Edexcel A Level Biology B: A guide to purposeful practical work

The changes to the GCE AS and A level which took effect for first teaching in 2015 implemented a significant change in the approach take to practical and investigative science. In particular, the emphasis has shifted from practical skills tasks set by the board and marked by teachers to a much more open ended practical endorsement scheme. Previously, the majority of marks awarded for Assessment Objective 3 ‘How Science Works’, (HSW) were for the practical skills tasks. This situation has now significantly changed.

Specification 9BIO for first assessment in 2017 requires students to record their practical achievement and experiences in a lab book similar to an undergraduate lab book. They are required to complete a minimum of 12 practical activities which they record in a lab book or practical portfolio, which is assessed by the centre and endorsed by the board. They do not provide marks for the final GCE grade. Despite the lack of practical skills tasks contributing to the assessment of HSW, the contribution of AO3 which assesses HSW has increased from 20% to between 25% and 27% which will be assessed through the written components of the assessment. The clear implication of this is that students require teaching and learning which nourishes their HSW skills and abilities. Although practical work mainly covers HSW 4 to HSW 6, these will be assessed by the written components of the assessment and should therefore be adequately addressed during lessons, along with the other aspects of HSW. The HSW skills at GCE A level build on the KS4 HSW skills acquired by students within their GCSE curriculum.

Curriculum time is limited and it is important that all activities especially practical and investigative activities are purposeful and make a worthwhile contribution to learning. Practical work which does not contribute to learning wastes valuable curriculum time. The ‘Getting Practical’ project was based on the paper, Analysing practical activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI), by Robin Millar of York University, 2009. It promotes purposeful and effective practical work where students engage fully with practical work: ‘Hands on! Minds on!’ This document aims to identify opportunity for effective practical work which supports students to work scientifically. It is not expected that schools will attempt all of these practical activities. However, it is hoped that teachers will see the value of these possibilities for practical work, especially in conjunction with the suggested purposes.

As with all practical work, always follow your employer’s risk assessment (which normally follows CLEAPSS or SSERC guidance). Check that the safety advice, where given on websites, is in accordance with your employer’s safety advice.

Getting PracticalThe purpose of the practical work identified in this document relate to Getting Practical: Improving Practical Work in Science http://www.gettingpractical.org.uk/

There is a detailed paper which supports the Getting Practical project written by Robin Millar entitled Analysing practical activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI)

A copy of this paper can be found at: https://www.rsc.org/cpd/teachers/content/filerepository/frg/pdf/ResearchbyMillar.pdf

Getting Practical learning objectives:

A: By doing this activity, pupils should develop their understanding of the natural world A1: Pupils can recall an observable feature of an object, or material, or event A2: Pupils can recall a ‘pattern’ in observations (e.g. a similarity, difference, trend, relationship) A3: Pupils can demonstrate understanding of a scientific idea, or concept, or explanation, or model, or theory

B: By doing this activity, pupils should learn how to use a piece of laboratory equipment or follow a standard practical procedure B1: Pupils can use a piece of equipment, or follow a practical procedure, that they have not previously met B2: Pupils are better at using a piece of equipment, or following a practical procedure, that they have previously met

C: By doing this activity, pupils should develop their understanding of the scientific approach to enquiry C1: Pupils have a better general understanding of scientific enquiry C2: Pupils have a better understanding of some specific aspects of scientific enquiry

This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning. They highlight opportunities throughout the A Level Specification and identify possible purposes for each activity relating to the ‘Getting Practical’ project.

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Possible practical activities

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

5.1 Aerobic respiration

The web reference: http://www.nuffieldfoundation.org/practical-biology/measuring-respiratory-quotient provides an opportunity for students to calculate the RQ values for different organisms.

For an investigation into measuring the uptake of oxygen at different temperatures see: http://www.nuffieldfoundation.org/practical-biology/measuring-rate-metabolism.

Either of these two investigations could form the basis for Core Practical 9: Investigate factors affecting the rate of respiration using a respirometer

Students could investigate burning food by transferring its energy as heat to a boiling tube of water. They could compare results with the information given on packaging. It can be repeat using a food calorimeter to compare the quality of data: http://www.nuffieldfoundation.org/practical-biology/how-much-energy-there-food

For an investigation into the role of ATP on muscle contraction and the effect of boiling ATP, see Experiment 15:

http://www.biology-resources.com/biology-experiments-sup.html

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5.3 Link reaction and Kreb’s cycle

The OCR Delivery Guide has useful activities, animations and modelling activities very relevant to the Edexcel specification. See: http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/module-ba05-module-5-communication-homeostasis-and-energy/delivery-guide-badg019-respiration-522

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Reference Practical and investigative activitiesGetting Practical Reference

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5.4 Oxidative phosphoryl-ation

Modelling activity: ATP production:

Push two desks almost together with just enough room for pupils to pass one at a time. This represents the membrane and the opening represents the channel in ATP synthase, through which protons can pass. Identify six students as protons by giving them sport bibs or similar. All students stand on one side of the desk to model a proton gradient.

Two students in different coloured bibs act as ATP synthase by standing on the other side of the opening. They have a supply of wrapped sweets (phosphates). Six students identified by a third colour of bib represent ADP molecules and three students in a fourth colour of bib represent oxygen. Stick large clear labels to each.

As the protons move through the channel, ADP molecules each gain a sweet to become ATP. Each proton is picked up by oxygen to form water. This is a good time to stop the action to ask individuals to describe their role and what will happen next.

