GCE Biology 2008
Unit 3 – Preparation & Assessment
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Slide 1
Aims
To help teachers and students:
• identify problems then use scientific arguments and ideas
as possible solutions;
• carry out safe practical activities to help answer
scientific questions or solve scientific problems;
• communicate scientific information and ideas;
• consider applications and implications of science and be
able to appreciate how the scientific community validates
new information.
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Slide 2
Unit 3 encourages AS students to:
• act and think like scientists by carrying out
practical work themselves;
• understand how professional scientists work.
It is an excellent preparation for the A2
individual investigation in Unit 6 where further
‘How Science Works’ skills will be used and
tested.
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Slide 3
Scientific Method
• Unit 3 contains 60% of the ‘How Science Works’
marks for AS;
• It is essential that the students practice both
their own practical and experimental skills;
• This will help them to develop an understanding
of the nature of the scientific method.
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Slide 4
Scientific Method
• Not only are the core practicals important for the
development of ‘How Science Works’ skills for A2
but these skills will also be tested in the AS
written papers.
• The core practicals must be carried out!
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Slide 5
AS - Core Practicals
• Describe how the effect of caffeine on heart
rate in Daphnia can be investigated practically,
and discuss whether there are ethical issues in
the use of invertebrates.
• Describe how to investigate the Vitamin C
content of food and drink.
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Slide 6
AS - Core Practicals (cont)
• Describe how membrane structure can be
investigated practically eg. by the effect of
alcohol concentrations or temperature on
membrane permeability.
• Describe how enzyme concentrations can
affect the rates of reactions and how this can
be investigated practically by measuring the
initial rate of reaction.
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Slide 7
AS - Core Practicals (cont)
• Describe the stages of Mitosis and how to
prepare and stain a root tip squash in order to
observe them practically.
• Describe how totipotency can be demonstrated
practically using plant tissue culture
techniques.
• Describe how to determine the tensile strength
of plant fibres practically.
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Slide 8
AS - Core Practicals (cont)
• Describe how to investigate plant mineral
deficiencies practically.
• Describe how to investigate the antimicrobial
properties of plants.
• Visit http://www.newsnab.com/ and the secure site
http://developments.edexcel.org.uk/secure/gce2008/bi
ology/ for more support on practical work.
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Slide 9
• The following extracts should help both
students and teachers to understand the
assessment and success criteria for the
practical skills component of Unit 3.
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Slide 10
Use apparatus skilfully and safely
• Apparatus and materials are handled correctly
and safely and manipulative techniques are used
in an appropriate and safe manner;
• The practical work is carried out in an organised,
methodical and safe manner, with due
consideration of the well being of living
organisms and the environment.
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Slide 11
Use apparatus skilfully and safely
• ‘We used water fleas for this because they are
invertebrates and the rules are much less strict than for
a more complicated animal. We made sure that they
weren’t left too long on the slide and we didn’t raise the
temperature so high that it might kill them. They were
then returned to the beaker to recover.’
• ‘Aseptic techniques were used to reduce excess
contamination. Benches were swabbed with an antiseptic
solution to avoid contamination by touching. The E. coli
was allowed to grow aerobically because if there was no
oxygen, other harmful pathogens may have grown as
well.’
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Slide 12
Produce and record reliable and valid
results.
• Measurements and observations are made with
precision and recorded in a structured manner;
variables are identified and the validity and
reliability of the results are justified.
• Possible systematic errors and random errors in
generating results are identified and explained.
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Slide 13
Produce and record reliable and valid
results (cont)
• ‘One variable (dependent) is the absorbance of the light
due to the beetroot dye. It is measured using a
colorimeter because this is more accurate than just
looking at the solutions and trying to compare their
colours and look for any differences.
• Also, just looking would not produce any data that could
be plotted on a graph. The independent one is
temperature because this is the one I’m controlling and
changing throughout the experiment.’
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Slide 14
Produce and record reliable and valid
results (cont)
• Tensile strength of plant fibres
• ‘Random errors are ones that are more difficult to
control and they produce results that are more or less
equally above and below the final mean result. When we
did the Daphnia practical it was factors such as size, age
or sex of the Daphnia but in this case it might be the
thickness of the fibre being tested.
• This is hard to measure but if we had equal lengths and
weighed them, this might help to eliminate any random
differences.’
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Slide 15
Present and analyse data
• Use appropriate methods to analyse results,
present data and identify trends, patterns and/or
observations.
• Any apparent anomalies and inconsistencies are
described, the methodology is evaluated and
suggestions are made to improve or further the
work of the investigation.
