SNAB Topic 4 Teaching scheme

Topic 4 Biodiversity and natural resources

This teaching scheme is divided into three parts. Introduction. Road map: a suggested route through Topic 4. Guidance notes for teachers and lecturers. These include a commentary running in parallel ith the student !oo"# ith hints and tips on teaching and references to the associated activities. There are more detailed notes about individual activities in the teacher/lecturer sheets accompanying most activities.

Introduction
The Road map starting on page $ is a suggested route through Topic 4. The learning outcomes are num!ered as in the specification. There is an AS summary chart the end of the guidance notes. This sho s are introduced and revisited in later topics. here concepts

If t o teachers%lecturers are sharing a group# the first could start at the !eginning ith the second starting at Session &$ and or"ing through the remainder of the topic in order. Three core practicals are close together in the Topic# and so consider the timings of these activities. The activity on sic" plants could !e set up earlier in the topic so there is sufficient time for the plants to gro . It is assumed that each session is appro'imately an hour in length. There are more activities than can !e done in the time availa!le in most centres# so select a !alanced collection according to your and your students( interests# and the time and resources availa!le. Some activities are la!elled )*ore(. *ore activities contain e'perimental techni+ues included in the specification# and may appear in +uestions on the unit e'am for this topic. These learning outcomes are in bold in the specification# and in the Read map !elo . They are underlined in the Guidance notes !elo . In the Road map# activities are in italics if there is an additional activity covering the same material more directly. *hoose hich activities students complete# and su!stitute activities hen appropriate. The *ore practicals# and any other practicals completed !y students# can !e used to assess practical !iological s"ills as part of the ,nit - course or" assessment. There are various activities . particularly the interactive tutorials associated ith some of the activities . hich could !e completed !y students outside of class time. These activities are sho n in the lo er half of each )/ossi!le activities( !o'.

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SNAB Topic 4 Teaching scheme

Road map: a suggested route through Topic 4 Biodiversity and natural resources
Session

Areas to be covered

Possible activities Introductory presentation 6Interactive7 Activity 4.$ 8hat is it9 6A4.4$:7 G*S1 revie 6Interactive7 Activity 4.& The Galapagos Islands 6A4.4&:7 6Interactive7 Introductory discussion of hat is meant !y !iodiversity and the concept of species.
Activity 4.- 1cological niche of a leaf0 cutter !ee 6A4.4-:7

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8hat is a species9 $ The concept of niche &4 ;escri!e the concept of niche and discuss e'amples of adaptation of organisms to their environment 6!ehavioural# physiological and anatomical7. Adaptations &4 ;escri!e the concept of niche and discuss e'amples of adaptation of organisms to their environment 6!ehavioural# physiological and anatomical7. Adaptations &4 ;escri!e the concept of niche and discuss e'amples of adaptation of organisms to their environment 6!ehavioural# physiological and anatomical7. Natural selection and evolution = &< ;escri!e ho natural selection can lead to adaptation and evolution. 8hat is !iodiversity9

Activity 4.4 8ell !ehaved !eetles

6A4.44:7 6/ractical7

Activity 4.< Adaptations 6A4.4<:7

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*hec"point +uestion 4.&

Activity 4.= Natural selection in action

6A4.4=:7 6/ractical7
*hec"point +uestion 4.$ Activity 4.> 8hat is !iodiversity9 6A4.4>:7

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&- 1'plain the terms !iodiversity and endemism and descri!e ho !iodiversity can !e measured# ithin a ha!itat using species richness# and Activity 4.5 The ne't !ug thing ithin a species using genetic 6A4.45:7 diversity# eg variety of alleles in a gene pool. *lassification
Activity 4.? Being ;ar in 6A4.4?:7 $

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SNAB Topic 4 Teaching scheme

Session

Areas to be covered &= ;iscuss the process and importance of critical evaluation of ne data !y the scientific community# hich leads to ne ta'onomic groupings 6ie three domains !ased on molecular phylogeny7. *lassification &= ;iscuss the process and importance of critical evaluation of ne data !y the scientific community# hich leads to ne ta'onomic groupings 6ie three domains !ased on molecular phylogeny7. @easuring !iodiversity &- 1'plain the terms !iodiversity and endemism and descri!e ho !iodiversity can !e measured# ithin a ha!itat using species richness# and ithin a species using genetic diversity# eg variety of alleles in a gene pool. @easuring genetic diversity &- 1'plain the terms !iodiversity and endemism and descri!e ho !iodiversity can !e measured# ithin a ha!itat using species richness# and ithin a species using genetic diversity# eg variety of alleles in a gene pool. Structure of plant cells

