KS3 BIOLOGY:
Material Cycles and Energy
Photosynthesis
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
About this section of the curriculum
Pupils should be taught about:
• the reactants in, and products of, photosynthesis, and a word summary for photosynthesis
• the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use
sunlight in photosynthesis to build organic molecules that are an essential energy store and to maintain levels of oxygen
and carbon dioxide in the atmosphere
• the adaptations of leaves for photosynthesis.
PAGE 1
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material Cycles and Energy
Photosynthesis
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Learning demand
The key concepts in this section of the curriculum are that plants photosynthsise using carbon dioxide and water to make
glucose; oxygen is also produced and is released into the atmosphere; glucose is used to produce plant biomass; plants
have adaptations for photosynthesis; photosynthesis is related to respiration.
Photosynthesis an abstract and unfamiliar concept for children because it occurs in plants and cannot be seen happening.
This makes the learning demand high. Scientific enquiry activities help to make this topic more concrete for pupils. For
further information and support, see the Secondary National Strategy materials: ‘Strengthening teaching and learning of
cells’ available from the National STEM Centre website
http://www.nationalstemcentre.org.uk/elibrary/resource/5316/strengthening-teaching-and-learning-of-cells-key-stage-threenational-strategy-training-materials
PAGE 2
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material Cycles and Energy
Photosynthesis
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Where this section of the curriculum fits in
This section of work covers some aspects of several QCA topics. The most significant links are:
7D Variation and classification
7C Environment and feeding relationships
8B Respiration
This section of work follows on from the KS2 curriculum where pupils are taught to:
• identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers (Y3)
PAGE 3
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material Cycles and Energy
Photosynthesis
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Expectations
Within this section of the curriculum in terms of working scientifically
all pupils will: suggest how to control variables identified for them in an investigation of photosynthesis, making
appropriate observations and measurements and producing a graph
most pupils will: identify variables relevant to an investigation of photosynthesis and suggest how these might be
controlled; make observations and measurements using an appropriate technique, and use measurements to produce a
graph; explain patterns in graphs using scientific knowledge and understanding
some pupils will have progressed further and will: relate findings about the production of oxygen in
photosynthesis to wider environmental issues, e.g. seasonal changes
in terms of Biology: Structure and function of living organisms
all pupils will: identify carbon dioxide from the air and water as the raw materials for photosynthesis; recognise that
plants take in water through their roots and that photosynthesis takes place in leaves
most pupils will: identify carbon dioxide from the air and water as the raw materials, and light as the energy source, for
photosynthesis; explain photosynthesis as the source of biomass and represent photosynthesis by a word equation; describe
how leaves are adapted for photosynthesis and how roots are adapted to take in water; distinguish between photosynthesis
and respiration in plants
some pupils will have progressed further and will: describe how cells in the leaf and root are adapted for
photosynthesis and for taking in water; represent photosynthesis as a symbol equation; describe the relationship between
photosynthesis and respiration in plants
PAGE 4
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material Cycles and Energy
Photosynthesis
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Health and safety
Risk assessments are required for any hazardous activity. Ensure that guidance is followed by referring to the latest editions
of Safeguards in the School Laboratory, Topics in Safety and current CLEAPSS documentation.
In this section of the curriculum pupils:
• carry out a test for starch in which a flammable liquid is heated
• plan and carry out an investigation into photosynthesis in pondweed or other plant material
PAGE 5
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material Cycles and Energy
Photosynthesis
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Language for learning
Through the activities in this unit pupils will be able to understand, use and spell correctly:
• specialised words, e.g. conifer, palisade cell, chlorophyll, biomass
• words with similar but distinct meanings, e.g. glucose and sugar
• words describing processes e.g. photosynthesis, diffusion
• composite words, e.g. photosynthesis, biomass, and explore their meaning
• words and phrases relating to scientific enquiry, e.g. anomalous results, annotation
Through the activities pupils could:
• identify what information is needed and show this by using different texts as sources
PAGE 6
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material Cycles and Energy
Photosynthesis
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Resources
Resources include:
Equipment Links:
• oxygen probe for data-logging
OXYGEN SENSOR PROBE
• secondary sources to explore economically important
plant products
• organisms, including Elodea, de-starched flowering
plants, plants with extensive root systems and a selection
of leaves, including variegated leaves
• leaf templates
• photographs, video clips showing time-lapse photography
• prepared slides of roots with root hairs
PREPARED SLIDES
• specimens or photographs of plants growing without soil,
e.g. hydroponic plants
• slides and micrographs showing leaf structure
• a range of familiar plant products, e.g. cotton fibre, rice,
potatoes, wooden spills, corn oil
• secondary sources to show variation of carbon dioxide
concentration around leaves over a 24-hour period
PAGE 7
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material Cycles and Energy
Photosynthesis
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Independent learning
Pupils could:
• visit libraries or museums to find out more about economically important plant products
•u
se the internet to research the adaptations of different plants found in extreme habitats to facilitate photosynthesis
e.g. sea grass; plants in Polar Regions or deserts etc.
