A Level Biology Eduqas Ecosystems, Variation and Practical Ecology Work 5 days This packed five day course for A level students covers AS and A level content. Ecology topics 1.5 Population size and ecosystems, 2.1 All organisms are related through evolutionary history and 2.6 Variation and evolution which students often find difficult in exams will be covered. Students will have the opportunity to cover specified practical work relating to Ecology and reinforce the practical and experimental work covered in school. Students will develop their maths skills (10% of total marks) and receive guidance and time to enable assessment of the specified practical work.
Example Course Timetable 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. Ecosystems and Life Outline of the Course Allocation of wellies/waterproofs. During this session, students will have the opportunity to immerse themselves in a stunning, natural location. Inspired by their surroundings, students will lead the session themselves by being encouraged to explore, 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. Climate Change and Carbon Cycle Students will explore the effects of human activities on the carbon cycle by considering the local plants and animals. FSC Centres will provide real-world examples using long term data sets for students to explore how climate change affects the distribution of species. Further information will be available about the Natural Recording Schemes and how this data is used in monitoring climate change impacts. 2 Ecosystems and Sampling Working within an outstanding ecosystem close to the Centre, students will carry out the Specified Practical Work: Investigation into the abundance and distribution of organisms in a habitat. They will use appropriate equipment to investigate the effects of different sampling methods on estimates of the size of a population. They will be introduced to a range of ecological techniques used to assess abundance and distribution. Biomass and Trophic Levels Transfer of biomass is a key principle of ecology and one that students often find difficult to understand without experiencing data collection first-hand. Students will investigate the transfer of biomass from plants to animals including trophic levels, the efficiency of the transfer and pyramids of biomass. 3 Habitat Biodiversity Students will investigate a named habitat using a range of sampling methods and techniques in order to assess the biodiversity of that habitat. They will consider how biodiversity can vary spatially and over time, as well as investigate some of the influencing factors. Students will also investigate the different types of adaptations of organisms to their environment including case studies of specific organisms. The Specified Practical Work: Investigate into biodiversity in habitat will be undertaken. Choose from: Advanced Field Surveying Data Analysis and Maths Workshop Exam Skills Workshop 4 Succession Students will investigate first-hand how succession progresses from bare rock to woodland, increasing the species and niches present. The concepts of primary and secondary succession will be investigated, together with the abundance and distribution of organisms within the habitat. Options exist to complete the Specified Practical Work: Investigations into the abundance and distribution of organisms in a habitat and to conduct the fieldwork on a sand dune system. Choose from: Advanced Field Surveying Data Analysis and Maths Workshop Exam Skills Workshop 5 Continuous Variation Students will carry out the Specified Practical Work: Investigation of continuous variation in a species, including the use of the Student s t-test. They will investigate the environmental factors that produce variation between individuals, examining some of the adaptations that plants show which allow them to cope with environmental stresses such as lack of water or differences in light levels. Variation in these plants will be summarised mathematically using averages and standard deviations. 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, as detailed in the specification and specimen assessment materials.
