A Level Biology Biodiversity, Wild Nature Edexcel A … · 3 Habitat Ecology and Core Practical 10 Using skills developed in day one, ... A Level Biology: Biodiversity, Wild Nature

A Level BiologyEdexcel A

Biodiversity, Wild Nature and Core Practical 10

5 days

This packed five day course for A level students covers AS and A level content for the Edexcel A specification. Ecology topics 4: Biodiversity and Natural Resources and 5: On the Wild Side which students often find difficult in exams will be covered comprehensively.

Students will develop their maths skills (10% of total marks) and receive plenty of guidance and time to practice before completing Core Practical 10.

Please visit http://www.field-studies-council.org/outdoorclassroom/

For alternative courses

DAY MORNING AFTERNOON EVENING

1 Arrive Midday

Students will be greeted by FSC staff, with a welcome talk followed by a brief tour of the Centre and the local area.

Outline of the Course

Allocation of wellies/waterproofs.

Biodiversity and Wild Nature

During this session, students will have the opportunity to immerse themselves in a stunning, natural location. Inspired by their surroundings, students will lead the session themselves by being encouraged to explore, observe and be curious, asking questions about the wide variety of plants and animals they encounter. Skilled FSC field teachers will direct students’ enthusiasm towards real-life projects and the reasoning behind the learning that will take place during their visit. This wider context will provide an ideal platform on which to build the rest of the course content.

Environmental Stewards

Students will take ownership of their learning, constructing their own learning goals for the rest of the course. Students will then be challenged to consider relevant topical issues. The concepts of ecosystem services, sustainability and the wealth of natural resources available to humans will be considered. The theme of humans being stewards of the environment will run through the session which will be conducted outdoors where possible.

2 Succession - Here Today, Here Forever?

Students will be introduced to the full investigative process, from design through to analysis, whilst covering practical and mathematical aspects of the specification. They will see first-hand how succession progresses, increasing the niches and species present, and they will gather various abiotic and biotic data for further analysis using Simpson’s diversity index. Students will consider deflected succession and the impact of management on a climax community. Students will study the theory of succession, including primary, secondary and deflected succession and will discuss human impacts and management strategies.

Climate Change

Students will explore the effects of climate change on local plants and animals. FSC Centres will provide real-world examples, using long-term data sets, for students to explore the changes in species distribution and development. Evidence for climate change will be discussed and the data collection process used within climate change models will be evaluated.

3 Habitat Ecology and Core Practical 10

Using skills developed in day one, students will carry out an in-depth ecological study. They will use appropriate equipment to collect data to investigate how the abundance and distribution of organisms are controlled by biotic and abiotic factors. The focus will be on Core Practical 10, introducing students to the range of ecology survey techniques they will need to be aware of for the written papers. Data analysis will include discussion of patterns found in relation to abiotic and biotic variables and full statistical processing.

Choose from:

Data Analysis and Maths Workshop

Exam Skills Workshop

Advanced Field Surveying

Conservation of Endangered Species

4 Green Energy - Photosynthesis Makes the World Go Round

Energy transfer is a key principle of ecology and one that students often find difficult to understand without experiencing data collection first-hand. They will begin with a review of food webs and trophic levels, then collect their own primary data in the field to construct pyramids of number, biomass and energy. They will use this to consider efficiency of energy transfer, then compare the data they have collected with data from other ecosystems.

Distribution and Abundance: Chi Squared Test

Students will have an opportunity to apply their knowledge of sampling to a new investigation and develop the knowledge to justify a sampling strategy and resultant statistical test. At the end of the session students should feel confident in recognising when a chi squared test should be used, why it should be used and have had practice in carrying out the test in its entirety.

Core Practical 10 - Planning and Research

Students will work on an investigation which interests them, building on the knowledge and skills they have acquired so far. They will plan the investigation, selecting the most appropriate equipment and methods, identifying the variables to be controlled and how to achieve this. They will consider safety issues, identifying hazards and assessing the risks of working in the selected habitat. FSC field teachers will support visiting staffs’ Common Practical Assessment Criteria (CPAC) assessment of their students.

