BTEC Level 2 First Applied Science Assessment … front sheet Qualification Unit number and title...

© Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only. 1

Unit overviewThe aim of this unit is to enable learners to use a variety of scientific processes to analyse evidence gathered from a crime scene. Learners will also develop an understanding of the relationship between forensic science and the law.

The fascination with crime and how science can be used to solve crimes continues to grow, and many learners are interested in the techniques that are used within the area of forensic science. As forensic science is the application of scientific methods and processes used for the purpose of the law it is an ideal way to demonstrate applied science. Learners will have the opportunity to role play the part of a scene of crime officer at the crime scene, a forensic scientist in the laboratory and both of these in court, and will therefore learn about various job roles within the industry. The techniques studied however have very many applications and offer opportunities for learners to develop practical and analytical skills that are useful and applicable to many sectors of the science industry.

Unit 13 is an optional unit which can be taken as part of the BTEC Extended Certificate or Diploma in Applied Science. It is a 10-credit unit and can be taught in 60 guided learning hours.

Assignments for this unitThe following ready-made assignments are available in this Pack.

Assignment Learning outcomes Assessment and grading criteria

Summary

A1 CSI: Manchester

LO1 Be able to investigate a scene of crime

P1, P2, M1, D1

A mock crime scene will be set up to enable learners to take the role of scene of crime officers (SOCOs) or crime scene investigators. Learners will process the crime scene and use suitable methods to collect, record and preserve evidence from the scene.Evidence: written notes; sketches; photographs; labels; evidence log; written report

A2 What shall we do with this?

LO2 Be able to use appropriate scientific techniques to analyse evidence which has been collected from the scene-of-crime

P3, M2, D2 Learners must prepare a plan of how they will analyse the evidence collected at a crime scene. This evidence must include biological, chemical and physical evidence Evidence: analysis plan; flow chart; table; risk assessment sheets

BTEC Level 2 First Applied ScienceAssessment Resource Pack

Unit 13 Investigating a Crime Scene

Cert / Ex Cert / DipCredits: 10

Unit 13 for marketing 1.indd 1 23/11/10 13:02:53


Unit 13 Investigating a Crime Scene BTEC Level 2 First Applied ScienceAssessment Resource Pack

Assignment guidance for tutorsA1 CSI: Manchester P1 P2 M1 D1A mock crime scene will be set up to enable learners to take the role of scene of crime officers (SOCOs) or crime scene investigators. Learners will process the crime scene and use suitable methods to collect, record and preserve evidence from the scene. Advance preparation of the crime scene will be needed. Suitable quantities of evidence for collection by groups of learners must be provided and learners given suitable containers and collection equipment to match the types of evidence present. The sort of evidence provided by the scene must cover biological, chemical and physical evidence and as tutor, you should ensure that each group of learners collect at least one (but preferably two) type(s) of evidence of each sort. You will need to take into account the availability of resources for the analysis of the evidence and learner ability before determining the types of evidence to be included within the mock crime scene. For example, learners at this level are unlikely to demonstrate the collection of insects or maggots from a mock crime scene but the collection of hair, fibres etc would be appropriate.

A2 What shall we do with this? P3 M2 D2Having collected biological, chemical and physical evidence from the mock crime scene, learners must now decide how they will analyse each piece of evidence. It is not expected that all of the techniques listed in the unit will be carried out by the learners. They should, however, be aware of the methods used for each of the listed techniques and appropriate techniques selected for use. For example, at this level it is unlikely that learners would be able to analyse DNA evidence practically but the comparison of provided DNA profiles may be suitable. Similarly, learners are likely to be able to carry out the practical investigation of something using paper (or perhaps thin layer) chromatography but it is extremely unlikely that they could use gas or liquid chromatography.

