YEAR 11 BIOLOGY DEPARTMENT 24/02/2013
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YEAR 11 BIOLOGY DEPARTMENT 24/02/2013
NOTES:
1.
A large number of resources to support this SOW are available in the shared area under IGCSE resources: they are sorted into appropriate topic areas and include worksheets, teacher notes, pupil notes, PowerPoint presentations, crosswords, etc.
A good general resource (possibly more geared towards lower ability candidates) can be found at: http://www.youtube.com/watch?v=7WX8zz_RlnE&feature=fvw some good clips on osmosis, diffusion and active transport. Also http://www.clickbiology.com/igcsebiology-2/ very good website for IGCSE
2.
The specification content for each topic is contained in the boxes. The boxed content is also available as specification reductions; these should be photocopied either onto card, if files are used, or on to paper, if books are used, and given to candidates at the start of each topic.
3.
Please try to stick to the timings for each topic.
4.
End of topic tests will be put into the shared area. These are intended to be across year group tests. They should be given as soon as possible after completing a topic(s), but the scripts should not be returned to candidates until the whole year group have completed the test. Marks should be recorded centrally onto the spreadsheet in the shared area.
5.
Additions or subtraction of resources will be discussed at departmental meetings
6.
Text book: Text book: Edexcel IGCSE Biology; Bradfield and Potter (Pearson) and
Edexcel IGCSE Biology Revision guide. Ann Fullick. (Pearson).
Resources:
Extensive use will be made, gradually, of the VLE and there are many items available in the “shared area” under “colleagues’ resources”. Colleagues are actively encouraged to use these resources, to add to them and to refine as appropriate when considering them for their own sets. Departmental policy is to share resources.
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YEAR 11 BIOLOGY DEPARTMENT 24/02/2013
Section 2 e) Nutrition
Students will be assessed on their ability to:
Flowering plants describe the process of photosynthesis and understand its importance in conversion of light energy to chemical energy. recall the word equation and the balanced chemical symbol equation for photosynthesis understand how carbon dioxide concentration, light intensity and temperature affect the rate of photosynthesis explain how the structure of the leaf is adapted for photosynthesis recall that plants require mineral ions for growth and that magnesium ions are needed for chlorophyll and nitrate ions are needed for amino acids describe simple controlled experiments to investigate photosynthesis, showing the evolution of oxygen from a water plant, the production of starch and the requirements of light, carbon dioxide and chlorophyll
Notes: o Plants as autotrophs, tie in to ecology = producers able to make own food from simple inorganic compounds and energy from the environment
Photosynthesis o Leaf structure (Waxy cuticle, upper and lower epidermis, palisade and spongy mesophyll, guard cells, air spaces, stomata) – this is revision from ‘Gas Exchange – section 2g –Yr 9 from stuff). o Adaptations of leaf to job (s.a. chlorophyll, transport, gas exchange, vascularisation, thin and flat, support and orientation) o Fully balanced equation, clarifying that the carbohydrate products are sugar o Refer back to Yr 10 section 2 gas exchange, photosynthesis and respiration.
Mineral nutrition o Explain the need for nitrates to make amino acids, (phosphate needed for photosynthesis and respiration), and Mg for chlorophyll; brief mention of uptake mechanisms. o Deficiency symptoms – if asked – discuss – let the troops suggest these?? o Limiting factors light (
λ
and intensity), temp, chlorophyll, CO
2
, H
2
O
Keep simple only with higher ability groups
Practical Work
Starch test on ordinary leaf
Starch test on variegated leaf
Starch test on leaf from plant kept in dark
Starch test on leaf kept in CO
2
-free atmosphere
Observation of mineral deficient seedlings – probably not worth the hassle
– better from pictures.
Gas from Cabomba in light and dark conditions under inverted funnels, test for O
2
with splint (fudge the O
2
).
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YEAR 11 BIOLOGY DEPARTMENT 24/02/2013
Opportunity for Independent study:
• Detailed consideration of the compensation point?
•
Problems for farmers (including those employing polytunnels or greenhouses) with the “summer” of 2012. (10% drop in yield in tomatoes, for instance).
Opportunity for IT:
• Tabulation of Cabomba data – gas production against light intensity – inverse square law.
