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BTEC Edexcel Level 2

BTEC First Certificate and Diploma in Applied Science

September 2006

Tutor Support

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Edexcel Limited is one of the leading examining and awarding bodies in the UK and throughout the world. It incorporates all the qualifications previously awarded under the Edexcel and BTEC brands. We provide a wide range of qualifications including general (academic), vocational, occupational and specific programmes for employers.

Through a network of UK and overseas offices, our centres receive the support they need to help them deliver their education and training programmes to learners.

For further information please call Customer Services on 0870 240 9800, or visit our website at www.edexcel.org.uk

1 Centres are responsible for the overall risk assessment of experimental work undertaken

by learners. 2 Attention is drawn to the need for safe practice when students carry out laboratory

experiments or observe demonstrations. Particular attention is drawn to the possible hazards associated with electrical equipment, the handling of micro-organisms and ionising radiation. Strict aseptic conditions should be used when undertaking practical work. Reference must be made to COSHH regulations and any specific local education authority restrictions. Relevant advice can be obtained from the following publications:

• CLEAPSS Laboratory Handbook (available from CLEAPSS School Science Service,

website www.cleapss.org.uk) • Control of Substances Hazardous to Health Regulations (HSE, 2005)

ISBN 0717629813 • Hazcards (2004 update available from CLEAPSS School Science Service) • Topics in Safety – Third Edition (ASE 2001) ISBN 0863573169.

References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

Authorised by Roger Beard Prepared by John Fincham

All the material in this publication is copyright © Edexcel Limited 2006

http://www.edexcel.org.uk/

http://www.cleapss.org.uk/

Contents PAGE

Introduction 1 Course programme rationale 1 Structures of the qualification of BTEC First Certificate and First Diploma in Applied Science 2 Delivery strategies 3 Resources 4 External links 5 Assessment 6 Assessment strategies 6 Assignment design 11 Exemplar Scenarios 12 Exemplar activities and assignment briefs 14 Unit 1: Scientific Principles 15 Unit 2: Science and the World of Work 21 Unit 3: Chemistry Applications 26 Unit 4: Physical Science Applications 45 Unit 5: Biological Systems 50 Unit 6: Working with Science 62 Unit 10: Forensic Science Applications 72 Unit 11: Science in Medicine 77 Annexe 1 – Useful websites 82 Annexe 2 – Learners’ guide to SI units and their conversion 87 Annexe 3 - Exemplar tracking documents 107 Annexe 4 –Header/front sheet template 109

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Annexe 5 – Mapping previous specification against 2006 version 110 See Edexcel website for: Services for Centres- FE Colleges and Schools> Quality Assurance – FE Colleges and Schools> Guidance Documents for Centres 2006/7 (updated annually) > www.edexcel.org.uk/sfc/feschools/qa/guidance-06071

• Guidance Documents for centres 2006 – 2007 • NQF BTEC Level 2 – 3 (including short courses at Level 1 – 3) Centre Risk

Assessment Handbook 2006 – 2007 • NQF BTEC Level 2 – 3 (including short courses at Level 1 – 3 National

standards sampling Handbook

http://www.edexcel.org.uk/sfc/feschools/qa/guidance-06071

Introduction These tutor support materials have been produced to complement the information given in the guidance section of the specification and to provide extra support in the planning, delivery and assessment of a course programme. Activities and exemplar assignment briefs are provided for Units 1, 2, 3, 4, 5, 6, 10 and 11. The materials have been designed mainly for the delivery of a 1 or 2 year full-time First Certificate or Diploma programme, although referrals to part-time programmes are made and the principles can be adapted for any mode of attendance. Course Programme Rationale The BTEC First Certificate and Diploma are vocationally related qualifications and have been developed to give course programme leaders/tutors the opportunity to deliver a programme of learning that reflects the nature of the science industry, or an organisation that uses science. The BTEC First in Certificate and Diploma in Applied Science have been developed to focus on: • providing opportunities for full-time learners to gain a nationally recognised applied science work-

related qualification • providing opportunities for apprentices, laboratory technicians or assistant practitioners in employment

to gain a work-related qualification • providing opportunities for learners to develop a range of skills, personal qualities and attributes

essential for successful performance in working life • providing opportunities for learners to progress to a vocational qualification such as the BTEC

Nationals in Applied Science, Sports and Exercise Science or Beauty Therapy Science; levels 2 and 3 NVQ Laboratory and Associated Technical Activities; or other science/technology-related course

• the education of full-time learners who would like to follow a career in one of a variety of types of

science technical/assistant practitioner work, such as quality control, medical laboratory testing, materials testing, health care sciences, forensic science, soil testing, pilot scale, research, education

• developing the knowledge, understanding and skills of learners in a work-related programme, where

the methods of delivery and assessment will be assignment driven and have a practical investigative approach to reflect the needs of employers and the future career path of the learner

• giving an insight into the role of a technician/assistant practitioner working in the science industry or

organisations that use science

• providing opportunities for learners to focus on the development of the major key skills and the wider key skills, such as improving own performance, working with others and problem solving in a science and technological context.

Tutor Support Material/” Edexcel Level 2 BTEC First Certificate and Diploma in Applied Science – Issue 1 –September 2006” 1

Structures of the qualification of BTEC First Certificate and First Diploma in Applied Science

Edexcel Level 2 BTEC First Certificate in Applied Science

The Edexcel Level 2 BTEC First Certificate in Applied Science consists of three core units that provide a combined total of 180 guided learning hours (GLH) for the completed qualification.

Edexcel Level 2 BTEC First Certificate in Applied Science

Unit Core units GLH Level

3 Chemistry Applications 60 2

4 Physical Science Applications 60 2

5 Biological Systems 60 2

Edexcel Level 2 BTEC First Diploma in Applied Science

The Edexcel level 2 BTEC First Diploma in Applied Science consists of two core units and four specialist units that provide a combined total of 360 guided learning hours (GLH) for the complete qualification. Pre-16 learners who are studying for the BTEC First Diploma must complete the core Units 1 and 2 and specialist Units 3, 4 and 5 (incorporate the Key Stage 4 programme of study). Pre-16 learners therefore can select only one specialist unit from Units 6 to11.

Edexcel Level 2 BTEC First Diploma in Applied Science

Unit Core units GLH Level

1 Scientific Principles 60 2

2 Science and the World of Work 60 2

Unit Specialist units – select four units

3 Chemistry Applications** 60 2

4 Physical Science Applications** 60 2

5 Biological Systems** 60 2

6 Working with Science 60 2

7 Anatomy and Physiology 60 2

8 Environmental Science 60 2

9 Plants and Food 60 2

10 Forensic Science Applications 60 2

11 Science in Medicine 60 2

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Delivery Strategies Mode of delivery This is a mode - free qualification and modes of delivery should be appropriate to learner types (full - time or part - time). The guidance part of the specification gives a definition for guided learning hours. The First Certificate programme which is equivalent to 3 × 60 = 180 guided learning hours and the First Diploma 6 × 60 = 360 guided learning hours. Induction Learners should be given a course handbook that outlines information about the course and centre policies with regard to their programme of study’ eg authenticity of work, deadlines, portfolio assignment work storage, assessment, practical work etc. It is important that learners during the induction programme are given activities that are interesting, contextualised and allow them to start to develop skills and knowledge that they will require during the rest of the programme. The skills and knowledge should include information about:

• portfolio-building skills • how the course operates and how they will be assessed • how to search for, use and reference appropriate information sources to complete assignments • health and safety • scientific practical procedures • scientific terminology • data collection, analysis and presentation.

Programme of delivery This programme is normally delivered over one or two years dependent on the type of learner(s) and their other learning commitments. The BTEC First Certificate in Applied Science is equivalent to two GCSEs and should normally be given approximately 20 percent curriculum time in schools (normally four to five hours per week over two years). Induction – Could take place towards the end of Year 9 (in schools after the SATs tests) and could be used as a formative tool to assess who would benefit from the BTEC approach at KS4. Tracking/assignment sessions – One lesson every two weeks could be allocated to tracking learners’ progress and enabling them to keep up – to - date with completing their assignment work. Review weeks – Review sessions could take place in the last week of each term (or other appropriate week), so that learners can work on their portfolios to ensure they are up – to – date with their assignment work and reflect on their learning.


Resources BTEC First qualifications are designed to prepare learners for progression to other work – related qualifications or employment into specific science – related sectors. Physical resources needed to support the delivery of the programme, and assessment of the grading criteria and should be of a national standard. Staff delivering programmes and conducting the assessments should be fully familiar with current practice and standards in the sector concerned. Centres will need to meet any specialist resource requirements when they seek approval from Edexcel.

The physical resources provided must be sufficient in type, quality and quantity for all learners to meet the outcomes specified in each unit. Where a centre cannot provide all the resources itself, arrangements can be made for another organisation to provide them, but this should not result in the loss of teaching time. It is essential that these arrangements are formal and agreed in writing. The quantities of resources should be sufficient for the number of learners. Any centre wanting to run a BTEC First Certificate and Diploma in Applied Science should consider the following as essential:

• suitably qualified delivery team

• opportunities for staff to acquire and/or maintain specialist knowledge and skills

• appropriate physical resources and equipment

– classrooms and study areas

– suitably equipped library or learning resources centre

– studio, audio and video recording equipment, eg:

– ICT resources, including access to the internet

• access to appropriate specialist resources, eg:

– appropriate environments (eg suitable science laboratories, science workshops, laboratory preparation facilities)

– physical resources (eg laboratory equipment, materials, appropriate and readily accessible science and related facilities for development of practical skills, an assignment and skills assessment resource, access to suitable establishments with appropriate tutors, demonstrators and assessors)

– laboratory and workshop ICT resources, including access to the internet and data logging facilities

– field trip visits for relevant units

• access to a variety of opportunities for assessment and assessment support.

Access to the following would be seen as added value and enrich the learners’ learning:

• appropriate direct links with relevant science, forensic science and/or medical science organisations, their personnel, and access to their policy and practice

• current and relevant employment experience within the delivery team. This could be supplemented with specialist lecturers, visits, visiting speakers and talks from technical support staff about their roles

• where appropriate, access to work experience placements relating to chosen options

• staff – time for visiting work placements

• access to wok placement supervisors who are occupationally competent and willing to contribute to the assessment of learners’ professional practice

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• staff – time for liaison with employers

• flexible access for staff and learners to modern information communication technology facilities with technician support

• suitable resources for the promotion of equal opportunities and anti-discrimination practice (eg learner’s charter, childcare facilities, access funds).

Units that focus on the development of practical skills should be delivered in a way that allows learners to develop those skills, relating them to underpinning knowledge.

For the specialist resource requirements to deliver the individual units, refer to the resources section in each Unit of the specification. Centres will need to ensure that all staff are aware of, and comply with, the national and local statutory requirements relating to Health and Safety at Work Act (1974) and the Control of Substances Hazardous to Health Regulations. External Links Links with external organisations are important for reasons such as: • finding work placements for learners (although this is not compulsory for this qualification) • gathering information to enable learners to complete assignments • simulating or using the latest workplace practical techniques in the laboratory • arranging visits to organisations or organising speakers to talk to the learners • using information and materials from organisations to contextualise generic units • using information and materials to make the course relevant and interesting for the learners • gathering information about future careers/jobs • using pro formas/templates/policies etc used within the industry as real specimen exemplars

(permission from an organisation should be sought before using such materials). The definition of a science-based organisation’ should be drawn as widely as possible. It can include science organisations or organisations that use science. It could include manufacturing sites, the public and/or private utilities, agricultural or horticultural concerns, public or private analysts, research laboratories, medical or veterinary centres, etc. Other organisations include professional bodies/associations and societies that deal directly with science or are science - related. Employed learners can be an excellent source of information and a valuable link to employers. Full-time learners may need access to directories related to local services and the manufacturing industry. Examples include:

• The Directory of Small Businesses

• Directory of Businesses from the Local Chambers of Commerce and Industry • Work Experience / Workplace learning frameworks - Centre for Education and Industry (CEI -

University of Warwick) www.warwick.ac.uk/wie/cei/ • www.gcseappliedscience.com Careers in Science • www.vocationallearning.org.uk Learning and Skills Network


http://www.warwick.ac.uk/wie/cei/

http://www.gcseappliedsciencecom/

http://www.vocationallearning.org.uk/

• www.setnet.org.uk Section on Science and Engineering Ambassadors • www.nebpn.org National Education and Business Partnership Network

Annexe 1 (p 82) contains a list of websites for large organisations, professional bodies and societies/associations.

Assessment Grading criteria Learners need to provide evidence to meet the grading criteria shown in the assessment evidence grids. To pass - every pass criterion must be met. To gain a merit – all the pass and merit criteria need to be achieved. To gain a distinction – all the pass, merit and distinction criteria need to be achieved. See the grid overleaf page as an example grid showing the requirements of the pass criteria for Unit 3: Chemistry Applications. In this qualification the evidence grids are known as sequential grids. Sequential grids are grids where the number of criteria remains constant across the grid from Pass to Distinction ( P1 –> M1 –> D1) and shows progressive improvements in the quality of performance across the grid. This is shown in the Unit 3: Chemistry Applications grading grid on page 10. The evidence required to meet the needs of the assessment grading criteria often follow a sequence of: Pass = What? > Merit = How? > Distinction = Why?

Assessment Strategies

Learners need to complete assignments set by the programme team and complete their portfolio of evidence for each individual unit to meet the grading criteria in the unit. It is important that learners have the opportunity early on in the course to develop portfolio building skills, so that learners can manage and organise their evidence ie practical reports, assignments, posters, tests etc.

During the programme of learning, learners should complete a number of formative developmental assignments and must complete a number of summative assignments to pass the qualification.

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http://www.setnet.org.uk/

http://www.nebpn.org/

The formative assignments should be used for developmental purposes and can be used to:

• prepare the learners for the essential summative assignments

• confirm knowledge and skills

• extend knowledge and skills depth and breadth

• prepare learners for progression to other qualifications.

These developmental formative assignments can help learners to gain confidence and skills. It is normally good practice to start with some smaller assignments where learners can get quick feedback and use reflective practice to understand what is required when they start summative assignment work.

The summative assignments must cover part or all of the grading criteria in the relevant grid. This will be dependent on the nature and size of the assignment and how it relates to the assessment grading criteria and content of the unit.

The grading grid in Unit 3 has a total of 18 pass, merit and distinction grading criteria. It has 6 sequential related criteria, eg P1, M1, D1; P2, M2, D2 etc. The six sequential related pass, merit and distinction criteria could be used to design six different summative assignments. Each assignment is normally broken down into a number of smaller tasks.

Learners normally receive feedback after each assignment has been assessed (usually by the tutor) and internally verified where appropriate. This will let them know if they have achieved the criteria specified in the assignment or if they need to provide further evidence. This also keeps learners informed of their progress throughout the course.

Tutors should provide learners with a list of assignment work deadlines over the period of study. This will help learners to manage their workload. The table below shows part of a list of assignments.

September October November December January

Unit 1 Assignment 1 Assignment 2 Assignment 7

Unit 2 Assignment 4

Unit 3 Assignment 3 Assignment 6

Unit 4 Assignment 5

Tracking learner assessment evidence Annexe 3 gives an example of a learners tracking grid to enable a course programme leader/tutor to keep track of the learners’ progress during the course The Edexcel website also has an example of a detailed ‘learner achievement tracking document’ for individual learners. This is an excellent method of summarising an individual learner’s evidence of achievement.


It is important to ensure that assessors, internal verifiers and external verifiers have easy access to summative learner evidence for each of the unit grading criteria in the learners’ portfolio. The evidence must be clearly referenced and annotated. When the criteria includes the assessment of process skills it is important to use witness statements to verify that the learner is competent at that skill and establish its authenticity, eg the learner has worked independently, has worked safely with regard to themselves and others, or has competently followed a laboratory procedure.

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Grid showing the requirements of the pass criteria for Unit 3: Chemistry Applications Grading criteria

To achieve a pass grade the evidence must show that the learner is able to:

To achieve a merit grade the evidence must show that in addition to the pass criteria, the learner is able to:

To achieve a distinction grade the evidence must show that in addition to the pass and merit criteria, the learner is able to:

P1 describe atomic and electronic structures of elements 1- 20, including isotopes, in the periodic table

M1 D1

P2 investigate and describe ionic, covalent and metallic bonds

M2 D2

P3 carry out investigations to collect primary data to define what is meant by exothermic and endothermic reactions

M3 D3

P4 investigate and use primary data to identify the factors affecting reaction rates and reversible reactions

M4 D4

P5 investigate and describe the use of the three main types of organic compounds used in society

M5 D5

P6 describe how human and natural activity affect the earth and its environment

M6 D6

9 Tutor Support Material - l Edexcel Level 2 BTEC First Certificate and Diploma in Applied Science – Issue 1 – September 2006”

Grading grid

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit. The criteria for a pass grade describe the level of achievement required to pass this unit.

Grading criteria

To achieve a pass grade the evidence must show that the learner is able to:

To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to:

To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

P1 describe atomic and electronic structures of elements 1- 20, including isotopes, in the periodic table

M1 describe the patterns and trends of chemical properties of groups 1 and 7 in the periodic table

D1 explain the patterns and trends within groups 1 and 7 in the periodic table

P2 investigate and describe ionic, covalent and metallic bonds

M2 investigate and explain the difference in properties of substances with ionic, covalent and metallic bonded substances

D2 explain bonding in terms of stability a means of achieving a full outer shell either by transferring or sharing electrons

P3 carry out investigations to collect primary data to define what is meant by exothermic and endothermic reactions

M3 using examples of suitable investigations using primary data , describe the differences between exothermic and endothermic reactions

D3 explain the processes involved in exothermic and endothermic reactions

P4 investigate and use primary data to identify the factors affecting reaction rates and reversible reactions

M4 investigate use primary data to describe how the factors affect reaction rates and reversible reactions

D4 use primary data to evaluate how different factors affect reaction rates for a given industrial reaction

P5 investigate and describe the use of the three main types of organic compounds used in society

M5 explain the benefits and disadvantages of using organic compounds in society

D5 evaluate the importance of organic compounds used in society

P6 describe how human and natural activity affect the earth and its environment.