5 Core Practical 10 - Data Collection and Recording

Students will carry out their investigation, using the most appropriate equipment and methods, and controlling key variables. They will work safely, assessing the risks of working in the selected habitat and making adjustments where necessary. FSC field teachers will support visiting staffs’ CPAC assessment of their students.

Depart at Midday

A final farewell from FSC staff as the students depart at midday.

Please note: to ensure safe and quality learning experiences for students, the timetable may alter depending on weather conditions and local factors at Centres.

A Level Biology: Biodiversity, Wild Nature and Core Practical 10 5 daysExample Timetable

Mathematical skills will be embedded throughout the field course, using real-world contexts and data sets. Students will have the opportunity to select and use the chi squared test, the Student’s t-test and the correlation coefficient.

Learning GoalsStudents will be immersed in a local habitat with the goal of expanding their knowledge and enthusiasm for the study of natural history and the animals and plants within these local habitats. This session will provide the basis for the rest of the course, outlining the wide range of habitats, organisms and basic underpinning concepts of ecology. It is a chance for students to ask questions, be inspired and forms the basis for the learning in the rest of the course.

Learning ObjectivesAll students will:l Begin to appreciate the processes that underpin ecosystems.l Consider reasons for species differentiation.l Start to explore the concepts of niches and adaptation.l Appreciate the need for biologists to identify, name and classify species.

Most students will:l Explain the term biodiversity in detail, using a specific

habitat as an example.l Use biological specimens to illustrate taxonomic hierarchies.

Some students will:l Explain, using specific examples, how natural selection can lead to adaptation and evolution.l Give examples of recent new taxonomic groupings and the processes needed to ensure valid data recording.

AssessmentStudents will have the opportunity to observe, discuss and be inspired by the environment. Students will be encouraged to engage with FSC field teachers, their teachers and peers to fully explore the surroundings, deepening their appreciation of, and competence, in the scientific processes relating to ecology. Using AfL techniques, FSC field teachers will start to identify the students’ personal competence level in practical skills, enabling weaker areas to be targeted during the course.

Learning OpportunitiesIt is the moments where students have the opportunity to be inspired by an environment that have a deep rooted impact on a person. Students who attend an FSC course have time to reflect on the deeper concepts associated with biology. They will consider how the vast range of biodiversity has occurred on Earth, looking in detail at species adaptation and natural selection. Using local seasonal examples students will investigate classification, the natural resources provided by biodiversity and the evolutionary relationships within local habitats.

TeachingFSC field teachers’ primary role will be to facilitate engagement with the environment. They will spend time allowing students to get to know the natural history of the local area and will be keen to talk with students about whatever inspires them. FSC field teachers will introduce ideas and concepts to promote discussion within the group through challenging questions and providing detailed information when necessary.

A Level Biology: Biodiversity, Wild Nature and Core Practical 10 5 daysBiodiversity and Wild Nature



Blencathra mountain near FSC Blencathra (at 868m) towers above our Field Centre - widely regarded as having one of the best views in the FSC.

Learning GoalsStudents will build on the afternoon session and the feedback they have received so far to construct their own learning goals for the rest of the course. They will then be encouraged to consider their practical and critical thinking skills, and their knowledge of the foundations of ecology, ecosystems and biodiversity by debating relevant topical issues. They will focus on identifying and addressing their own limitations and develop a plan to take advantage of the knowledge of FSC field teachers, the outstanding habitats and the practical opportunities offered throughout the course.

Learning ObjectivesAll students will:l Build on their critical thinking skills, such as analysing, synthesising and reasoning skills.l Discuss the concepts of niche and adaptation, and how these might be affected by human or climatic impacts.l Develop a personalised set of learning goals for the rest of the course.

Most students will:l Explain how human impacts might affect natural selection, adaptations and evolution.

l Give reasons why numbers and distribution of organisms might be affected by humans’ need for natural resources.

Some students will:l Evaluate the extent to which scientific understanding can make us aware of our responsibilities as stewards of the environment.

