OCR A Level Biology:A guide to purposeful practical work

www.timstar.co.uk

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 H420 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 28% 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

PAGE 1

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.

Produced in partnership with the Association for Science Education

www.timstar.co.uk

Possible practical activities

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

Module 1

Practical skills integrated throughout the other modules:

Biology is a practical subject with the emphasis on observations as a starting point, leading to conclusions of function. The development of microscopy skills increases accuracy and objectivity in observations, chemical analysis can provide insight into the mechanisms of functional processes and statistics provides a tool to reach conclusions even allowing for the variability in living things. OCR Biology Specification A gives learners many opportunities to develop the fundamental skills needed to collect and analyse empirical data. Skills in planning, implementing, analysing and evaluating, will be assessed in the written papers.

Practical skills are embedded throughout all the content of the specification. Learners will be required to develop a range of practical skills throughout the course in preparation for the written examinations.

The HSW skills primarily covered by practical work are HSW 4, HSW 5 and HSW6

HSW4 Carry out experimental and investigative activities, including appropriate risk management, in a range of contexts

HSW5 Analyse and interpret data to provide evidence, recognising correlations and causal relationships

HSW6 Evaluate methodology, evidence and data, and resolve conflicting evidence

See the OCR guidance document, http://www.ocr.org.uk/Images/201932-ocr-practical-endorsement-summary.pdf

See also the ASE School Science Review article: ssr-june-2015-059-068-evans-wade-1 (searching for the exact text should give you this article as the top result)

PAGE 2

Produced in partnership with the Association for Science Education

www.timstar.co.ukProduced in partnership with the Association for Science Education

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

Module 5 Communication, Homeostasis and Energy

5.1.1 Communication and Homeostasis

This is a good opportunity for students to use choice chambers to investigate animal responses to different conditions. It provides excellent points for discussion about sampling, repeatability and ethics:

http://www.nuffieldfoundation.org/practical-biology/using-choice-chamber-investigate-animal-responses-stimuli

An alternative practical: http://www.nuffieldfoundation.org/practical-biology/investigating-response-calliphora-larvae-light Students trace the path travelled by maggots in response to directional beams of light.

http://www.saps.org.uk/secondary/teaching-resources/293-student-sheet-24-microscale-investigations-with-catalase

In this experiment covered in section 2.1.4, the investigation into enzymes is extended to investigate the response of plant seedlings/ seeds to flooding/ heat or cold shock. Carrot, radish, cucumber seedlings (others listed on the site) exhibit catalase activity. Maize seeds can be sliced in half, held under the surface of hydrogen peroxide and observed through a binocular microscope or hand lens. Bubbles of oxygen appear from the living tissue areas.

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 This site has resources for cell communication and activities to demonstrate the roles of receptors and effectors, the characteristics of endo and ectotherms, and positive and negative feedback.

http://www.nuffieldfoundation.org/practical-biology/interpreting-information-about-sweating-and-temperature This site has a useful method and data sheet to download for pupils to discuss and analyse.

A2 A3 B1 C1 C2

A2 A3 B1 C1 C2

A3 B2 C1 C2

Choice Chamber

EN120975Mesh

EN120905Pooter

EN07036Silica Gel

SI5336Woodlice

BL160700Anhydrous Calcium Chloride

CA1856Petri Dishes

PE12035Light Meter

LI120100Bench Lamp

LA09955Mortar and Pestle

MO11335Microcentrifuge

CE90620Microtest Tubes

BT100554Specimen Tubes

TU16400Hydrogen Peroxide 20vol

HY3070pH7 Buffer

BU1696Maize Seeds

BL80745

PAGE 3

www.timstar.co.uk

PAGE 4

Produced in partnership with the Association for Science Education

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

5.1.2 Excretion as an example of homeostatic control

The websites: http://www.nottingham.ac.uk/nursing/sonet/rlos/bioproc/liveranatomy/ and http://www.nottingham.ac.uk/nursing/sonet/rlos/bioproc/liverphysiology/index.html provide interactive animations on liver structure and function. Groups of pupils could be given a section each to précis to present to the class which should include explanations of three keywords.