Possible activities

Activity 4.&4 Ne 6A4.&4:7

ideas in !iology

*hec"point +uestion 4.-

Activity 4.&& 1'ploring !iodiversity 6A4.&&:7

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Activity 4.&$ NatterAac" toads and genetic diversity 6A4.&$:7

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Activity 4.&- /lant and animal cells 6A4.&-:7 6Interactive7

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$ *ompare the ultrastructure of plant cells 6cell all# chloroplasts# amyloplasts# vacuole# tonoplast# plasmodesmata# pits and middle lamella7 ith that of animal cells. Structure and function of starch and cellulose - *ompare the structure and function of the polysaccharides starch and cellulose including the role of hydrogen !onds !et een B0 glucose molecules in the formation of cellulose microfi!rils.

Activity 4.&4 *ellulose structure 6A4.&4:7 6Interactive7

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*hec"point +uestion 4.<

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SNAB Topic 4 Teaching scheme

Session

Areas to be covered Structure and location of specialised cells ithin the plant stem < *ompare the structures# position in the stem and function of sclerenchyma fi!res 6support7 and 'ylem vessels 6support and transport of ater and mineral ions7. > Identify sclerenchyma fi!res and 'ylem vessels as seen through a light microscope. @ovement of ater and minerals through the 'ylem 4 1'plain ho the arrangement of cellulose microfi!rils in plant cell alls and secondary thic"ening contri!ute to the physical properties of plant fi!res# hich can !e e'ploited !y humans. ? 1'plain the importance of ater and inorganic ions 6nitrate# calcium ions and magnesium ions7 to plants. @ineral deficiency

Possible activities Activity 4.&< :oo"ing at plant stems 6A4.&<:7 6/ractical7

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Activity 4.&= 8ater transport in plants 6A4.&=:7 6Interactive7

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Activity 4#$% Sic& plants '(ore) 'A4#$%*) 'Practical) Note that this ill need to !e set up earlier in the lesson se+uence if plants are going to have time to gro . Activity 4#$+ ,-traction o" "ibres "rom plants '(ore) 'A4#$+*) 'Practical)

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&4 escribe ho! to investigate plant mineral de"iciencies practically. Strength testing of plant fi!res 5 escribe ho! to determine the tensile strength o" plant "ibres practically. 4 1'plain ho the arrangement of cellulose microfi!rils in plant cell alls and secondary thic"ening contri!ute to the physical properties of plant fi!res# hich can !e e'ploited !y humans. Anti!acterial properties of plants

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Activity 4#$. /hy do they put mint in toothpaste0 /ould garlic && escribe ho! to investigate the be better0 '(ore) 'A4#$.*) antimicrobial properties o" plants. 'Practical) ;rug testing

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SNAB Topic 4 Teaching scheme

Session

Areas to be covered &$ *ompare historic drug testing ith contemporary drug testing protocols# eg 8illiam 8ithering(s digitalis soupC dou!le !lind trialsC place!oC three0phased testing. ,ses of seed0stored starch

Possible activities Activity 4.$4 Testing a ne drug 6A4.$4:7

Activity 4.$& Superheating starch 6A4.$&:7 6/ractical7 Activity 4.$$ Is your lifestyle sustaina!le9 6A4.$$:7

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= ;escri!e ho the uses of plant fi!res and starch may contri!ute to sustaina!ility# eg plant0!ased products to replace oil0!ased plastics. The role of Doos &> ;iscuss and evaluate the methods used !y Doos and seed!an"s in the conservation of endangered species and their genetic diversity 6eg scientific research# captive !reeding programmes# reintroduction programmes and education7. The role of Doos &> ;iscuss and evaluate the methods used !y Doos and seed!an"s in the conservation of endangered species and their genetic diversity 6eg scientific research# captive !reeding programmes# reintroduction programmes and education7. Seed!an"s &> ;iscuss and evaluate the methods used !y Doos and seed!an"s in the conservation of endangered species and their genetic diversity 6eg scientific research# captive !reeding programmes# reintroduction programmes and education7.

