A Level Biology Classification, Biodiversity Edexcel B … · A Level Biology: Classification, Biodiversity and Practical Fieldwork 5 days ... will contextualise ‘text-book’ ideas

A Level BiologyEdexcel B

Classification, Biodiversity and Practical Fieldwork

5 days

This packed five day course for A level students covers AS and A level content for the Edexcel B specification. Ecology topics which students often find difficult within exams will be covered: 3.1 Classification, 3.3 Biodiversity, 10.1 The nature of ecosystems, 10.2 Energy transfer through ecosystems,10.3 Changes in ecosystems and 10.4 Human effects on ecosystems.

Students will develop their maths skills (10% of total marks) and receive plenty of guidance and time to enable assessment of core practicals 15 and 16.

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 Ecosystems

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.

Classification and Natural Selection

Leading on from the afternoon’s inspirational scene-setting exploration of a local habitat, students will start to formally consider classification and taxonomy. Using the local environment and examples, there will also be opportunities for students to consider the evidence used in classification models and the limitations of these. Further information will be available about the National Recording Schemes and the use of this data.

2 Changes in Ecosystems: Succession

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 index. Students will consider deflected succession and the impact of management on a climax community.

Choose from:

Exam Skills Workshop

Advanced Field Surveying

3 Ecosystems and Sampling: Core Practical 15

Working within an outstanding ecosystem close to the Centre, students will carry out Core Practical 15 while completing an in-depth study covering aspects of the specification such as standard deviation and Student’s t-test. They will use appropriate equipment to investigate the effect of different sampling methods on estimates of the size of a population. They will be introduced to a range of ecological techniques used to assess abundance and distribution of organisms.

Global Warming

By using online and offline research opportunities, discussion and presentations, students will explore how humans can affect ecosystems. They will be provided with big data sets (relating to global warming and/or over fishing), research materials and ideas relating to natural resource use and conservation. Students will select an area of interest to research and present back to the group.

4 Energy Transfer Through Ecosystems

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 go and 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.

Chi Squared Statistical 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 16 - Planning and Research

This is an opportunity for students to take ownership of their learning and work individually on an investigation which interests them, building on the knowledge and skills they have acquired during the week. They will plan their investigation, selecting the most appropriate equipment and methods, identify the variables to be controlled and how to control them.

They will consider safety issues, identifying hazards and assessing the risks of working in the selected habitat. Many of the Common Practical Assessment Criteria (CPAC) competencies can be assessed while the student is at the Centre.

5 Core Practical 16 - 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.

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.

A Level Biology: Classification, Biodiversity and Practical Fieldwork 5 daysExample Course Timetable

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 underpinning basic concepts of ecosystems. It is a chance for students to ask questions, be inspired and set themselves up for their learning in the rest of the course.

Learning ObjectivesAll students will:l Consider how and why we classify organisms.l Discuss the principles underlying natural selection.l Start to form explanations for how evolution can come about through natural selection.

Most students will:l Use examples to explain why organisms occupy niches.l Explain and discuss how ecosystems develop over time.

Some students will:l Comment on the reasons for the biodiversity within the ecosystem studied.l Consider the human influences on the ecosystem.

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

Learning OpportunitiesStudents will have the time to immerse themselves in the environment, with time to explore, ask questions and find out what personally inspires them about biodiversity and ecosystems. Students will consider the interactions between organisms and the environment and will use a range of practical equipment to start to explore how biotic and abiotic factors are involved within the development of ecosystems. FSC field teachers will start to identify the students personal competence level of practical skills, enabling weaker areas to be targeted during the rest of the course.

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. They will introduce ideas and concepts to promote discussion within the group through challenging questions and providing detailed information when necessary.

A Level Biology: Classification, Biodiversity and Practical Fieldwork 5 daysBiodiversity and Ecosystems



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 consider their practical and identification skills as well as their understanding of the basic principles surrounding evolution, natural selection and adaptations. Students will focus on developing their own limitations and create a plan to take advantage of FSC field teachers’ knowledge, the outstanding habitats and the practical opportunities offered throughout the rest of the course.

Learning ObjectivesAll students will:l Build on their critical thinking skills, such as analysing, synthesising and reasoning skills.l Develop a personalised set of learning objectives.l Discuss the limitations of the classification systems.

Most students will:l Identify and use examples to illustrate how evolution can come about through natural selection.

l Discuss and explain examples of adaptations within the local habitat.

Some students will:l Compare and contrast the three-domain model of classification with the five kingdom model of classification.

