BTEC First cert. Applied Science 05 09 · · 2014-03-31... Physical Science Applications 23 Unit...

BTEC Edexcel Level 2 BTEC First Certificate in Applied Science

September 2005

Specification

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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 (calls may be recorded for training purposes) or visit our website at www.edexcel.org.uk

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 Jim Dobson Prepared by John Fincham

Publications Code BF017226

All the material in this publication is copyright © Edexcel Limited 2005

Contents

Introduction to 360Science 1

Essential principles for delivering a BTEC 3

What are BTEC Firsts? 5

BTEC First Certificate 5

National Occupational Standards 5

Key features of the BTEC Firsts in Applied Science 6

Rationale of the BTEC Firsts in Applied Science 6

Scientific Skills Development 7

Structure of the qualification 8

Unit format 9

Units 11

Unit 1: Chemistry Applications 13

Unit 2: Physical Science Applications 23

Unit 3: Biological Systems 33

Assessment and grading 42

Internal verification 43

External verification 43

Quality assurance 43

Approval 43

Risk assessment 43

Calculation of the qualification grade 44

Awarding a qualification grade 44

GCSE equivalence Error! Bookmark not defined.

Programme design and delivery 46

Mode of delivery 46

Resources 46

Delivery approach 47

Access and recruitment 48

Restrictions on learner entry 48

Access arrangements and special considerations 49

The Edexcel BTEC Qualification Framework for the Science sector 50

Further information 52

Useful publications 52

How to obtain National Occupational Standards 52

Professional development and training 53

Annexe A 55

QCA codes 55

Annexe B 57

Key skills 57

Key skills mapping – summary of opportunities suggested in each unit 58

Annexe C 59

National Occupational Standards/mapping with NVQs 59

Annexe D 60

Wider curriculum mapping 60

Annexe E 62

Mapping BTEC Firsts in Applied Science to new KS4 Science Criteria Annexe F 63

Useful Websites 63

Annexe G 65

Edexcel Website Generic and Specific Course Materials 65

BF017226 – Specification – Edexcel Level 2 First Certificate in Applied Science – Issue 1 – September 2005 1

Introduction to 360Science

The student centred curriculum

360Science is the new portfolio of qualifications from Edexcel. It includes GCSE Science, GCSE Additional Science, GCSE Biology, GCSE Chemistry and GCSE Physics, Entry Level in Science, BTEC First Certificate in Applied Science and the BTEC First Diploma in Applied Science – specialist work-related qualifications.

Most importantly, it refers to the range of opportunities in science that is accessible to all learners. 360Science is designed to meet the diverse aims and ambitions of learners – from those who simply want to understand the world around them, to those who want to progress onto further, in-depth study.

And for teachers, it means a flexible curriculum that allows you to select the most appropriate teaching approach for the situation. 360Science provides clear guidance on planning and delivering effective teaching, and values the importance of teachers’ professional judgement.

360Science:

• offers exciting, engaging content

• is accessible to learners of all abilities

• is designed to meet learners’ needs

• is designed to meet teachers’ needs

• enables flexible teaching

• provides full and ongoing support

• offers truly vocational qualifications through BTEC.

The redevelopment has been driven by:

• the ‘14-19: Opportunity and Excellence’ policy document published by the DfES (http://www.dfes.gov.uk)

• the announcement of changes to the National Curriculum at Key Stage 4

• a new Programme of Study for Key Stage 4 Science

• new Criteria for GCSE Science (http://www.qca.org.uk)

• the redevelopment of Key Stage 3 and the need for smooth progression between Key Stages.

• the requirement to continue to provide work-related learning for all learners

• the success of context orientated science qualifications, in terms of student motivation and achievement.

The new Criteria for GCSE Science incorporate the Key Stage 4 Programme of Study and place far greater emphasis on the skills, knowledge and understanding of how science works and much less emphasis on knowing scientific facts.

2 BF017226 – Specification – Edexcel Level 2 First Certificate in Applied Science – Issue 1 – September 2005

This suite of qualifications has a new, innovative approach that provides an applied, contextualised route as well as a concept-driven approach. This makes for a very flexible model to suit the needs of individual learners.

GCSE Science

This is a new qualification based on the Key Stage 4 Programme of Study for Science. The content is relevant to learners in their everyday life. The specification content allows teachers the opportunity to explore work-related learning in science where appropriate.

The GCSE suite of qualifications (publication code – UG016242) are available on the Edexcel website.

GCSE Additional Science

This is a new qualification equivalent to one GCSE and builds on the work covered in GCSE Science. Successful completion of GCSE Additional Science along with GCSE Science will allow progression to GCE, BTEC and other post-16 science and science-related programmes.

GCSE Biology, GCSE Chemistry and GCSE Physics

These are single GCSEs which when taken together cover the Programme of Study for Science. They include the relevant subject matter from GCSE Science and GCSE Additional Science, along with specialist extension units.

Entry Level Qualification in Science

The Entry Level in Science qualification allows learners to achieve at National Curriculum Levels 1, 2 and 3. It covers the Key Stage 4 Programme of Study and aims at developing skills rather than depth of knowledge. It is designed to be co-teachable with GCSE Science and learners may be entered for both the Entry Level in Science and the GCSE Science; or learners can progress to GCSE Science having entered for Entry Level in Science. The Entry Level in Science has been designed to:

• recognise small steps of achievement

• be based on test and classroom activities

• be 100% internally-assessed.

This revised specification will be published in November 2005 on the Edexcel website.

BTEC First Certificate in Applied Science

This is a new qualification which attracts around twice the number of Achievement and Attainment table points as a GCSE and includes the new Key Stage 4 Programme of Study. The qualification offers an approach based on the student taking on the role of being employed within the science industry. Teaching strategies reflect the nature of the work within science based industries, using a series of assignments and activities encouraging learners to take responsibility and ownership for their learning. The qualification is 100% internally-assessed. Learners may progress on to a BTEC National in Applied Science or related BTEC Nationals, GCE Applied Science or related NVQ qualifications, or enter employment.


Essential principles for delivering a BTEC This specification contains the rules and regulations along with the units and associated guidance to enable centres to deliver a programme of learning for the Edexcel Level 2 BTEC First Certificate in Applied Science. The qualification structures set out the permitted combination of units learners need to complete the qualification. Each unit sets out the intended outcomes along with the content and also includes advice and guidance regarding appropriate delivery and assessment strategies. The following generic principles need to be adhered to in order that a BTEC qualification is delivered to the appropriate standard.

• The specification provides necessary information for the successful delivery and achievement of the units and the qualification as a whole. Consequently, the specification is of importance to the learner and tutor alike. The individual units may be delivered and studied in isolation but the learner and the deliverer should have access to the full information provided to support the programme of learning.

• Centres need to make regular use of the Edexcel website (www.edexcel .org.uk) to ensure that they have the most up to date information. In particular, the requirements relating to the external verification of the qualification receive regular updates and appropriate information for centres is posted on the website. It is the responsibility of the centre to ensure that they are familiar with the latest BTEC NQF Level 2/3 (including Short Courses at Levels 1–3) Handbook and that they implement any related policy documentation which may have been posted on the website.

• This specification contains details of the assessment and quality assurance procedures. It includes advice about Edexcel’s policy regarding access to its qualifications, the design of programmes of study and delivery modes. Centres must ensure that they conform to the policies outlined in the specification.

• Centres are required to recruit learners to BTEC qualifications with integrity. This includes ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should take appropriate steps to assess each applicant’s potential and make a professional judgement about their ability to be able to successfully complete the programme of study and achieve the qualification.

• Centres are required to use the information in this specification to develop and deliver a programme of learning that will enable learners to achieve the grading criteria stipulated in the unit grading grids. Assessment assignments should ensure coverage of all criteria in the unit as set out in the Grading Grid for each unit. Assignments constructed by centres should be valid, reliable and fit for purpose, building on the application of the grading criteria. Centres should use a variety of assessment methods, including case studies, assignments and work-based assessments, along with projects, performance observation and time-constrained assessments. Further guidance relating to the setting of assignments is available in the Getting Started publication which is available on the Edexcel website (www.edexcel.org.uk).

• Centres are encouraged to place emphasis on the practical application of the grading criteria, providing wherever possible a realistic scenario for learners to work with, and making maximum use of, practical activities and work experience. The creation of assignments that are fit for purpose is vital to the learner’s achievement and their importance cannot be over emphasised.

4 BF017226 – Specification – Edexcel Level 2 First Certificate in Applied Science – Issue 1 – September 2005

• These qualifications have been accredited to the National Qualifications Framework (NQF) and are eligible for public funding as determined by the DfES under Sections 96 and 97 of the Learning and Skills Act 2000. Details of the qualification units can be seen on the QCA Open Qualifications database (www.qca.org.uk).

• The qualification titles feature in the funding lists published annually by the DfES and the regularly updated website www.dfes.gov.uk/. The NQF Qualification Accreditation Numbers (QANs) should be used by centres when they wish to seek public funding for their learners. The QANs for these qualifications are listed in Annexe A.

• This specification is accredited by the Qualifications and Curriculum Authority until 2011. and for certification of learners until 2012. Edexcel may update this specification during its period of accreditation and centres need to refer to the Edexcel website for the latest issue of the specification.

