A Level Biology Biodiversity, Ecosystems AQA and … Level Biology AQA Biodiversity, Ecosystems and Practical Skills 5 days This packed five day course for A level students covers

A Level BiologyAQA

Biodiversity, Ecosystems and Practical Skills

5 days

This packed five day course for A level students covers AS and A level content.

Ecology topics 3.4 Genetic information, 3.5 Energy transfers between and within organisms, 3.6 Organisms respond to changes in their environment and 3.7 Genetics, populations, evolution and ecosystems which students often find difficult in exams will be covered comprehensively.

Students will develop their maths skills (10% of total marks) and receive guidance and time to enable assessment of Required Practical 12. They also have the opportunity to complete Required Practical 7 and Required Practical 10.

A Level Biology: Biodiversity, Ecosystems and Practical Skills 5 daysExample Course Timetable

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

For alternative courses

DAY MORNING AFTERNOON EVENING

1 Arrive Midday

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

Outline of the Course

Allocation of wellies/waterproofs.

Species, Evolution and Diversity

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

Biodiversity, Conservation and Farming

Following on from this afternoon’s session, students will consolidate their understanding of the basic principles of ecology and biodiversity, through questions such as: Does ecology matter? How do we know what good science is? How do we balance conservation and biodiversity?

Students will have the opportunity to study a local farming and biodiversity example.

They will also set personal objectives for the rest of the course.

2 Species Diversity and Variation

Students will put into practice the theory of scientific ecological investigation and consider the bigger picture. They will collect quantitative and qualitative data to investigate biological diversity in contrasting habitats. Investigations will focus on the variation found in nature, from phenotypic variation within a species through to diversity within a community.

Students will visit a habitat e.g. rocky shore or ancient woodland to build upon their knowledge of classification and modern techniques for identification. They will explore how the habitat fits into the bigger ecological framework and use a range of data analysis methods.

Choose from:

Exam Skills Workshop Field Surveying Conservation and Conflict Inheritance: Chi-squared Test Required Practical 7: Chromatogaphy Required Practical 10: Animal Movement

3 Populations in Ecosystems: Succession

Students will use field sampling methods to determine the distribution and abundance of organisms, as well as variation in a named ecosystem(s). Concepts of primary succession, colonisation by pioneer species to climax communities will be covered.

Students will focus on either lithosere, hydrosere or psammosere succession, developing their knowledge of classification and adaptations of key species, nutrient cycling, management and conflicts.

Choose from:

Exam Skills Workshop Field Surveying Conservation and Conflict Inheritance: Chi-squared Test Required Practical 7: Chromatogaphy Required Practical 10: Animal Movement

4 Energy and Ecosystems

Students will estimate the total amount of energy being fixed through photosynthesis within an ecosystem. They will revisit ideas about biodiversity and taxonomy from earlier in the week as they collect numerical data enabling them to quantify the efficiency of transfer of biomass and energy between trophic levels. They will also have the opportunity to calculate the size of a population using a mark-release-recapture activity.

Students will visit a freshwater habitat, either pond or stream, to measure the abundance of different organisms. At some centres there will be the option of a considering marine environment to revisit ideas about biodiversity and taxonomy.

Required Practical 12: Research

Students will work individually to research and plan an investigation for Required Practical 12. They will carry out this practical in tomorrow’s session.

Teachers will have the opportunity to assess students against the Common Practical Assessment Criteria (CPAC).

5 Required Practical 12: Investigation and Report

Students will carry out the investigation they planned in the previous session. Practical Competency 2 will be focussed on allowing students to apply investigative methods and use IT to make recordings. Students will have the opportunity to identify practical issues with any selected techniques or procedures and make adjustments when necessary.

Depart at Midday

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

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

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

Learning GoalsStudents will visit some of the field Centre’s inspirational locations to gain experiential understanding by being immersed in an ecosystem. Student-led observations will be made, facts discovered will be questioned and the nature of scientific process discussed.

Students may use a variety of observational skills and technology to identify organisms and record sightings. Using their data they may contribute to larger data sets and discuss the implications of these findings on future scientific decision-making.

