Edexcel A Level
Biology
Biodiversity, Maths and
Practical Skills
Rhyd y creuau
4 days
This eight day course for A level students covers AS and A level content. It focuses on content relating to biodiversity and
ecosystems, statistics and maths and practical endorsement, both preparing for and doing. It covers all three statistical
tests: chi-squared, the Student’s t-test and the Spearman’s Rank correlation coefficient.
Ecology topics which students often find difficult in exams will be covered. Students will develop their maths skills
(10% of total marks) and receive guidance and time to enable the assessment if required of Core Practical 10
Depending on when you bring your students we can tailor the course to act
as intensive revision or as an introduction to aspects of the A level which
students find difficult.
A Level Biology: Biodiversity, Maths and Practical Skills 4 days
Example Course programme with options
DAY
1
Links
AN INTRODUCTION TO THE AREA AND AN OVERVIEW OF THE COURSE
(or half day Freshwater sampling techniques option (see below))
Plant sampling game - An introduction into a range of sampling techniques
which will be used and applied throughout the course.
½
day
Mini investigations – Small group investigations using a range of
equipment to research, plan, carry out and interpret small projects. These
will be presented and peer reviewed.
Personal objectives will be set for the course.
2
Light and dark bottle experiments will be set up to help quantify the flow of
energy into an ecosystem (on the full day freshwater day option only)
Apparatus and technique references:
ATh) Safe and ethical use of organisms
ATk) Sampling techniques in fieldwork
FRESHWATER SAMPLING TECHNIQUES
Field site(s):
Rhyd-y-creuau stream or the River Conwy (10 minutes walk)
No transport required
Students will undertake fieldwork investigations to examine the effect of
abiotic factors on invertebrate distribution. Students will discuss and carry
out a methodology for sampling the density of invertebrates and abiotic
variables such as velocity. Organisms will be identified in the laboratory
using microscopes dichotomous keys, and classified to family level with
reference to the five kingdom and three domain systems.
½
day
Field site(s):
Rhyd y creuau centre grounds
Links to:
Practical skills:
Solve problems set in practical contexts (P.S. 1.1)
Apply scientific knowledge to practical contexts (PS 1.2)
Comment on experimental design and evaluate scientific methods (PS 2.1)
Identify variables including those that must be controlled (PS 2.4)
Process and analyse data using appropriate mathematical skill (PS 3.2)
Know and understand how to use a wide range of experimental and practical
instruments, equipment and techniques (PS 4.1)
This information will be the basis for the discussion of energy flow and
efficiency of energy transfer. Students will have the opportunity to carry
out energy transfer calculations.
Students will also carry out a short investigation into the effect of an
environmental variable on the movement of a freshwater invertebrate
family using choice chambers. Data will be collated and analysed using the
Chi2 squared test.
FOR A WHOLE DAY:
High power monocular microscopes will be used to examine insect
mouthparts and help identify methods of feeding and trophic level. Using
a graticule, annotated scientific drawings will be made.
Students will carry out a short investigation into the effect of an
environmental variable on the movement of a freshwater invertebrate
family using choice chambers. Data will be analysed using the Chi2 test.
Quantify the flow of energy into an ecosystem using a light dark bottle
experiment.
This information will be the basis for the discussion of energy flow and
efficiency of energy transfer. Students will have the opportunity to carry
out energy transfer calculations.
Fieldwork times:
Leave: 14:00
Return: 15:30
Links to:
New specification content:
Topic 4 Biodiversity and Natural Resources
4.1: Know that over time the variety of life has become extensive but is now
being threatened by human activity
4.3: Understand the concept of niche and be able to discuss examples of
adaptation of organisms to their environment (behavioural, physiological and
anatomical).
4.4: Understand how natural selection can lead to adaptation and evolution.
Topic 5 On the Wild Side
5.1: Understand the terms ecosystem, community, population and habitat.
5.2: Understand that the numbers and distribution of organisms in a habitat are
controlled by biotic and abiotic factors.
5.10 i) Be able to calculate net primary productivity.
ii) Understand the relationship between gross primary productivity, net
primary productivity and plant respiration.
5.11 Know how to calculate the efficiency of biomass and energy transfers
between trophic levels.