M6 explain how human and natural activity effect the earth and its environment

D6 evaluate the effects of human and natural activity on the earth and its environment.


Assignment Design These tutor support materials contain a number of exemplar activities and summative assignment briefs to cover parts of Unit 1: Scientific Principles; Unit 2: Science and the World of Work; Unit 3: Chemistry Applications, Unit 4: Physical Science Applications, Unit 5: Biological Systems, Unit 6: Working with Science; Unit 10: Science in Medicine and Unit 11: Forensic Science Applications. Summative assignment briefs must have a header/front sheet and they must include the grading criteria which are targeted. The assignment brief must be fit for purpose, contain appropriate tasks that are vocationally relevant, and:

• contain accurate unit details • contain accurate programme details • contain clear deadlines for the assignment • contain relevant grading criteria for the unit covered • contain relevant grading criteria targeted against each task • clearly state what evidence the learner needs to provide • be likely to generate evidence which is appropriate and sufficient • be set at the appropriate level • have a time period of appropriate duration • use suitable vocational language • have a clear presentation format • contain the assessor name • contain a space for internal verifier comments • contain a space for assessor’s comments • contain a space for the learner to sign to confirm it is all their own work.

The exemplar summative assignment briefs given in this document will often need to be supplemented by information provided by the tutor (through demonstrations, teaching notes, handouts, videos/dvds etc) or by the use of references to books, websites, visits to local industry, visiting speakers or other useful resource based learning materials. The assignment briefs should also be adapted to meet local needs (eg use local science organisations or organisations that use science) and to meet the needs of learners at the centre. Learners need to provide evidence that is all their own work. They may need support in developing their study skills in identifying and gathering information from different sources extracting relevant information, combining and rewriting the information for their assignment. This will help learners to develop their independent learning skills, knowledge management skills, and confidence in completing assignment work. Learners need to take responsibility for completing their assignments. Assignments should contain a number of key features of project management such as: aims and outcomes (tied to evidence criteria when summative), start and end dates (deadline/timelines), procedures (eg laboratory practical procedures), risk analysis, budget (costings can be built into a assignment if relevant), resources to complete the assignment (equipment, software, hardware etc). Learner access to appropriate and relevant information is an essential part of this course. ‘A learner’s guide to SI units and their conversion’ is included to support learners so they can practice converting different units (see Annexe 2). This can be adapted to meet individual learners, needs.


12 Tutor Support Material/” Edexcel Level 2 BTEC First Certificate and Diploma in Applied Science – Issue 1 – September 2006”

EXEMPLAR ASSIGNMENTS SCENARIOS Scenarios Assignments must be set in a work - based scenario, where learners can simulate the role of being employed when carrying out tasks or learn how to carry out tasks that a technician/assistant practitioner/scientist would need to do in order to work effectively and efficiently. Some examples of the types of science organisations or roles of employees working for science organisations or organisations that use science, together with some example contexts/features that could be used for assignment and activity scenarios, include:

• science magazine editor or journalist – editing; writing articles; proofreading; (useful for assignment work that includes abstract concepts)

• forensic scientist or attendant – analysing materials from crime scenes; properties of elements, compounds and ions; genetics; infrared, ultraviolet, x-rays

• school/college/university technician – preparing laboratory practicals for learners; repairing, maintaining and calibrating equipment; organising preparation rooms/laboratories; making up solutions; solubility; science curriculum knowledge; technical skills

• pharmacy services technician – making up formulations/mixtures; precise measurements – drugs; solvents; solubility; purity; pH; properties of materials

• assistant practitioner in a hospital laboratory – medical laboratory sciences; medical physics; imaging; screening; use of instruments; analysing data; testing samples against standards

• science trainer in a science organisation – preparing trainee materials for new starters, eg apprentices or for professional development of employees; prepare a poster about the periodic table for new trainees to inform them about elements 1-20 (useful for abstract concepts)

• biotechnologist in a biotechnology organisation – research into genetic materials; genetic production; plants; soil science

• food science technician/technologist – quality control standards; taste; purity; colourings; other additives; E numbers; preservatives; production – % yields.

• research technician or scientist – new products; factors affecting the preparation of new products; analytical techniques; atom economy; sustainable development; Combinatorial Theory

• quality control technician – purity/accuracy/errors; analytical features; use of instruments; data collection and analysis

• manufacturing plant operator – production – % yields, rates of reaction, equilibrium effects; energetics; exothermic, endothermic reactions; energy use; sustainable development

• bulk chemicals plant manager – raw materials; extraction; purity; energy sustainability; electrolysis; quality control; pilot scale; % yield; salts, sodium carbonate, calcium carbonate, sodium hydrogen carbonate, sulphuric acid, ammonia; waste and energy management

• fine chemicals manager – raw materials; quality control; pilot scale; purity; % yield; antibiotics; barbiturates; gold salts; sulphonamides; photographics; antihistamines; waste and energy management.

• polymer or paint (surface coatings) scientist – % yield; quality control; surface properties; pigments; solvents; bonding; porosity; adhesion, cohesion; viscosity; solubility; suspensions; colloidal properties; waste and energy management

• confectionery plant manager – colourings; sugars; purity; texture; taste; sweetners; pH; solvents; preparative techniques; quality control; raw materials; quality control; pilot scale; % yield; waste and energy management

• milk quality control technician – data collection and analysis; viscosity; relative density; colloidal properties; pH; raw materials; oils; fats, waste and energy management

• glass production manager – inert gases; raw materials; transparency; sound and heat insulation; double/triple glazing; opacity; solar glass; reflection, refraction; quality control; % yield; waste and energy management

• cement/plaster production manager – bonding, hydration, exothermic reaction; strength; durability; raw materials; porosity; quality control tests; purity; surface area of product; raw materials; % yield; limestone, lime, calcium sulphate, calcium oxide; waste and energy management

• pharmaceutical plant manager or research scientist – research into new drugs; side effects; purity; barbiturates, antibiotics, antihistamines, gold salts, sulphonamides, opiates; raw materials; quality control; pilot scale; % yield; waste and energy management

• environmental scientist or advisor – river pollution; pH; land pollution; global monitoring; soil science; fertilisers

• alternative energy consultant – carbon economy; future fuels; energy transformations, sustainable development; insulation; fossil fuels; alternative energy

• analytical physics laboratory physicist – properties of materials; measurements; accuracy; observations

• polymer/plastics scientist – properties of plastics; water resistance; weathering properties; flexibility; strength; raw materials; quality control; research; % yield; additives

• medical physicist – radiography; laser science; x-rays; MRI; electromagnetic spectrum

• oil manufacturing or refinery manager – fractional distillation; cracking; future fuels; bitumen; petrol; methane, pentane, propane, butane; calor gas; raw material; quality control; % yield; waste and energy management

• oil chemical company by-product chemist – organic chemicals, acids; alkalis; soaps, soapless detergents, polymers; raw material, quality control; pilot scale, research, % yield; waste and energy management

• construction/engineering scientists – thermal and sound insulation; energy sustainability; lighting; forces; properties of materials; energetics; rates of reactions; porosity; damp proof courses, capillarity; efflorescence; erosion; corrosion; electricity

Tutor Support Material/” Edexcel Level 2 BTEC First Certificate and Diploma in Applied Science – Issue 2 – July 2006” 13


• water company environmental scientist or water quality control scientist – testing water; pH; purity; soluble salts; distilled water; evaporation; solubility; suspended particles; transparency; purification; chlorine; fluorine; heavy metals; filtration; pollution; hard and soft water; soapless detergents; surface tension, microbes

• textile manufacture production manager or quality control technician – smart materials; fibres; flexibility; dyes; strength; pigments; raw materials; quality control; transitional metals; % yield

• cosmetics or beauty therapy scientist – anatomy; physiology; organic solvents; solubility; texture; viscosity; evaporation; purity; nanochemistry creams/lotions; pigments; dyes; opacity; colloids; quality control; pH; acids; alkalis; refractive index; raw materials; quality control, pilot scale, research; % yield

• firefighting science consultant – organic solvents; fireproof clothing; foams; fire-extinguishing chemicals; chlorinated solvents; combustion; combustion products; exothermic/endothermic reactions; rates of reaction; inflammability

• sports scientist – anatomy; physiology; carbon fibres; smart materials; nanotechnology; polymers; textiles; waterproofing; flexibility; strength; thermal response materials; wind response materials; moisture response material; porosity.

Exemplar Activities and Assignments Briefs The activities and (or) assignment briefs are provided for units 1, 2, 3, 4, 5, 6, 10 and 11. A number of assignment briefs (not all assignment briefs) have:

• a typical exemplar header /front sheet (a template is given in Annexe 4 that can be adapted for centre use)

• a tutor information section showing alternative scenarios or additional sources of information

and

• a practical information work sheet that could be used to complete one or more tasks in the assignment briefs.

Unit 1: Scientific Principles — Exemplar activities and assignments Introduction One of the aims of this unit is to ensure that every learner covers some key concepts of chemistry, physics, biology and standardised systems of measurement. Formative activities Activity 1 – The importance of units of measurement and accuracy Science technicians or practitioners in industry and in hospitals are required to measure out liquids to a degree of accuracy required for the task eg measuring out a liquid medicine for a patient. Ask the learners to measure out 25 cm3 of water in a beaker, a measuring cylinder, a burette and a pipette. Weigh each of them (by difference) on a balance in grammes, make a comparison of the masses obtained and calculate the % accuracy of each measurement. Activity 2 – The periodic table It is important that technicians have a knowledge of the periodic table and the properties of commonly used elements, eg elements are used as starting materials in the chemical industry to manufacture heavy bulk chemicals (nitrogen, hydrogen and sulphur to produce ammonia and sulphuric acid for example). Learners could carry out an activity to identify the symbols of elements in the periodic table which are metals and non-metals and the history of some examples. Activity 3 – The importance of cooling curves It is important that an industrial chemist has an accurate knowledge of the melting points of solid products to establish their purity. The melting point (or freezing point) can be used for the quality control of different batches of the same chemical products. Sharp melting point pure product – Wide range melting point impure product. Learners could also be asked to look up the literature melting point of stearic acid. Melting points can also be important in the use of plastics to ensure they do not melt when transporting hot liquids. Learners can carry out a cooling curve to measure the melting point of a substance (eg stearic acid). Tutor Support Material/” Edexcel Level 2 BTEC First Certificate and Diploma in Applied Science – Issue 2 – July 2006” 15


Activity 4 – Naming of chemical substances The IUPAC system is used throughout the world as a reference for naming chemical substances. It is important that scientists and practitioners can communicate with each other using the same naming system, using the same symbols for elements. Learners can be given a series of labels with element names/symbols of a mix of metal elements and non-metal elements and compound names ending in ide or -ate. They can use the labels to put together some examples of common compound names with one metal element and one non-metal element, and name the compound using the:

• metal element name before the non-metal element name and

• changing the non-metal elements name to end in –ide eg

Metal element name Non-metal element name

Symbols for elements

Calcium Oxygen

Ca O

Change name of non-metal element in compound

Calcium Oxide

Compound name Calcium Oxide

Formula

CaO

Common name Lime

This could then be extended to one metal element and two non-metal elements (including oxygen) to end in –ate.

Unit 1: Scientific Principles – Exemplar assignment brief 1 Rashnor College/School Department of Science Course title: BTEC First Certificate/Diploma in Applied Science Tutor name: Assignment title: Using the correct scientific units Ref: Learner name Start date: Deadline:

Unit 1: Scientific Principles

Scenario It is very important for all science employers in the UK and around the world to be able to communicate with each other using the correct scientific units. To help this process a common terminology of common units has been devised. Standard common units are used to enable science employees to make measurements and carry out calculations correctly and accurately. As a new science employee in the food manufacturing industry, you have been asked to complete the following tasks to get a good understanding of the scientific units and their applications: Assessment evidence: Unit Grading criteria

U1

The grading criteria that this assignment relates to: P1: use SI units with quantities and amounts when describing and using

scientific concepts M1: use SI units and conversions to multiples and sub-multiples or vice versa

within a scientific context D1: use SI units and conversions to multiples and sub-multiples or vice versa

within different scientific contexts

Summary assessor’s feedback Internal verifier’s comment Learner’s signature

Tutor Support Material/” Edexcel Level 2 BTEC First Certificate and Diploma in Applied Science – Issue 2 – July 2006” 17


Using the correct scientific units

Unit 1 learning outcome 1 – Understand the need for standardised systems of measurements and communication within the world of science to allow a common interpretation of findings and recordings.

Unit content covered:

SI units: Seven fundamental and derived units; multiples and sub-multiples; standard form; terminology as relevant to each of the following quantities: length, area, volume, time, mass, temperature, force, velocity, energy, power, pressure

Scalar and vector quantities: mass and weight; speed and velocity. Task 1 Research information from a recommended textbook, website or other information source about scientific units and their conversion, to assist you in completing the following tasks. Check that your information sources cover the unit content shown above.

Task 2

Complete the following task about scientific units:

• define what is meant by a unit

• list the seven base units and the symbols used for them and give three examples of units that are derived from the base units.

Task 3

• Using the base SI unit for length carry out an investigation to measure out the floor area of a science laboratory

• Weigh out 1 litre (1000 cm3 or 1 dm3 ) of water and state its mass using the correct base SI units.

• Convert the mass of water above into weight in Newtons.

• Is mass a scalar or vector quantity? Explain your answer.

• Measure the temperature of tap water using a thermometer and state its temperature in the SI base unit.

• Using a viscometer (or a large glass measuring cylinder) filled with a suitable viscous liquid (eg oil) measure the time taken for a ball bearing to travel the whole distance through the liquid. Calculate the average speed (in the appropriate SI derived units) of the ball bearing. P1

Task 4

In terms of sub-multiple and multiple units, describe what is meant by the prefixes: mega-, kilo-, centi-, milli- , micro- and nano- . Give an example of each including the number expressed in standard form.

A quality control technician in a food manufacturing industry needs to be familiar with sub-multiple and multiple units in order to measure weights, forces, energies and volumes of materials. Carry out the typical conversions they would be asked to complete below.

• Weigh a 250 cm3 beaker, add water up to the 250 cm3 graduation line/mark, re-weigh the beaker with water and calculate the weight of the water. Express the weight of water in the sub-multiple unit grammes and convert to the SI base unit kg.

• Convert the following:

1 20 mm into m

2 6 km into m

3 100 J into kJ

4 5.2 kg into g

5 220 g into kg

6 2500 cm2 into m2

7 520 cm3 into litres(dm3) 8 kN into N 9 120 W into kW

10 2.2 litres into cm3. M1

Task 5

A production manager in a food science company needs to be able to measure and convert multiple and sub-multiple units into SI base units and vice versa. Complete the following conversions:

1 3.6 tonnes into kg 2 225 kg into tonnes

3 420 s into min

4 12 min into s

5 450oC into K

6 298 K into °C

7 5000 litres into m3

8 2.5 m3 into litres D1

The grading criteria that this assignment relates to: P1: use SI units with quantities and amounts when describing and using scientific

concepts M1: use SI units and conversions to multiples and sub-multiples or vice versa within a

scientific context D1: use SI units and conversions to multiples and sub-multiples or vice versa within

different scientific contexts.

Tutor Support Material/” Edexcel Level 2 BTEC First Certificate and Diploma in Applied Science – Issue 1 – September 2006”


Tutor information Alternative method of collecting evidence Evidence to satisfy Unit 1 P1 to D1 grading criteria could be obtained from other units where scientific units and there conversion are used. This could be for example an assignment that includes a practical investigation or a calculation etc. Alternative scenarios

• A scenario could be used in the context of a weights and measures inspector where learners would be asked to check a number of consumer good/materials for their weight or measurement, eg the measures given out in public houses, petrol stations, coal distributors, drug dispensers and vegetable markets.This could involve learners checking weights and measures.

• A scenario could be given where a writer for a scientific publisher has been asked to produce an easy to use booklet or a poster(s) on scientific units and their conversion.

Sources of information

• Relevant parts of Annexe 2 (A learner’s guide to SI units and their conversion) in this publication can be used to as an information source for learners.

• Signs, Symbols and Systematics – The ASE Companion to 5–16 Science – (2000) – ISBN: 0863573126 Website • www.nwml.gov.uk – National Weights and Measures Laboratory

http://www.nwml.gov.uk/

Unit 2: Science and the World of Work — Exemplar Assignment brief 1 Introduction to assignment brief Science technicians or assistant practitioners working in a laboratory need an understanding and an awareness of how their role and the section/department they work in fits within the overall company structure/organisation. They also need to know the relationship between the company and the scientific and local community. Scenario Tasks 1 and 2 are based on any organisation that uses science that you have chosen. You need to be familiar with this organisation. You will need to consult with your tutor when choosing the organisation. This is essential to ensure that your selected organisation is appropriate to meet grading criteria requirements of this unit. Carry out a study of any organisation that uses science. The organisation you choose could provide a service such as: • an environmental health office • a hospital laboratory • a water supply company.