Centres that have not previously offered BTEC qualifications must apply for, and be granted, centre approval before they can apply for approval to offer the programme. When a centre applies for approval to offer a BTEC qualification they will be required to enter into an ‘approvals agreement’. The approvals agreement is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and linked codes or regulations.


What are BTEC Firsts?

BTEC qualifications are designed to provide specialist work-related qualifications in a range of sectors. They have been developed to provide the knowledge, understanding and skills necessary to prepare learners for employment and/or to provide career development opportunities for those already in work. Consequently they provide a course of study for full-time or part-time learners in schools, colleges and training centres. They link to the National Occupational Standards for the sector, where these are appropriate, and are supported by the relevant Standards Setting Body (SSB) or Sector Skills Council (SSC). On successful completion of a BTEC First qualification, learners may progress into or within employment and/or continue their study in the vocational area.

BTEC First Certificate

The Edexcel Level 2 BTEC First Certificate is a 180 guided learning hour qualification which offers a bite-sized opportunity for learners to experience a vocational qualification. The BTEC First Certificate offers a focused vocational qualification for learners who wish to follow a shorter programme of study related to an aspect of employment that they might wish to move into; or a taster qualification which can extend their programme of study and provide an initial experience of a vocational area. This will also enable learners to progress to a higher level qualification relevant to the sector.

National Occupational Standards

BTEC Firsts are designed to relate to the National Occupational Standards (NOS) in the sector, which in turn form the basis of the National Vocational Qualifications (NVQs). BTEC Firsts do not purport to deliver occupational competence in the sector, which should be demonstrated in a work context. However, the qualifications provide much of the underpinning knowledge for the NOS, as well as developing practical skills in preparation for work and possible achievement of NVQs in due course.

Each unit identifies relevant aspects of the National Occupational Standards that are addressed by the outcomes and content of the unit. The Edexcel Level 2 BTEC First Certificate in Applied Science provides underpinning knowledge towards the Level 2 Laboratory and Associated Technical Activities National Occupational Standards (Industrial and Educational pathways) (see Annexe C for mapping and the address of the SSC – Science, Engineering, Manufacturing Technologies Alliance - SEMTA).

BF017226 – Specification – Edexcel Level 2 BTEC First Certificate in Applied Science – Issue 1 – September 2005 6

Key features of the BTEC Firsts in Applied Science

The BTEC Firsts in Applied Science have been developed in the Applied Science sector to focus on:

• providing opportunities to acquire technical and employability skills, knowledge and understanding which are transferable and will enable individuals to meet changing circumstances, whether these arise from a shift in their own status or employment, or general changes in Applied Science practice, provision or environment

• providing opportunities for learners to gain a nationally recognised vocationally specific qualification to enter employment as science technician or assistant practitioner, or progress to other vocational qualifications such as BTEC Nationals in Applied Science

• providing opportunities for learners who are employed in the applied science industry or organisation that uses science to develop their underpinning knowledge and scientific skills

• developing the knowledge, understanding and skills of learners to meet the needs of the Applied Science sectors

• the role of the science technician or assistant practitioner, their relationship with the scientific community and their responsibilities towards the community and the environment

• providing opportunities for learners to focus on the development of the major key skills and the wider key skills in context, such as improving their own learning and performance and working with others

• providing opportunities for learners to develop a range of skills and techniques, personal qualities and attributes essential for successful performance in working life.

Rationale of the BTEC Firsts in Applied Science

The BTEC Firsts offer vocational qualifications that focus on applied science and reflects aspects of employment within science organisations or organisations that use science.

These qualifications offer an approach which is different to other NQF level 2 qualifications in science and will appeal to learners with learning styles where they prefer coursework covering a variety of scientific investigations.

These qualifications provide a route to employment as science technicians/assistant practitioners who work in a wide variety of roles in the science industry or organizations that use science. These can include roles such as:

• a quality control technician/analyst, where the employee works in a production plant laboratory carrying out analytical tests using modern instrumentation, ICT and interpreting data

• working in a hospital as a medical physics technician supporting the use of X-ray and other imaging/scanning instruments

• working in a research laboratory in the development of new drugs. Managing projects which include setting up apparatus, measuring and handling chemical substances, following procedures, carrying out observations and measurements, separating out and analyzing products

• working for a scientific magazine or journal. Editing and proof reading articles on issues such as implications and applications of new science discoveries/developments.


Scientific Skills Development

It should be emphasied that learners following this course need to develop their communication and application of number skills as they progress throughout the course. This can be through presentations and through discussions where they have opportunities to express their own opinion about current science issues and through investigations using numerical data. Scientific employers also value employees that are able to communicate effectively using electronic communication, the correct scientific symbols and terminology.

It is important that learners develop their vocational practical skills and can follow scientific procedures in a logical and safe manner, observe and record data accurately (using ICT wherever possible), and present information concisely to enable others to successfully complete the same investigation/practical experiment safely.

It is also important during the course that learners take on the role of being employed within the science industry when completing assignments/activities. This can be achieved by setting assignments/activities with a scenario which reflect tasks/projects that employees would be undertaking in the workplace.

Delivery strategies should reflect the nature of work within science employment by using an approach which reflects the tasks/assignments/projects carried out in the workplace, where learners take responsibility and ownership for their own learning and achievement of set outcomes.

This qualification offers course teams in centres an opportunity to develop their own assignments/activities programme to take into account the needs of local employers and needs of their learners.

The assessment approach allows a greater flexibility for ‘assessment for learning’, where learners can get feedback throughout the course on their progress as they provide evidence to complete the grading criteria.

The BTEC First Certificate in Applied Science has been designed to build on Key Stage 3 Science, Key Stage 3 National Strategy: Boosting achievement in ICT and cover the Key Stage 4 2006 mandatory science criteria (see Annexe E for mapping).

Learners can progress to the BTEC Nationals in Applied Science which has three endorsed titles in ‘Industrial and Laboratory Science’, ‘Forensic Science’ or ‘ Medical Science’.

Learners can also progress to GCE in Applied Science and to a range of BTEC Nationals in Applied Sciences such as: Food Science, Beauty Therapy Sciences, Sport and Exercise Sciences, Pharmacy Services, Polymer Technology, Dental Technology etc.

Alternatively they can progress to NVQs such as Laboratory and Associated Technical Activities or Clinical Laboratory Support. The underpinning knowledge, practical and vocational scientific skills learnt on the BTEC course will enhance and support the progression to a competency based course.

There are a number of issues where employees in science work together and come together in forums (eg at the Royal Society, Professional Bodies, the Sector Skills Council, Science Learning centres and at the Association for Science Education meetings and their annual conference) to discuss current generic issues such as sustainable development, pollution, global warming and Health & Safety etc. This is reflected in all the units.


Structure of the qualification

Edexcel Level 2 BTEC First Certificate in Applied Science Structure

The Edexcel Level 2 BTEC First Certificate in Applied Science consists of three core units.

BTEC First Certificate structure

Core units – complete all three units GLH Level

1 Chemistry Applications 60 2

2 Physical Science Applications 60 2

3 Biological Systems 60 2


Unit format

All units in Edexcel Level 2 BTEC First qualifications have a standard format which is designed to provide clear guidance on the requirements of the qualification for learners, tutors, assessors and those responsible for monitoring national standards.

Each unit is set out in the following way.

Unit title

The unit title is accredited by QCA and this form of words will appear on the learner’s Notification of Performance (NOP). In BTEC First qualifications each unit consists of 30, 60, 90 or 120 guided learning hours.

NQF level

This is the level of study of the qualification as determined by the National Qualifications Framework (NQF).

Guided learning hours

Guided learning hours is ‘a notional measure of the substance of a unit’. It includes an estimate of time that might be allocated to direct teaching, instruction and assessment, together with other structured learning time such as directed assignments or supported individual study. It excludes learner-initiated private study. Centres are advised to consider this definition when planning the programme of study associated with this specification.

Unit abstract

The unit abstract is designed to give the reader an appreciation of the value of the unit in the vocational setting of the qualification as well as highlighting the focus of the unit. It provides the reader with a snapshot of the aims of the unit and the key knowledge, skills and understanding developed while studying the unit. The unit abstract also emphasises links to the sector by describing what the unit offers the sector.

Learning outcomes

Learning outcomes state exactly what a learner should ‘know, understand or be able to do’ as a result of completing the unit.

Unit content

The unit content identifies the depth and breadth of knowledge, skills and understanding needed to design and deliver a programme of learning sufficient to achieve each of the learning outcomes. This is informed by the underpinning knowledge and understanding requirements of the related National Occupational Standards (NOS). The content provides the range of subject material for the programme of learning and specifies the skills, knowledge and understanding required for achievement of the pass grading criteria.

Each learning outcome is stated in full and then the prescribed key phrases or concepts related to that learning outcome are listed in italics followed by the subsequent range of related topics.

The unit content section will often have lists of topics that provide the range of the subject material required to be covered in order to meet the grading criteria. Subject material maybe further detailed by lists enclosed within brackets or an elongated dash which provide the defined elements of the specific topic item. Where the subject material list includes an ‘eg’, it should be noted that this provides an indicative range of material to support the specific topic item.


