EDEXCEL A: A-Level Biology 3, 4, & 5 Day Sample Course Options

Transcription

1 EDEXCEL A: A-Level Biology 3, 4, & 5 Day Sample Course Options Flatford Mill, located in the heart of an Area of Outstanding Natural Beauty, was made famous by the artwork of John Constable. The Centre has a rich mosaic of lowland landscapes giving rise to a diverse range of habitats, including unspoiled wetlands, stunning deciduous woodlands, lentic & lotic freshwater environments on the Centre grounds and salt marsh, coppiced and coniferous woodlands just a stone s throw away. Only an hour from London and with excellent road and rail access, the beautiful, historically important Grade I listed 18 th century water mill is at the end of a lane which has no through traffic. It offers visitors of all ages a much sought-after sense of tranquility to complement a unique outdoor learning environment in combination with workrooms with modern equipment and technology opportunities. Our new courses are designed to fit the criteria of the specifications for first teaching in As such they are designed to: Incorporate a number of core practicals, apparatus and technique skills, and mathematics that students must complete before taking exams. These also go towards the practical endorsement students must complete. The A Level will examine practical skills and can appear in all three final papers Cover a wide range of topics from the specification and in particular topics 4 and 5 of the Edexcel A specification Can also link to the extended essay project easily which can prepare students for university. Help to deliver a rich practical experience to deepen ecological and synoptic learning

2 Sample 3 Day Option: Wild Ecology and Core Prac. 10 Please note this programme is a sample and can be adjusted to be meet any specific objectives and requirements Timings, locations and session structure may vary depending upon prevailing weather & tide conditions DAY ONE 1200 Arrival and welcome: Introduction to the Centre and health and safety procedures 1230 Shown into rooms and unpack and eat lunch (bought from home) Classification, Niches and Adaptations Introduction to freshwater ecosystem study. Data collection to determine the range of species and their adaptations to 1400 different niches. Use of microscopes to identify and classify organisms. Various identification keys will be used, to assist students to collect enough data to process using Chi 2 test 1630 Break 1700 Analyse and present results. Interpret and analyse information DAY TWO Introduction to ecological sampling Vegetation sampling exercise (outside in light levels permit otherwise inside activity) Introduction to Woodland biodiversity and sampling Woodland ecosystems and how to sample in a woodland area 1500 Walk to Grove Woods: Fieldwork to include: biodiversity scavenger hunt Investigation into the ground cover plants in woodlands using random sampling Data collected to include % cover, frequency and evidence of phenotypic plasticity in chosen species e.g. surface area or thickness etc. Students complete scientific drawings, calculate appropriate averages and sketch bar charts in the field. Calculate percentage error in measurements. Walk back to Centre Data collated into spreadsheets, data manipulated using Simpson s Diversity index Interpret trends and graphs of mean, median modes in data sets, highlight main differences between two areas. Calculate student s t-test of measured Surface area data Draw conclusions from and evaluate study include thinking about plant adaptations Core practical 10: planning and investigation Carry out a study on the ecology of a habitat, including using quadrats and transects to determine distribution and abundance of organisms, and measuring abiotic factors appropriate to the habitat. In small groups choose from a list of possible questions to answer by planning a mini project in the centre grounds. DAY THREE Students collect equipment and set out to collect data in small groups (after completing a risk assessment) Students return to process data with which to write up a report to hand in at school including data analysis and interpretation and any further research they may need to do 1200 Depart Centre

3 Sample 4 Day Option: Wild biodiversity and Core Prac. 10 Please note this programme is a sample and can be adjusted to be meet any specific objectives and requirements Timings, locations and session structure may vary depending upon prevailing weather & tide conditions DAY ONE 1200 Arrival and welcome: Introduction to the Centre and health and safety procedures 1230 Shown into rooms and unpack and eat lunch (bought from home) Classification, Niches and Adaptations Introduction to freshwater ecosystem study. Data collection to determine the range of species and their adaptations to 1400 different niches. Use of microscopes to identify and classify organisms. Various identification keys will be used, to assist students to collect enough data to process using Chi 2 test 1630 Break 1700 Analyse and present results. Interpret and analyse information Introduction to ecological sampling Vegetation sampling exercise (outside in light levels permit otherwise inside activity) DAY TWO OPTION 1: Introduction to Woodland biodiversity and sampling Woodland ecosystems and how to sample in a woodland area 1500 Walk to Grove Woods: Fieldwork to include: biodiversity scavenger hunt Investigation into the ground cover plants in woodlands using random sampling Data collected to include % cover, frequency and evidence of phenotypic plasticity in chosen species e.g. surface area or thickness etc. Students complete scientific drawings, calculate appropriate averages and sketch bar charts in the field. Calculate percentage error in measurements. Walk back to Centre Data collated into spreadsheets, data manipulated using Simpson s Diversity index Interpret trends and graphs of mean, median modes in data sets, highlight main differences between two areas. Calculate student s t-test of measured Surface area data Draw conclusions from and evaluate study include thinking about plant adaptations AT 7: separate biological compounds using thin layer/paper chromatography Students will use paper chromatography to investigate the pigments found in plants from sun and shade areas. DAY TWO OPTION 2: Introduction to Rocky shore ecosystem: Introduction to littoral ecology and marine seaweeds 1030 break Investigation into biodiversity in different habitats on a rocky shore using random sampling. (Harwich 45min drive from centre) Fieldwork to include: biodiversity scavenger hunt Data collected to include % cover, frequency and evidence of phenotypic variation in chosen species e.g. surface area : volume or height : aperture length. Students complete scientific drawings, calculate appropriate averages and sketch bar charts in the field. Calculate percentage error in measurements Return to centre