Place one litre measuring cylinders/ beakers with a few drops of food dye in the bottom, at one end of the room, next to each of six students each with a small beaker containing 100ml of water. As the ATP students move to the beakers, they give the sweet to the reactant who can now pour a beaker into the measuring cylinder.

Ask pupils to describe and explain this model. What are its weaknesses? Could they improve it?

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5.5 Anaerobic respiration

Investigating the effect of different substrates on yeast respiration. Use student t-test to determine if any differences are significant: http://schoolhouse1.fenn.org/dduane/science8th/lab_yeast_respiration_of_sugars.htm.

This can lead into anaerobic fermentation in brewing.

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Reference Practical and investigative activitiesGetting Practical Reference

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5.6 Photo-synthetic pigments

Separating the pigments in chlorophyll using thin layer chromatography:

http://www.saps.org.uk/secondary/teaching-resources/181

This investigation satisfies Core Practical 11: Investigate the presence of different chloroplast pigments using chromatography.

Aspects of this investigation can be used in this section and others in Section 5.7:

Investigating photosynthesis using ‘algal balls’ Students conduct an investigation into factors affecting the rates of photosynthesis, using a colorimeter to record quantitative measurements. They vary light intensity or wavelength using coloured filters. The data can be used for simple computer modelling to determine the light compensation point when respiration rate equals the rate of photosynthesis.

http://www.saps.org.uk/secondary/teaching-resources/1354-a-level-set-practicals-factors-affecting-rates-of-photosynthesis

or

http://www.nuffieldfoundation.org/practical-biology/investigating-photosynthesis-using-immobilised-algae

This investigation satisfies Core Practical 10: Investigate the effects of different wavelengths of light on the rate of photosynthesis.

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Acetone AC14015Hot Air Blower CH04015TLC Plates CH44018Specimen Tubes TU16430Water Bath 8L BA01871Bench Lamp LA09955Sucrose SU5996Potassium Chloride PO4852DCPIP Solution DI2478Cuvettes CO04554Cuvette Rack CO90802Sodium Alginate SO5448Calcium Chloride CA1868Bicarbonate Indicator BI1548Mystrica CO100720Colour Acetate Filters OP104600

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Reference Practical and investigative activitiesGetting Practical Reference

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5.7 Photo-synthesis

Investigating light dependent reaction in photosynthesis using isolated chloroplasts. In this investigation, DCPIP, a blue dye, acts as an electron acceptor and becomes colourless when reduced, allowing any reducing agent produced by the chloroplasts to be detected. The rate of decolourisation of DCPIP indicates the rate of chloroplast activity: http://www.nuffieldfoundation.org/practical-biology/investigating-light-dependent-reaction-photosynthesis.

Investigating photosynthesis using ‘algal balls’ Students conduct an investigation into limiting factors affecting photosynthesis.

http://www.saps.org.uk/secondary/teaching-resources/1354-a-level-set-practicals-factors-affecting-rates-of-photosynthesis

For a different protocol using leaf discs in a syringe of sodium hydrogen carbonate solution see: http://www.saps.org.uk/secondary/teaching-resources/284-investigating-photosynthesis-with-leaf-discs

Students investigate the effect of light intensity, comparing light and shade leaves, and the effect of temperature etc. can be measured. Pupils could choose a question for themselves to investigate

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Centrifuge CE03900Centrifuge Tubes CE110111Vision DA130585Colorimeter DA130655Light Level Sensor DA130780WPA Colorimeter CO04570Buffer Soln pH6 Phosphate BU1696Muslin CO05040Liquidiser MI11180Bench Lamp LA09955Sucrose SU5996Potassium Chloride PO4852DCPIP Solution DI2478Cuvettes CO04554Cuvette Rack CO90802Sodium Alginate SO5448Calcium Chloride CA1868Bicarbonate Indicator BI1548Mystrica CO100720Colour Acetate Filters OP104600Sodium Hydrogen Carbonate SO5610Cork Borer CO04947Lamp Holder OP110180Transformer OP110185Mercury Lamp OP110195Light Meter LI120100

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Reference Practical and investigative activitiesGetting Practical Reference

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6.1 Microbial techniques

To support students with aseptic techniques for culturing bacteria on agar plates, See: http://www.nuffieldfoundation.org/practical-biology/aseptic-techniques

http://www.microbiologyonline.org.uk/teachers/resources has videos and podcasts which support 21 separate microbiology practicals.

All basic microbiology techniques can be found on this site, http://www.nuffieldfoundation.org/practical-biology/standard-techniques including how to grow cultures and how to streak a plate for the core practicals.

Core Practical 12: Investigate the rate of growth of bacteria in liquid culture

Prepare a culture that can be sampled and turbidity measured over time in a colorimeter. Grow two cultures in different conditions. As long as the culture is in ‘log phase’ the turbidity is a good indication of viable organisms.

For a simulation which gives cultured microbe population numbers minute by minute see http://www.pbslearningmedia.org/resource/tdc02.sci.life.evo.microbeclock/microbe-clock/ Students could record and plot population numbers on a logarithmic scale to analyse. The simulation also gives numbers of microbe mutations for use later in the course.

This section of work supports Core practical 13: Isolate individual species of bacteria from a mixed culture using a streak plate.

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6.2 Bacteria as pathogens

For an activity which models transmission of disease and contamination using paper cups and an alkaline solution see:

https://apps.nlm.nih.gov/againsttheodds/pdfs/ss/lesson_plan_science_and_society.pdf

The reference contains work sheets, student activities and case studies linked to the activity.