Learning ObjectivesAll students will:l Discover and experience a local ecosystem.l Have opportunities to observe organisms in the real world.l Recognise the importance of observations in a scientific context.

Most students will:l Explore a local ecosystem.l Develop scientific questions based on observations made.l Collect information to contribute to wider scientific understanding.

Some students will:l Make links between a local ecosystem and the wider world.l Develop a critical understanding of the scientific questions that may be raised from real world observations.l Understand how data collected leads to interpretation and development of current theories.

AssessmentAn initial assessment of students’ knowledge, skills and understanding will take place through direct questioning and practical activities. Peer and formative assessment will occur as students develop questions based on observations made.

Learning OpportunitiesThrough an immersive approach, students will gain an experience of how scientific observations are made and how the process of science is important in developing theories. ‘Facts’ learnt will be questioned with the aim of developing a critical approach and students will be encouraged to draw on their own experiences to start to think about the process of investigation. Data collected will be used to contribute to larger-scale data sets and provide a real world context for local fieldwork and highlight career opportunities within the field of ecology. Opportunities exist for the use of IT, either in the collection or interpretation of data.

TeachingFSC field teachers will provide a student-led experiential learning environment with opportunistic elements in light of observations and group experiences. Students’ ideas and observations will be related back to real world ecology and be used to provide a framework for the course.

A Level Biology: Biodiversity, Ecosystems and Practical Skills 5 daysSpecies, Evolution and Diversity



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

Learning GoalsFollowing on from the afternoon’s thought-provoking, immersive journey into ecology, students will consolidate their learning by defining ecological terms and exploring wider issues of ecology, such as farming and conservation. Students will engage in discussion about the hows and whys of scientific enquiry, its importance both in relation to them and in the wider world as well as posing the question: what is good science? This will lead students to set their own objectives about what they want from the course, both in relation to their A level and also their wider knowledge and/or understanding.

Learning ObjectivesAll students will:l Define simple ecological terms.l Set personal learning objectives. l Discuss how biodiversity can relate to a range of habitats, from small local habitats to global.l Discuss how some farming techniques can reduce biodiversity.

Most students will:l Be able to explain ecological terms and give examples.l Choose to set personal learning objectives outside of their specification-dictated learning.

l Begin to develop an understanding as to why scientific enquiry and investigation are important.l Appreciate the balance between conservation and farming.

Some students will:l Be able to explain and use ecological terms in relation to specific examples from an ecosystem they have visited.l Set challenging and thought-provoking personal learning goals which require further individual learning.

Assessment

Questioning, discussion and feedback will be used throughout the session. Students will use self-assessment of their starting point to identify their own learning needs.

Learning OpportunitiesStudents will use prior learning to recap ecological definitions and use them in the context of their previous session. There will be discussion around wider science and its opportunities, how to undertake a scientific enquiry and what skills ecologists need in order to collect meaningful and valid data. Opportunities will be provided for students to consider case studies relating to biodiversity, farming and conservation. Students will be encouraged to challenge themselves and their knowledge, in order to get the most out of the field trip by setting structured learning objectives. The session will promote individual thought and self-assessment.

TeachingA blend of tutor and student-led approaches will be used to ensure achievement at the same time as inspiring individuality and confidence.

A Level Biology: Biodiversity, Ecosystems and Practical Skills 5 daysBiodiversity, Conservation and Farming



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

Learning GoalsThe day will provide a first-hand experience that will contextualise ecological theories. Students will gather data using sampling techniques such as random sampling or belt transects with quadrats assessing frequency or percentage cover to determine species richness and calculate an index of diversity. The practical work will follow the framework of Required Practical 12 to allow students to gain experience of carrying out an investigation into the effect of a named environmental factor on the distribution of species. Data will be analysed using bar graphs and an appropriate statistical test to develop an understanding of the impacts that human activities have on ecosystems.

Learning ObjectivesAll students will:l Be introduced to contrasting habitats.l Be able to measure species richness and calculate Simpson’s index of diversity.l Draw suitable graphs and carry out appropriate mathematical analysis of their data.l Carry out statistical analysis of their data.

