52690273-snab-08-t4-tchgscheme-9643

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SNAB Topic 4 Teaching scheme

Topic 4 Biodiversity and natural resources

This teaching scheme is divided into three parts.

Introduction.

Road map: a suggested route through Topic 4.

Guidance notes for teachers and lecturers. These include a commentary running inparallel ith the student !oo"# ith hints and tips on teaching and references to theassociated activities.

There are more detailed notes about individual activities in the teacher/lecturer sheetsaccompanying most activities.

Introduction

The Road map starting on page $ is a suggested route through Topic 4.The learning outcomes are num!ered as in the specification.

There is an AS summary chart the end of the guidance notes. This shos here conceptsare introduced and revisited in later topics.

If to teachers%lecturers are sharing a group# the first could start at the !eginning ith thesecond starting at Session &$ and or"ing through the remainder of the topic in order.Three core practicals are close together in the Topic# and so consider the timings of theseactivities. The activity on sic" plants could !e set up earlier in the topic so there is sufficient

time for the plants to gro


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time for the plants to gro


Road map: a suggested route through Topic 4 Biodiversity andnatural resources

Session Areas to be covered Possible activities

&

Introductory presentation6Interactive7Activity 4.$ 8hat is it9 6A4.$7

G*S1 revie 6Interactive7Activity 4.& The Galapagos Islands

6A4.&7 6Interactive7

$8hat is a species9 Introductory discussion of hat is

meant !y !iodiversity and theconcept of species.

-

The concept of niche

&4 ;escri!e the concept of nicheand discuss e'amples of adaptation

of organisms to their environment6!ehavioural# physiological andanatomical7.

Activity 4.- 1cological niche of a leaf0

cutter !ee 6A4.-7

4

Adaptations

&4 ;escri!e the concept of nicheand discuss e'amples of adaptation

of organisms to their environment6

Activity 4.4 8ell !ehaved !eetles

6A4.47 6/ractical7


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&= ;iscuss the process andimportance of critical evaluation ofne data !y the scientificcommunity# hich leads to neta'onomic groupings 6ie threedomains !ased on molecularphylogeny7.

?

*lassification

&= ;iscuss the process andimportance of critical evaluation ofne data !y the scientificcommunity# hich leads to neta'onomic groupings 6ie threedomains !ased on molecularphylogeny7.

Activity 4.& Ne ideas in !iology6A4.&7

*hec"point +uestion 4.-

&

@easuring !iodiversity

&- 1'plain the terms !iodiversity andendemism and descri!e ho!iodiversity can !e measured# ithina ha!itat using species richness# andithin a species using geneticdiversity# eg variety of alleles in agene pool.

Activity 4.&& 1'ploring !iodiversity

6A4.&&7


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&4

Structure and location of specialisedcells ithin the plant stem

< *ompare the structures# position inthe stem and function ofsclerenchyma fi!res 6support7 and'ylem vessels 6support and transportof ater and mineral ions7.

> Identify sclerenchyma fi!res and'ylem vessels as seen through alight microscope.

Activity 4.&< oo"ing at plant stems6A4.&


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&$ *ompare historic drug testingith contemporary drug testingprotocols# eg 8illiam 8ithering(sdigitalis soupC dou!le !lind trialsCplace!oC three0phased testing.

Activity 4.$ Testing a ne drug6A4.$7

$&

,ses of seed0stored starch

= ;escri!e ho the uses of plantfi!res and starch may contri!ute tosustaina!ility# eg plant0!asedproducts to replace oil0!asedplastics.

Activity 4.$& Superheating starch6A4.$&7 6/ractical7

Activity 4.$$ Is your lifestylesustaina!le9 6A4.$$7

$$

The role of Doos

&> ;iscuss and evaluate the

methods used !y Doos andseed!an"s in the conservation ofendangered species and theirgenetic diversity 6eg scientificresearch# captive !reedingprogrammes# reintroductionprogrammes and education7.

Activity 4.$-Animal dating agency6A4.$-7

The role of Doos Activity 4 $4 /utting them !ac"


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1uidance notes "or teachers and lecturers

Introduction and 1(S, revie!

The story of the !raDil nut tree and the interdependence of highly adapted species forsurvival introduces this topic. This story introduces !iodiversity# adaptation# and evolution !ynatural selection. The topic is divided into three parts. The first part considers !iodiversity#adaptation and natural selection. The second part continues ith a thread lin"ed toadaptation of plants to overcome the pro!lems associated ith !eing mostly stuc" in oneplace. They have strategies to overcome the pro!lems they face and produce an array of

structural and chemical products to help# hich e humans then ma"e use of. The finalpart loo"s at the role of Doos and seed!an"s in conservation of !iodiversity.