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Activity 4.$- Animal dating agency 6A4.$-:7

Activity 4.$4 /utting them !ac" 6A4.$4:7

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*hec"point +uestion 4.>

Activity 4.$< Seed!an"s 6A4.$<:7

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SNAB Topic 4 Teaching scheme

1uidance notes "or teachers and lecturers

Introduction and 1(S, revie!
The story of the !raDil nut tree and the interdependence of highly adapted species for survival introduces this topic. This story introduces !iodiversity# adaptation# and evolution !y natural selection. The topic is divided into three parts. The first part considers !iodiversity# adaptation and natural selection. The second part continues ith a thread lin"ed to adaptation of plants to overcome the pro!lems associated ith !eing mostly stuc" in one place. They have strategies to overcome the pro!lems they face and produce an array of structural and chemical products to help# hich e humans then ma"e use of. The final part loo"s at the role of Doos and seed!an"s in conservation of !iodiversity. @any students vie plants as less interesting than animals# and not very relevant to their lives. The middle section of the topic aims to dispel this notion. The student !oo" refers to the initial G*S1 revie and G*S1 revie test. These cover a ide range of !asic !iology related to the topic. *entres must select hich activities students underta"e. The suggested route through the topic gives one selection of activitiesC additional activities can !e used. All the activities availa!le ithin the SNAB resources are descri!ed in the follo ing notes. Any suita!le alternative can !e su!stituted for an activity provided# or used in addition to support learning. The interactive introduction could provides an overvie of the topic and includes the BraDil nut story . 1ither Activity 4.& or 4.$ could !e could also introduce the topic. Alternatively# after introducing the BraDil nut story# you could move directly on to the start of section 4.& and the concept of species. Activities 4.& and 4.$ could !e used later in the topic or at the end for revision. Activity 4.1 The Galapagos Islands (A4.01L) This interactive tutorial uses the !iodiversity of the Galapagos Islands to get students thin"ing a!out factors that affect animal and plant life# their adaptations for survival# evolution# and the conservation of species and ha!itats. Activity 4.2 What is it? (A4.02L) This activity provides an alternative start to the topic# in this case using a single species as a short introduction to some areas covered later in the topic# such as adaptation and classification. It can also !e used to highlight the need for detailed information a!out species# their lifestyles and ha!itats if conservation is to !e successfulC this lin"s ith the role of Doos in research.

4#$ /hy are there so many di""erent species0

The section starts !y presenting some data on the num!er of species hich have !een descri!ed and named. Biodiversity is dealt ith in more detail later in the topic# hen the +uantification of !iodiversity is considered. If students are going to study !iodiversity and ans er the +uestion posed in the title of the section# they need to !e familiar ith the concept of )a species(. This idea is covered in a Eey !iological principle !o'. F4.& can !e used to confirm understanding. Species occupy di""erent niche The te't goes on to introduce the concept of a niche# and the idea that organisms are adapted so as to e'ploit their o n particular niche. The student !oo" and associated activities provide e'amples of !ehavioural# physiological and anatomical adaptation of organisms to their environment.
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SNAB Topic 4 Teaching scheme

Activity 4.3 cological niche o! a lea!"c#tte$ %ee (A4.03L) Students interpret photos of leaves cut !y leaf0cutter !ees to decide ho e'ploiting their niche.

they may !e

Activity 4.4 Well %ehaved %eetles (A4.04L) In this activity students can investigate the !ehavioural adaptation of seed !eetles. Activity 4.& Adaptations (A4.0&L) This paper0!ased activity presents a range of adaptations and as"s +uestions a!out their value to the organisms. Allternatively a circus of !iological specimens could !e provided. F4.> re+uires students to lin" !ac" to the BraDil nut tree organisms and consider their adaptations. There are some ans ers at the !ac" of the student !oo" !ut alternatives are possi!le. *hec"point +uestion 4.& re+uires students to consider adaptation in plantsC a ide range of ans ers is possi!le . some e'amples are given in the chec"point ans ers.

4#2 3o! did organisms become so !ell adapted0

The section opens ith a lin" !ac" to the BraDil nut story. It then uses resistance to insecticide shampoo !y head lice to illustrate evolution !y natural selection. Activity 4.0' (at#$al selection in action (A4.0'L) The student sheet suggests three possi!le approaches to aid understanding evolution !y natural selection. The card sort lin"ed to the head lice e'ample in the student !oo" could !e used for revision at the start if students have already met this e'ample at G*S1# or to assess learning after completing one of the other tas"s. The other activities on the student sheet have a more practical approach. In the first# the student provides the selection pressure !y acting as a predator on a prey population ith different phenotypes. In the second# garden !irds are presented ith pastry maggots ith different colour phenotypes. The teacher%lecturer notes also include a supplementary student sheet for use ith Ne !yte 1ducational Soft are(s Natural Selection Frogs soft are. Students may comment hen ans ering F4.&4 that it is odd that the parts of Gigure 4.&and the statements are in the correct order# giving an ans er of A&# B$# *-# etc. It as a deli!erate decision to leave the art or" in the correct se+uence. *hec"point +uestion 4.$ re+uires students to summarise the "ey ideas a!out evolution !y natural selection. The student !oo" discusses adapta!ility and introduces the ideas of genetic diversity. This lin"s to the ne't section. Note that the core Activity 4.&> )Sic" plants( needs to !e set up early in the topic if the plants are going to have sufficient time to gro . It ta"es at least t o ee"s for signs of mineral deficiency to !e visi!le.