• http://customers.hbci.com/~wenonah/min-def/list.htm
A website with a huge library of good photos of a wide range of plants displaying mineral deficiencies, all listed below the image n case one cannot work it out!
End of Topic Test: Photosynthesis
10 lessons maximum
Section 3: Reproduction and inheritance a) Reproduction b) Inheritance
Flowering plants
• describe the structures of an insect-pollinated and a wind-pollinated flower and explain how each is adapted for pollination
• describe pollination and the growth of the pollen tube
• understand that fertilisation leads to seed and fruit formation
• understand that plants can reproduce asexually by natural methods (illustrated by runners), and by artificial methods (illustrated by cuttings).
Notes:
Flowering plants: o Flower structure – diagrams, own dissections of flowers, o Compare and contrast insect and wind-pollinated flowers o “Close encounters of the floral kind”, but only selected clips. o Introduce Mitosis– to be done in more detail soon o Introduce the term “clone”, but leave the details of artificial clones for later o Cuttings and propagation
Practical Work
Pollen tube germination as a demo??
Etiolation to be mentioned – demonstrated?
Asexual reproduction. Define and look at examples from round lab e.g.
Tradiscanthia
Take and grow cuttings from Pelargoniums, Streptocarpus, Begonia etc.
Opportunity for Independent study:
•
Background to the plants used in the experiments
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YEAR 11 BIOLOGY DEPARTMENT 24/02/2013
•
Variants on the basic flower structure
•
Notes from the DVD written up as an essay?
Opportunity for IT:
• limited
Plant responses to stimuli
Section 2
Flowering plants
• understand that plants respond to stimuli
• describe the geotropic responses of roots and stems
• describe positive phototropism of stems
Notes:
Flowering plants: o Shoots show +ve phototropism and –ve geotropism
Roots show +ve hydo and geotropism; role of auxins.
Care; repeats material covered inYr10.
Opportunity for IT: http://www.youtube.com/watch?v=zctM_TWg5Ik&feature=autoplay&list=PL72D
0F438ABE36D67&playnext=2
Practical Work
Observe tropisms in cress seeds in tins and etiolation
Opportunity for Independent study:
Opportunity for IT:
End of Topic Test Reproduction and Responses in flowering plants
2 – 3 lessons ( including test)
Section 4: Ecology and the environment a) The organism in the environment
Candidates will be assessed on their ability to
• understand the terms population, community, habitat and ecosystem
• describe the use of quadrats as a technique for sampling the distribution of organisms in their habitats
• recall the use of quadrats to estimate the population size of an organism in two different areas.
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YEAR 11 BIOLOGY DEPARTMENT 24/02/2013
Notes: o Basic revision of general ecology – the study of distribution; how does one measure some of the factors that affect this? Not directly syllabus-related but we need a way to get into this.
Practical Work
Quadrats – the idea of taking samples and the difficulties inherent in this – multiplication of errors, for example. Discuss sizes and numbers of quadrats required;
“Play” on the golf course. Alternatively sample various sweets on floor of lab.
Opportunity for Independent study:
• An ecological survey taking a number of habitats round the school?
Opportunity for IT:
• Data analysis
2- 3 lessons
Section 4: b) Feeding relationships
Candidates will be assessed on their ability to
• recall the names given to different trophic levels to include producers, primary, secondary and tertiary consumers and decomposers
• understand the concepts of food chains, food webs, pyramids of number, pyramids of biomass and pyramids of energy transfer
• understand the transfer of substances and of energy along a food chain
• explain why only about 10% of energy is transferred from one trophic level to the next.