Most students will:l Develop an understanding of the differences between species in contrasting habitats and suggest reasons for this.l Justify the choice of apparatus and techniques used.

l Justify the choice of sampling techniques used.l Draw conclusions from the data collected and appreciate the limitations of experimental data.l Interpret the significance of the calculated value of Simpson’s index of diversity.

Some students will:l Be able to apply their understanding of the habitats studied to novel habitats and ecosystems.l Justify the amount of data collected.

AssessmentFSC field teachers will provide direct feedback to students on the practical and theoretical aspects of the investigation. They will also provide challenging questions to individuals and groups, to ensure progress. Example exam materials will be used, if appropriate, to provide a linkage to other habitats.

Learning OpportunitiesStudents will collect quantitative and qualitative data to investigate biological diversity in contrasting habitats. Investigations will focus on the variation found in nature, from phenotypic variation within a species through to diversity within a community.

Students will gather data using sampling techniques such as random sampling or belt transects with quadrats, assessing frequency, counts or percentage cover to determine species richness and calculate an index of diversity.

TeachingFSC field teachers will lead an introduction in the form of mini-lectures and questioning, introducing the investigation. Students will then take more responsibility for their learning with support and help, focusing on structured discussions and questioning.

A Level Biology: Biodiversity, Ecosystems and Practical Skills 5 daysSpecies Diversity and Variation



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

Learning GoalsDuring the day’s fieldwork and follow-up students will develop and practise the skills required to answer difficult-to-access ecological exam questions through a contextualised approach. During this session these skills will be highlighted and reviewed to provide examples of the transferability of knowledge and skills gained through the day’s experience, giving students the confidence to tackle a range of exam questions.

Learning ObjectivesAll students will:l Identify the key ecological principles which are fundamental in answering exam questions.l Have the opportunity to use first-hand experience to contextualise their learning.l Review their experiences in light of the specification requirements. l Attempt a variety of question-types based on different areas of the specification and required practicals.

Most students will:l Assess their answers in relation to the mark scheme and develop their answers after reading exemplar materials.l Identify the areas of exam technique where they will need additional support.

Some students will:l Use first-hand experience as a model by which they can contextualise abstract ideas in a novel situation.l Critically review their experiences and identify areas for improvement and further development.

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

Learning OpportunitiesThe focus of the session is to ensure students have the confidence and abilities to feel as relaxed as possible in an exam situation, while answering ecological-based questions. FSC field teachers will introduce students to the main types of ecological exam questions and the basic principles they will need to answer these successfully. Opportunities will be available to work in groups for discussion and feedback on a range of exam questions, starting with the questions based on the environment that students have already visited. Students will then transfer their learning to novel contexts and start to work individually.

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

A Level Biology: Biodiversity, Ecosystems and Practical Skills 5 daysExam Skills Workshop



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

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

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

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

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

Assessment

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

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

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

A Level Biology: Biodiversity, Ecosystems and Practical Skills 5 daysField Surveying



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

Learning GoalsConservation is vital to protecting our important ecosystems, habitats and species. The management of succession is a major factor in conservation of habitats. Students will build on the concepts and ideas covered during the succession fieldwork session to evaluate current management schemes and synthesise ideas as to how habitats could be conserved. Students will be asked to present back their findings and suggest future management plans.

Learning ObjectivesAll students will:l Understand that conservation frequently involves management of succession.l Evaluate evidence and data concerning issues relating to the conservation of species and habitats.l Describe conflicts in conservation to do with managing succession.

Most students will:l Recognise and explain the use of conservation and management in a case study.l Explain conflicts in a case study and evaluate the strengths and weaknesses of management techniques.l Consider the problems of conflicting evidence.

Some students will:l Create an action plan to address conflicts arising in a case study and plan a response.

Assessment

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

Learning OpportunitiesStudents will be given a case study to discuss, read and interpret, which highlights the issues of conflict between human needs and conservation in relation to the sustainability of natural resource management. They will work in small groups to create a presentation to share their ideas with the class, describing how they would manage the habitat taking into account the issues relating to the conservation of species and habitats.

