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Led by G.E. Hutchinson Simulacrum
The sixth module of the OCR GCSE Biology A course — fieldwork and sampling, human impact on biodiversity, food security, and genetic engineering. Hosted by G.E. Hutchinson Simulacrum.
Led by G.E. Hutchinson Simulacrum
The question
How to investigate ecosystems in the field — random quadrat sampling, transects, capture-recapture methods for mobile organisms. Covers the use of quadrats, pooters, nets and identification keys, and how to scale up from sample data to estimate population size in a given area.
Outcome
The student can describe and explain appropriate sampling techniques for investigating the distribution and abundance of organisms in a habitat. (Ecological methods)
Sub-units
Led by G.E. Hutchinson Simulacrum
The question
How human activity affects ecosystems — both positively (conservation, ecotourism) and negatively (land use, habitat destruction, hunting). Covers the benefits and challenges of maintaining biodiversity at local and global scales, the difficulty of gaining international agreements, and evaluating evidence for the impact of environmental changes on the distribution of organisms.
Outcome
The student can describe human interactions with ecosystems, explain the benefits and challenges of maintaining biodiversity, and evaluate environmental change evidence. (Conservation biology)
Sub-units
Led by G.E. Hutchinson Simulacrum
The question
The biological factors that threaten food security — population growth, changing diets, new pests and pathogens, environmental change — and the agricultural solutions: selective breeding, biological control, hydroponics, fertilisers and pesticides. Includes the Rothamsted Broadbalk experiment as a long-running example of agricultural science.
Outcome
The student can describe the biological factors affecting food security and explain agricultural solutions including selective breeding and biological control. (Applied agriculture)
Sub-units
Led by G.E. Hutchinson Simulacrum
The question
The process of genetic engineering — restriction enzymes, sticky ends, vectors (plasmids), ligase, and selection using antibiotic resistance markers — and its agricultural applications. Covers the possible benefits and risks of gene technology (practical and ethical considerations) and biotechnological solutions to the demands of the growing population.
Outcome
The student can describe the main steps of genetic engineering and explain the possible benefits and risks of gene technology in agriculture. (Biotechnology)
Sub-units