H022/H422For first teaching in 2015

Oxford Cambridge and RSA

QualificationAccredited

www.ocr.org.uk/biologyb

Theme: The Developing Cell: cell division and differentiation 3.1.1Version 2

BIOLOGY B(ADVANCING BIOLOGY)

AS AND A LEVEL

Delivery Guide

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AS and A Level Biology B (Advancing Biology) Delivery Guide

© OCR 2020

Delivery guides are designed to represent a body of knowledge about teaching a particular topic and contain:• Content: A clear outline of the content covered by the delivery guide;

• Thinking Conceptually: Expert guidance on the key concepts involved, common difficulties students may have, approaches to teaching that can help students understand these concepts and how this topic links conceptually to other areas of the subject;

• Thinking Contextually: A range of suggested teaching activities using a variety of themes so that different activities can be selected which best suit particular classes, learning styles or teaching approaches.

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AS AND A LEVELBIOLOGY B (ADVANCING BIOLOGY)

Curriculum Content Page 3

Activities Page 4

Thinking conceptually Page 6

Activities Page 7

Thinking contextually Page 8

Activities Page 9

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© OCR 2020

AS and A Level Biology B (Advancing Biology)

3.1.1 The developing cell: cell division and cell differentiation

(a) the cell cycle To include the processes taking place during interphase (G1, S and G2), mitosis and cytokinesis, leading to genetically identical daughter cells.

(b) (i) the changes that take place in the nuclei and cells of animals and plants during mitosis

To include the changes in the nuclear envelope and the behaviour of the centrioles, spindle fibres, centromere, chromatids and chromosomes, and the formation of the cell plate in plant cells.

(ii) the microscopic appearance of cells undergoing mitosis

To include the examination and drawing of stained sections or squashes of plant tissue and the identification of the stages observed.

PAG1HSW4, HSW5, HSW6

(c) the principal stages and features of apoptosis

To include cell shrinkage, nuclear condensation (pyknosis), blebs, nuclear fragmentation (karyorrhexis), the roles of phosphatidylserine and macrophages.

(d) the importance of apoptosis and mitosis in growth and repair

To include examples of the roles of apoptosis in cell deletion and mitosis in cell addition.

(e) (i) the differentiation of stem cells into specialised cells

To include an appreciation of the differences between totipotent, pluripotent and multipotent stem cells, and the differentiation of bone marrow stem cells into specialised blood cells.

(ii) current applications and uses of stem cells

To include the use of bone marrow stem cells.

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© OCR 2020

AS and A Level Biology B (Advancing Biology)

Cell cycle animated tutorial, McGraw Hill Education

http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how_the_cell_cycle_works.html

This animation has a narration that outlines the principal features and stages of the cell cycle.

Specification reference: 3.1.1 a

Microscopy activity: cell cycle phase calculation, The University of Arizona

http://www.biology.arizona.edu/cell_bio/activities/cell_cycle/assignment.html

In this virtual activity students identify the cell cycle phase onion root tip cells are in. They then use this to estimate the time cells spend in each phase.

Specification references: 3.1.1 a, bi, bii

Maths references: M0.3, M0.4

Practical reference: PAG1

Mitosis animated tutorials, Sumanas Inc.

http://www.sumanasinc.com/webcontent/animations/content/mitosis.html

The phases of mitosis are explained in a narrated animation.

Mitosis video, Virtual Cell Animation Collection

http://www.vcell.science/project/mitosis

This 6 minute video summarises the cell cycle with excellent images.

John Kyrk

http://www.johnkyrk.com/mitosis.html

A mitosis animation without commentary. Students could be asked to devise their own commentary to fit the animation.

Specification reference: 3.1.1 bi

Apoptosis introductory video, DNA tube

http://www.dnatube.com/video/4137/Apoptosis-process

A 3.5 minute video that introduces the key terms and concepts of apoptosis. It contains some impressive magnified images of the process.