@any students vie plants as less interesting than animals# and not very relevant to theirlives. The middle section of the topic aims to dispel this notion.The student !oo" refers to the initial G*S1 revie and G*S1 revie test. These cover aide range of !asic !iology related to the topic.

*entres must select hich activities students underta"e. The suggested route through thetopic gives oneselection of activitiesC additional activities can !e used. All the activitiesavaila!le ithin the SNAB resources are descri!ed in the folloing notes. Any suita!lealternative can !e su!stituted for an activity provided# or used in addition to supportlearning.

The interactive introduction could provides an overvie of the topic and includes the BraDilnut story . 1ither Activity 4.& or 4.$ could !e could also introduce the topic. Alternatively#after introducing the BraDil nut story# you could move directly on to the start of section 4.&

d h f i A i i i 4 & d 4 $ ld ! d l i h i h


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Activity 4.3 cological niche o! a lea!"c#tte$ %ee (A4.03L)

Students interpret photos of leaves cut !y leaf0cutter !ees to decide ho they may !ee'ploiting their niche.

Activity 4.4 Well %ehaved %eetles (A4.04L)In this activity students can investigate the !ehavioural adaptation of seed !eetles.

Activity 4.& Adaptations (A4.0&L)This paper0!ased activity presents a range of adaptations and as"s +uestions a!out their

value to the organisms. Allternatively a circus of !iological specimens could !e provided.

F4.> re+uires students to lin" !ac" to the BraDil nut tree organisms and consider theiradaptations. There are some ansers at the !ac" of the student !oo" !ut alternatives arepossi!le. *hec"point +uestion 4.& re+uires students to consider adaptation in plantsC a iderange of ansers is possi!le some e'amples are given in the chec"point ansers.

4#2 3o! did organisms become so !ell adapted0The section opens ith a lin" !ac" to the BraDil nut story. It then uses resistance toinsecticide shampoo !y head lice to illustrate evolution !y natural selection.

Activity 4.0' at#$al selection in action (A4.0'L)The student sheet suggests three possi!le approaches to aid understanding evolution !ynatural selection. The card sort lin"ed to the head lice e'ample in the student !oo" could !eused for revision at the start if students have already met this e'ample at G*S1# or toassess learning after completing one of the other tas"s. The other activities on the studentsheet have a more practical approach. In the first# the student provides the selection

press re ! acting as a predator on a pre pop lation ith different phenot pes In the


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e'istence of large num!ers of species is also included in the activity. See thee!lin"saccompanying this activity.

Activity 4.* The ne+t %#g thing (A4.0*L)This includes an article for students to read a!out !iodiversity research. ,sing !eetles andta'onomy research at the Natural History @useum it illustrates the scale of organismdiversity. It is a long article# so gives students practice for the A$ assessment activity inhich they read an e'tended piece of scientific riting. IThis activity ould pro!a!ly !e ahomeor" assignment.

8hen studying !iodiversity# !iologists need to !e a!le to identify# name and classifyorganisms they o!serve. There is no specification statement related to naming oforganisms# !ut !oth are considered in the student !oo" to support the use of !inomialnames here and throughout the course. The rules for naming organisms are descri!ed inthe student !oo"# there are +uestions on naming organisms in Activity 4.?. Students couldor" out the features of the folloing !utterfly fish from their !inomial names.Chaetodon quadrimaculatus four spot !utterfly fishChaetodon unimaculatus one spot !utterfly fishChaetodon ornatissimus ornate !utterfly fishChaetodon lineolatus lined !utterfly fishChaetodon tinkeri Tin"er(s !utterfly fishChaetodon nippon apanese !utterfly fish

There are lots more e'amples of !utterfly fish on the fish!ase e!site ith photos of eachfish. See the general e!lin"s for Topic


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The student !oo" refers to genetic diversity# !efore considering ho !iodiversity ithin aha!itat and genetic diversity ithin species can !e measured. The section on finding the

!iodiversity hotspots includes the idea of endemism# hich is re+uired !y the specification .

Activity 4.11 +plo$ing %iodive$sity (A4.11L)To case studies are presented for students to calculate species diversity. It ould !e goodif students had the opportunity to collect data in the field to complete a similar e'ercise.

Activity 4.12 atte$ac toads and genetic dive$sity (A4.12L)This activity e'amines ho genetic diversity can !e measured and used in research. As

e'plained in the teacher%lecturer notes# the techni+ue uses ;NA fingerprinting. This is notstudied until Topic = in the A$ course# so some simple e'planation to introduce the idea isneeded.