Grading grid

Each Grading grid contains statements of the criteria used to determine the evidence that each learner must produce in order to receive a pass, merit or distinction grade. It is important to note that the merit and distinction grading criteria refer to a qualitative improvement in the learner’s evidence.

Essential guidance for tutors

This section is designed to give tutors additional guidance and amplification on the unit in order to provide for a coherence of understanding and a consistency of delivery and assessment. It is divided into the following sections:

• Delivery — explains the content and its relationship with the learning outcomes and offers guidance about possible approaches to delivery. This advice is based on the more usual delivery modes but is not intended to rule out alternative approaches.

• Assessment — provides amplification about the nature and type of evidence that learners need to produce in order to pass the unit or achieve the higher grades. This section should be read in conjunction with the grading criteria.

• Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications — sets out links with other units within the qualification. These could be used to ensure that learners can relate different aspects within the qualification and offer opportunities for integration of learning, delivery and assessment. Links to the Occupational Standards will be highlighted here.

• Essential resources — identifies any specialist resources needed to allow learners to generate the evidence required for each unit. The centre will be asked to ensure that any requirements are in place when it seeks approval from Edexcel to offer the qualification.

• Indicative reading for learners — provides a short list of learner resource material that benchmark the level of study.

Key skills

This section identifies where there may be opportunities within the unit for the generation of evidence to meet the requirements of key skills units. Assessors should take care to become familiar with the key skills specifications and evidence requirements and not to rely on the contents of this section when presenting key skills evidence for moderation. Centres should refer to the QCA website (www.qca.org.uk) for the latest version of the key skills standards.


Units

Unit 1: Chemistry Applications 13

Unit 2: Physical Science Applications 23

Unit 3: Biological Systems 33

UNIT 1: CHEMISTRY APPLICATION


Unit 1: Chemistry Applications

NQF Level 2: BTEC First

Guided learning hours: 60

Unit abstract It is important that learners on an applied science programme have an understanding of fundamental concepts that underpin the applications of chemistry in industry and the practical chemistry vocational skills required in the workplace. It is also important that learners have a knowledge of the implications of chemistry such as sustainable development, waste disposal, pollution and their effects on the environment and society. Learners need to develop skills such as handling of laboratory apparatus; interpreting and safely following laboratory procedures and processes; recording and analysing data, carrying out risk analysis; communication skills in recording and carrying out information and using correct symbols and terminology. The unit develops the learner’s technical skills and knowledge of techniques through carrying out chemistry practical investigations. The knowledge and skills developed are essential for science technicians/assistant practitioners (or employees carrying out other related roles) working in a number of chemistry related industries and laboratory services. It is important during the delivery and assessment of this unit that the learner takes on the role of being employed within the chemical or applied science industry or an organisation that uses chemistry. This can be achieved by setting assignments/activities within a workplace scenario and where the learner simulates the science employee.

Learners will cover the fundamental topics in chemistry including classification, properties of materials, the factors that affect chemical reactions, the continuing growth of importance of organic chemistry and the importance of effects on the earth and its environment.

The unit also requires the learner to investigate some new developments in chemistry such as nanochemistry and the development of new smart materials. Learners should understand the importance of the potential effects of manufactured and natural chemical substances on the environment.

Learning outcomes

On completion of this unit a learner should:

1 Know how atomic structure relates to the properties of the elements and compounds

2 Understand the factors involved in chemical reactions

3 Know the importance of organic chemistry

4 Understand the importance of the factors involved in the earth and its environment

UNIT 1: CHEMISTRY APPLICATIONS


Unit content

1 Know how atomic structure relates to the properties of the elements and compounds

Atomic and electronic structure: nucleons and electron shells; relationship to the elements 1 to 20 in periodic table; isotopes eg hydrogen, chlorine

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

Nanochemistry: nanoscale; carbon nanostructures eg bucky balls, nanotubes; uses of nanochemistry eg sun creams, textiles, sports equipment, single crystal nanowires for processors, mobile phone batteries; implications of nanochemistry eg safety, environmental issues, ethical issues

2 Understand the factors involved in chemical reactions

Equations: word equations and simple balanced equations; reacting masses; types of reaction (hydration, dehydration, reduction, oxidation)

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

Reaction rates: effect of catalysts; surface area; concentration and temperature; use of reaction rate graphs and data logging

Reversible reactions: dynamic equilibrium; Haber process: qualitative effects, temperature, concentration

New materials: smart materials and their properties eg Kevlar, GoretexTM, , LycraTM,

ThinsulateTM,; additives (cross-linking agents, plasticizers, stabilizers)

3 Know the importance of organic chemistry

Organic compounds: definition; organic chemicals; carbon cycle

Hydrocarbons: petroleum cracking; alkanes and alkenes (methane, butane, pentane and octane, and ethene); 2 D 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



4 Understand the importance of the factors involved in the earth and its environment

Human activity: effects on land; obtaining starting materials from the sea, land and air eg coal, natural gas, oil, metal ores, salt, nitrogen, oxygen

Effects of chemical processing: energy factors; health and safety measures; disposal involved to protect personnel and the environment

Sustainable development issues: eg recycling, use of fossil fuels vs nuclear fisson fuels; greenhouse gases; acid rain; biomass; future fuels eg hydrogen, ethanol, nuclear fusion; adverse effects of chemicals eg DDT, CFCs

Natural activity: the earth’s crust; tectonic plates; volcanic eruptions and gases; effects on the atmosphere.



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 an empty 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 collect primary data and 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 the use of primary data to describe how 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 3 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 affect the earth and its environment.

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

Guidance to support the assessment of this unit is available on page 18




Delivery

The purpose of this unit is to develop understanding in the underlying concepts involved in chemistry, applying this understanding to applications in the manufacturing or service science industry and developing practical investigative skills. Delivery strategies should reflect the nature of work within science employment by using an assignment/portfolio building approach where learners take responsibility for and ownership of their own learning.

This unit requires the learner to approach many of the concepts through scientific investigation wherever possible (using practical assignments wherever possible). This is particularly important in the areas:

• properties of covalent, ionic and metallic substances

• the chemical properties of groups 1 and 7

• exothermic and endothermic reactions

• factors affecting reaction rates and reversible reactions

• the development of smart materials

• properties of selected organic compounds

• the effects of human and natural activity on the environment

• the increased emphasis on sustainable development.

The knowledge gained about the factors affecting chemical reactions and properties of substances in outcomes 1 and 2 can then be applied to examples of industrial chemistry applications.

Learners need to know the importance of the periodic table and the classification of chemical substances, chemical reactions and the factors that affect them. A model-making investigation can also be carried out by learners to show the shapes of simple organic molecules and other simple and giant covalent molecules. Models should also be used wherever possible to help demonstrate the properties of ionically bonded substances.

In outcome 2 the delivery needs to focus on the learner’s knowledge of the importance of producing new materials, new areas of research and the role of additives in designing and altering the properties of new and existing materials.

In outcome 3 on organic chemistry the teaching and learning strategies need to concentrate on the importance of organic chemical substances obtained from the fractional distillation of crude oil, fossil fuels and other halogen and oxygen containing compounds.

Outcome 4 addresses the need to obtain starting materials from the earth and its environment, exemplar factors involved in producing products for the consumer and other chemistry applications (eg in medicine, in the home, DIY, research, quality control). It also addresses the environmental effects of using chemical substances, their disposal and sustainability. Learners can take part in expressing their own opinion on sustainable development and could produce a poster on the effects of human activity on the earth and its environment.

Visiting speakers from the chemical industry or visits/placements to such industries would be useful to place concepts in a vocational setting.



Assessment The assessment strategies used in this unit need to reflect the evidence required within the grading criteria and should be assessed through scientific investigative assignments, where communication can be considered through the learner’s presentations, scientific laboratory reports, posters, graphs, charts etc. The assessment strategies used in outcomes 1, 2 and 3 address the need for learners to develop practical and enquiry skills, use ICT to collect, interpret and evaluate data to explain scientific theories. They also cover the importance of health and safety during practical investigations, the validity/reliability of data and identification of errors.

The behaviour and properties of nanochemicals could be used as an example of a situation where science has no model to explain properties and behaviour at the present time.

The applications of chemistry need to be considered wherever possible throughout the unit and are focused on in outcomes 2 and 3.

Outcome 4 addresses examples of the implications of science and technology.

A pass-grade learner will require significant assistance from a tutor to achieve all the outcomes of this unit.

To carry out the investigative work the learner will require a brief from the tutor which will guide the learner through the practical or case study/assignment work and gives ideas about how to obtain information to complete straightforward problems.

The tutor will also need to be present during practical investigations to supervise the learners and provide additional guidance for the pass learner. The pass learner will be able to follow scientific procedures, will be able to use scientific symbols, use relevant terminology and identify errors.

A merit-grade learner will work with more independence. The learner will carry out research with little guidance and will be able to plan and carry out practical work to solve more complex problems, or using a range of practical techniques. The merit learner will be able to make accurate observations and give reasons for any inaccuracies.

The merit learner will be able to link ideas from different areas and discuss the impact of a variety of factors on an issue, such as the temperature effect on industrial equilibrium reactions.

The distinction-grade learner will work with greater autonomy, using the teacher as a resource when necessary. The learner will use a wide range of resources and analyse the information from these to produce fluent explanations and discussions, using the correct scientific language and units. The practical work will be planned, carried out and evaluated with a minimum of support. Errors will be identified and conclusions drawn.