Ecosystems and Life Students will be immersed in a local habitat with the goal of expanding their knowledge and enthusiasm for the study of natural history and the animals and plants within these local habitats. This session will provide the basis for the rest of the course, outlining the wide range of habitats, organisms and basic underpinning concepts of ecology. It is a chance for students to ask questions and be inspired and forms the basis for the learning in the rest of the course. Begin to appreciate the processes that underpin ecosystems and biodiversity. Consider reasons for classification. Start to explore the concepts of niches and adaptation. Appreciate the need for biologists to identify, name and classify species. Explain the term biodiversity in detail, using a specific habitat as an example. Use biological specimens to illustrate taxonomic hierarchies. Explain, using specific examples, how natural selection can lead to adaptation and evolution. Give examples of recent new taxonomic groupings and the processes needed to ensure valid data recording. Students will have the opportunity to observe, discuss and be inspired by the environment. Students will be encouraged to engage with FSC field teachers, their teachers and peers to fully explore the surroundings, deepening their appreciation of, and competence, in the scientific processes relating to ecology. Using AfL techniques, FSC field teachers will start to identify the students personal competence level in practical skills, enabling weaker areas to be targeted during the course. It is the moments where students have the opportunity to be inspired by an environment that have a deep rooted impact on a person. Students who attend an FSC course have time to reflect on the deeper concepts associated with biology. They will consider how the vast range of biodiversity has occurred on Earth, looking in detail at species adaptation and natural selection. Using local seasonal examples students will investigate classification, the natural resources provided by biodiversity and the evolutionary relationships within local habitats. FSC field teachers primary role will be to facilitate engagement with the environment. They will spend time allowing students to get to know the natural history of the local area and will be keen to talk with students about whatever inspires them. FSC field teachers will introduce ideas and concepts to promote discussion within the group through challenging questions and providing detailed information when necessary. Blencathra mountain near FSC Blencathra (at 868m) towers above our Field Centre - widely regarded as having one of the best views in the FSC.
Climate Change and Carbon Cycle Using FSC long-term data sets, this session will encourage students to apply their knowledge of biodiversity and the carbon cycle to a changing environment. They will consider the scientific evidence for a changing climate and how this will affect the phenology of natural systems. Students will consider how a changing climate will affect natural selection, evolution and speciation. They will also have the opportunity to consider the ways in which scientific conclusions are made about controversial issues. Develop their understanding of the carbon cycle. Understand the different types of evidence for a changing climate and its causes. Evaluate the future impact of a changing climate on the species in question. Assess their learning through practising exam questions. Be able to analyse the impacts that rising temperature, changing rainfall and changes in seasonal cycles are having on the species in question. Compare climatic effects across several species. Explain how changes in particular species such as distribution development and life-cycles could affect ecosystems. Group mini-presentations and individual feedback sessions will provide opportunities for students to examine the gaps in their knowledge and understanding of climate change. By contextualising the activities using a local example of climate change, students will have the opportunity to apply their knowledge to a previously unseen situation. will focus on ensuring students are able to take real-world data and evidence, understand its uses and limitations, and correctly identify the ways in which exam question command words may be used to test this understanding. By using local habitats around our Centres, interspersed with classroom-based research time, students will explore the effects of climate change on the local plants and animals. FSC Centres will provide real-world examples, using long-term data sets, for students to explore the changes in species distribution and development. Evidence for climate change will be discussed and the process of collection of data used within climate change models will be evaluated, in relation to model limitations. ICT will be used to support learning. This exploratory session will be led by FSC field teachers using a series of specially developed resources based on the Centre s local long-term data sets. The resources provided will facilitate the students in interpreting the data by guiding the students through a series of differentiated questions and brainstorming activities. Initially students will be asked to extrapolate key bits of information, which will then be synthesised with their own knowledge and species information provided by the FSC field teachers. Emperor Moth males can detect the pheromones released by females over distances of several kilometres.