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Reference Practical and investigative activitiesGetting Practical Reference

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6.3 Action of antibiotics

Investigating antibiotics: http://www.nuffieldfoundation.org/practical-biology/investigating-anti-microbial-action

This reference suggests several hypotheses students could investigate, including bactericidal vs bacteriostatic products to test. The two antibiotics referred to in the specification can be tested using a commercially available antibiotic multi-test rings.

B. Subtilis BL80900E. Coli BL80910S. Epidermidis BL80930M. Luteus BL80917Nutrient Agar CM68500Nutrient Broth CM68590Petri Dishes PE12035Autoclave AU110250Autoclave Bags AU00970Autoclave Indicator Tape AU00976McCartney Bottles BO03065Forceps DI05826Wire Loops DI05925Loop Holder DI05920Spreaders DI91100Blank Discs BL90450Ejector BL81022Penicillin 1.5 BL81010Penicillin 5 BL81012Penicillin 10 BL81015Streptomycin BL81020Virkon CL04222

6.4 Antibiotic resistance

For a game where students are challenged to prescribe the right antibiotic to seven patients see: http://sciencenetlinks.com/media/filer/2011/10/07/antibiotic.swf

Should students make a mistake whilst playing the game, resistant forms of bacteria may survive and kill the patient.

For an activity to identify the genes in two strains of bacteria and their functions in the different strains. Resistance can be due to a point mutation and this challenging paper exercise develops pupils understanding. See: http://www.yourgenome.org/activities/mrsa-gene-hunt

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6.5 Other pathogenic agents

Students could investigate how plant pathogens can be spread. See: http://www.saps.org.uk/secondary/teaching-resources/1273-csi-trees-investigating-plant-pathogens

In this investigation, students track down leaf pathogens under the microscope, as a starting point to consider the global impact of disease on society and the environment : http://www.saps.org.uk/secondary/science-club-activities/1214-deadly-diseases-and-plant-pathology

Leeks bought from a farm shop with their roots attached and potted at home will start to show signs of rust fungus. If you buy leeks with the root base still attached and put them in water, roots should quickly develop and them they can be potted.

For a quick quiz and lots of short articles and images about influenza and malaria, see: http://bigpictureeducation.com/quiz-flu-and-you

For a good video about the avian flu outbreak of 2005, see: http://www.pbs.org/wnet/secrets/preview-of-killer-flu/222/ There is a quiz linked to video.

For a virtual investigation into malaria, see: https://www.immunology.org/resources-careers--education/resources/public-engagement/-bsi-public-engagement-malaria-for-school-?

Provide each group with a poster for student to devise questions beginning: ‘What... How... Why...Describe... Explain...’ and which have answers to be found on the poster. They then swap questions with another group and attempt to answer the questions before returning their sheet for peer review.

For a multimedia interactive resource, see: http://www.yourgenome.org/interactives/malaria-challenge

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6.6 Problems controlling endemic diseases

A useful and brief document for students to base an evaluation of the different methods used to control malaria can be found at: http://www.malaria.org/howcontrolled.html

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6.7 Response to infection

Students could engage with an interactive game showing the effect of vaccinations on the health of the population as a whole, by reducing the number of people capable of being infected: http://www.historyofvaccines.org/content/illsville-fight-disease

http://bigpictureeducation.com/guess-which-immune-component-game

For an interactive presentation of the immune system with quiz, see: http://www.nobelprize.org/educational/medicine/immuneresponses/game/index.html#/plot6

The OCR Delivery Guide has a link to blood smear slides and an activity matching the conditions for transmission to a particular disease: http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/module-ba04-module-4-biodiversity-evolution-and-disease/delivery-guide-badg010-communicable-diseases-disease-prevention-and-the-immune-system-411 Other activities include Capture the Antigen which has pupils making models of antibodies to match specific antigens. Thanks for the Memories is an activity which has a good list of immune system structures which may be encountered by an influenza virus.

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Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

7.1 Using gene sequencing

For pupils to investigate the evolutionary relationships of plants of their choice using gel electrophoresis and PCR, the following reference has a useful module: http://www.ncbe.reading.ac.uk/ncbe/materials/dna/plantevomodule.html

For a series of protocols including restriction and ligation, restriction site mapping of lambda DNA, and amplifying lambda DNA using PCR see: http://www.ncbe.reading.ac.uk/ncbe/protocols/illuminating.html. Full equipment lists and protocols are given

For DNA sequencing references, resources and interactive activities, see:

• For an interactivity where students explore how DNA is cut into fragments, cloned, and replicated, and finally, how the sequence is detected and assembled to sequence the entire human genome: http://www.pbslearningmedia.org/resource/tdc02.sci.life.gen.sequence/sequence-for-yourself/

• Solve the crime by carrying out a DNA fingerprint in a virtual lab: http://www.pbslearningmedia.org/resource/tdc02.sci.life.gen.creatednafingerprint/create-a-dna-fingerprint/

• An interactive activity looking at a section of DNA: http://www.pbslearningmedia.org/resource/tdc02.sci.life.gen.explorecode/explore-a-stretch-of-code/

• A student activity using ethical issue cards to stimulate classroom debate, improve literacy and deepen understanding: http://www.yourgenome.org/activities/genome-generation

• An interactive activity with four complex scenarios in which people may find themselves: http://www.pbslearningmedia.org/resource/arct14.sci.nvgenetd/genetic-testing-dilemmas/ Print out the outlines for the class to discuss in groups before engaging with the interactive.