The examples given will be detailed and comprehensive, for example, details of the factors affecting industrial applications of chemistry. The distinction learner will present reasoned discussions of issues, showing consideration of conflicting viewpoints.

Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications

There are links with Unit 3: Biological systems which include the effect of human activity on environmental issues, and the effects of chemical substances on human health. There are also links with Unit 2: Physical Science Applications in the areas of energy and the electromagnetic spectrum.



The unit provides opportunities in the wider curriculum, specifically in Health & Safety and ethical/moral issues (see Annexe D for mapping).

The unit presents opportunities to demonstrate key skills at level 2 in application of number, communication and information technology, and the wider key skills (see Annexe B for mapping).

This unit also has links with the GCSE in Applied Science: Unit 1: Developing Scientific Skills; Unit 2: Science for the needs of society; Unit 3: Science at Work.

This unit builds on the chemistry concepts covered in key stage 3 and covers the chemistry content of the key stage 4 mandatory criteria. The unit therefore has strong links with the content of the 2006 Core GCSE Science (see Annexe E for mapping).

It may also provide links with the NVQ in Laboratory and Technical Activities at level 2 (see Annexe C for mapping).

Essential resources

There are no particular books that cover this unit. Learners can find information using company annual reports, journals, magazines, company websites and newspapers.

Learners should have access to a range of chemistry resources, similar to those used for GCSE and the Intermediate GNVQ in Science. Learners will need access to a chemistry/science laboratory equipped with a fume cupboard and standard laboratory chemistry apparatus.

Access to a range of information resources to complete investigative assignments and case studies will be essential, including relevant CD ROMs and the internet.

Indicative reading for learners

Materials that illustrate the level of learning required and that are particularly relevant.

Classical Chemistry Experiments – 2000 – The Royal Society of Chemistry – ISBN 0854049193

The Essential Chemical Industry – Chemical Industry Education Centre – 1999 – ISBN 185342577X

Contemporary chemistry for schools and colleges – The Royal Society of Chemistry – 2004 – ISBN 0854043829 (source for nanotechnology)

Ryan L – Chemistry for You (Nelson Thornes, 2002) ISBN 0748762345

Salters’ GCSE Science Year 10 Student Book (Heinemann, 2001) ISBN 0 435629522


Ken Gadd Associates Ltd – Applied Science GCSE Edexcel (Nelson Thornes, 2003) ISBN 0748772030

Bell C, Brodie D, Dawson B, Tiernan A – GCSE in Applied Science (Folens) ISBN 1843033674

New Scientist

Focus

For details of relevant websites please see Annexe F



Key skills

Achievement of key skills is not a requirement of this qualification but it is encouraged. Suggestions of opportunities for the generation of level 2 key skill evidence are given here. Tutors should check that learners have produced all the evidence required by part B of the key skills specifications when assessing this evidence. Learners may need to develop additional evidence elsewhere to fully meet the requirements of the key skills specifications.

Application of number level 2

When learners are: They should be able to develop the following key skills evidence:

• obtaining data from investigations in outcome 2 on reaction rates and endothermic and exothermic reactions

N2.1 Interpret information from a suitable source.

• weighing and measuring out materials in the practical work

• obtaining and displaying results

• carrying out calculations using formulae

• identifying sources of error

N2.2 Use your information to carry out calculations to do with:

a amounts or sizes

b scales or proportion

c handling statistics

d using formulae.

• interpreting and displaying results

N2.3 Interpret the results of your calculations and present your findings.

Communication level 2


• taking part in group discussions to discuss the environmental effects of the use of organic compounds on the environment

C2.1a Take part in a group discussion

• presenting the results and conclusions of an investigation about the factors effecting reaction rates

C2.1b Give a talk of at least four minutes

• using literature sources about the environmental effects of organic compounds

C2.2 Read and summarise information from at least two documents about the same subject. Each document must be a minimum of 500 words long.

• producing posters or reports about the above environmental effects

C2.3 Write two different types of documents each one giving different information. One document must be at least 500 words long.



Information communication technology level 2


• using IT resources to find information for a presentation/report on the uses of exothermic reactions or environmental effects of organic compounds

IT2.1 Search for and select information to meet your needs.

Use different information sources for each task and multiple search criteria in at least one case.

• displaying results in appropriate format, presenting reports and data

IT2.2 Enter and develop the information to suit the task and derive new information.

• displaying results in appropriate format, presenting conclusions and suggestions for improvement

IT2.3 Present combined information such as text with image, text with number, image with number.

Improving own learning and performance level 2


• producing a plan for an investigation for approval

LP2.1 Help set targets with an appropriate person and plan how these will be met.

• planning and evaluating the study and suggesting improvements

• carrying out the investigation

LP2.2 Take responsibility for some decisions about your learning, using your plan to help meet targets and improve your performance

• evaluating learning within the investigation

LP2.3 Review progress with an appropriate person and provide evidence of achievements.

Working with others level 2


• taking part in a group investigation

WO2.1 Plan work with others.

• planning and carrying out an experiment and/or research in a group

WO2.2 Work co-operatively towards achieving identified objectives.

• interpreting and presenting findings, adapting plan and making suggestions for improvement

WO2.3 Review your contribution and agree ways to improve work with others.

UNIT 2: PHYSICAL SCIENCE APPLICATIONS


Unit 2: Physical Science Applications



Unit abstract

Physical science has a wide range of applications both in everyday science and in the science laboratory. All scientific processes depend on energy transformations, it is therefore important for learners to investigate different types of energy and how these interact in industrial processes.

Industrial processes use the properties of waves and radiation, for example spectral analysis to identify the components of a material, or radiation used to examine defects in materials.

Industrial processes depend on electricity. Technicians need to be familiar with the production, application and transformation of electricity so that they can handle electrical equipment safely. Learners will have the opportunity to gain hands-on experience of using practical devices.

Learners should appreciate that many scientific applications are derived from the space programme, for example Helium was first discovered by spectral analysis of the sun and heat resistant materials were developed for the space programme. Learners will have the opportunity to explore instrumentation used to explore space and the benefits that it brings.

This unit develops learner’s knowledge and understanding of the fundamental principles of physical science and enables them to apply these principles to a range of practical situations. Learners will develop the physical science practical skills required by employees working in laboratories within the scientific industry or organisations that use science.

The way in which this unit is delivered and assessed allows learners to experience ‘real-life’ situations that arise in an industrial or service science laboratory.

Learning outcomes


1 Understand the importance of energy and energy transfer

2 Understand applications of waves and radiation

3 Understand applications of electricity

4 Understand methods used in astronomy to explore the universe, its galaxies, planets and stars



Unit content

1 Understand the importance of energy and energy transfer

Types of energy: eg thermal, electrical, light, sound, mechanical and chemical

Energy transfer: measurement; conservation eg solar to electrical to mechanical, chemical to mechanical to electrical; efficiency calculations; economic costs; environmental effects

Molecular theory: thermal energy and basic molecular theory; internal energy; changing states of matter – solid/liquid/gas

Transfer of thermal energy: conduction; convection; radiation; insulation 2 Understand applications of waves and radiation

Ionising radiation: types (alpha, beta and gamma); effect of different thickness of paper, aluminium and lead on each type of radiation.

The electromagnetic spectrum. spectrum: eg radio, X-rays, gamma radiation, microwaves, visible light; colour; velocity, frequency, wavelength

Light waves: reflection; refraction; convex lenses; concave lenses; optic fibres; path taken in the eye; use of lenses to correct eye problems

Sound waves: production; air pressure changes – compression and rarefaction; need for a medium – velocity, frequency, wavelength; instruments/voices; sound insulation (conductors, insulators)

Waves for communications: use of radio waves, microwaves, infrared and visible light to carry information; processing information to improve effectiveness of communication systems

3 Understand applications of electricity

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



4 Understand methods used in astronomy to explore the universe, its galaxies, planets and stars

Exploration: solar system, galaxies, universe from space eg Hubble Space Telescope; from Earth eg Jodrell Bank Observatory; manned missions eg International Space Station; unmanned missions eg Cassins-Huygens

Instrumentation: optical telescopes (reflection, refraction); radio telescopes; stellar spectroscope; satellites for observing X-rays and gamma rays eg Chandra X-ray Observatory, the Compton Gamma Ray Observatory

Universe: the Big Bang (origin); expansion

Applications: new materials eg heat and fire resistant materials; new technology eg bar coding, robotics; observation of earth eg measuring pollution, weather monitoring



Grading grid


Grading criteria




P1 describe 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 conversion in energy cycles

P2 list the different types of ionising radiations and their properties

M2 investigate the penetrating ability of different types of ionising radiation through different thickness of materials

D2 explain the reason for the different penetrating abilities of different types of ionising radiation through paper, aluminium and lead

P3 identify different type of waves and their main characteristics

M3 investigate different types of waves travelling in different materials (including a vacuum) and between different materials

D3 explain how waves may be used for communications

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.

P5 state methods used to investigate the universe, its galaxies, planets and stars.

M5 describe methods used to investigate the universe, its galaxies, planets and stars.

D5 analyse the effectiveness and limitations of methods used to investigate the universe, its galaxies, planets and stars.