TeachingA student-led approach will be used to interpret a case study, then they will work in groups to apply knowledge and create a plan for future management. Students will use a range of new materials, practising their research skills. They will be presented with video, written and web-based materials, as well as scientific literature. FSC field teachers will stimulate discussions by asking a series of progressively challenging questions and groups of students will respond to these in their final presentation.

A Level Biology: Biodiversity, Ecosystems and Practical Skills 5 daysConservation and Conflict



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

Learning GoalsThrough collaboration with FSC field teachers, students will complete a mini-investigation to collect data that can be analysed via a chi-squared test. Students will decide on a method of data collection, including how many samples will be needed and where these samples will be collected from. They will then carry out fieldwork data collection and record the data in an appropriate table. FSC field teachers will support students through the process of using their data to complete a chi-squared test.

Learning ObjectivesAll students will:l Consider how the distribution and abundance of an organism in an ecosystem can be measured.l Carry out fieldwork to collect appropriate data, present that data in a suitable table and write a null hypothesis.l Calculate a chi-squared value, understand what this value means and write a concluding statement.

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

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

Assessment

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

Learning OpportunitiesStudents will use selected data collection methods and a local habitat to collect enough data to complete the chi-squared test. Using a previously studied habitat or another local one, students will also be given the opportunity to revisit the concepts and topics introduced on the first day of the course.

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

A Level Biology: Biodiversity, Ecosystems and Practical Skills 5 daysInheritance: Chi-squared Test



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

A Level Biology: Biodiversity, Ecosystems and Practical Skills 5 daysRequired Practical 7: Chromatography



Learning GoalsIn this session students will complete Required Practical 7: Use chromatography to investigate the pigments isolated from leaves of different plants e.g. leaves from shade-tolerant and shade-intolerant plants or leaves of different colours.

Students will grind up a selection of leaves, such as copper beech and place a concentrated spot on a filter paper. They will then run this chromatogram in solvent to separate the pigments and identify them using Rf values.

Learning ObjectivesAll students will:l Complete Required Practical 7.l Follow experimental procedures.l Use appropriate apparatus and materials.l Identify hazards and assess the risks while working.l Use appropriate safety equipment.

Most students will:l Carry out techniques methodically.

l Make accurate observations.l Obtain accurate, precise and sufficient data.

Some students will:l Review their practical skills relating to the instructions and procedures carried out.l Identify in which areas they may want to improve their skills.

Assessment

Assessment arrangements for this required practical will ensure teachers have the opportunity to assess their students against the Common Practical Assessment Criteria (CPAC).

Learning OpportunitiesStudents will complete Required Practical 7 as well as studying a variety of leaves, exploring their role within photosynthesis. Students will also briefly consider the environmental factors that limit the rate of photosynthesis.

TeachingFSC field teachers will provide a set of instructions for the experimental procedure for this practical. They will then provide a onitoring role, ensuring the safety guidelines are followed and students are working within accepted practices.

3,000,000,000 years ago photosynthetic organisms started to release Oxygen into the atmosphere, without it we wouldn’t be here. To understand how plants photosynthesise is to understand life itself.

A Level Biology: Biodiversity, Ecosystems and Practical Skills 5 daysRequired Practical 10: Animal Movement



Learning GoalsIn this session students will complete Required Practical 10: Investigation into the effect of an environmental variable on the movement of an animal using either a choice chamber or a maze.

Students will use organisms such as woodlice, freshwater shrimp, marine snails or flatworms. They will consider the safe and ethical use of organisms, ensuring optimal survival conditions are maintained before, during and after the experiments.

Learning ObjectivesAll students will:l Complete Required Practical 10.l Follow experimental procedures.l Use appropriate apparatus and materials.l Identify hazards and assess the risks while working.l Use appropriate safety equipment.

Most students will:l Carry out techniques methodically.

l Make accurate observations.l Obtain accurate, precise and sufficient data.

Some students will:l Review their practical skills relating to the instructions and procedures carried out.l Identify in which areas they may want to improve their skills.

Assessment

Assessment arrangements for this required practical will ensure teachers have the opportunity to assess their students against the Common Practical Assessment Criteria (CPAC).

