Table Of ContentAQA Level 1/2 Certificate in Science:
Double Award
Scheme of Work
This scheme of work suggests possible teaching and learning activities for each section of the specification. There are far more
activities suggested than it would be possible to teach. It is intended that teachers should select activities appropriate to their
students and the curriculum time available. The first two columns summarise the specification references, whilst the Learning
Outcomes indicate what most students should be able to achieve after the work is completed. The Resources column indicates
resources commonly available to schools, and other references that may be helpful. The timings are only suggested, as are the
Possible Teaching and Learning Activities, which include references to experimental work. Resources are only given in brief and risk
assessments should be carried out.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered
in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Sp Summary of the Learning Outcomes tim Su Possible teaching and Learning Resource Examination
ec Specification in gg Activities ‘hints and tips’
R Content What most students should g e
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B1 Cell activity
B1.1 Cell structure
B1.1a Most human and Label diagrams of animal 2 Activity: Revise plant and animal cell Cells: Microscopes, slides, Be able to label a
animal cells have a and plant cells. structure from KS3 using diagrams, coverslips, tiles, forceps, sperm cell with
nucleus, cytoplasm, then extend to include mitochondria mounted needles, iodine cell membrane,
Use a microscope.
membrane, and ribosomes. solution, methylene blue, cytoplasm and
mitochondria and Prepare slides of plant and onion, rhubarb, spirogyra and nucleus.
Label diagrams of plant and animal
ribosomes. animal cells. moss.
cells.
B1.1b Plant and algal Match cell organelles to their Practical: Prepare slides of onion Puzzles, quizzes and images Be able to state
cells also have a functions. epidermis, rhubarb epidermis, cheek can be found at two parts of a leaf
cell wall and often cells, spirogyra, moss, etc. and www.cellsalive.com cell that would not
have chloroplasts observe under a microscope. be found in a
A video clip on plant and
and a permanent sperm cell.
Video: Watch video clip on plant and animal structures can be
vacuole.
animal structures. found on the BBC website at Be able to give
www.bbc.co.uk/learningzone/ two ways in which
Discuss: Discuss which structures
clips by searching for clip a root hair cell is
could be seen and compare with EM
‘4188’. different from an
images – find some images using your
animal cell.
preferred search engine. Useful information on cell
structure can be found at
Task: Match organelles with their
www.biology4kids.com
functions.
Homework: Competition to make a
plant or animal cell model and create a
display
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street,
Manchester M15 6EX.
Sp Summary of the Learning Outcomes tim Su Possible teaching and Learning Resource Examination
ec Specification in gg Activities ‘hints and tips’
R Content What most students should g e
ef be able to do (le ste Homework Students should:
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B1.1c Bacterial cells have Label diagrams of bacterial 1 Practical: How are bacterial and yeast Diagrams of bacteria and
cytoplasm and a and yeast cells. cells different from plant and animal yeast cells.
membrane cells? Observe under microscope.
surrounded by a Identify diagrams of cells as Culture of yeast cells to show budding. Cells: microscopes, slides,
being from an animal, plant, coverslips, yeast culture,
cell wall; genes are
not in a distinct bacterium or yeast. Task: Label diagrams of bacterial and bacterial cultures and EM
yeast cells. images.
nucleus.
B1.1d Yeast cells have a Activity: Compare with diagrams of Further information on cells Be able to add
nucleus, cytoplasm plant and animal cells – similarities can be found at labels to a yeast
and a membrane and differences. www.cellsalive.com cell for cell
surrounded by a membrane, cell
Display images of cells to classify as A useful video clip on cell
cell wall. wall, nucleus and
plant, animal, bacterial or yeast and structure can be found on the
vacuole.
compare sizes of cells and organelles. BBC website at
www.bbc.co.uk/learningzone/cl
ips by searching for clip ‘107’.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street,
Manchester M15 6EX.
S Summary of the Learning Outcomes tS Possible teaching and Learning Resource Examination
pec R SCpoencteifnict ation Wbeh aabt lme otos td sot udents should imingugge AHcotmiveiwtieosrk ‘Shtiundtesn atsn ds htoipusld’ :
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B1.1e Cells may be Observe different types of 1 Practical: Observe specialised cells Cells: Prepared slides of Be able to relate
specialised to carry cells under a microscope. under the microscope and EM images; different plant and animal cells, the structure of
out a particular link structure to function. microscopes, cavity slides, different types of
Relate their structure to their
function. coverslips, germinating cress cell to their
function. Video: Watch video clip of egg and
seeds or sprouting mung function
sperm cells.
Explain how specialised cells beans (root hair cells).
