. 8.4.2.5 – Carry out research into the MMR link to autism. Rich questions: Evaluate the relative data and methodology of Wakefield and Honda in their studies of MMR and autism. Which is the most convincing study and why? Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Structure of the human immunodeficiency virus (HIV) and its replication in helper T cells. How HIV causes the symptoms of AIDS. 0.2 weeks Describe the structure of a HIV particle Explain how the structure of a HIV particle enables it to infect and replicate within a helper T cell Learning activities: show data HIV rates and AIDS sufferers in different countries and ask students to explain the trends and the difference between HIV and AIDS based on the knowledge they have show HIV structure Past exam paper material: Jan 2013 – Q8 HBIO1 – June 2014 Q6 HBIO1 – Jun 2009 Q8 Rich questions:
Why antibiotics are ineffective against viruses. Explain the distinction between being HIV positive and developing AIDS Explain how HIV causes the symptoms of AIDS Explain why antibiotics are ineffective against viruses (link to cell structure). video on HIV lifecycle teacher explanation to reinforce replication cycle and explain that antibiotics are ineffective against viruses. This could be extended to look at the low number of antiviral drugs compared with those that work against bacteria revisit earlier graphs and refine ideas exam questions. Skills developed by learning activities: MS 0.3 – calculate and understand the use of percentages or values per 100 000 when looking at data within populations AO1 – development of knowledge of HIV and AIDS and the replication of HIV AO2/AO3 – interpret scientific data (graphs) and apply knowledge to explain them. Why are so few anti-viral drugs licensed for human use compared with the number against other types of pathogen? What is the difference between being HIV positive and having AIDS?
Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The use of monoclonal antibodies in: targeting medication at particular cell types, medical diagnosis and ELISA. Ethical issues associated with the use of monoclonal antibodies. 0.4 weeks Explain how the specificity of monoclonal antibodies can be used in medical diagnosis and targeting of medication at particular cell types. Explain the use of monoclonal antibodies in the ELISA technique. Interpret information to explain the accuracy and results of tests which use the ELISA technique. Discuss ethical issues associated with the use of monoclonal antibodies Evaluate methodology, evidence and data relating to the use Learning activities: introduce what is by monoclonal antibodies and the usefulness of their specificity for a particular antigen teacher explanation of using animations exam questions showing monoclonal antibody uses in different contexts. Skills developed by learning activities: AO1 – development of knowledge of monoclonal antibodies and uses AO2 – application of knowledge of monoclonal antibodies to the contexts given in exam questions. Specimen assessment material: A-level Paper 1 (set 1) – Q7 AS Paper 2 (set 1) – Q8 Past exam paper material: BIOL1 June 2009 – Q5 BIOL1 Jan 2010 – Q6 Rich question: What property of monoclonal antibodies makes them so useful in diagnostic testing?
SA:vol ratios to model the changes to body shape. Practical investigation of whether size affects the rate of diffusion using agar cubes. 3.3.2 Gas exchange knowledge: GCSE Additional Science Exercise increases the rate and depth of breathing. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Adaptations of gas exchange surfaces in leaves of dicotyledonous plants (mesophyll and stomata). Structural and functional compromises between gas exchange and the limitation of water loss 0.4 weeks Describe the internal structure of a leaf. Explain how the structure is an adaptation allowing efficient gas exchange. Explain what a xerophytic plant is Learning activities: microscopy of vertical sections through dicotyledonous plant leaf microscopy of nail varnish painted on underside of the leaf to see stomata teacher explanation of how the structure of a leaf is adapted for gas exchange Past exam paper material: BIOL2 June 2012 Q1b BIOL2 Jan 2010 Q5 Exampro: BYB3 June 2006 Q1 Rich questions: explain the ways in which the structure of a leaf is adapted for gas exchange explain the adaptations present in xerophytic plants
AO2 – application of earlier learning on features that increase the rate of exchange, to explain features that reduce loss in xerophytic plants. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Adaptations of gas exchange surfaces, shown by gas exchange in single-celled organisms, insect tracheal systems and fish gills. Structural and functional compromises between gas exchange and the limitation of water loss shown by terrestrial insects. 0.4 weeks Explain the adaptations of single-celled organisms for efficient gas exchange. Describe the structure of insect tracheal systems. Explain how the tracheal system is adapted to allow efficient gas exchange. Explain how tracheal systems balance the needs Learning activities: teacher led explanation about the gas exchange systems within fish and insects and how they are adapted exam questions. Skills developed by learning activities: AT j – dissect the gas exchange system of a bony fish and/or an insect AT d/AT e – use an optical microscope to examine and draw prepared mounts of the Past exam paper material: June 2013 – June 2009 – Q8a BIOL2 Jan 2012 – BIOL2 Jan 2010 – Q8 Rich question: Explain the adaptations present in fish gills and insect tracheal systems.
