OCR Gateway Science (Biology B)
This GCSE Specification explicitly mentions that creationism should be discussed in science lessons, which has lead to questions in the House of Commons and reports in the Guardian and the Times.
This specification...aims to give students opportunities to:
- develop their interest in, and enthusiasm for, science;
- develop a critical approach to scientific evidence and methods;
- acquire and apply skills, knowledge and understanding of how science works and its essential role in society;
(page 5)
TiS: We welcome this critical approach, which is essential to science.
Assessment Objective 1 (AO1): Knowledge and understanding of science and how science works
Candidates should be able to:a) demonstrate knowledge and understanding of the scientific facts, concepts techniques and terminology in the specification;b) show understanding of how scientific evidence is collected and its relationship with scientific explanations and theories;c) show understanding of how scientific knowledge and ideas change over time and how these changes are validated.
(page 104)
TiS: This should help students understand how it is possible for a scientific theory which is incorrect to be accepted by the scientific community for long periods of time.
Furthermore, living fossils are just one class of a larger group of anomalous (or out-of-place) fossils that palaeontologists call 'holdover faunas' or 'Lazarus taxa'. These are fossils which occur where they are not supposed to according to the assumed 'geologic column' time-frame. Instead, they appear to leapfrog large intervals of 'geologic time' and then re-appear (rising from the dead, as it were). These raise interesting questions about evolution and the geological column.
TiS: The fossil record provides controversial evidence for evolution, as outlines in our article and lesson plan on this topic. For Creationist interpretations of the fossil record, as specified above, see: GlobalFlood.org, AnswersinGenesis or the books: 'Studies in Flood Geology' (2000) by John Woodmorappe and 'One Small Speck to Man' (2004) by Vij Sodera. Note that we are not responsible for the content of these materials.
For information regarding Horse diversification and natural selection in action, see our articles on Horse evolution, The Peppered Moth, and the Development of Biological Resistance.
Item B2f: Survival of the Fittest
Summary: The concept of evolution is well known even though it occurs over millions of years. However, the mechanism of evolution by natural selection is commonly misunderstood. This item discusses both evidence for evolution as well as its mechanism.Suggested activities and experiences to select from:
Examine fossils as evidence of organisms through time.Draw a poster to show how organisms became fossilised.Match fossils to pictures of early animals and plants.Research to find out about the different interpretations of the fossil record.Research hypotheses to explain the extinction of dinosaurs.(Page 34)
TiS: For more details see our essay on the fossil record.
Use a time line to show success of different vertebrate groups and the emergence of man.Research about Lamarck and his ideas about evolution.Draw a poster to show how Natural Selection takes place.Design a newspaper article telling people about Charles Darwin's observations and theories.Research the role of Alfred Russell Wallace in developing the theory of natural selection.Research about Charles Darwin and his voyages.Plot the distribution of the peppered moth on a map showing major cities.Research about resistant bacteria and discuss the problems this causes in hospitals. (Page 34)
TiS: For more information, see our essay on The Peppered Moth and Resistant Bacteria.
TiS: The common scientific suggestion as to why these organisms do not appear to have changed is simply chance. Other scientists suggest that living fossils are always opportunistic generalists, not concerned about food or habitat, so that in the event of an environmental upheaval they would survive unscathed. However, these suggestions are not fully consistent. Many living fossils are quite specialised.Research species that do not appear to have evolved but have stayed as they are for million of years, so called 'living fossils', e.g. coelacanth, crocodiles, sharks, and suggest why they do not appear to have changed. (Page 34)
Furthermore, living fossils are just one class of a larger group of anomalous (or out-of-place) fossils that palaeontologists call 'holdover faunas' or 'Lazarus taxa'. These are fossils which occur where they are not supposed to according to the assumed 'geologic column' time-frame. Instead, they appear to leapfrog large intervals of 'geologic time' and then re-appear (rising from the dead, as it were). These raise interesting questions about evolution and the geological column.
Assessable learning outcomes - Foundation Tier only: low demand
State that fossils can provide evidence for living organisms from long ago.Explain that animals and plants can change over long periods of time and that fossils provide evidence for this.Describe how the relative position of fossils in rock layers can be used to show evolutionary changes during long periods of time.Identify variations within a population of organisms of the same species.Apply knowledge that animals and plants that are better adapted to their environment are more likely to survive.Can-Do Tasks:
I can identify a range of fossils (1 point)I can use ICT to prepare an information leaflet explaining why the fossil record is incomplete (2 points)I can use the internet to find out information about Charles Darwin (1 point)(Page 34)
Assessable learning outcomes both tiers: standard demand
Describe how organisms may have become fossilised:
• hard body parts (shells, bones, leaves) covered in sediment, gradual replacement by minerals;• casts / impressions;
• preservation in amber, peat bogs, tar pits, ice.Explain that the fossil record is incomplete:
• some body parts, particularly soft tissue, decay so do not fossilise;• fossilisation rarely occurred;
• fossils not yet discovered; Interpret data on the evolution of an organism such as the horse.Explain that when environments change some animal and plant species survive or evolve but many become extinct.Explain that animals and plants that are better adapted to their environment are more likely to survive; this is called natural selection.Explain that adaptations are controlled by genes and that these can be passed on to the next generation.Describe examples of change by natural selection occurring today:
• occurrence of dark or pale forms of the peppered moth in areas with different levelsof pollution;• bacteria becoming resistant to antibiotics;
• rats that are resistant to the rat poison warfarin.
(Page 35)
Assessable learning outcomes - Higher Tier only: high demand
Explain that the fossil record has been interpreted differently over time (e.g. creationist interpretation).Explain the main steps in Darwin’s theory of natural selection leading to the evolution or extinction of organisms:• presence of natural variation;• competition for limited resources;• ’survival of the fittest’;• inheritance of ’successful’ adaptations;
• extinction of species unable to compete;
Explain the reasons why the theory of evolution by natural selection met with an initially hostile response (social and historical context).Explain how Lamarck's ideas of evolution by the inheritance of acquired characteristics was different from Darwin's theory and why it was discredited:
• acquired characteristics do not have a genetic basis.Explain that over long periods of time the changes brought about by natural selection may result in the formation of new species.(Page 35)
TiS: The fossil record provides controversial evidence for evolution, as outlines in our article and lesson plan on this topic. For Creationist interpretations of the fossil record, as specified above, see: GlobalFlood.org, AnswersinGenesis or the books: 'Studies in Flood Geology' (2000) by John Woodmorappe and 'One Small Speck to Man' (2004) by Vij Sodera. Note that we are not responsible for the content of these materials.
For information regarding Horse diversification and natural selection in action, see our articles on Horse evolution, The Peppered Moth, and the Development of Biological Resistance.
Quote
Intelligent design theory could be discussed in schools, but only in the context of being one of a range of views on evolution that students might consider and evaluate against the evidence.
Lord Filkin 21.02.2005
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