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Slide 16
Present and analyse data (cont)
• Effect of enzyme volume on the rate of reaction
• ‘In this practical, we measured the time taken for the
skimmed milk to go from cloudy to clear. This was
because the protease enzyme had broken down the milk
protein so the cross at the bottom of the beaker could be
seen. We did the experiment four times and then worked
out the mean. However, measuring time is not the rate
of reaction and so an easy way of calculating this is to
work out 1/time. This is proportional to how fast the
enzyme is working. I was also able to format the numbers
so that they were to 3 places of decimals’.
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Slide 17
Present and analyse data (cont)
• ‘Although it looks like doubling the enzyme means
doubling the rate, the rate of reaction seems to start
levelling off at enzyme volumes greater than 4cm3. This
can be explained by the enzyme’s active site. When there
is more enzyme, there are more active sites to make the
reaction happen and so it is linear. When there is even
more enzyme, there are so many active sites compared
to milk protein that some of them are not doing
anything. However, to be sure that this conclusion is
reliable, I would need to repeat the experiment but also
increase the volume of enzyme further.
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Slide 18
• In the revised specification, there is no
requirement for centres to formally assess the
students’ practical work and send in any details
of marks.
• Centres will have to verify in writing that
students have carried out the core practicals.
• This is essential for practising the skills needed
for the A2 investigation and to fully understand
the work of biologists in the field.
• Candidates will also need to fully access any
written questions in the examinations.
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Slide 19
•The Visit / Issue is 100%
‘How Science Works’
For more details of the range of topics and how to
prepare for them visit the secure site
http://developments.edexcel.org.uk/secure/gce2008/biology/ - you
will have to register an intention to offer before gaining
access.
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Slide 20
Professional Biologists………….
• identify a biological problem,
• try to come up with a solution,
• consider the implications of their solution,
• examine the benefits and risks of this solution,
• look at some alternatives,
• critically look at and use any source material,
• attempt to communicate their ideas effectively.
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Slide 21
• The Visit / Issue report does is skills based and
content free – it does not have to be related to
the specification.
• It doesn’t matter whether the centre organises a
visit or has the students write on issues of topical
interest.
• What matters is that the students are able to
write about and research into a topic that
interests them and find out about what biologists
do – ‘How Biology Works’.
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Slide 22
Visits so far ……….
Aquatic centre, Beef Farm, Bird Garden, Blood Bank, Botanical gardens
Oxford, Brewery, BRI Virology lab, Chrysanthemum breeding, Cider
factory, Cotswold Wildlife park, Drug Company, Ecotron, Eden project,
Eli Lilly, Environment Agency, Farm, Fish farm, Game reserve, Garden
Centre, GP, Hair Salon, Horniman Museum, Horticultural Research
Centre, HRI, Hospital, Hydroponics nursery, Jealotts Hill Research
Centre, Kew Gardens, Living Rainforest, Market Farm, Millennium Seed
Bank, Natural History Museum, Nature Reserve, Old peoples home,
Orchid Farm, Organic farm, Oxford botanical gardens, Pathology lab,
Plant nursery, Rothamstead research station, Rutland Water, Salmon
Farm, Sangar Institute, Science Museum, Science Park, Sewage works,
Supermarket, Tyler’s Farm, Universeum, VLA, Vineyard, West Lakes
Science Park, Southampton University, Sparsholt College, Syngenta,
Wetlands centre, Wight Salads, Wildwalk, Woburn Safari Park and Zoos.
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Slide 23
Issues so far ……….
Acid rain, ADHD, Ageing, Alcohol, Algae, Alien species, Aloe Vera,
Altitude effects, Alzheimer’s, Amazon, Anabolic Steroids, Angelman
syndrome, Angina, Angioplasts, Animal testing, Antigens, Anorexia,
Anthrax, Antibiotic Resistance, Arthritis, Artificial insemination,
Artificial heart, Aspirin, Asthma, Atherosclerosis, Atkins diet, Back pain,
Bananas, Barteres syndrome, Battery hens, Beauty Therapy, Better
cattle , Binge drinking, Biofuels, Biological warfare, Biopiracy,
Bioterrorism, Bird Flu, Blood, Blood doping, Blood substitutes, Blood
transfusion, Brazil nuts, Breast cancer, Bronchitis, BSE, Bulimia, Burns,
Butterflies, Caffeine, Cancer, Cannabis, Cataract, Cervical Cancer,
Cetacean Strandings, Chameleons, CHD, Chemotherapy, Chinese foot
binding, Chromosome defect, CJD, Cloning, Cocaine & gastroschism,
Cod, Common cold, Conjoined twins, Conservation, Controlled
environments, Coral, Coronary Heart Disease, Creatine, Creatinine
supplements, Crohns disease, CVD, Cystic Fibrosis, Dairy cattle,
Deforestation, Deodorants, Depression, Designer babies,
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Slide 24
Issues so far (cont) ……….