4 1500 Graphical representation of data and calculation of species diversity. Interpret trends and graphs of mean, median modes in data sets, highlight main differences between two areas. Calculate student s t-test of measured data 1700 Students research organisms found and create posters to describe diversity and variation on a rocky shore DAY THREE: AT 7: separate biological compounds using thin layer/paper chromatography Students will use paper chromatography to investigate the pigments found in plants from sun and shade areas. Introduction to Salt marsh Succession Succession day: Holbrook salt marsh (15 minute travel time) or Shingle Ridge (45 minute travel time): Introduction to succession theory, identification and adaptations of key species, nutrient cycling, and salt marsh formation Travel to Holbrook salt marsh (15 minute travel time) or Shingle Ridge (45 minute travel time): Fieldwork to include - Investigation in to the effect of haloseral succession on the distribution and abundance of vegetation using systematic sampling Data collected to include % Frequency and abiotic measurements. Conducting transects from pioneer community to climax community. Adaptations of plants including halophytic adaptations investigated Travel back to Centre Collate data and put equipment away Write up method Data presentation and analysis Draw kite diagrams to show distribution and abundance of salt marsh vegetation Scattergraphs Worked example of statistics using Spearman s rank correlation coefficient Discussion of findings, draw conclusions annotate onto a printed marsh profile the conclusions of the investigation Evaluate findings Core practical 10: planning and investigation Carry out a study on the ecology of a habitat, including using quadrats and transects to determine distribution and abundance of organisms, and measuring abiotic factors appropriate to the habitat. In small groups choose from a list of possible questions to answer by planning a mini project in the centre grounds. DAY FOUR: Students collect equipment and set out to collect data in small groups (after completing a risk assessment) Students return to process data with which to write up a report to hand in at school including data analysis and interpretation and any further research they may need to do 1200 Depart Centre Sample 5 Day Option: Wild biodiversity, Energy and Practicals Please note this programme is a sample and can be adjusted to be meet any specific objectives and requirements

5 Timings, locations and session structure may vary depending upon prevailing weather & tide conditions DAY ONE 1200 Arrival and welcome: Introduction to the Centre and health and safety procedures 1230 Shown into rooms and unpack and eat lunch (bought from home) Classification, Niches and Adaptations Introduction to freshwater ecosystem study. Data collection to determine the range of species and their adaptations to 1400 different niches. Use of microscopes to identify and classify organisms. Various identification keys will be used, to assist students to collect enough data to process using Chi 2 test 1630 Break 1700 Analyse and present results. Interpret and analyse information DAY TWO Introduction to ecological sampling Vegetation sampling exercise (outside in light levels permit otherwise inside activity) Introduction to Woodland biodiversity and sampling Woodland ecosystems and how to sample in a woodland area 1500 Walk to Grove Woods: Fieldwork to include: biodiversity scavenger hunt Investigation into the ground cover plants in woodlands using random sampling Data collected to include % cover, frequency and evidence of phenotypic plasticity in chosen species e.g. surface area or thickness etc. Students complete scientific drawings, calculate appropriate averages and sketch bar charts in the field. Calculate percentage error in measurements. Walk back to Centre Data collated into spreadsheets, data manipulated using Simpson s Diversity index DAY THREE Interpret trends and graphs of mean, median modes in data sets, highlight main differences between two areas. Calculate student s t-test of measured Surface area data Draw conclusions from and evaluate study include thinking about plant adaptations Core Practical 18: Snail Habituation investigation Introduction to Salt marsh Succession Succession day: Holbrook salt marsh (15 minute travel time) or Shingle Ridge (45 minute travel time): Introduction to succession theory, identification and adaptations of key species, nutrient cycling, and salt marsh formation 1430 Travel to Holbrook salt marsh (15 minute travel time) or Shingle Ridge (45 minute travel time): Fieldwork to include - Investigation in to the effect of haloseral succession on the distribution and abundance of vegetation using systematic sampling Data collected to include % Frequency and abiotic measurements. Conducting transects from pioneer community to climax community. Adaptations of plants including halophytic adaptations investigated Travel back to Centre Collate data and put equipment away Write up method