for gas exchange whilst minimising water loss. Describe the structure of fish Explain how fish gills are adapted to maximise gas exchange, including counter current flow. gas exchange surface of fish or insects, or temporary mounts of gills 8.4.2.1 and 8.4.2.3. Extension Dissection of fish gills and locust to investigate filament and tracheal systems. View locust mounts and prepared gill mounts under microscope. Observe breathing movements of a stick insect held in a boiling tube. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources
Ventilation and the exchange of gases in the lungs. The mechanism of breathing. 0.4 Explain the role of ventilation in terms of maintaining diffusion gradients. Explain the mechanism of breathing in of the action of the diaphragm muscle and the antagonistic action of the external and internal intercostal muscles and the pressure changes which they cause in the thoracic cavity. Learning activities: use balloon lungs in a jar, or get students to construct a lung model, to show breathing is due to changes in pressure due to changes in thoracic volume teacher explanation of the mechanism of breathing exam questions on the mechanism of breathing students given data relating to pulmonary ventilation rate and one other measure exam questions. Skills developed by learning activities: MS 2.2 – students could be given values of pulmonary ventilation rate and one other measure, requiring them to change the subject of the equation: PVR = tidal volume × breathing rate Students could undertake the HBI3T ISA Q from 2010 Specimen assessment material: AS 2 (set 1) – Q4.1–4.2 Past exam paper material: BIOL1 Jan 2013 – Q1 BIOL1 Jan 2012 – Q2 BIOL1 June 2010 – Q2 June 2012 – Q6 BIOL 4 Jan 2011 – Q6a and 6b
AT b/ AT h – students could use three-way taps, manometers and simple respirometers to measure volumes of air involved in gas exchange AO1 – development of knowledge of mechanism of breathing and associated measurements and the techniques associated with spirometers and respirometers PS 3.1/AO3/AO2 – interpret graphs showing spirometer traces. Extension Students conduct a practical to measure volume of air being breathed in eg spirometers or respirometers with manometer tube, scale and three-way tap. They plot their data and then discuss how to interpret the spirometer traces to identify tidal volumes.
Learning objective Time Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The essential features of the alveolar epithelium as a gas exchange surface. 0.2 weeks Explain the process of gas exchange, related to blood circulation and ventilation. Describe the features of the squamous epithelium. Explain how the squamous epithelium is adapted to maximising gas exchange. Learning activities: teacher led explanation of the process of gas exchange linked to ventilation and circulation relate the maintenance of a diffusion gradient to circulation and ventilation exam questions. Skills developed by learning activities: AT d – use an optical microscope to examine prepared mounts of the gas exchange surface of a mammal extended exam answers. Past exam paper material: BIOL1 June 2013– Q3 BIOL1 June 2012 – Q3 BIOL1 June 2009 – Q6 BIOL1 June 2010 – Q7b BIOL1 Jan 2010 – Q2 Extension Microscopy of squamous epithelial to look for further adaptations related to Fick’s law. Collate feedback and emphasise key points about
the features of the alveolar epithelium. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Lung diseases and the risk factors associated with them. 0.6 weeks Interpret information relating to the effects of lung disease on gas exchange and/or ventilation. Interpret data relating to the effects of pollution and smoking on the incidence of lung disease. Analyse and interpret data associated with specific risk factors and the incidence of lung disease. Recognise correlations and causal relationships. Learning activities: teacher explanation of how to critically analyse and evaluate data showing correlations. Emphasise the concept of risk and that correlation does not mean causation use a past exam question to model the analysis and evaluation process teacher explanation of how to critically analyse and evaluate data showing correlations exam questions on evaluating data about lung disease and risk factors. Skills developed by learning activities: PS 3.1/ MS 1.3/MS 1.7 – interpret graphs showing correlations between lung Specimen assessment material: A-level Paper 1 (set 1) – Q2 AS Paper 2 (set 1) – Q4.1 – 4.2 Past exam paper material: BIOL1 June 2011 – Q4 BIOL1 Jan 2012 – Q4 Jan 2009 – Q4 BIOL1 – Jan 2011 – Q7 BIOL2 Jan 2013 – Q9 Rich questions: What is risk? Why does correlation not causation?
3.3.3 Digestion and absorption NB. This be taught after section 3.1.4.2 Prior knowledge: GCSE Additional Science The hierarchical organisation of into tissues, organs and organ systems, exemplified by the stomach and the digestive system. The role of amylase, protease and lipase enzymes in the digestion of large, insoluble food molecules and their sites of production. The role of bile in emulsifying fats and neutralising acid from the stomach and the site of its production/storage. Diffusion is the movement of molecules from a region of high to low concentration. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The purpose of digestion. Digestion in mammals of: carbohydrates by amylases and disaccharidases lipids by lipase proteins by endopeptidases, 0.6 weeks Explain the general roles of organs within the digestive system and where key events in digestion happen. Explain the purpose of digestion. Explain the role of different enzymes in the digestive process and relate the specificity of Learning activities: baseline questioning students about the purpose of digestion and where key events happen in the digestive system jigsaw task: In groups of each person goes to a different information station (text, videos etc.), to learn about the digestion of starch, protein or lipids. They then feedback to other group Specimen assessment material: A-level Paper 1 (set 1) – Q11.3 A-level Paper 3 (set 1) – Q3 AS Paper 2 (set 1) – Q5 Rich question:
exopeptidases and dipeptidases. The role of bile salts. enzymes back to protein structure. Explain how endopeptidases and exopeptidases increase protein digestion. Explain the role of bile members to gain a complete picture of other two exam questions. Skills developed by learning activities: PS 1.1 – use Visking tubule models to investigate the absorption of the products of digestion AO1 – development of knowledge and understanding of digestion AO2/AO3 – application of knowledge to explain exam questions/data showing the reduction in pH when lipase and bile are to milk extended exam answers. Past exam paper material: A-level BIOL1 June 2009 – Q7 BIOL1 June 2012 – Q7 Jan 2013 – Q3 BIOL1 June 2012 Q6 2010 EMPA HBI3X 2011 EMPA HBI3X 2012 EMPA Why do vitamins and minerals not require digestion? Extension Model gut activity (eg using starch and amylase, or triglycerides, bile and lipase). Ask them to relate this to digestion. Extension: Design a valid experiment, using the work of others as a starting point, to 1 week Explain the features of good experimental design. Evaluate risk. Learning activities: Students design an experiment to investigate the whether the concentration of bile salts affects Students could undertake the BIO3T ISA P 2010
investigate whether the concentration of bile salts affects triglyceride digestion. Identify variables, including those that must be controlled. Plot and interpret graphs. Explain trends in results by applying knowledge. Research and adapt methodology as the basis for designing an experiment. Process data to calculate rates. Represent raw and processed data clearly using tables and graphs. Apply knowledge to draw and explain conclusions. Evaluate the quality of results and reliability of conclusions. the rate of triglyceride digestion. This should include the stages of: questioning about what features a well-designed investigation has research to develop method risk assessment (Hazcards) processing and data drawing conclusions and evaluating findings past ISA paper (if appropriate). Skills developed by learning activities: AT a/At l – use apparatus, including dataloggers, to measure time and pH PS 1.1/PS 2.4 – design an experiment, based on research, to test a hypothesis PS 2.2/3.1/MS 1.3 – present and interpret data using tables and graphs PS 2.3 – evaluate results for errors PS 3.2 – process data to calculate rates
MS 1.9 – select (and use) an appropriate statistical test 8.4.2.1, 8.4.2.2. 8.4.2.3, 8.4.2.4 and 8.4.2.5 AO2 – apply knowledge in a practical context AO3 – analyse, interpret and evaluate scientific information and evidence to make judgements, reach conclusions and develop/refine practical design and procedures. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Co-transport mechanisms and the role of micelles in the absorption of the products of digestion by cells lining the ileum. 0.4 weeks Recall the adaptations of intestinal epithelial cells to exchange. Explain the absorption of amino acids and glucose against a concentration gradient by Learning activities: card sort recapping the adaptations that cells have to increase exchange (section 3.2.3) ask students to label the adaptations of a small intestine epithelial cell DARTS tasks – students use a comprehension about how glucose, amino acids and lipids are absorbed and Past exam paper material: BIOL1 June 2009 – Q7b BIOL1 June 2011 – Q8b BIOL1 June 2009 – Q7b Rich question: Explain the mechanisms by which each of the products of digestion is absorbed.
Explain the role of micelles in the absorption of lipids. recreate this in diagrammatic form presentation of diagrams to the group and peer evaluation teacher explanation to address remaining weaknesses using videos and animations exam questions. Skills developed by learning activities: extended exam answers AO1 – development of knowledge and understanding of absorption AO2 – application of earlier learning from section 3.2.3 AO3 – evaluation of scientific information in other people’s presentations. 3.3.4 Mass transport 3.3.4.1 Mass transport in animals Prior knowledge:
GCSE Additional Science Exercise increases the heart rate. Learning objective Time Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The general pattern of blood circulation in a mammal. 0.2 weeks Describe the structure of the circulatory system, with particular reference to the blood vessels entering/leaving the heart, lungs and kidneys. Link the structure of the circulatory system to its role in exchanging and transporting materials. Learning activities: teacher explanation of the advantage of mass transport systems in organisms teacher explanation of the double circulatory system, using animations and videos students complete labelled diagram of organs and blood vessels, based on their learning exam questions from Exampro. Skills developed by learning activities: AO1 – development of knowledge and understanding or circulation and the key blood vessels entering and leaving the kidneys, lungs and heart. Past exam material: BIOL2 – June 2009 Q1a–1b Rich questions: Why do humans need a double circulatory system? Describe the journey of a red blood cell around one circuit of the body, naming the main blood vessels and the chambers of the heart.
The effects of carbon dioxide concentration on oxygen dissociation (Bohr effect). Relate knowledge to explain the shape of an oxyhaemoglobin dissociation curve. Explain the effect of carbon dioxide concentration on oxygen dissociation. Relate this knowledge to explain oxygen loading and unloading in different tissues. pressure and the Bohr effect (using animations) get students to generate “Golden Rules” about what a shift to the left or right on the oxyhaemoglobin dissociation curve means exam questions. Skills developed by learning activities: AT l – use ICT to model the structure of haemoglobin (using RASMOL) AO1 – development of knowledge on oxygen loading, transport and unloading AO2 – application of knowledge to explain the Bohr effect on an oxyhaemoglobin dissociation curve MS 1.3/AO3 – interpret data from graphs showing oxyhaemoglobin dissociation curves MS 3.1 – translate data between a number of different formats eg graphical and tabular forms. What are haemoglobin’s two seemingly conflicting (in the lungs and respiring tissues)? How are both roles achieved? Explain the S shape of the oxyhaemoglobin dissociation curve.
Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Many animals are adapted to their environment by possessing different types of haemoglobin with different oxygen transport properties. 0.4 weeks Explain differences between the oxyhaemoglobin dissociation curves of different species. Relate these differences to the environment in which the organisms with to explain how these adaptations allow organisms to survive. Learning activities: questioning used to recap and assess understanding of the Bohr effect and oxygen dissociation think, pair, share: show oxyhaemoglobin dissociation curves comparing human and bird haemoglobin and ask students to suggest the advantage to birds of having a curve to the right provide environmental information about other organisms eg lugworms and ask students to suggest what challenges they face and what their oxyhaemoglobin dissociation curve would be like in comparison to human haemoglobin. They can present with explanation accept feedback and use as a prompt for discussion exam questions. Past exam paper material: BIOL2 Jan 2011 Q2 BIOL 2 June 2009 – Q8b–c BIOL 2 June 2011 – Q6a BIOL 2 June 2010 – Q7b BIOL 2 Jan 2010 – Q4 Rich questions: Provide examples of organisms and the conditions in which they live eg birds. Then show oxyhaemoglobin dissociation curves and ask students to relate them to the environmental conditions.
Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Required practical 5: Dissection of animal or plant respiratory system or mass transport system or of an organ within such a system (could also be met in section 3.3.2 by lung, gill or insect dissection). The gross structure of the human heart. 0.2 weeks Describe and label the structure of the heart. Explain differences in the thickness of cardiac muscle between the atria and ventricles and between different sides of the heart. Explain the role of the atrio-ventricular and semilunar valves. Explain the role of the coronary artery. Learning activities: introduce students to the external structure of the heart and discuss the key features eg role of the coronary artery teacher explanation of the gross internal structure of the heart, building on GCSE knowledge. Link the structure back to the double circulatory system students to perform a dissection, using instruction sheet students identify key internal structures/chambers. Skills developed by learning activities: AT j – dissect mammalian 8.4.2.1 and 8.4.2.3 AO1 – development of knowledge on the structure of the heart. Exampro: BYB3 – Jan 2006 Q1a BYA1 – June 2005 Q2
Learning objective Time Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Pressure and volume changes and associated valve movements during the cardiac cycle that maintain a unidirectional flow of blood. weeks Explain the cardiac cycle. Explain the opening and closing of AV and valves in terms of differences in pressure at different stages of the cardiac cycle. Analyse and interpret data relating to pressure and volume changes during the cardiac Learning activities: introduce the concept of the heart beating at a certain rate teacher explanation of the events within a heartbeat using animation. Emphasise the pressure and volume changes and how this causes the opening and closing of particular valves to maintain unidirectional flow show students data of the volume and pressure changes on a graph. Ask them to discuss in pairs and interpret the changes. Finally ask them to justify which valves will be opening and closing at which positions exam questions. Skills developed by learning activities: MS 2.2/ MS 2.4 – students be given values of cardiac output (CO) and one other Past exam paper material: BIOL1 June 2013 – Q8b Jan 2011 – Q3 (except 3c) BIOL1 June 2011 – Q6 BIOL1 Jan 2012 – Q5
The structure of arteries, arterioles and veins in relation to their function. The structure of capillaries and the importance of capillary beds as exchange surfaces. The formation of tissue fluid and its return to the circulatory system. weeks Describe the structure of arteries, arterioles, veins and capillaries. Relate the structure of arteries, arterioles, veins and capillaries to their functions. Compare and contrast the structure and function of different vessels. Explain what tissue fluid is and which substances it contains. Explain the formation of tissue fluid in terms of hydrostatic pressure. Explain the reabsorption of some tissue fluid back into the capillaries, in terms of hydrostatic pressure and water potential Learning activities: introduce the relationships between the different types of blood vessels jigsaw task: Groups of 4. One from each group goes to an information station containing materials about the structure linked to the function of one of the blood vessels students feedback to each other and complete a summary table teacher assessment and explanation of weaker teacher explanation of the formation of tissue fluid and its return to the circulatory system exam questions. Skills developed by learning activities: ATd /AT e – use an optical microscope to examine and draw prepared slides of sections through vessels MS 1.8 – use and manipulate the magnification formula Specimen assessment material: AS Paper 1 (set 1) – Q6 Past exam paper material: Jan 2013 – Q2 June 2012 – BIOL2 Jan 2011 – Q8c BIOL2 June 2009 – Q1 BIOL2 June 2011 – Q6b June 2010 – Q2 BIOL2 Jan 2010 – Q6
Explain the role of the system. AO1 – development of knowledge of the structure and function of different blood vessels AO2 – application of knowledge of structure to the function of each vessels. Extension Hang masses from an artery and vein and show that artery has more elasticity. Microscopy and drawing of prepared slide of sections through different blood vessels. Extension: Design a valid experiment to investigate the effect of exercise on human pulse rate. Identify variables, including that must be controlled. Plot and interpret graphs. 0.8 weeks Explain the features of good experimental design. Process data to calculate rates. Represent raw and processed data clearly tables and graphs. Apply knowledge of circulation to draw Learning activities: Students design an experiment to investigate the effect of exercise on pulse. This should include the stages of: research to develop method. risk assessment carrying out (subject to teacher approval) processing and presenting data Students could undertake the HBI3T ISA P from 2009. Past exam material: BIOL1 Jan 2013 – Q7 BIO3X 2012 EMPA
practical design and procedures. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Cardiovascular disease (CVD) and associated risk factors. 0.4 weeks Analyse and interpret data associated with specific risk factors and the incidence of cardiovascular disease. Recognise correlations and causal relationships. NB the specification does not require knowledge of specific CVD or risk factors but students should be able to use their knowledge of heart function to predict what would or could happen when given information. Learning activities: jigsaw task: Students research one cardiovascular disease eg stroke, heart disease and then feedback to others in their group to build up collective picture of cardiovascular disease and associated risk factors teacher explanation of how to analyse critically and evaluate data showing correlations use a past exam question to the analysis and evaluation process exam questions. Skills developed by learning activities: PS 3.1 – interpret graphs showing correlations between Past exam paper material: BIOL1 June 2013 – Q6 BIOL1 June 2010 – Q6 BIOL1 June 2012 – Q2 BIOL1 June 2012 – Q8b BIOL1 Jan 2012 Q7c and 7d Rich questions: What are the risk factors associated with CVD? Explain why a strong correlation is not proof that a factor causes CVD.