Or the organisation could use science to make a product such as: • a pharmaceutical company • a factory making food products or materials • a factory making mechanical, optical, electrical, electronic or computer equipment. The organisation might be one near to your school or college, one you have been to on work placement, one you have visited, or one you have studied through annual reports or websites. During your study, you should collect as much information as you can about the organisation. You will need to organise the information carefully to help show what you have found out. This assignment brief covers all four outcomes and all the content of the unit. Task 1 1a Illustrate the aims, structure and functions of a science – based organisation or an organisation that uses science. Is the organisation profit or non-profit making? Does the organisation provide a service or make a product? Use flow charts and diagrams to illustrate the structure of the organisation. What are the functions of the different departments of the organisation?

P1 1b Describe how the different departments of the organisation work together, explaining how the products or services that are provided contribute to society.

M1



1c Describe the advantages and disadvantages that the organisation has for the lives of people in the area and for the general public. You should consider the effect on the local economy and on employment opportunities. You should consider the effect of the organisation on the local environment, such as transport and road usage, air quality, water and waste management.

D1 Task 2 2a Investigate and describe one scientific product or service provided by your selected organisation. P2 2b Describe why the scientific product or service is suitable for the purpose it is designed for.

M2 2c Compare the product or service with the same or a similar product or service from a competing organisation. D2

Task 3 This task requires you to carry out a practical investigation. You should consult with your tutor at all stages of the practical activities. Your tutor will need to see your plans before you begin. You will also need to select equipment and materials to be used and carry out a risk assessment. You must record all results from your practical work and show how you used them to draw conclusions.

3a Identify one of the main scientific processes that are used to make the product or supply the service you have investigated. Investigate this process by carrying out a practical investigation in the laboratory. Provide evidence of practical work you have carried out that demonstrates the selected process. P3

3b Use your practical work to help you identify the scientific principles involved in making the product or supplying the service. M3

3c Use equations, formulas and diagrams, where appropriate, to explain the scientific principles involved in making the product or supplying the service. D3

Task 4 This task requires that you investigate a scientific topic that is reported through the media. Select a topic of scientific interest reported by radio, television or through newspapers and magazines. The reports could be on for example, global warming; evolution, creationism and intelligent design; stem cell production; or genetically modified crops. Look at some reports and choose two that express different opinions on the topic you have chosen.

4a Identify the topic that you have selected. Identify the opinions being reported. Identify the sources and dates of your media reports. P4

4b For the two chosen reports, describe the opinions being reported and any particular influence on the writers of the reports. The influences on the opinions being expressed could be political, social, economic or technological. M4

4c Use evidence from the reports to form your own opinion about the topic of scientific interest that you have selected. Give your opinion and explain the aspects of the reports that have helped you form this opinion. D4 Task 5 The knowledge gained through the applications of science and other discoveries allows the development of many new technologies. The subsequent use of any such new technologies requires innovation, invention and investment. For example, the quantum theory led to semi-conductor development, and the development of LASER technology; materials technologists have developed composite materials such as Kevlar and carbon fibre – based materials; chemists have developed new molecular structures such as Buckminister Fullerenes, etc. 5a Select and identify an enabling technology that has been developed through the application of science. List some effects of the use of application of your chosen scientific technology on our quality of life and standard of living. Identify at least six different effects. Consider whether they were immediate or delayed effects. P5

5b Describe how the quality of life and standard of living has been affected by the use of your enabling technology. Use examples to support your descriptions. M1

5c Explain the advantages and disadvantages of the use of your selected enabling technology on our quality of life and standard of living. D5



Task 6 Select a ‘recent’ (recent in the sense of it having occurred during the industrialised age) science-based event in the world. Investigate the scientific knowledge involved; the technologies involved and how they have developed (and may still be developing); and how it was made to work. Consider any investment, innovation invention (if relevant) that was involved. Consider items and possibilities that were not considered or may have been overlooked. Events might include, for example, Sinclair C5, high speed trains, the Channel Tunnel, the Millennium Dome, mobile phones, internet, ozone layer and CFCs, Apollo missions, the hubble space telescope, food and genetic research, artificial limbs, transplant surgery, organic food as opposed to pesticides, river pollution, genetic defects, etc.

6a Identify your selected science-based event. Identify whether there was a particular innovation or source of investment – or both – that helped the event to occur. Identify the particular aspect of technology and engineering that enabled the selected scientific event to occur.

P6 6b Describe the innovation or source of investment that helped the scientific event to occur. Describe the particular enabling aspect of technology and engineering.

M6 6c Describe the beneficiaries of the scientific event, describe whether or not all people have benefited. Describe whether or not technology and engineering have gained from the scientific event. Describe whether or not the costs of investment in the scientific event were worth the benefits.

D6

All grade criteria in the unit are covered by this assignment. Tutor information Sources of information Materials KS4 Applied Science ‘Scientists at work’ www.4science.org.uk Websites GlaxoSmithKline www.gsk.com/careers

Association of the British Pharmaceutical Industry

www.abpi-careers.org.uk

Association for Science Education

www.ase.org.uk

The Forensic Science Service

www.forensic.gov.uk

Science Engineering and Manufacturing Technologies Alliance

www.semta.org.uk

Careers in Science

www.gcseappliedscience.com

Learning and Skills network www.vocationallearning.org.uk

http://www.gsk.com/careers

http://www.abpi-careers.org.uk/

http://www.ase.org.uk/

http://www.forensic.gov.uk/



Section on Science and Engineering Ambassadors

www.setnet.org.uk

Case studies Johnson Mathey – http://360science.edexcel.org.uk/home/btecqual/btecfirst/ Brunner Mond – http://360science.edexcel.org.uk/home/btecqual/btecfirst/



http://360science.edexcel.org.uk/home/btecqual/btecfirst/

http://360science.edexcel.org.uk/home/btecqual/btecfirst/


Unit 3: Exemplar assignments Briefs and activities Chemistry Applications

Introduction Unit 3 is designed to encourage an experimental approach to chemistry. It also encourages consideration of how the theory underlying chemical reactions is used in process operation in the applied chemistry sector. Included are investigations of the making and breaking of bonds, the reversibility of reactions, and of the factors influencing the rates at which reactions take place. It is intended that learners should become familiar with the key concepts by working with real data, whether collected from individual or group experiments or supplied by the tutor from literature sources. Discussion of the application of the results of such laboratory investigations to the design of industrial processes should be included. The approach is not intended to be very mathematical. First Certificate and Diploma learners may not have studied mathematical techniques, particularly the rearrangement of complex formulae, so they should be supplied with those equations required for data analysis. Many of the required analyses can be achieved graphically, ideally through use of spreadsheets. Some of the exemplar assignments include a completed header/front sheet, a learner brief containing the tasks to be completed, and a practical worksheet. Other exemplar assignments may contain reference to support materials where relevant. Formative Activities Activity 1 – Hydration This activity can be carried out in the context of a scientist working in a quality control laboratory in the construction industry, checking the exothermic behaviour of samples of cement. Learners could also investigate the temperature rise and rate of reaction of Ordinary Portland Cement (OPC) and Rapid Hardening Portland Cement (RHPC) with water in the laboratory and comment on the role of cement in the production of concrete or mortar. They could also compare this to the reaction with hemihydrate plaster with water. Activity 2 – Surface Area A pharmaceutical company is deciding whether or not to produce and sell a product in tablet form or as a powder. The product is water soluble and is an antacid. How long would consumers want to wait for the product to dissolve in the water and how does this relate to surface area and shape (or in powder form) of the product? Investigate the effect of surface area on rate of reaction by adding the same mass of an alka-seltzer tablet and the powdered form to water. Science Experiments from Alka-Seltzer www.alkaseltzer.com/as/experiment/students-

experiment.htm

http://www.alkaseltzer.com/as/experiment/students-experiment.htm

http://www.alkaseltzer.com/as/experiment/students-experiment.htm

Unit 3: Chemistry Applications — Exemplar assignment brief 1

Rashnor College/School Department of Science

Course title: BTEC First Certificate/Diploma in Applied Science

Tutor name:

Assignment title:

Investigating exothermic and endothermic reactions Ref:

Learner name Start date: Deadline:

Unit 3: Chemistry Applications

Scenario As a research technician in a bulk chemical company (Chemtex) you have been asked to investigate: • a new reaction to produce salt that gives out heat energy • a new reaction between citric acid and sodium hydrogen carbonate that absorbs heat energy from the

surroundings. The head of the pilot scale department has been asked to scale up these two reactions in readiness for production to sell the bulk chemicals for the UK and overseas markets. He also wants to know about any scaling up effects in terms of the amount of heat released or absorbed during the two reactions. This could affect the design of the chemical plant required to produce bulk quantities and health and safety/risk issues with regards to the technical plant operators and causing fires. Assessment evidence: Unit Grading criteria

U3

The grading criteria that this assignment relates to: P3: carry out investigations to collect primary data to define what is meant by

exothermic and endothermic reactions M3: using examples of suitable investigations, collect primary data and describe

the differences between exothermic and endothermic reactions D3: explain the processes involved exothermic and endothermic reactions.


Tutor Support Material/” Edexcel Level 2 BTEC First Certificate and Diploma in Applied Science – Issue 1 – September 2006” 27

Investigating exothermic and endothermic reactions Unit 3 Learning outcome 2: understand the factors involved in chemical reactions Unit content covered: Exothermic and endothermic reactions: heat evolved or absorbed; bond breaking and bond making reactions, eg heat of neutralisation and combustion; energy calculations with given formulae; use of data logging. Task 1 Research information from a recommended textbook, website or other information source about exothermic reactions and endothermic reactions to assist you in writing your report and providing evidence to show your understanding of exothermic and endothermic reactions. Check that your information sources cover the unit content shown above.

Task 2

Using the practical handouts provided, carry out the investigation into the heat of neutralisation of an acid and an alkali, eg. hydrochloric acid and sodium hydroxide solution. Measure the maximum temperature change during the reaction (use a temperature sensor attached to a computer if available, in place of a thermometer to plot a graph of temperature against time) and use this information to calculate the energy change.

Task 3 Using the practical handouts provided carry out a similar investigation to measure the temperature change when reacting citric acid and sodium hydrogen carbonate solution.

P3 Task 4

Using the information that you have gathered from your research and from the above exothermic and endothermic reactions, describe the difference in these reactions.

M3

Task 5

Explain the processes involved in exothermic and endothermic reactions, using the two reactions you have investigated as examples. D3 The grading criteria that this assignment relates to: P3: carry out investigations to collect primary data to define what is meant by exothermic and

endothermic reactions M3: using examples of suitable investigations collect primary data and describe the differences

between exothermic and endothermic reactions D3: explain the processes involved in exothermic and endothermic reactions.


Investigating exothermic and endothermic reactions Assignment Brief Practical Information Sheet Safety Wear protective eye protection. The solutions used are irritants. Apparatus required:

• thermometer • plastic cups or beakers • measuring cylinders.

Plastic beaker or cup

Reaction mixture

Thermometer

Chemicals required:

• dilute hydrochloric acid – 20 cm3 – 0.4 mol dm-3 • dilute sodium hydroxide solution – 20 cm3 – 0.4 mol dm-3 • dilute sodium hydrogen carbonate solution – 20 cm3 – 0.4 mol dm-3 • four spatula measures of citric acid.

Method

• Set up the apparatus ready to record the temperature changes. • Using the measuring cylinder, place 20 cm3 of sodium hydroxide solution in the

beaker (or plastic cup), and record the temperature. Add 20 cm3 of dilute hydrochloric acid whilst stirring the combined solutions in the beaker and record the altered temperature.

• Using the measuring cylinder, place 20 cm3 of sodium hydrogen carbonate solution in the beaker (or plastic cup), and record the temperature. Add four spatula measures of citric acid whilst stirring the combined reaction mixture in the beaker and record the maximum or minimum temperature.

• Complete the table below:


Reaction Temperature before mixing/oC

Maximum or Minimum temperature after mixing/oC

Exothermic or Endothermic

Sodium hydroxide solution + dilute hydrochloric acid

Sodium hydrogen carbonate solution + citric acid

Calculation Use the given equation: ∆E = - m c(T final – T initial)

• where m is the mass of mixture in moles • c = specific heat capacity of water • T final = maximum or minimum temperature • T initial = temperature before mixing.

Tutor Information Alternative scenarios to cover the exothermic reaction part of the criteria:

• chemist working for an energy company – researching the amount of energy given off using different alcohol fuels

• working for the firefighting services – measuring the amount of energy given off using

different alcohol fuels. Reference: see pages 219 – 221 Classical Chemistry Experiments – (Royal Society of Chemistry – 2000) ISBN- 0854049193 Sources of information

• Classical Chemistry Experiments – (Royal Society of Chemistry, 2000) – ISBN – 0854049193

• School Chemistry Experiments – (ASE, 2001) – ISBN 0863573266


Unit 3: Chemistry Applications – Exemplar assignment brief 2



Tutor name:

Assignment title: Atomic structure and the chemistry of the elements and their compounds Ref:

Learner name Start date: Deadline: Unit 3: Chemistry Applications Scenario It is important for analytical chemical technologists and forensic scientists to be able to identify patterns and trends in metallic and non-metallic elements in the periodic table. It is also important for them to understand how reactive certain elements are and the properties of their ionic, covalent and/or metallically bonded substances. This understanding helps them in their role when testing and analysing materials found at a crime scene or an environment pollution spillage or in the detection of substances in food or water supplies. You have been asked to investigate the electronic and atomic structures of certain elements and to describe/explain patterns and trends that you have found. Assessment evidence: Unit Grading criteria

U3

The grading criteria that this assignment relates to: P1: describe atomic and electronic structures of elements 1-20, including isotopes,

in the periodic table M1: describe the patterns and trends of chemical properties of groups 1 and 7 in the

periodic table D1: explain the patterns and trends within groups 1 and 7 in the periodic table.



Unit 3 learning outcome 1: Know how atomic structure relates to the properties of the elements and compounds. Unit content covered:

Atomic and electronic structure: nucleons and electron shells; relationship to the elements 1 to 20 in periodic table; isotopes, eg hydrogen, chlorine. Task 1 Using diagrams, describe the atomic/electronic structures of the elements hydrogen, helium, lithium, nitrogen, fluorine, sodium, magnesium, aluminium, carbon, oxygen, chlorine, neon and calcium

(a) In your description include information on the number of charges of the sub-atomic particles in each of the atoms.

(b) Some elements have more than one type of atom. What are these different types of atoms

called and describe the difference between two atoms of chlorine. P1 Task 2

Relate the number of electrons in the outer shells of group 1 and group 7 to their group number and the distance of the outer electrons from the nucleus.

Task 3

(a) Carry out a practical investigation into to investigate the reactivity of the elements within group 7 of the periodic table, using the attached practical worksheets.

(b) Describe any patterns and trends of chemical properties that you have observed from your

practical investigation.

(c) Describe any patterns and trends that you have found of chemical properties within group 1 of the periodic table. M1

Task 4

Explain the patterns and trends within groups 1 and 7 in the period table. D1

The grading criteria that this assignment relates to: P1: describe atomic and electronic structures of elements 1−20, including isotopes, in the periodic

table M1: describe the patterns and trends of chemical properties of groups 1 and 7 in the periodic table D1: explain the patterns and trends within groups 1 and 7 in the periodic table.


Tutor information

Sources of information • Classical Chemistry Experiments – see page 46 (Reactions of halogens) and page 230

(Halogen compounds) – Royal Society of Chemistry ISBN 0854049193 • School Chemistry Experiments – (ASE 2001) –ISBN 0863573266

Demonstrations • Microscale gas chemistry — chlorine and oxygen gases for information and

practicals/demonstrations from the website: www.mattson.creighton.edu • a demonstration or video could be used to show the reactivity of the alkali metals with water

RSC Classical Demonstrations 72 and 76 Websites

• individual element information from www.webelements.com

• individual element information from www.chemicool.com/

• individual elements information from www.periodic.lanl.gov/ • visual elements from www.chemsoc.org

• individual elements and groups from www.chemicalelements.com


http://www.mattson.creighton.edu/

http://www.webelements.com/

http://www.chemicool.com/

http://www.periodic.lanl.gov/

http://www.chemsoc.org/

http://www.chemicalelements.com/

Unit 3: Chemistry Applications - Exemplar assignment brief 3 Rashnor College/School Department of Science


Tutor name:

Assignment title: Investigating the properties of materials Ref: Learner name Start date: Deadline: Unit 3: Chemistry Applications Scenario Quality control technicians and fire fighting science investigators need a background knowledge of the properties of their ionic, covalent and or metallically bonded substances. The quality control technician needs the practical skills to analyse materials that are being produced and to confirm that they are pure enough to be sold. The fire fighting science investigator needs to analyse the residues left from a fire and find out what they were originally made of and ascertain what started the fire. You have been asked to investigate the properties of some sample materials to gain an understanding of their properties ( eg do they dissolve in water? Do they conduct electricity? ) and how the atomic particles in the materials are bonded together. Assessment Evidence: Unit Grading Criteria

U3

The grading criteria that this activity relates to: P2: investigate and describe ionic, covalent and metallic bonds M2: investigate and describe the difference in properties of substances with ionic,

covalent and metallic bonded substances D2: explain bonding in terms of stability — a means of achieving a full outer shell

either by transferring or sharing electrons.



Unit 3 learning outcome 1: Know how atomic structure relates to the properties of the elements and compounds. Unit content covered:

Chemical properties: graduation in properties in group 1 and group 7 —relationship with electronic configuration; reactivity with water; displacement reactions

Bonding: ionic; covalent; dative covalent; metallic bonding; dot and cross diagrams; electron shell diagrams; properties and applications of ionic and covalent compounds, eg group 1 salts, diamond, graphite, oxygen, chlorine. Task 1 Carry out a practical investigation into the properties of ionic (group 1 salts), covalent (to include oxygen, chlorine, graphite and diamond) and metallically bonded substances. This can be done by investigating:

• their solubility in water and organic solvent • their conductance of electricity.