4#4 6a&ing use o" biodiversityThis section considers ho plants are adapted to cope ith some of the challenges theyface through !eing rooted in one spot# and in each case ho e humans have made use oftheir ingenuity.

Big and strongThe section opens !y considering hy a plant needs to gro tall to lift leaves# floers andfruit a!ove the competition. The lin" !ac" to the BraDil nut tree is madeC it gros up to $ ma!ove the surrounding forest canopy. Kf course not all plants gro tall# This section focusesmainly on trees# to illustrate the principles of plant structure and function related to the needfor strong stems and transport up the stem.

The first ;id you "no9 !o' )Reach for the s"y( considers tall !uildings: ho they must !e

t h t h ld th f th ! ildi ! t l ! fl i!l t ith t d


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Students need to compare the structures and functions of starch and celluloseC *hec"point+uestion 4.< can !e used for this# ith students revisiting the car!ohydrate tutorial from

Topic & if necessary. The function of starch ithin seeds is covered later in the topic.

The arrangement of cellulose microfi!rils ithin a matri' of hemicelluloses and pectins toincrease the strength of the cell all is descri!ed in the student !oo"# as is the role ofplasmodesmata.

Tubes "or transport and strengthAlthough all the cells ithin a plant have cellulose0reinforced cell alls# some cells are

specialised for support and transport thus ena!ling the plant to gro taller. Activity 4.&


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)fi!re(. )i!re( is often used as a generic term to descri!e the groups of stiffened cellse'tracted from plants and used in the manufacture of fa!rics# ropes# and so on. In plant

!iology# the term refers only to lignified sclerenchyma fi!res hich have a role in stiffeningthe stem. The impregnation of sclerenchyma fi!res is descri!ed in the student !oo" !eforegoing on to loo" at the e'traction and use of )fi!res( in the ider sense of the ord.

Activity 4.1* +t$action o! 6!i%$es6 !$o plants (A4.1*L) o$e p$acticalThe strength0testing aspect of this activity is a core practicalC students need to !e a!le todescri!e a method of testing fi!re strength. There is no re+uirement for students to ret theiron fi!res. There is no )correct( method that students should !e aare ofC the activity sheet

provides guidance for planning an investigation.

*hec"point +uestion 4.= is summarises the physical properties of sclerenchyma fi!res and'ylem.

(hemical de"ences against attac&

This section of the topic deals ith ho plants use chemical defences against theirpredators 6that is her!ivores7 and !acteria# and considers ho e then use the chemicalsfor our on purposes. This is illustrated using the natural anti!acterial properties of plants.

Activity 4.1, Why do they p#t int in toothpaste? Wo#ld ga$lic %e %ette$? (A4.1,L)o$e p$actical

This is a core practical investigating the anti!acterial properties of plants.

@any chemicals used !y plants for defence are used !y humans in the manufacture ofmedicines# cosmetics# toiletries and pesticides. 8e continue to use ild plants and animals

l !l f h i l Thi id i t d t l t i th t i h


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more sustaina!le. Hoever# there are still pro!lems ith the use of these alternativeproductsC the student(s !oo" discusses this issue. @any factors need to !e ta"en into

account hen ma"ing decisions a!out resource useC for e'ample# the cost andenvironmental impact of transporting a !iodegrada!le product may ma"e its use asunsustaina!le as using a non0!iodegrada!le product.

Activity 4.22 Is yo#$ li!estyle s#staina%le? (A4.22L)This activity encourages students to thin" a!out sustaina!ility !y focusing on hether theiron lifestyle is sustaina!le.

4#7 8n the brin&This section returns to the idea of loss of !iodiversity# and as"s hether e should !econcerned a!out the current high e'tinction rate. The student !oo" includes an e'ample ofa conservation proect that aims to protect the golden lion tamarin. The aim of !oth is toreintroduce the !iodiversity conte't and provide an introduction to the rest of the topic. Thefocus of the remainder of this topic is on the aspects of off0site 6ex situ7 conservation thatthe golden lion tamarind proect identifies.

The role o" 9oosThis section of the topic opens ith a short note on the history of Doos# !efore going on toconsider the role of Doos today. In this topic Doos are defined as institutions ith a Doolicense 6e'cluding unregulated ventures around the orld7. In the specification there is nolearning outcome re+uiring students to discuss the ethical issues surrounding the role ofDoos. But students may have strong feelings# and may ish to have a discussion. There is a;id you "no !o'9 )Fuestioning the role of Doos(# and an associated e'tension.

The main roles of Doos considered in this topic are:

t f i tifi h ith h ! i d t " ! th i th


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Activity 4.2& 5aving seeds (A4.24L)A virtual tour of the @illennium Seed Ban" illustrates methods used in the conservation of

endangered plants. The +uestions on the activity sheet can !e completed using the tour andthe @SB e!site.