Assessment

As students are developing their goals for the rest of the course, FSC field teachers will feedback any observations from the afternoon’s session. In discussion and debates of current topical issues, role play exercises might be used to enable students to take on the role of a stakeholder and fully empathise with their situation. Where a selection of topics are covered, students will be provided with resources enabling them to research, collate and present information back to the group to develop their communication skills, such as active listening, oral and non-verbal communication.

Learning OpportunitiesRole plays, research and debates, conducted outside if possible, will provide students with possible ‘light-bulb’ moments, developing their ability to assess, discuss and evaluate scientific evidence surrounding the big environmental issues facing today’s ecosystems. They will discuss and formulate personalised learning goals for the rest of the course, and discuss details of the course timetable to enable them to take more ownership of their learning.

TeachingFSC field teachers will facilitate role play, debate and discussion by providing appropriate resources, learning stimuli and feedback to students. A supportive atmosphere where students are comfortable expressing opinions, answering and asking questions will be established. Students will widen their knowledge of current issues and feel confident to express areas of their skills and knowledge that they wish to improve during the course.

A Level Biology: Biodiversity, Wild Nature and Core Practical 10 5 daysEnvironmental Stewards



Studying sand dune succession in North Wales – ecology comes to life as students see real changes in stunning locations.

Learning GoalsThe goal of this session is to introduce students to the full investigative process, from design through to analysis, whilst covering practical and mathematical aspects of the specification. Succession will be used as the context for students to build their knowledge of scientific ideas, processes and understanding in real-world habitats. Students will improve their understanding of the application of A.O.3, particularly in developing and refining practical design and procedures.

Learning ObjectivesAll students will:l Calculate Simpson’s diversity index using data they have collected.l Use, and understand how to use, quadrats and transects to measure the effect of abiotic factors within a local habitat. l Develop their practical competency skills and transferable skills such as team work and collaborative problem solving.

Most students will:l Explain in detail the concept of succession in relation to the habitat studied. l Compare succession in their studied habitat to a different habitat.

Some students will:l Comment on the management of succession in relation to preserving the biodiversity within a habitat.l Evaluate factors that can cause deflected succession and the impacts on biodiversity.

Assessment

Formative assessment of this part of the course will comprise a rich mixture of extended opportunities for students to construct scientific meanings fully and accurately. They will work in both theoretical and practical contexts, applying their knowledge and understanding of scientific processes and ideas. FSC field teachers will ensure students have time to practise practical techniques, with teacher and peer feedback, which will enable them to develop and refine their practical design and procedures. For example, students could be asked to peer-assess graphs plotted on succession data or answer questions on the process of succession.

Learning OpportunitiesStudents will have the opportunity to thoroughly investigate a community undergoing succession; this may be a sand dune, aquatic or rocky habitat. They will see first-hand how succession progresses, increasing the niches and species present, and they will gather various abiotic and biotic data for further analysis. Students will also consider deflected succession and the impact management on a climax community.

TeachingBy conceptualising the learning within a wild habitat, FSC field teachers will introduce students to the practical, mathematical and transferable skills they need. As the day progresses students will take on an increasing responsibility for their own improvement, using the FSC field teachers as a knowledge-base to enable personal progression and development of individual targets.

A Level Biology: Biodiversity, Wild Nature and Core Practical 10 5 daysSuccession - Here Today, Here Forever?



The Pembrokeshire coast near FSC Orielton - many Centres lie within or near to one of the 15 UK National Parks.

Learning GoalsUsing FSC long-term data sets, this session will encourage students to apply their knowledge of ecosystems and biodiversity to a changing environment. They will consider the scientific evidence for a changing climate and how this will affect the phenology of natural systems. Students will consider how a changing climate will affect natural selection, evolution and speciation. They will also have the opportunity to consider the ways in which scientific conclusions are made about controversial issues.

Learning ObjectivesAll students will:l Develop their cognitive skills, particularly non-routine problem-solving and critical thinking skills.l Understand the different types of evidence for a changing climate and its causes.l Evaluate the future impact of a changing climate on the species in question.l Assess their learning through practising exam questions.