Assessment

As students are developing their goals for the rest of the course, FSC field teachers will feedback any observations from the afternoon session and further assist students to develop targeted objectives. Students will be asked to provide feedback to the group, detailing local examples of the classification systems, as well as mini-presentations on the adaptations brought about through variation within local species.

Learning OpportunitiesBased outside if possible, this session will provide students with a range of opportunities to consolidate their knowledge from the afternoon’s session and plan for the rest of the course. Exploring local examples and the links to national recording schemes, students will contextualise ‘text-book’ ideas with real-world examples, providing students will first-hand experience of classification and recording of biodiversity in action.

TeachingA mixture of mini-lectures along with electronic and hard copy resources provide the stimulus for students to reflect on their own learning and the issues and limitations integral in trying to classify, record and distinguish between species. Students will have personal time to ensure they have personalised learning objectives for the rest of the course, but will also have an opportunity to ask detailed questions about the local habitat to ensure that they have a firm basis in understanding of the core parts of topic three.

A Level Biology: Classification, Biodiversity and Practical Fieldwork 5 daysClassification and Natural Selection



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. Students will improve their understanding of the application of AO3, particularly in developing and refining practical design and procedures.

Learning ObjectivesAll students will:l Calculate Simpson’s index and Spearman’s rank using data that they have collected.l Use and understand how to use quadrats and transects to measure abiotic factors within a hydrosere, psammosere or lithosere. l Develop their practical competency skills and transferable skills such as team work and collaborative problem solving.

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

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 the 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 management impact on a climax community.

TeachingBy conceptualising the learning within a stunning, natural 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 FSC field teachers as a knowledge-base to enable personal progression and development of individual targets.

A Level Biology: Classification, Biodiversity and Practical Fieldwork 5 daysChanges in Ecosystems: Succession



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

Learning GoalsThe main focus for this session is to ensure students have the confidence 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 three and ten of the specification.

Learning ObjectivesAll students will:l Attempt a variety of question types based on different areas of the ecology specification and core practicals.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 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 upon 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 produce answers to part and full exam questions.

A Level Biology: Classification, Biodiversity and Practical Fieldwork 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 time 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: Classification, Biodiversity and Practical Fieldwork 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 GoalsThe focus of this session is to ensure students have the opportunity to study a range of ecological techniques, e.g. types of quadrats, transects, ACFOR scales, percentage cover and individual organism counts. They will complete Core Practical 15 and be assessed by the school staff according to the Common Practical Assessment Criteria (CPAC) guidelines. FSC field teachers will provide support and resources for the students.

Core Practical 15: Investigate the effect of different sampling methods on estimates of the size of a population.

Learning ObjectivesAll students will:l Use appropriate equipment and techniques to carry out a range of mini-investigations in a named ecosystem. l Carry out different sampling techniques, e.g. random sampling, transects, use of ACFOR scales.l Use basic sampling equipment, e.g. frame quadrats, point quadrats, abiotic meters.l Identify a range of species within this ecosystem.l Describe how different sampling methods impact on the estimates of the size of a population.l Make accurate observations and measurements relevant to the investigation.l Take account of the hazards associated with working in the selected habitat and produce a report of their findings.

Most students will:l Understand and be able to select the appropriate ecological sampling techniques according to the ecosystem and organism being studied.l Assess the risks as an individual associated with working in

the selected habitat and follow a series of control measures.l Select the most suitable techniques to estimate abundance of a variety of species present in this habitat.

Some students will:l Give reasons why a particular statistical test has been selected and describe the outcome of the test.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.l Explain the trends in secondary data with reference to key abiotic and biotic factors.

Assessment

FSC field teachers will use a variety of methods to ensure that students have grasped the key concepts and skills including questioning, peer and self-assessment and plenary activities. Assessment arrangements for Core Practical 15 will ensure teachers have the opportunity to assess their students against the CPAC. During the field course so far 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 to order to achieve a pass in the Core Practical assessment.

Learning OpportunitiesStudents will have the opportunity to compare a variety of sampling techniques, e.g. different quadrat types and sizes, random sampling and transects, ACFOR scales, percentage cover and individual counts. They will then find the effect of the method chosen on estimating population size and decide which methods are most appropriate for a particular species. They will identify the abiotic and biotic factors affecting species in this habitat and carry out an investigation into how a single factor affects a named species. They will have opportunities to estimate results, construct and interpret frequency tables and collect data for the Student’s t-test. Students will also have the opportunity to carry out Core Practical 15, including writing up the report and research support that they might need.