• research the history of ideas about photosynthesis e.g.
http://www.photobiology.info/History_Timelines/Hist-Photosyn.html
or http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/P/Photosynthesis_history.html
PAGE 8
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material Cycles and Energy
Photosynthesis
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Getting Practical
The purpose of the practical work identified in this document relate to Getting Practical: Improving Practical Work in Science
http://www.gettingpractical.org.uk/
There is a detailed paper which supports the Getting Practical project written by Robin Millar entitled Analysing practical
activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI)
A copy of this paper can be found at:
http://www.york.ac.uk/media/educationalstudies/documents/research/Analysing%20practical%20activities.pdf
Getting Practical learning objectives:
A: B
y doing this activity, pupils should develop their understanding of the natural world
A1: Pupils can recall an observable feature of an object, or material, or event
A2: Pupils can recall a ‘pattern’ in observations (e.g. a similarity, difference, trend, relationship)
A3: Pupils can demonstrate understanding of a scientific idea, or concept, or explanation, or model, or theory
B: B
y doing this activity, pupils should learn how to use a piece of laboratory equipment or follow a standard practical
procedure
B1: Pupils can use a piece of equipment, or follow a practical procedure, that they have not previously met
B2: Pupils are better at using a piece of equipment, or following a practical procedure, that they have previously met
C: By
doing this activity, pupils should develop their understanding of the scientific approach to enquiry
C1: Pupils have a better general understanding of scientific enquiry
C2: Pupils have a better understanding of some specific aspects of scientific enquiry
PAGE 9
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material Cycles and Energy
Photosynthesis
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Possible practical activities
Possible practical activities
Purpose
Researching how the carbon dioxide and/or oxygen concentration around leaves varies over a 24-hour
period.
This activity allows pupils to further develop their pattern seeking skills and research skills in preparation
for GCSE and ‘A’ level Biology
Equipment Links
C1
Testing a leaf for starch/variegated leaf.
This practical activity will allow pupils to practise how to work safely with chemicals and make accurate
observations:
B1
C1
http://www.nuffieldfoundation.org/practical-biology/testing-leaves-starch-technique
Investigating starch distribution in a variety of leaves, e.g. variegated leaves, leaves kept in the dark for
a few days, leaves covered with cut-out templates, copper beech leaves.
This activity allows pupils to practise how to work safely with chemicals, make accurate observations,
identify that photosynthesis only occurs where there is chlorophyll and where light reaches the leaf:
B2
C1
http://www.nuffieldfoundation.org/practical-biology/testing-leaves-starch-technique
Looking at stomatal impressions on leaves using clear nail varnish and Germolene New Skin.
(See also Biology: Structure and function of living organisms: Gas exchange systems)
How and why we make temporary slides.
Drawing what we see in a microscope.
Setting up a temporary microscope slide is an important skill for the scientist. Pupils should also be
taught to draw what they see rather than what they think they should see. This activity also allows pupils
to evaluate two methods and to clearly observe and draw stomata.
A1
B1
C1
Plastic Eyepiece
Graticule
MI84165
http://www.saps.org.uk/secondary/teaching-resources/299-measuring-stomatal-densityMeasuring stomatal density. (See also Biology: Structure and function of living organisms:
Gas exchange systems)
This activity provides an opportunity for mathematical analysis of the data gathered, pattern seeking and
the need for a representative sample
http://www.nuffieldfoundation.org/practical-biology/window-past-measuring-stomatal-density
A1
B2
C1
Plastic Eyepiece
Graticule
MI84165
Investigating if leaves release water and where it is released from
The purpose of the activity is to allow pupils to recognise the need for a control and to make accurate
observations.