Notes: o Webs and chains recap from prep school, producers, and consumers. Tie back to photosynthesis and animal nutrition. o effects of removing or adding species, o pyramids and problems with numbers rather than biomass, o construct chains, webs and pyramids from data sets o limits to the number of trophic levels, energy flow- where does it all go? (tie back to thermoregulation) o Productivity benefits of limiting heat loss and movement in animals being raised for food and limiting the number of trophic levels in chain o 9 Bill Nye food webs, 123 C & N cycles, EMFV energy flow, curriculum
Opportunity for Independent study:
• Investigate food webs and chains from a variety of habitats
Opportunity for IT:
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YEAR 11 BIOLOGY DEPARTMENT 24/02/2013
• Researches for the above
Section 4: c) Cycles within ecosystems
Candidates will be assessed on their ability to
• • describe the stages in the carbon cycle, including respiration, photosynthesis, decomposition and combustion
Notes: o Carbon cycle: o carbon dioxide is removed from the environment by green plants for photosynthesis; the carbon from the carbon dioxide is used to make carbohydrates, fats and proteins which make up the body of plants; o some carbon dioxide is returned to the atmosphere when green plants respire; o when green plants are eaten by animals and these animals are eaten by other animals, some of the carbon becomes part of the fats and proteins which make up their bodies; o when animals respire some of this carbon becomes carbon dioxide and is released into the atmosphere; o when plants and animals die, some animals and microorganisms feed on their bodies; carbon is released into the atmosphere as carbon dioxide when these organisms respire. o N
2
cycle not required but pupils are expected to be able to know about organic and inorganic fertilisers.
End of topic Test: Sampling , Feeding Relationships & Cycles within Ecosystems
3 (4?) lessons including end of topic test
Section 4: d) Human influences on the environment
Candidates will be assessed on their ability to
• understand the biological consequences of pollution of air by sulphur dioxide and by carbon monoxide
• recall that water vapour, carbon dioxide, nitrous oxide, methane and CFCs are greenhouse gases
• understand how human activities contribute to greenhouse gases
• understand how an increase in greenhouse gases results in an enhanced greenhouse effect and that this may lead to global warming and its consequences
• understand that eutrophication can result from leached minerals from fertiliser
• understand the effects of deforestation, including leaching, soil erosion, disturbance of the water cycle and of the balance in atmospheric oxygen and carbon dioxide
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YEAR 11 BIOLOGY DEPARTMENT 24/02/2013
Notes: o Topic lends itself well to independent learning. Can give groups specific topics and ask them to present to rest of class; ask pupils to provide summary notes for class – must be checked first and corrected before being distributed. Teacher must provide summary notes. Key is ensuring that pupils have sufficient detail in their notes.
Questions on this topic are often longer answer-style get them to practice using the resources they have produced. o Confusion invariably arises between the green house effect and the hole in the ozone layer, similarly difficulty is usually encountered with defining eutrophication.
Opportunity for Independent study:
•
Topics from the media of current interest
Opportunity for IT:
• Media websites, Friends of the Earth, WWF etc.
Resources
Air pollution and troubled sea, The Dinosaur factor, Green house, YTV Hole in the sky Fragile planet 1 & 2 The green house conspiracy, Ozone, Carbon dioxide and methane in the atmosphere absorb much of the energy radiated by the Earth. Some of this energy is re-radiated back to the Earth and so keeps the Earth warmer than it would otherwise be.
End of Topic Test: Human Influence on the environment
6 Lessons
Should be complete by end of Michaelmas
Section 5: Use of Biological Resources a) Food production
Candidates will be assessed on i. Crop plants
• describe how glasshouses and polythene tunnels can be used to increase the yield of certain crops
• understand the effects on crop yield of increased carbon dioxide and increased temperature in glasshouses
• understand the use of fertiliser to increase crop yield
• understand the reasons for pest control and the advantages and disadvantages of using pesticides and biological control with crop plants.
Notes:
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YEAR 11 BIOLOGY DEPARTMENT 24/02/2013 o Basic, common sense introduction relating to the control of conditions required for rapid and healthy growth of plants; humidity, temperature, CO
2 levels etc. o Addition of fertilizers - problems with polytunnels etc ideal conditions for plants frequently means ideal conditions for pests too (mould, whitefly, aphids etc). o Biological control versus chemical (lots banned now).
Practical work
Long term practical – similar to nutrient-free solutions but set up by the pupils themselves
Opportunity for Independent study:
•
Research farming data.
Opportunity for IT:
6 – 8 Lessons
Section 5: ii. Microorganisms
• understand the role of yeast in the production of beer
• describe a simple experiment to investigate carbon dioxide production by yeast, in different conditions
• • interpret and label a diagram of an industrial fermenter and explain the need to provide suitable conditions in the fermenter, including aseptic precautions, nutrients, optimum temperature and pH, oxygenation and agitation, for the growth of microorganisms.
