Discover Limited

Discover your opportunities for fantastic biology fieldwork in the Cévennes National Park, France

Use this page to plan your course-content. Each biology unit of study has been written specifically for each exam board. Use the matrix and specification links below to see how you can use fieldwork to teach areas of your exam specification using the outdoor classroom.

Quick links to matrixes
AQA	Edexcel	OCR	WJEC	IB Diploma

Tailor-made satisfaction.

Each work unit we have produced and each course that we deliver is specifically tailored to meet the requirements of your specification, and the learning objectives that you have planned for your visit. With our course director, plan the programme your students need to carry out to meet fieldwork and specification requirements. It is possible to incorporate the collection of evidence for Key Skills into your course, and to include team-building plus development of individual life-skills into your visit. Talk to us about our range of outdoor pursuit and problem solving activities.

Key Stage 3, GCSE, AS & A2 and IB Diploma courses.

We have a range of units targeted to hit QCA requirements for all stages of learning. Eagle’s Nest courses include Geography, Biology, Environmental Science, Geology, Science and Leisure, Travel and Tourism. We also run IB courses and can arrange community work.

Resources for learning.

Our full time tutors are trained geography and biology teachers, with wide ranging experience in schools and field studies. They have the experience, commitment and enthusiasm to take your students beyond the base-line requirements for a field trip! All our units are provided in advance on a DVD. We have four well-equipped classrooms, all containing powerful PCs, a range of in-house and commercially available fieldwork software, and computer-projectors. We have an extensive range of modern fieldwork equipment, including GIS, GPS, lightening sensor and an automatic weather station, and pollution monitoring apparatus.

AS & A2 and IB Diploma Courses.

We aim to:

• Deliver a fieldwork course which meets the requirements of your GCE specification for biology;
• Develop students skills, knowledge and understanding of How Science Works in a real world context;
• Stimulate student’s interest in and enjoyment of biology through a high standard of teaching in spectacular fieldwork locations;
• Provide students with the opportunity to generating evidence for key skills;
• Contribute towards students’ understanding of spiritual, moral, ethical, social and other issues.

AS & A2 and IB Diploma Specification Content and Links to Discover Biology Units.

• Specification Content: AQA
• Specification Content: Edexcel
• Specification Content: OCR
• Specification Content: WJEC
• Specification Content: IB Diploma

Specification Content: AQA.   top

AQA AS Unit 2 (BIOL2). The variety of living organisms.

3.2.1  Living organisms vary and this variation is influenced by genetic and environmental factors.
Investigating variation, causes of variation.

3.2.3  Similarities and differences in DNA result in genetic diversity. The influence of the following diversity:

• The founder effect;
• Genetic bottle-necks.

3.2.8  Classification is a means of organising the variety of life based on relationships between organisms and is built around the concept of species.
Principals of taxonomy.

3.2.11 Biodiversity may be measured within a habitat
Species diversity, index of diversity

AQA A2 Unit 4 (BIOL4). Populations and environment.

3.4.1 The dynamic equilibrium of populations are affected by a number of factors. Investigating populations: A critical appreciation of some of the ways in which the numbers and distribution of organisms may be investigated (capture-mark-release); Counting along transects to obtain quantitative data; the use of % cover and % frequency to obtain quantitative data.

3.4.5 Energy transfer, energy and food production.

3.4.6 Chemical elements are recycled in ecosystems. Micro-organisms play a key role in recycling these elements. Nutrient cycles, carbon, nitrogen.

3.4.7 Ecosystems are dynamic systems, usually moving from colonisation to climax communities in the process of succession.

3.4.8 Genetic variation within a species and geographical isolation leads to accumulation of different genetic information in populations and the potential formation of new species.

A2 Unit 6 (BIOL6). Investigative and practical skills in A2 biology.

3.6.1 Investigating biological problems involves changing a specific factor, the independent variable, and measuring the changes in the dependent variable that result.

3.6.2 Collection of reliable quantitative ecological data involving a specific abiotic factor frequency, population density and percentage cover.

3.6.3 Selecting, using and interpreting an appropriate statistical test (standard error and 95% confidence limits, Spearman’s Rank, Chi-square.

AQA AS & A2 Specification – Links to Discover Study Units.

Specification Content	Discover Ltd. Biology Units.
AS specification content:
3.2.1
3.2.3
A2 specification content:
3.2.8
3.2.11
3.4.1
3.4.5
3.4.6
3.4.7
3.4.8
3.6.1
3.6.2
3.6.3

Specification Content: Edexcel.   top

Edexcel AS Unit 2 Topic 4: Biodiversity and Natural Resources.

13) Explain the terms biodiversity and endemism and describe how biodiversity can be measured within a habitat using species richness and within a species using genetic diversity, eg. Variety of alleles in a gene pool.

14) Describe the concept of niche and discuss examples of adaptations of organisms to their environment (behavioural, physiological and anatomical).

17) Discuss and evaluate the methods used by zoos and seedbanks in the conservation of endangered species and their genetic diversity (eg. Scientific research, captive breeding programmes, reintroduction programmes and education).

