AQA Level 1/2 Certificate in Biology

Some ideas for experiments and investigations that could be used to help students develop skills and understanding

02/04/2012 Copyright 2012 AQA and its licensors. All rights reserved. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723). Registered address: AQA, Devas Street, Manchester M15 6EX

AQA Level 1/2 Certificate in Biology (Version 1.0)

It is the responsibility of the centre to be aware of any health and safety implications of the investigation and ensure that a risk assessment for the practical is carried out. Teachers should remind candidates about safe working when carrying out laboratory procedures.

1.1

Cell Structure
Observation of cells under a microscope, eg sprouting mung beans to show root hair cells. Computer simulations to model the relative sizes of different cells, organelles and molecules.

1.2

The movement of substances into and out of cells

Diffusing ammonium hydroxide in a glass tube using litmus as the indicator. Demonstrating diffusion using glucose in Visking tubing in a beaker of water. Investigating potato strips in different concentrations of liquid in terms of increase or decrease in mass or length. Placing shelled eggs in different concentrations of liquid to observe the effect. Placing slices of fresh beetroot in different concentrations of liquid to observe the effect, and then taking thin slices to observe the cells.

1.3

Cell division
Preparation and observation of root tip squashes to illustrate chromosomes and mitosis. Preparation and observation of flower bud squashes to illustrate meiosis.

3.2

Enzymes
Investigating biological and non-biological washing powders at different temperatures to remove different stains from cotton material. Using catalase at different concentrations to investigate the rate at which oxygen is given off using different foods, eg liver, potato, celery and apple. Using computer simulations of enzymes to model their action in varying conditions of pH, temperature and concentration.

4.1

Breathing
Measuring vital capacity and peak flow.

4.2

Respiration
Measuring pulse rate before and after exercise, either physically or using pulse sensors. Using breathing rate as a measure that can be controlled by the individual. Holding out masses at arms length to see how long it takes the muscles to fatigue. Using force meters to measure the effect of muscle fatigue. Using carbon dioxide sensors to measure respiration in yeast.

AQA Level 1/2 Certificate in Biology (Version 1.0)

4.3

Circulation
Dissection of a heart. Software simulations of the work of the heart and blood vessels. Observation of arteries and veins from slides. Observation of valves in veins preventing backflow of blood using the athletic arm / prominent vein. Observation of blood smears.

4.4

Digestion
Investigating starch breakdown by amylase at different temperatures, pH and concentration. Using small pieces of cooked sausage, use 2% pepsin and 0.01M HCl in water baths at different temperatures to estimate the rate of digestion. This can also be carried out with 2% trypsin and 0.1M NaOH. The concentration of both enzymes can be varied. Investigating the effect of bile on the digestion of fat in milk. The milk is made alkaline by the addition of sodium carbonate solution; phenolphthalein solution is added; then the time to decolourise the phenolphthalein is measured.

4.5

The nervous system

Demonstrating the speed of transmission by nerves by candidates standing in a semicircle and holding hands and squeezing with eyes closed. Measuring reaction times using metre rules, stop clocks or ICT. Demonstrating the knee jerk reaction.

4.6.1

Principles of homeostasis
Using blindfolds and open paper clips to test pressure points and skin sensitivity.

4.6.2

Control of water and ion content of the body

Testing synthetic urine from diabetic and non-diabetic people using Clinistix.

4.6.3

Temperature control
Using forehead thermometers before and after exercise. Using surface temperature sensors to monitor skin temperature in different conditions. Investigating the cooling effect of sweating under different conditions.

4.6.4

Control of blood glucose

Blood testing (using inexpensive meters). Testing urine from diabetic and non-diabetic people using Clinistix.

AQA Level 1/2 Certificate in Biology (Version 1.0)

Defending ourselves against infectious disease

Computer simulations to model the effect of: the growth of bacterial colonies in varying conditions; the action of the immune system and the effect of antibiotics and vaccines. Growing microorganisms in Petri dishes to demonstrate sterile technique and growing pure cultures. The use of pre-inoculated agar in Petri dishes to evaluate the effect of disinfectants and antibiotics.

6.1

Photosynthesis
Using variegated plants to demonstrate the need for chlorophyll. Traditional photosynthesis experiments, including the effects of light, temperature and carbon dioxide levels, possibly using Cabomba, algal balls or leaf discs (eg from brassicas). Taking thin slices of potato and apple and adding iodine to observe under the microscope. Computer simulations to model the rate of photosynthesis in different conditions. The use of sensors to measure oxygen, carbon dioxide and light levels.

6.2

Exchange and transport

Observing guard cells and stomata using nail varnish or PVA glue. Observing water loss from plants by placing in a plastic bag with cobalt chloride paper. Investigating flow rate in xylem using celery. Investigating the content of artificial phloem and xylem given knowledge of the appropriate tests. Use of the potometer to investigate factors affecting transpiration.

6.3

Plant responses
Observing the effects of light and / or water on the growth of seedlings. Observing the effect of gravity on growth in germinating seedlings. Using a motion sensor to measure the growth of plants and seedlings. Investigating the effect of rooting compounds and weed killers on the growth of plants.

7.1

Genetic variation
Making models of DNA. Extracting DNA from kiwi fruit.

7.3

Genetic manipulation
Studying asexual reproduction using cuttings, eg Mexican hat plants, spider plants, African violets. Growing new plants from tissue cultures.

AQA Level 1/2 Certificate in Biology (Version 1.0)

8.1

Adaptation
Playing hunt the cocktail stick using red and green cocktail sticks on a green background. Carrying out a survey of European banded snails. Utilising choice chambers, eg with woodlice.

8.2

Environmental change and distribution of organisms

Investigating environmental conditions and organisms in a habitat such as a pond. Investigating plant growth by varying the conditions, eg degrees of shade, density of sowing, supply of nutrients. Investigating particulate levels, eg with the use of sensors to measure environmental conditions. The use of maximumminimum thermometers, rainfall gauges and oxygen meters. Investigating the effect of phosphate on oxygen levels in water, using jars with algae, water and varying numbers of drops of phosphate, then monitor oxygen using a meter. Computer simulations to model the effect on organisms of changes to the environment. Fieldwork involving the use of quadrats and transects; which might include, on a local scale: - patterns of grass growth under trees - distribution of daisy and dandelion plants in a field - distribution of lichens or moss on trees, walls and other surfaces - distribution of Pleurococcus on trees, walls and other surfaces - leaf size in plants growing on or climbing against walls, including height and effect of aspect. The measurement of specific abiotic factors. The study of hay infusions.

11

Decay and the carbon cycle

Exposing cubes of bread to air before placing in sealed Petri dishes at different temperatures and/or different moisture levels to observe rate of decay. Using containers (eg thermos flasks) full of grass clippings, one with disinfectant, one with dry grass, one with wet grass and one with a composting agent added, to study rates of decay. If the container is sealed, a thermometer/ temperature probe can be placed through a cotton wool plug to monitor the temperature. Investigating potato decay, using fresh potatoes. Students decide on the conditions and then the rate of decay over 2 weeks is judged.