Students could observe and draw liver cells from prepared slides of stained liver sections and calculate cell size.

Students could carry out a kidney dissection to observe the textures and colours of the different tissues. They could produce a labelled, annotated drawing. Guidance can be found at: 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 below has some really useful activities:

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

The activities provided include:

• filtering out the waste

• modelling filtration in the glomerulus

• winning without cheating (comparing chromatograms to detect anabolic steroids in urine)

• diagrams and graphs relating to movement of substances in the nephron allow pupils to check their understanding through constructing explanations

• linking to specific diseases and topical issues e.g. kidneys for sale, blood alcohol levels

• links back to earlier work on the lungs and haemoglobin.

A3

A1 B2

A1 A2 B1

A1 A2 B2

A3

Microscopes

MI10440Plastic Eye-Piece Graticules

MI84165Glass Eyepiece Graticule

MI10700Complete Eyepiece Graticule

MI74145Prepared Slide Liver

PM99425Liver

PM86575Dissecting Board

DI05800Dissection Tray

DI81100Dissecting Kit

DI06250Microscopes

MI10440Plastic Eye-Piece Graticules

MI84165Glass Eyepiece Graticule

MI10700Complete Eyepiece Graticule

MI74145Kidney VS

PM86765Kidney LS

PM86770Food Colouring Red

FC160100

www.timstar.co.uk

PAGE 5

Produced in partnership with the Association for Science Education

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

5.1.3 Neuronal communication

To investigate students’ touch and pain receptors, see: http://www.nuffieldfoundation.org/practical-biology/assessing-skin-sensitivity-%E2%80%93-locating-different-receptors This will require pupil consent

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/.

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.

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, 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

B1 C2

A2

A2 A3

A3

Needle

DI05900

5.1.4 Hormonal communication

Students could examine and draw stained sections of the pancreas, calculating the 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.

For downloadable cards, data sheets, graphical data, scenarios, a case study with suggested activities, 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-badg016-hormonal-communication-514

A2 B2

A1 A2 B2

Microscopes

MI10440Plastic Eye-Piece Graticules

MI84165Glass Eyepiece Graticule

MI10700Complete Eyepiece Graticule

MI74145Pancreas

PM86750Dissecting Board

DI05800Dissection Tray

DI81100Dissecting Kit

DI06250Kidney with Adrenal Model

MO130525

www.timstar.co.uk

PAGE 6

Produced in partnership with the Association for Science Education

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

5.1.5 Plant and animal responses

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.

After initial teaching about the sliding filament hypothesis, this is a useful method for consolidating learning and identifying misconceptions: http://www.nuffieldfoundation.org/practical-biology/modelling-sliding-filament-hypothesis

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

Free pulse oximeters and respirometers were sent to all schools last year by the Wellcome Foundation. These are great for comparing blood oxygen levels and rate of oxygen consumption before and after exercise. A good range of activities and resources can be found in the following references:

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/

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-badg017-plant-and-animal-response-515

A3 C2

A2

A3

C1 C2

A1 B1 C2

A3

B2 C1 C2

A2 B2 C1 C2

Cress Seeds

BL80730Bench Lamp

LA09955Petri Dishes

PE12035Agar

AG1092Timelapse Camera

EN130905Mustard Seeds

BL80760Plant Hormones Set

PL95135Sodium Hypochlorite

SO5698Microscope

MI10440Plastic Eyepiece Graticules

MI84165Glass Eyepiece Graticule

MI10700Pipette Disposable 3ml

PI12414Modelling Clay

SE154000Pulse Oximeters

HU130500Blood Pressure Monitor

HU110100Respiration Apparatus

HE42520Bicarbonate Indicator

BI1548Lime Water

LI3508Vision

DA130585Polar Heart Rate

DA130810Heart Rate & Pulse Waveform

DA130750

www.timstar.co.uk

PAGE 7

Produced in partnership with the Association for Science Education

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

5.2.1 Photosynthesis

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 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