Assignment Learning outcomes Assessment and grading criteria

Summary

A3 Finding the answers

LO2 Be able to use appropriate scientific techniques to analyse evidence which has been collected from the scene-of-crime

P4, M3, D3 Biological, chemical and physical evidence must be practically analysed and patterns in findings identified, in order to draw conclusions about the evidence.Evidence: table; diagrams; list of observations; written notes, evaluation report

A4 Guilty or not guilty

LO2 Understand the relationship of forensic science to the law, including the criminal justice system

P5, M4, D4 Learners must present their findings from the analyses of the evidence in the form of a report to a court of law. This may be by a role play of presenting the findings in court or it may be in the form of a written statement to the court. Evidence: forensic science report summary; conclusions report

A5 Science and the law

LO3 Understand the relationship of forensic science to the law, including the criminal justice system

P6, M5, D5 A local community group has asked for an information leaflet to show the role that forensic science has within the criminal justice system.Evidence: leaflet; presentation slides; written reports




Consideration of which techniques are appropriate for learners at this level to actually carry out for themselves (and availability of resources) will influence the type of evidence incorporated into the mock crime scene.

The level of detail in the plan will be the deciding factor when assessing the work as meeting either P3 or M2. An assessment of risks associated with the planned analysis is required to meet criterion D2.

A3 Finding the answers P4 M3 D3The plan produced in the preceding assignment is then followed in order to analyse biological, chemical and physical evidence practically. It is not expected that learners carry out practical investigations of their own design, and method or practical protocol sheets may be provided. Learners may need help with the processing of the data recorded during the analyses but they should have a basic understanding of why a graph or a chart or a table etc is the most suitable way to present their data. To achieve M3 and D3, both qualitative and quantitative data need to be interpreted and patterns identified in order to draw conclusions from the data.

A4 Guilty or not guilty P5 M4 D4

A forensic science statement based on activities carried out in preceding assignments and suitable for presentation to court must be produced. This needs to be a written statement but learners could then take the role of an expert witness and present the statement in a mock law court.

A5 Science and the law P6 M5 D1

This is a research-based project that considers the role of the Forensic Science Service and how it links to the criminal justice system. The assignment asks for an information leaflet to be presented to a local community group. The depth of information included within the leaflet and how examples are used to show understanding of this information will be the major factor in determining which of the target criteria have been achieved.


© Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.

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BTEC Level 2 First Applied Science

Assessment Resource Pack

Assignment front sheet

Qualification Unit number and title

BTEC Level 2 Extended Certificate in Applied Science Unit 13 Investigating a Crime Scene

Learner name Assessor name

Date issued Deadline Submitted on

Assignment title A1: CSI Manchester

In this assessment you will have opportunities to provide evidence against the following criteria. Indicate where the evidence can be found.

Criteria reference

To achieve the criteria the evidence must show that the learner is able to:

Task no.

Evidence Submitted

P1

Carry out an investigation to collect evidence from a crime scene 1

Written notes

Sketches

Photographs

P2

Demonstrate the most appropriate methods to record and preserve evidence from the crime scene

1

Written notes

Sketches

Photographs

Labels

Evidence log

M1 Describe the processing of a crime scene, explaining how the techniques used obtained valid forensic evidence

2 Written report

D1 Evaluate the processing of a crime scene, interpreting how the valid evidence collected could be used in a criminal investigation

3 Written report

Learner declaration

I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.

Learner signature: Date:


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Unit 13 Investigating a Crime Scene BTEC Level 2 First Applied Science


Assignment brief

Qualification BTEC Level 2 Extended Certificate in Applied Science

Unit number and title Unit 13 Investigating a Crime Scene

Start date

Deadline

Assessor name

Assignment title A1: CSI Manchester

The purpose of this assignment is to: give you practice in collecting and recording evidence from a crime scene and to help you understand process of evaluating a crime scene

Scenario

A first attending officer (FAO) has carried out an initial assessment of the scene of an incident and, as he suspects that a crime has taken place, has secured the scene. You are a trainee scene of crime officer and one of the team that has been called to the scene. Your supervisor has indicated that the processing of this scene will be used to help decide whether you have successfully completed your training and can put into action all of the things that you have learnt. You must investigate the crime scene and build a file of information relating to the scene. This file will include observation reports that your supervisor will make while assessing the practical aspects of processing the crime scene.