TeachingFSC field teachers will demonstrate a range of ecological sampling techniques and any new practical techniques needed. There will be opportunities for students to work in groups, sharing their results with other groups, but making sure students have the opportunity to demonstrate and record independent evidence. FSC field teachers will also play a monitoring role, ensuring that safety guidelines are followed and that students are working within accepted practices.

A Level Biology: Classification, Biodiversity and Practical Fieldwork 5 daysEcosystems and Sampling: Core Practical 15



Learning GoalsThe emphasis for this session will be the complex concepts of sustainability, resource use, management and conservation. Students will be encouraged to develop their transferrable skills as they explore the conflict between human needs and conservation of resources.

Learning ObjectivesAll students will:l Comment on a range of data relating to human influences on ecosystems.l Describe how global warming and/or overfishing can impact on specific ecosystems.l Discuss the main ideas relating to the concept of sustainability.

Most students will:l Identify and use examples to illustrate how humans can influence specific ecosystems.l Explain how management practices can reduce conflict over resource-usage.

Some students will:l Evaluate potential solutions to specific conflict situations.l Explore ways to possibly reduce global warming effects on biodiversity.

Assessment

Groups of students will present material to the class at the end of the session, peer questioning will be used, as will feedback from the school and FSC field teachers. Individuals will prepare sections of the presentation, relating to the stimulus questions used to frame the research.

Learning OpportunitiesStudents will select an area of interest relating to the specification area 10.4 and 10.5 - human effects on ecosystems and conservation. Resource materials and stimulus questions will allow students to work both individually and in groups to engage with the materials and build their self-management skills. They will present their findings back to group, respond to and also ask other groups questions during the session.

TeachingStudents will be introduced to a range of new materials by using their research skills. They will be presented with videos, written materials, web-based multi-media and scientific research papers. FSC field teachers will stimulate discussion by asking a series of progressively challenging questions and groups of students will respond to these in a final presentation relating to the stimulus questions.

A Level Biology: Classification, Biodiversity and Practical Fieldwork 5 daysGlobal Warming



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

Learning GoalsStudents will work towards consolidating their practical competencies in sampling and ecology, while focusing on the transfer of energy throughout an ecosystem. The emphasis for this session will be for 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 numbers 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.

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

Assessment of this session will be focused on ensuring that students are confident calculating efficiency as well as understanding how energy is transferred through an ecosystem. At this stage in the course, students will be revisiting their own objectives for a final time, FSC field teachers will be checking with students for any remaining gaps in understanding and providing any further support necessary.

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.

TeachingEnergy transfer can be an abstract idea for students without the contextualisation of a real habitat and data collection. General principles will be taught directly to students using plenty of concrete examples. The structure of the information and ideas behind GPP and NPP will be taught diagrammatically and then the concepts will be applied to new situations.

A Level Biology: Classification, Biodiversity and Practical Fieldwork 5 daysEnergy Transfer Through Ecosystems



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 how the sampling strategy is limited, 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.

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. 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 the 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 best support that you require for your students.

A Level Biology: Classification, Biodiversity and Practical Fieldwork 5 daysChi Squared Statistical 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 will be for the students to prepare an investigation for Core Practical 16, which they will carry out in the following morning session.

Core Practical 16: Investigate the effect of one abiotic factor on the distribution or morphology of one species.

Learning ObjectivesAll students will:l Identify a question to be investigated.l Plan a basic investigation to collect data to answer this 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 Write a detailed plan which others could follow.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

Students will use a writing frame to plan their investigation and FSC field teachers will ensure that the final plan is viable. Assessment arrangements for Core Practical 16 will ensure teachers have the opportunity to assess their students against the Common Practical Assessment Criteria.

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 16. 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 support the planning and research phase and data logging or other ICT equipment can be set up to collect data the following day.

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

A Level Biology: Classification, Biodiversity and Practical Fieldwork 5 daysCore Practical 16 - Planning and Research



Learning GoalsStudents will carry out Core Practical 16 and be assessed by the school staff on this practical 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 16: Investigate the effect of one or more abiotic factors on the distribution or morphology of one species.

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 16 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 during the Core Practical in to order to achieve a pass in the Core Practical assessment.

Learning OpportunitiesStudents will have the opportunity to carry out Core Practical 16, including writing up the report and any research they may need. FSC field teachers will be on hand to provide 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: Classification, Biodiversity and Practical Fieldwork 5 daysCore Practical 16 - Data Collection and Recording



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

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A Level Biology Classification, Biodiversity Edexcel B … · A Level Biology: Classification, Biodiversity and Practical Fieldwork 5 days ... will contextualise ‘text-book’ ideas