4#4 5uanti"ying biodiversity

/hat is biodiversity0 Before loo"ing in detail at ho to measure !iodiversity# this section first considers the meaning of the term !iodiversity. Students need to !e a!le to e'plain the term !iodiversity and ho it is measured. Activity 4.) What is %iodive$sity? (A4.0)L) Students consider the different meanings of the term !iodiversityC the activity lin"s to the Natural History @useum e!site# hich has several different definitions. The num!er of different species is the most common usage of the term !iodiversity. The idea of the
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SNAB Topic 4 Teaching scheme e'istence of large num!ers of species is also included in the activity. See the e!lin"saccompanying this activity. Activity 4.* The ne+t %#g thing (A4.0*L) This includes an article for students to read a!out !iodiversity research. ,sing !eetles and ta'onomy research at the Natural History @useum it illustrates the scale of organism diversity. It is a long article# so gives students practice for the A$ assessment activity in hich they read an e'tended piece of scientific riting. IThis activity ould pro!a!ly !e a home or" assignment. 8hen studying !iodiversity# !iologists need to !e a!le to identify# name and classify organisms they o!serve. There is no specification statement related to naming of organisms# !ut !oth are considered in the student !oo" to support the use of !inomial names here and throughout the course. The rules for naming organisms are descri!ed in the student !oo"# there are +uestions on naming organisms in Activity 4.?. Students could or" out the features of the follo ing !utterfly fish from their !inomial names. Chaetodon quadrimaculatus . four spot !utterfly fish Chaetodon unimaculatus . one spot !utterfly fish Chaetodon ornatissimus ornate !utterfly fish Chaetodon lineolatus lined !utterfly fish Chaetodon tinkeri Tin"er(s !utterfly fish Chaetodon nippon Iapanese !utterfly fish There are lots more e'amples of !utterfly fish on the fish!ase e!site fish. See the general e!lin"s for Topic <. ith photos of each

The use of "eys for identification of organisms is not a learning outcome in the specification. There is a dichotomous "ey in ithin a );id you "no 9( !o'. The Gield Studies *ouncil produces a some e'cellent laminated paper0!ased "eys hich could !e useful hen completing Topic <. The student !oo" illustrates the hierarchical system of classification# using the !utterfly fish as a starting point and or"ing up through the classification system. Students do not have to learn the classification of coral reef fishJ The material in the student !oo" is meant to illustrate the principle of ta'onomy as the underpinning of learning outcome &= );iscuss the process and importance of critical evaluation of ne data !y the scientific community# hich leads to ne ta'onomic groupings 6ie three domains !ased on molecular phylogeny7(. The archer !utterfly fish in Gigure 4.&? is also called the eclipse !utterfly fish due to the spot pattern on its side# or Bennett(s !utterfly fish as its !inomial name suggests. The limespot !utterfly fish is also "no n as the teardrop !utterfly fish. Activity 4., -eing .a$/in (A4.0,L) This activity introduces the hierarchy of ta'onomic groupings# and ma"es students realise that the system of classification is not static. They use the student !oo" to e'plore ho the three0domain classification came a!out# and the role of the scientific community in this process. This is also summarised in *hec"point +uestion 4.-. Activity 4.10 (e/ ideas in %iology (A4.10L) This activity uses a range of different e'amples to consider ho ne ideas in science are assessed and tested !y other scientists. The three domains is one of the ideas considered# !ut others are included so that students realise that this process can !e applied in other situations.
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SNAB Topic 4 Teaching scheme The student !oo" refers to genetic diversity# !efore considering ho !iodiversity ithin a ha!itat and genetic diversity ithin species can !e measured. The section on finding the !iodiversity hotspots includes the idea of endemism# hich is re+uired !y the specification . Activity 4.11 +plo$ing %iodive$sity (A4.11L) T o case studies are presented for students to calculate species diversity. It ould !e good if students had the opportunity to collect data in the field to complete a similar e'ercise. Activity 4.12 (atte$0ac1 toads and genetic dive$sity (A4.12L) This activity e'amines ho genetic diversity can !e measured and used in research. As e'plained in the teacher%lecturer notes# the techni+ue uses ;NA fingerprinting. This is not studied until Topic = in the A$ course# so some simple e'planation to introduce the idea is needed.