Ecosystems and Sampling The focus of this session is to ensure students have the opportunity to study a range of ecological techniques, e.g. types of quadrats, transects, ACFOR scales percentage cover and individual organism counts. They will complete the specified practical work and be assessed by the school staff according to the Common Practical Criteria (CPAC) guidelines. FSC field teachers will provide support and resources for the students. Specified Practical Work: Investigation into the abundance and distribution of organisms in a habitat. Use appropriate equipment and techniques to carry out a range of mini-investigations in a named ecosystem. Carry out different sampling techniques, e.g. random sampling, transects, use of ACFOR scales. Use basic sampling equipment, e.g. frame quadrats, point quadrats, abiotic meters. Identify a range of species within this ecosystem. Describe how different sampling methods impact on the estimates of the size of a population. Make accurate observations and measurements relevant to the investigation. Take account of the hazards associated with working in the selected habitat and produce a report of their findings. Understand and be able to select the appropriate ecological sampling techniques according to the ecosystem and organism being studied. Assess the risks as an individual associated with working in the selected habitat and follow a series of control measures. Select the most suitable techniques to estimate abundance of a variety of species present in this habitat. Give reasons why a particular statistical test has been selected and describe the outcome of the test. Justify the choice of sampling technique with reference to precision, accuracy and reliability. Identify the complex array of variables present and begin to consider how to control these. Justify the amount of data collected. Explain the trends in secondary data with reference to key abiotic and biotic factors. FSC field teachers will use a variety of methods to ensure that students have grasped the key concepts and skills including questioning, peer and self-assessment and plenary activities. arrangements for the specified practical work will ensure teachers have the opportunity to assess their students against the CPAC. During the field course so far 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 in to order to achieve a pass in the practical endorsement. Working in groups students will carry out an in-depth study of an ecosystem, finding out about the distribution and abundance of species and how these are linked to biotic and abiotic factors. Students will have the opportunity to compare a variety of sampling techniques, e.g. different quadrat types and sizes, random sampling and transects, ACFOR scales, percentage cover and individual counts. They will then find the effect of the method chosen on estimating population size and decide which methods are most appropriate for a particular species. They will have opportunities to estimate results, construct and interpret frequency tables and collect data for an appropriate statistical test. FSC field teachers will demonstrate a range of ecological sampling techniques and any new practical techniques needed. There will be opportunities for students to work in groups, sharing their results with other groups, but making sure students have the opportunity to demonstrate and record independent evidence. FSC field teachers will also play a monitoring role, ensuring that safety guidelines are followed and that students are working within accepted practices.
Biomass and Trophic Levels The focus of this session will be to collect numerical data to quantify the efficiency of transfer of biomass and energy between trophic levels. This data will be used to introduce ideas about how human activities can influence the efficiency of biomass transfer. Students will also investigate the functioning of the 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. Be able to carry out appropriate mathematical (handling, computational and graphical) techniques on fieldwork data. Gain an understanding of the interactions that take place within an ecosystem and how those interactions play a role in ensuring the stability of ecosystems. Show their understanding of the processes by which biomass transfers take place between trophic levels and of the relative efficiencies in different situations. Start to make synoptic links to other parts of the specification. Develop an appreciation of the impact of human activities on the efficiency of biomass transfer. Understand the relevance of these topics to a wider understanding of global issues. Understand how the study of ecology links to ideas of personal lifestyle choices and wider environmental sustainability. Formative assessment of this part of the course will comprise 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 them to develop and refine their practical methods and procedures. Students will investigate how biomass transfers through an ecosystem. They will develop their understanding of key ecological concepts including carrying capacity and predator-prey relationships. They will begin to work independently, deciding which factors to measure and justifying their choices of sampling strategies. Building on the skills, knowledge and understanding gained so far in the course, students will have taken much of the responsibility for the design of the fieldwork for the session. To achieve this FSC field teachers will use a range of techniques to encourage students and help them to collectively agree on an appropriate strategy for the session. Yorkshire Dales surrounding FSC Malham Tarn. The Tarn is one of only eight upland alkaline lakes in Europe.
Habitat Biodiversity The 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. They will complete the Specified Practical Work: Investigation into biodiversity in a habitat. 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. Be introduced to contrasting habitats. Be able to measure species richness and calculate Simpson s index of diversity. Draw suitable graphs and carry out appropriate mathematical analysis of their data. Carry out statistical analysis of their data. Develop an understanding of the differences between species in contrasting habitats and suggest reasons for this. Justify the choice of apparatus and techniques used. Justify the choice of sampling techniques used. Draw conclusions from the data collected and appreciate the limitations of experimental data. Interpret the significance of the calculated value of Simpson s Diversity Index. Be able to apply their understanding of the habitats studied to novel habitats and ecosystems. Justify the amount of data collected. FSC 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. arrangements for the specified practical work will ensure teachers have the opportunity to assess their students against the CPAC. During the field course so far 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 in to order to achieve a pass in the practical endorsement. Students 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. FSC 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. The Pembrokeshire coast near FSC Orielton - many Centres lie within or near to one of the 15 UK National Parks.