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Edvocycler BT150806DNA Electrophoresis Equipment BT97824Cleavage of Lambda DNA BT150242Plasmid and Lambda DNA Kit BT140200Restriction Enzyme Analysis of DNA BT140306Principles of PCR BT140225Cloning of a PCR Amplified Gene BT97935White Light Box BT97815DNA Fingerprinting by PCR BT97880DNA Fingerprinting BI130980Transilluminator BT150810

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Reference Practical and investigative activitiesGetting Practical Reference

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7.2 Factors affecting gene expression

This interactive activity from NOVA examines how mutations in different regions of an organism's DNA affect gene expression: http://www.pbslearningmedia.org/resource/novat10.sci.life.evo.evodevo/regulating-genes/ Students run the interactive activity a few times to get the idea, then select mutation. Students predict and draw how they think the organism will develop. They can repeat the activity choosing a different mutation.

For an interactive activity showing introns, promoter, stop codon, etc. see: http://learn.genetics.utah.edu/content/molecules/geneanatomy/

For an activity about controlling genes: http://www.dnai.org/a/ This takes students through the discoveries that helped to clarify the process. Students then have to put the pieces together to come up with a mechanism. If done as a class activity, stop at each new piece of information to allow students to discuss.

This is an investigation into gene induction using E. coli: http://www.nuffieldfoundation.org/practical-biology/gene-induction-%C3%9F-galactosidase-e-coli This follows on from the theoretical, controlling genes activity. The E. Coli strain must have the lacZ gene with lactose used to switch it on.

In this activity, students act as the external signal to change the number of methyl or acetyl tags, changing the shape of the gene and amount of mRNA and protein produced. Students could use this as the stimulus to produce their own interactive 3D model using Velcro, sellotape or plasticine as the methyl tags. http://learn.genetics.utah.edu/content/epigenetics/control/

For an interactive activity to investigate the effect that licking has on genes that control stress see: http://learn.genetics.utah.edu/content/epigenetics/rats/

This reference links to therapeutic applications and the discovery of RNAi as well as having an interactive activity: http://www.pbslearningmedia.org/resource/lsps07.sci.life.gen.rnaiexplain/rnai-explained/

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7.2 Factors affecting gene expression continued

For students to investigate skin cancer and heart disease in two hypothetical families in a series of lessons see: http://www.w5online.co.uk/education/teachers-toolbox/genetics-risk-and-lifestyle/

In this activity, students model how scientists use DNA microarrays to determine levels of gene expression in breast cancer patients: http://www.pbs.org/wgbh/nova/education/activities/3413_genes.html

In this activity students get the chance to take on the role of genome researchers. They interpret real cancer DNA datasets. DNA has been isolated from both tumour and healthy tissue from melanoma patients and sequenced DNA sequencing machines. By exploring the data they uncover the significance of the BRAF mutation in malignant melanoma: http://www.yourgenome.org/activities/braf-from-gene-to-cancer-therapy

In the activity at: http://www.yourgenome.org/activities/kras-cancer-mutation students use real genomic data to find mutations.

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Ice Cube Trays TR16224Phenolphthalein PH4566Acetic Acid 1M AC1030Sodium Chloride SO5528Blood-Based Cancer Diagnosis Kit BT140336Morphology of Cancer Cells Kit BT140745In Search of the Cancer Gene Kit BT140400DNA Electrophoresis Equipment BT97824White Light Box BT97815Transilluminator BT150810

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Reference Practical and investigative activitiesGetting Practical Reference

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7.3 Stem cells

For an interactive activity which distinguishes between totipotent and multipotent cells see: http://www.pbslearningmedia.org/resource/biot09.sci.life.gen.stemcells/therapeutic-uses-of-stem-cells/

For a video showing the procedure for cloning cauliflowers using micropropagation techniques, see: http://www.saps.org.uk/secondary/teaching-resources/706.

To support students exploring the arguments for and against human embryonic stem cells cloning see: http://www.pbs.org/wgbh/nova/body/stem-cell-poll.html

Cauliflower Cloning Kit PL95166How to Clone a Gene Kit BI130965

7.4 Gene technology

For a series of photographs comparing GM organisms with the unmodified organism to stimulate student discussion, see: http://www.pbslearningmedia.org/resource/010ccc91-dcff-410d-ac6f-fd324aa9657f/genetics-and-bioengineering-essential-lens/ Details of the genetic modifications are given.

For a series of protocols including restriction and ligation, restriction site mapping of lambda DNA, and amplifying lambda DNA using PCR see: http://www.ncbe.reading.ac.uk/ncbe/protocols/illuminating.html. Full equipment lists and protocols are given

For an interactive activity, ‘Who wants to be a genetic engineer?’ see: http://agbiosafety.unl.edu/education/whowants.htm Students can create cinnamon flavoured apples or pest resistant corn.