Learning OpportunitiesStudents will complete the Required Practical 10 as well as considering the well-being of living organisms and the environment within scientific experiments and fieldwork. Students will consider the impacts of ecological investigations and how these can be minimised, as well as how to provide appropriate living conditions when removing organisms from their natural habitats for scientific experiments.

TeachingFSC field teachers will provide a set of instructions for the experimental procedure for the required practical. They will then provide a onitoring role, ensuring the safety guidelines are followed and students are working within accepted practices.

All animals, even the most primitive, respond to environmental stimuli. Knowing this we should respect them in all their all forms.

Learning GoalsThe process of succession highlights the dynamic nature of ecosystems. Students will study the theory of succession and then put their learning into practice by actively exploring a new environment to collect data. Fieldwork techniques will be used and evaluated to collect valid data to describe a change in environmental factors over time. This session is an opportunity for students to discover and explore the scientific reasons for collecting data, whilst absorbing information about a new environment.

Learning ObjectivesAll students will:l Know that succession is a linear process which happens over time.l Identify a range of species in an unfamiliar ecosystem.l Plot a simple graph of their findings.l Carry out a statistical analysis on their own data.

Most students will:l Understand and be able to explain the process of succession with examples. l Identify indicator species which describe different seral changes in succession. l Plot and interpret a graph of their findings.

l Understand which statistical analysis is relevant to their data sets and be able to explain their choice.

Some students will:l Identify species and explain the specialised physical or physiological adaptations which make them suited to the environmental niche in which they are found.l Comprehensively interpret a graph and highlight and explain anomalies in a data set, to inferring patterns.

Assessment

Formative assessment of this part of the course will include a rich mixture of extended opportunities for students to construct scientific meanings fully and accurately. FSC field teachers will ensure students have time to practise practical techniques, with teacher and peer feedback, which enable students to develop and refine their practical methods and procedures.

Learning OpportunitiesStudents will be introduced to the theory of succession or build on their knowledge depending on prior learning. Fieldwork will be undertaken at one of a variety of locations, using sampling techniques such as systematic transects with quadrats, assessing percentage cover and/or frequency of species. Students will collect qualitative and quantitative data to allow understanding that certain species may be recognised at each stage of succession; these change the environment to become more suitable for other species with differing adaptations. Whilst at the field site students will interpret their findings through graphical representation either by hand, or with technology so that they can challenge their data in situ and identify anomalies.

TeachingA tutor-led introduction to succession will be followed by a student-led approach to collect data to test the theory. Structured discussion will spark individual thought and self-assessment of personal views. Students will be encouraged to think about the bigger picture in relation to how scientific study is used to inform decision-making.

A Level Biology: Biodiversity, Ecosystems and Practical Skills 5 daysPopulations in Ecosystems: Succession



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

Learning GoalsStudents will investigate the function of an ecosystem in terms of predator-prey relationships, the interactions between organisms and their environment and their role in the regulation of the size of populations. They will review food webs and trophic levels, then collect primary data to construct pyramids of number, biomass and energy. This data will also be used to introduce ideas about how farming practices are designed to increase the efficiency of energy transfer.

Learning ObjectivesAll students will:l Recognise how energy is transferred through an ecosystem.l Calculate energy transfer between trophic levels and to understand where energy is lost. l Understand the process by which biomass transfers take place between trophic levels.

Most students will:l Start to make synoptic links between observations made and other areas of their studies.l Link the findings from practical fieldwork to the production

of food for human consumption.l Gain a transferable understanding of the interactions which take place within an ecosystem and how those interactions play a role in ensuring the stability of ecosystems.

Some students will:l Critically appreciate the real-world implications of efficient energy transfer for human food chains.l Understand the limitations of the practical work carried out and the effect this has on the value calculated.

AssessmentAssessment of the session will be focused on ensuring students are confidently calculating efficiency as well as understanding how energy is transferred through an ecosystem. FSC field teachers will ensure students have time to practise their practical and mathematical techniques and are achieving the personalised goals set at the start of the course.