The investigation also needs to include learners researching information about physical states and literature values for melting and boiling points. Task 2

• Carry out a model – making investigation to explore the shapes and bonding of simple covalently bonded molecules, eg hydrogen, hydrogen chloride, water, chlorine, oxygen, methane, ethane, ethene and carbon dioxide.

• Investigate the structures of ionically bonded, giant macromolecular covalently bonded and

metallically bonded substances by examining models of structures. • Relate the structures and shapes of the simple covalently bonded materials, giant macromolecular

covalent materials, ionically bonded materials and metallically bonded materials to their physical states, melting and boiling points, solubility and properties.

Task 3

• Using the information that you have gathered in the tasks above, draw and describe ‘electronic shell diagrams’ and ‘dot and cross’ diagrams of oxygen, chlorine and sodium chloride. Draw and describe the macromolecular structures of diamond and graphite. P2

• Using the information, explain the difference in properties of substances with ionic, covalent

and metallically bonded substances. This may be best achieved by using a table of examples and their properties. Include an application of an ionic, covalent and metallic bonded substance. M2

• Using the ‘dot and cross diagrams’ and ‘electronic shell diagrams’ explain how ionic and

covalent substances achieve stability either by transferring or sharing electrons. D2


The grading criteria that this assignment relates to: P2: investigate and describe ionic, covalent and metallic bonds M2: investigate and describe the difference in properties of substances with ionic, covalent and

metallically bonded substances D2: explain bonding in terms of stability - a means of achieving a full outer shell either by

transferring or sharing electrons Tutor information Other practical experiments

• The learners could prepare sodium chloride before testing its solubility. This could also be done using a titration as an analysis technique. See page 121 ‘Titration of dilute hydrochloric acid and sodium hydroxide solution’ in Classical Chemistry Experiments (Royal Society of Chemistry) ISBN 0854049193

• ‘Preparation and properties of oxygen’ See page 25 in Classical Chemistry Experiments

(Royal Society of Chemistry) ISBN 0854049193

• An experiment on melting points or boiling points could be carried out to gain an understanding of the concept (including sharp and wide ranging melting points as a guide to purity). See page 64 ‘Melting and Freezing’ Classical Chemistry Experiments (Royal Society of Chemistry) ISBN 0854049193

• An experiment could be carried out as a part of Task 1 – ‘Electricity from Chemicals’ see page

15 – Classical Chemistry Experiments (Royal Society of Chemistry) ISBN 0854049193

• School Chemistry Experiments (ASE 2001) ISBN 0863573266

Demonstration

• Microscale gas chemistry — chlorine and oxygen gases (Task 1) for information and practicals/demonstrations - from the website: www.mattson.creighton.edu


http://www.mattson.creighton.edu/

Unit 3: Chemistry Applications - Exemplar assignment brief 4

Investigating the rates of chemical reactions

Scenario It is important for a manufacturing chemist to know how quickly a product can be produced and the amount of product that will be obtained at the end of the reaction (known as the percentage yield). It is also important to produce the product as effectively and efficiently as possible using the least number of stages (using the atom economy concept). The production chemist will have targets to meet and will need to produce the product with as high a yield as possible in the shortest period of time. The rate of reaction can be used to describe how quickly a reaction takes place and be affected by a number of different factors that can be altered to speed up or slow down the reaction. Sometimes producing a product more quickly can reduce the yield, although it can save energy costs. A decision has to be made about which is the most important in terms of:

• getting the product to market • all the costs involved • amount of yield and • health and safety factors.

In this assignment you will investigate • the factors that effect the rate of two reactions • report on the effects of reversible reactions.

Investigating the rates of chemical reactions

Unit 3 learning outcome 2 – understanding the factors involved in chemical reactions. Unit content covered: Reaction rates: effect of catalysts; surface area; concentration and temperature; use of reaction rate graphs and data logging. Task 1 Research information from a recommended textbook, website or other information source about the factors that affect the rates of chemical reactions. Check that your information sources cover the unit content shown above.

Task 2

Investigate the reaction between sodium thiosulphate solution and dilute hydrochloric acid at different temperatures. The rate of reaction is measured by placing a black cross on white paper under the reaction and recording when the black cross is no longer visible. The rate of reaction is dependent on the rate at which the sulphur precipitate concentrates enough to block out the black cross.

Use the same reaction to investigate the changes in the rate of reaction using different concentrations of sodium thiosulphate solution.


Task 3

(a) Investigate the effects of different catalysts on a reaction to show how different catalysts can change the rate of a reaction.

(b) Investigate a reversible reaction which changes colour to show in which direction the reaction

is taking place and describe what is meant by dynamic equilibrium.

Task 4

Using the primary data collected in task 2 and 3 identify the factors effecting reaction rates and reversible reactions. P4 Task 5 Describe how the factors affect reaction rates and reversible reactions. M4

Task 6 Investigate the industrial reversible reaction known as the Haber process. Evaluate how the different factors affect the rate of this reaction. D4 The grading criteria that this assignment relates to: P4: investigate and use primary data to identify the factors affecting reaction rates and reversible

reactions M4: investigate the use of primary data and describe how factors affect reaction rates and

reversible reactions D4: use primary data to evaluate how the different factors affect reaction rates for a given

industrial reaction.


The Effect of Temperature on Reaction Rate Assignment Brief Practical Information Sheet Introduction In this experiment the effect of temperature on the rate of reaction between sodium thiosulphate and hydrochloric acid is investigated. Timing – about 60 minutes Description – Sodium thiosulphate solution is reacted with acid, a precipitate of sulphur forms. The time taken for a certain amount of sulphur to form is used to indicate the rate of the reaction. The effect of temperature on the rate of reaction can be investigated. Apparatus and equipment (per group):

• 250cm3 conical flask • 10cm3 measuring cylinder • 50cm3 measuring cylinder.

Chemicals (per group)

• sodium thiosulphate solution 40gm dm-3 • hydrochloric acid 2 mol dm-3 (irritant).

Tutor information The experiment is best understood when the teacher demonstrates it first. The endpoint can be measured with a light sensor connected to a data-logger. A light sensor set up as a colorimeter and connected to a computer can be used to monitor the precipitation – clamp a light sensor against a plastic cuvette filled with the reactants. The result, in the form of graphs on the computer, provides very useful material for analysis using data logging software. The software shows the change on a graph and this tends to yield more detail than the endpoint approach used in this experiment. The rate of change can be measured from the graph slope or the time taken for a change to occur. Safety Wear eye protection. Sulphur dioxide (toxic gas) forms as a by-product. Ensure good ventilation. Warn asthmatics, who should preferably use a fume cupboard. As soon as the reaction is complete, pour the solutions away, preferably into the fume cupboard sink. Wash away with plenty of water. This is particularly important with solutions used at higher temperatures.


Diagram and apparatus

Thermometer

Beaker

Sodium thiosulphate solution

Tripod

Bunsen burner

Conical flask from above

Sodium thiosulphate

Results Record your results in the table. Initial temperature of the mixture in the flask/°C

Final temperature of the mixture in the flask/°C

Average temperature of the mixture in the flask/°C

Time taken for the cross to disappear/s

1/time taken/s-1

Method

1 Put 10 cm3 of sodium thiosulphate solution and 40 cm3 of water into a conical flask. Measure 5 cm3 of dilute hydrochloric acid in a small measuring cylinder.

2 Warm the thiosulphate solution in the flask if necessary to bring it to the required temperature. The object is to repeat the experiment five times with temperatures in the range 15–65°C.

3 Put the conical flask over a piece of paper with a cross drawn on it. 4 Add the acid and start the clock. Swirl the flask to mix the solutions and place it on a piece of

white paper marked with a cross. Take the initial temperature of the mixture. 5 Look down at the cross from above. When the cross disappears stop the clock and note the

time taken. Record the final temperature of the mixture in the flask. 6 As soon as possible, poor the solution down the sink (in the fume cupboard if possible) and

wash away.


Dilute hydrochloric acid

Sodium Thiosulphate and dilute hydrochloric acid

Safety Wear eye protection. Take care not to inhale fumes. Results, calculations and graphs

1 For each set of results, calculate the value of 1/time. (This value can be taken as a measure of the rate of reaction for this experiment).

2 Plot a graph of 1/time on the vertical (y) axis and average temperature on the horizontal (x) axis.

Tutor information Other Practical Experiments

• The effect of temperature on reaction rate – page 159 — Classical Chemistry Experiments – (Royal Society of Chemistry – 2000) – ISBN 0854049193

• The effect of concentration on reaction rate – page 162 — Classical Chemistry Experiments –

(Royal Society of Chemistry – 2000) – ISBN 0854049193

• Catalysis – page 145 — and The effect of concentration on reaction rate – page 159 — Classical Chemistry Experiments – (Royal Society of Chemistry – 2000) – ISBN 0854049193

• An oscillating reaction – page 140 — and The effect of concentration on reaction rate – page

159 — Classical Chemistry Experiments – (Royal Society of Chemistry – 2000) – ISBN 0854049193

• Rate of reaction – see page 73 of Classical Chemistry Experiments – (Royal Society of

Chemistry – 2000) – ISBN 0854049193

Sources of Information

• School Chemistry Experiments – (ASE, 2001) ISBN 0863573266

• Alchemy? Chemistry and Industrial Processes for Schools and Colleges – (Royal Society of Chemistry and GlaxoSmithKline) – CD – ROM 2002


Unit 3: Chemistry Applications - Exemplar assignment brief 5

Investigating important organic compounds used in society

. Scenario Science journals publish articles that are topical, are scientifically correct (at the time of being published) and give any information about both benefits and disadvantages to society. Editors/technical advisers working for a science journal need to have a good understanding of ethical and moral issues that apply to science and society. Organic compounds have had a history of being both essential to society to maintain our standard of living and having a number of disadvantages in their useage to society and the environment. This has led to a number of ethical and moral issues and pressures put on different governments to stop disastrous events happening again. A science journal wants its technical adviser to prepare and report on the properties of examples of the three major types of organic compounds, their uses, any environmental consequences and sustainable development issues of using them in society.

Investigating important organic compounds used in society

Unit 3 learning outcome 3 – Know the importance of organic chemistry. Unit content covered:

Organic compounds: definition; organic chemicals; carbon cycle

Hydrocarbons: petroleum cracking; alkanes and alkenes (methane, butane, pentane and octane, and ethene); 2D structures; shapes; applications of hydrocarbons; polymerisation of ethene and its applications

Halogen-containing organic compounds: chloroethene; polymerisation of chloroethene (PVC and PVCu) and its applications

Oxygen-containing organic groups: alcohols (ethanol); carboxylic acids (ethanoic); structures; physical properties and combustion; applications ethanol, eg alcoholic drinks, biofuels, cosmetics, inks, coatings; applications of ethanoic acid, eg pickling, manufacture of esters.

Task 1 Research and collect information from suitable sources about the uses of:

• hydrocarbons – to include alkanes and alkenes • oxygen containing organic compounds to include ethanol and ethanoic acid • halogen containing organic compounds to include chloroethene.


Task 2 Use the practical investigation worksheets provided to confirm properties of alkanes, alkenes, alcohols and carboxylic acids. This can include tests such as pH, solubility in water, tests with bromine water (for alkanes/alkenes), flame test in a fume cupboard to test for sootiness and addition of ethanol to ethanoic acid to produce the ester ethyl ethanoate. Task 3 Use this information to describe the use of the three main types of organic compounds used in society.

P5 Task 4 Produce a table to list the benefits and disadvantages of using the above organic compounds in society.

M5 Task 5 Produce and present a poster that evaluates the importance of the above organic compound used in society. D5 The grading criteria that this assignment relates to: P5: investigate and describe the use of three main types of organic compounds used in society M5: explain the benefits and disadvantages of using organic compounds in society D5: evaluate the importance of organic compounds used in society.

Tutor information Delivery should emphasise the nature of organic substances, their uses and effects on the environment. This topic overlaps learning outcome 1 of this unit and learning outcome 3 in Unit 1, where formulae, bonding and shapes of molecules are covered. The learners could be given an assignment to investigate the alkane and alkene homologies series, and their uses (to include polymerisation and petroleum cracking). A simple test tube practical investigation could be carried out to demonstrate the differences in properties of alkanes, alkenes, alcohols and carboxylic acids. Simple reactions of alkanes, alkenes, acids, alcohols and carboxlyic acids need to be covered. The study of environmental issues can be covered through investigation of organic chlorides, recycling plastics, greenhouse gas production by burning fossil fuels, ozone depletion, sustainable development. Sources of Information

Practical Experiments

• The properties of ethanoic acid – see page 199 of Classical Chemistry Experiments – (Royal Society of Chemistry – 2000) – ISBN 0854049193

• Properties of alcohols – see page 201 of Classical Chemistry Experiments – (Royal Society of

Chemistry – 2000) – ISBN 0854049193


• Cracking hydrocarbons – see page 247 of Classical Chemistry Experiments – (Royal Society of Chemistry – 2000) – ISBN 0854049193

• Addition polymerisation – see page 245 of Classical Chemistry Experiments – (Royal Society

of Chemistry – 2000) – ISBN 0854049193

Sources of Information

• Alchemy? Chemistry and Industrial Processes for Schools and Colleges – (Royal Society of

Chemistry and GlaxoSmithKline) • The Essential Chemistry Industry – (Chemistry Industry Education Centre, 1999) – ISBN

185342577X

Websites

• Global warming www.globalclimate.org.uk www.epa.gov


http://www.globalclimate.org.uk/

http://www.epa.gov/

Unit 4: Physical Science Applications – Exemplar Assignment Briefs and Activities Introduction Formative activities Activity 1 – Sound Insulation – amplitude

This activity could be carried out in an engineering, environmental or construction context, where a scientist/technician can be asked to investigate the insulation properties of new or adapted materials. Learners could investigate the sound insulation properties of different materials, eg expanded polystyrene, wood, and glass, using a sound insulation box which has a loudspeaker connected to an oscilloscope (learners could compare the amplitude of the source signal to that from the microphone or use a decibel meter). Application: house insulation to reduce the noise levels produced by noisy neighbours.

Activity 2 – Sound Insulation – frequency This activity could be carried out in an engineering, environmental or construction context, where a scientist/technician can be asked to investigate the insulation properties new or adapted materials. Using the same sound box as in Activity 1, learners could investigate how the insulating properties of a material change with the frequency of the sound wave. Alternatively, learners could investigate how the thickness of a material affects the level of sound transmitted through it. Application: reduction of bass frequencies.

Activity 3 – Transformers

This activity could be carried out in the context of a scientist working for a power/energy company that distributes electricity or for a company that manufactures electrical appliances. Learners could investigate how the secondary voltage produced by a transformer depends on the number of turns on the primary and secondary coils for a small, fixed alternative voltage applied to the primary coil from a signal generator. Application: used in radios and TVs.


Unit 4: Physical Science Applications - Exemplar assignment brief 1 Investigating energy transformations and communicating this information to customers Scenario Scientists and technologists have been trying to find more efficient and effective ways of transforming energy types. A lot of research has taken place to try to provide energy to users (for domestic use and industrial use) more effectively and more cheaply. Also, new technologies have been developed to devise more efficient domestic appliances (eg energy saving light bulbs), the production and use of hot water in the home (eg combination boilers) and use of alternative energy sources (eg wave power, wind turbines, solar panels, solar lighting, geothermal power, hydrogen cars). There are lots of examples where energy losses take place in different technologies such as transforming: • electrical energy to light energy • heat energy to mechanical energy • chemical energy to electrical energy • nuclear energy to electrical energy • chemical energy to mechanical energy and • solar energy to electrical energy. Some of these conversions take place in multiple stages where a lot of energy is lost in the process (eg chemical > heat > mechanical > electrical). An energy conservation technician/adviser within an energy supplier company has been asked to research the latest ways of transforming energy efficiently. The information is going to be used to communicate to customers that the company is environmentally friendly and is supportive of finding new ways of saving energy. Unit 4 learning outcome 1 – understand the importance of energy and energy transfer. Unit content covered: Energy transfer: measurement; conservation eg solar to electrical to mechanical; chemical to mechanical to electrical; efficiency calculations; economic costs; environmental effects. Task 1 Research and gather information about two energy cycles where at least three of four transformations are taking place in a domestic or industrial situation. The information could be obtained from a tutor demonstration, a lesson, a recommended textbook, a website or another information source about energy cycles. Check that your information sources cover the unit content shown above.

Use the information gathered to describe the energy cycles in diagrams and in writing. P1


Task 2 Explain situations involving the energy conversions and energy conservation within the energy cycles. M1 Task 3 Calculate energy consumption and the efficiency of energy conversions in energy cycles. D1 Task 4 Provide a report or use other media in preparation for presenting the information to customers. The grading criteria that this assignment relates to: P1: describe the energy cycles in diagrams and in writing M1: explain situations involving energy conversions and energy conservation within energy cycles D1: calculate energy consumption and the efficiency of energy conversions in energy cycles.