For additional images of GM organisms to promote discussion and debate see: http://www.mnn.com/green-tech/research-innovations/photos/12-bizarre-examples-of-genetic-engineering/mad-science

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Identification of GM Foods BT140730Edvocycler BT150806DNA Electrophoresis Equipment BT97824Cleavage of Lambda DNA BT150242Plasmid and Lambda DNA Kit BT140200Restriction Enzyme Analysis of DNA BT140306Principles of PCR BT140225Cloning of a PCR Amplified Gene BT97935White Light Box BT97815Transilluminator BT150810

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Reference Practical and investigative activitiesGetting Practical Reference

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8.1 Origins of genetic variation

This interactive activity shows different types of mutation: http://molo.concord.org/database/activities/102.html

For an interactive activity which models the effects of mutation, visit: http://www.pbslearningmedia.org/resource/novat10.sci.life.evo.evodevo/regulating-genes/ Students should run the activity a few times before selecting the ‘mutation’ options. Challenge students to draw their prediction of how the organism will develop. There is an option to repeat the activity with a different mutation.

For an activity that emphasises the spontaneous, random nature of mutations see http://www.pbs.org/wgbh/nova/evolution/evolution-action.html.

Repeat the chromosome activity from Section 2.3 Eukaryotic cell cycle and division, using shoe laces or coloured pipe-cleaners, to demonstrate random assortment and crossing over.

Students construct Reebops out of marshmallows following the instructions given by sets of chromosomes. The initial crosses demonstrate variation but this activity could be extended later in the course to demonstrate evolution. http://www.nuffieldfoundation.org/practical-biology/making-reebops-model-meiosis

The OCR Delivery Guide has a meiosis and fertilisation activity, and provides worksheets and hypothetical pedigrees: http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/module-ba06-module-6-genetics-evolution-and-ecosystems/delivery-guide-badg021-patterns-of-inheritance-612

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8.2 Transfer of genetic information

Genetics, Populations, Evolution and Ecosystems

For fast growing plants which allow students to study an aspect of inheritance in a term, see: http://www.saps.org.uk/secondary/teaching-resources/126-rapid-cycling-brassica-kits They require continuous fluorescent light.

In this activity, pupils analyse data from different human populations to determine which variations in the human genome allow humans to consume dairy products without adverse effects. The chi-squared test is used for analysis: http://www.dnadarwin.org/casestudies/5/

For a student activity identifying phenotypic differences see: http://www.yourgenome.org/activities/spot-the-difference-zebrafish

For links to several games involving creation of pedigrees in different organisms see: http://www.sparticl.org/topic/heredity/

For an interactive activity which looks at the key concepts from Mendel to present day see http://www.dnaftb.org/1/ This is useful for individual study but requires a particular plugin

Students can play a pigeon breeding game to learn about epistasis at: http://learn.genetics.utah.edu/content/pigeons/ This covers linkage, multiple alleles and calculating probabilities.

For an activity exploring virtual crosses with Drosophila see: http://www.cgslab.com/drosophila/. Pupils should predict ratios or use results to determine genotypes of parents.

Actual crosses with Drosophila with particular mutations can be carried out using commercially available packs of organisms.

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Rapid Cycling Brassica Kit PL95110Artificial Selection Kit BT140821Which Quick Plant is the Mutant Kit BT140845Brassica Quick Plant Seeds BT140760Wild Type Seeds BT140770Dwarf Quick Plant Seeds BT140780Variegated Quick Plant Seeds BT140790

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Reference Practical and investigative activitiesGetting Practical Reference

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8.3 Gene pools

The Hardy Weinberg formula shows that in the absence of selection the frequency of the two alleles remains constant. See the Rock pocket mice interactive activity at: http://learn.genetics.utah.edu/content/selection/comparative/

A series of activities investigating traits can be found at: http://learn.genetics.utah.edu/content/inheritance/activities/ Ask students to collect data from large numbers of people on different, easily observable traits such as tongue rolling, earlobe attachment and PTC tasting. The data could be collected from other students or at parents’ or open evening and can be used to calculate genotype frequency using the Hardy-Weinberg Equation.

Make coloured spaghetti worms and place on different coloured backgrounds. Count those remaining each day. Run the activity for a week. Data provides useful discussion on natural selection. See: http://www.nuffieldfoundation.org/practical-biology/model-natural-selection-%E2%80%93-spaghetti-worms

For an activity which involves simulating inheritance of a gene mutation and demonstrating its frequency in the population founder effect and genetic drift, see: http://www.pbslearningmedia.org/resource/tdc02.sci.life.gen.lp_disorder/inheritance-of-genetic-disorders/ There are worksheets and full instructions for delivery and opportunity for pupils to practise using keywords.

The Jelly Bear Evolution activity uses jelly sweets on Bear Island and subjects them to various evolutionary pressures: http://www.ocr.org.uk/Images/163772-bear-island-the-jelly-bear-evolution-game.pdf

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Bird Table EN130900Food Colouring Red FC160100Food Colouring Blue FC160105Food Colouring Yellow FC160110Food Colouring Green FC160115PTC Papers HU110140Sodium Benzoate HU110150Thiourea HU110160Control HU110170

9.1 Homeo-stasis

There is an interactive resource which allows students to adjust heart rate, respiration etc. in order to maintain health: http://www.pbslearningmedia.org/resource/tdc02.sci.life.reg.bodycontrol/body-control-center/.

For interpreting information about sweating and temperature, there is a paper exercise available at: http://www.nuffieldfoundation.org/practical-biology/interpreting-information-about-sweating-and-temperature - download the method and data sheet for students to discuss and analyse.

If the procedures are followed carefully and sensitively, this investigation which involves taking samples of students’ blood for study has much more capacity to engage students with the need to maintain blood concentrations: http://www.nuffieldfoundation.org/practical-biology/closer-look-blood Check CLEAPSS documentation and local restrictions imposed by employers. Investigation 2 changes the concentrations around the blood. A flexicam, digital camera or students’ smartphones is used to take photomicrographs (as in Section 2.1.1) for class discussion.