Practical skills
5a: a, b, c, d
5b: a, b, d
Practice for 5c: 1, 2, 4, 5, 11
Practice for CPAC: 2a, b, c, d; 3a, b, c; 4a, b
Mathematical skills:
A.1.4, A.1.5, A.1.7, A.1.9, A.2.1, A.2.3
3
SAMPLING TECHNIQUES
Students will conduct a series of short investigations, in a woodland
ecosystem, to explore sampling techniques and ecological theory. This
will include development and evaluate of experimental design.
Investigation 1: Students will investigate the zonation of bryophytes on
oak trees. This will include the use of keys to identify species, the creation
of an annotated scientific drawing and data collection using belt transects.
Discussion of niche, competition and the effects of biotic and abiotic
factors in determining numbers and distribution of organisms in a habitat.
Investigation 2: Students will devise a method including random sampling
to investigate the distribution of lichens on oak and birch trees. Data will
be interpreted using graphical techniques and analysed using standard
deviation and the t-test.
PLAN FOR CORE PRACTICAL 10 PRACTICE: Plan to carry out a study on the
ecology of a habitat, such as using quadrats and transects to determine
distribution and abundance of organisms, and measuring abiotic factors
appropriate to the habitat
Field site(s):
Coed Hafod, a nearby Ancient oak woodland.
(20 minutes walk)
No transport required
Fieldwork times:
Leave 09:45
Return 15:00
Links to:
New specification content:
Topic 4 Biodiversity and Natural Resources
4.1: Know that over time the variety of life has become extensive but is now
being threatened by human activity
4.3: Understand the concept of niche and be able to discuss examples of
adaptation of organisms to their environment (behavioural, physiological and
anatomical).
Topic 5 On the Wild Side
5.1: Understand the terms ecosystem, community, population and habitat.
5.2: Understand that the numbers and distribution of organisms in a habitat
are controlled by biotic and abiotic factors.
5.15: Understand the effects of climate change (changing rainfall patterns and
changes in seasonal cycles) on plants and animals (distribution of species,
development and life cycles).
Practical skills
5a: a, b, c, d
5b: a, b, d
Practice for 5c: 1, 2, 11
Practice for CPAC: 2a, b, c, d; 3a, b, c; 4a, b
Mathematical skills:
A.1.2, A.1.4, A.1.5, A.1.9, A.1.10, A.2.1, A.2.3
4
4
½
day
INDIVIDUAL INVESTIGATIONS
Students will use the skills they have developed during the course, and
their synoptic biological knowledge, research, plan and carry out an
investigation (individually, or in small groups). Students will record data,
present, interpret and analyse their findings using their choice of
statistical test and evaluate their investigation. Students will then , if time
allows give feedback on their findings to the rest of the group.
CARRY OUT CORE PRACTICAL 10: Carry out a study on the ecology of a
habitat, such as using quadrats and transects to determine distribution
and abundance of organisms, and measuring abiotic factors appropriate
to the habitat
Field site(s):
Centre grounds and/or surrounding area
No transport required
Fieldwork times:
Dependant on whether a half or whole day
Practical skills
5a: a, b, c, d
5b: a, b, c, d
Practice for 5c: 1, 2, 4, 11
Practice for CPAC: 2a, b, c, d; 3a, b, c; 4a, b, 5a
Mathematical skills:
Students will have the opportunity to use some or all of the following:
A.1.3, A.1.4, A.1.5, A.1.7, A.1.9, A.1.10, A.1.11, A.2.1, A.2.3, A.3.2
ALTERNATIVE DAY OPTIONS
SUCCESSION STUDY
Students will investigate of primary succession of plant communities
(pioneer to climax) across a developing dune system. Students will collect
biotic data along a belt transect, using point quadrats to assess the
diversity of plant communities in relation to soil and several other
environmental gradients. Students will also have the opportunity to
discuss the effects of management and conservation on Harlech Dune
system, including the impact of climate change in determining climax
communities.
Students will process their biotic and abiotic data using spreadsheets,
Simpson’s Diversity Index and scatter graph’s. Data will then be analysed
using Spearman’s rank correlation coefficient, and statistical conclusions
drawn. Plant communities will be discussed using named examples and
their relation to abiotic factors present at each site, including adaptations
e.g. nitrogen fixation. Students will evaluate their study including
reference to uncertainties in measurements.
