AS coursework idea: golden rice

The issues surrounding the development of the genetically modified rice, golden rice, maybe a useful topic for the AS coursework essay. Rather than discussion of GM foods in general a look at this particular food, and the campaign and controls against it, provides a rich source of discussion. Golden rice has been modified to produce high amounts of vitamin A, a deficiency of which causes many deaths a year in the developing world:

“According to the World Health Organization, dietary vitamin A deficiency (VAD) causes some 250,000 to 500,000 children to go blind each year. Blindness and corneal afflictions are but indicators of more severe underlying health problems: more than half the children who lose their sight die within a year of becoming blind. VAD compromises the immune systems of approximately 40 percent of children under the age of five in the developing world, greatly increasing the risk of severe illnesses from common childhood infections.”

Golden Rice Project

However, the severe restrictions have been placed on the use of golden rice and, as of, writing it has not been allowed out of the lab as yet. Is the need for supplements via rice needed? Are there alternatives? Are the fears of introducing the rice into the general agricultural system justified? Do the benefits outweigh the potential risks?

To find out more follow the links below and watch the videos.

The Golden Rice Project

BBC news: Golden Rice

Articles from the Science journal (will need to pay for access)

Golden Rice: A dangerous experiment (from BanGMfood.org website)

Video 1: Excerpt from Channel 4 Animal Farm series (looking at genetic modification and tissue engineering, recommeded viewing). It is 5 minutes long and shows the techniques involved.

Video 2: Slideshow and commentary on golden rice. Gives a greater voice to those who are against the use of golden rice.

A Level Biology: mutations PowerPoint presentation

This is a short and simple presentation to illustrate the dfferent types of possible mutations. A lot of simple animations and short informative information slides. The last summary slide can be used as a verbal summary or as a written activity for the students.

Link to presentation:

mutations

AS Level Transport across the membrane: Osmosis

This is the second in the transport across the membrane series of PowerPoint presentations. I am quite proud of some of the explanations and animations here. There is also a supporting video using the same presentation which maybe useful to watch (so you can see how I would explain each slide). This was originally written to support the concept approach Edexcel textbook but it can be used for any A level syllabus. There are integrated questions to encourage the students to apply the theory.

PowerPoint Presentation:

transport-across-the-membrane-osmosis

Transport across membranes: Diffusion and faclitated diffusion

This is a PowerPoint presentation on transport across the membane, focusing on diffusion and facilitated diffusion only. This was originally written to match the concept approach (green) Edexcel textbook.There is a matching video available using this presentation. You can make the animations repeat by simply scrolling backwards by one click with the mouse. I am not too happy with one of the examples of facilitated diffusion animations but it gives th idea of a conformational change.

transport-across-the-membrane-diffusion

Changing from concept to context approach for AS and A2 level

Our Biology department originally followed the Concept approach for the Edexcel AS syllabus. Our reasons for this were two-fold: a) at the time for making our textbook orders only the Concept approach textbook was available and b) we felt safer with this approach as it was how we delivered the previous syllabus. With all the changes we thought it would be too much of a shift to teaching in a Context approach way as well.

However as the year progressed and after a few online training course it became apparent that whilst the Concept approach was offered the Biology Big Bods were very much SNAB people. I began to wonder whether it would be a good idea to go along with the preferences of the examiners. After all I am of the opinion that, even though I may have my own preferences for how to teach topics, and in what order, and have favourite textbooks, it isn’t me setting and marking the exams. One has to play the game.

By this time the SNAB AS textbooks were available and I sent off for a copy. I immediately liked the book, it is less wordy and weighty than the concept books for a start. In addition the questions appear at once to clearer (i.e as to what detail is required in the answer) and also allows for more applied thinking from the student. Indeed with the placement of activities and questions throughout it is much more of a working tool than the concept textbook. It encourages students to explore and can be used much more easily by the teacher in terms of “working through the textbook” as I do (see additional post on using textbooks) without it becoming too dry.

I showed the book to one of my more high ability students and interestingly they preferred the Concept book. However my more middle ability students much preferred the SNAB approach and indeed the spark appears to have finally arrived in their eyes and lessons are now more dynamic as there is a greater dialogue between us.

Naturally one has to buy into the SNABonline site for both students and teachers (this is actually not very easy to navigate and I will review this separately) and in the first year (2009) it is offered free. As you can imagine I am downloading resources like crazy this year. The fact that one cannot buy a paper version teacher guide/resource pack is very commendable from an environmental point of view, and allows for cheap updates. However I have surprised myself by wishing I had a paper based guide as I do not always have the time to log on, hunt for the relevant resource, print it off then go and photocopy it. It is much easier to grab a folder, flick through and choose the worksheet or have the teacher notes open in front of me during a lesson. I suppose I should just plan ahead and be more organised, but I just do not seem to have the time.

Anyway, both my colleague and I like the SNAB approach so much that even though we have started again this year teaching AS via the Concept approach we will be switching if I am allowed my emergency book order. We already had enough books for our A2 class (all lads who love PE) and the new delivery is a big success, as I said earlier.

Seriously consider swapping, or at least mixing the two approaches. There is a lot of support for the Context approach, is clearly favoured by the examiners and certainly is an easier, less dry, teaching approach.