Introduction
On this CD-ROM you will find:
◆◆ Sample data for each of the practical investigations in the Cambridge IGCSE Biology Practical Workbook.
This sample data can be shared with students and can be used either when the practical investigation cannot be
completed or when the experiment goes awry and does not provide useful data.
It is not uncommon for science teachers to lack
confidence in hands-on practical work. Some
experiments and investigations are difficult to set up
and, if they go wrong, they can waste valuable lesson
time. It is frequently easier simply to teach as if science
was a theoretical subject. Having said that, science
is and always has been a practical subject. The skills
needed for students to become successful scientists
can, of course, be taught from a book or computer, but
the chances of their developing a deep understanding
and passion for the subject are much reduced by this
method of teaching.
The aim of the Practical Workbook, Teacher’s Guide
and the content of this CD-ROM is to give you,
the teacher, confidence to attempt a wide variety
of practical work with your students. Many of the
investigations are relatively simple and require little
specialist equipment, and alternatives are also suggested
where possible. Limitations of both equipment and
time often place pressure on a teacher’s ability to deliver
practical work, and it is understood that, even with the
best of intentions, it may not be possible to complete
every investigation in this book successfully. To enable
students to develop skills even if they are unable to
complete all the practical work described here, this
CD-ROM contains sample data that can be shared with
students. This can be used either when the practical
cannot be completed or when the experiment goes awry
and does not provide useful data.
Cambridge IGCSE Biology
Students learn most by doing and being active so,
although demonstrations are suggested at times to
allow for the differences in student ability, getting the
students to complete the investigations for themselves
is strongly recommended.
Each investigation includes questions to encourage
students to think about what their results mean and
how they can improve the methods they have used.
Getting the students to work like scientists will greatly
improve their ability to think like scientists.
There is a safety section which outlines some basic
safety precautions at the beginning of the book,
and specific safety issues are highlighted for each
investigation. This does not remove the teacher’s
responsibility for ensuring that all work attempted by
the students is safe, and a degree of judgement will be
required as to the ability of individual students to follow
instructions and work safely.
© Cambridge University Press