Guidance to support the assessment of this unit is on page 27 and 28




Delivery

As far as possible the learning outcomes should be delivered using a practical, investigative approach that will enable learners to develop their practical and enquiry skills. The briefings for investigations should be based on scenarios applicable to a typical industrial laboratory or organisation that uses physical science applications.

Learners should be allowed to plan their own investigations wherever possible, for example to test a scientific idea. Learners should consider health and safety issues when planning an investigation. Data should be collected using Information Communication Technology (ICT) where appropriate, and presented in a suitable format. Learners should consider the validity of data and its reliability and they should draw conclusions from the data.

Learners should comment on the environmental, social and economic impact of their investigations and should also consider ethical and moral issues where applicable.

Learners can present their research and conclusions in a variety of different ways including laboratory reports using ICT (word processors; spreadsheets to produce graphs and charts), giving presentations to their peers and possibly to learners in a lower year group (using a presentation package), posters, leaflets etc. This will allow learners to demonstrate a range of written and verbal communication skills.

In order to ensure that all learners can achieve a pass a predominantly qualitative approach should be taken, supported by relevant mathematical and statistical concepts. To progress to further science-based study or career pathways, such as engineering, computing, radiology or environmental science, then coverage of sufficient mathematics is still essential – and also needs to be allowed for in the merit and distinction criteria.

Some aspects of this unit may be taught or extended by using case studies. Ideas for case studies can be obtained from magazines, journals and professional institutes. Local industry might be able to provide guest speakers who could discuss a case study from their own experience or set a scenario for a topic. Alternatively, learners could visit local industry to see science in action. Learners could prepare for their visit by producing a list of questions. Some local industries may be able to offer learners work experience or work shadowing, so that learners gain first – hand experience scientific work in a laboratory.

Assessment

This unit should be assessed, where possible, via a portfolio of scientific investigations. Each investigation should include clear aims, a description of how the investigation was carried out (including health and safety considerations), how data was collected, the data itself (presented in an appropriate format), conclusions reached and the validity and reliability of the data in reaching the conclusion. The portfolio of evidence should demonstrate the use of ICT as discussed in the section on delivery strategies. Consideration of environmental, social, economic, ethical and moral issues should be discussed where relevant.

A pass-grade learner will require significant assistance from a tutor to achieve all the learning outcomes of this unit.

To carry out their investigative work learners will require a brief from the tutor which will guide them through the practical or case study/assignment work that needs to be carried out and gives ideas about how to obtain information to complete straightforward problems. A pass-grade



learner will be able to follow scientific procedures and will be able to use scientific symbols, relevant terminology and identify errors.

The tutor will need to be present during practical investigations to supervise pass learners and to provide guidance.

A merit-grade learner will work with more independence. The learner will carry out research with little guidance and will be able to plan and carry out practical work to solve more complex problems, or use a range of practical techniques. The merit learner will be able to make accurate observations and give reasons for any inaccuracies.

The merit learner will be able to link ideas from different areas and discuss the impact of a variety of factors on an issue for example factors that can have an adverse effect on a communication system.

A distinction-grade learner will work with greater autonomy, using the tutor as a resource when necessary. The distinction learner will use a wide range of resources and analyse the information gained from these to produce fluent explanations and discussions, using the correct scientific language and units.

The distinction learner’s practical work will be planned, carried out and evaluated with a minimum of support. Errors will be identified and conclusions drawn.

The examples given by the distinction learner will be detailed and comprehensive, for example details of the factors affecting industrial applications of physics. The distinction learner will present reasoned discussions of issues, showing consideration of conflicting viewpoints.

Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications

This unit has links with Unit 1: Chemistry Applications in which learners will look at energetics of chemical reactions and could use parts of the Electromagnetic Spectrum.

This unit also has links with the GCSE in Applied Science: Unit 1: Developing Scientific Skills; Unit 2: Science for the Needs of Society and Unit 3: Science at Work.

This unit builds on the physics concepts covered in Key Stage 3 and covers the physics content of the Key Stage 4 mandatory criteria. The unit, therefore, has strong links with the content of the 2006 GCSE Science core.

This unit provides opportunities to look at the ‘wider curriculum’, specifically health and safety and environmental issues (see Annexe D for mapping).

This unit presents opportunities to demonstrate key skills at level 2 in application of number, communication, information communication technology and problem solving skills (see Annexe B for mapping).

The unit may also provide links with the NVQ in Laboratory and Technical Activities at Level 2 (see Annexe C for mapping).

This unit is mapped to the 2006 Key Stage 4 science criteria (see Annexe E for mapping).

Essential resources

A well-equipped physics laboratory will be required for the successful delivery of this unit. Learners will benefit from access to ICT equipment and the internet.




Eric Deeson — Physics Basic Facts (Collins, 2001)

Lawrie Ryan, Keith Johnson — Physics for You: (Nelson Thornes, 2004) ISBN 0 74876236

Bell C, Brodie D, Dawson B, Tiernan A – GCSE in Applied Science (Folens) ISBN 1843033674

Focus

New Scientist




Key skills




• obtaining data from investigations


• weighing and measuring out materials in the practical work

• obtaining and displaying results

• carrying out calculations using formulae

• identifying sources of error

N2.2 Use your information to carry out calculations to do with:

a amounts or sizes

b scales or proportion

c handling statistics

d using formulae.

• interpreting and displaying results.




• discussing strategies and methods to be used during an investigation such as the transfer of heat and good and bad conductors of heat


• presenting the results and conclusions of an investigation


• using literature sources to develop familiarity with the experimental methods to be used in an investigation


• writing two reports about investigations carried out into the properties of materials






• using IT resources to find information for a presentation/report

• using information sources to find out which material is the best heat insulator or best material for heat reflection





• displaying results in appropriate format, presenting conclusions and suggestions for improvement.








LP2.2 Take responsibility for some decisions about your learning, using your plan to help meet targets and improve your performance by:

• evaluating learning within the investigation.








• interpreting and presenting findings, adapting plan and making suggestions for improvement.


UNIT 3: BIOLOGICAL SYSTEMS


Unit 3: Biological Systems



Unit abstract

It is important that learners on an applied science programme have a good understanding of basic concepts of biology in order that these may be developed and used in a variety of applications, including the understanding of health-related factors.

Learners need to develop understanding of the wide variety of living organisms on the earth, and how they interact with each other and the environment. This unit requires learners to understand the role of DNA in inheritance and evolution, this being applied to the study of inherited factors and conditions. The unit then encourages the learner to study factors that may effect human health and the protective mechanisms of the human body.

This unit will enable learners to develop their biology practical skills, underpinning knowledge and understanding of biology, including applications in the workplace and effects on the environment and society.

The learner’s technical skills are also developed along with their knowledge and understanding of techniques as they carry out a wide range biology practical investigations. The knowledge and skills developed are essential for technicians and assistant practitioners working in biology, health care, food science, agriculture, horticulture, beauty therapy and other biology-related industries and laboratory services.

It is important during the delivery and assessment of this unit that the learner takes on the role of being employed within the biology industry or an organisation that uses biology.

Learners will also investigate how body systems respond to internal and external environmental changes using hormonal and nervous signals to maintain the body processes.

At the end of this unit learners will understand how living things interact with each other and their surroundings. They will also understand how organisms are adapted to their environment.

Learning outcomes


1 Understand the diversity of living organisms and how they are classified

2 Be able to investigate how living things interact with each other and their environments 3 Understand that genes are responsible for inheritance, and variations within species, leading to evolutionary change 4 Understand the factors that may affect human health and the ways human health is controlled



Unit content

1 Understand the diversity of living organisms and how they are classified

Classifying organisms: wide variety of living organisms; identification keys; the need to organise/classify; variety of systems; Linnaen system of classification

Major characteristics of: viruses; bacteria; protists; fungi; plants (flowering plants, non-flowering plants), animals (invertebrates, vertebrates)

2 Be able to investigate how living things interact with each other and their environments

Interdependence of organisms: nature and relationship eg parasite and host, predator and prey; food chains and food webs; pyramids of numbers; energy and biomass

Effects of human activity on the environment: eg greenhouse gases in the atmosphere, ozone depletion, acid rain, recycling of household waste, use and conservation of household utilities (gas, water, electricity), pollution; pollution indicator species; effects on food chains and food webs

3 Understand that genes are responsible for inheritance, and variations within species, leading to evolutionary change

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

Inherited factors: conditions and diseases eg sickle cell syndrome/anaemia, multiple sclerosis, Parkinson’s disease, cystic fibrosis

Gene therapy: for prevention/treatment of disease, eg cystic fibrosis, haemophilia 4 Understand the factors which may affect human health and the ways human health is controlled

Factors: medical – eg harmful effects of micro-organisms, carcinogens; social – the use and misuse of drugs eg cannabis, nicotine, alcohol, solvents, heroin, caffeine; exercise eg calories ingested v calories used

Medical treatments: eg use of antibiotics and immunisation; gene therapy, use of stem cells, in vitro fertilisation, cloning

Protective mechanisms: nervous and chemical co-ordination; chemical – effects of adrenaline, insulin; electrical – body senses eg touch, taste, sight, hearing, smell; structure and function of a simple reflex arc

Auto-immune diseases: eg multiple sclerosis, rheumatoid arthritis, Crohn’s disease



Grading grid


Grading criteria




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

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.