Prior knowledge: GCSE Additional Science Xylem and phloem tissue transports substances around a plant. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources as the tissue that transports water in the stem and leaves of plants. The cohesion-tension theory of transport in the xylem. 0.2 Explain the role of the xylem in plants. Explain how water transport in the xylem is linked to transpiration in the leaves. Explain the cohesion-tension theory of water transport. Explain the factors affect transpiration. Learning activities: questioning on leaf structure (3.3.2) and GCSE knowledge on xylem teacher led explanation of movement of against gravity due to theory (using animation) interpret results from potometer experiments exam questions. Skills developed by learning activities: AO1 – development of understanding of theory and water movement Past exam paper material: Jan 2013 – Q5 BIOL2 June 2013 – Q8a BIOL2 Jan 2011 – Q8b BIOL2 Jan 2012 – Q8b June 2010 – Q4 Rich question: How are big trees, like giant redwood trees, able to move water against gravity to the leaves at the top?
AO1/PS 4.1 – understand the principles of using and reading values from a potometer. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Phloem as the tissue that transports organic substances in plants. The mass flow hypothesis for the mechanism of translocation. 0.2 weeks Explain the role of the phloem in plants. Explain what is meant by translocation. Explain the mass flow hypothesis as Learning activities: provide information about the methodology and the results from ringing and tracer experiments. Ask students to formulate a hypothesis Specimen assessment material: Paper 1 (set 1) – Q9 AS Paper 2 (set 1) – Q9 Rich questions: Explain how ringing and tracer experiments prove
Investigating transport in plants using tracers and ringing experiments. a mechanism for translocation. Recognise correlations and causal relationships. Interpret evidence from tracer and ringing experiments and evaluate the evidence for and against the mass flow hypothesis. teacher led explanation of translocation of sugars by mass flow ask them to evaluate earlier explanations and reform their explanations of the experimental results, in light of their new learning exam questions. Skills developed by learning activities: AO1 – development of knowledge and understanding of translocation by mass flow PS 1.2/AO2 – apply knowledge of translocation to traces and ringing experiments MS 1.3/AO3 – interpret data from graphs relating to translocation AO3 – evaluate scientific evidence in supporting scientific ideas. the mass flow hypothesis through the phloem. What causes translocation by mass flow? 3.4 Genetic information, variation and relationships between organisms.
Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Eukaryotic have chromosomes of linear DNA associated with histones. Prokaryotic cells contain short, circular DNA that is not associated with histones. Mitochondria and chloroplasts contain DNA like that of prokaryotes. A gene is a base sequence of DNA that codes for the amino acid sequence of a polypeptide or a functional RNA. 0.2 Explain what is meant by the terms chromosome and gene. Compare and contrast DNA in eukaryotes with that in prokaryotes, mitochondria and chloroplasts. Explain what a gene could code for. Learning activities: questioning from GCSE the meaning of key terms like gene, chromosome and allele use animation to show scale of chromosomes in eukaryotic cells and how chromosomes are made of DNA and histones. Introduce the concept of a gene teacher explanation about the difference between the arrangement of DNA in prokaryotic cells and eukaryotic cells students generate a summary table comparing and contrasting prokaryotic and eukaryotic DNA. Skills developed by learning activities: MS 0.2 – students can be introduced to base pairs as a measuring of length when Rich question: A textbook stated that “The bacterial chromosome is found in the cytoplasm of the cell”. Evaluate this statement.
DNA has a triplet code which is universal, and degenerate. Much of eukaryotic DNA does not code for polypeptides. are non-coding regions of multiple base repeats between genes. There are also introns within genes which separate coding sequences (exons). 0.2 weeks Explain how the DNA base sequence is able to code for the primary structure of a polypeptide. Explain the terms degenerate, universal and Explain why much of eukaryotic DNA can be considered as non-coding. Explain what is meant by an intron and an exon. Learning activities: remind students that there are 20 amino acids and only 4 bases. Ask how many bases would have to code for an amino acid to give sufficient combinations teacher explanation of the triplet code and the fact that there is degeneracy (as well as the fact it is universal and non-overlapping) ask the rich question: how many bases code for a polypeptide of 24 amino acids explain why the answer in fact be more than 72 as there are introns in the gene. Introduce the idea of introns and also non-coding regions between genes exam questions. Skills developed by learning activities: MS 0.3 – students calculate the percentage of human DNA which does code for polypeptides, when Past exam material: BIOL2 June 12 Q5b BIOL2 June 2011 – Q3a BIOL2 Jan 2010 – Q3 Rich questions: What is by the terms: degenerate? universal? A polypeptide is made of 24 amino acids. What is the minimum number of bases that the gene coding for it must have had?