Most students will:l Be able to analyse the impacts that rising temperature,

changing rainfall and changes in seasonal cycles are having on the species in question. l Compare climatic effects across several species.

Some students will:l Explain how changes in particular species such as distribution development and life-cycles could affect ecosystems.

Assessment

Group mini-presentations and individual feedback sessions will provide opportunities for students to examine the gaps in their knowledge and understanding of climate change. By contextualising the activities using a local example of climate change, students will have the opportunity to apply their knowledge to a previously unseen situation. Assessment will focus on ensuring students are able to take real-world data and evidence, understand its uses and limitations, and correctly identify the ways in which exam question command words may be used to test this understanding.

Learning OpportunitiesBy using local habitats around our Centres, interspersed with classroom-based research time, students will explore the effects of climate change on the local plants and animals. FSC Centres will provide real-world examples, using long-term data sets, for students to explore the changes in species distribution and development. Evidence for climate change will be discussed and the process of collection of data used within climate change models will be evaluated, in relation to model limitations. ICT will be used to support learning.

TeachingThis exploratory session will be led by FSC field teachers using a series of specially developed resources based on the Centre’s local long-term data sets. The resources provided will facilitate the students in interpreting the data by guiding the students through a series of differentiated questions and brainstorming activities. Initially students will be asked to extrapolate key bits of information, which will then be synthesised with their own knowledge and species information provided by the FSC field teachers. Instruction will be provided relating to the appendix 7 command words, to ensure students are communicating their understanding in a relevant way.

A Level Biology: Biodiversity, Wild Nature and Core Practical 10 5 daysClimate Change



Emperor Moth – males can detect the pheromones released by females over distances of several kilometres.

Learning GoalsStudents will work towards improving their practical competencies while undertaking a full investigation into a local aquatic, marine or terrestrial habitat. They will have an opportunity to consolidate their understanding of the basics of ecology, sampling methods and mathematical analysis. A variety of sampling and surveying techniques will be introduced to enable students to fully prepare for the written exams.

Learning ObjectivesAll students will:l Use appropriate equipment and techniques to carry out an ecological survey in a named ecosystem.l Identify a range of species present in this habitat using dichotomous keys.l Understand niche partition and how organisms occupy niches according to physiological, behavioural and anatomical adaptations, and how this influences their distribution and abundance.l Describe the effect of abiotic and biotic factors on population size.l Identify hazards in the location chosen.

Most students will:l Understand the difficulties in identifying organisms to species level.l Select an appropriate stats test to analyse the data collected and describe the outcome.l Explain the trends in secondary data with reference to an abiotic factor in that habitat.

Some students will:l Justify the choice of sampling technique with reference to precision, accuracy and reliability l Identify the complex array of variables present and begin to consider how to control these.l Justify the amount of data collected.

Assessment

As students will be consolidating their knowledge and working on individual development areas, FSC field teachers will provide one-to-one questioning and explanation in the areas that each student requires. A variety of different techniques and ‘other ways of doing it’ will provide students with an increased repertoire of skills and knowledge that will fill in gaps in their skills and understanding.

Learning OpportunitiesWorking in groups students will carry out an in-depth study of an ecosystem, finding out more about the distribution and abundance of species and how these are linked to biotic and abiotic factors. They will collect accurate data, record it systematically and be encouraged to justify the amount of data collected. Consideration of the adaptations of organisms (anatomical, physiological and behavioural) will help students to understand the concept of niche. The abundant biodiversity will allow students to appreciate the need for an agreed classification system and they will compare different classification models. Follow-up work will include an appropriate stats test, calculation of standard deviation and graph drawing.

TeachingFSC field teachers will demonstrate and model any new practical skills that students need, allowing students time to practise and reflect on their learning. There will be opportunities for students to work in groups, sharing their results with other groups and providing feedback on skills and techniques needed for Core Practical 10. Electronic or paper-based notebooks will be introduced so that students practise recording and evidencing the abilities needed for practical competencies assessment.

A Level Biology: Biodiversity, Wild Nature and Core Practical 10 5 daysHabitat Ecology and Core Practical 10



Coast near FSC Slapton – with rising sea levels, understanding the ecology of our coasts will become increasingly important.