Detach four leaves with approximately the same mass and volume from the same plant. Apply petroleum
jelly on three of the four leaves using a finger. Leaf 1 has petroleum jelly on both the upper and lower
sides of the leaf. Leaf 2 has petroleum jelly on the upper side only. Leaf 3 has petroleum jelly on the
lower side only. Leaf 4 (control) has no petroleum jelly. Find the mass of each accurately, hang them in a
cool dry place for a few hours and accurately determine mass changes.
Investigating water uptake using celery/white flowers and observing sections under the microscope
This practical allows pupils to observe capillary action, practice making temporary slides and making
accurate observations and drawing what they see in a microscope Setting up a temporary microscope
slide is an important skill for the scientist. Pupils should also be taught to draw what they see rather than
what they think they should see
B1
C1
A3
B1
C1
Food Colouring
FC91612
Researching the work of Van Helmont and Joseph Priestley
This activity allows pupils to further develop their research skills in preparation for GCSE and ‘A’ level
Biology, understand how knowledge about gases in the air and cells has helped to change ideas and to
recognise that scientists draw conclusions from evidence and based on current understanding or new
ideas.
C1
Possible misconception: plants get their food from the soil
PAGE 10
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Material Cycles and Energy
Photosynthesis
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Possible practical activities
Purpose
Researching and replicating hydroponics or using hydroponics to investigate photosynthesis.
This activity allows pupils to further develop their research skills in preparation for GCSE and ‘A’ level
Biology
If used for an investigation, the activity allows pupils to practise key practical skills such as identifying
variables, constructing a table, drawing a graph, pattern seeking and drawing conclusions:
Equipment Links
A3
B1
C1
or
A3
B1
C2
http://www.saps.org.uk/secondary/teaching-resources/847-hydroponics
Observing a transverse section of a leaf (prepared or temporary slides).
How and why we make temporary slides.
Prepared Slide
Drawing what we see in a microscope.
Setting up a temporary microscope slide is an important skill for the scientist. Pupils should also be
taught to draw what they see rather than what they think they should see. This activity also allows pupils
to compare leaf cells close to the upper surface with other cells and to suggest how they are adapted for
photosynthesis
A1
B2
PM87295
A3
B1
C1
Chromatography Paper
Extracting and separating chlorophyll pigments by chromatography.
The purpose of this practical is to allow pupils to follow a procedure and make accurate observations:
Pupils extract the chlorophyll mixture from grass pulp in a pestle and mortar using propanone as the
solvent (Care: highly flammable). They use propanone as the eluent and strip chromatography paper.
http://www.rsc.org/learn-chemistry/content/filerepository/CMP/00/000/458/cce-4.pdf
Prepared Slide
PM87290
CH04096
Melting Point Tubes
ME10370
Elodea
Measuring the rate of photosynthesis using elodea.
Halogen Lamp
This practical allows pupils to practise key practical skills such as making predictions, identifying
variables, constructing a table, making accurate observations, drawing a graph, explaining any
anomalous results and drawing conclusions.
Pupils place a strand of elodea weighed with a paperclip in a beaker of saturated sodium hydrogen
carbonate solution. They illuminate the weed with a bench lamp and compare the rate at which bubbles
are produced from the cut end of the weed with the lamp on and off.
A3
B1
C2
LA130500
Sodium Hydrogen
Carbonate
SO5610
Stopwatch
TI15738
Observing plants with growing root systems using a magnifying glass or microscope e.g. garlic cloves
suspended over water, water lettuce, and cress seedlings.
A1
B2
How and why we make temporary slides.
Drawing what we see in a microscope.
Setting up a temporary microscope slide is an important skill for the scientist. Pupils should also be
taught to draw what they see rather than what they think they should see.
Measuring rate of water uptake by a plant shoot using a potometer. Investigate the effect of air
movement.
This practical allows pupils to follow a procedure and to practise key practical skills such as making
predictions, identifying variables, constructing a table, making accurate observations, drawing a graph,
drawing conclusions and to evaluate the potometer as a piece of apparatus for measuring transpiration
http://www.saps.org.uk/secondary/teaching-resources/1263-investigating-transpiration-with-apotometer
A3
B1
C2
Simple Potometer
PL43500
Anemometer
EN52660
www.nuffieldfoundation.org/practical-biology/measuring-rate-water-uptake-plant-shoot-using-potometer
Make a model of xylem using pasta tubes.
Making a model of xylem is an important step for pupils to visualise and understand the structure of
stems and the process of transport of substances in plants.
A1
A3
It also allows them to use scientific knowledge to explain their observations.
PAGE 11
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