TASK 1 − First at the scene

● Having been called to the crime scene, your first task is to carry out a risk assessment of the scene. You should identify any possible hazards within the crime scene and then the risks associated with each hazard. To complete the risk assessment you will then need to identify how each risk can be minimised.

● Record the crime scene by producing a plan of the scene, written notes, sketches and photographs.

● Use suitable techniques to search for and identify any possible evidence.

● You need to make sure that you have photographed all possible evidence before it is disturbed.

● Collect, package and label the identified evidence using methods appropriate to the type of evidence found.

● Produce an evidence log that clearly identifies each piece of evidence collected and packaged.

This provides evidence for P1 and P2


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TASK 2 − Recording the details

To improve your chances of demonstrating that you understand the importance of the role and are able to carry out the duties of a scene of crime officer, you need to make sure that your scene of crime report is as detailed as possible.

1 Provide a detailed description of exactly what was done to process the crime scene, including the following sections:

2 what the First Attending Officer would have done as part of the initial assessment

3 how the First Attending Officer secured the scene

4 how the scene was recorded and documented

5 what search technique was used

6 what techniques were used to collect different types of evidence.

7 explain why each of the methods used was appropriate for collecting evidence suitable to present in a court of law.

This provides evidence for M1

TASK 3 − Reviewing the evidence Make some notes to review the processing of the crime scene, identifying any improvements that could

have been made.

1 Review the evidence gathered at the crime scene and explain how it could be used to help identify the person who committed the crime.

2 Using the case study provided by your supervisor, identify the evidence that was gathered and the results of the analysis of the evidence. Write a brief report to show how the results of the analysis allowed conclusions to be drawn and how these conclusions related to the outcome of the case.

This provides evidence for D1

Sources of information

For all tasks in this assignment Student Book pages 244 − 245 may be useful

Your tutor will have a list of sources of information that you can use for this assignment.


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Assignment title A2: What shall we do about this?


Criteria reference


Task no.

Evidence Submitted

P3 produce a simple plan to analyse biological, chemical and physical evidence from the crime scene

1 Rough plan of analysis (flowchart/ table)

M2

produce a detailed plan to analyse biological, physical and chemical evidence from the crime scene

2 Detailed plan of analysis

(flowchart/ table)

D2 assess the potential risks associated with analysing biological, physical and chemical evidence from a crime scene

3 Risk assessment sheets

Learner declaration


Learner signature: ……………………….. Date:……………………………………..


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Assignment brief



Start date

Deadline

Assessor name

Assignment title A2: What shall we do about this?

The purpose of this assignment is to: help you understand methods of analysing biological, chemical and physical evidence from the crime scene

Scenario

You are a member of the laboratory team working for a forensic science company and part of your job is the planning of the analysis of evidence from a crime scene. You have been provided with a number of pieces of evidence previously collected from a crime scene. This evidence has been collected, recorded and securely packaged and labelled to make sure that the evidence has not been contaminated. The evidence must be processed in a way that does not waste time or resources. The plan must be submitted to your supervisor/tutor before any analysis of the evidence takes place.

TASK 1 − Biological, chemical or physical?

You need to produce a plan of how you will analyse the collected evidence. You may find it useful to make notes about each of the following:

1 Identify the evidence that has been collected. Indicate whether each piece of evidence is either biological, chemical or physical evidence.

2 What do you expect to be able to find out from each piece of evidence?

3 How will you analyse each piece of evidence? What method will you use?

4 What observations or measurements will you need to record?

5 In what order will you carry out the tests?

Use this information to produce your plan. This could be in the form of a flowchart or a table but should clearly show what you will do and when you will do it.