Edexcel A2 Unit 4 The Natural Environment and Species Survival.
Topic 5: On the wild side.

7)  Carry out calculations of net primary production and explain the relationship between gross primary productivity, net primary productivity and plant respiration.

8)  Calculate the efficiency of energy transfers between trophic levels.

9)  Discuss how understanding the carbon cycle can lead to methods to reduce atmospheric carbon dioxide (including the use of bio-fuels and reforestation).

10) Explain that the numbers and distribution of organisms in a habitat are controlled by biotic and abiotic factors.

11) Describe how to carry out a study on the ecology of a habitat to produce valid and reliable data (including the use of quadrats and transects to assess abundance and distribution of organisms and the measurement of abiotic factors, eg. Solar energy input, climate, topography, oxygen availability and edaphic factors).

12) Explain how the concept of niche accounts for the distribution and abundance of organisms in a habitat.

13) Describe the concept of succession to a climax community.

15) Describe the effects of global warming on plants and animals.

18) Analyse and interpret different types of evidence for global warming and its causes (pollen records in peat bogs, dendrochronology), recognizing correlations and causal relationships.

Edexcel AS & A2 Specification – Links to Discover Study Units.

Specification Content	Discover Ltd. Biology Units.
AS specification content:
Unit 2 Topic 4 (13)
Unit 2 Topic 4 (14)
Unit 2 Topic 4 (17)
A2 specification content:
Unit 4 Topic 5 (7)
Unit 4 Topic 5 (8)
Unit 4 Topic 5 (9)
Unit 4 Topic 5 (10)
Unit 4 Topic 5 (11)
Unit 4 Topic 5 (12)
Unit 4 Topic 5 (13)
Unit 4 Topic 5 (15)
Unit 4 Topic 5 (18)

Specification content: OCR.   top

OCR AS Module 3 Biodiversity and Evolution.
2.3.1 Biodiversity. Biodiversity is an important indicator in the study of habitats:

(a) Define the terms: species, habitat and biodiversity;

(b) Explain how biodiversity may be considered at different levels; habitat, species and genetic;

(c) Explain the importance of sampling in measuring the biodiversity of a habitat;

(d) Describe how random samples can be taken when measuring biodiversity;

(e) Describe how to measure species richness and species evenness in a habitat;

(f) Use the Simpson’s index of diversity (D) to calculate the biodiversity of a habitat, using the formula D=1-(∑(n/N)2)

(g) Outline the significance of both a high and low value of Simpson’s index of biodiversity (D);

2.3.2 Classification.

(f) Use of a dichotomous key to identify a group of at least six plants, animals or microorganisms.

2.3.3 Evolution.

(a) Define the term variation.

(b) Discuss that variation occurs within as well as between species.

(c) Describe the difference between continuous and discontinuous variation.

(d) Explain both genetic and environmental causes of variation.

(e) Outline the behavioural, physiological and anatomical adaptations of organisms to their environments.

OCR A2 Module 3: Ecosystems and sustainability.
5.3.1 Ecosystems:

(a) Define the term ecosystem;

(b) State that ecosystems are dynamic systems;

(c) Define the terms biotic factor and abiotic factor, using named examples;
using line transects, belt transects, quadrats and point quadrats.

(d) Define the terms producer, consumer, decomposer and trophic level;

(e) Describe how energy is transferred through ecosystems;

(f) Outline how energy transfer through ecosystems can be measures;

(g) Discuss the efficiency of energy transfers between trophic levels;

(h) Explain how humans manipulate the flow of energy through ecosystems.

(i) Describe one example of primary succession resulting in a climax community;

(j) Describe how distribution and abundance of organisms can be measured, using line transects, belt transects, quadrats and point quadrats.

(k) Describe role of decomposers in the decomposition of organic material;

(l) Describe how micro-organisms recycle nitrogen within ecosystems (only Nitrosomonas, Nitrobacter and Rhizobium need to be identified by name).

5.3.2 Populations and sustainability:

(a) Explain the significance of limiting factors in determining the final size of a population;

(b) Explain the meaning of the term carrying capacity;

(c) Describe predator-prey relationships and their possible effects on the populations sizes of both the predator and the prey;

(d) Explain, with examples, the terms inter and intra specific competition;

(f) Explain how the management of an ecosystem can provide resources in a sustainable way, with reference to timber production in a temperate country.

(g) Explain that conservation is a dynamic process involving management and reclamation.

HSW5 Practical Skills:

Collection of quantitative data:

• Measure the effect of a changing abiotic factor on the distribution and/or abundance of an organism;
  Presentation, analysis and evaluation of quantitative data:
• Plot kite diagrams
  Evaluation of data collection strategies:
• Assess the limitations of ecological investigations

OCR AS & A2 Specification – Links to Discover Study Units.

Specification Content	Discover Ltd. Biology Units.
AS specification content:
2.3.1
2.3.2
2.3.3
2.3.4
A2 specification content:
5.3.1
5.3.2
HSW5

Specification Content: WJEC.   top

WJEC A2 Unit BY4: Metabolism, Microbiology and Homeostasis
4.5 Factors controlling population size.