4#4 6a&ing use o" biodiversity

This section considers ho plants are adapted to cope ith some of the challenges they face through !eing rooted in one spot# and in each case ho e humans have made use of their ingenuity. Big and strong The section opens !y considering hy a plant needs to gro tall . to lift leaves# flo ers and fruit a!ove the competition. The lin" !ac" to the BraDil nut tree is madeC it gro s up to $4 m a!ove the surrounding forest canopy. Kf course not all plants gro tall# This section focuses mainly on trees# to illustrate the principles of plant structure and function related to the need for strong stems and transport up the stem. The first ;id you "no 9 !o' )Reach for the s"y( considers tall !uildings: ho they must !e strong enough to hold up the mass of the !uilding# !ut also !e fle'i!le so as to ithstand horiDontal forces due to inds. These are the same pro!lems that plants have to deal ith. Students could !e as"ed to identify the plant components that perform the same functions as the alls and frame or" of columns and !eams in !uildings. Building tall structures The three things that plants do to !uild tall structures are listed in the student !oo": $ plants produce strong cell alls 2 some plant cells are specialised to !uild columns and tu!es 4 some of the specialised cells are further strengthened !y lignin. These ideas are introduced at the start and then discussed in more detail. Gor students to appreciate ho cells in ood are specialised for their functions# they first need to consider the general structure of plant cells. This is included in a Eey !iological principle !o'. In Activity 4.&- students compare the ultrastructure of plant and animal cells. *hec"point 4.4 also compares plant and animal cell ultrastructure. Activity 4.13 2lant and ani3al cells (A4.13L) The interactive cell is used to recall the structure of animal cells# and to contrast this structure of typical plant cells. ith the