Field site(s):
Morfa Harlech National Nature Reserve
(1 hour drive)
Transport required
Fieldwork times:
Leave 09:45
Return 16:30
Links to:
New specification content:
Topic 4 Biodiversity and Natural Resources
4.1: Know that over time the variety of life has become extensive but is now
being threatened by human activity
4.2: Understand how biodiversity can be compared in different habitats using a
formula to calculate an index of diversity (D)
4.3: Understand the concept of niche and be able to discuss examples of
adaptation of organisms to their environment (behavioural, physiological and
anatomical).
4.4: Understand how natural selection can lead to adaptation and evolution.
Topic 5 On the Wild Side
5.1: Understand the terms ecosystem, community, population and habitat.
5.2: Understand that the numbers and distribution of organisms in a habitat
are controlled by biotic and abiotic factors.
5.4: Understand the stages of succession from colonisation to a climax
community.
5.15: Understand the effects of climate change (changing rainfall patterns and
changes in seasonal cycles) on plants and animals (distribution of species,
development and life cycles).
Practical skills
5a: a, b, c, d
5b: a, b, d
Practice for 5c: 1, 2, 11
Practice for CPAC: 2a, b, c, d; 3a, b, c; 4a, b
Mathematical skills:
A.1.3, A.1.4, A.2.1, A.2.3
ZONATION AND ADAPTATIONS Note: This day is tide dependent
Students will conduct fieldwork to look at the zonation of algae and
animals down a rocky shore. Students will identify organisms and quantify
them using abundance scale on a vertical belt transect with height down
the shore.
Students will present data graphically and use this as a basis to discuss the
distribution of organisms with respect to biotic and abiotic gradients. This
will include interspecific and intraspecific competition and consideration
of the behavioural, physiological and anatomical adaptations of organisms
to harsh condition.
For a whole day:
Students will have the opportunity to collect data on the dimensions of
limpets found in two contrasting areas of the shore.
This data can then be converted to height: width ratios and analysed using
the T-test.
Field site(s):
Penmon Point, Anglesey (1:15 drive)
Transport required
Fieldwork times:
Dependant on whether a half or whole day and tides
Links to:
New specification content:
Topic 4 Biodiversity and Natural Resources
4.3: Understand the concept of niche and be able to discuss examples of
adaptation of organisms to their environment (behavioural, physiological and
anatomical).
4.4: Understand how natural selection can lead to adaptation and evolution.
Topic 5 On the Wild Side
5.1: Understand the terms ecosystem, community, population and habitat.
5.2: Understand that the numbers and distribution of organisms in a habitat
are controlled by biotic and abiotic factors.
5.3: Understand how the concept of niche accounts for distribution and
abundance of organisms in a habitat.
Practical skills
5a: a, b, c, d
5b: a, b, d
Practice for 5c: 1, 2, 7, 11
Practice for CPAC: 2a, b, c, d; 3a, b, c; 4a, b
Mathematical skills:
A.1.2, A.1.3, A.1.4, A.3.2
MANAGEMENT, CONSERVATION
(whole or half day options – if tides are suitable a shortened version of
this day may be combined with the Rocky shore day – just ask)
Field site(s):
Cwm Idwal NNR and Blaen y Nant farm (25 minute drive)
Transport required
Students will visit the upland National Nature Reserve of Cwm Idwal to
consider how conservation of habitats is balanced with human needs.
Students will see evidence of management practices and their effect on
succession in exclusion plots across the area, and consider the case study
of the Tufted Saxifrage, a rare arctic plant.
Fieldwork times:
Dependant on whether a half or whole day
Additional whole day content:
Students also have the opportunity to visit a local upland farm which
encompasses part of Cwm Idwal, where they will interview the farmer,
Gwyn ‘Buc’ Thomas or upland farming and consider the impact of farming
on the diversity of the area.
A sampling exercise can also be conducted, using random sampling to
compare the species richness, diversity and community composition of
grazed and ungrazed areas (Topic 3). Data will then be analysed using a
Chi squared test.
Links to:
New specification content:
Topic 4 Biodiversity and Natural Resources
4.1: Know that over time the variety of life has become extensive but is
now being threatened by human activity
4.3: Understand the concept of niche and be able to discuss examples
of adaptation of organisms to their environment (behavioural,
physiological and anatomical).
4.4: Understand how natural selection can lead to adaptation and evolution.
Topic 5 On the Wild Side
5.1: Understand the terms ecosystem, community, population and habitat.