Learning GoalsThis session will build students’ knowledge of the mathematical skills included in Topic 4: Biodiversity and Natural Resources and Topic 5: On the Wild Side. There will be opportunities to develop depth in students’ understanding of the t-test or Spearman’s rank or provide further practice for students who need to consolidate their learning of the basics. Depending on the group’s needs this session will provide an opportunity for students to really get to grips with statistical investigations, or provide a workshop to ensure that any gaps in students’ knowledge or understanding is filled.

Learning ObjectivesAll students will:l Select the relevant statistical test when presented with a data set.l Identify the rules associated with a test relating to the number of samples required.l Calculate and interpret the result of a statistical test.

Most students will:l Suggest limitations to a given investigation.

l Develop specific skills such as using ratios, fractions and percentages, making estimates of results and using scatter diagrams.

Some students will:l Suggest improvements for future investigations.l Consolidate their understanding of the principles of sampling as applied to scientific data.

AssessmentFormative and summative assessment will be used in this session, with the goal of ensuring students can apply their knowledge to solving real-world problems and using statistical reasoning, throughout the stages of an investigation. Sample Assessment Materials (SAMs) will also be used to ensure that students can apply their knowledge to discrete sections of a pre-formed statistical investigation or provided data set.

Learning OpportunitiesThis session aims to allow for re-enforcement of the principles learnt relating to statistical investigations. Students will consider the four stages of an investigation (1) Posing the question(s) (II) Collecting the data (III) Analysing the data (IV) Interpreting the results. They will be provided with data sets from a range of investigations, which will be used as a basis to reinforce learning and ensure individual students have a complete understanding of the three required statistical tests.

TeachingThis will depend on the nature of the workshop. An in-depth focus on the background of statistical investigations will be facilitated in an exploratory way, enabling students to question, build thought experiments, use peer explanation and write mark schemes for selected SAMs. For students who are in need of some targeted intervention to ensure the basics are consolidated, FSC field teachers will use a range of techniques from instruction, modelling and demonstrations.

A Level Biology: Biodiversity, Wild Nature and Core Practical 10 5 daysData Analysis and Maths Workshop



Woodland surrounding FSC Juniper Hall in Surrey – this county has the highest proportion of woodland in the UK, at 20%.

Learning GoalsThe main focus for this session is to ensure students have the confidence and abilities to feel as relaxed as possible in an exam situation, while answering ecology-based questions. They will have opportunities to practise and refine their knowledge and techniques, while learning some strategies to take away for revision time. Students will have opportunities to become comfortable with a range of exam questions on practical, mathematical and knowledge-based areas of ecology, biodiversity and ecosystems, covering topics 4 and 5 of the specification.

Learning ObjectivesAll students will:l Identify the key ecological principles which are fundamental in answering exam questions.l Understand that the principles that they have learned are transferable between different ecosystems. l Attempt a variety of question types based on different areas of the ecology specification and core practicals l Assess their answer in relation to the mark scheme and develop their answer after reading exemplar materials.

Most students will:l Identify the areas of exam technique where they will need additional support.l Transfer the skills they have learned to other areas of biology and to other subjects.

Some students will:l Recognise the barriers to improving their achievement and what they can do to overcome these.

AssessmentAfter answering an exam question, students will be provided with a mark scheme or exemplars from which they can assess the level that they are working at and improve on their answers. There are opportunities for self and peer assessment, constructing mark schemes within groups, improving answers on a carousel, correcting draft work and devising exam questions.

Learning OpportunitiesFSC field teachers will help students to recognise the key ecological principles which will form the basis of exam answers no matter what context they are set in. Students will then have the opportunity to answer past exam questions and get expert feedback on their responses. We will highlight the ways in which the principles covered at one learning location are transferable to other ecosystems.

TeachingFSC field teachers will provide structured guidance including time-saving techniques on how students can improve their answers to gain higher marks to different types of questions. Through a range of co-operative teaching techniques, such as collaborative group work, modelling answers, peer and teacher feedback and immersive mini-mock exams, students will work to produce answers to part and full exam questions.