Separating the pigments in chlorophyll using thin layer chromatography: http://www.saps.org.uk/secondary/teaching-resources/181

A procedure for the simple extraction of chloroplast DNA from plant tissue, its amplification by the PCR, and gel electrophoresis of the PCR product. Students can use plants of their choice and identify possible evolutionary relationships between different species. This mirrors the molecular methods used in modern plant taxonomy. http://www.saps.org.uk/secondary/teaching-resources/119-investigating-plant-evolution-amplifying-dna-using-pcr

The OCR Delivery Guide has more videos, activities and articles available: 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-badg018-photosynthesis-521

A2 B1 B2 C1 C2

B1 B2 C1 C2

A2 B2 C2

A2 B1 C2

Centrifuge

CE03900Centrifuge Tubes

CE11011Vision

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

OP104600Acetone

AC14015Hot Air Blower

CH04015TLC Plates

CH44018Specimen Tubes

TU16430DNA Electrophoresis Kit

BT100514Edvocycler

BT150806Water Bath 8L

BA01871

www.timstar.co.uk

PAGE 8

Produced in partnership with the Association for Science Education

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

5.2.2 Respiration

This investigation involves handling whole living organisms and provides a quantitative method of exploring metabolism. Measurements of gas exchange can be made with a respirometer and offer an opportunity to calculate the RQ values for different organisms: http://www.nuffieldfoundation.org/practical-biology/measuring-respiratory-quotient

This investigation involves handling whole living organisms and provides a quantitative method of exploring metabolism. Measurements of gas exchange, particularly the rate of uptake of oxygen at different temperatures, give a clear indication of the activity of respiratory metabolism: http://www.nuffieldfoundation.org/practical-biology/measuring-rate-metabolism

To investigate the energy content of food, see: http://www.nuffieldfoundation.org/practical-biology/how-much-energy-there-food Burning food transfers its energy as heat to a boiling tube of water and leads to good discussion about reliability of evidence and errors. It offers a great opportunity for students to design an ‘better’ calorimeter and show and use a food calorimeter if you have one.

Investigating the effect of different substrates on yeast respiration. Measure the rate of yeast respiration with glucose sucrose, fructose and lactose. The rate can be measured by the rate of evolution of carbon dioxide (counting bubbles, gas syringe or data logger with carbon dioxide sensor). Use student t-test to determine if any differences are significant.

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

The OCR Delivery Guide has more videos, activities and articles available: 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

A3 B1 B2 C1 C2

A3 B2 C2

A3 B2 C1 C2

B2 C2

B2 C2

Respirometer

HE42500KOH

PO4948Water Bath 8L

BA01871Stirred Water Bath 8L

BA50750Food Calorimeter

HE82320Yeast Dried

YE6610Glucose

GL2856Fructose

FR2780Lactose

LA3360Sucrose

SU5996Carbon Dioxide Sensor

DA130645Vision

DA130585Dissecting Kit

DI06250ATP

AD1070Biochemistry Set – Teacher

MO55800Biochemistry Set – Student

MO55805Modelling Clay

SE154000Balloons

BA01420Straws

DE057450Balance 400x0.01g

BA110105

www.timstar.co.uk

PAGE 9

Produced in partnership with the Association for Science Education

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

Module 6 Genetics, Evolution and Ecosystems

6.1.1 Cellular control

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

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.

A controlling genes activity which takes pupils through the discoveries that helped to clarify the process can be found at: http://www.dnai.org/a/. Pupils 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.

In this procedure, a sample of E. coli is treated with lactose, and then the ß-galactosidase activity of this sample and an untreated sample are compared: http://www.nuffieldfoundation.org/practical-biology/gene-induction-%C3%9F-galactosidase-e-coli This follows on from the theoretical, controlling genes activity. E. Coli strain must have the lacZ gene.

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.