The structure of molecules of mRNA. The process of transcription in prokaryotes to produce mRNA. The process of transcription in eukaryotes to produce pre-mRNA which is subsequently spliced. and how it is related to its function (link to 3.1.5.1). Explain the process of transcription in prokaryotes. Explain the process of transcription and splicing in eukaryotes, linking this to knowledge of introns. Interpret data from experimental work investigating the role of nucleic acids. provide students with data from experimental work investigating the role of nucleic acids eg the experiment and ask them to interpret this introduce concept of genome and proteome teacher explanation of the process of transcription and how the structure of mRNA relates to its function of transferring the code to the ribosomes. Use animation to support this. Skills developed by learning activities: PS 1.2 - apply knowledge of transcription and nucleic acids to explain experimental data from investigations into the role of nucleic acids AO1 – development of knowledge around transcription and the structure and role of mRNA AO2 – application of knowledge to transcribe a DNA sequence into mRNA. What are the advantages of mRNA being used to carry the genetic code to the ribosomes, rather than DNA? Explain how mRNA is adapted to its function. What is the difference between mRNA and Provide students with a DNA code, identify the sense strand and ask students to transcribe it (assuming there are no introns).
Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The process of translation. The roles of ribosomes, tRNA and ATP. The structure of molecules of tRNA. 0.4 weeks Explain the process of translation. Explain the specific roles of ribosomes, ATP and tRNA in translation. Describe the structure of tRNA and how it is related to its function. Relate the base sequence of nucleic acids to the amino acid sequence of polypeptides, when provided with suitable data about the genetic code. Learning activities: questioning to recap knowledge about transcription, the role of ribosomes from section 3.2.1 and ATP from section 3.1.6 teacher explanation of the process of translation and how the structure of tRNA relates to its function in delivering the specific amino acid. Use animation to support this exam questions. Skills developed by learning activities: AO1 – development of knowledge around translation and the structure and role of tRNA AO2 – application of knowledge to translate a Specimen assessment material: A-level Paper 1 (set 1) – Q11.1 Past exam paper material: June 2012 – Q1 (except Q1cii and 1d) Rich questions: Evaluate the statement “DNA is a triplet code which instructs the ribosomes how to make amino acids”. Explain how the structure of tRNA is adapted for its function. Provide students with an mRNA code and ask them to translate it into an amino acid sequence (when provided with appropriate information).
Gene mutations arise spontaneously during DNA replication and include base deletion and base substitution. The degeneracy of the genetic code means that not all base substitutions cause a change in the amino acid sequence. Mutagenic agents can increase the risk of gene mutation. 0.2 Explain what a gene mutation is and how it arises. Explain what is by a deletion and substitution mutation and the potential consequences of each (linked to primary protein structure). Interpret base sequences to identify gene mutations and their impact. Describe what a mutagenic agent is and identify some possible mutagenic agents. Learning activities: teacher led explanation of how gene mutations arise and mutagenic agents which can increase the risk students work through the transcription and translation activity (linked in resources). Then ask them to repeat the activity twice more but this time putting in a substitution mutation for one and a deletion mutation for another. Compare effects of the two mutations to the original amino acid sequence. Ask students to relate these effects to their knowledge of protein structure teacher explanation of the effects of substitution and deletion mutations and also the possible neutral effects of substitution due to degeneracy. exam questions. Skills developed by learning activities: Specimen assessment material: AS Paper 2 (set 2) – Q3 Past exam material: BIOL2 Jan 2013 – Q6a–6 BIOL2 June 2013 – Q7b–7c Jan 2012 – Q4 BIOL2 June 2011 – Q3b BIOL2 June 2010 – Q3 Rich questions: Evaluate this statement: “Sunbathing exposes your body to UV light which causes mutations to occur”. Which type of gene mutation is likely to be the most damaging and why? A student wrote that UV light increased the likelihood of mutations in the protein that the cell made. Why is this not correct?
Meiosis produces genetically unique daughter cells. The process of meiosis involves two nuclear divisions and forms four haploid daughter cells. Independent segregation and crossing over result in genetically different daughter 0.6 weeks Explain the different outcome of mitosis and meiosis. Explain how meiosis results in variation. Complete diagrams showing the chromosome content of after the first and second meiotic division, when given the chromosome content of the parent cell. Recognise where meiosis occurs when given information about an unfamiliar life cycle. Explain how random fertilisation of haploid gametes further increases genetic variation within a species. Learning activities: introduce the convention of 2n and n. Students then calculate the number of possible chromosome combinations (without crossing over) pair, share: there is more variation possible than our calculated number – where does the extra variation come from? teacher explanation of the process of meiosis, supported by animations and videos students compare and contrast mitosis and meiosis students interpret information about unfamiliar life cycles to identify where meiosis and mitosis are occurring. Skills developed by learning activities: MS 0.5 – use the expression 2n to calculate the possible number of different combinations of chromosomes Specimen assessment material: A-level Paper 1 (set 1) – Q10; AS Paper 1 (set 1) – Q3. Past exam material: BIOL2 June 2013 – Q1; BIOL2 June 2010 – Q5. Rich question: Compare and contrast the similarities and differences between mitosis and meiosis.
