Bridging Project - Fearnhill School · A Level Biology Bridging Project OCR Biology A (H420) Exams...
Transcript of Bridging Project - Fearnhill School · A Level Biology Bridging Project OCR Biology A (H420) Exams...
2019
Bridging Project Subject: Biology
Student Name:
A Level Biology Bridging Project
OCR Biology A (H420) Exams
Paper 1: Biological processes (01) assesses content from modules 1,2,3 and 5.
100 marks - 2 hour 15 minutes - 37% of total A level
Paper 2: Biological diversity (02) assesses content from modules 1,2,4 and 6.
100 marks - 2 hour 15 minutes - 37% of total A level
Paper 3: Unified biology (02) assesses content from all modules (1-6).
70 marks - 1hour 30 minutes - 26% of total A level
Practical Endorsement
Practical endorsement in biology is achieved by successfully completing a series of practicals over the two years of the course.
You will be provided with a practical endorsement folder. You will record all practicals in this folder and each one will be marked and skills recorded by the teacher.
All written assessments are at the end of the two year course. Paper 3 will focus on practicals you have carried out over the two years.
Outline of Modules
Module 1 – Development of practical skills in biology (taught in combination with modules 2-5)
Module 2 – Foundation in biology
Module 3 – Exchange and transport
Module 4 – Biodiversity, evolution and disease
Module 5 – Communication, homeostasis and energy
Module 6 – Genetics, evolution and ecosystems
What are the main differences between GCSE and AS biology?
Although there is much overlap in topics and terms, there is quite a lot of new
material that you won’t have met before. Also, you need to go into more detail
regarding the topics you are already familiar with and your level of thinking and
explaining has to be deeper.
New material
There will be many more facts and unfamiliar terms to learn and recall in exams than
there were at GCSE. Examples of new areas include the structure of cell
membranes, the immune response and how the heart functions. Don’t be put off by
all the complex terms you will start to come across, they are important for scientists
to communicate precisely what they mean, and as you’re a Level course progresses
you will become more comfortable and confident with using them.
Detail
You must be prepared to go into a topic or subtopic in much more detail than at
GCSE. This sometimes means using specific examples of what you know in general
(e.g. named examples of types of body tissues). It might involve describing
something in much more detail than before (e.g. exactly how your heart beats and
how this is controlled). Another good example is mitosis – if you can’t remember
what it is, have a quick look at your GCSE notes! For biology you need to name and
explain what happens in each stage of mitosis and show an understanding of why
these things happen. This brings us on to …
Thinking and explaining
As well as going into more detail and giving examples wherever you can, you need
to justify your statements and apply your knowledge and skills to unfamiliar
examples. Justifying what you are saying in A Level biology often involves relating
structure to function, i.e. explaining why something looks the way it does or why a
particular structure allows it to function. For example, knowing the detailed structure
of the cell membrane allows you to explain its many functions. Now you can apply
this knowledge to discuss how an unfamiliar medical drug might work by changing
the structure of the membrane.
How to achieve at A level
A different approach to your studies is needed at A Level compared to GCSE
science. We’ve already explained that there is much more detail at A level so you will
need to work hard in lessons and out of lessons in order to fully grasp the topics.
You are expected to do an hour in private study for every hour you spend in the
classroom. This is on top of your self-study!
At A Level you need to structure your own personal study. You need to organise
yourself! Get yourself a diary, one with plenty of room for writing. Remember you will
have 3 different subjects to stay on top of: reading, writing up notes, exam dates,
practical dates, homework, revision and so on.
Time Management
Plan your time. Look carefully at when your biology classes are timetabled and plan
appropriate times around these that you can write up your class notes and complete
homework. Too often, students come to classes having not looked at a topic since
the previous week. Try to plan a short session to look over work before the next
lesson. If you develop this habit you will find the topic being discussed in the lesson
makes much more sense.
Independent Study
Re-reading your class notes or hand outs as soon after the lesson as possible.
Highlighting the key points and any areas you did not understand fully (and asking for help on these)
Reading the relevant section in the textbook and other resources (see the Resources section of this guide)
Re-writing your notes, include relevant diagrams, keywords and definitions and information that you have found in the other resources.
Attempting some questions to see how much you really understand.