The OCR Delivery Guide has a practical hox genes activity which compares segments in a prawn and locust to decide which genes are switched on: 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-badg020-cellular-control-611

For an information and activity sheet which helps to develop pupil understanding of homeobox genes in the mouse and fruit fly, see: http://www.pbslearningmedia.org/resource/tdc02.sci.life.gen.homeobox/animal-body-plans-homeobox-genes/.

A2 A3

A2 A3

A2 A3

A3

A2 A3 B2 C2

A3

A2 A3

A2 A3

Nutrient Broth

CM68590Mystrica

CO100720Vision

DA130585Colorimeter

DA130655Cuvettes

CO04554Cuvette Rack

CO90802Water Bath 8L

BA01871Spectrophotometer

SP106234E.coli

BL80910Lactose

LA3360pH7 Buffer

BU1696β-Galactosidase

EZ81570Toluene

TO6280Virkon

CL04222Binocular Microscopes

MI10492

www.timstar.co.uk

PAGE 10

Produced in partnership with the Association for Science Education

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

6.1.2 Patterns of inheritance

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 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.

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

The OCR Delivery Guide has some useful activities which include:

• A meiosis and fertilisation activity which provides worksheets and hypothetical pedigrees

• Chi-squared modelling using candy which is a good introduction to the idea of a null hypothesis

• Bear Island: the jelly bear evolution game allows pupils to gain a better understanding of selection pressures.

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

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.

C2

A3

A1 C2

A3

A3

A3

A2 A3 B1 C2

Ice Cube Trays

TR16224Phenolphthalein

PH4566Acetic Acid 1M

AC1030Sodium Chloride

SO5528Poppit Beads

BI130935Rapid 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

BT140790Plant Growing Light Kit

HO130505

www.timstar.co.uk

PAGE 11

Produced in partnership with the Association for Science Education

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

6.1.3 Manipulating genomes

For an interactive activity on the process and results of gel electrophoresis, See: http://www.sparticl.org/search/search&return=search&keywords=gel+electrophoresis/

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

The OCR Delivery Guide has some useful resources and activities to analyse different genome sequencing techniques and consider ethical implications: 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-badg022-manipulating-genomes-613

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 students to explore ethical issues, to stimulate classroom debate, improve student literacy and deepen understanding, visit: http://www.yourgenome.org/activities/genome-generation There are high quality, downloadable cards with different ethical issues to support the activity.

In this activity, students compete against the computer to sequence DNA from a capillary sequencing machine: http://www.yourgenome.org/interactives/you-vs-machine

For an interactive DNA sequencing activity, visit: http://www.pbs.org/wgbh/nova/body/sequence-DNA-for-yourself.html

A2 A3

A1 A2 A3 B1 C1

A2 A3

A3

A3

DNA Electrophoresis Equipment

BT97824Microcentrifuge

CE90620Sprout Mini Centrifuge

CE150200Genes in a Tube

BT97805Plasmid and Lambda DNA Kit

BT140200Principles of PCR Kit

BT140225Cleavage of Lambda DNA

BT150242Amplification of DNA by PCR

BT97930What is PCR and How Does It Work

BT97925Edvocycler

BT150806White Light Box

BT97815Transilluminator

BT150810

www.timstar.co.uk

PAGE 12

Produced in partnership with the Association for Science Education

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

6.2.1 Cloning and biotechnology

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

In the following procedure, students clone a plant by taking cuttings. A closer look at the cuttings a few weeks later could reveal which characteristics of each cutting depend on the genetic make-up of the plant and which are strongly affected by environmental conditions: http://www.nuffieldfoundation.org/practical-biology/cloning-living-organism

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

To support students with all the aseptic techniques for pouring plates, making nutrient agar broth, making a pour or streak plate, viewing and incubating plates, visit: http://www.nuffieldfoundation.org/practical-biology/standard-techniques

The reference describes an activity where students make glucose detector strips. These could then be used to test specificity or ‘urine’ samples to determine the person with diabetes: http://www.ncbe.reading.ac.uk/ncbe/protocols/PRACBIOTECH/glucose.html

This simple practical investigation introduces students to the principles of digestion and enzyme immobilisation: http://www.eurovolvox.org/Protocols/PDFs/Catmilk1.5_UK_eng.pdf Immobilised lactase used to produce lactose- reduced milk for cats. Pupils could combine this experiment with the earlier protocol for making glucose detector strips although these will only give a qualitative result. The importance of this links to earlier work on the production of lactase by E.coli (6.1.1) and the evolution of lactose tolerance in humans.