Be able to identify
are adapted for their function. How Science Works: Use bioviewers
A useful video clip on cells and cell adaptations
to observe specialised cells.
their functions can be found on and link them to
Task: Produce a poster of labelled the BBC website at their function.
specialised cells to explain how they www.bbc.co.uk/learningzone/cl
Be able to state
are adapted for their function. ips by searching for ‘1832’.
why sperm cells
Video: Watch a video on cell structure need so many
and function. mitochondria.
Be able to explain
how a leaf cell is
specialised to
carry out
photosynthesis.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street,
Manchester M15 6EX.
S Summary of the Learning Outcomes tS Possible teaching and Learning Resource Examination
pec R SCpoencteifnict ation Wbeh aabt lme otos td sot udents should imingugge AHcotmiveiwtieosrk ‘Shtiundtesn atsn ds htoipusld’ :
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B1.2 The movement of substances into and out of cells
B1.2a Definition of Define the term ‘diffusion’. 1–2 Demo: Diffusion of ammonium Demo: Concentrated NH OH, Be able to state
4
diffusion and hydroxide and hydrogen chloride in a concentrated HCl, gloves, two factors that
Explain that diffusion is faster
factors affecting glass tube; nitrogen dioxide in gas jars; mask, forceps, cotton wool, affect the rate of
if there is a bigger
rate. potassium permanganate in beaker of long glass tube with strips of diffusion.
concentration difference.
water; potassium permanganate on damp litmus along length; two
agar. gas jars of NO , two empty gas
2
jars; beaker of water, pot perm
Activity: Time how long it is before
crystals; agar in test tube;
students can smell a perfume placed in
strong perfume; beetroot.
a corner of the room.
B1.2b Dissolved Give examples of substances Fresh beetroot placed in iced water Agar: Agar plates impregnated Be able to name
substances can that diffuse into and out of and warm water – compare and with UI solution, cork borers, the process by
move into and out cells. explain the difference in the depth of solutions of acids and alkalis. which oxygen
of cells by diffusion. colour of the water. passes into a lung
Glucose: Beakers, cellulose
cell.
Practical: Investigate diffusion of acids tubing, glucose solution,
and alkalis through agar. timers, test tubes, Benedict’s
solution and water bath or
Practical: Investigate rate of diffusion
glucose test strips
of glucose through cellulose tubing.
Further information can be
Video: Watch a video or computer
found on BBC GCSE Bitesize
simulation of diffusion – see Mcgraw–
at
Hill website
www.bbc.co.uk/schools/gcsebi
Activity: Role play of diffusion in tesize
gases and liquids at different
temperatures and concentrations A useful video on diffusion can
be found on the McGraw-Hill
website at
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street,
Manchester M15 6EX.
S Summary of the Learning Outcomes tS Possible teaching and Learning Resource Examination
pec R SCpoencteifnict ation Wbeh aabt lme otos td sot udents should imingugge AHcotmiveiwtieosrk ‘Shtiundtesn atsn ds htoipusld’ :
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http://highered.mcgraw-
hill.com/sites/0072495855/stud
ent_view0 by selecting
‘Chapter 2’ and the ‘How
Diffusion Works’ animation.
B1.2c Oxygen required for Relate uptake of oxygen by
respiration passes blood at the lungs and
through cell uptake of oxygen from the
membranes by blood at tissues to factors
diffusion. affecting diffusion rate.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street,
Manchester M15 6EX.
S Summary of the Learning Outcomes tS Possible teaching and Learning Resource Examination
pec R SCpoencteifnict ation Wbeh aabt lme otos td sot udents should imingugge AHcotmiveiwtieosrk ‘Shtiundtesn atsn ds htoipusld’ :
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B1.2d Water moves Define the term ‘osmosis’ 2 Introduce movement of water Demo: Cellulose tubing filled Be able to explain
across boundaries and explain what a partially molecules as a special type of with concentrated sugar the difference
by osmosis; from a permeable membrane is. diffusion through a partially permeable solution attached to capillary between diffusion
dilute to a more membrane. tube held in clamp, beaker of and osmosis.
concentrated water.
Demo: Set up a simple osmometer at
solution through a
the start of the lesson and measure Demo: Four beakers (two of
partially permeable
how far the liquid in the capillary tube water and two of sugar
membrane.
rises during the lesson. solution); four cellulose
sausages (two of water and
Demo: Fill cellulose tubing ‘sausages’
two of sugar solution).
with concentrated sugar solution or
water and place in beakers of
concentrated sugar solution or water.
