Spec ref. Summary of the Learning outcomes Suggested Opportunities to develop Opportunities to apply Self/peer assessment specification timing scientific communication skills practical and enquiry skills What most candidates should be Opportunities and content (hours) able to do resources Reference to past questions that indicate success 4.6.2.1 Variation. Classify characteristics as 1–2 Discuss why organisms of the Class survey and being due to genetic, same species show variation. presentation of results. Differences in the environmental or a Use the terms: genetic and characteristics of combination of these causes. environmental variation, individuals may be continuous and discontinuous due to: Give examples of continuous variation. Measure variation in a and discontinuous variation. genes they have plant species growing in Class survey of characteristics inherited Decide the best way to different areas of school collate results in a table and – present information about environmental grounds. produce a display of the results variation in tables and charts. causes in appropriate format. a combination of genetic and Discuss how continuous data should be displayed. environmental causes. Include in the table whether each characteristic is due to genetic or environmental causes, or both. Measure variation in plants, eg leaf length in areas of sun/shade. you want to know if you had a genetic predisposition to illness that could be linked to environment? Eg, high cholesterol levels in family.
Spec ref. Summary of the specification content Learning outcomes What most candidates should be able to do Suggested timing (hours) Opportunities to develop scientific communication skills Opportunities to apply practical and enquiry skills Self/peer assessment Opportunities and resources Reference to past questions that indicate success 4.6.2.1 Variation. Differences in the characteristics of individuals may be due to: genes they have inherited environmental causes a combination of genetic and environmental causes. Classify characteristics as being due to genetic, environmental or a combination of these causes. Give examples of continuous and discontinuous variation. Decide the best way to present information about variation in tables and charts. 1–2 Discuss why organisms of the same species show variation. Use the terms: genetic and environmental variation, continuous and discontinuous variation. Class survey of characteristics – collate results in a table and produce a display of the results in appropriate format. Discuss how continuous data should be displayed. Include in the table whether each characteristic is due to genetic or environmental causes, or both. Measure variation in plants, eg leaf length in areas of sun/shade. you want to know if you had a genetic predisposition to illness that could be linked to environment? Eg, high cholesterol levels in family. Class survey and presentation of results. Measure variation in a plant species growing in different areas of school grounds.
AQA-8461-SOW-IVE.DOCX