Advanced Field Surveying The 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. Describe a relevant method of capture needed for the species or family studied. Give reasons for the ethical constraints of mammal or insect surveying. Discuss niche adaptations and basic behaviours of the mammals or insects studied. Explain the principles behind the Lincoln index and concepts of population sizes. Explain the significance of variation within a species to changing habitat conditions. 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. All 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. FSC 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. Small mammal trapping a highlight of many courses. The data we collect gives important information about fluctuations in mammal populations.
Data Analysis and Maths Workshop This session will build students knowledge of the mathematical skills included in Energy For Life and Continuity Of Life. There will be opportunities to develop depth in students understanding of the t-test or Spearman s rank or provide further practice for students who need to consolidate their learning of the basics. Depending on the group s needs this session will provide an opportunity for students to really get to grips with statistical investigations, or provide a workshop to ensure that any gaps in students knowledge or understanding is filled. Select the relevant statistical test when presented with a data set. Identify the rules associated with a test relating to the number of samples required. Calculate and interpret the result of a statistical test. Suggest limitations to a given investigation. Develop specific skills such as using ratios, fractions and percentages, making estimates of results and using scatter diagrams. Suggest improvements for future investigations. Consolidate their understanding of the principles of sampling as applied to scientific data. Formative and summative assessment will be used in this session, with the goal of ensuring students can apply their knowledge to solving real-world problems and using statistical reasoning, throughout the stages of an investigation. Sample Materials (SAMs) will also be used to ensure that students can apply their knowledge to discrete sections of a pre-formed statistical investigation or provided data set. This session aims to allow for re-enforcement of the principles learnt relating to statistical investigations. Students will consider the four stages of an investigation (1) Posing the question(s) (II) Collecting the data (III) Analysing the data (IV) Interpreting the results. They will be provided with data sets from a range of investigations, which will be used as a basis to reinforce learning and ensure individual students have a complete understanding of the three required statistical tests. This will depend on the nature of the workshop. An in-depth focus on the background of statistical investigations will be facilitated in an exploratory way, enabling students to question, build thought experiments, use peer explanation and write mark schemes for selected SAMs. For students who are in need of some targeted intervention to ensure the basics are consolidated, FSC field teachers will use a range of techniques from instruction, modelling and demonstrations. Woodland surrounding FSC Juniper Hall in Surrey this county has the highest proportion of woodland in the UK, at 20%.
Exam Skills Workshop The main focus for this session is to ensure students have the confidence and abilities to feel as relaxed as possible in an exam situation, while answering ecology-based questions. They will have opportunities to practise and refine their knowledge and techniques, while learning some strategies to take away for revision time. Students will have opportunities to become comfortable with a range of exam questions on practical, mathematical and knowledge-based areas of ecology, biodiversity and ecosystems. Identify the key ecological principles which are fundamental in answering exam questions. Understand that the principles that they have learned are transferable between different ecosystems. Attempt a variety of question types based on different areas of the ecology specification and practicals. Assess their answer in relation to the mark scheme and develop their answer after reading exemplar materials. Identify the areas of exam technique where they will need additional support. Transfer the skills they have learned to other areas of biology and to other subjects. Recognise the barriers to improving their achievement and what they can do to overcome these. After answering an exam question, students will be provided with a mark scheme or exemplars from which they can assess the level that they are working at and improve on their answers. There are opportunities for self and peer assessment, constructing mark schemes within groups, improving answers on a carousel, correcting draft work and devising exam questions. FSC field teachers will help students to recognise the key ecological principles which will form the basis of exam answers no matter what context they are set in. Students will then have the opportunity to answer past exam questions and get expert feedback on their responses. We will highlight the ways in which the principles covered at one learning location are transferable to other ecosystems. FSC field teachers will provide structured guidance including time-saving techniques on how students can improve their answers to gain higher marks to different types of questions. Through a range of co-operative teaching techniques, such as collaborative group work, modelling answers, peer and teacher feedback and immersive mini-mock exams, students will work to produce answers to part and full exam questions. Wake Valley Pond near FSC Epping Forest is home to Bladderwort - a carnivorous plant that preys on microscopic zooplankton.