Notes: o This will start with a review of fourth form work on micro-organisms and anaerobic respiration (section 2f) o Production of beer – a prep? Revise anaerobic respiration.
N Some sort of bubble-counting experiment (collect gas over water) thing with different concentrations of sugar, different temperatures (a chance to revise enzymes, perhaps), different pH. Good experiment planning exercise – lots to think about not the least being the so-called concentration of the yeast (or of different types…) o Industrial fermenters usually have:
ü an air supply . to provide oxygen for respiration of the microorganisms;
ü a stirrer to keep the microorganisms in suspension and maintain an even temperature;
ü a water-cooled jacket to remove heat produced by the respiring microorganisms;
ü instruments to monitor factors such as pH and temperature.
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YEAR 11 BIOLOGY DEPARTMENT 24/02/2013
Section 5: iii. Fish farming
• explain the methods which are used to farm large numbers of fish to provide a source of protein, including maintenance of water quality, control of intra-specific and inter-specific predation, control of disease, removal of waste products, quality and frequency of feeding and the use of selective breeding.
Notes:
Diagram from Pickering group excellent basis for notes on this – may be sufficient then use it to answer questions
Opportunity for Independent study:
Opportunity for IT:
End of Topic test : Use of biological Resources
3 Lessons maximum including test
Section 5: b) Selective breeding
Candidates will be assessed on their ability to
• understand that plants with desired characteristics can be developed by selective breeding understand that animals with desired characteristics can be developed by selective breeding
Notes: o Can illustrate by increased yield and reduction of stem length in wheat; increased yield of meat and milk in cattle. o “We have always done it” Few ethical problems, though you could touch on eugenics. o Explain why inbreeding is not a good idea in terms of promotion of homozygosity and reduction in allele variety in population. Reduced variation to select from in future. d) Cloning
Candidates will be assessed on their ability to
• describe the process of micropropagation (tissue culture) in which small pieces of plants
(explants) are grown in vitro using nutrient media
• understand how micropropagation can be used to produce commercial quantities of identical plants (clones) with desirable characteristics
• describe the stages in the production of cloned mammals involving the introduction of a diploid nucleus from a mature cell into an enucleated egg cell, illustrated by Dolly the sheep
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YEAR 11 BIOLOGY DEPARTMENT 24/02/2013
Notes:
• Cloning – a form of asexual reproduction relies on mitosis o Artificial propagation in plants and taking cuttings and conditions needed for successful development. Tie back to plant hormones o Big discussion on ethics, gene leakage, unknown effects in food chain etc.
Practical Work
Take and grow cuttings from Pelargoniums, Streptocarpus, Begonia etc, if not done earlier
Opportunity for Independent study:
Opportunity for IT:
5 Lessons c) Genetic Modification (Genetic engineering)
Candidates will be assessed on their ability to
• describe the use of restriction enzymes to cut DNA at specific sites and ligase enzymes to join pieces of DNA together
• describe how plasmids and viruses can act as vectors, which take up pieces of DNA, then insert this recombinant DNA into other cells
• understand that large amounts of human insulin can be manufactured from genetically modified bacteria that are grown in a fermenter
• evaluate the potential for using genetically modified plants to improve food production
(illustrated by plants with improved resistance to pests)
Notes:
• This will need to begin with a reminder of structure of DNA o Double helix, 2m per cell, o Pentose-phosphate backbone and nitrogenous bases pairs. A-T, C-G ; compl e mentary (get the spelling right!) o Watson and Crick model with due reference to the much-neglected Franklin.
The order of the bases in a gene determines the order of amino acids, which determines a particular protein, which in turn determines a particular characteristic.
o “Genetic engineering”; discuss wide range of ethical issues and what they think it means. o Use of enzymes to cut and join DNA – candidates need to understand the structure of the overall molecule before embarking on this o Examples – insulin mentioned by specification but it might be fun to find a few more… see spec. o Use of vectors – why it is necessary. o Terminology – glossary
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YEAR 11 BIOLOGY DEPARTMENT 24/02/2013
Opportunity for Independent study:
Opportunity for IT:
End of topic Test: Selective breeding, cloning and genetic modification
This completes the specification.
Remaining time, of course, is given over to revision.
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