Tutor information Sources of Information Websites

• The National Grid www.nationalgrid.co.uk/

• REVOLT www.revolt.co.uk

• Electric and Magnetic Fields www.emfs.info • The Institute of Physics – Practical Physics www.practicalphysics.org • Electric running costs/renewable energy www.ukpower.co.uk/ • Department of Trade and Industry Energy Sources www.energyprojects.com

• The Centre of Excellence for New and Renewable Energy www.narec.co.uk


http://www.nationalgrid.co.uk/

http://www.revolt.co.uk/

http://www.emfs.info/

http://www.practicalphysics.org/

http://www.ukpower.ac.uk/

http://www.energyprojects.co.uk/

Unit 4: Physical Science Applications - Exemplar assignment brief 2 Electrical sources, transmission and conversion Scenario A toy manufacturer uses mains electricity at its factory, this electricity is obtained from the local substation. The manufacturer has produced an electric toy that needs a battery or dynamo to operate it. The manufacturer needs to identify the best type of battery or dynamo to use considering factors such as how long the battery lasts and its cost. You are asked to identify the battery or dynamo that offers best value for money from the different types and sizes available. Unit 4 learning outcome 3 – understand applications of electricity Unit content covered:

Production: types of batteries, eg rechargeable, nickel hydride, non-rechargeable; safe disposal; accumulators; basic generator

Applications: eg motors, loudspeakers, transformers

Generation and transmission: power stations eg hydroelectric, coal fired, nuclear; transmission from power stations to consumers; economics; environmental considerations

Conversion for industrial applications: movement; heating; lighting; sound. Task 1 Using suitable sources of information, investigate how a battery and how a dynamo produces electricity. P4 Task 2 Describe the characteristics of a range of different types of batteries, eg carbon zinc, alkaline, lithium, nickel-cadmium, nickel-metal hydride. Explain at least two different applications of different types of batteries and two applications of dynamos. M4 Task 3 The voltage across a battery decreases as it is used until it becomes so low that it can no longer power the device that it is powering – the battery becomes ‘dead’. Measure the performance of different low-capacity batteries by using them to power the toy provided by your teacher and measure their voltage at regular intervals. Use you results to explain why battery indicators show that some batteries are fully charged and then very quickly changes to show that they are only half charged and then empty. Hint: If you take the battery out of the toy to make a measurement, be quick as the voltage will recover slightly if the battery is no longer powering the device.


Task 4 (a) When electricity is produced at a power station, it then has to be transmitted through overhead

power cables or underground cables to the local substation and then to the consumer (the manufacturer in this case).

Analyse the problems of energy loss when the electricity is transmitted through the cables. (b) Many consumer applications of electricity require a transducer or a transformer eg, mobile

phones, laptop computers, loud speakers etc Analyse the problems of energy losses when converting electricity into other forms of consumer applications. D4 The grading criteria that this assignment relates to: P4: describe two ways in which electricity may be produced M4: explain two applications of electricity D4: analyse the problem of energy losses when transmitting electricity and when converting it

into other forms for consumer applications Tutors Information Sources of Information

• School Physics Experiments – (Ralph Farley – 2005) – ISBN 0863574017 Websites

• HSW Media Network www.howstuffworks.com

• The Institute of Physics – Practical Physics www.practicalphysics.org • The National Grid www.nationalgrid.com.uk/

Consult battery manufacturers websites which have data tables of information.

• Duracell www.duracell.com/uk/ • Powerstream www.powerstream.com/Compare.htm

Technician’s note (Task 3): This task will require at least two different types of low-capacity batteries and an electrical device that draws a lot of current from the battery, eg a toy containing an electric motor (use the wrong capacity battery to ensure the toy runs down quickly). Tutor Support Material/” Edexcel Level 2 BTEC First Certificate and Diploma in Applied Science – Issue 1 – September 2006” 49

http://www.howstuffworks.com/

http://www.practicalphysics.org/

http://www.nationalgrid.comuk/

http://www.duracell.com/uk/

http://www.powerstream.com/Compare.htm

Unit 5: Biological Systems - Exemplar Assignments Briefs and Activities Introduction Unit 5 introduces the learner to some very basic biological concepts and encourages the use of practical investigative techniques to provide relevant, informative and applicable knowledge and skills. There are two main strands of the unit: one explores the way in which humans have an influence on the environment in which they live, using a pre-learned tool of classification of organisms; the other explores the mechanism of the inheritance of human characteristics, and how human health may be influenced by a variety of factors. The two strands follow closely the science KS4 specifications. Learning outcome 1 looks at classification, a subject which is often regarded as ‘boring’ or inappropriate at this level of study. It is, however, a key requirement of learning at this stage and must be approached sympathetically and with as much practical input as possible. Field investigation is recommended to select material for identification keys, the use of computer data video/DVD material and maybe a trip to a garden centre to encourage the realisation of the diversity of organisms and use of the Linnaean classification system. (Gardening programme presenters are very fond of using the system.) The exemplar assignments include a completed header/front sheet, a learner brief and the tasks to be completed. Formative activities Activity 1 – Variation Learners are required to build up a knowledge of the variation within a species and to experience the diversity within closely related species of organisms. Learners should collect materials (eg leaves, fruits, shells, toadstools and other fungi, mosses, insect larvae) to determine the characteristics which may be suitable for use in the construction of simple identification keys. These can be trialled between groups and the results discussed and judged. This activity may form part of a wider investigation of a local ecosystem, where sampling techniques can be used to estimate the numbers of organisms within an area. Activity 2 – Classification Learners will be daunted by large and detailed classification and identification books but sight of these is useful. Identification of some species collected can be attempted from simpler ‘guide’ books (preferably ones based on a recognised natural classification system i.e. not colour of flowers). This will introduce the Linnaean system, which is recognisable from being used by gardening programme presenters.


Activity 3 – Characteristics Research, in recommended textbooks or websites, the characteristics common to all living organisms. The differences between viruses and bacteria, and between protists and fungi may be approached through diagrams rather than through complex detail of cellular structures. Draw and annotate diagrams of representatives of each group to indicate the major characteristics that separate them separation into different major classification groupings ie, kingdoms. Repeat the exercise for non - flowering and flowering plants and for invertebrate and vertebrate animals. Activity 4 – Nutrients Use selected textbooks, web and other information sources to revise knowledge of organisms which make their own organic nutrients from an external supply of simple raw materials (eg photosynthesis), and those organisms which depend on existing foods (organic nutrients) which have to be broken down before they can be used. Activity 5 – Sampling Learn to describe the area to be studied and use measuring and sampling techniques to investigate the distribution and number of organisms within the area. Identify the organisms found and estimate the numbers and types, eg photosynthetic, herbivores, carnivores. Activity 6 – Inter-relationships

Use secondary data to work out possible inter-relationships between organisms. Research the meaning of food chains, food webs, pyramids of numbers, biomass and energy.

Activity 7 - Functions Observe individual organisms within their natural habitat and note any features which enable them to function efficiently within the particular ecological niche eg structures to enable gas exchange for respiration or photosynthesis, structures which enable food to be captured/eaten.


Activity 8 – Cell Structure

Use light microscopes and prepared slides to revise cell structure and to view chromosomes within the nucleus of cells. Compare the numbers of chromosomes in different cells. Activity 9 – Cell division Watch video sequences of the process of cell division and produce diagrams which demonstrate the way in which chromosomes replicate and cells divide in the process of mitosis. Activity 10 – DNA or RNA

Find newspaper or magazine references to DNA or RNA to see if you can understand what they mean. Pool resources within a group and try to find out what the articles are about, and the importance of understanding of the terms used.


Unit 5: Biological Systems - Exemplar assignment brief 1



Tutor name: Assignment title: Classifying organisms Ref:

Learner Name Start date: Deadline: Unit 5: Biological Systems

Scenario As a field scientist with the Environment Agency part of your work requires you to collect samples of organisms to assess the environmental health of the area based on the number and types of species found. To do this you need to be able to identify the organisms you find, using identification tables. Simple identification charts can be made to distinguish between similar organisms as a quick reference guide. Characteristics of organisms which indicate the possible evolution of the organism must be used to establish the correct identity of an organism. Assessment evidence: Unit Grading criteria

U5

The grading criteria that this assignment relates to: P1: construct simple identification keys and describe the main characteristics

within the major classification groups M1: explain the need to classify organisms D1: discuss the characteristics which are used to distinguish the major groups.



Unit 5 learning outcome 1: Understand the diversity of living organisms and how they are classified. Unit content covered: Classifying organisms: wide variety of living organisms; identification keys; the need to organise/classify; variety of systems; Linnaean system of classification Major characteristics of: viruses; bacteria; protests; fungi; plants (flowering plants, non-flowering plants,) animals (invertebrates, vertebrates). Task 1

a) Research information from textbooks, from websites or from other information sources to determine the fundamental differences between living things: between animals, plants, prokaryotes and eukaryotes. Produce a simple leaflet guide to these groupings for use by peer workers.

b) As part of your practical study of an area, or from local habitats, select a group of similar

organisms, eg snails, mosses, toadstools, or part of an organism, eg leaves, shells, twigs, berries, and collect up to 10 different examples of your chosen organism. Use these to identify characteristics to construct a simple ‘artificial’ identification key. P1

Task 2 Choose one organism for your sample and research its Linnaean classification. Explain why it is necessary to classify organisms, and the advantages of this system to, for example, gardeners.

M1 Task 3 Explain how the characteristics you used to produce the identification key differ from those which are used to distinguish the major classification groups. Write down the arguments you could use if you were to debate the topic ‘Which is more important in classification: the relationships between organisms or the similarities between them?’ D1 The grading criteria that this assignment relates to: P1: construct simple identification keys and describe the main characteristics within the major

classification groups M1: explain the need to classify organisms D1: discuss the characteristics which are used to distinguish the major groups.


Tutor Information To ensure that this topic is one which learners find interesting there must be a high practical input based on the collection of materials and imaginative introduction of the diversity of living organisms. Ideally this section should form a part of a wider ecological investigation which will relate to learning outcome 2 of this unit. Formative study may involve the use of videos, quizzes and visits, egto zoos, wildlife centres or even just the local garden centre.


Unit 5: Biological Systems - Exemplar activities and assignment brief 2

Introduction It is essential that learners are given the opportunity to experience some outdoor practical work to complete the investigation of an ecosystem. This does not need to be a sophisticated environment – parkland, wasteland, local ponds or streams, even walls can provide sufficient material for an investigation. Whatever the chosen location, learners need to become familiar with the need to use a variety of sampling techniques to estimate numbers and to quantify the investigation. Identification of organisms could have been part of the evidence for learning outcome 1 of this unit.

Formative activities All of the following formative activities develop knowledge and skills which are required by those who work to monitor the environment and the organisms within it. These include:

• water utilities scientists • environmental control analysts, pollution detection. • bird, animal and fish population control scientists • National Park wardens • Forestry Commission scientists.

Scenarios from any of these areas would be appropriate contexts for the ecological study which is conducted in the area.


Unit 5 Biological Systems - Exemplar Assignment Brief 2

Rashnor College/School Department of Science Course title: BTEC First Certificate/Diploma in Applied Science

Tutor name: Assignment title: Investigating organisms in their habitats. Ref:

Learner name Start date: Deadline: Unit 5: Biological Systems

Scenario Scientific investigations to establish the current state of particular ecosystems are conducted by environmental scientists whenever planning permission is requested for a large ‘green field’ site. The construction of a new road to by-pass a town has caused an uproar from local wildlife enthusiasts as they are concerned that the construction work and the siting of the new road will cause the demise of an important ecosystem, and will endanger some rare species of plants which are found there. Initially it is decided that a survey of the current situation should be commissioned to assess future planning requirements. Assessment evidence: Unit Grading criteria

U5

The grading criteria that this assignment relates to: P2: describe an ecosystem investigated and indicate the types of interdependence

of living things in it M2: describe examples of adaptations to the environment shown by organisms

within the ecosystem D2: construct quantitative and qualitative diagrams to demonstrate the

relationships between organisms living interdependently within an ecosystem



Unit 5 learning outcome 2: Be able to investigate how living things interact with each other and their environments. Unit content covered: Interdependence of organisms: nature and relationship, eg. parasite and host, predator and prey; food chains and food webs; pyramids of numbers; energy and biomass Task 1 Select and mark out the area to be studied. Describe visual details of the area and measure the area to be studied. If possible, determine the contours of the area under investigation. Identify as many as possible of the organisms present, starting with the plants. Select and use sampling techniques to estimate the numbers and distribution of organisms within the area. Represent the information you collect so that it can be clearly understood by members of the planning committee. A short illustrated report or a double folded A4 leaflet would be suitable. Highlight any organisms which are unusual and note the particular habitat of that organism. Suggest how the organisms you have found are dependent on each other for their food, shelter and survival. P2 Task 2 Draw a selection of the organisms which you find and describe how each is adapted to the ecological niche it occupied within the habitat. A series of annotated drawings will assist in the explanation of your findings. M2 Task 3 Using the data which you collect from the study, and using the suggested inter-dependency of the organisms, construct possible food chains which are operating within the system. Link these where possible into a food web and represent these diagrammatically, showing the particular feeding links. Attempt to quantify the data you have collected into a pyramid of numbers. Explain the findings of these inter-relationships. D2 The grading criteria that this assignment relates to: P2: describe an ecosystem investigated and indicate the types of interdependence of living things

in it M2: describe examples of adaptations to the environment shown by organisms within the

ecosystem D2: construct quantitative and qualitative diagrams to demonstrate the relationships between

organisms living interdependently within an ecosystem.


Unit 5: Biological Systems - Exemplar activities and assignment Brief 3 Genes and variation

Introduction Learning outcome 4 considers the basis of inheritance by looking at the structure of DNA, genes and chromosomes and how they control variation within the cell. DNA structure should be made interesting by the use of models, role play scenarios, videos, web materials. Learners should become aware of the link between base sequence and protein structure.


Unit 5: Biological Systems - Exemplar assignment brief 3

Rashnor College/School Department of Science Course title: BTEC First Certificate/Diploma in Applied Science Tutor name: Assignment title: Genes and variation Ref:

Learner name Start date: Deadline: Unit 5: Biological Systems

Scenario You are in a situation where you are required to explain the inheritance of a disease to a group of assistant practitioners within a hospital. To start with you are going to have to explain where DNA and genes are located in the cell and how genes and chromosomes can pass on information to other cells. You need some visual materials which will help you to get your point across to them as well as some written explanatory materials. The tasks will help you to prepare materials for your presentation. Assessment evidence: Unit Grading criteria

U5

The grading criteria that this assignment relates to: P4: describe the relationship between chromosomes, DNA and genes M4: describe (using examples) how variation within a species brings about evolutionary change D4: explain how genes control variation within a species using a simple coded message.



Unit 5 learning 0utcome 3: Understand that genes are responsible for inheritance, and variations within species, leading to evolutionary change. Unit content covered: Genes control cell function: DNA code; translation; structure of a protein, eg enzyme; control of cells’ activities DNA molecule: coded sequence of bases (A, C, T, G) Evolutionary change: role of genetic variation, environmental conditions. Task 1 Prepare an ‘action’ poster or model to demonstrate the structure of DNA showing the base sequences, the formation of messenger RNA and the process of protein formation from a series of amino acids assembled from the RNA instructions. Prepare a set of ‘slides’ to illustrate your explanation P4 Task 2 Summarise the causes of gene and chromosome mutation and suggest how these changes can bring about evolutionary changes by the process of selection using named examples

M4 Task 3 Using diagrams, prepare a leaflet on the way in which genes carry inherited information from one generation to another via the process of meiosis and gamete formation, and through fertilisation. Refer to simple monohybrid inheritance and examples of this in human inheritance, describe what is meant by discontinuous variation and continuous variation. D4 The grading criteria that this assignment relates to: P4: describe the relationship between chromosomes, DNA and genes M4: describe (using examples) how variation within a species brings about evolutionary changes D4: explain how genes control variation within a species using a simple coded message.

Tutor Support Material/” Edexcel Level 2 BTEC First Certificate and Diploma in Applied Science – Issue 1 –September 2006 61

Unit 6: Working with Science – Exemplar assignment briefs and activities Introduction Unit 6 is designed to give learners an introductory overview of the science technician/assistant practitioner at work in context, to include: their duties and responsibilities, laboratory organisation, health and safety and safe working practices, and personal, communication and ICT skills. It is important to stress the important role that science technicians/assistant practitioners play in all aspects of the science sector and other sectors that use science, and their role within the school/college/university environment. The content of this unit is best delivered through an investigative approach using activities and assignments to make it interesting and relevant.

Activity 1 - The role of a science technician/assistant practitioner

Invite a science technician or practitioner within your college or school, or from a local science–based company or a local hospital that uses science to give a presentation to the learners about their role (duties/responsibilities). Learners can take notes of how the speaker’s role relates to learning outcome 1 in the unit and its identified content.

Activity 2 – The importance of writing sequential, logical, detailed and accurate procedures

Brief the learners to write a procedure for a relatively simple task (eg carry out a filtration by gravity) and get one learner to follow the procedure (written by a different learner) to check that the task can be repeated and achieve the desired outcome. Learners can then appreciate the significance of scientists/practitioners (especially in research) being able to write up their experiments logically and in detail so that they can be repeated, eg cold fusion. Learners could also be shown how to carry out a filtration under suction and asked to produce a risk analysis of this process using equipment under vacuum.

Activity 3 – Visit a local science employer or employer that uses science

Organise visits to local companies or hospitals to observe science technicians/practitioners at work and to find out what part they play within the organisation. Learners could be given a questionnaire to complete about the environment, equipment/apparatus, health and safety features, organisation, practices etc.


Activity 4 – Safety features of science laboratories

Brief the learners to compare and contrast the health and safety features of different types of laboratories, eg water supply features and availability in a physics laboratory compared to chemistry and biology laboratories. The learners could complete a table with four columns: features, chemistry laboratory, biology laboratory and physics laboratory

Activity 5 – Repair, maintenance and calibration of equipment Learners could be given a set of instructions to follow in manual form to repair a piece of equipment. Learners could carry out a simulated case study to repair some equipment, such as soldering two contacts together and checking with a multimeter. Learners could construct and calibrate a melting/freezing point apparatus. Learners could be asked to explain the importance for technicians/assistant practitioners to be able to carry out front line repair, maintenance, and calibration of equipment, eg calibrating an audiometer for testing hearing.

