Scheme of Work Cambridge International as & a level

In this task, learners use a redox indicator to measure the rate of aerobic respiration in yeast at different temperatures. As part of this task, learners consider how best to plan an investigation and present obtained results.

Learners prepare Venn diagrams or tables to visually compare the mechanisms and features of aerobic and anaerobic respiration. An example of a similarity is that glycolysis occurs in both; a difference is that the Krebs cycle occurs only in aerobic respiration. Learners compare their work with those of others to identify any points of comparison that they did not identify. (I)

Remind learners of xerophytes and adaptation to survival in arid conditions, Topic 7 Transport in plants and prompt learners to undertake independent research focusing on the adaptations of rice to grow in paddies (fields that are intentionally flooded). Learners make poster presentations that can be displayed for group feedback using post-it notes. (I)

Prepare a crossword containing all the terms used in this lesson, with clear clues. When completed, this will be an excellent sheet of definitions. Learners keep their copies to refer to throughout the topics of aerobic and anaerobic respiration. (I)

Learners design an investigation, with a focus on how to collect valid, reliable and accurate data, to find the longest time rice plants are able to withstand being submerged. Discuss an example plan with learners and how it differs from theirs, before providing an opportunity for learners to assess their own work. (F)