This provides evidence for P3


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TASK 2 − Completing the plan

Make notes about the following and then use this information to add more detail to your plan by adding extra columns to your table or adding information to your flowchart.

What equipment will you need to carry out the planned methods?

1 How will you record your observations and measurements?

2 How long will each test take? Will you need to carry out any tests more than once?

3 Are there any things that might stop you doing things in certain ways or at certain times (these are known as constraints) and what can you do to get over these problems?

You will need to leave room on your plan to make notes about:

1 any changes to your plan that might be necessary and why they were necessary

2 any problems that you come across when carrying out the analysis

3 any changes to the planned procedures and techniques used to overcome any problems.

It is important that you include these sections on your plan at this stage, but they will be completed in the next assignment when you are carrying out the analysis.


TASK 3 − Risk assessment

Complete risk assessment sheets (available from your supervisor/tutor) for the analysis of all the collected evidence.

You must make sure that you consider:

risks from the evidence itself

risks from any chemicals or materials used in the techniques to be carried out

risks from the techniques or processes themselves.



For all tasks in this assignment Student Book pages 246-247 may be useful.

Your tutor will have a list of sources of information that you can use for this assignment


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Assignment title A3: Finding the answers

In this assessment you will have opportunities to provide evidence against the following criteria indicate where the evidence can be found.

Criteria reference


Task no.

Evidence Submitted

P4 Carry out experiments to analyse biological, chemical and physical evidence from the crime scene

1 Table/ diagram/ list of observations

M3 Describe the patterns found from the evidence and make connections

2 Written notes of analysis

D3 Explain the patterns found from the evidence and make connections

3 Evaluation report

Learner declaration




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Assignment brief



Start date

Deadline

Assessor name

Assignment title A3: Finding the answers The purpose of this assignment is to: give you practice in analysing different types of evidence from crime scenes and understanding the patterns you find

Scenario

You are a member of the laboratory team working for a forensic science company and you have been provided with a number of pieces of evidence previously collected from a crime scene. Using the plan that you prepared earlier (from A2 What shall we do with this?), you must now analyse the evidence and identify what it means to the criminal case under investigation.

TASK 1 − Using the plan

Follow your plan carefully, using correct techniques, to analyse each piece of evidence. Forensic scientists use standard operating procedures (SOP) for most techniques and your supervisor will provide you with instructions where necessary.

1 Record your results carefully using a suitable format, for example a table, diagrams or a list of observations. Remember that where you are using measurements you must be careful to record the units of measurement as well. For example, if you are measuring the length of a hair or fibre then you need to record whether the length is in centimetres or millimetres.

2 However you have recorded your data it is likely that you will need to process it in some way to allow you to interpret the meaning of the data. For example, you may need to convert the data from one unit to another or to display the data as a chart or a graph. Remember to ask your supervisor for help if you are not sure how to process your raw data (results) to allow you to draw meaningful conclusions from the data.


TASK 2 − Evaluating the evidence

For each piece of evidence analysed you should describe what information you expected the evidence to give and say whether or not your investigation did provide this information.

1 Interpret the data that you obtained from your analysis of the evidence (state what it tells you) and describe any patterns that are shown by the data.


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2 Draw conclusions from your data by describing what the patterns mean.


TASK 3 − Concluding the case

Review all of the data gathered during the investigation and bring it together to form a conclusion. For example, you might identify which data provided clear matches and allowed you to draw clear conclusions, or which data did not show a clear relationship to a suspect.

1 Explain your interpretation of the data you gathered during the analyses and how it allowed you to draw your conclusions.

2 Explain what your conclusions mean in relationship to the criminal case.



For all tasks in this assignment Student Book pages 248 − 249 may be useful.