Activity 6 – First aider Identify a trained first aider in your centre or preferably from a local business and ask them to give a talk/interview about their role. Alternatively, a visit from the district nurse, GP or St Johns’ Ambulance might be organised. Learners to take notes and explain the importance of having first aiders in a science environment.

Activity 7 – Acid to water Demonstrate the importance of adding concentrated acid to water and not water to acid. Ask learners’ to observe, pointing out the striations due to changes in density, and asking them to comment on what risks there are in adding acid to water and what safety clothing/equipment they would wear to carry out the task. Learners could be asked to explain the importance of diluting concentrated solutions to the required strength.


Activity 8 – Laboratory equipment

Part of a technicians/assistant practitioner’s job can be to identify and purchase equipment at a reasonable cost. Learners could be given some information from supplier catalogues or the internet. Lay out about 40 pieces of equipment in the laboratory and ask the learners to identify the apparatus and glassware, eg a 250 ml round-bottomed B19 single-necked flask.

Activity 9 – Use of solvents An important part of a science technician’s job is the use of solvents to dissolve materials, carry out reactions, clean apparatus, etc. Demonstrate or ask learners to carry out an activity involving the safe use of solvents in dissolving different solids/liquids. Learners can get an awareness of the importance of the use of solvents in a laboratory and their relationship to solubility. Solubility can also be related to the properties of covalent and ionic compounds Concepts could be introduced such as: solution = solute + solvent; polar solvents dissolve polar solids/liquids; non-polar solvents dissolve non-polar solids/liquids.

Activity 10 – Drying and storage of materials Part of a technician’s job is to dry wet materials and to, store materials that can be sensitive to moisture, oxygen or light. Ask learners to carry out an activity to weigh a wet solid by difference, dry the wet solid using an oven or a desiccator and re-weigh the solid to calculate its moisture content. Point out to the learners the dangers of drying some materials (eg solvent inhalation, explosion, materials being burnt) in an oven and the use of silica gel in desiccators. It could also be pointed out that desiccators can be used to store dry materials that are sensitive to moisture. Ask for suggestions how to store materials that are sensitive to light. Why is the glass on some reagent and Winchester bottles brown in colour? How could you store materials (and keep them fresh in the case of food) that are sensitive to moisture and oxygen?

Activity 11– Labelling Learners can be given a set of safety labels used for different chemicals, fire - extinguishers and clothing. They could be asked to match the labels with descriptions of why the labels are used and where they may see some of them in everyday life.


Activity 12 – Fire prevention Identify the fire officer within the centre or from a local business. The local fire department is usually more than happy to visit or put on a demonstration. Ask learners to explain why it is important to store inflammable solvents in metal cabinets using the correct labelling.


Unit 6: Working with Science - Exemplar assignment brief 1 Investigating work career paths in science Introduction Science is evident in almost every working environment and is not the exclusive domain of the large, multinational, chemical or biological conglomerates. Consider the science that is present in a food manufacturing company (micro-organisms, raw materials, electric ovens, mechanical packaging) or in the local hospital (use of drugs, use of technical equipment, testing of samples, measuring and dispensing chemicals etc) not to mention the health and safety issues inherent within every working environment. Science technicians/assistant practitioners work in the manufacturing industries such as food, plastics and rubbers, construction materials, iron and steel, glassware, oil, cosmetics, soap products, pharmaceuticals and textiles. They also work in service industries such as: hospitals, dentistry, pharmacy, waste products, environmental, water, education, research and development, electricity and forensic science. In this activity learners are encouraged to look at the role of a junior science technician/assistant practitioner in the local working environment as well as the more obvious, large scientific establishments. Learners should visit a number of local workplaces and look at what science is used there as well as the health and safety issues that are present. They could also explore the work that technicians/assistant practitioners do in large multinational companies through visits, speakers, videos or the internet and obtain job adverts from science magazines/journals. The learners could look for such things as job title, qualifications needed, salary, previous experience and other requirements. Scenario You are employed as a scientific technical adviser for a scientific magazine and have been asked to investigate and write a positive article/leaflet/poster about science technicians/assistant practitioners. This is to include their role and how they are employed to effectively and efficiently run a laboratory. Unit 6 Learning outcome 1: Be able to investigate and demonstrate knowledge of the basic duties and responsibilities of a junior science technician and assistant practitioners Unit content covered: Typical duties and responsibilities: eg to support senior technicians and practitioners; maintain the science workplace; types of workplace eg quality control, research, weights and measures, environmental health, forensic, medical Tasks: complexity of knowledge and skills required to perform job effectively and efficiently eg following procedures, reading services manuals. Task 1 Investigate a number of employers that recruit and employ science technicians/assistant practitioners. They should be encouraged to ask questions of the organisation and its staff, and gain information about the role of junior science technicians/assistant practitioners. Use this information to identify the typical duties and responsibilities of a junior science technician and assistant practitioner as part of your poster/leaflet. P1

66 Tutor Support Material/” Edexcel Level 2 BTEC First Certificate and Diploma in Applied Science – Issue 2 – July 2006

Task 2 Investigate relevant scientific journals, papers, magazines, professional body or technician organisations or the internet for any job advertisements for junior science technicians/assistant practitioners. You can then apply for or download from the internet any relevant job specifications/descriptions. Use the information from Tasks 1 and 2 to describe the typical duties and responsibilities of a junior science technician and assistant practitioner and include it on your poster/leaflet. M1 Task 3 Investigate the relationship and role of a junior science technician/assistant practitioner and how they contribute to running a laboratory workplace. Use the information to explain how the typical duties and responsibilities of a junior science technician and assistant practitioner contribute to the effectiveness and efficiency of the laboratory workplace. D1 The grading criteria that this assignment relates to: P1: identify the typical duties and responsibilities of a junior science technician and assistant

practitioner M1: describe the typical duties and responsibilities of a junior science technician and assistant

practitioner D1: explain how the typical duties and responsibilities of a junior science technician and assistant

practitioner contribute to the effectiveness and efficiency of the laboratory workplace Tutors Information Sources of Information Hazards, CLEAPSS School Science Service (2004 update) Safeguards in the School Laboratory (11th edition – 2006 - (ASE website) DFEE Safety in Science Education (1996) ISBN 011270915X (ASE website) Technician Package – ISBN – TPJUN05 (ASE website) The Prep Room Organiser – 2003 – (ASE website) Microbiology: an HMI Guide for Schools and FE HMSO, ISBN 0112705782


Websites These are by no means exhaustive but illustrate the range of businesses that use science. The companies listed also contain details of careers available.

Organisation Website Organisation Website Givenchy www.givenchy.com NASA www.nasa.govICI www.ici.com Glaxo Smithkline www.gsk.com/careers Ferrari www.ferrari.com ASE www.ase.org.ukB & Q www.diy.com Pfizer www.pfizer.com

Toni and Guy www.toniandguy.co.uk Health and Safety Executive www.hse.gov.uk

British Nuclear Fuels plc www.bnfl.com ESSO www.esso.com

Department for Environment Food and Rural Affairs

www.defra.gov.uk Royal Society for Chemistry

www.rsc.org.uk

Nestle www.nestle.com Association of the British Pharmaceutical society

www.abpi-careers.org.uk Institute of Biology www.iob.org.uk/

European Food Information Council www.eufic.org

Food Standards Agency www.foodstandards.gov.uk

Institute of Biomedical Science

www.ibms.org

Work Experience / Workplace learning frameworks Centre for Education and Industry (CEI -University of Warwick)

www.warwick.ac.uk/wie/cei/

At work with science www.atworkwithscience.com


http://www.givenchy.com/

http://www.nasa.gov/

http://www.ici.com/

http://www.gsk.com/

http://www.ferrari.com/


http://www.diy.com/

http://www.pfizer.com/

http://www.toniandguy.co.uk/

http://www.hse.gov.uk/

http://www.bnfl.com/

http://www.esso.com/

http://www.defra.gov.uk/

http://www.rsc.org.uk/

http://www.nestle.com/

http://www.iob.org.uk/

http://www.eufic.org/

http://www.foodstandards.gov.uk/

http://www.foodstandards.gov.uk/



Unit 6: Working with Science - Exemplar assignment brief 2 Producing an induction pack materials for a prospective junior science technician/assistant practitioner This assignment has been divided into three tasks that cover the grading criteria P2, M2 and D2 in Unit 6. The induction pack can include a variety of forms including posters, reports, handouts, charts, tables, requisitions, all types of laboratory proformas, risk assessment forms, photographs, diagrams, flow charts etc. It is important that the new junior technician can see the big picture as well as essential detail. This assignment will require a significant amount of research and learners should have a knowledge of the grading criteria and grade descriptions in the ‘Essential information for teachers’ part of the unit. Learners will need to obtain information from companies or simulated information/case studies to enable them to complete this assignment. The assignment scenario can be put into content by using local scientific manufacturing, service science or health care science organisations or could be put into an educational setting or organisation that uses science. Scenario You are a senior technician manager working within a large science pharmaceutical organisation and have the responsibility for 25 science technicians working in five different laboratories. One of the laboratories carries out research and development into new pharmaceutical products and the other four are quality control laboratories analysing the quality of the products produced in four different production workshops. The pharmaceutical company manufactures a number of drugs used in medicine. The quality control laboratories are attached to the workshops producing barbiturates, antibiotics, antihistamines and gold salts. The company is sensitive to such issues as: pollution and recycling materials, disposal of effluents, the health and safety of its workforce, the personal development of its workforce, and its relationship with the local community. The company also recognises the importance of the value of its employees, communication within the organisation, the roles of its members of staff and how they relate to others, the use of ICT, and the local environment each person works in. You have a vacancy for a new junior technician within one of your quality control laboratories. The induction and development materials available for new junior technician recruits are out-of-date and need rewriting. You have been asked by the human resources department complete the following tasks.

Unit 6 learning outcome 1 – Be able to investigate and demonstrate knowledge of the basic duties and responsibilities of a junior science technician and assistant practitioner.

Unit content covered: Schedule of work: eg daily, weekly, monthly and annual tasks, duty rotas, meetings, annual leave timing, break time, flexibility, inter-departmental servicing

Personal: job description; appraisal; targets; professional development; progression/career development


Typical duties and responsibilities: eg to support senior technicians and practitioners; maintain the science workplace; types of workplace, eg quality control, research, weights and measures, environmental health, forensic, medical

Tasks: complexity of knowledge and skills required to perform job effectively and efficiently, eg following procedures, reading service manuals

Task 1 (a) Identify the need for the relevant personal skills required by a junior technician working to carry out their job effectively and efficiently within a quality control laboratory. (b) Identify the need for communication skills for a junior science technician working in a quality control laboratory. (c) Identify the need for ICT skills for a junior science technician working in a quality control laboratory. P2 Task 2 Using the information you have gathered, put together an induction pack for a newly appointed junior science technician. M2 Task 3 Evaluate the need for personal, communication and ICT skills for junior science technicians within an organisation. This could be done by the use of a table showing the identified skills and evaluating the need. D2 The grading criteria that this activity relates to: P2: identify personal, communication and ICT skills of junior science technicians and assistant practitioners within an organisation M2: describe how the personal, communication and ICT skills of the junior science technician and

assistant practitioner contribute to the work of an organisation D2: evaluate how their personal, communication and ICT skills can effectively contribute to an

organisation. Tutor Information Sources of information Hazcards, CLEAPSS School Science Service (2004 update); Safeguards in the School Laboratory (11th edition – 2006 - (ASE website) DfES Safety in Science Education (1996) ISBN 011270915X (ASE website)


University Science Dept Prospectus (Career choices) ; The Prep Room Organiser – 2003 – (ASE website) Technician Package – ISBN – TPJUN05 (ASE website) Microbiology: an HMI Guide for Schools and FE HMSO, ISBN 0112705782 Websites CLEAPSS Laboratory Handbook – website www.cleapss.org.uk Association of the British www.abpi-careers.org.ukPharmaceutical Industry Association for Science Education www.ase.org.uk Careers in Science www.gcseappliedscience.com The Forensic Science Service www.forensic.gov.uk GlaxoSmithKline www.gsk.com/careers Learning and Skills Network www.vocationallearning.org.uk National Education and Business Partnership Network www.nebpn.org Section on Science and Engineering Ambassador www.setnet.org.uk Science Engineering and Manufacturing www.semta.org.uk Technologies Alliance These are by no means exhaustive but illustrate the range of businesses that use science. The companies listed also contain details of careers available.


http://www.cleapss.org.uk/

http://www.abpi-careers.org.uk/




http://www.gsk.com/careers




Unit 10: Forensic Science Applications Exemplar activities and assignments

Introduction

This unit is an overview of forensic science: the application of scientific methods and processes used for the purposes of the law. The aim of this unit is to develop knowledge and skills in the underlying concepts of biological, physical and chemical analysis, and to apply this knowledge to applications in forensic science. Forensic science is a multidisciplinary subject, and this unit reflects that by drawing together and building on aspects of the other core units, covering a range of scientific practices, to extend the learners knowledge of the range of practical applications of core science principles and techniques.

This unit introduces and develops the skills, understanding and knowledge of scientific processes and their application to forensic science and the criminal investigation. In a criminal investigation, scene of crime officers (SOCOs) examine the crime scene and collect evidence from the scene, victim and/or suspect. The evidence is then sent to a laboratory where a forensic scientist examines and analyses the evidence. Both SOCOs and scientists may be required to give evidence in court as expert witlessness . The unit provides students with the opportunity to find out how to effectively process the crime scene and to recover evidence using the correct techniques. Learners are encouraged to plan, perform and record lab analyses of different types of evidence using a number of different biological, physical and chemical techniques. Learners should collect, record, process, interpret and evaluate data, and report their findings in an appropriate format. Learners are encouraged to recognise the significance and quality of evidence, and how to reconstruct a crime from the information gathered. In addition, learners will be introduced to wider forensic issues of the criminal investigation, the criminal justice system and expert witness testimony.

The skills developed are essential for forensic science practitioners. It is important during the delivery and assessment of this unit that the learner should complete the work as if they are employed within the forensic science industry. Crime scenarios should be created for activities and assignments, and mock crime scenes and courtrooms provide excellent delivery strategies. A range of teaching and learning methods may be used including videos, media coverage of crime, guest talks and educational visits, discussion and debates as well aspractical work. Activity 1 – Health and safety

• Use question and answer techniques to get learners thinking about the risks and hazards at the crime scene and in the laboratory, for example biological hazards, sharps and chemicals.

• Discuss the techniques used to control the hazards and risks; for example, personal protective equipment, fume cupboards and waste management.

• Split the class into two. One group will represent ‘for the use of risk assessment in forensic science’, the other group will represent ‘against risk assessment’.

• Ask the two groups to nominate two lead speakers and a chairperson. • Learners should discuss in their groups the advantages and disadvantages of risk assessment at the

scene and in the laboratory. • The groups should then hold a debate, indicating how and why health and safety is an important

issue.


Activity 2 – Evidence collection and packaging

• Split the learners into small groups and provide each group with examples of different types of evidence, for example, a piece of glass, a white powder, a knife, a drop of (fake) blood.

• Ask the groups to discuss how these types of evidence could be collected and packaged.

• Provide the groups with different types of collection methods, for example, swabs, tweezers, sticky tape. Ask the learners to match the different types of evidence with a suitable collection method.

• Provide the groups with different types of packaging, for example, a brown paper bag, a plastic crime scene evidence bag, a metal tin, a small gripseal bag, a plastic weapons tube. Ask the learners to match each piece of evidence with a suitable bag or container.

Activity 3 – Sequence of events

• Learners could complete a time sequence puzzle, placing in the correct order the sequence of events that take place during the initial assessment or processing of a crime scene.

Activity 4 - Hair comparison

• Ask learners to collect hairs from different people, different parts of the body and from different animals.

• Explain the three structures of hair — cuticle, medulla and cortex

• Show the learners a chart showing images of different types of hairs, describing their similarities and differences.

• Learners can use a microscope to examine the collected hairs and compare their features. • Lerners can then be provided with hair evidence from a ‘crime scene’ which they must analyse

and identify, and compare to reference hairs from a ‘suspect’.

Activity 5 - Blood typing

• Learners can use a simulated blood typing kit available from a commercial supplier to learn about blood types and to carry out a blood typing investigation.

Activity 6 – Fingerprints

• Describe the three categories of fingerprints — loops, arches and whorls.

• Show the learners a large image of each type, pointing out the different patterns and giving frequencies for each category in the general population.

• Learners should use finger paint to record their fingerprints and determine their fingerprint type.

• Stick the three images on different walls in the classroom and ask learners to stand near the image that represents their fingerprints.


• Ask learners to determine if the percentages of learners in each category reflect the percentages for the general population.

Activity 7 – Casting a footprint

• Fill large, deep trays or window boxes with sand or mud and ask one tutor to leave their footprint. Make sure the impression is deep.

• Using washable paint, ask three different tutors to make a print of the bottom of their shoe on A4

white paper and write their names by their footprints. Photocopy the three prints for each learner. • Produce a worksheet for the learners containing questions about and describing the technique of

footprint casting. The handout should also include details of a crime that the learners must solve. An example of this could be that a burglary has taken place at the school and footprints have been found outside the point of entry. Three suspects have been apprehended by the police and prints taken of their shoes for analysis. The learners must determine which of the three suspects is the offender.

• Randomly distribute the sand/mud footprint impressions and hand out photocopies of the

worksheet and ink prints to the learner. • Learners should follow a protocol describing how to use plaster to cast a footprint.