B1 C1

B1 C1

A2 B1 C1

A2 B1 C1

A2 B1 B2 C2

Cauliflower Cloning Kit

PL95166Scalpel

DI05980Rooting Powder

HO120100Plant Pot

HO09170Compost

EN160980Seed Compost

HO09220Petri Dishes with Agar

PE12035Inoculating Loops

DI05925Holders

DI05920Nutrient Agar

CM68500B.subtilis

BL80900E.coli

BL80910Nutrient Broth

CM68590Spreaders

DI91100Autoclave

AU110254Glucose

GL2856Benedicts Qualitative

BE1498Benedicts Quantitative

BE1504Mystrica

CO100720Vision

DA130585Colorimeter

DA130655Potassium Iodide

PO4976Fructose

FR2780Sucrose

SU5996Urinalysis Test Strips

HU110125Diastix

TS7206Cuvettes

CO04554Cuvette Rack

CO90802Sodium Alginate

SO5448Calcium Chloride

CA1868Lactase

EZ81570

www.timstar.co.uk

PAGE 13

Produced in partnership with the Association for Science Education

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

6.3.1 Ecosystems

Students could investigate two freshwater sites using freshwater invertebrates as indicators of pollution. Students could measure biotic and abiotic factors affecting the sites in the field. It could be linked to determining biomass activity in OCR’s delivery guide for this section: http://www.nuffieldfoundation.org/practical-biology/environmental-indicators#node-2709 Alternatively, samples from the two sites could be collected before the lesson.

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. Efficiency of energy transfer at each trophic level can be calculated.

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 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

See also the fieldwork in section 4.2.1 on Biodiversity.

A1 A2 B1 B2 C1

A1 B2 C2

A2 B2 C2

A2 B2 C2

A2 B1 C1

A2 A3 B1 C1

White Plastic TrayEN52680Dipping NetEN06974Freshwater Invertebrates GuideEN120910Specimen BottlesBO03090VisionDA130585Light SensorDA130780Oxygen SensorDA130800pH SensorDA130805Temperature SensorDA130870Universal Indicator PapersTP7170Quadrats EN71655Ranging Poles EN07058Clinometer EN81525Clinometer ME10344Humidity Sensor DA130760Pocket Anemometer EN120545Anemometer Sky Watch Xplorer 2 EN526624 In 1 Meter Compact EN1101054in 1 Meter EN915785in 1 Meter EL160335Whirling Hygrometer HY09510Digital Hygrometer HY09512Jumbo Hygrometer HY102580Pocket Hygrometer HY120100Trowel HO09065Pooter EN07036Nutrient Agar CM68500Iron III Chloride IR3250Di-Potassium Hydrogen Phosphate PO4928Magnesium Sulphate MA3670Glucose GL2856Sodium Hydroxide 0.1M SO5684Calcium Carbonate CA1846Agar AG1092Sodium Chloride SO5528Calcium Chloride CA1868MannitolMA3762Yeast ExtractCM68840Methylated Spirit IDAME3884VirkonCL04222Sodium HypochloriteSO5698Petri Dishes PE12035

www.timstar.co.uk

PAGE 14

Produced in partnership with the Association for Science Education

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

6.3.2 Populations and sustainability

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

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.

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/

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 - all interactive.

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

For modelling the effect of human population increase on other aspects of life on earth: http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.globalqz/global-trends-quiz/

A2 A3 B1 C1

A2 B1 C1

A3

A2 A3

A3

A3

A3

A3

A3

A3

A3

Pooters

EN07036Tipp-Ex

ST151010