P3 describe the possible effect of human activities

on the ecosystem investigated M3 describe the effect of these environmental

changes over time and the means of measuring them

D3 analyse data relating to changes in the environment and explain how the environmental impact might be minimised in future

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

P5 identify and describe two examples of inherited conditions and diseases

M5 identify the mechanisms by which these conditions and diseases are inherited

D5 investigate and describe the effectiveness of gene therapy to prevent inherited conditions and diseases

P6 describe the effects of four different factors M6 explain the mechanisms involved in disrupting D6 describe the social issues which arise from each

(continued on the next page)



Grading criteria




which have a detrimental effect on human health.

body systems, for each of the examples chosen

of the conditions described.

P7 describe two control mechanisms which enable the human body to maintain optimum health.

M7 describe the differences between the actions of chemical and electrical protective mechanisms of the body.

D7 explain the effects of the chemical and hormonal controls on human health.

Guidance to support the assessment of this unit is on pages 38.




Delivery

The material in this unit should be introduced through a programme of tuition, guided learning and practical assignment work. The unit will be delivered, wherever possible, through a practical and investigatory approach. This will enable learners to develop skills and learn the fundamental concepts required for further development in the area of biological sciences.

This is particularly important in the following areas:

• interdependence of populations of predator and prey species

• effects of human activity on the environment using living indicators

• principles of classification and the difficulties of classification

• use and creation of classification keys

• description of food chains quantitatively using pyramids of biomass

• competition for resources between and within species

• advantages of reflex responses

• production of insulin and regulation of glucose concentration in the blood

• genetic manipulation to create new varieties of organism

• key components of a healthy diet. In learning outcome 1 learners observe and measure differences between species and individuals of the same species. Where possible this should be carried out by observing organisms in their natural habitat. These differences may show distinct characteristics by which organisms may be distinguished or grouped together using a variety of systems. Learning outcome 2 explores the interdependence of living things and their environment. How changes in the environment can bring about evolutionary change and in particular the impact of human activities on the delicate balance of nature and how this impact could be minimised.

Learning outcome 3 looks at how genes control cell activities (in particular cellular products) which may then influence the development of the whole organism perhaps leading to evolutionary change (for example the growth in numbers of the melanic form of peppered moth Biston betularia in the industrial north of England towards the end of the nineteenth century). Learners can investigate how we manage genetic variation to produce new varieties of fruit and vegetables and even livestock.

Learning outcome 4 addresses the need to maintain a healthy body and the implications of a balanced diet, appropriate exercise and the use (or mis-use) of certain drugs on our personal development and the health of the community overall.

Visiting speakers from conservation groups, sport and leisure centres, hospital trusts or visits/placements to such groups would be useful to put these concepts into a vocational setting and to distinguish between the theory and the practice.



Assessment

Wherever possible, this unit should be assessed through learners building up a portfolio of scientific investigation assignments. Communication can be considered through the learners’ presentations, scientific laboratory reports, posters, graphs, charts etc.

Assessment strategies should enable learners to demonstrate practical and enquiry skills and allow the collection (using ICT), interpretation and evaluation of data to explain scientific theories. Learners must be aware of the importance of health and safety during practical investigations, the validity/reliability of data and identification of errors.

Learning outcomes 2, 3 and 4 address examples of the implications of science and technology.

The applications of biology need to be considered wherever possible throughout the unit.

A pass-grade learner will require significant assistance from a tutor to achieve all of the unit learning outcomes.

To carry out investigative work the learner will require a brief from the tutor which will guide them through the practical or case study/assignment work that needs to be completed and gives ideas about how to obtain information to complete straightforward problems. The pass learner will be able to follow scientific procedures and will be able to use scientific symbols and relevant terminology and identify errors.

The tutor will need to be present during practical investigations to supervise the pass-grade learner and to provide guidance for the pass learner.

A merit-grade learner will work with more independence. The learner will carry out research with little guidance and will be able to plan and carry out practical work to solve more complex problems, or use a range of practical techniques. The merit learner will be able to make accurate observations and give reasons for any inaccuracies.

The merit learner will be able to link ideas from different areas and discuss the impact of a variety of factors issue, for example variations in diet and exercise between different individuals.

The distinction-grade learner will work with greater autonomy, using the tutor as a resource when necessary. The learner will use a wide range of resources and analyse the information from them to produce fluent explanations and discussions, using the correct scientific language and units.

The distinction-grade learner’s practical work will be planned, carried out and evaluated with a minimum of support. Errors will be identified and conclusions drawn.

The examples given will be detailed and comprehensive, for example, details of the factors effecting industrial applications of biology. The distinction learner will present reasoned discussions of issues, showing consideration of conflicting viewpoints.

Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications There are links with Unit 1: Chemistry Applications for example the effect of human activity on the environment and the chemical substances involved in human health. This unit also has links with the GCSE in Applied Science: Unit 1: Developing Scientific Skills; Unit 2: Science for the Needs of Society and Unit 3: Science at Work.



This unit builds on the biological concepts covered in Key Stage 3 and covers the biology content of the Key Stage 4 mandatory criteria. Therefore, the unit has strong links with the content of the 2006 GCSE Science core (see Annexe E).

Essential resources

Learners should have access a range of biology resources, similar to those used for GCSE and the Intermediate GNVQ in Science. Learners will need access to a science laboratory.

Access to a range of information resources to complete investigative assignments and case studies will be essential, including relevant CD ROMs and the internet.


Williams G, Paul N – Biology for You (Nelson Thornes, 2002) ISBN 0 748762329



Ken Gadd Associates Ltd – Applied Science GCSE Edexcel (Nelson Thornes, 2003)

ISBN 0 748772030

Roberts M, Ingram N – Nelson Science – Biology 2nd Edition (Nelson Thornes, 2001) ISBN 0 748762388

Ellis P, Mcdonald A – Reading into Science – Biology (Nelson Thornes, 2003) ISBN 0 748767991

Bell C, Brodie D, Dawson B, Tiernan A – GCSE in Applied Science (Folens) ISBN 1 843033674

Focus

New Scientist




Key skills




• obtaining data from measurements and observations in learners outcome 3 on variations in species


• interpreting and displaying results.




• taking part in group discussions to discuss the environmental impact of human activities


• presenting the results of research into the components of a healthy diet


• using literature sources about the effects of the use and mis-use of drugs.


• producing posters or reports about the use of medical applications in learners outcome 4.






• using IT resources to find information for a presentation/report on examples of evolutionary change.





• displaying results in appropriate format, presenting conclusions and suggestions for improvement.








LP2.2 Take responsibility for some decisions about your learning, using your plan to help meet targets and improve your performance

• evaluating learning within the investigation.








• interpreting and presenting findings, adapting plan and making suggestions for improvement.



Assessment and grading

The purpose of assessment is to ensure that effective learning of the content of each unit has taken place.

Assignments should ensure coverage of all the criteria in the unit as set out in the Grading grid for each unit. It is advisable that criteria are clearly indicated on each assignment to provide a focus for learners (for transparency and to help ensure that feedback is specific to the criteria) and to assist with internal verification and standardisation processes. Tasks and activities should enable learners to produce evidence that relates directly to the specified criteria.

Assignments constructed by centres should be valid, reliable and fit for purpose, building on the application of the grading criteria. Centres should use a variety of assessment methods, including case studies, assignments and work-based assessments, along with projects, performance observation and time-constrained assessments. Centres are encouraged to place emphasis on the practical application of the grading criteria, providing a realistic scenario for learners to adopt, and making maximum use of practical activities and work experience. The creation of assignments that are fit for purpose is vital to achievement by learners and their importance cannot be over emphasised.

When reading the Grading grids and designing assessment instruments, centres should note that for learners to achieve a merit/distinction grade they will be required to provide evidence that is qualitative in its nature. Centres are encouraged to look across each assessment criterion in the Grading grid to identify common topics within units and to assess learners’ work according to the level that they have achieved as determined by the grading criteria.

A grading scale of pass, merit and distinction is applied to all units.

In the Edexcel BTEC Firsts all units are internally assessed.

All assessment for BTEC Firsts is criterion referenced, based on the achievement of specified outcomes. Each unit has specified criteria to be used for grading. A summative unit grade can be awarded at pass, merit or distinction:

• to achieve a ‘pass’ a learner must have satisfied all the pass criteria

• to achieve a ‘merit’ a learner must additionally have satisfied all the merit criteria

• to achieve a ‘distinction’ a learner must additionally have satisfied all the distinction criteria.

Learners who complete the unit but who do not meet all the pass criteria are graded ‘unclassified’.


Quality assurance

Edexcel’s qualification specifications set out clearly the standard to be achieved by each learner in order to gain the award of the qualification. This is covered in the statement of outcomes and grading criteria in each unit. Further guidance on delivery and assessment is given in the Essential guidance for tutors section of each unit. This section is designed to provide additional guidance and amplification related to the unit to support tutors, deliverers and assessors and to provide for a coherence of understanding and a consistency of delivery and assessment.

Edexcel operates a quality assurance process which is designed to ensure that these standards are maintained by all internal verifiers and external verifiers. It achieves this through the following activities.