Remember, A levels in science are considerably harder than GCSE. We expect a much
greater commitment from you in order to be successful. It should go without saying that self-
study is always completed, on time and to the best of your ability. If you don’t understand
something in your self-study then you should look it up or ask your teacher for help. Your
teacher will also ask to see your class notes on a regular basis.
Students who succeed in their A Level courses are those who developed a routine
way of working in their own time so that they were able to add to and enhance their
learning. This is independent learning and it makes a real difference.
What you need:
Pen
Pencil
30mm Ruler
Rubber
Sharpener
Scientific Calculator
Leaver Arch File for notes
Dividers
What you will get:
A4 Binder for Practical Endorsement
Dividers
File Paper
Graph Paper
Practical Equipment
CGP Biology Year 1 Textbook
Revision Guides
In September you will also be given the opportunity to purchase a Biology (Year 1+2)
Revision Guide for the cost price of £9.00.
Bridging Projects
Please complete all questions on the bridging project. You can answer the questions
on file paper or on the bridging project itself.
You must bring your completed bridging project along to your first biology lesson in
September.
Incomplete or late bridging projects will receive a sanction.
I’m looking forward to seeing you all in September.
Miss Wilson
Head of Science and Technology
Scientific and Investigative Skills
As part of your A level you will complete a practical assessment. This will require you to carry out a series of practical
activities as well as planning how to do them, analysing the results and evaluating the methods. This will require you to: use
appropriate apparatus to record a range of quantitative measurements (to include mass, time, volume, temperature, length
and pH), use appropriate instrumentation to record quantitative measurements, such as a colorimeter or photometer, use
laboratory glassware apparatus for a variety of experimental techniques to include serial dilutions, use of light microscope
at high power and low power, including use of a graticule, produce scientific drawing from observation with annotations,
use qualitative reagents to identify biological molecules, separate biological compounds using thin layer/paper
chromatography or electrophoresis, safely and ethically use organisms, use microbiological aseptic techniques, including
the use of agar plates and broth, safely use instruments for dissection of an animal organ, or plant organ, use sampling
techniques in fieldwork.
Task:
Produce a glossary for the following key words:
accuracy, anomaly, calibration, causal link, chance, confounding variable, control experiment, control group, control
variable, correlation, dependent variable, errors, evidence, fair test, hypothesis, independent, null hypothesis, precision,
probability, protocol, random distribution, random error, raw data, reliability, systematic error, true value, validity, zero
error,
Cells
The cell is a unifying concept in biology, you will come across it many times during your two years of A level study.
Prokaryotic and eukaryotic cells can be distinguished on the basis of their structure and ultrastructure. In complex
multicellular organisms cells are organised into tissues, tissues into organs and organs into systems. During the cell cycle
genetic information is copied and passed to daughter cells. Daughter cells formed during mitosis have identical copies of
genes while cells formed during meiosis are not genetically identical
Read the information on these websites (you could make more Cornell notes if you wish):
http://www.s-cool.co.uk/a-level/biology/cells-and-organelles
http://www.bbc.co.uk/education/guides/zvjycdm/revision
And take a look at these videos:
https://www.youtube.com/watch?v=gcTuQpuJyD8
https://www.youtube.com/watch?v=L0k-enzoeOM
https://www.youtube.com/watch?v=qCLmR9-YY7o
Task:
Produce a one page revision guide to share with your class in September summarising one of the following topics: Cells
and Cell Ultrastructure, Prokaryotes and Eukaryotes, or Mitosis and Meiosis.
Whichever topic you choose, your revision guide should include:
Key words and definitions
Clearly labelled diagrams
Short explanations of key ideas or processes.
A level Biology will use your knowledge from GCSE and build on this to help you understand new and more demanding
ideas. Complete the following tasks to make sure your knowledge is up to date and you are ready to start studying:
Biological Molecules
Biological molecules are often polymers and are based on a small number of chemical elements. In living organisms
carbohydrates, proteins, lipids, inorganic ions and water all have important roles and functions related to their properties.
DNA determines the structure of proteins, including enzymes. Enzymes catalyse the reactions that determine structures
and functions from cellular to whole-organism level. Enzymes are proteins with a mechanism of action and other
properties determined by their tertiary structure. ATP provides the immediate source of energy for biological processes.