6 1515 Data presentation and analysis Draw kite diagrams to show distribution and abundance of salt marsh vegetation Scattergraphs DAY FOUR: Worked example of statistics using Spearman s rank correlation coefficient Discussion of findings, draw conclusions annotate onto a printed marsh profile the conclusions of the investigation Evaluate findings AT 7: separate biological compounds using thin layer/paper chromatography Students will use paper chromatography to investigate the pigments found in plants from sun and shade areas. Introduction to Rocky shore sampling, biomass and trophic levels Introduction to littoral ecology and sampling Investigation into transfer energy within a coastal ecosystem at Harwich (40 minute travel time) Topics total energy fixed in an ecosystem. Transfer of biomass and energy Students will identify and sample abundance of rocky shore animals and algae and calculate productivity and biomass Lunch on site 1500 Calculations, pyramids and conclusions 1600 Data analysis using Chi 2 test 1700 Start planning Sampling investigation for Required Practical 12 Core practical 10: planning and investigation Carry out a study on the ecology of a habitat, including using quadrats and transects to determine distribution and abundance of organisms, and measuring abiotic factors appropriate to the habitat. In small groups choose from a list of possible questions to answer by planning a mini project in the centre grounds. DAY FIVE: Students collect equipment and set out to collect data in small groups (after completing a risk assessment) Students return to process data with which to write up a report to hand in at school including data analysis and interpretation and any further research they may need to do 1200 Depart Centre Learning Objectives: Provide an immersive experience of ecology and the environment Provide experience of recording biological environmental variables and to enable discussion of justifications & limitations of the techniques used Provide experience of planning a successful ecological investigation Apply a range of graphical presentation and statistical analysis techniques to ecological data Show the relationship between experimental design and methods of data analysis Learning Outcomes: Students will have developed a wider appreciation for ecology and its place in biology Students will gain the ability to plan an ecological investigation Students will gain the ability to undertake an ecological investigation, and to be able to justify choices of strategies and techniques, and assess their limitations Students will gain the ability to select appropriate graphs and statistical analysis for a given set of data

7 Specification links, Core Practicals, Assessment Skills & Mathematics Links to: Topic 4 (4.1, 4.2, 4.5): Biodiversity and Natural Resources (FM 001, 002) Topic 5 (5.1, 5.2, 5. 3, 5.4, 5.10, 5.11): On the Wild Side (FM 001, 002) Apparatus & Technique Skills: AT1: Use appropriate apparatus to record a range of quantitative measurements (FM 001, 002) AT7: Separate biological compounds using thin layer/paper chromatography (FM 001, 002) AT8: Safely and ethically use organisms to measure plant or animal responses (FM 001, 002) AT11: Use sampling techniques in fieldwork (FM 001, 002) AT12: Use ICT such as computer modelling, or data logger to collect data, or use software to process data (FM 001) Maths Skills: M0.4: Estimate results (FM 001, 002) M1.1: Use an appropriate number of significant figures (FM 001, 002) M1.2: Find arithmetic means (FM 001, 002) M1.3: Construct and interpret frequency tables and diagrams and bar charts (FM 001) M1.4: Understand simple probability (FM 001, 002) M1.5: Understand the principles of sampling as applied to scientific data (FM 001, 002) M1.6: Understand the terms mean, median and mode (FM 001) M1.7: Use a scatter diagram to identify a correlation between two variables (FM 001, 002) M1.9: Select and use a statistical test (FM 001, 002) M1.10: Understand measures of dispersion (standard deviation) (FM 001, 002) M1.11: Identify uncertainties in measurements (FM 001, 002) MS2.3: Substitute numerical values into algebraic equations using appropriate units for physical quantities (FM 001, 002) MS3.2: Plot two variables from experimental or other data (FM 001, 002) "Fieldwork is an essential part of biology and is a compulsory activity as part of the practical skills for Biology. It can also provide opportunities to address the new mathematical requirements and, of course, fieldwork has the power to engage students in a way that complements what they learn in the classroom!" Edexcel Biology examiner

8 What is included in the fee? Up to 10 hours of tuition a day Expert tuition, from fully trained staff Full board accommodation. Catering includes cooked breakfast, packed lunch, homemade cakes and evening meal. Use of facilities including workrooms, recreational space, ICT and centre grounds Established health and safety procedures and 24 hour emergency cover Access to specialist equipment and resources Support before and following the course Tuition is delivered by talented tutors, with not only an expert knowledge of their subject and field work locations, but a passion for the subject being taught. Our education team are all fully DBS checked, and undergo a regular and rigorous training process. All tutors have received training in first aid, risk assessment and water safety. Course options listed in this booklet can be selected to put together a programme designed to meet the requirements of your specification. However, if you need something that is not catered for in the field work investigations, please contact us to discuss possible alternatives. External Recognition of Quality Flatford Mill has been awarded the Quality Badge by The Council for Learning Outside the Classroom. The badge is awarded to organisations that have demonstrated that they consistently deliver high quality teaching and learning experiences and manage risk effectively. This means that you will have to complete less paperwork when visiting our Centre To make a booking or if you have an enquiry: Call us on us at: enquiries.fm@field-studies-council.org