The opening part is a timelapse video of cells undergoing apoptosis. Students should be asked how much this has been sped up (or, equivalently, how long they think these events would take at normal speed) and how much it has been magnified partly to initiate an interesting discussion, partly to get students used to retaining at least an order-of-magnitude idea of the scales and timescales of what they are looking at and partly to check that no-one goes away thinking that this is a real-time video!

Specification reference: 3.1.1 c, d

Stem cell animations, DNA Learning Center

http://www.dnalc.org/resources/animations/stemcells.html

A short introduction to embryonic stem cells and their extraction from embryos.

Specification reference: 3.1.1 e i, e ii

Stem cell Powerpoint presentation, EuroStemCell

http://www.eurostemcell.org/resource/introducing-stem-cells-power-point

A downloadable Powerpoint presentation that covers the principal terms and ideas of stem cell theory.

Specification reference: 3.1.1 e i, e ii

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© OCR 2020

AS and A Level Biology B (Advancing Biology)

Stem cell videos, TED

http://ed.ted.com/lessons/what-are-stem-cells-craig-a-kohn

A light-hearted introductory video to stem cells and their applications.

EuroStemCell

http://www.eurostemcell.org/resource/stemcellshorts-what-stem-cell

http://www.eurostemcell.org/resource/stemcellshorts-what-are-embryonic-stem-cells

http://www.eurostemcell.org/resource/stemcellshorts-what-are-induced-pluripotent-stem-cells

Three companion videos, all one minute in length. The first video introduces the idea of stem cells, the second outlines embryonic stem cells and the third looks at induced pluripotent stem cells.

Specification reference: 3.1.1 e i, e ii

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© OCR 2020

AS and A Level Biology B (Advancing Biology)

Approaches to teaching the content

Integrating the teaching of mitosis (3.1.1 b) with meiosis (3.1.2 a-c) enables the similarities and differences between the two processes to be highlighted. Visual learning (e.g. modelling the processes using modelling clay) and kinaesthetic learning (e.g. using drama to show the processes) may help to embed the concepts. The balance between mitosis and apoptosis (3.1.1 c-d) can be emphasised to students (i.e. the idea of growth and atrophy, and the roles of mitosis and apoptosis in shaping tissues).

Research projects and student presentations would allow a range of potential stem cell applications (3.1.1 e ii) to be shared by learners.

Common misconceptions or difficulties students may have

The role of interphase as a preparatory phase for mitosis should be emphasised to move away from the misconception of interphase as a ‘resting’ phase. A useful starter activity might involve a brainstorm of events that need to happen before a copy of a cell can be produced in mitosis. Students will be able to realise that these are the events that occur during interphase.

In a similar way, when the focus of teaching is on cell division, students can forget that, in a multicellular organism with differentiated cells, it is during interphase that a cell carries out its ‘day job’ - the specific activities by which it contributes to the function of the whole organism.

This topic provides an opportunity to clarify terms such as ‘molecule’, ‘strand’, ‘chromosome’, and ‘chromatid’, which students often confuse when writing about DNA and cell division.

Apoptosis can be contrasted with cell necrosis. This will emphasise to students that apoptosis is a necessary and beneficial process.

Conceptual links to other areas of the specification – useful ways to approach this topic to set students up for topics later in the course

Every aspect of this topic has relevance to the study of cancer (3.3.1) (i.e. the disruption to the cell cycle and programmed cell death in cancers, and the use of stem cells in cancer treatment). These links could be referenced to prepare for the teaching of topic 3.3.1.

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© OCR 2020

AS and A Level Biology B (Advancing Biology)

Creating a cell cycle pie chart

Students could be given figures for the proportion of time a cell spends in each phase of the cell cycle. They would be able to use this data to create a pie chart as a visual representation of the cell cycle. This helps to reinforce that, in most cell types, mitosis constitutes a relatively short period of the cell cycle.