Learning OpportunitiesStudents will sample the organisms within a habitat at each trophic level of the ecosystem, then use secondary data to find the biomass and energy at each trophic level. This will lead to a calculation of efficiency of energy transfer between each of the trophic levels and a consideration of the energy loss. Students will also estimate the size of population of a motile organism using a mark-release-recapture method. There may also be opportunities for students to carry out an investigation to find the dry mass of plant samples.

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

A Level Biology: Biodiversity, Ecosystems and Practical Skills 5 daysEnergy and Ecosystems



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

Learning GoalsDuring the course, students will have gained valuable skills and learning through practising techniques and using equipment. This results in an accumulation of skills with which students will use to research and plan their investigation relating to Required Practical 12.

Required Practical 12: Investigation into the effect of a named environmental factor on the distribution of a given species.

In this session emphasis will be placed on competency five: researches, references and reports.

Students will use web-based materials and scientific articles to research one named environmental factor on the distribution of a given species.

Learning ObjectivesAll students will:l Identify a question to be investigated.l Use ICT to research the background to the investigation.l Correctly cite sources of information used.l Justify their sampling methods.l Select a range of appropriate equipment and measurement strategies in order to ensure suitably accurate results.

Most students will:l Individually develop a scientific hypothesis to be tested.l Identify two or more key variables which may affect the investigation and control them.

l Assess the risks associated with working in the selected habitat and suggest control measures.

Some students will:l Draw on several areas of the specification as a background to help justify their choice of variables.l Critically appraise the quality of the sources used as background to the study.l Plan approaches to take account of variables that cannot readily be controlled.

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

Learning OpportunitiesUsing FSC practical and research facilities, such as individual laptops, library facilities and a wide range of practical and experimental equipment, students will research their own investigation for Required Practical 12. Mini-pilots or testing of equipment is possible and ICT can be used to log and evidence students participation and achievement, to provide evidence of the practical competences.

TeachingFSC field teachers will act as facilitators during the session, supporting students in developing an individual plan. By providing a stimulus framework, they will ensure that all of the key areas are addressed.

A Level Biology: Biodiversity, Ecosystems and Practical Skills 5 daysRequired Practical 12: Research



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

A Level Biology: Biodiversity, Ecosystems and Practical Skills 5 daysRequired Practical 12: Investigation and Report



Learning GoalsStudents will carry out an individual or small group investigation which they have planned the previous evening to enable them to use field sampling techniques and mathematical and analytical skills learnt earlier in the course to answer an ecological question. The investigation will be written up in the form of a scientific paper which includes a full reference list and correctly cited sources of information which have been researched from offline and online sources.

Learning ObjectivesAll students will:l Demonstrate the ability to use appropriate investigative approaches and sampling techniques to answer an ecological question.l Make and record observations and measurements in the field.l Process, analyse and interpret qualitative and quantitative experimental results.l Use appropriate mathematical and graphical skills to analyse sample data.l Present information and data in an appropriate scientific format.l Use appropriate software and tools to process data, carry out research and report findings.

Most students will:l Be able to use an appropriate statistical test to support sample data.

l Evaluate which experimental method is appropriate to meet expected outcomes.l Identify anomalies in experimental measurements.l Make synoptic links to other parts of the specification.

Some students will:l Understand how the study of ecology links to ideas of personal lifestyle choices and a wider environmental sustainability.l Begin to understand the relevance of these topics to a wider understanding of global issues.l Understand the precision and accuracy of measurements and data including margins of error, percentage errors and uncertainties in apparatus.l Refine experimental design by suggesting improvements to the procedures and apparatus.

Assessment

Assessment arrangements will ensure teachers have the opportunity to assess their students against the Common Practical Assessment Criteria (CPAC). During the course FSC field teachers will monitor and develop students’ competencies in the range of CPAC skills to ensure they are familiar with the standards required of them in order to achieve a pass in the practical endorsement.

Learning OpportunitiesStudents will have the opportunity to carry out Required Practical 12, including writing up the report and research support that they might need. FSC field teachers will be on hand to provide resource support and support to school staff if required.

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

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

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A Level Biology Biodiversity, Ecosystems AQA and … Level Biology AQA Biodiversity, Ecosystems and Practical Skills 5 days This packed five day course for A level students covers