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Assignment title A4: Guilty or not guilty


Criteria reference


Task no. Evidence Submitted

P5 outline the results of the investigation as a statement to the court

1 Summary of a forensic scientific report

M4 explain the conclusions drawn from the investigation as a statement to the court

2 Report to present the conclusions

D4 justify the conclusions drawn from the investigation as a statement to the court

3 Report to justify the conclusions

Learner declaration




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Assignment brief



Start date

Deadline

Assessor name

Assignment title A4: Guilty or not guilty

The purpose of this assignment is to: give you practice your presenting of evidence as a statement to serve in the court

Scenario

An important part of the role of a forensic scientist is preparing statements that are then reported in court. Most frequently the statement is presented as a written report but sometimes the forensic scientist may be called as an ‘expert witness’. Your role in this assignment is the forensic scientist responsible for presenting the findings from the evidence collected at the crime scene, investigated in the first assignment and analysed during the third assignment.

TASK 1 − Preparing a report

Prepare a written forensic scientist report that summarises the investigation of the evidence collected at the crime scene. Remember that there is an expected format for a written forensic statement and you need to make sure that you include information covering the following sections:

● the name, qualifications and experience of the person making the report

● a signed and dated declaration of the truth of the statement

● an outline of the circumstances of the case

● a list of exhibits (evidence) collected and analysed

● a description of the experiments carried out and why they were carried out

● the results obtained and what they indicate

● a summary of the conclusions reached.

You are an expert witness and present your report to the court − role play.


TASK 2 − Developing the report

Develop the basic report prepared in Task 1 to show use of scientific terminology and that you have a good understanding of the science behind your investigations. Your report should also show that the


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conclusions from your investigations are valid and explain how your findings support these conclusions.


TASK 3 − Justification

Justify your conclusions by adding a final section to your report that gives reasons for why you have interpreted the results of your investigations as you have. Remember that evidence from a crime scene does not always provide absolute proof against a suspect but often suggests the probability of a suspect being involved.



For all tasks in this assignment Student Book pages 252 − 253 may be useful



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Assignment title A5: Science and the law


Criteria reference


Task no. Evidence Submitted

P6 Discuss the role of the Forensic Science Service in the criminal justice system

1 Leaflet

Presentation slides

M5 Identify the links between the Forensic Science Service and the criminal justice system

2 Written report

D5 Explain the relationship between the Forensic Science Service and the criminal justice system

3 Report of real criminal case

Learner declaration


Learner signature: ………………………….. Date:…………………………………..


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Assignment brief



Start date

Deadline

Assessor name

Assignment title A5: Science and the law

The purpose of this assignment is to: help you understand the relationship between the Forensic Science Service and the criminal justice system

Scenario

A local community group have concerns about crime within the neighbourhood and what can be done to ensure that the guilty are punished but innocent people are protected. As a forensic scientist you have been asked to give a short presentation to the group to show how the Forensic Science Service works with the criminal justice system to uphold law and order. The group have also asked for a leaflet that can be distributed throughout the neighbourhood. You will need to carry out some research using books and the internet to make sure that you are fully prepared.

TASK 1 − The criminal justice system uncovered

Prepare a leaflet that contains the following information:

an outline of the purpose of the criminal justice system

a brief description of the different types of court, with examples of the type of crime that each court would deal with

a short description of the trial process – what happens in court during the trial

how the Forensic Science Service may be involved in the trial.

Use your leaflet to give a short talk about the information to a small group of other people. You may want to prepare a few PowerPoint presentation slides to help you with your talk.



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TASK 2 – Making links

For your own investigation in the other assignments for this unit, explain how you think your findings could be used within the criminal justice system.

Clearly state why the evidence that a forensic scientist gives within the court must be impartial.


TASK 3 – Real evidence

Use an example of a real criminal case to show how the Forensic Science Service was involved in helping to identify the person (or people) responsible for the crime or helping to prove that somebody was innocent of the crime.



For all the tasks in this assignment Student Book pages 254 − 255 may be useful.




