Week Specification reference Key learning objectives Consider inclusion and differentiation (as appropriate and relevant) Equality and diversity in blue (to be enhanced by unit teacher as appropriate for learner group) Learning activities and resources What will be learner-led? What will be tutor-led? Topics for plenary? Homework? or off-site? Employer engagement? Stretch and challenge in red (to be enhanced by unit teacher as appropriate for learner group) Plenary How will learner progress be checked? Evidence requirements? Skills Opportunities for skills development Maths in purple English in green Transferable skill opportunities in orange 1 Task 1a (AO1a) Cell structure the ultrastructure of eukaryotic and prokaryotic cells on electron micrographs, to include nuclei, smooth endoplasmic reticulum (SER), rough endoplasmic reticulum (RER), mitochondria, vesicles, lysosomes, Golgi apparatus, chloroplasts, vacuoles, cell walls, ribosomes (70S and 80S), flagella, nucleoid, plasmid, mesosome, pili, slime capsules the differences between eukaryotic and prokaryotic cell structure nucleic acid structure (DNA / RNA) Each learner is given one organelle to research. Class comes together to pool their findings under the guidance of the tutor. Learners work in groups to identify the organelles on electron micrographs provided. Tutor leads a Q & A session to differentiate between eukaryotes and prokaryotes and a comparison table is developed. www.cellsalive.com Learners’ research nucleic acid structure and notes are made. They use a card game to construct sections of DNA and RNA. The resulting structures are photographed. Description / electron micrograph identification of organelles Comparison table Observation of learner performance / photographic evidence Written communication skills for notes and comparison tables Research and problem solving
Week Specification reference Key learning objectives Learning activities and resources Plenary Skills 2 Task 1b (AO1a) Cell function and measurement the functions of nuclei, SER, RER, mitochondria, vesicles, lysosomes, apparatus, chloroplasts, vacuoles, cell walls, ribosomes, flagella, nucleoid, plasmid, mesosome, pili, slime capsules calculating magnification or object size using: magnification = observed size actual size Each learner researches the function of the organelle they researched the previous week and provides a brief written summary. Class comes together to pool their findings under the guidance of the tutor. Tutor demonstrates the correct use of a light microscope and how to calculate magnification of any prepared / ready prepared microscope slide (e.g. cheek cell) using a stage micrometer and eyepiece graticule or computer software. Learner carries out a risk assessment and then the microscopy practical. Written summaries of organelle function Observation of learner practical activity and outcomes of calculations Written communication skills for summaries Calculating magnification size Practical skills and health and safety Week Specification reference Key learning objectives Learning activities and resources Plenary Skills
3 Task 2 (AO1b) Transport mechanisms the structure of cell membranes, as a phospholipid bilayer with proteins interspersed the function of intrinsic proteins, including their role in facilitated diffusion and active transport the function of extrinsic proteins Tutor introduces learners to the structure of cell membranes. Learners label and annotate the various structures on diagrams provided. Learners undertake a circus of experiments demonstrating diffusion. Annotated diagrams Observation of learner practical activity Written communication skills for annotations Practical skills and health and safety Week Specification reference Key learning objectives Learning activities and resources Plenary Skills
4 Task 3 (AO1c) The heart key structures of the heart including bicuspid valve, tricuspid valve, mitral valves, sinoatrial node (SAN), atrioventricular node (AVN), Purkinje fibres, bundle of His myogenic stimulation of the heart the role of the SAN, AVN, Purkinje fibres and bundle of His in cardiac stimulation the role of carbon dioxide chemoreceptors and baroreceptors in controlling heart rate artificial pacemakers as treatment for arrhythmia (abnormal heart rate), and how they work to re-establish normal heart rate the advantages and disadvantages of different types of artificial pacemakers Tutor introduces learners to the structure of the heart and how it functions. Learners may dissect a pig’s heart to explore the structures. If there are any moral or religious objections to doing this, learners may observe peers carrying out the procedure / watch a video / take apart an anatomical model. Tutor demonstrates safe use of sphygmomanometer and learners work in groups to measure blood pressure. Brief tutor-led discussion on artificial pacemakers. Learners work in small groups to research pacemakers and then class discuss their findings together. Observation of learner practical activity Outcomes of calculations Discussion of research findings Calculating average blood pressure and comparing class results Oral communication during discussion. Practical skills and health and safety Research Week Specification reference Key learning objectives Learning activities and resources Plenary Skills 5 Task 4a (AO1d) The principles of homeostasis and glucose regulation how homeostasis involves physiological control systems that maintain the internal environment within restricted limits, i.e. body temperature is blood glucose range is mg/dL blood pH range is Tutor introduces learners to the concept of homeostasis using examples. The principle of negative feedback is demonstrated and discussed using a given example. Learners are given incomplete diagrams of the regulation of blood glucose. Completion of Q & A on homeostasis Completion of diagrams Discussion of research findings Oral communication during discussion Written communication and spelling during diagram completion and leaflet production