MS 0.5 – derive a formula from this to calculate the possible number of different combinations of chromosomes following random fertilisation 8.4.2.1 and 8.4.2.2 AO1 – development of knowledge of meiosis AO2 – application of knowledge to unknown life cycles. Extension Observe meiosis in prepared or produced slides of suitable plant or animal tissue and produce suitable drawing. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Mutations in the number of chromosomes can arise spontaneously by chromosome during meiosis. 0.2 weeks Explain what a event is and how it occurs. Compare and contrast gene and chromosomal mutations. Learning activities: questioning to recall the principles and events of meiosis teacher explanation of as a mechanism of chromosomal mutations
The concept of genetic diversity. The principles of natural selection in the evolution of populations (including random mutation, reproductive success, inheritance of the beneficial allele and increasing allele frequency in the next generation). Natural selection results in species that are better adapted to environment. This included anatomical, physiological or behavioural adaptations. 0.4 weeks Explain what is by genetic diversity and allele frequency. Explain the concept of reproductive success. Explain the principles of natural selection and how selection and adaptation are major factors in evolution and contributing to species diversity. knowledge to unfamiliar information to explain how selection produces changes within a population of a species. Learning activities: teacher explanation of the concept of allele frequency and reproductive success students natural selection using one of the activities/models (see resources) eg different paperclips to pick up seeds representing Darwin’s finches and natural selection on different islands ask students what each part of the model represented and relate to real life context eg Darwin’s finches extend teacher explanation to explore how adaptation and natural selection are factors in evolution and also ensure a diversity of species generate a model answer as a class exam questions. Skills developed by learning activities: AO1 – development of knowledge around natural Past exam paper material: BIOL2 Jan 2011 – Q4 Jan 2011 – Q9a – 9d June 2011 – Q2 Rich question: How selective breeding of animals and plants by humans affect genetic diversity?
selection and adaptation, the principles involved in selection and how this is linked to evolution AO2 – application of knowledge to explain the evolution of a species in an unknown context (using the information provided). Learning objective Time Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Directional selection, exemplified by antibiotic resistance in bacteria and stabilising selection, exemplified by birth weights. 0.2 weeks Explain what is meant by directional and stabilising selection. Identify types of selection from distribution curves. Interpret data relating to the effect of selection in producing change within populations. Apply knowledge of types of selection to explain antibiotic resistance and Learning activities: ask rich question as a stimulus and gauge student responses introduce the concept of directional and stabilising selection with examples. Link this to the distribution curves for populations subjected each card sort – give further examples (eg Australian snakes with big heads being able to eat the poisonous Cane toad, resulting in death of those with large heads; Past exam paper material: BIOL2 June 2012 Q2 BIOL2 Jan 2011 – Q6 BIOL2 June 2009 – Q3 (except 3b) BIOL2 Jan 2012 – Q5 (except 5c) Rich question: Fossils indicate that crocodiles and sharks have remained relatively unchanged for millions of Does this indicate that they are no longer subject to natural selection?
Required practical 6: Use of aseptic techniques to investigate the effect of anti-microbial substances on microbial growth. 1 week Explain the basis of working aseptically and the standard techniques for doing so. Apply knowledge of types of selection to explain antibiotic resistance. . Learning activities: train students in aseptic techniques and standard procedures eg aseptic transfer and producing a bacterial lawn carry out the method to investigate the effect of antimicrobial substances measure zones of clearing/measure turbidity of broth interpret data and draw conclusions. Skills developed by learning activities: AT c – use laboratory glassware apparatus to perform serial dilutions of bacteria to perform a count AT I – use microbiological aseptic techniques, including the use of agar plates or broth MS 2.5 – students could use a logarithmic scale when dealing with data relating to large numbers of bacteria in a culture Students could undertake the HBI6T ISA P from 2012. Past exam paper material: BIOL2 June 2013 – Q5 (except 5aii) BIOL2 June 2010 – Q8
New species arise as a result of: isolation – two populations of a species become separated genetic variation – each population has a wide range of alleles that control their characteristics natural selection – in each population, the alleles that control the characteristics help the organism to survive are selected speciation – the populations become so different that successful interbreeding is no longer possible. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The concept of a species. Courtship behaviour as a necessary precursor to successful mating. The role of courtship in species recognition. 0.2 weeks Explain what a species is. Appreciate the difficulties in defining the term species. Explain the role of courtship and why it is necessary. Interpret information and data relating to courtship displays. Learning activities: tacher explanation defining what a species is show videos from the internet showing different animal courtship behaviour eg Wilson’s bird of paradise teacher explanation of the roles that courtship displays can play, with particular emphasis on species recognition ask students to come up with a list of potential courtship behaviours, in pairs discuss the principle of behaviour patterns and work through some examples eg the Mallard duck provide students with exam questions on courtship and Past exam material: BIOL2 June 2009 – Q7 BIOL2 June 2012 – Q6b BIOL2 June 2013 – Q9 BIOL2 Jan 2010 – Q10 (except 10f) BIOL2 Specimen paper Q8 Rich questions: Define what a species is. What is the difficulty in applying this definition to species such as bacteria? If a mutation were to affect the ability of a group of individuals to perform elements of a courtship display correctly, suggest what this would mean for them and why it might be significant in terms of speciation?
The binomial identification of species on its genes and species. Apply knowledge to identify different taxonomic ranks from information provided. Appreciate the difficulties in constructing valid phylogenetic classifications. underlining the difficulty of constructing a valid phylogenetic classification. This could also be done using a selection of nails, screws, paperclips, hair pins, drawing pins etc introduce hierarchical system used for classification of organisms. Relate to their CD classification students develop mnemonics to remember hierarchical taxonomic ranks provide pictures of organisms and ask them to repeat classification exercise discuss difficulties in constructing phylogenetic classifications based on external features eg fish and dolphins are very different, why anatomical and physiological features are better to use and why modern day classification is still being refined exam questions. Skills developed by learning activities: Past exam paper material: BIOL2 June 2009 – Q6a–6c Jan 2012 – Q3 BIOL2 Jan 2010 – Q2 Exampro BYA4 June 2005 – Q5 from the binomial name.
