PATHWAYS APPLIED SCIENCE (QCF) PATHWAYS SCIENCE FOR WORK (QCF)
Level 2 Units
Pathways Applied Science Level 2 Units p1
Contents
For Teaching from 2011 For Award from 2012
Page
LEVEL 2 UNITS: PATHWAYS CERIFICATE IN APPLIED SCIENCE (QCF)
2.1 Environmental and Social Impacts of Obtaining Useful Substances
2
2.2 Using Chemistry to Prepare Useful Compounds 16
2.3 Using Science to Enhance Sensory Perception 29
2.4 Science of Human Activity on the Environment 42
2.5 Maintaining and Improving Optimal State 56
LEVEL 2 UNITS: PATHWAYS CERIFICATE IN SCIENCE FOR WORK (QCF)
2.6 Health and Safety in Scientific Investigations 67
2.7 Testing Claims Scientifically 79
2.8 Scientific Detection 94
2.9 Health and Physiology 110
2.10 Using Electronics to Make Devices 125
2.11 Using Science to Prevent Infection 142
2.12 Biometric Solutions 158
Pathways Applied Science Level 2 Units p2
Unit 2.1 Environmental and Social Impacts of Obtaining Useful Substances
QCF code J/502/8899
WJEC unit entry code 6550 L2
Credit value 2
Guided learning hours 15
Aim and purpose
This unit focuses on the extraction and processing of raw materials to obtain useful
substances. Learners will be required to study the extraction and processing of raw materials
in order to convey the impact of obtaining useful substances on society and the environment
to a target audience.
Unit introduction
We need a steady supply of essential raw materials (e.g. crude oil) to produce useful
substances (e.g. plastics) but what is the impact on the environment and society of obtaining
them? Perhaps there are more basic questions. Where do we get the raw products to make
these useful substances from? How did they get there? How do we extract and process
them? How long will supplies last? This unit will deal with questions such as these.
The extraction of natural resources from time to time leads to environmental damage, for
example, in the case of oil spills or the escape of hazardous waste into the environment.
However the extraction and processing of raw materials is essential to our economy and the
maintenance of our standard of living. It is important that we weigh up the benefits and
potential drawbacks when we extract raw materials.
The purpose of the unit is to enable you to convey the impact of obtaining useful substances
on society and environment to a target audience (e.g. policy makers, members of the public,
other young people). You will need to consider how science is used to extract raw materials
from the earth’s crust and process them to produce useful substances. You will be taught to
think critically about information sources so that you use them to understand the impacts of
obtaining materials.
Pathways Applied Science Level 2 Units p3
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO1 understand how useful substances are obtained
AC1.1 describe changes that formed deposits of raw materials
How changes in the surface and atmosphere have led to the formation of raw materials Changes
Formation of Earth and other bodies in solar system
Carbon cycle
Oil/natural gas formation
Evaporation of ancient seas
Reactions of metals with oxidising reagents (e.g. atmospheric oxygen)
Geological processes o Movement of tectonic plates o Erosion, weathering and volcanic activity o Formation sedimentary and metamorphic rocks
Changes in scientific understanding Raw materials
Crude oil and natural gas
Metal ores
Salt deposits
Limestone
Pathways Applied Science Level 2 Units p4
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO1 (cont) AC1.2 explain factors influencing the choice of methods used to obtain useful substances
Useful substances
Limestone
Metals
Salt
Hydrocarbons o Fractions from crude oil o Natural gas o Ethene o Polymers
Methods to obtain useful substances involves two steps:
Extraction of raw materials from earth’s crust
Physical/chemical processing of raw materials Methods to extract raw materials depend upon:
Nature of raw material (gas, liquid, solid)
Location resources o Under oceans o Under land o Depth of raw material
Cost and limitations of technology
Availability of skilled labour Methods to extract include
Mining (surface, subsurface mining)
Drilling (land rigs, sea platforms) Methods to process raw materials depends upon:
Physical composition of raw material
Chemical composition of raw materials
Physical and chemical properties of raw materials o Boiling point of hydrocarbon fractions o Melting points of metals o Reactivity series of metals and ease of reduction metal ores
Methods to process include:
Physical processes o Crushing rocks o Fractional distillation o Dissolving and evaporation
Chemical processes
Pathways Applied Science Level 2 Units p5
o Reduction of metal ores via electrolysis or reduction with carbon o Cracking of large hydrocarbons o Polymerisation
LO2 understand impacts of obtaining useful substances
AC2.1 evaluate information sources about the impact of obtaining useful substances
Evaluation based upon the following criteria:
Date information compiled
Author(s)
Evidence of bias
Relevance
Quality
Evidence cited
Peer-reviewed Information sources
Newspaper/ magazine articles
Publicity from companies
Publicity from pressure groups
Web-based articles
Scientific articles
AC2.2 explain impacts of obtaining useful substances
Impacts
Environmental o Waste materials from extraction and processing o Accidental release of materials into the environment o Effect heavy metals and hydrocarbons on living systems o Energy consumption and carbon footprint
Social o Economic o Quality of life o Uses (including relationship of properties to use)
Sustainability o Known reserves o Peak oil o Consumption
Pathways Applied Science Level 2 Units p6
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO3 be able to communicate information to different audiences
AC3.1 use innovative communication techniques
Target audiences
Policy makers
‘General public’ o Age o Social background
Location Communication techniques:
Methods and style Methods
Selecting appropriate communication means for audience
Web-based methods o Web page o Blogs o Social networking
Use images and text in ICT documents
Multimedia e.g. sound recordings, Podcasts
Interactive written documents
Presentation software (e.g. PowerPoint)
Webcam
Bluetooth Style
Clarity of expression
Tone
Appropriate and accurate use of language
Appropriate use of scientific terms
Phrasing
Pathways Applied Science Level 2 Units p7
Learning Outcome Assessment criteria Performance bands
Pass Merit Distinction
LO1 understand how useful
substances are obtained
AC1.1 describe changes that formed deposits of raw materials