The OCR Delivery Guide describes some engaging activities for students:

http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/module-ba05-module-5-communication-homeostasis-and-energy/delivery-guide-badg013-communication-and-homestasis-511 The Accentuate the positive activity uses role play to develop understanding about positive and negative feedback. Blowing hot or cold requires pupils to match observations to explanations.

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Microscopes MI10440Leishman’s Stain LE3482Lancets MI10855Medical Swabs MI10860Sharps Container SA96008Virkon CL04222Sodium Chloride SO5528Ethanol ET2634Flexi-Scope MI130930Moticam X MI130515

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Reference Practical and investigative activitiesGetting Practical Reference

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9.2 Chemical control in mammals

Examination and drawings of stained sections of the pancreas. Calculate size of cells from observations or photomicrographs.

If pre-ordered from a good butcher, you can obtain a pancreas, and kidneys with adrenal glands attached for dissection and observation of the tissues.

The OCR Delivery Guide describes some engaging activities for students:

http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/module-ba05-module-5-communication-homeostasis-and-energy/delivery-guide-badg016-hormonal-communication-514 The Adrenal allies activity provides scenarios involving adrenaline for pupils to interpret.

Help Fred’s endocrine system get him out of the woods! - http://www.msichicago.org/experiment/games/code-fred-survival-mode/.

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Microscopes MI10440Plastic Eyepiece Graticule MI84165Glass Eyepiece Graticule MI10700Complete Eyepiece With Graticule MI74145Stage Micrometer MI130520Pancreas Slide PM86750Dissecting Board DI05800Dissecting Kit DI06250

9.3 Chemical control in plants

Organisms respond to changes in their internal and external environment

The resource: http://www.nuffieldfoundation.org/practical-biology/interpreting-investigation-plant-hormones provides a student sheet about plant responses with questions and answers.

Time lapse video is a really useful tool for students investigating slow responses. The video referenced below was produced in an hour using an iPhone app. See: https://www.stem.org.uk/elibrary/community-resource/5581/phototropism

For a summary of plant responses with activities to test students’ understanding see: http://www.sumanasinc.com/webcontent/animations/content/plantgrowth.html

http://www.saps.org.uk/secondary/teaching-resources/1276-gravitropism-the-role-of-roots

Dandelion flower stalks have a strong gravitropic response, and this experiment offers a simple and fun way to look at gravitropism over the course of a double lesson: http://www.saps.org.uk/secondary/teaching-resources/677-investigating-gravitropism-with-dandelions-practical-experiment A cheap and simple but effective experiment.

http://www.saps.org.uk/secondary/teaching-resources/183-investigating-hormone-auxin-iaa-plant-growth-regulator looks at auxiliary development, root development and leaf abscission. Two investigations are suggested and there is scope for students to design their own experiment.

For 16 experiments on germination and tropisms see: http://www.biology-resources.com/biology-experiments2.html#Germination

This section provides opportunity to address Core Practical 14: Investigate the effect of gibberellin on the production of amylase in germinating cereals using a starch agar assay. The following reference may be useful: http://www.all-science-fair-projects.com/science_fair_projects/50/650/15cb8cf69ab20ab4a016d6fa733d77ca.html

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9.4 Structure and function of the mammalian nervous system

Students can take a 3D tour of the brain at: http://www.pbslearningmedia.org/resource/01a2e316-652a-49ae-b61d-f2f5d1d56be4/3-d-brain-anatomy-secret-life-of-the-brain/.

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Reference Practical and investigative activitiesGetting Practical Reference

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9.5 Nervous transmission

As a fun activity, students compete to build the longest neuron, then research its function: http://bigpictureeducation.com/axon-game

For articles, videos, games, interactive animations, see: http://www.sparticl.org/topic/nervous-system/.

www.pbslearningmedia.org is a useful source of short videos and animations.

To support students’ understanding of membrane potential, consider using: http://bigpictureeducation.com/action-potential-animation Pause the animation at key points and ask pupils to add to suggest values for the membrane potential or complete a curve on a graph drawn on a whiteboard.

For more web links and activities to demonstrate the speed of the nerve impulse, the OCR Deliver Guide has lots of ideas. See: http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/module-ba05-module-5-communication -homeostasis-and-energy/delivery-guide-badg015-neuronal-communication-513

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9.6 Effect of drugs on the nervous system

For students to observe how drugs affect neurotransmission, detailed animations of the synaptic cleft can be seen at: http://www.pbslearningmedia.org/resource/lsps07.sci.life.gen.mouseparty/mouse-party/ Students use the behaviour of a mouse they choose to predict how the drug will work for, after blocking receptors for the drug, before running the animation.

Teams of students could be given a specific drug to research and asked to role play the action with commentary. Examples could include using sweets as the neurotransmitters: some students act as enzymes by eating them, whilst other students act as receptors by catching them. A final group of students act as the chemical in the drug blocking the receptors.

http://www.nuffieldfoundation.org/practical-biology/measuring-reaction-time-human-nerve-controlled-reaction a familiar protocol which can be adapted by investigating the effects of caffeine and carrying out a double-blind test and statistical analysis.