7 Task 6a (AO1e) Breathing the distinction between breathing and cellular respiration: breathing as a physical, external process cellular respiration as a chemical, internal process methods of monitoring the respiratory system (breathing rate and volumes) Learners are a brief description of breathing and respiration and are asked to produce a comparison table. Learners carry out experiments on breathing rates and volumes using spirometers. Homework worksheets on breathing rates and volumes of varying complexity. Comparison Observation of learner practical activity Outcomes of calculations Completion of worksheets Calculating average breathing rates and lung volumes and comparing class results Written communication during comparison table completion Practical skills and health and safety Week Specification reference Key learning objectives Learning activities and resources Plenary Skills
10 Task 7b (AO1f) Food chains and productivity green plants (producers) as the initiators of food chains efficiency of food chains, to include: constraints solar, temperature, water nutrient and space availability for plants energy transfer out of the food chain through respiration, excretion and movement gross primary production (GPP) net primary production (NPP) biomass / energy pyramids to demonstrate productivity advantages / disadvantages of following a meat-free / reduced meat diet The importance of green plants as initiators of food chains forms the basis of group discussion. The discussion is developed to consider the efficiency of food chains and productivity. Learners complete worksheets of varying complexity to reinforce learning. Learners are into two groups to research and develop arguments for and against meat-free / reduced meat diets. Groups present their findings and debate the arguments. Q & A on food chains and productivity Completion of worksheets Presentation and debate Written and oral communication for worksheets, Q&A, presentation and debate Research Week Specification reference Key learning objectives Learning activities and resources Plenary Skills
11 Task 8a (AO2a) Atomic structure atomic structure in terms of protons, neutrons, electrons, relative mass and relative charge the terms: atomic (proton) number (Z), mass number (A), isotope and isotopic abundance electron configurations for atoms and ions up to Z = 36 in terms of shells Tutor to initiate and then learner-led. Learners to research basic atomic structure and produce diagrams. Learners could produce individual booklets (used for revision), using correct scientific nomenclature. No help from tutor to complete diagrams. Booklets checked within the group and then by the tutor Research Correct scientific nomenclature Electron configuration Week Specification reference Key learning objectives Learning activities and resources Plenary Skills
16 Task 10b (AO2c) Balancing equations Writing balanced equations for typical reactions including: acid-base neutralisation thermal decomposition acid/metal acid/carbonate precipitation combustion reactions plotting and interpreting pH curves Tutor-led demonstrations of these experiments, with learners possibly carrying out one or two risk-assessed practicals (dependent on time available). Learners to write balanced equations for each experiment. Safe practical work and accurate balanced equations. Learner plenary of balanced equations Tutor to check final answers Balanced equations Week Specification reference Key learning objectives Learning activities and resources Plenary Skills
20 Task 12b (AO2e) Enthalpy changes enthalpy of formation, enthalpy of combustion and enthalpy of reaction as represented by ∆fH , ∆cH and ∆rxH the term ‘mean bond enthalpy’ calculating enthalpy changes based on Hess’s Law cycles calculating enthalpy changes based on mean bond enthalpies and why these values are only approximate determining practically the molar enthalpy of combustion of a liquid fuel (e.g. ethanol) determining practically the enthalpy of neutralisation for a simple acid-base reaction From the experiments, learners will find out the key learning objectives and produce a booklet (used for revision) containing the information in annotated diagrams. No tutor help with calculations and activation energy profiles. Comparison of experimental results and diagrams Practical work and health and safety Spelling of chemicals Molar enthalpy changes and energy profiles Week Specification reference Key learning objectives Learning activities and resources Plenary Skills
26 Task 14c (AO3b) Electricity and circuits free electrons and the electrical behaviour of and semiconductors the effect of temperature on the resistance of conductors and semiconductors the behaviour of thermistors and resistors (LDRs) graphs of V against I to find resistance graphs of voltage against current for a range of components including standard resistors, thermistors and lamps Tutor to present learners with a research exercise on conductors and semiconductors. The research to include: free electrons electrical behaviour effect of temperature on resistance behaviour of thermistors and light resistors (LDRs) Tutor risk-assessed demonstration of voltage against current to find resistance for a range of components. Learners to draw individual graphs of results. Comparison of graphs and calculations of resistance Calculating relevant formulas, drawing and interpreting graphs Research Week Specification reference Key learning objectives Learning activities and resources Plenary Skills
30 Revision Unit 1 workshop revision session A variety of approaches may be employed depending on the cohort and requirements Depending on cohort this could include: discussions worksheets Q & A tests. These may be tutor- or learner-led. All of the lend themselves to stretch and challenge opportunities Outcome of methods employed Written and oral communication Calculating and transposing formulas, drawing and interpreting data and graphs