Sample learner work and assessor commentsCommentary for tutorsSample learner work and assessor comments follow for the assignment A2 What shall we do with this? P3, M2, D2.

This assignment was designed so that it could be delivered at a number of schools in the North Yorkshire area, which are working as a collaborative partnership sharing BTEC resources. Most centres run the BTEC Level 2 Extended Certificate but with one or two offering the Diploma in Applied Science. Unit 13 Investigating a Crime Scene features as one of the first optional units to be delivered following the mandatory units 1, 2 and 3. This varies within each school depending on other optional units offered but most feel that it is a useful unit to build on interest and motivation levels after the units which cover the Key Stage 4 Curriculum. The schools run the course over two years and have between 25 and 200 registered learners in group sizes that vary from 15 to 25.

The assignment was designed for learners to follow a directed scenario leading on from the first assignment for this unit, which required learners to process a mock crime scene. The choice of crime scene and therefore the type of evidence collected differed between different schools and depended on local constraints. The brief is therefore presented in a way that easily allows for differing types of evidence to be analysed but ensuring coverage of the target criteria by specifying biological, chemical and physical evidence.

Another way to deliver the assignment would be to integrate it with the practical analysis of the evidence. The preparation of the plan would then form the first task or tasks prior to tasks dealing with the implementation of the plan. This could facilitate the achievement of the aspect of the M2 criterion that requires the plan to take into account adaptation and modification of procedures and techniques to overcome problems. The danger, however, is that learners do not spend an appropriate amount of time on producing a workable and detailed plan in their rush to get to what is sometimes seen as the more exciting aspect of carrying out the practical investigations. Tutor support and direction may be needed to ensure that sufficient time is given to the preparation of the plan and that evidence presented by learners is not a retrospective record of what they actually did during the analysis.

Two of the three target assessment and grading criteria for the assignment have been met (P3 and D2). This assignment is the second of five which cover this unit (see the assignments listed on pages 1–2). The other unit assignments would need to be completed before the learner’s work can be graded and an overall unit grade awarded.

The learner’s work shows that there is a good understanding of some of the techniques used to analyse forensic evidence and awareness of the limitations on practical work that can be carried out. The language used is sometimes not appropriate but overall a good piece of work has been produced which has fully met P3 and D2. It also has the potential to fully meet M2 if the learner includes information about problems encountered whilst carrying out the practical work and makes suggestions for modifications or improvements. The assessor has clearly indicated that they are expecting to receive the work for final assessment when the practical work has been completed.

Meeting local needs

The assignment could be modified to suit local needs by making more direct reference to the mock crime scene used, the involvement of the local police and specifying the types of evidence that it is known were collected in Assignment 1. This would provide more directed tasks and may help learners, particularly lower ability learners who may struggle with the more open-ended nature of the brief as presented here.




Sample learner work for A2 What shall we do with this?


Assignment 2 What shall we do with this?

by

Susan Richmond

Crime Scene Do Not Enter Crime Sc

Tutor: Sam Burton

Date Handed In: 17th January 2011





Task 1List of Evidence:

Evidence Reference Type

Hair found at crime scene 1 Biological

Fingerprints found on glass at crime scene

2 Biological

3 Fibres found on nail 3a, b and c Physical

Footprint found in soil under the window

4 Physical

Paint found around broken in window 5 Chemical

White powder found on window sill 6 Chemical

Suspect Hair given by teacher 7 Biological

Fibres from Suspect 8 Biological

Shoes from suspect 9 Physical

Screwdriver with paint on tip 10 Physical and Chemical

What I will do with the evidenceHair Reference 1I will look at the hair under the microscope fi rst of all and then compare it with the one from the suspect.

Fingerprints Reference 2I can’t do anything with these apart from look at them but if I had fi ngerprints from other people then I could compare them to see if they were the same.