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9.7 Detection of light by mammals

For an investigation into how we see colour see: http://www.nuffieldfoundation.org/practical-biology/investigating-how-we-see-colour. There is an excellent news clip and article you may wish to refer students to. In the clip, some people perceive a dress as gold and white but others perceive it as black and blue. See: http://www.bbc.co.uk/news/uk-scotland-highlands-islands-31656935

The reference: http://www.sps186.org/downloads/basic/300170/Sheep%20Eye%20Dissection.pdf gives detailed instructions, photographs and questions for the dissection of a sheep’s eye. Follow CLEAPSS guidance in the Section 14 of the handbook.

Distribution of rods and cones can be demonstrated by groups of pupils testing each other to name the colour of a ball on the edge of their field of view, whilst they look straight ahead. The position of the ball when the colour can be identified could be marked and any differences noted in the positions of different colours. Try the experiment again in a darkened room.

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Colour Mixing Swatch OP94608Sheep’s Eyes BI130585Dissecting Board DI05800Dissection Tray DI81100Dissecting Kit DI06250

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Reference Practical and investigative activitiesGetting Practical Reference

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9.8 Control of heart rate in mammals

Free kits containing pulse oximeters and respirometers were sent to all schools. The pulse oximeters could be used to test the effect of caffeine drinks or stress on heart rate. Apply stress by giving a set of sums to be completed in a set time, for example.

http://www.nuffieldfoundation.org/practical-biology/observing-effects-exercise-human-body

http://www.getinthezone.org.uk/schools/ages-11-19/ages-16-19/ages-16-19-experiments/

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Pulse Oximeters HU130500Blood Pressure Monitor HU110100Respiration Apparatus HE42520Bicarbonate Indicator BI1548Lime Water LI3508Vision DA130585Polar Heart Rate DA130810Heart Rate & Pulse Waveform DA130750

9.9 Osmoreg-ulation and temperature regulation

Students can carry out a kidney dissection, observe the textures and colours of the different tissues and use their observations to produce a labelled, annotated drawing. The reference gives guidance http://www.scienceteacherprogram.org/pdf/JBader11KidneyDissectionGuide.pdf

Observe and draw nephron structure from prepared slides. Calculate average diameter of a glomerulus.

The OCR delivery guide has two relevant activities for this section: Filtering out the waste which models filtration in the glomerulus and Winning without cheating, comparing chromatograms to detect anabolic steroids in urine:

http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/delivery-guide/module-ba05-module-5-communication-homeostasis-and-energy/delivery-guide-badg014-excretion-as-an-example-of-homeostatic-control-512

For interpreting information about sweating and temperature, there is a paper exercise available at: http://www.nuffieldfoundation.org/practical-biology/interpreting-information-about-sweating-and-temperature - download the method and data sheet for students to discuss and analyse.

Using images of animals and their behaviour for students to consider why penguins huddle, why lizards bask and why much of a camel’s fat is concentrated in the hump. Other questions for them to consider might include why African elephants have big ears and why there are no reptiles at the poles. This activity offers a good opportunity for pupils to research an example of their choice and to create a scientific poster.

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Dissecting Board DI05800Dissection Tray DI81100Dissecting Kit DI06250Microscopes MI10440Plastic Eyepiece Graticule MI84165Glass Eyepiece Graticule MI10700Complete Eyepiece With Graticule MI74145Stage Micrometer MI130520Kidney VS PM86765Kidney LS PM86770

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Reference Practical and investigative activitiesGetting Practical Reference

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10.1 The nature of ecosystems

Investigating energy flow in freshwater: http://www.biology-fieldwork.org/freshwater/freshwater-animals/investigation-freshwater-energy-flow.aspx An excel spreadsheet is available to download on which to record data, which will generate pyramids for analysis.

For an investigation sampling invertebrates to determine population size using the mark-release-recapture method, See: http://www.biology-fieldwork.org/woodland/woodland-invertebrates/investigation-sampling-snail-populations.aspx.

An investigation idea identifying Pleurococcus on tree bark and noting its distribution can be found at: http://www.nuffieldfoundation.org/practical-biology/observing-patterns-distribution-simple-plant . This could form the basis for Core Practical 16: Investigate the effect of one abiotic factor on the distribution or morphology of one species.

For guidance about random sampling an area of grassland such as the school playing field see: http://www.nuffieldfoundation.org/practical-biology/biodiversity-your-backyard

For an online ecology practical about measuring abundance and random sampling see: http://www.saps.org.uk/secondary/teaching-resources/258 Questions supporting this activity can be found at: http://www.saps.org.uk/secondary/teaching-resources/260-questions-about-quadrats

For an online ecology practical about species richness and frequency data see: http://www.saps.org.uk/secondary/teaching-resources/127-ecology-practical-distribution-of-species-and-fieldwork-sampling

The National Geographic website has a wide selection of activities on biodiversity, conservation and other ecology related topics. See: http://education.nationalgeographic.org/activity/

If there are woodland accessible for fieldwork, random sampling of ground vegetation, measuring abiotic factors and calculating Simpson’s Diversity Index are described at: http://www.biology-fieldwork.org/woodland/woodland-plants/investigation-comparing-two-areas-of-woodland.aspx

The random sampling techniques described in this section and sampling along a transect could be compared to satisfy Core Practical 15: Investigate the effect of different sampling methods on estimates of the size of a population