Read the information on these websites (you could make more Cornell notes if you wish):
http://www.s-cool.co.uk/a-level/biology/biological-molecules-and-enzymes
http://www.bbc.co.uk/education/guides/zb739j6/revision
And take a look at these videos:
https://www.youtube.com/watch?v=H8WJ2KENlK0
http://ed.ted.com/lessons/activation-energy-kickstarting-chemical-reactions-vance-kite
Task:
Krabbe disease occurs when a person doesn’t have a certain enzyme in their body. The disease effects the nervous
system. Write a letter to a GP or a sufferer to explain what an enzyme is.
Your poster should:
Describe the structure of an enzyme
Explain what enzymes do inside the body
Energy for Biological Processes
In cellular respiration, glycolysis takes place in the cytoplasm and the remaining steps in the mitochondria. ATP synthesis is
associated with the electron transfer chain in the membranes of mitochondria and chloroplasts in photosynthesis energy is
transferred to ATP in the light- dependent stage and the ATP is utilised during synthesis in the light-independent stage.
Read the information on these websites (you could make more Cornell notes if you wish):
http://www.bbc.co.uk/education/guides/zcxrd2p/revision
http://www.s-cool.co.uk/a-level/biology/respiration
And take a look at these videos:
https://www.youtube.com/watch?v=00jbG_cfGuQ
https://www.youtube.com/watch?v=2f7YwCtHcgk
Task:
Produce an A3 annotated information poster that illustrates the process of cellular respiration and summarises the key
points.
Your poster should include:
Both text and images
Be visually stimulating
Key words and definitions
Clearly labelled diagrams
Short explanations of key ideas or processes.
Baseline Assessment
The following 40 minute test is designed to test your recall, analysis and evaluative skills and
knowledge. Remember to use your exam technique: look at the command words and the number of marks each
question is worth.
1. a) What are the four base pairs found in DNA? …………………………………………………………………………………………………… (2) b) What does DNA code for? …………………………………………………………………………………………………… (1) c) Which organelle in a cell carries out this function? …………………………………………………………………………………………………… (1) 2. a) What theory did Charles Darwin propose? …………………………………………………………………………………………………… (1) b) Why did many people not believe Darwin at the time? …………………………………………………………………………………………………… (1) c) Describe how fossils are formed. …………………………………………………………………………………………………… ……………………………………………………………………………………………………
……………………………………………………………………………………………… (3) d) The fossil record shows us that there have been some species that have formed and some that have become extinct. i) What is meant by the term ‘species’? ………………………………………………………………………………………………… (2) ii) Describe how a new species may arise: ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
(3)
3. Ecologists regularly study habitats to measure the species present and the
effect of any changes.
One team of ecologists investigated the habitat shown in the picture below:
a) Define the following keywords:
i) Population
………………………………………………………………………………………………
ii) Community
………………………………………………………………………………………………
(2)
b) Give an example of one biotic factor and one abiotic factor that would be
present in this habitat
Biotic:
……………………………………………………………………………………………
Abiotic:
……………………………………………………………………………………………
(2)
c) Describe how the ecologists would go about measuring the species present
between the coast and the inland.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
(6)
4. Every living organism is made of cells.
a) Label the following parts of the animal cell:
2 ………………………………………………………………………………………………
5 ……..…………………………………………………………………………………………
8 ………………………………………………………………………………………………
(3)
b) Describe how is the structure of the cell membrane related to its function?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
(3)
5. A medical research team investigated how quickly the body deals with glucose after a
meal. They studied the blood glucose concentration of people who exercised versus those
who did not.
Here are their results:
a) What organ in the body regulates blood glucose concentration?
………………………………………………………………………………………………
(1)
b) Explain how the stages that would bring about a return to normal blood glucose
concentrations.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
………………………………………………………………………………………………………………… (4) c) Name one variable the researchers will have controlled.
………………………………………………………………………………………………………………… (1)
d) The researchers made the following conclusion:
“Blood glucose returns to normal values for all people after 4 hours”
To what extent do you agree with this conclusion.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
………………………………………………………………………………………………………………… (3)
6. Scientists need to be able to interpret data in graphs to decide if there are trends in the
results.
For each graph bellow, describe the trend.
………………………… ……………………… ……………… ……………….(4)