5.2: Understand that the numbers and distribution of organisms in a habitat
are controlled by biotic and abiotic factors.
5.3: Understand how the concept of niche accounts for distribution and
abundance of organisms in a habitat.
5.4: Understand the stages of succession from colonisation to a climax
community.
5.13: Understand the causes of anthropogenic climate change, including the
role of greenhouse gases (carbon dioxide and methane) in the greenhouse
effect.
5.15: Understand the effects of climate change (changing rainfall patterns and
changes in seasonal cycles) on plants and animals (distribution of species,
development and life cycles).
Practical skills
5a: a, b, c, d
5b: a, b, c
Practice for 5c: 1, 2, 11
Practice for CPAC: 2a, b, c, d; 3a, b, c; 4a, b; 5a
Mathematical skills:
A.1.4, A.1.5, A.1.9, A.2.3
Group departs: 9.00-9.30am
Transport, if needed will be charged at £8.50 per student per day.
ALTERNATIVE EVENING/ SESSION EXTENSION OPTIONS
These activities can be substituted for other sessions in whole days, or added to half days to create a longer session.
MARK RELEASE RECAPTURE
Students will consider how to sample mobile populations and carry out a
simulation of Mark release recapture in the classroom (Topic 7). Students
will have the opportunity to sample the small mammal population of the
Centre grounds using live-capture Longworth traps (these traps will be set
in the evening and be opened the following morning).
Field site(s):
Centre grounds
Links to:
Topic 5 On the Wild Side
5.1: Understand the terms ecosystem, community, population and habitat.
5.2: Understand that the numbers and distribution of organisms in a habitat
are controlled by biotic and abiotic factors.
5.3: Understand how the concept of niche accounts for distribution and
abundance of organisms in a habitat.
Mathematical skills:
A.1.2, A.1.3, A.1.4, A.3.2
POPULATION DYNAMICS OF THE HOLLY LEAF MINER
Students will carry out an investigation into the population dynamics of the
holly leaf miner, involving the dissection of leaves to ascertain the fate of
the leaf miner in each leaf. This information will inform a discuss of
population dynamics, the influence of abiotic and biotic factors and pest
control practices (Topic 4 and 7)
Field site(s):
Centre grounds
Links to:
New specification content:
Topic 4 (Genetic information, variation and relationships between organisms)
Topic 7 (Genetics, populations, evolution and ecosystems)
Practical skills
Process and analyse data using appropriate mathematical skill (PS 3.2)
Know and understand how to use a wide range of experimental and practical
instruments, equipment and techniques (PS 4.1)
Apparatus and technique references:
ATd) Light microscopes at low power – use of graticules
ATj) Dissection
ATk) Sampling techniques in fieldwork
Mathematical skills:
Ratios, fractions and percentages (MS 0.3)
Substitute numerical values in equations (MS 2.3)
Mathematical skills:
Understand principles of sampling as applied to scientific data (random sampling)
(MS 1.5)
Change the subject of an equation (MS 2.2)
Substitute numerical values in equations (MS 2.3)
Solve algebraic equations (MS 2.4)
AND FOR SOMETHING COMPLETELY DIFFERENT
OUTDOOR ACTIVITIES
Rhyd y creuau is registered with the Adventurous activities Licensing
Authority, this enables us to offer an range of outdoor activities which will
enable you and your group to take a break from the rigours and strains of
‘A’ levels and experience the Snowdonian environment in a different light.
Whole day Mountain walking: Climb Snowdon, the highest peak in England and
Wales or another Snowdonian peak
½ day: Gorge scrambling. Scramble up a local ravine as water pours down it
Activities we can offer at Rhyd y creuau:
½ day: Climbing – On a local crag
(There is no extra charge for one of these activities on your course)
Other Adventure Activities externally provided:
Snowdonia is being promoted as the UK’s outdoor adventure hub. Within a
short drive from the centre there are a wide range of adventure activities
available that you could book a visit to. Some examples are:
t http://www.field-studies-council.org/outdoorclassroom/ courses
Tree tops high ropes course (10 minutes walk)
Bounce Below (underground trampolining)! 30 minutes drive
Surf Snowdonia : The world’s largest inland surf centre (20 minutes drive)
Zip World – the Northern Hemispheres largest zip wire (30 minutes drive)