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White Plastic Tray EN52680Dipping Net EN06974Freshwater Invertebrates Guide EN120910Specimen Bottles BO03090Vision DA130585Light Sensor DA130780Oxygen Sensor DA130800pH Sensor DA130805Temperature Sensor DA130870Universal Indicator Papers TP7170Quadrats EN71655Ranging Poles EN07058Clinometer EN81525Clinometer ME10344Humidity Sensor DA130760Pocket Anemometer EN120545Anemometer Sky Watch Xplorer 2 EN526624 In 1 Meter Compact EN1110154in 1 Meter EN915785in 1 Meter EL160335Whirling Hygrometer HY09510Digital Hygrometer HY09512Jumbo Hygrometer HY102580Pocket Hygrometer HY120100Trowel HO09065Pooters EN07036

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Reference Practical and investigative activitiesGetting Practical Reference

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10.2 Energy transfer through ecosystems

Use the data gathered in the freshwater survey in Section 10.1 to generate data on energy efficiency: http://www.biology-fieldwork.org/freshwater/freshwater-animals/investigation-freshwater-energy-flow.aspx An excel spreadsheet is available to download on which to record data, which will generate pyramids for analysis. Efficiency of energy transfer at each trophic level can be calculated.

For an investigation comparing trampled and untrampled areas of grassland and comparing species diversity and soil infiltration rates as an indicator of compaction, see: http://www.biology-fieldwork.org/grassland/grassland-plants/fieldwork.aspx

In this activity, students will culture a free-living nitrogen-fixing bacterium (Azotobacter) from the soil. This will reinforce understanding of the role of bacteria in the nitrogen cycle: http://www.nuffieldfoundation.org/practical-biology/nitrogen-fixing-bacteria-free-living-soil

In this second activity, students will culture nitrogen-fixing bacteria from root nodules of leguminous plants. This will reinforce understanding of the role of bacteria in the nitrogen cycle and explore an example of symbiosis or mutualism. This practical could be set up at the same time.

http://www.nuffieldfoundation.org/practical-biology/nitrogen-fixing-bacteria-root-nodules-leguminous-plants

Students investigate the effects of cellulose-digesting enzymes in microbes on different kinds of paper. This long-term activity allows students to explore the role of microbes in decomposing organic waste and their place in the carbon cycle http://www.nuffieldfoundation.org/practical-biology/microbes-ate-my-homework

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Quadrats EN71655Specimen Bottle BO03090Nutrient Agar CM68500Agar AG1092Iron III Chloride IR3250Di-Potassium Hydrogen Phosphate PO4928Magnesium Sulphate MA3670Glucose GL2856Sodium Hydroxide 0.1M SO5684Calcium Carbonate CA1846Sodium Chloride SO5528Calcium Chloride CA1868Mannitol MA3762Yeast Extract CM68840Methylated Spirit IDA ME3884Virkon CL04222Sodium Hypochlorite SO5698Petri Dishes PE12035Nutrient Broth CM68590

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Reference Practical and investigative activitiesGetting Practical Reference

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10.3 Changes in ecosystems

Students could investigate two freshwater sites using freshwater invertebrates as indicators of pollution and this could be used to compare other factors at the sites. Samples from both sites could be collected before the lesson. However, in the field students could measure biotic and abiotic factors affecting the stream. See: http://www.nuffieldfoundation.org/practical-biology/environmental-indicators#node-2709

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White Plastic Tray EN52680Vision DA130585Light Sensor DA130780Oxygen Sensor DA130800pH Sensor DA130805Temperature Sensor DA130870Universal Indicator Papers TP7170Quadrats EN71655Ranging Poles EN07058Clinometer EN81525Clinometer ME10344Dipping Net EN06974Freshwater Invertebrates Guide EN120910Specimen Bottles BO03090Humidity Sensor DA130760Pocket Anemometer EN120545Anemometer Sky Watch Xplorer 2 EN526624 In 1 Meter Compact EN1110154 in 1 Meter EN915785 in 1 Meter EL160335Whirling Hygrometer HY09510Digital Hygrometer HY09512Jumbo Hygrometer HY102580Pocket Hygrometer HY120100Trowel HO09065Pooters EN07036

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Reference Practical and investigative activitiesGetting Practical Reference

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10.4 Human effects on ecosystems

For a computer based activity which allows pupils to plot the position of ports, shipping routes and whale migrations to investigate human impact and how this information could be used to help marine conservation, see: http://education.nationalgeographic.org/activity/north-atlantic-right-whales/

Pupils can examine this interactive map of the environmentally sensitive Alaska’s North Slope, site of Arctic National Wildlife Refuge and see how this area epitomises the conflict between human need for resources and this unique habitat: http://ngm.nationalgeographic.com/ngm/0605/feature1/map.html

For a game where students play to protect and conserve species and habitats: see: http://www.sparticl.org/topic/deforestation/

For a ‘Sustainable food’ quiz and ‘The Fish Game’ (maintaining the population of fish whilst feeding your family), visit: http://www.sparticl.org/topic/sustainability/

For articles which illustrate aspects of the syllabus which students can précis in 100 words or fewer, see: http://www.sparticl.org/category/ecology-environment/

In this interactive activity, students explore the environmental hazards found at various coastal locations: http://www.pbslearningmedia.org/resource/envh10.sci.life.eco.hazardcoast/environmental-hazards-at-the-coast/ There are also links to environmental hazards on the farm and in the city.

For a virtual investigation of a rich marine ecosystem, see: http://ww2.kqed.org/quest/2009/07/23/farallon-islands-interactive-map/

In this interactive activity, students explore carbon sinks: http://www.pbslearningmedia.org/resource/nsn08.sci.ess.watcyc.capcarbonint/capturing-carbon-where-do-we-put-it/

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