A Level Biology: Biodiversity, Wild Nature and Core Practical 10 5 daysExam Skills Workshop



Yorkshire Dales surrounding FSC Malham Tarn. The Tarn is one of only eight upland alkaline lakes in Europe.

Learning GoalsThe emphasis of this inspiring session is to introduce students to advanced field surveying skills that they would not otherwise have the opportunity to do at this level of study. Professional equipment and sampling methods will be discussed and used, as well as developing students’ detailed knowledge about one or two species.

Learning ObjectivesAll students will:l Describe a relevant method of capture needed for the species or family studied.l Give reasons for the ethical constraints of mammal or insect surveying.l Discuss niche adaptations and basic behaviours of the mammals or insects studied.

Most students will:l Explain the principles behind the Lincoln Index and concepts of population sizes.

Some students will:l Explain the significance of variation within a species to changing habitat conditions.

Assessment

Students will be monitored to ensure that they are developing more complex practical skills in field monitoring. FSC field teachers will also use assertive questioning to ensure all students are challenged and that their interest in ecology is stimulated.

Learning OpportunitiesAll FSC Centres have long term monitoring projects and an extensive range of surveying equipment. Students may use the latest digital technologies to locate and monitor the Centre’s bat populations or a light trap to monitor moths within the area. Opportunities are available to use Longworth traps to estimate the local population of small mammals or compare populations in different habitats. The ethical frameworks behind animal surveying will be covered and further opportunities to be involved in local and national societies will be introduced.

TeachingFSC field teachers will use a variety of styles to convey the skills needed to monitor organisms. Building on students’ prior knowledge of practical techniques developed during the course, teaching methods will vary from instructional when introducing new equipment to student-led when looking at sampling strategies.

A Level Biology: Biodiversity, Wild Nature and Core Practical 10 5 daysAdvanced Field Surveying



Small mammal trapping – a highlight of many courses. The data we collect gives important information about fluctuations in mammal populations.

Learning GoalsStudents will develop their knowledge of how human activity can threaten other species and what humans can do to mitigate this threat. They will expand their knowledge of zoos and seed banks, and build their analytical skills as they assess and evaluate the methods used to conserve endangered species.

Learning ObjectivesAll students will:l Recognise the reasons for species in the UK being endangered and the consequences of taking no action.l Name locally endangered species and well as nationally and globally endangered species.l Consider the different intervention strategies e.g. research, zoos and seed banks, captive breeding programmes, reintroduction of species and education.l Recognise how humans depend on other species.

Most students will:l Compare and assess the effectiveness of different intervention strategies.l Understand how loss of species will impact on humans today and in the future.

Some students will:l Consider the issue of endangered species in the wider context of global change and appreciate the complex range of factors at play.

AssessmentA range of Sample Assessment Materials type materials will be provided to guide students’ understanding of the issues. Individual and group work will also provide a forumthe basis for discussion and questioning.

Learning OpportunitiesUsing a combination of outdoor and classroom-based activities, students will use their critical thinking skills and collaborative problem solving skills to review the information surrounding endangered species. Case study examples will guide students from local to global contexts and provide opportunities for them to form conclusions and judgements on the different conservation methods used. Concepts such as genetic drift and inbreeding depression will be considered alongside reintroduction and the Millennium Seed Bank.

TeachingFSC field teachers will use a combination of stimulating, challenging questions and mini information lectures to stimulate students’ interest in scientific research, captive breeding, reintroduction and conservation education.

A Level Biology: Biodiversity, Wild Nature and Core Practical 10 5 daysConservation of Endangered Species



Lady’s Slipper Orchid. At one point there was only one wild specimen in the UK. Now there are over 200.

Learning GoalsStudents will work towards consolidating their practical competencies in sampling and ecology, while focusing on the transfer of energy throughout an ecosystem. The aim of this session is to enable students to experience trophic levels in a real-world habitat, exploring the efficiency of the system and investigating where this disappearing energy goes.