Fibres Reference 3a, 3b and 3cBecause I have 3 fi bres I could do different things with each of them. I will look at one of them under the microscope and draw some diagrams of what I see and then I will look at different types of fi bres in the textile kit and see if I can match the one I found. My fi bres look a bit like wool but if I can match it to one in the textile kit then it will tell me what type of fi bre it is. I could also do some tests like burning or chemical tests to see what it is. Because I have some fi bres from a suspect I could compare my fi bres to see if they were the same.

Footprint Reference 4I will make a cast of the footprint and also make casts of other shoes to see if they match.

Paint Reference 5I will do some chromography on the paint and then some on the paint from the tip of the screwdriver.

White Powder Reference 6I will do some tests to see what it is like we did in our chemistry lessons

How I will do it1. Hair - I will describe what the hair looks like using my eyes and then using

a microscope. If the hair had a root on it I could send it away for DNA analysis but if not I will place each hair carefully onto a glass slide and label

Assessor’s comment: Do you mean chromatography? Please be careful with scientifi c terminology.

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it to say where the hair came from. When I look at it under the microscope I will then be able to see the structure of the hair and whether the cuticles are smooth or sticking up. I might be able to see the size of the medula as well. I will record my result in tables like this:

My Eye Results

Hair Reference

Length (cm)

Colour Shape Drawing Observations

Microscope results

Hair Reference Colour Smoothness Drawing Observations

2. Fingerprints - I will look at these using a magnifying glass and describe what type of fi ngerprint pattern is shown. I will then see if I can get other fi ngerprints from a suspect and do the same thing. I will record my results in a table and look to see if there are any things that are the same.

Fingerprints

Fingerprint reference

Loop present

Whorl present

Accidental present

Arch present

Double loop

present

Pocket loop

present

3. Fibres - will do the same with the fi bres as I did with the hair samples and record my results in the same way.

4. Footprint - I will make a cast by putting a piece of cardboard round the footprint and pouring plaster into it and letting it set. I will then remove the cardboard and lift up the cast. I can then do the same thing for the shoes that I have to test by pressing each shoe into a tray of damp sand and then pouring plaster into each one. Once I have the casts of each shoe print I can compare them to the one from the crime scene. I will need to look at the different patterns and if there are any bits missing where they may be worn a bit.

5. Paint - First of all I will get the colour from the paint by putting it into a very small amount of alcohol or something. Then I will put small spots of the paints onto a piece of fi lter paper and let it dry. I will do this 3 or 4 times till I have a nice deep spot. I will do this for both samples of paint so that they are side by side on the paper. Then I will put it into a jar with some solvant so that it runs up the paper and takes the paint with it. If the paint is made up of different colours then it will separate out to show these different colours. I can then compare the two samples. If I had some samples of paint from the suspects garage I could also test those to see if the screwdriver had been used to open one of the tins.

Assessor’s comment: medulla – watch your spelling

Assessor’s comment: Excellent – well done Susan

Assessor’s comment: Again a good way to record your results well done!

Assessor’s comment: This could be expanded to show more detail Susan

Assessor’s comment: Excellent point

Assessor’s comment: Not very scientifi c

Assessor’s comment: Spelling! – solvent

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6. White powder - I will carry out chemical tests to see what the powder is. I will do the tests where I put bits of the powder into a fl ame and see what colour the fl ame is and I will also do things in test tubes to see whether it is sulfate or carbonate or something. I will have to use the test sheet to tell me what I need to add for each one and I might need to do some tests on stuff that I know what it is fi rst to see what I am looking for.

Task 2I need to work out when I will do each of these tests and what equipment I need. I will have three weeks of practical lessons to be able to complete all of my tests. I have put this into a table so that I can add the extra information onto to it afterwards.