Approval

Centres will be allowed ‘accelerated approval’ for a new programme where the centre already has approval for a programme that is being replaced by the new programme. Centres wishing to offer a vocational area for the first time will need to apply for approval to offer the programme.

Centres that have not previously offered BTEC qualifications will first need to apply for, and be granted, centre approval before they can apply for approval to offer the programme.

When a centre applies for approval to offer a BTEC qualification they will be required to enter into an approvals agreement.

The approvals contract is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and linked codes or regulations. Sanctions and tariffs may be applied if centres do not comply with the agreement. Ultimately, this could result in the suspension of certification or withdrawal of approval.

Risk assessment

Edexcel has an approval process which creates a quality profile of each qualification programme in each centre and for the centre as a whole. This profile contributes to the determination of the nature of external verification activity for each programme and will also be used to initiate other quality control measures by Edexcel.

Internal verification

Centres are required to have processes in place reviewing each assessor’s decisions to ensure that they are correctly interpreting and applying the standards set out in the specifications. The system used to do this is a matter for individual centres and Edexcel fully supports the use of the centre’s own quality assurance systems where this ensures robust internal standardisation.

Centres should refer to the BTEC NQF Level 2/3 (including Short Courses at Levels 1–3) Handbook (updated annually). This updated information may also be found on the Edexcel website/Services for centres/FE Colleges and Schools.

External verification

Edexcel will sample assessors’ decisions using sector-specialist external verifiers. For BTEC Firsts this process will follow the National Standards Sampling (NSS) protocol. The learner work must have been internally assessed. Additionally, at least 50 per cent of submitted work must have been internally verified.

Centres should refer to the BTEC NQF Level 2/3 (including Short Courses at Levels 1–3)(updated annually). This updated information may also be found on the Edexcel website/Services for centres/FE Colleges and Schools.


Calculation of the qualification grade

Awarding a qualification grade

The qualification grade will be calculated through the aggregation of points achieved through the successful achievement of individual units. Learners will achieve a pass, merit, or distinction qualification grade based on the attainment of a stated minimum number of points for each grade. The number of points available will be dependent on the grade achieved and the size of the unit as determined by the stipulated guided learning hours.

For the calculation of a qualification grade for a BTEC First Certificate a learner must:

• complete all designated units

• achieve a minimum points score of 18 points for a First Certificate

• achieve a pass grade for all designated units for a First Certificate

Points available

Size of unit (GLH) Pass grade Merit grade Distinction grade

10 1 2 3

30 3 6 9

60 6 12 18

90 9 18 27

120 12 24 36

Qualification grade

Qualification Pass grade Merit grade Distinction grade Distinction*

BTEC First Certificate (54 maximum) 18–24 30–36 42–48 54


Achievement and Attainment tables

The qualification attracts around twice the number of points as a GCSE depending on whether the result is distinction*, distinction, merit or pass, and contributes 40% towards the threshold. For the detailed point scores please see the QCA openQUALS website at: http://www.openquals.org.uk.


Programme design and delivery

In the BTEC First in Applied Science qualification each unit is 60 guided learning hours. The definition of guided learning hours is ‘a notional measure of the substance of a qualification’. It includes an estimate of time that might be allocated to direct teaching, instruction and assessment, together with other structured learning time such as directed assignments or supported individual study. It excludes learner-initiated private study. Centres are advised to consider this definition when planning the programme of study associated with this specification.

Mode of delivery

Edexcel does not define the mode of study for BTEC First qualifications. Centres are free to offer the qualifications using any mode of delivery that meets the needs of their learners. This may be through traditional classroom teaching, open learning, distance learning or a combination of these. Whatever mode of delivery is used, centres must ensure that learners have appropriate access to the resources identified in the specifications and to the subject specialists delivering the units. This is particularly important for learners studying for the qualification through open or distance learning.

Learners studying for the qualification on a part-time basis bring with them a wealth of experience that should be utilised to maximum effect by tutors and assessors. Assessment evidence based on the learners’ work environment should be encouraged. Those planning the programme should aim to enhance the vocational nature of the BTEC First qualification by:

• liaising with employers to ensure a course relevant to the specific needs of the learners

• accessing and using non-confidential data and documents from learners’ workplaces

• including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

• linking with company-based/workplace training programmes

• making full use of the variety of experience of work and life that learners bring to the programme.

Resources

BTEC First qualifications are designed to prepare learners for employment in specific sectors. Physical resources need to support the delivery of the programme and the proper assessment of the outcomes and therefore should normally be of industry 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.

Where specific resources are required these have been indicated in individual units under the Essential resources section.


Delivery approach

It is important that centres develop an approach to teaching and learning that supports the specialist vocational nature of BTEC First qualifications. Specifications contain a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practice and that the knowledge base is applied to the sector. This will require the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector. Maximum use should be made of the learner’s experience.

Accreditation of Prior Learning (APL)

Edexcel encourages centres to recognise learners’ previous achievements and experience through APL. Learners may have evidence that has been generated during previous study or in their previous or current employment or whilst undertaking voluntary work that relates to one or more of the units in the qualification. Assessors should assess this evidence against the National Occupational Standards mapped in the specification. As with all evidence, assessors should be satisfied about the authenticity and currency of the material when considering whether or not the outcomes of the unit have been met.

Full guidance on Edexcel’s policy on APL is provided on our website: www.edexcel.org.uk


Access and recruitment

Edexcel’s policy regarding access to its qualifications is that:

• the qualifications should be available to everyone who is capable of reaching the required standards

• the qualifications should be free from any barriers that restrict access and progression

• there should be equal opportunities for all wishing to access the qualifications.

Centres are required to recruit learners to BTEC qualifications with integrity. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should take appropriate steps to assess each applicant’s potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should also show regard for Edexcel’s policy on learners with particular requirements.

Centres will need to review the profile of qualifications and/or experience held by applicants, considering whether this profile shows an ability to progress to a Level 2 qualification. For learners who have recently been in education, the profile is likely to include one of the following:

• a standard of literacy and numeracy supported by a general education equivalent to four GCSEs at grades D–G

• Foundation GNVQ Science

• related work experience

• other related Level 1 or 2 qualifications.

More mature learners may present a more varied profile of achievement that is likely to include experience of paid and/or unpaid employment.

Restrictions on learner entry

The Edexcel Level 2 BTEC First Certificate in Applied Science is accredited on the National Qualifications Framework (NQF) available to learners aged 14 and over. The qualification is listed on the DfES funding lists Section 96 and Section 97.


Access arrangements and special considerations

Edexcel’s policy on access arrangements and special considerations for BTEC and Edexcel NVQ qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the 1995 Disability Discrimination Act and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence.

Further details are given in the policy ‘Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications’, which is on the Edexcel website (www.edexcel.org.uk). This policy replaces the previous Edexcel policy (Assessment of Vocationally Related Qualification: Regulations and Guidance Relating to Learners with Special Requirements, 2002) concerning learners with particular requirements.


The Edexcel BTEC Qualification Framework for the Science sector

Progression opportunities within the framework are available vertically, diagonally and horizontally.

NQF Level General Qualifications BTEC Full VRQ Courses BTEC Short Courses NVQ/Occupational

8

7

6

5 BTEC Higher Nationals in Applied Sciences

4 NVQ Laboratory and Associated Technical Activities

3

GCE Sciences: Chemistry, Physics, Biology/Human, Perspectives on Science; Psychology

BTEC National Awards, Certificates, Diplomas in Applied Sciences ( Laboratory and Industry, Medical Science, Forensic Science)

NVQ Laboratory and Associated Technical Activities

2

GCSE Science; Additional Science; Astronomy; Chemistry; Physics; Biology

BTEC First Certificate and Diploma in Applied Science

NVQ Laboratory and Associated Technical Activities

1

GCSE Applied Science

Entry Entry Level Science


Further information

For further information please call Customer Services on 0870 240 9800 (calls may be recorded for training purposes) or visit our website at www.edexcel.org.uk.

Useful publications

Further copies of this document and related publications can be obtained from:

Edexcel Publications Adamsway Mansfield Nottinghamshire NG18 4FN

Telephone: 01623 467 467 Fax: 01623 450 481 Email: [email protected]

Related information and publications include: • Accreditation of Prior Learning available on our website: www.edexcel.org.uk • Guidance for Centres Offering Edexcel/BTEC NQF Accredited Programmes — (Edexcel,

distributed to centres annually) • key skills publications — specifications, tutor support materials and question papers • The Statutory Regulation of External Qualifications in England, Wales and Northern Ireland

— (QCA, 2004). • the current Edexcel publications catalogue and update catalogue

Edexcel publications concerning the Quality Assurance System and the internal and external verification of vocationally related programmes may be found on the Edexcel website and in the Edexcel publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.

How to obtain National Occupational Standards

Science, Engineering, Manufacturing Technologies Alliance (SEMTA) Westminster Office 22 Old Queen Street London SW1H 9HP

Tel 020 7222 0464


Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.

The support we offer focuses on a range of issues including:

• planning for the delivery of a new programme

• planning for assessment and grading

• developing effective assignments

• building your team and teamwork skills

• developing student-centred learning and teaching approaches

• building key skills into your programme

• building in effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on the Edexcel website (www.edexcel.org.uk). You can request customised training through the website or by contacting one of our advisers in the Professional Development and Training team via Customer Services on telephone 0870 240 9800 (calls may be recorded for training purposes) to discuss your training needs.