B1.2e Differences in Plot and interpret a graph of Practical: Investigate the effect of Potato experiment: Potatoes, Be familiar with
concentrations change in mass vs. different concentrations of solution on cork borers, knives, rulers, experiments
inside and outside concentration of solution. potato cylinders – mass and size. balance, test tubes, range of related to
a cell cause water different concentrations of salt diffusion and
Make predictions about or
to move into or out or sucrose solutions. osmosis.
osmosis experiments.
of the cell by Find the concentration of salt or
Clear plastic box, plasticine for Be familiar with
osmosis. sucrose inside potato cells.
membrane and different sized the terms: isotonic
Demo: Model to show osmosis or get balls for water and solute. hypotonic
students to make a model. hypertonic
Refer to McGraw-Hill website
turgor
Video: Watch a computer simulation at http://highered.mcgraw-
plasmolysis
of osmosis or video on osmosis in hill.com/sites/0072495855/stud
living cells – see interactive concepts ent_view0 select ‘Chapter 2'
in biochemistry and cellular transport. and ‘How Osmosis works’.
How Science Works: Investigate the Living cells: Beetroot slices or
effect of different concentrations of rhubarb epidermis, slides,
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street,
Manchester M15 6EX.
S Summary of the Learning Outcomes tS Possible teaching and Learning Resource Examination
pec R SCpoencteifnict ation Wbeh aabt lme otos td sot udents should imingugge AHcotmiveiwtieosrk ‘Shtiundtesn atsn ds htoipusld’ :
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solution on beetroot or rhubarb cells. coverslips, pipettes, water,
concentrate solution and
Video: Watch a video clip of osmosis
blotting paper.
in blood cells.
Useful information on osmosis
Demo: Investigate the effect of
in chicken eggs can be found
different concentrations of solution on
at http://practicalbiology.org by
shelled eggs.
searching for ‘Investigating
Activity: Interpret data about osmosis osmosis in chickens’ eggs’.
experiments.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street,
Manchester M15 6EX.
S Summary of the Learning Outcomes tS Possible teaching and Learning Resource Examination
pec R SCpoencteifnict ation Wbeh aabt lme otos td sot udents should imingugge AHcotmiveiwtieosrk ‘Shtiundtesn atsn ds htoipusld’ :
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B1.2f Active transport – Define the term active 1 Recap diffusion and osmosis. Useful information can be Remember active
substances are transport. found on BBC GCSE Bitesize transport requires
Introduce active transport as
sometimes at energy.
Label diagrams to show absorption against the concentration
absorbed against a www.bbc.co.uk/schools/gcsebi
where active transport occurs gradient – why might this be useful? Note: Osmosis
concentration tesize/science by searching for
in humans and plants and and diffusion do
gradient. This uses ‘active transport’.
what is transported. not require energy
energy from
For interactive animations from the
respiration. Explain why active transport
search for ‘interactive organism.
requires energy.
biochemistry’ in your chosen
Relate active transport to search engine, then choose
oxygen supply and numbers the Wiley website.
of mitochondria in cells.
B1.2g Active transport Explain why the uptake of Research: Research where active
enables plants to particular substances transport occurs in plants and humans
absorb ions from requires energy from and label these on diagrams with
very dilute respiration notes.
solutions, eg by
Discuss: Discuss in terms of energy
root hair cells.
used and show images of kidney and
Similarly, sugar root hair cells with mitochondria. Why
may be absorbed must soil and hydroponics solutions be
from low kept aerated?
concentrations in
Show computer simulation of active
the intestine and
transport.
from low
concentrations in
the kidney tubules
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street,
Manchester M15 6EX.
S Summary of the Learning Outcomes tS Possible teaching and Learning Resource Examination
pec R SCpoencteifnict ation Wbeh aabt lme otos td sot udents should imingugge AHcotmiveiwtieosrk ‘Shtiundtesn atsn ds htoipusld’ :
ef (leste
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B1.2h A single-celled 1–2 Activity: Look at image of unicellular Useful information unicellular
organism has a organism, eg Amoeba and discuss organism, Amoeba, can be
relatively large how it obtains food and oxygen and found at www.biology-
surface area to removes wastes; why do larger resources.com by searching
volume ratio. All the organisms need specialised systems? for ‘biological drawing amoeba
necessary feeding’.
exchanges occur
via its surface
membrane.
The size and Explain why the size and Activity: Show image of root hair cell Bioviewers or microscopes,
complexity of an complexity of an organism and ask how it is adapted to absorb cavity slides and amoeba.
organism increase increases the difficulty in lots of water.
Microscopes, prepared slides
the difficulty of exchanging materials.
Activity: Observe prepared slides of alveoli and villi.
exchanging
showing alveoli.
materials.
B1.2i In multicellular Describe and explain the Activity: Label a diagram of an Be able to
organisms many features of a good exchange alveolus showing exchange of gases describe two
organ systems are surface. and list how it is adapted for its adaptations of the
specialised for function villi which help the
Label a diagram of an
exchanging small intestine to
alveolus and list the ways it
materials. eg by function.
is adapted for gas exchange.
having a large
surface area, being
thin, having an
efficient blood
supply and being
well ventilated.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street,
Manchester M15 6EX.
Description:This scheme of work suggests possible teaching and learning activities for each
section of the specification. There are far more activities suggested than it would