AO1 – development of knowledge and understanding of classification AO2 – application of knowledge to the context of particular species, based on binomial name, to identify genus and species. Extension Students could research and investigate comparative anatomy and embryology. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Advances in immunology and genome sequencing help to clarify evolutionary relationships between organisms. 0.2 weeks Explain how the results of genetic sequencing and immunological analysis can help us to update our understanding of evolutionary relationships. NB details of methods for sequencing are not required. Learning activities: show students a phylogenetic tree and ask them questions requiring them to interpret relationships and discuss common ancestors explain how changes in evolutionary features must have been mirrored by changes in proteins and therefore in DNA explain how DNA sequencing and immunological analysis Past exam paper material: BIOL2 Jan 2012 – Q6 BIOL2 June 2011 – Q7 Rich questions: Explain why determining the similarity of DNA sequences for common is a valid way of determining evolutionary relationships. Explain why immunological comparisons are a
Interpret results from genetic and immunological analysis, to draw valid conclusions as to evolutionary relationships between organisms. can be used to determine how closely related organisms are. Link to the idea that this is refining our idea on classification and leading to reclassification of some species provide data from these experiments and ask students to interpret them. Skills developed by learning activities: AO1 – development of knowledge and understanding of how the results genomic sequencing and immunological techniques can be used to refine our understanding of evolutionary relationships AO2/AO3 – application of knowledge to interpret data and draw conclusions on evolutionary relationships. valid way of determining evolutionary relationships. Explain why these techniques allow us to classify more accurately than comparing anatomical features. 3.4.6 Biodiversity within a community
Prior knowledge: Nothing explicitly relevant in Core/Additional Science specifications. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The concepts of biodiversity, species richness and index of diversity. Calculation of the index of diversity (d). Farming techniques reduce biodiversity. The balance between conservation and farming. 0.4 weeks Explain what is meant by the terms biodiversity, species richness and index of diversity. Calculate the index of diversity when supplied with relevant information. Interpret information and draw conclusions from the index of diversity for different habitats. Explain how farming techniques impact on biodiversity and the reason why techniques are used Evaluate conservation Learning activities: teacher led explanation of the concepts of biodiversity, species richness and the of diversity worked examples of how to calculate the index of diversity students could then research farming methods and suggest what the impact of these methods is teacher led discussion of examples of conservation where a balance has been struck exam questions. Skills developed by learning activities: MS 1.5/MS 2.3 – students be given data from random sampling, from which to calculate an index of diversity Specimen assessment material: A-level Paper 1 (set 1) – Q3 AS Paper 2 (set 1) – Q6 AS Paper 2 (set 1) – Q7 Past exam paper material: BIOL2 Jan 2013 – Q7 June 2012 – Q7 BIOL2 Jan 2011 – Q5 BIOL2 June 2013 – Q2 BIOL2 June 2011 – Q8 BIOL2 Jan 2010 – Q7 Rich questions: Define what we mean by the terms: biodiversity; species richness; and index of diversity. Why is the of diversity a more useful measure than counting the number of species in an area? Explain some of the ways in which farming causes a reduction in biodiversity. Biological Sciences Review, November 2007. Tropical rainforests: conservation or preservation.
DNA or mRNA, or the amino acid sequences of proteins. between different organisms within/between species. Interpret data obtained from DNA hybridisation or biochemical analysis. Explain how gene technology has changed the way in which relationships between organisms are worked out. Evaluate direct DNA/protein sequencing against methods of measuring the frequency of characteristics. NB Details of methods of, for example, DNA hybridisation, are not required. system and how some organisms relate to each other work through some data analysis exercises together to assess genetic diversity and the relationships between organisms exam questions. Skills developed by learning activities: MS 1.3 – Interpret tabular data relating to amino acid sequences or DNA hybridisation of different organisms and draw conclusions about the evolutionary relationships between the organisms. BIOL2 Jan 2011 – Q3 BIOL2 June 2013 – Q1 BIOL2 June 2009 – Q8d BIOL2 Jan 2012 – Q6 BIOL2 June 2011 – Q7 BIOL2 June 2010 – Q6 BIOL2 Jan 2010 – Q10f
Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Quantitative investigations of variation within a species involve: collecting data from random samples calculating a mean value of the collected data and the standard deviation of that mean interpreting mean values and their standard deviations. NB Students will not be required to calculate standard deviations in written papers. 1 week Explain how random samples can be obtained. Explain what standard deviation is and how it is calculated. Represent raw and processed data clearly using tables and graphs. Interpret data in of means and the overlap of standard deviation bars. Apply knowledge of, to draw and explain conclusions. Evaluate the quality of results and reliability of conclusions. Learning activities: Students conduct a quantitative investigation into variation eg the effect of light intensity on leaf size. This should include: research into methods designing a practical carrying out (subject to teacher approval) processing and presentation of data evaluation and explanation findings 2011 ISA Paper BIO3T Q. Skills developed by learning activities: AT k: design methods to ensure random sampling carry out sampling at random within a single population use sampling at random to investigate the effect of aspect on leaf growth. BIO3T ISA Q11 Past exam paper material: BIOL2 Jan 2013 – Q4 BIOL2 Jan 2012 – Q7 BIOL4 June 2010 – Q7a