Diabetes, Dieting, Digestion, Dinosaurs, DNA fingerprinting, Doping,
Down's Syndrome, Drug trials, Ecosystems, Ecstasy, El Niño,
Elephants, Epigenetics, Epilepsy, Erythropoietin, Evolution of human
race, Evolution, Exercise, Extinction, Face transplants, Feline
hyperthyroidism, Fire Ants, Fish, ‘Flu, Folic acid, Forensic Science,
Fox gloves, Free radicals in food, Frozen Ark, Gene insertion, Gene
Therapy, Genetic drift, Genetic engineering, Germ warfare, Glandular
fever, Global Warming, Global warming and penguins, Glofish, GM
Crops, Gorillas, Greyhounds, H5N1, Haemochromatosis, Haemophilia,
Hallucinogenic drugs, Hayfever, Heart disease, Height, Herceptin,
High Altitude, High heels, HIV, Hostile environments, HRT, Human /
Cow embryos, Human Genome project, Human mummification,
Huntingdon’s disease, Hypercholesterolemia, Hyperthyroidism,
Iguanas,, Immune system , Infertility, Insomnia, Island Ecosystems,
IVF, Kidney transplants, Leprosy, Leukaemia, Lung cancer, Lupus,
Malaria, Manic depression, Marijuana, ME, Measles, Meningitis,
Mesothelioma, Migraine, Mitochondrial DNA, MMD, MMR, Morning
sickness,
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Slide 25
Issues so far (cont) ……….
Motor neurone disease, Motorcycle safety, MRSA, MS, MSG, Multiple
Births, Muscles, Musth in elephants, Myotonic dystrophy, Myxamatosis,
Nandrolone, Nanotechnology, National DNA database, Natural dust,
Neurofibromatosis, Neuromuscular control, Nitrogen, Obesity,
Oceanography, Oncolytic virus, Orang-utans, Organ transplants,
Osteoporosis, Ovarian cancer, Oysters, Pain, Pandas, Paper,
Parkinson’s, Peak performance, Pesticides, Pests, PGD, Phylloxera,
Plants & Medicine, Polar bears, Polio, Pollinators, Pollution, Poppies,
Post traumatic stress disorder, Parasites, Premature babies, Prenatal
screening, Protein deficiency, PRRS in guinea pigs, Rabbits, Rabies,
Radiation, Recycling, Rennet, Respiratory distress in infants, Right
handedness, SARS, Scale Insects, Schizophrenia, Scoliosis, Seahorse
conservation, Sex selection, Shark antibodies, Sheep diseases, Sheep
scab, Sickle Cell anaemia, Skin Cancer, Sleep, Smog, Smoking, Snake
venom, Spanish ‘Flu, Sperm counts, Spina bifida, Sponges, Statins,
STD's, Stem Cells, Stem cells &, MS, Steroid drugs, Stress, Strokes,
Sturgeons,
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Slide 26
Issues so far (cont) ……….
Superhumans, Suspended animation , Symbiois, Taxonomy, TB, Teeth,
Telomeres, Testicular cancer, Tetracycline & Gum disease,
Thalassaemia, Thalidomide, Tigers, Tobacco plants, Tooth Enamel,
Tourettes, Transplants, Trisomy 18, Turner's Syndrome, Turtles, Twins,
Vertebrae, Viagra & Hypertension, Viagra in pregnancy, War, Water ,
Wegeners Syndrome, White blood cells, Witch hazel, Wolves and
Xenotransplantation.
In fact, the number and variety of both Visits
and Issues has increased gradually throughout
the pilot years of Salter’s Nuffield Advanced
Biology as teachers have become more and
more confident.
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Slide 27
Preparation for the Visit
• Do a preliminary visit or make some sort of
contact. This will help to confirm that the visit
addresses all the research skills requirements
of the specification.
• For example, if there is no obvious problem
being solved then it may not be suitable
• Students should make prior contact by looking
at the website of the organisation and
comparing it with other similar ones. They will
then have a better idea of what to expect.
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Slide 28
Preparation for the Visit (cont)
• Get the students to write some sort of
questionnaire based on this research. It will help
focus their minds on the research skills involved
and will ensure that their report is original.
• Extremely important is the ‘talk’ that is
sometimes part of the visit. Valuable as this may
be, all the students have the same talk and will
naturally take notes and then produce reports
that are very similar indeed. That is why their
questionnaire is so important. It helps to create
an original piece of work that is distinctly theirs.
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Slide 29
Preparation for the Visit (cont)
• A ‘talk’ is not necessarily from the scientists
themselves ie. it is second hand experience. For
example, a talk at the Natural History Museum
definitely needs to be followed up by further
research or questions.
• A talk from an education officer at a zoo will be
useful but so much better to have questions
ready to ask the keepers themselves who will
have first hand experience of the animals.