Activity 4.2' hec yo#$ notesStudents can use the chec"list of learning outcomes in this activity in their revision.

,ndo"topic testsThere is an online interactive end0of0topic test. This test is not accessi!le to students unless

set !y their teacher%lecturer. The teacher has the option to )flic" a sitch( to ma"e it openaccess. There is also a paper0!ased test for Topic 4 ith e'amination0style +uestions on theteacher(s and technician(s sites. A mar" scheme is also availa!le on these sites. The+uestions are similar in layout and style to those that are found on e'am papers. Hoever#the restriction of +uestions to only one topic in each test means that +uestions draing onmaterial from different topics are not included.


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AS Summary chart

The grid !elo shos here concepts are introduced and then revisited in later topics.;ote: Some of these concepts ill !e revisited and !uilt on in A$.

*oncept Topic & Topic $ Topic - Topic 4

Biologicalmolecules6monomerscom!ine to formpolymers7

*ar!ohydrate structures androles in providing and storingenergy 6not cellulose7

ipid structures

/hospholipids

/rotein structures

Structures of ;NA and RNA

Starch and cellulose structures andfunctions

1nDymes 1nDyme structure andmechanism of action

1ffect of enDyme concentrationon rate of reaction

Role of 1R and Golgi apparatus information of e'tracellular enDymes

*hemicalreactions

*ondensation and hydrolysisreactions

Antio'idants and radicals

*ondensation reactions

Hydropho!ic and hydrophiliceffects

*ondensation reactions

*ell structure ,nit mem!rane structure /ro"aryotic and typical eu"aryotic6animal7 cell structure andultrastructure

Role of 1R and Golgi apparatusin protein transport

Gamete structures and functions

Stem cells

*ell specialisation andorganisation into tissues# organsand organ systems

Recall typical ultrastructure of animal celland compare ith plant cell ultrastructure

Mylem and sclerenchyma structure andfunction

Genes helpdetermine thenature oforganisms

Roles of ;NA and RNA

Genetic code

/rotein synthesis

;NA replication and mutations

*ell specialisation throughdifferential gene e'pression

Genetic diversity

*ell cycle ;NA replication and cell andnuclear division

Role of mitosis and cell cycle forgroth and ase'ual reproduction

;ifferentiation and the role ofstem cells

1nergy 1nergy uni ts # energy !alance Role of AT/ in act ive transpor t

Transport in andout of cells

/assive transport# diffusion#facilitated diffusion# osmosis# activetransport# e'ocytosis and endocytosis

/rotein transport ;iffusion and osmosis

Salters0Nuffield Advanced Biology# 1de'cel /earson 2 ,niversity of 3or" Science 1ducation Group $5

This sheet may have !een altered from the original. &4


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*oncept Topic & Topic $ Topic - Topic 4

Transport inorganisms toand frome'changesurfaces

@ass transport

Structure and function of thecirculatory system

Solvent properties of ater

@ass transport of aters and mineralsthrough plant stems

Krganismse'changematerials iththe environment

Surface area to volume ratio

/roperties of gas e'changesurfaces

Inheritance Genetic ris" factors for *;

Interaction of genotype and theenvironment on development of*;

@onohy!rid inheritance Importance o f meiosis andfertilisation in se'ual reproduction

Role of meiosis in production ofgenetic variation# including independentassortment and crossing over

Some characteristics are affected !ygenotype and the environment

/olygenic inheritance

;iscontinuous and continuousvariation

Genetic variation 6loss and conservation7

Gene technology Gene therapy Gene therapy

Genetic screening and em!ryotesting

1volution andnatural selection

Importance of meiosis andfertilisation in se'ual reproduction

Introduction of genetic variationthrough random assortment 6stagesof meiosis and chiasmata formationare not re+uired7

Some characteristics affected !ygenotype and the environment

Adaptation

1volution !y natural selection

*lassification /ro"aryotes and eu"aryotes The concept of species

Ta'onomic groupings

Interactions iththe environment

1ffect of environment on *;ris"

Some characteristics are affected !ygenotype and the environment

Biodiversity

1ndemism

*oncept of Niche

Adaptations of organismsSustaina!le resource utilisation

@icro!ial properties of plants importanceof ater and mineral ions to plants

1nergy flo andrecycling ofmaterials inecosystems

Sustaina!le resource utilisation

Salters0Nuffield Advanced Biology# 1de'cel /earson 2 ,niversity of 3or" Science 1ducation Group $5

This sheet may have !een altered from the original. &

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52690273-snab-08-t4-tchgscheme-9643