Activity 4.14 4ell#lose st$#ct#$e (A4.14L) This interactive tutorial loo"s at the chemical structure of cellulose. Some students may interpret the simulation as suggesting that the glucose molecule inverts so that the glycosidic !ond can form# ith this implying that the molecule chooses to invert. This is not the caseJ Ho ever# a glycosidic !ond ill only form hen glucose molecules come together in this orientation.
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SNAB Topic 4 Teaching scheme Students need to compare the structures and functions of starch and celluloseC *hec"point +uestion 4.< can !e used for this# ith students revisiting the car!ohydrate tutorial from Topic & if necessary. The function of starch ithin seeds is covered later in the topic. The arrangement of cellulose microfi!rils ithin a matri' of hemicelluloses and pectins to increase the strength of the cell all is descri!ed in the student !oo"# as is the role of plasmodesmata. Tubes "or transport and strength Although all the cells ithin a plant have cellulose0reinforced cell alls# some cells are specialised for support and transport thus ena!ling the plant to gro taller. Activity 4.&< loo"s in detail at the structure of the plant stem. The specification and the materials focus on the structure of the stem. Students do not have to have detailed "no ledge of the structure of the root. Activity 4.1& Loo1ing at plant ste3s (A4.1&L) The activity loo"s at the structure of individual cell types and their arrangement ithin the stem. /repared slides can !e used for this activity# and any dicotyledonous plant stem that clearly sho s the classical arrangement of the vascular !undles is suita!le. The dissection of !road !eans is an e'tension for the enthusiast. The specification only re+uires the student to descri!e the structure of sclerenchyma fi!res and 'ylem vessels# to "no here these are found in the plant stem# and to !e a!le to identify them as seen through a light microscope. The figure in the student !oo" la!els the other tissues to ena!le the student to locate the 'ylem and sclerenchyma fi!resC the structures of these other tissues are not re+uired. The student !oo" descri!es the role of lignification in 'ylem vessels and goes on to descri!e their role in transport. There is no separate specification point on transpiration. The SA/S e!site has a good or"sheet# )8hat is ood9(# hich presents a method for measuring the e'tent of lignification in different tissues. This or"sheet could !e used at this point if time permits. See the general e!lin"s for Topic 4. Activity 4.&= 8ater transport in plants 6A4.&=:7 This interactive tutorial e'amines the transport of ater up the stem# using a series of animations and associated !iochemistry support. The accompanying or"sheet could !e used after the completion of the tutorial to confirm understanding of the role of 'ylem in transport through the stem. A Eey !iological principle !o' in the student !oo" at this point summarises the importance of ater. Students need to !e a!le to e'plain the importance of ater and inorganic ions to plants. The te't follo ing the !o' is concerned ith ho 'ylem also provides a mass flo system for mineral ions. Students must !e a!le to e'plain the importance to plants of nitrate# calcium and magnesium ions. This is descri!ed in the student !oo". Activity 4.1) 5ic1 plants (A4.1)L) 4o$e p$actical This core practical investigates the effect of plant mineral deficiencies on plants. The first part of the activity sheet uses a case study to introduce plant mineral deficiencies and the role of 'ylem in mineral transport. A photo sho ing plant mineral deficiency is includedC this ill need to !e availa!le in colour# either printed or proAected. It also reinforces "no ledge and understanding of plant anatomy. The second part of the sheet re+uires students to plan and carry out an e'periment to investigate plant mineral deficiency. This activity ill need to !e set up earlier in the se+uence of lessons# if results are to !e availa!le for inspection no . The role of 'ylem and sclerenchyma for support# and their use to humans as plant fi!res# is descri!ed in the student !oo". There is the potential for confusion in the use of the ord
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SNAB Topic 4 Teaching scheme )fi!re(. )Gi!re( is often used as a generic term to descri!e the groups of stiffened cells e'tracted from plants and used in the manufacture of fa!rics# ropes# and so on. In plant !iology# the term refers only to lignified sclerenchyma fi!res hich have a role in stiffening the stem. The impregnation of sclerenchyma fi!res is descri!ed in the student !oo" !efore going on to loo" at the e'traction and use of )fi!res( . in the ider sense of the ord. Activity 4.1* +t$action o! 6!i%$es6 !$o3 plants (A4.1*L) 4o$e p$actical The strength0testing aspect of this activity is a core practicalC students need to !e a!le to descri!e a method of testing fi!re strength. There is no re+uirement for students to ret their o n fi!res. There is no )correct( method that students should !e a are ofC the activity sheet provides guidance for planning an investigation. *hec"point +uestion 4.= is summarises the physical properties of sclerenchyma fi!res and 'ylem. (hemical de"ences against attac& This section of the topic deals ith ho plants use chemical defences against their predators 6that is her!ivores7 and !acteria# and considers ho e then use the chemicals for our o n purposes. This is illustrated using the natural anti!acterial properties of plants. Activity 4.1, Why do they p#t 3int in toothpaste? Wo#ld ga$lic %e %ette$? (A4.1,L) 4o$e p$actical This is a core practical investigating the anti!acterial properties of plants. @any chemicals used !y plants for defence are used !y humans in the manufacture of medicines# cosmetics# toiletries and pesticides. 8e continue to use ild plants and animals as a valua!le resource of chemicals. This idea is returned to later in the topic hen considering the importance of protecting !iodiversity. Activity 4.20 Testing a ne/ d$#g (A4.20L) This activity compares ho drugs ere tested in the &544s ith the methods used today.

Seeds "or survival This section introduces the role of seeds in plants dispersal# and the importance of seeds to the survival of plants. There is no specification point re+uiring students to discuss methods of seed dispersal# !ut students do need to !e a!le to discuss the uses e humans ma"e of the starch reserves that plants contain. So the description of the structure and role of seeds puts this in conte't. There is no specific activity loo"ing at seeds# !ut students could dissect one to see its internal structure. Kr they could loo" at slides revealing the internal structure of one or more species# noting the seed coat# plumule# radicle and food store. The differences !et een dicotyledonous and monocotyledonous seeds should !e noted here. Students could germinate some seeds and dissect them. The germinated seed could then !e tested for the presence of starch as an introduction to the use of the food reserves ithin the seed. Although food is the maAor use of seeds !y humans# the student !oo" provides a range of other uses. The student !oo" considers vegeta!le oilsC although not mentioned in the specification it provides a topical insight into the idea of sustaina!ility. Activity 4.21 5#pe$heating sta$ch (A4.21L) This activity demonstrates the techni+ue for the production of starch0!ased foam used in the pac"ing industry. These uses of starch can !e a starting point for a discussion on the sustaina!le use of resources. The use of starch0!ased products to replace non0!iodegrada!le products is
Salters0Nuffield Advanced Biology# 1de'cel /earson 2 ,niversity of 3or" Science 1ducation Group $445 This sheet may have !een altered from the original.