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Slide 30
Preparation for an Issue report
• Some of the most interesting and motivating
reports have been on topics that were of current
interest but not in the syllabus as such.
• It is the biologists’ research skills themselves that
matter, not the topic itself. It could be
absolutely anything with a sound biological basis,
although there is nothing wrong with a topic
arising from the specification content.
• If the students are interested, then it is worth
pursuing.
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Slide 31
Preparation for an Issue report (cont)
• Biology is almost always in the news with topics
such as environmental issues, medical
breakthroughs and yet another discovery of a risk
factor or something that we ought to eat or do in
order to live longer!
• There could be a weekly discussion of ‘biology
news’ items that could prove useful for an Issue
report.
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Slide 32
Preparation for an Issue report (cont)
• The students could be encouraged to read quality
newspapers, watch the news on television or
regularly scan the internet for current items.
• These ideas could be put on a notice board,
school website or intranet and shared for
discussion. This then builds up into an impressive
array of topics and if the discussion is always
structured around the assessment criteria then
this would be an excellent preparation for
writing the report.
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Slide 33
Marking the Visit / Issue
• Now look at the assessment criteria supplied.
• These will be used by the examiners and
moderators in deciding where exactly the
marks should go.
• Once you have looked at these and discussed
them, try to apply them to the report on
‘Capybara’.
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Slide 34
• 1. Biological methods and processes used.
• The problems of maintaining the capybara
habitat and captive breeding are identified
(1.1a=2) and discussed in some detail (1.1b=2).
• There is only a brief discussion of the methods
involved in habitat maintenance but a little more
on the regulation of hunting (1.2a=1 and 1.2b=1).
• The appropriateness of captive breeding is
described well and there is some data on the
genetics associated with this and intensive
breeding trials (1.3a=2, 1.3b=2).
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Slide 35
• 2. Applications and implications of the biology
encountered
• There is a good discussion of the socio-economic
and ethical issues associated with capybara
conservation (2.1a=2 and 2.1b=2).
• The advantages of breeding the capybara as a
meat source are discussed fully as a means of
conserving the species and also providing an
alternative protein source during Lent (2.2a=2).
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Slide 36
• 2. Applications and implications of the biology
encountered (cont)
• The disadvantage of conserving the habitat is
discussed fully since farmers regard the capybara
as pests and do not want them near their crops
(2.2b=2).
• There is an excellent discussion of the possibility
of captive breeding with the difficulty that high
population densities tend to destroy their food
source (2.3a=2). The idea of selective breeding
to produce a higher meat yield is also discussed
(2.3b=2).
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Slide 37
• 3. Evaluation of source material
• There is an excellent range of both web based
and non web based sources (3.1a=1, 3.1b=1 and
3.1c=1).
• Quotes are used very well within the report as
part of the discussion (3.1d=1). All the sources
are described fully in the bibliography (3.2a=2
and 3.2b=2).
• At least three sources are commented on for
reliability or validity (3.3a=2) and evidence is
given (3.3b=2). This is a very good discussion.
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Slide 38
• 4. Communicate clearly, concisely and logically
• The report is well set out and spelling,
punctuation and grammar are good (4.1b=2).
• There are ‘visuals’ that are referred to and the
technical language is good (4.2b=2).
• NB. Some ‘visuals’ and graphs are not included
because of copyright reasons.
• Total mark = 38 / 40
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Slide 39
• Now look at the ‘Gorillas’ report
• See if you can agree with a mark of 32 / 40.
• This is another good example of a report where
the evidence has been given when evaluating
source material.
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Slide 40
Trident from Edexcel
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Course code [8NSP01]
•
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and tailored service to centres
•
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aspects of organising placement
•
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•
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Slide 41
Trident offices
Course code [8NSP01]
Slide 42
ResultsPlus “Look forward to better exam results”
• An essential tool to help support and raise attainment in
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which will generate valuable comparative information
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• Question-by-question, ResultsPlus identifies
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the specification where performance was poor,
average, or strong
• Identifies areas of good teaching practice and
those requiring further professional development
Available for Edexcel GCSEs and GCE A Levels
www.edexcel.org.uk/resultsplus
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Slide 43
Ask the Expert
• Extensive consultation taught us that customers want access to
experts to help with subject specific queries
• Ask the Expert will put customers in direct email contact with over
300 senior subject examiners and verifiers
• Information on all our subject experts will be made available on the
Edexcel website so customers can see who they are dealing with
• Ask the Expert will be complemented by online subject support
information and teacher forums, enabling peer-to-peer support
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Slide 44
Ask the Expert
For any queries on Unit 3 in particular,
contact:
Dr John Dunkerton (Chief Examiner) on:
johndunkerton@yahoo.co.uk.
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Slide 45