Learning ObjectivesAll students will:l Recognise how energy is transferred through the trophic levels of a food web.l Carry out fieldwork to collect data about the number of herbivores, carnivores and detritivores and the level of photosynthesis occurring in the ecosystem they are studying.l Use this data to construct pyramids of number, biomass and energy.l Calculate energy transfer between trophic levels and to understand where energy is lost.l Use dichotomous keys to classify organisms.

Most students will:l Understand the advantages and disadvantages of pyramids of number, biomass and energy as useful representations of ecosystem structure.l Explain why the efficiency of energy transfer is different in different ecosystems.

Some students will:l Understand the limitations of the practical work carried out and the effect this has on the values calculated.

Assessment

During this session students will be introduced to the core practical competencies assessment, and use these as a basis to ensure they are familiar with them for later in the course. FSC field teachers will play a ‘trouble-shooting’ role, ensuring each student is working towards their own individual goals and are deepening their knowledge of energy transfer, feeding relationships and the efficiency throughout an ecosystem.

Learning OpportunitiesStudents will set up light and dark bottles which will be incubated for 24 hours then used to calculate the level of photosynthesis by producers in the water sample being analysed. This can then be used to calculate a total energy input into the ecosystem. Through fieldwork sampling students will estimate the number of organisms at each trophic level of the ecosystem being studied, then use secondary data to find biomass and energy at each trophic level. This will lead to a calculation of efficiency of energy transfer between trophic levels and a consideration of the energy lost. Students will have the opportunity to compare this with secondary data from other ecosystems and text-book examplars, and to assess the limitations of the data they have collected.

TeachingFSC field teachers will share some basic ideas and principles about energy transfer, ensuring that a structure is provided for students to build in the vital concepts and key points. Students will then be asked to suggest a range of hypotheses and ways in which they could test these ideas, with practical and thought experiments. Important sections of the practical experiment will be demonstrated and modelled, to ensure a basis of understanding and the students will carry out the experiment and a selection of writing and calculation tasks.

A Level Biology: Biodiversity, Wild Nature and Core Practical 10 5 daysGreen Energy - Photosynthesis Makes the World Go Round



Wake Valley Pond near FSC Epping Forest is home to Bladderwort - a carnivorous plant that preys on microscopic zooplankton.

Learning GoalsStudents will apply their knowledge of sampling to a new investigation and be able to justify a sampling strategy and resultant statistical test. At the end of the session students should feel confident in recognising when a chi squared test should be used, why it should be used and have had practice in carrying out the test in its entirety.

Learning ObjectivesAll students will:l Conduct fieldwork to collect data, present that data in an appropriate table, write a null hypothesis. l Calculate a chi squared value, understand what this value means, write a concluding statement.

Most students will:l Understand the limitations of the sampling strategy, be aware that the data collected may vary if it was collected on a different day or at a different time of day.

Some students will:l Suggest improvements to the method including a weighted chi squared test.

Assessment

FSC field teachers will provide direct feedback to students during the planning phase on their techniques, sampling sizes and methods. During the data collection, observations and questions will ensure that students can justify their methods and techniques. In the final stage of completing chi squared, a peer support system and direct comparison of results will highlight students needing further intervention.

Learning OpportunitiesStudents will use selected data collection methods in a local habitat to collect enough data to carry out chi squared test. They will use their knowledge of the habitat to predict the distribution and abundance of a particular organism and then use the chi squared test to test the significance of the difference between observed and expected results. Using a previously studied habitat or another local one, students will also be given the opportunity to revisit the concepts and topics introduced on the first day of the course.

TeachingThe teaching will be progressive, building on the skills learnt in school and throughout the rest of this field course. Some groups will prefer to be provided with proformas to complete the statistics, others will require students to be led through the test in a step-by-step approach. FSC field teachers will provide the support that you require for your students.

A Level Biology: Biodiversity, Wild Nature and Core Practical 10 5 daysDistributions and Abundance: Chi Squared Test



Two colour forms of the banded snail – the chi -squared test featured in classic studies of this species linking phenotype to habitat.

Learning GoalsThis session’s focus is for students to prepare an investigation for the Core Practical 10, which they will carry out in the following morning’s session.