The training we provide:

• is active — ideas are developed and applied

• is designed to be supportive and thought provoking

• builds on best practice.


Annexe A

QCA codes

The QCA National Qualifications Framework (NQF) code is known as a Qualification Accreditation Number (QAN). This is the code that features in the DfES Funding Schedules — Section 96 and Section 97 and is to be used for all qualification funding purposes. Each unit within a qualification will also have a QCA NQF unit code.

The QCA qualification and unit codes will appear on the learner’s final certification documentation.

The QAN for the qualification in this publication is:

100/5558/7 Edexcel Level 2 BTEC First Certificate in Applied Science

This qualification titles will appear on the learners’ certificates.

Learners need to be made aware of this when they are recruited by the centre and registered with Edexcel. Providing this happens, centres are able to describe the programme of study leading to the award of the qualification in different ways to suit the medium and the target audience.


Annexe B

Key skills

All BTEC First qualifications include mapping and/or signposting of key skills. These are transferable skills, which play an essential role in developing personal effectiveness for adult and working life and in the application of specific vocational skills.

In each unit the opportunities for the generation of evidence for key skills are signposted. These are indicative links only. Tutors will need to become familiar with key skills specifications and their evidence requirements and they are advised not to rely on the signposting in the units when presenting key skills evidence for moderation. Centres should refer to the QCA website (www.qca.org.uk) for the latest key skills standards.

Key skills provide a foundation for continual learning. They enable and empower individuals who inevitably face a series of choices in work, education and training throughout their lives. Current and future initiatives such as learndirect, lifelong learning and widening participation all require a more flexible population in the workplace and key skills play a role in setting the framework.

Learners need the chance to show current and future employers that they can:

• communicate effectively, in a variety of situations, using a wide range of techniques

• work well with others — individuals or teams — so that work can be properly planned and targets met

• manage their own development, so that they are always ready to take on the challenges of change and diversification

• use number, not just within routine tasks and functions but to help them be more effective and efficient in all they do

• use ICT in a range of applications to support all aspects of their role

• solve problems in a variety of circumstances.


Key skills mapping – summary of opportunities suggested in each unit

Key skills Uni

t 1

Uni

t 2

Uni

t 3

N2.1 √ √ √

N2.2 √ √

N2.3 √ √ √

C2.1a √ √ √

C2.1b √ √ √

C2.2 √ √ √

C2.3 √ √ √

ICT2.1 √ √ √

ICT2.2 √ √ √

ICT2.3 √ √ √

LP2.1 √ √ √

LP2.2 √ √ √

LP2.3 √ √ √

PS2.1 √ √ √

PS2.2 √ √ √

PS2.3 √ √ √

WO2.1 √ √ √

WO2.2 √ √ √

WO2.3 √ √ √


Annexe C

National Occupational Standards/mapping with NVQs

The following grid maps the knowledge covered in the Edexcel Level 2 Certificate in Applied Science against the underpinning knowledge of the NVQ in Laboratory and Associated Technical Activities SSC National Occupational Standards .

KEY 3 indicates that the Edexcel Level 2 covers all of the underpinning knowledge of the NVQ unit # indicates partial coverage of the NVQ unit a blank space indicates no coverage of the underpinning knowledge

Units 1 2 3

1.01a # # #

1.01b # # #

1.01c # # #

1.01d # # #

1.01e

1.01f # # #

1.02a # # #

1.02b # # #

1.02c # # #

1.02d # # #

1.02e # # #

1.02f

1.02g # # #

1.03.1 # # #

1.03.2 # # #

2.03.1

2.03.2

2.03.3 # # #

2.03.4 # # #

2.04.1

2.04.2

2.04.3

2.05.1 # # #

2.06.1 #

2.06.2 # # #


Annexe D

Wider curriculum mapping

Study of the Edexcel Level 2 BTEC First Certificate in Applied Science provides opportunities for the learner to develop an understanding of spiritual, moral, ethical, social and cultural issues as well as an awareness of environmental issues, European developments, health and safety considerations and equal opportunities issues.

The Edexcel Level 2 BTEC First in Applied Science make a positive contribution to wider curricular areas as appropriate.

Spiritual, moral, ethical, social and cultural issues

The specification contributes to an understanding of:

• spiritual issues – when science is dealt with in a historical context in units 4, 5 and 6.

• moral and ethical issues – are encountered in dealing with people and in the public understanding of science issues and will always involve the learner engaging in moral and ethical issues. A more detailed analysis can be found in units 4, 5, 6, 8, 9 and 11.

• social and cultural issues – are encountered in units 2, 3, 4, 5, 6, 8, 9, 11 and 12.

Environmental issues

Learners are led to appreciate the importance of environmental issues through the experience of the Applied Science sector, in units 2, 3, 4, 5, 6, 8, 9 and 11.

European developments

Much of the content of the Edexcel Level 2 BTEC First in Applied Science applies throughout Europe even though the delivery is in a UK context. The European dimensions of Health and Safety are specifically addressed in 2 and 6.

Health and safety considerations

The Edexcel Level 2 BTEC First in Applied Science are practically based and so health and safety issues are encountered throughout the units. Learners will develop awareness of the safety of others as well as themselves in all practical activities. Learners will also explore health and safety issues across the Applied Science sector, particularly in unit 6.

Equal opportunities issues

Equal opportunities issues are implicit throughout the Edexcel Level 2 BTEC First in Applied Science.


Wider curriculum mapping

Uni

t 1

Uni

t 2

Uni

t 3

Spiritual √ √ √

Moral and ethical √ √ √

Social and cultural √ √ √

Environmental issues √ √ √

European developments

Health and safety considerations √ √ √

Equal opportunities issues √ √ √

Sb270705S:\DTP TEMPLATES\BTEC FIRSTS CERT AND DIP L2.DOT.1-69/2


Annexe E

Mapping BTEC First Certificate in Applied Science to new KS4 Science Criteria √ indicates coverage of the QCA criteria when delivering BTEC First Certificate Units 1 to 3 (o/c = outcome) BTEC FD Units/ QCA criteria 3.7

i a

i b

i c

i d

i e

ii a

ii b

ii c

ii d

iii a

iii b

iii c

iii d

iv a

iv b

iv c

Criteria 3.6

Unit 1:o/c 1 √ √ √ √ Unit 1:o/c 2 √ √ √ √ Unit 1:o/c 3 √ √ √ Unit 1:o/c 4 √ √ Unit 2:o/c 1 √ √ √ Unit 2:o/c 2 √ √ √ Unit 2:o/c 3 √ √ Unit 2:o/c 4 √ √ Unit 3:o/c 1 √ √ √ Unit 3:o/c 2 √ √ √ Unit 3:o/c 3 √ √ Unit 3:o/c 4 √ √ √


Annexe F: Useful Websites Chemistry

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.glaxowellcome.co.uk Glaxo Wellcome

www.mond.org Society of Chemical Industry

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

www.shell.co.uk Shell

www.bpes.com BP Amoco

www.ChemWeb.com Chem Web (web links)

www.cia.org.uk Chemical Industries Association

www.esso.co.uk Esso

www.bbc.co.uk BBC (BBC resources)

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|)


Physics

www.iop.org Institute of Physics (information about education and careers)

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

Resources for teachers

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

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

http://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)

http://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

http://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

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

www.new-media.co.uk Plato Learning (multimedia science) website


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

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)


Annexe G - Edexcel Website Generic and Specific Course Materials

All materials below are available on the Edexcel website ( www.edexcel.org.uk) to support centres and teaching staff in starting and running BTEC First programmes in the generic list and the BTEC First Certificate in Applied Science in the specific list. Generic

1. BTEC NQF Approval (Centre and Qualification Approval information)

2. The Assessment and Grading of BTEC Firsts

3. Overall Grading of BTEC Firsts

4. Getting Started Guide

5. Understanding the unit content of BTEC NQF qualifications

6. Summary of Age Restrictions and Funding of BTEC First Diplomas

7. BTEC Recording Your Achievement Quick Guide

8. Recording Your Achievement – Letter to Centres January 2003

9. Access and Recruitment onto the revised BTEC Firsts. – Issue 1

10. Key Features of BTEC Firsts. – Issue 1

11. Key Skills and the Wider Curriculum and BTEC Firsts

12 Mapping of Work Related Learning to BTEC First Certificates and First

Diplomas

13. The revised National Qualifications Framework

14. BTEC First Diplomas and Diplomas – First Steps for Schools

15. Centres must have approval for each BTEC qualification

16. Centre Handbooks 2004/5

17. Revisions to Assessment and Quality Assurance arrangements for BTEC NQF

Qualifications 2004/5

18. BTEC Qualifications – A Guide for Parents

Specific 1. Unit Structure

2. Tutor Support Materials

3. Learners Achievement Tracking Document

4. Learner Achievement Tracking Documents (RTF)

5. A Learner’s Guide to SI Units and their Conversion: Workbook for Learners

6. Specification First Certificate in Applied Science

Further copies of this publication are available from Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN Telephone 01623 467467 Fax 01623 450481 Email: [email protected] Publications Code BF017226 September 2006 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 Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH

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