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SNAB Topic 4 Teaching scheme more sustaina!le. Ho ever# there are still pro!lems ith the use of these alternative productsC the student(s !oo" discusses this issue. @any factors need to !e ta"en into account hen ma"ing decisions a!out resource useC for e'ample# the cost and environmental impact of transporting a !iodegrada!le product may ma"e its use as unsustaina!le as using a non0!iodegrada!le product. Activity 4.22 Is yo#$ li!estyle s#staina%le? (A4.22L) This activity encourages students to thin" a!out sustaina!ility !y focusing on hether their o n lifestyle is sustaina!le.

4#7 8n the brin&

This section returns to the idea of loss of !iodiversity# and as"s hether e should !e concerned a!out the current high e'tinction rate. The student !oo" includes an e'ample of a conservation proAect that aims to protect the golden lion tamarin. The aim of !oth is to reintroduce the !iodiversity conte't and provide an introduction to the rest of the topic. The focus of the remainder of this topic is on the aspects of off0site 6ex situ7 conservation that the golden lion tamarind proAect identifies. The role o" 9oos This section of the topic opens ith a short note on the history of Doos# !efore going on to consider the role of Doos today. In this topic Doos are defined as institutions ith a Doo license 6e'cluding unregulated ventures around the orld7. In the specification there is no learning outcome re+uiring students to discuss the ethical issues surrounding the role of Doos. But students may have strong feelings# and may ish to have a discussion. There is a ;id you "no !o'9 )Fuestioning the role of Doos(# and an associated e'tension. The main roles of Doos considered in this topic are: as centres for scientific research# ith research !eing underta"en !oth in the Doos themselves and during e'peditions to the natural ha!itats of the animals !eing studiedC the aim includes increasing understanding of the lifestyles and re+uirements of species to help in their future conservation as centres for captive !reeding# to maintain num!ers and genetic diversity of endangered species to allo reintroduction of endangered species !ac" to the ild. 1ach of these aspects is dealt ith in turn in the student !oo"# using e'amples of or" !eing underta"en !y the ;ar in 8ildlife *onservation Trust at Iersey Loo. There are t o associated activities. Kne is on the use of stud!oo"s in captive !reedingC the second is on reintroduction programmes. Activity 4.23 Ani3al dating agency (A4.23L) An e'tract from the :emur 1uropean Stud!oo" is included in the student sheet# and students use it to identify genetically valua!le animals for !reeding. Activity 4.24 2#tting the3 %ac1 (A4.24L) This activity e'plores reintroduction programmes for the ruffed lemur and the @auritius "estrel. The t o have had contrasting success: the first has e'perienced difficultiesC the second has !een very effective. The 6illenium Seed ban& The role of seed!an"s in e'0situ conservation of plants is considered in the student !oo" and in the accompanying activity.

Salters0Nuffield Advanced Biology# 1de'cel /earson 2 ,niversity of 3or" Science 1ducation Group $445 This sheet may have !een altered from the original.

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SNAB Topic 4 Teaching scheme Activity 4.2& 5aving seeds (A4.24L) A virtual tour of the @illennium Seed Ban" illustrates methods used in the conservation of endangered plants. The +uestions on the activity sheet can !e completed using the tour and the @SB e!site. Activity 4.2' 4hec1 yo#$ notes Students can use the chec"list of learning outcomes in this activity in their revision.

,nd:o":topic tests
There is an online interactive end0of0topic test. This test is not accessi!le to students unless set !y their teacher%lecturer. The teacher has the option to )flic" a s itch( to ma"e it open access. There is also a paper0!ased test for Topic 4 ith e'amination0style +uestions on the teacher(s and technician(s sites. A mar" scheme is also availa!le on these sites. The +uestions are similar in layout and style to those that are found on e'am papers. Ho ever# the restriction of +uestions to only one topic in each test means that +uestions dra ing on material from different topics are not included.

Salters0Nuffield Advanced Biology# 1de'cel /earson 2 ,niversity of 3or" Science 1ducation Group $445 This sheet may have !een altered from the original.

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SNAB Topic 4 Teaching scheme

AS Summary chart
The grid !elo
*oncept Biological molecules 6monomers com!ine to form polymers7 1nDymes

sho s

here concepts are introduced and then revisited in later topics.

Topic $ /hospholipids /rotein structures Structures of ;NA and RNA 1nDyme structure and mechanism of action 1ffect of enDyme concentration on rate of reaction Topic Topic 4 Starch and cellulose structures and functions

;ote: Some of these concepts ill !e revisited and !uilt on in A$.