Core Practical 10: Be able to carry out a study on the ecology of a habitat (for example using quadrats, transects or kick sampling where appropriate). Measuring abiotic factors appropriate to the habitat, understanding patterns in the abundance and distribution of organisms found.

Learning ObjectivesAll students will:l Identify a question to be investigated.l Plan a basic investigation to collect data to answer the question.l Select appropriate equipment and methods to collect data.l Identify a key variable which may affect the results and plan to control this.l Write a basic plan which others could follow.l Identify the hazards associated with working in the selected habitat.

Most students will:l Develop a scientific hypothesis to be tested.l Justify the choice of equipment and methods.l Identify two or more key variables which may affect the results and plan to control these.l Assess the risks associated with working in the selected habitat and suggest control measures.

Some students will:l Carry out research to inform their plan.l Take account of variables which cannot easily be controlled and plan an approach to deal with this.

Assessment

Assessment arrangements for the Core Practical 10 will ensure that teachers have the opportunity to assess their students against the Common Practical Assessment Criteria (CPAC). During the field course FSC field teachers will have monitored and developed students’ competencies in the range of CPAC skills to ensure that students are familiar with the standards required of them in order to achieve a pass in the core practical assessment.

Learning OpportunitiesUsing FSC practical and research facilities, such as individual laptops, library facilities and a wide range of practical and experimental equipment, students will design their investigation for Core Practical 10. Mini-pilots or testing of equipment will be encouraged and students will use skills developed in the preceding days of the course. ICT can be used to log students’ participation and provide evidence of the practical competences, using apps such as FieldNote Pro.

TeachingFSC field teachers will act as facilitators during this session, supporting students in developing an individual plan. By providing a writing frame and electronic notebooks, they will ensure that all of the key areas are addressed.

A Level Biology: Biodiversity, Wild Nature and Core Practical 10 5 daysCore Practical 10 - Planning and Research



Learning GoalsStudents will carry out Core Practical 10 and be assessed by the school staff according to the Common Practical Assessment Criteria (CPAC) guidelines. FSC field teachers will provide support and resources such as field note books, recording sheets etc.

Core Practical 10: Be able to carry out a study on the ecology of a habitat (for example using quadrats, transects or kick sampling where appropriate). Measuring abiotic factors appropriate to the habitat, understanding patterns in the abundance and distribution of organisms found.

Learning ObjectivesAll students will:l Follow the plan they have written, making adjustments where necessary.l Use appropriate equipment and methods to collect data.l Work methodically identifying practical issues and making adjustments when necessary.l Identify a key variable which may affect the results and control this.l Make accurate observations / measurements relevant to the investigation.l Record their measurements / observations methodically using appropriate units and conventions.l Take account of the hazards associated with working in the

selected habitat.l Produce a report of their findings.

Most students will:l Identify two or more key variables which may affect the results and control these.l Assess the risks associated with working in the selected habitat and follow control measures.

Some students will:l Take account of variables which cannot easily be controlled and implement an approach to control these.

Assessment

Assessment arrangements for Core Practical 10 will ensure that teachers have the opportunity to assess their students against the CPAC. During the course FSC field teachers will monitor and develop students’ competencies in the range of CPAC skills to ensure that students are familiar with the standards required of them to order to achieve a pass in the core practical assessment.

Learning OpportunitiesStudents will have the opportunity to carry out Core Practical 10, including writing up the report and any research they may need. FSC field teachers will be on hand to provide resources and support to school staff if required.

TeachingFSC field teachers will provide a monitoring role, ensuring that safety guidelines are followed and that students are working within accepted practices.

A Level Biology: Biodiversity, Wild Nature and Core Practical 10 5 daysCore Practical 10 - Data Collction and Recording



Freshwater Sampling - a favourite activity for staff and students, the diversity of life in a healthy stream is truly amazing.

Documents

A Level Biology Biodiversity, Wild Nature Edexcel A … · 3 Habitat Ecology and Core Practical 10 Using skills developed in day one, ... A Level Biology: Biodiversity, Wild Nature