• Once the casts have dried, the learner should clean the casts using paintbrushes.

• The cast impressions can then be compared to the ink prints and the learner may determine which suspect left their prints at the crime scene.

Activity 8 – Ink analysis chromatography

• Create a crime scenario, for example the theft of MOT certificates from a local garage. Signed MOT certificates have been recovered from the crime scene and two suspects have been searched. Black pens found on the suspects have been submitted as evidence.

• Produce a worksheet containing the case details and experimental protocol.

• Learners should be provided with two different black felt tip pens.

• Learners should carry out paper chromatography on the two pens and on a sample of ink extracted from the signed MOT certificates.

• From the chromatography analysis learners may determine which of the two suspects stole and

signed the certificates.


Activity 9 – Drugs of abuse

• Learners could produce presentations in groups on a different drug of abuse.

• Each group should identify the type and appearance of the drug, alternative street names and prices, laws and grade of drug, countries of origin and production method, effects on the body, suitable presumptive colour test and confirmatory analytical technique, etc.

Activity 10 – The Expert Witness

• Set up a mock court trial with members of staff acting as the judge, prosecutors and defence.

• Learner must give evidence in court as expert witnesses, describing techniques of analysis, and their results and conclusions from an investigation they have carried out.

Activity 11 – Victim/witness interview role play

• Show the learners video clips from different television programmes showing police interviews of suspects, witnesses and victims, for example, from The Bill and CSI.

• Manage a class discussion on interview techniques and different types of questioning. The leaners should determine how asking questions can influence the answers given.

• Provide the learners with a list of different types of interview questions and ask then to indicate whether they are open or closed type questions.

• Split the lerners into two groups; one group will be interviewers and the other will be witnesses to a crime.

• Show the witness group a short video of a real or simulated crime being carried out. • Provide the interview group with a short synopsis of the crime and ask them to prepare questions.

• Pair up each witness with an interviewer and give learners 20 minutes to carry out an interview.

• The class should then come back together and each pair should describe the technique they used, the information they gathered and the effectiveness of the interview.

Activity 12 – Media influence

• Learners could produce and present posters in small groups on different aspects of the media’s influence on crime, for example, the influence of media on the eyewitness or jury, the link between violent media and aggression, or the legal and social issues of reporting high-profile crime in the media.


Unit 10: Forensic Science Applications- Exemplar assignment brief 1 Powdering for fingerprints, hair and blood analysis Crime scenario A burglary has taken place at the school. Last night the staff room window was broken and the room was ransacked. A number of items have been stolen including exam papers. The police were called this morning by the school caretaker when he discovered the break in and crime officers have examined the scene. A number of items of evidence have been submitted to the laboratory for fingerprint, hair and blood analysis. Two suspects have been apprehended by the police who have taken their fingerprints for reference. Unit 10 learning outcome 2: Understand the principles and demonstrate the techniques used it the analysis and interpretation of biological evidence Unit content covered:

• Hair

• Fingerprints

• Blood and bodyfluids

Task 1

You are the forensic scientist allocated to the case. You must develop a plan to effectively analyse the items for fingerprint evidence, using the powder and lift technique, blood type and hair analysis P2

Task 2:

Carry out the analysis and compare the crime scene prints, hair and blood type to the two suspects reference evidence. Analyse the evidence and draw conclusions to determine the identity of the offender.

Task 3:

Write a short report describing how well the outcomes of the plan met the objectives of the investigation and draw conclusions. M2

Task 4:

Justify any changes to the plan that you have made and any procedural changes to improve the conclusion drawn. D2

The grading criteria in this unit relates to : P2: produce and follow a realistic and achievable plan to analyse two types of biological evidence M2: describe how well their outcomes met the objectives of the investigation and draw and make

connections D2: justify potential changes to their plans and procedures to improve the conclusions drawn


Unit 11: Science in Medicine Exemplar Activities and Assignments Introduction Unit 11 should encourage learners to participate in very elementary procedures which are used in the diagnosis and treatment of human illness. All learners will have first-hand experience of some of the procedures and should be encouraged to relate experiences of diagnosis and treatment – within reason. A more scientific approach should then be adopted and the work of GPs, hospital departments and pathology laboratories should be explored. Some of the simpler techniques will be appropriate for exemplar laboratory work. These should include temperature and blood pressure measurements and the concept of ‘norms’, some simulation of blood concentration in ‘urine’, appearance of a range of different (safe) bacterial cultures for identification features, examples of viral plaques, the appearance of ‘normal’ animal cells, and the cell and chemical structure of blood. It is intended that learners should become familiar with the range of physical treatments rather than become involved in the detail of the equipment. Details of body scanners need only be known in so far as they relate to the results which they can produce. Learners should know the different types of data produced, what the machine can be used to do and any possible side effects. Actual scans and x-rays, either in photograph, video or internet format, should be used wherever possible. Microbiological investigations to determine the effect of varying concentrations of ‘drugs’ on bacterial samples will be appropriate, and the basic classification of different drug types should be discussed. The concept of ‘prescription’ and ‘over the counter’ drugs will provide opportunities for local research using label information. Formulations of drugs may be introduced again by observation and primary research using harmless products. Use of sweeteners and flavours for palatability, and different formulations can be explored. Information is available online to cover learning outcome 3, and this will require the learner to engage in research into the actual processes involved in the development of a new drug compound. Learners should be aware that very few compounds from the many hundreds of thousands are active for use against disease. The active compounds are taken to stage two of the process, where the time scale of the development, the laws relating to the testing of drugs and the use of cell cultures and animal models to determine the pharmacology of the compound and the side effects are exposed. Problems associated with scaling-up production of a complex compound to a manufacturing scale should be introduced. At all stages in this unit the work of the technician in all aspects of the processes should be emphasised. Routes through to employment opportunities in the pharmaceutical industry should be made clear. The fact that not all treatments are available, appropriate or wanted by all people (limited to the country of study) should be introduced. This will review current news stories relating to these issues and should be presented in innovative learning scenarios.


Activity 1 – Range of antibiotics

Learners could investigate the reason why a wide range of antibiotics are produced and why there is a need to carry out research to develop even more.

Activity 2 Visits/speakers

Learners could arrange visits to local medical/pharmaceutical organisations or arrange for speakers to come to describe an aspect of the work of a biomedical technician.

Activity 3 – Medicines

Learners could do a survey of a local supermarket or chemist’s pharmaceutical stock to determine the different types of a particular non-prescription medicine, eg. anti-histamine, antacid. Research based on the formulations, their concentrations, how they are packaged and a comparison of the different price ranges in different formulations and brands could be carried out.


Unit 11: Science in Medicine - Exemplar assignment brief 1 Scientific principles used in the diagnosis and treatment of human illness

Unit 11 learning outcome 1 – The range of scientific procedures which are used in diagnosing illness

Unit content covered:

Biological diagnosis (pathology): microbiological organisms causing disease, eg bacteria, viruses, parasites; haematology (the cellular structure of blood, and abnormalities) eg leukaemia; chemical analysis of blood, sputum, urine, faeces, eg urine sugar levels, blood cholesterol levels; cytology (cell appearance) eg cervical smear tests; genetic investigations (DNA analysis; family history counselling) eg cystic fibrosis

Physical diagnosis: normal range of body temperature measurements and blood pressure measurements; significance of deviations from these norms, body scans, eg x-rays, computerised tomography (CT) scans, magnetic resonance imaging (MRI) scans; endoscopy procedures, eg gastro-endoscopy.

Unit 11 learning outcome 2 The scientific principles of treating illness Unit content covered:

Using therapeutic drugs: the principles of the use of a range of therapeutic drug types; analgesics, eg paracetamol, aspirin, codeine; anti-inflammatory, eg ibuprofen; anti-biotics eg penicillin; anti-histamine. eg acrivastine; chemical replacement, eg insulin; other groups of drugs eg cytological (chemotherapy), anti-depressants, stimulants, sedatives, heart drugs

Drug formulations: eg cream, ointment, tablet, capsule, oral liquid, injection liquid

Administration routes of therapeutic drugs: eg oral, intravenous injection, sub-cutaneous injection, topical

Using therapeutic techniques: the principles of a range of physical therapies available for treatment of conditions; surgery, eg appendectomy; radiotherapy eg cancer treatment, laser therapy, eg short sightedness; physiotherapy, eg muscular sport injuries; osteopathy, eg back injuries, ‘alternative therapies’, eg acupuncture; replacement and preventative therapy; the principles of blood and plasma transfusion; vaccinations and organ transplants; cultures and religions; beliefs and values.

Scenario A medical practitioner is working in a busy accident and emergency department at a general hospital. On one particular evening a number of patients came through the department, including:

• Margaret, an elderly lady suffering from severe lower abdominal pains. Initial assessment indicated a possibility of bowel cancer

• Jasmin, who was three-years-old and suffering from a severe headache, a high temperature

and stiffness of the neck. Initial assessment indicated a strong possibility of meningitis

• Paul, who was 52-years-old and had been involved in a fall whilst climbing a ladder at work. Initial assessment suggested broken bones in his right arm and shoulder


• Abdul, who was suffering from severe pain in the lower side of his back on both sides. He had

a fever and was shivering, with some vomiting. Initial assessment suggested a possible kidney infection

• Ray, who was 65 years old and complaining of crushing pain in the centre of his chest, with

breathlessness and some dizziness. Initial assessment suggested a potential heart attack. Task 1 Using some or all of the suggested cases in the scenario above, identify and describe two biological and two physical procedures that could be used in diagnosis. P1 Explain the scientific principles underlying each of the procedures. M1 Evaluate the advantages and disadvantages of using the identified procedures for the chosen cases.

D1 Task 2 Identify the therapeutic drugs relevant to treating three named illnesses. Use the examples above, or other illnesses of your choice. P2 Describe how the therapeutic drugs are used to treat the named illnesses. M2 Explain why the actions of the therapeutic drugs are used to treat the illnesses. D2 Task 3 Using some of the examples suggested in the scenario, describe two therapeutic techniques that could be used in treatment. P3 Explain the functions of each of the techniques in the treatment of the illness/condition. M3 Evaluate the reasons why some individuals, religions and cultures may choose not to take advantage of all types of available treatments. D3 The grading criteria in this unit relates to: P1 identify and describe two biological and two physical procedures used to diagnose illness M1 explain the scientific principles underlying the two biological and two physical procedures D1 evaluate the advantages and disadvantages of using the two biological and two physical

procedures P2 identify the therapeutic drugs used to treat three given illnesses M2 describe how the therapeutic drugs are used to treat these illnesses D2 explain why the actions of therapeutic drugs are used to treat given illnesses P3 describe two therapeutic techniques that are available to treat given examples of illnesses and

conditions M3 explain the functions of each of the techniques in given treatment processes D3 evaluate the reasons why some individuals, religions and cultures choose not to take

advantage of all types of available treatments.


Tutor Information Sources of information Websites

• Medical uses of electricity www.ecglibrary.com

• Wellcome Science – Wellcome Trust – 2005 www.wellcome.ac.uk/wellcomefocus

• GlaxoSmithKline – The science behind medicines – free of charge www.gsk.com/


http://www.ecglibrary.com/

http://www.wellcome.ac.uk/wellcomefocus

ANNEXE 1 USEFUL WEBSITES FOR SCIENCE The website information given is for guidance only. The addresses were correct at time of publication, however, centres should be aware that website addresses often change. Generic www.gcseappliedscience.com Careers in Science www.sciencephoto.com Science Photo Library www.vocationallearning.org.uk Learning and Skills Network www.setnet.org.uk Section on Science and Engineering Ambassador www.nebpn.org National Education and Business Partnership Network

Chemistry www.alkaseltzer.com/as/experiment/ student science experiments

www.rsc.org The Royal Society of Chemistry

www.chemindustry.com Chemical Industry

www.uyseg.org/ciec_home.htm Chemical Industry Education Centre (information source for industrial application of chemistry)

www.iom3.org/ Institute of materials, minerals and mining (information source for smart materials)

www.ase.org.uk The Association for Science Education

www.abpi.org.uk The Association of the British Pharmaceutical Industry

www.sep.org.uk Science Enhancement Programme

www.sciencemuseum.org.uk The Science Museum

www.york.ac.uk Support for Science Education (University of York)

www.platolearning.co.uk/ Platolearning (multimedia website)

www.scienceconsortium.co.uk The Science Consortium (online resources)

www.mond.org Society of Chemical Industry

www.philipallan.co.uk Philip Allan updates (publisher of science magazines)

www.shell.co.uk Shell

www.bpes.com BP Amoco

www.chemweb.com Chem Web

www.cia.org.uk Chemical Industries Association

www.esso.co.uk Esso

www.bbc.co.uk BBC resources






http://www.alkaseltzer.com/as/expeiment/student - experiment..htm

http://www.rsc.org/

http://www.chemindustry.com/

http://www.uyseg.org/ciec_home.htm

http://www.iom3.org/


http://www.abpi.org.uk/

http://www.sep.org.uk/

http://www.sciencemuseum.org.uk/

http://www.york.ac.uk/

http://www.platolearning.co.uk/

http://www.scienceconsortium.co.uk/

http://www.mond.org/

http://www.philipallan.co.uk/

http://www.shell.co.uk/

http://www.bpes.com/

http://www.chemweb.com/

http://www.cia.org.uk/

http://www.esso.co.uk/

http://www.bbc.co.uk/

www.bpf.co.uk British Plastics Federation

www.echalk.co.uk Science e- teaching resources

www.lgc.co.uk Laboratory of the Government Chemist

www.mutr.co.uk Middlesex University Teacher Resources (smart materials etc)


http://www.bpf.co.uk/

http://www.echalk.co.uk/

http://www.lgc.co.uk/

http://www.mutr.co.uk/

Physics www.iop.org Institute of Physics (information about

education and careers)

www.scienceonestop.com/html/main.htm Resources for teachers

www.practicalphysics.org/ Practical physics (suggestions for practical work)

www.planetary.org/ The Planetary Society (information on the planets)

www.space.com/ Space (information on astronomy) www.ase.org.uk The Association of Science Education (information for science teachers)

www.sep.org.uk Science Enhancement Programme (education resources and projects)

www.sciencemuseum.org.uk The Science Museum (current science information, for teachers and learners)

www.schoolscience.co.uk/content/index.asp School Science (information that links science to the world of work)

www.scienceconsortium.co.uk The Science Consortium (online CPD for teachers)

www.learningschools.net Learning Schools Programme (OU information on ICT training for teachers)

www.nationalgrid.com National Grid Transco (network utility with information on careers)

www.bbc.co.uk BBC (information on science, and current science and technology news)

Biology www.scilinks.org/default.asp SciLinks (online database of science websites)

www.iob.org Institute of Biology

www.ase.org.uk Association of Science Education

www.sln.fi.edu/tfi/units/life/classify/classify.html The Franklin online (classification website)

www.sciencemuseum.org.uk Science museum

www.york.ac.uk University of York

www2.gsu.edu/~wwwfit/index.html The Exercise and Fitness Page – Georgia University (US university site for health and fitness)


http://www.scienceonestop.com/html/main.htm

http://www.schoolscience.co.uk/content/index.asp


http://www.scilinks.org/default.asp

http://www.iob.org/


http://www.sln.fi.edu/tfi/units/life/classify/classify.html

http://www.sciencemuseum.org.uk/

http://www.york.ac.uk/

http://www2.gsu.edu/~wwwfit/index.html

www.scienceconsortium.co.uk The Science Consortium (online resources and CPD for TUTORS)

www.philipallan.co.uk Philip Allan Updates (publisher of student magazines)

www.bbc.co.uk BBC website resources

www.schoolscience.org.uk Virtual Visits (virtual tours of science related sites)

http://www.streetdrugs.org/ Street Drugs (drugs website)

http://www.nutritiondata.com/index.html Nutrition Data (interactive nutritional data website)

Forensic www.bbc.co.uk/crime/fighters/fss.shtml BBC Crime Fighters

www.fsni.gov.uk Forensic Science Northern Ireland

www.forensic.gov.uk The Forensic Science Service

www.forensic-science-society.org.uk The Forensic Science Society

www.koshlandscience.org/exhibitdna Koshland Science Museum of the National Academy of Sciences

www.m-scan.com/services/ofec/forensic Mass spectrometry consultants and analysts

Medical

www.abpi.org.uk The Association of the British Pharmaceutical Industry

www.ase.org.uk The Association for Science Education

www.astrazeneca.co.uk Astra Zeneca Pharmaceuticals

www.bbc.co.uk (BBC resources)

www.bupa.co.uk BUPA Health Information

www.gsk.com/ Glaxo Smith Kline

www.iob.org Institute of Biology

www.philipallan.co.uk Philip Allan updates (publisher of science magazines)

www.platolearning.co.uk/ Plato Learning (multimedia website)

www.rcr.ac.uk Royal College of Radiologists

www.scienceconsortium.co.uk The Science Consortium (online resources)





http://www.schoolscience.org.uk/

http://www.streetdrugs.org/

http://www.nutritiondata.com/index.html

http://www.bbc.co.uk/crime/fighters/fss.shtml

http://www.fsni.gov.uk/


http://www.forensic-science-society.org.uk/

http://www.koshlandscience.org/exhibitdna

http://www.m-scan.com/services/ofec/forensic

http://www.abpi.org.uk/


http://www.astrazeneca.co.uk/


http://www.bupa.co.uk/

http://www.gsk.com/

http://www.iob.org/


http://www.platolearning.co.uk/

http://www.rcr.ac.uk/



ANNEXE 2 – A Learner’s guide to SI units and their conversion

Introduction

One of the important areas where science and technology leaners need support is in the conversion of units. This annexe is designed to be useful for students in all science, technology and engineering subjects.