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gerp

rint

card

s fi r

st

3. F

ibre

sLo

okin

g w

ith e

yeLo

okin

g w

ith

mic

rosc

ope

Burn

ing

test

s

Rul

erTa

ble

for

resu

ltsPe

ncil

for

draw

ing

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rosc

ope

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es,

sello

tape

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en b

urne

rTo

ngs

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th c

mCo

lour

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eD

raw

ing

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aran

ceW

heth

er it

bur

ns

or s

hriffl

es

up

Firs

t w

eek

of p

ract

ical

Not

eno

ugh

mic

rosc

opes

w

hen

I w

ant

to

do it

Not

hav

ing

enou

gh fi

bres

as

thi

s de

stro

ys

them

Ass

esso

r’s

com

men

t:

A d

iag

ram

of t

he

des

ign

card

tha

t yo

u w

oul

d u

se

wo

uld

be

help

ful

Ass

esso

r’s

com

men

t:

You

have

real

ly

go

t th

e id

ea

abo

ut p

erso

nal

info

rmat

ion

here

–

wel

l do

ne

Assessor’s comment: P3 achieved with this basic plan

3

Ass

esso

r’s

com

men

t:

Sho

uld

n’t

be

a p

rob

lem

but

a

very

go

od

th

oug

ht




Sample learner work for A2 What shall we do with this?Ev

iden

ceM

etho

dEq

uipm

ent N

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serv

atio

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easu

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parin

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take

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ance

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rs

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pape

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3rd

week

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know

how

long

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ll tak

e

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hite P

owde

rCh

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lution

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hite

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nd ot

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solut

ions

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ow w

hat i

s in

them

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sen

burn

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at,

fl am

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t wire

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est

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lution

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ide

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ness

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ipita

te

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esso

r’s

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men

t:

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aps

som

e te

st r

uns

mig

ht

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usef

ul b

efo

re

you

use

your

ev

iden

ce fr

om

th

e cr

ime

scen

e

Ass

esso

r’s

com

men

t:

Scie

ntifi

c te

rmin

olo

gy

ple

ase

Susa

n




88


5




Sample learner work for A2 What shall we do with this?A

sses

sor’

s co

mm

ent:

D2

achi

eved

with

thi

s ris

k as

sess

men

t, y

ou

have

so

me

go

od

po

ints

tha

t sh

ow

yo

ur u

nder

stan

din

g, I

will

be

wat

chin

g t

o m

ake

sure

tha

t yo

u w

ork

saf

ely

in c

arry

ing

out

the

pla

n

6





Assessor name Sam Burton

Unit number and title Unit 13: Investigating a Crime Scene

Learner name Susan Richmond

Assignment title: A2: What shall we do with this?

Criteria To achieve the criteria the evidence must show that the learner is able to: Achieved?

P3 produce a simple plan to analyse biological, chemical and physical evidence from the crime scene

Y

M2 produce a detailed plan to analyse biological, physical and chemical evidence from the crime scene

Partly

D1 assess the potential risks associated with analysing biological, physical and chemical evidence from a crime scene

Y

Learner feedback

I am really pleased that I got all of the criteria for this assignment because I have really enjoyed all of this unit and I want to get a Distinction overall.

Assessor feedback

Well done Susan you have clearly worked hard on this assignment and have shown a good understanding of the need to plan through what analysis of each piece of evidence you will carry out. You have shown some good ideas outside of the sort of things we have discussed in class and this shows that you have a good grasp of the potential information from evidence gathered at a crime scene. It is important that you complete the columns that identify problems you may come across and how you modify your planned actions to take these into account. This will be necessary to secure the award of M2.

Action plan

1. Complete the remaining columns on your plan2. Hand this work back in together with your work for the next assignment3. Act on the comments within the work for future improvements

Assessor signature Sam Burton Date 20.1.10

Learner signature Susan Richmond Date 22.1.10

Assessor’s comments


BTEC Level 2 First Applied Science Assessment … front sheet Qualification Unit number and title...

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Transcript of BTEC Level 2 First Applied Science Assessment … front sheet Qualification Unit number and title...