Specification references: 3.1.1 a

Maths references: M0.3, M3.1, M4.1

Dramatic representation of mitosis

Students can act out the mitotic phases using drama and movement. Students would be assigned different roles (e.g. some play chromatids, some play spindle fibres, and one person takes on the role of narrator). This approach is likely to benefit kinaesthetic learners.

Specification references: 3.1.1 a, bi

Visualising mitosis using modelling clay, SciCast

http://scicast.org.uk/films/2007/11/mitosis.html

Students can create representations of the mitotic phases using coloured modelling clay. This approach is likely to benefit visual learners.

Specification references: 3.1.1 a, bi

Animation that emphasises the difference between apoptosis and necrosis, LearnersTV

http://www.learnerstv.com/animation/animation.php?ani=404&cat=biology

An advanced, detailed animation that explains the differences between necrosis and apoptosis.

Specification references: 3.1.1 c, d

Linking stem cells and cancer, Science in School

http://www.scienceinschool.org/2011/issue21/cscs

This detailed article makes a conceptual link with cancer and can be used as the basis for a discussion about cancer research and treatments.

Specification references: 3.1.1 e

Stem cell applications video, EuroStemCell

http://www.youtube.com/watch?v=2-3J6JGN-_Y

A fifteen minute video that links stem cell theory with applications and provides a deeper conceptual understanding.

Specification references: 3.1.1 e

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AS and A Level Biology B (Advancing Biology)

An interesting introduction to the topic would be a comparison of cell cycle length in different tissues and organisms. This provides a stimulating context that links with the ideas of cell specialisation, tissue function, comparative biology and variation in the life histories of species.

Mitosis can be couched in the contexts of asexual reproduction or growth and repair.

Apoptosis feeds into other areas of specification, such as the immune system (3.2.2), cancer (3.3.1) and fetal development (3.1.2), and can be taught in these contexts.

The differentiation of bone marrow stem cells into specialised blood cells can be taught in the context of 2.1.1 (in which cell biology is considered in the context of blood cells) or 3.2.2 (in which immune cells are considered).

Many stem cell applications are now being developed, which presents a wealth of innovative contexts for the delivery of 3.1.1 e ii.

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AS and A Level Biology B (Advancing Biology)

Stem cell research timelines, New Scientist

http://www.newscientist.com/article/dn24970-stem-cell-timeline-the-history-of-a-medical-sensation.html#.VFIRFvmqlQ0

A timeline that outlines the significant events in stem cell research, from their discovery to human medical trials with induced pluripotent stem cells. Students could be directed to this resource as part of a research project that sets stem cell applications in historical context.

Specification reference: 3.1.1 e ii

Stem cell research: legal status, The University of Minnesota

http://www.mbbnet.umn.edu/scmap.html

A map showing the legal status of embryonic stem cell research by nation. This could be used to establish context during a discussion of the ethics of stem cell applications.

Specification reference: 3.1.1 e ii

Stem cell applications, Stem Cell Resources

http://www.stemcellresources.org/

This page features a video that covers a range of medical stem cell applications.

The Guardian

http://www.theguardian.com/science/video/2013/jul/05/stem-cell-livers-grown-in-mice-video

A short video that interviews the scientists who developed a small human liver from reprogrammed stem cells.

The Guardian

http://www.theguardian.com/science/2013/aug/05/first-hamburger-lab-grown-meat-press-conference

A six minute video about a hamburger derived from stem cells. The potential to develop lab-grown food from stem cells can be discussed.

BBC

http://www.bbc.co.uk/news/health-29645760

A report from the BBC, including a video piece, on the treatment of a man with spinal injury using Olfactory Ensheathing Cells from his own olfactory bulb.

Specification reference: 3.1.1 e ii

Stem cell role plays, EuroStemCell

http://www.eurostemcell.org/toolkititem/ready-or-not-role-play-taking-stem-cells-clinic

A role play activity in which students can debate the scientific and social issues surrounding stem cell research.

University at Buffalo

http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=558&id=558

A role play activity that delves into aspects of stem cell research; this is set in the context of stem cell therapy for Superman actor Christopher Reeve.

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