Succession An initial study will be made of an example of primary or secondary succession which demonstrates the key characteristics of increasing cover, diversity and stability as we move from pioneer to climax communities and ties these changes in with increasing soil depth and fertility. The diversity of the latter stage of this exemplar system will be compared to that of three sites which are the result of deflected succession, habitats managed for conservation (e.g. flower rich meadow), recreation (e.g. golf course) and agriculture (e.g. moderately or heavily grazed pasture). Use correct ecological terminology to describe the basic pattern of changes resulting from successional processes. Know examples of a range of habitats which are the result of deflected succession. Use Simpson s Diversity Index to describe the biodiversity of the sites investigated and be able to contrast the biodiversity of these sites with more natural examples of climax communities. Be able to apply the mathematical skills they have learnt to novel situations. Be taking principles learnt in this session and applying them to global considerations of the possible consequences of a loss of, for example, biodiversity, destruction of habitats, loss of pollinators and reduction in soil fertility. arrangements for this practical will ensure teachers have the opportunity to assess their students against the Common Practical 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 achieve a pass. This session will refer to and build on ideas covered earlier in the course and deal with ecological concepts at an ecosystem level. Students will explore successional processes in a natural system including primary and secondary succession, pioneers, sere and climax community. Links will be made to current environmental issues such as loss of biodiversity, habitat destruction, loss of pollinators and lessening of soil fertility. The teaching approach will be varied to match the learning styles of individual students and allow them to assess their own progression. They will be assisted in this process by experienced FSC field teachers who can also help them to make links to present and future concerns about issues (such as loss of biodiversity, habitat destruction, sustainability or climate change) and the lifestyle choices that people make. Studying sand dune succession in North Wales ecology comes to life as students see real changes in stunning locations.
Continuous Variation Students will be immersed in a selection of local habitats that will enable them to explore the concept of variation and improve their identification of a range of species. They will conduct a series of mini-investigations into the adaptations of plants to environmental factors such as temperature, light and water. Adaptation and selection pressures will also be considered in relation to the process of evolution. Become familiar with the hierarchy of taxonomic ranks and the structure of phylogenetic classification systems. Learn about ways of describing mathematically the variation in a set of measurements using averages (mean, median and mode) and standard deviations. Choose appropriate averages for summarising different types of data. Be able to explain the relative merits of summarising the spread of data using range, interquartile range or standard deviation. Evaluate the relative merits of different types of classification systems. Formative assessment of this part of the course, will comprise a rich mixture of extended opportunities for students to construct scientific meanings fully and accurately. They will work in both theoretical and practical contexts, applying their knowledge and understanding of scientific processes and ideas. Students may use assessment proformas to match learning to goals and explain their understanding and competencies of the enquiry process, their practical ecology skills and manipulation of messy real-world data sets. Students will investigate a number of local habitats to introduce ideas about variation and identification. They will examine some of the adaptations that plants show which allow them to cope with environmental stresses such as lack of water, water-logging and differences in light levels. Variation in these plants will be summarised mathematically using averages and standard deviations. As well as looking at environmental variation, genetic variation may be highlighted using models such as the banded snail. The teaching approach will be varied to match the learning styles of individual students and allow them to assess their own progression. They will be assisted in this process by experienced FSC field teachers who can also help them to make links to present and future concerns about issues (such as loss of biodiversity, habitat destruction, sustainability or climate change) and the lifestyle choices that people make. Two colour forms of the banded snail subject of classic studies linking phenotype to habitat.