(a) Factors affecting population growth: competition, carrying capacity.

(a) Regulation by density dependent and independent factors.

(c) The importance of organic breakdown in recycling nutrients. Role of bacteria in the nitrogen cycle. The carbon cycle.

WJEC A2 Unit BY5: Environment, genetics and evolution.
5.5 Variation and evolution.

(a) Genetic and environmental factors produce variation between individuals. Variation may be continuous or discontinuous; heritable or non-heritable. Inter and intra-specific competition for breeding success and survival. Selective agencies (eg. Supply of food, breeding sites, climate). The gene pool and genetic drift. Selection can change the frequency of alleles in a population.

(b) Isolation and speciation. Separation of populations by geographical, behavioural, morphological, seasonal and other isolation mechanisms. Hybrid sterility. Darwin’s theory of evolution that existing species have arisen thorugh modification of ancestral species by natural selection.

5.7 Energy and ecosystems.

(a) The concept of ecosystems. The sun is the source of energy for the ecosystem. The concept of habitat and community. Transfer of energy from plants to animals. Trophic levels and efficiency of energy transfer. Gross and net production. Pyramids of energy.

(b) Principals of succession as illustrated by the change from bare rock to woodland. Use of the terms primary and secondary succession, pioneers, sere and climax community.

5.8 Effects of human activities and sustainability.

(b) Reasons for species becoming endangered and causes of extinction. The conservation of gene polls in the wild and in captivity.

(c) Agricultural exploitation. Conflicts between production and conservation and possible means to resolve such conflicts.

(e) Global warming and climate change affect distribution of species and are a possible cause of extinction.

WJEC AS & A2 Specification – Links to Discover Study Units.

Specification Content	Discover Ltd. Biology Units.
BY4 4.5 (a)
BY4 4.5 (c)
BY5 5.5 (a)
BY5 5.5 (b)
BY5 5.7 (a)
BY5 5.7 (b)
BY5 5.8 (b,e)

Syllabus Content: IB Diploma.   top

Subject Specific Core. Topic 5: Ecology and Evolution.
5.1 Communities and Ecosystems.

5.1.2  Distinguish between autotroph and heterotroph

5.1.3  Distinguish between consumers, detritivores and saphrotrophs

5.1.4  Describe what is meant by a food chain, giving three examples, each with at least three linkages (four organisms)

5.1.5  Describe what is meant by a food web

5.1.6  Define trophic level

5.1.7  Deduce the trophic level of organisms in a food chain and a food web

5.1.8  Construct a food web containing up to 10 organisms, using appropriate information

5.1.9  State that light is the initial energy source for almost all communities

5.1.10 Explain the energy flow in a food chain

5.1.11 State that energy transformations are never 100% efficient

5.1.12 Explain reasons for the shape of pyramids of energy

5.1.13 Explain that energy enters and leaves ecosystems, but nutrients must be recycled

5.1.14 State that saphrotrophic bacteria and fungi (decomposers) recycle nutrients

Optional Module (SL/HL) Option G: Ecology and Conservation.

G1 Community ecology:

G1.2  Explain the factors that affect the distribution of animal species, including temperature, water, breeding sites, food supply and territory;

G1.5  Explain what is meant by the niche concept, including an organisms spatial habitat, its feeding activities and its interactions with other species.

G2 Ecosystems and biomes:

G2.3  Discuss the difficulties in classifying organisms into trophic levels;

G2.4  Explain the small biomass and low numbers of organisms in higher trophic levels;

G2.5  Construct a pyramid of energy, given appropriate information;

G2.6  Distinguish between primary and secondary succession, using an example of each;

G2.7  Outline the changes in species diversity and production during primary succession;

G2.8  Explain the effects of living organisms on the abiotic environment, with reference to the changes occurring during primary succession.

G2.9  Distinguish between biome and biosphere;

G2.10 Explain how rainfall and temperature affect the distribution of biomes;

G2.11 Outline the characteristics of six major biomes.

G3 Impacts of humans on ecosystems:

G3.1  Calculate the Simpsons Diversity index for two local communities;

G3.2  Analyse the biodiversity of two local communities using the Simpsons Diversity index;

G3.7  Define bio-magnification;

G3.8  Explain the cause and consequence of bio-magnification, using a named example.

G4 Conservation of Biodiversity.

G4.1  Explain the use of biotic indeces in monitoring environmental change;

G4.4  Discuss the role of active manage techniques in conservation;

G4.5  Discuss the advantages of in situ conservation of endangered species (terrestrial and aquatic nature reserves);

G4.6  Outline the use of ex situ conservation measures, including captive breeding of animals, botanic gardens and seed banks.

G5 Population ecology.

G5.3  Describe one technique used to estimate the population size of an animal species based on a capture-mark-release-recapture method.

IB Diploma Syllabus – Links to Discover Study Units.

Syllabus Content	Discover Ltd. Biology Units.
Core:
5.1
5.2
Option G:
G!
G2
G3
G4
G5

TOP

• 
• 
• 
• 
•