Topic & *ar!ohydrate structures and roles in providing and storing energy 6not cellulose7 :ipid structures

Role of 1R and Golgi apparatus in formation of e'tracellular enDymes

*hemical reactions *ell structure

*ondensation and hydrolysis reactions Antio'idants and radicals

*ondensation reactions Hydropho!ic and hydrophilic effects ,nit mem!rane structure

*ondensation reactions

Genes help determine the nature of organisms *ell cycle

Roles of ;NA and RNA Genetic code /rotein synthesis ;NA replication and mutations

/ro"aryotic and typical eu"aryotic Recall typical ultrastructure of animal cell 6animal7 cell structure and and compare ith plant cell ultrastructure ultrastructure Mylem and sclerenchyma structure and Role of 1R and Golgi apparatus function in protein transport Gamete structures and functions Stem cells *ell specialisation and organisation into tissues# organs and organ systems *ell specialisation through Genetic diversity differential gene e'pression

;NA replication and cell and nuclear division Role of mitosis and cell cycle for gro th and ase'ual reproduction ;ifferentiation and the role of stem cells /rotein transport ;iffusion and osmosis

1nergy 1nergy units# energy !alance Transport in and out of cells

Role of AT/ in active transport /assive transport# diffusion# facilitated diffusion# osmosis# active transport# e'ocytosis and endocytosis

Salters0Nuffield Advanced Biology# 1de'cel /earson 2 ,niversity of 3or" Science 1ducation Group $445 This sheet may have !een altered from the original.

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SNAB Topic 4 Teaching scheme

*oncept Transport in organisms to and from e'change surfaces Krganisms e'change materials ith the environment Inheritance

Topic & @ass transport Structure and function of the circulatory system Solvent properties of ater

Topic $

Topic -

Topic 4 @ass transport of aters and minerals through plant stems

Surface area to volume ratio /roperties of gas e'change surfaces Genetic ris" factors for *N; Interaction of genotype and the environment on development of *N; @onohy!rid inheritance Importance of meiosis and fertilisation in se'ual reproduction Role of meiosis in production of genetic variation# including independent assortment and crossing over Some characteristics are affected !y genotype and the environment /olygenic inheritance ;iscontinuous and continuous variation Genetic variation 6loss and conservation7

Gene technology

Gene therapy

Gene therapy Genetic screening and em!ryo testing Importance of meiosis and fertilisation in se'ual reproduction Introduction of genetic variation through random assortment 6stages of meiosis and chiasmata formation are not re+uired7 Some characteristics affected !y genotype and the environment /ro"aryotes and eu"aryotes Adaptation 1volution !y natural selection

1volution and natural selection

*lassification Interactions ith the environment 1ffect of environment on *N; ris"

The concept of species Ta'onomic groupings Biodiversity 1ndemism *oncept of Niche Adaptations of organisms Sustaina!le resource utilisation @icro!ial properties of plants importance of ater and mineral ions to plants Sustaina!le resource utilisation

Some characteristics are affected !y genotype and the environment

1nergy flo and recycling of materials in ecosystems

Salters0Nuffield Advanced Biology# 1de'cel /earson 2 ,niversity of 3or" Science 1ducation Group $445 This sheet may have !een altered from the original.

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SNAB Topic 4 Teaching scheme

*oncept *oordination Ris" and perception @aths%science s"ills

Topic & ;ia!etes *oncept of ris"# ris" perception# ris" factors for *N;# reducing ris" of *N; *alculating pro!a!ilities# correlation and causation# calculating o!esity indicators# analysis of +uantitative health data *N; 6*H; and stro"e7 *ancer Atherosclerosis Blood clotting 1valuate design of health studies 1'perimental use of inverte!rates Sphygmomanometers % !lood pressure monitors ,se of scientific "no ledge to reduce health ris"

Topic $ 1ndocrine and e'ocrine hormones introduced Genetic ris" factors

Topic @elanocyte stimulating hormone 6@SH7 Ris" factors for cancer

Topic 4

*alculating surface area to volume ratios

*ontinuous%discontinuous variation

Health and ;isease

*ystic fi!rosis# 6!riefly7 sic"le cell and thalassaemia# /E,# achondroplasia# Huntington(s disease7

*ancer

The nature of theories# scientific consensus and evidence *ritical evaluation of ne data 1cological sampling @easurement of !iodiversity and genetic diversity ;rug development

1thics Applications of !iology

1thical frame or"s Genetic screening Genetic testing % screening Gene therapy

Stem cells ,se of stem cells for research ,se of plant fi!res ,se of plant starch and oils ;rug development Role of Doos and seed!an"s

Salters0Nuffield Advanced Biology# 1de'cel /earson 2 ,niversity of 3or" Science 1ducation Group $445 This sheet may have !een altered from the original.

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