This annexe has been produced to:

• introduce learners to SI base and derived units

• help learners with the conversion of multiple and sub-multiple units to SI base and derived units.

This annexe can be used:

• by the learner for individual study and self-assessment

• as an aid to teaching.

The units used in this annexe are based on the seven base units of the ‘International System of Units’ (SI system).


What are units?

1 You have probably used units without thinking about them. For example, when using a ruler, you may have used centimetres or millimetres for the unit of length.

A unit is a quantity or an amount used as a standard of measurement.

List some other units have you used.

2 Symbols are used to represent units. For example the letter m represents the metre.

Write down the symbols for the units that you listed above.

3 The unit of length, the metre, is not built from other units. Units that are not built from other units are called base units.

4 Some units are built up from other units. For example, the unit of area is built from the unit of length.

Area = length × length

Square metre = metre × metre

m2 = m1 × m1

88 Tutor Support Material/” Edexcel Level 2 BTEC First Certificate and Diploma in Appl September 2006”

Base unit
Derived unit
ied Science – Issue 1 –

Example 1

3 m Area = 3 m x 3 m = 9 m2

3 m Units that are built up from other units are known as derived units. The square metre is a derived unit.

5 Different units may be used to make up a derived unit, eg m s–1.

The different units are separated by a space.

State whether each of the following units are a base unit or a derived unit.

m s–2 _______________

kg _______________

m3 _______________

s _______________ 6 Sometimes one symbol represents two or more different base units.

Example: The unit for force is the newton. Its symbol is N. The newton is derived from the base units kilogram, metre and second:

N = kg m s–2


Base units

Name Symbol Topic Area

metre m length

second s time

kelvin K temperature

kilogram kg mass

ampere A electric current

mole mol amount of substance

candela cd luminous intensity

Derived units

Name Symbol Topic area

newton N force

joule J energy

hertz Hz frequency

ohm Ω electric resistance

volt V potential difference

watt W power

pascal Pa pressure

When a unit is named after a person, the name begins with a small letter (Newton) but the symbol starts with a capital (N).

7 When a unit is used which has a power of 1, the power is excluded for convenience, eg

m1 = m

s1 = s

8 Many of the topic areas are abbreviated using the Greek alphabet, eg

Name Symbol Topic area

theta θ temperature

lambda λ wavelength

mu µ friction coefficient

rho ρ density

sigma Σ Stefan’s constant

omega Ω electrical resistance


Operations with units

When operations are carried out using units, the units from the same topic area must be the same, e.g.

• millimetres cannot be added to metres (without converting the millimetres to metres first)

• metres can be added to metres.

Addition and subtraction

Measurements can only be added or subtracted if they have the same units.

Example 1

Two lengths are added together and both are in metres: 2 m + 3 m = 5 m

The sum is also in metres.

Example 2

One length is subtracted from another and both are in metres: 6 m – 2 m = 4 m

The difference is also in metres.

Example 3

Lengths measured in different units cannot be added: 5 10 m + 5 cm = ?

Exercise 1

Carry out the following operations and check your answers.

1 2 m + 3 m + 4 m = 3 N + 3 N + 2 N =

2 5 s + 6 s – 4 s = 4 4 J – J + 2 J =


Multiplication

When multiplying the same topic area units, the indices (power numbers) are added together.

Example 1

m1 × m1 = m2 ie: m × m = m2 eg 2 m × 2 m = 4 m2

When multiplying two different units the indices should not be changed.

Example 2

m × s2 = m s2 eg 6 m × 2 s2 = 12 m s2

Exercise 2

Carry out the following operations and check your answers.

5 4 m × 2 m = 7 5 N × 8 m =

6 2 m × 3 s2 = 8 6 m2 × m =


Division

When the same units with the same power are divided they cancel each other and in some cases the result is a ratio.

Example 1

( )unitsnoratiomm

= eg. 3m2m6

=

When different topic area units are divided, the denominator (bottom of the fraction) unit changes its power sign from positive to negative or vice versa.

Example 2

1smsm −= eg 1m4

s2m8 −= s

Exercise 3

Carry out the following operations and check your answers:

9 K4K4

= 11 2s3m12

=

10 s

s5 x m3 = 12 2m5N10 =


Submultiple and multiple units

Submultiple unit

When using a 30 cm ruler to measure objects, most people take the measurement in centimetres or millimetres since it is easier to write 5 mm than 0.005 m.

Base units that are too big for some measurements, eg the metre, can be split into smaller units, eg. the centimetre.

Base units can be split into smaller units called submultiple units.

The millimetre is an example of a submultiple unit and it is a smaller quantity than the metre. A submultiple unit is a smaller quantity unit than a base unit.

Multiple unit

Sometimes the base unit can be too small. For example, large distances are often measured in kilometres instead of metres.

The kilometre is a larger quantity than the metre.

A multiple unit is a larger quantity than the base unit.

Common prefixes used for multiple and submultiple units are shown in the table below:

Prefix Symbol Number in words

Number in figures

Powers of ten

Mega- M million 1 000 000 106

Kilo- k thousand 1 000 103

Centi- c hundredth 100

1 10–2

Milli- m thousandth 00011

10–3

Micro- u millionth 00000011

10–6

Multiple and submultiple units must be converted into SI units when used in formulae for problem solving.


Conversion of units

Conversion is an operation of changing submultiple or multiple units into SI base units.

The ‘conversion factor’ is the figure which relates the multiple or submultiple unit to the SI unit.

Rules for conversion

Rule 1

When converting a multiple unit (larger quantity) into the SI base unit (smaller quantity), multiply the multiple unit by the conversion factor.

Larger quantity Smaller quantity = Multiply by a factor

Example

The kilometre is a multiple unit of the SI base unit of length, the metre. A kilometre is one thousand times larger than the metre.

Multiple Conversion factor Conversion SI units

1 kilometre (km) 1 000 1 x 1 000 1 000 m

Relationship 1 kilometre = 1 000m = 1 x 103 m

Rule 2

When converting a submultiple unit (smaller quantity) into the SI base unit (larger quantity), divide the submultiple unit by the conversion factor.

Smaller quantity Larger quantity = Divide by a factor

Example

The millimetre is a submultiple unit (smaller quantity) of the SI base unit of length, the metre. A millimetre is one thousand times smaller than the metre.

Submultiple Conversion factor Conversion SI units

1 millimetre (mm) 1 000 00011 0.001 m

Relationship 1 millimetre = 0.001 m = 1 x 10–3 m


Conversion examples and exercises

Length

SI base unit metre (m)

Multiple or submultiple Conversion factor Relationship

Multiple – kilometre km 1 000 1 km = 1 000 m

Submultiple – centimetre cm 100 100 cm = 1 m

Submultiple – millimetre mm 1 000 1 000 mm = 1 m

Examples

Convert the following into metres

5 kilometres 1

5 km = 5 x 1 000 = 5 000 m = 5 x 103 m

25 centimetres 2

25 cm = 10025

= 0.25 m = 2.5 x 10−1 m

236 millimetres 3

236 mm = 0001

236 = 0.236 m = 2.36 x 10−1 m

Exercise 4

Convert the following into metres.

13 12 km 16 220 cm

14 6.32 km 17 212 mm

15 12 cm 18 1234 mm


Area

Derived unit square metre (m2)


Multiple – hectare 10 000 1 hectare = 10 000 m2

Submultiple – square millimetre mm2 1 000 000 1 000 000 mm2 = 1 m2

Submultiple – square centimetre cm2 10 000 10 000 cm2 = 1 m2

The hectare is a multiple unit used for measuring large areas.

Examples

Convert the following into square metres.

6.2 hectares 1

6.2 hectares = 6.2 x 10 000 = 62 000 m2 = 6.2 x 104 m2

200 square centimetres 2

200cm2 = 00010200

= 0.02 m2 = 2 x 10–2 m2

5210 square millimetres 3

5210 mm2 = 00000012105

= 0.00521 m2 = 5.210 x 10–3 m2

Exercise 5

Convert the following into square metres:

.

19 2 500 cm2 22 21 510 mm2

20 22.2 cm2 23 0.21 hectares

21 600 mm2 24 23 hectares


Volume

Derived unit cubic metre (m3)

Multiple or submultiple Conversion

factor Relationship

Submultiple – cubic millimetre mm3 1 000 000 000 1 000 000 000 mm3 = 1 m3

Submultiple – cubic centimetre cm3 1 000 000 1 000 000 cm3 = 1 m3

Submultiple – cubic decimetre dm3

(or litre l) 1 000 1 000 dm3 = l m3

(or litres)

Examples

Convert the following into cubic metres

102 dm3 or litres 1

102 litres = 0001

102 = 0.102 m3 = 1.02 x 10–1 m3

235 cubic centimetres 2

253 cm3 = 0000001235

= 0.000235 m3 = 2.35 x 10–4 m3

10290 cubic millimetres 3

10290 mm3 = 1000000000

10290 = 0.00001029 m3 = 1.029 x 10–5 m3

Exercise 6

Convert the following into square metres

25 5 200 mm3 28 25 000 litres

26 112 345 mm3 29 10.2 litres

27 55 cm3


Mass

SI unit kilogram (kg)

Multiple or submultiple conversion

factor Relationship

Submultiple – gram g 1 000 1 000 g = 1 kg

Multiple – tonne t 1 000 1 tonne = 1 000 kg

Examples

Convert the following into kilograms.

200 grams 1

200 g = 1000200

= 0.2 kg = 2 x 10–1 kg

3.3 tonne 2

3.3 tonne = 3.3 x 1 000 = 3 300 kg = 3.3 x 103 kg

Exercise 7

Convert the following into kilograms.

30 2 520 g 32 0.56 tonne

31 22 g 33 21 tonne


Time

SI unit second (s)


factor Relationship

Multiple – minute min 60 1 min = 60 s

Multiple – hour h 3 600 1 h = 3 600 s

Examples

Convert the following into seconds.

5 minutes 1

5 minutes = 5 x 60 = 300 s = 3.0 x 102 s

2 hours 2

2 hours = 2 x 3 600 = 7 200 s = 7.2 x 103 s

Exercise 8

Convert the following into seconds.

34 12 min 36 6 h

35 21 min 37 3 h 25 min


Temperature

SI unit kelvin (K)

This is purely a mathematical relationship between temperature scales, there are no multiples or submultiples. Degree celsius can be converted into kelvin. Other scale Conversion

factor Relationship

Degree celsius °C Add 273 0 °C = 273 K

Examples

Convert the following into Kelvin.

25 degree celcius or ° c 1

25 °C = 25 + 273 = 298 K

120 degree celcius or ° c 2

120 °C = 120 + 273 = 393 K

Convert the following into degrees celsius.

523 kelvins 3

523 K = 523 – 273 = 250 °C

Exercise 9

Convert the following into kelvin (or degrees celsius):

38 10° C 40 400° C

39 –5° C 41 659 K


Density

Derived unit kilogram per cubic metre kg m-3


Multiple — gram per cubic centimetre 1 000 1 g cm–3 = 1 000 kg m–3

Examples

Convert the following into kilograms per cubic metre.

0.8 gram per cubic centimetre 1

0.8 g cm–3 = 0.8 x 1000 = 800 kg m–3 = 8.0 x 102 kg m–3

5.6 gram per cubic centimetre 2

5.6 g cm–3 = 5.6 x 1000 = 5 600 kg m–3 = 5.6 x 103 kg m–3

Exercise 10

Convert the following into kilogram per cubic metre. 42 1.2 g cm–3 44 7.3 g cm–3

43 4.1 g cm–3


Force

Derived unit newton (N)


factor Relationship

Multiple kilonewton kN 1 000 1 kN = 1 000 N

Examples

Convert the following into newtons.

5 kilonewtons 1

5 kN = 5 x 1 000 = 5 000 N = 5.0 x 103 N

8.26 kilonewtons 2

8.26 x 1 000 = 8 260 N = 8.26 x 103 N

Exercise 11

Convert the following into newtons.

45 12 kN 47 2.12 kN

46 41 kN 48 25 kN


Stress and pressure

SI unit newton per square metre (N m-2) or pascal (Pa)


factor Relationship

Multiple – newton per square millimetre N mm–2

1 000 000 1 N mm–2 =

1 000 000 N m–2

Examples

Convert the following into newton per square metre.

0.5 newtons per square millimetre 1

0.5 N mm–2 = 0.5 x 1 000 000 = 500 000 N m–2 = 5 x 105 N m–2

0.0025 newtons per square millimetre 2

0.0025 N mm–2 = 0.0025 x 1 000 000 = 2 500 N m–2 = 2.5 x 103 N m–2

Exercise 12

Convert the following into newtons per square metre.

49 0.0001 N mm–2 50 0.00002 N mm–2


Answers to exercises

Exercise 1

1 9 m 3 6 N

2 7 s 4 5 J

Exercise 2

5 8 m2 7 40 N m

6 6 m s2 8 6 m3

Exercise 3

9 2 11 4 m s–2

10 15 m 12 2 N m–2

Exercise 4

13 12 000 m = 1.2 x 104 m 16 2.2 m

14 6 320 m = 6.32 x 103 m 17 0.212 m = 2.12 x 10–1 m

15 0.12 m = 1.2 x 10–1 m 18 1.234 m

Exercise 5

19 0.25 m2 = 2.5 x 10–1 m2 22 0.02151 m2 = 2.151 x 10–2 m2

20 0.00222 m2 = 2.22 x 10–3 m2 23 2 100 m2 = 2.1 x 103 m2

21 0.0006 m2 = 6 x 10–4 m2 24 230 000 m2 = 2.3 x 105 m2

Exercise 6

25 0.0000052 m3 = 5.2 x 106 m3 28 25 m3 = 2.5 x 10 m3

26 0.000112345 m3 = 1.12345 x 10–4 m2 29 0.0102 m3 = 1.02 x 10–2 m3

27 0.000055 m3 = 5.5 x 10–5 m3

Exercise 7

30 2.52 kg 32 560 kg = 5.6 x 102 kg

31 0.022 kg = 2.2 x 10–2 kg 33 21 000 kg = 2.1 x 104 kg


Exercise 8

34 720 s = 7.2 X 102 s 36 21 600 s = 2.16 x 104 s

35 1 260 s = 1.26 x 103 s 37 12 300 s = 1.23 x 104 s

Exercise 9

38 283 K 40 673 K

39 268 K 41 386 °C

Exercise 10

42 1 200 kg m–3 = 1.2 x 103 kg m–3 44 7 300 kg m–3 = 7.3 x 103 kg m–3

43 4 100 kg m–3 = 4.1 x 103 kg m–3

Exercise 11

45 12 000 N = 1.2 x 104 N 47 2 120 N = 2.12 x 103 N

46 41 000 N = 4.1 x 104 N 48 25 000 N = 2.5 x 104 N

Exercise 12

49 100 N m–2 = 1.0 x 102 N m–2 50 20 N m–2 = 2.0 x 101 N m–2


ANNEXE 3: Exemplar tracking documents BTEC First Certificate/Diploma in Applied Science – Exemplar learner tracking document

Unit 1 Unit 2 Learner Name P1

P2 P3 P4 M

1 M

2 M

3 M

4 D

1 D

2 D

3 D

4 P1 P2 P3 P4 P5 P6 M

1 M

2 M

3 M

4 M

5 M

6 D

1 D

2 D

3 D

4 D

5 D

6

Tutor Support Material/” Edexcel Level 2 BTEC First Certificate and Diploma in Applied Science – Issue 2 – July 2006 107

BTEC First Certificate/Diploma in Applied Science – Exemplar assessor mapping document

Assessor name Unit 1 Unit 2

P1 P2 P3 P4 M

1 M

2 M

3 M

4 D

1 D

2 D

3 D

4 P1 P2 P3 P4 P5 P6 M

1 M

2 M

3 M

4 M

5 M

6 D

1 D

2 D

3 D

4 D

5 D

6

Tutor Support Material/” Edexcel Level 2 BTEC First Certificate and Diploma in Applied Science – Issue 2 - July 2006 ”

ANNEXE 4 – Front/header sheet template College/School Department of


Tutor name:

Assignment title:

Ref:

Learner name Start date: Deadline: Unit : Scenario

Assessment evidence: Unit Grading criteria

The grading criteria that this activity relates to:

• • •


Tutor Support Material/” Edexcel Level 2 BTEC First Certificate and Diploma in Applied Science – Issue 2 – July 2006 109

ANNEXE 5 Mapping the old BTEC First Diploma in Applied Science units against the 2006 units BTEC FD

Units old Unit

1 Diploma

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

BTEC 2006 version

Now Unit 6

Now Unit 1

Now Unit 2

Now Unit 3

Now Unit 4

Now Unit 7

Now Unit 8

With drawn

With drawn

Now Unit 9

Mapping outcomes

Unit 1 Y Unit 2 X Unit 3 Y Unit 4 Z Unit 5 New unit Unit 6 X Unit 7 X Unit 8 X Unit 9 X Unit 10 New unit Unit 11 New unit X = all learning outcomes are the same in both current and new units Y = 1 learning outcome is different Z = 2 learning outcomes are different

Tutor Support Material/” Edexcel Level 2 BTEC First Certificate and Diploma in Applied Science – Issue 2 - July 2006 ”

Further copies of this publication are available from Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN Telephone 01623 467467 Fax 01623 450481 Email: [email protected] Order Code For more information on Edexcel and BTEC qualifications please contact Customer Services on 0870 240 9800 or http://enquiries.edexcel.org.uk or visit our website: www.edexcel.org.uk London Qualifications Limited, trading as Edexcel. Registered in England and Wales No. 4496750 Registered Office: 190 High Holborn, London WC1V 7BE

mailto:[email protected]

http://www.edexcel.org.uk/