Gives a description of some changes that formed deposits of raw materials The description must include some information on the geological processes leading to its burial and current location
Gives a detailed description of changes that formed deposits of raw materials A detailed description of the geological processes leading to the burial and current location of raw materials must be included
AC1.2 explain factors influencing the choice of methods used to obtain useful substances
Gives a brief explanation of how some factors influence the choice of methods used to obtain useful substances Evidence may be weighted to either extracting or processing the raw materials to obtain useful substances
Gives a brief explanation of how a range of factors, influences the choice of methods to obtain useful substances Both extracting and processing must be clearly dealt with in the response
Gives a clear and detailed explanation of how a range of factors influences the choice of methods used to obtain useful substances
LO2 understand the impacts of obtaining useful substances
AC2.1 evaluate information sources about the impact of obtaining useful substances
Basic evaluation of different information sources against some criteria
Sound evaluation of different information sources against a wide range of criteria
AC2.2 explain impacts of
obtaining useful substances Gives a brief response explaining how obtaining substances impacts the environment and society Evidence may be weighted to either the environment or society
Gives a brief response explaining how obtaining useful substances impacts the environment and society Both environment and society must be dealt with
Gives a detailed explanation weighing up a range of impacts on the environment and society
Pathways Applied Science Level 2 Units p8
Learning Outcome Assessment criteria Performance bands
Pass Merit Distinction
LO3 be able to communicate information to different audiences
AC3.1 use innovative
communication techniques Identifies appropriate innovative means of communicating information to a target audience Makes appropriate use of some features offered by a communication method Some appropriate use of communication styles to convey information to the target audience
Identifies appropriate innovative means of communicating information to a target audience Makes effective and appropriate use of features offered by a communication method Some effective use of appropriate communication styles to clearly convey information to the target audience
Identifies appropriate innovative means of communicating information to a target audience Makes effective and appropriate use of features offered by a communication method Consistently uses appropriate communication styles to clearly, effectively and accurately convey information to the target audience
Pathways Applied Science Level 2 Units p9
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be
conducted under controlled assessment conditions and controls have been determined for
each stage of the assessment process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment
along with guidance and criteria related to using it. The model assignment consists of tasks
that are applied and holistic in their approach. Model assignments are designed so that they
can be used as they are or adapted by centres to fit with the local sector needs and allow the
usage of local resources available to the centre. The model assignment includes information
on which aspects of the assignment can be adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources,
supervision and collaboration.
The time taken will be specified within the model assignment.
Resources must be provided that give learners fair and full access to the marking
criteria and are appropriate for the assessment and requirements of the unit. Details
of specific controls will be given within the model assessment.
Directions on where direct supervision is provided in the model assignment.
Directions on where collaboration is allowed within this unit will be detailed in the
model assignment for this unit.
Guidance on collaboration, and where it is permitted, will be given with the model
assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within
the overall assessment time. The purpose is to give consortia additional guidance to help to
manage the assessment task.
Task marking:
The centre must mark learner’s assessment evidence against the performance bands for
each assessment criteria. The performance bands describe the depth which the assessment
criterion has been achieved by the learner.
Pathways Applied Science Level 2 Units p10
Guidance for Delivery
Making teaching vocationally relevant
It is important that learners recognise the knowledge and understanding they develop are
vocationally relevant. There are a number of ways in which this can be achieved:
arranging visits to workplaces which extract/ process raw materials (e.g. oil refineries,
metal processing industries).
arranging talks by visiting speakers (e.g. from Environmental organisations,
representatives of extractive industries).
carrying out activities based around a work-based scenario.
The following are examples of approaches to delivery which could be used to enhance the
learners understanding of the vocational importance of the impact of obtaining useful
substances.
Example 1
The local council wishes to raise the awareness of local young people (14-18 years of age)
to sustainability issues. Learners are tasked with communicating the need for the
sustainable use of natural resources. They are required to use innovative means of
communicating to ensure that their message reaches the target audience. Learners could
work in small groups each focussing on a particular raw material (e.g. crude oil, natural gas,
a metal ore).The information they produce should also deal with known reserves of the raw
material, how reserves of natural resources was laid down and are extracted. A
representative of the local authority could then comment on the communication they provide.
Example 2
Visit a metal processing works (E.g. a local steel Company). This could be followed up by
learners producing a leaflet explaining to the local community the science of the processing
of iron ore to produce steel. The leaflet could also describe where that steel is used and how
the properties of the steel make it suitable for those purposes. Learners could present their
leaflets, obtaining feedback on how useful they were.
Example 3
Introduce the Arctic National Wildlife Refuge explaining why and when it was set up. A bill is
before the US senate to explore oil in Arctic National Wildlife Refuge. Split learners into
groups. One set of groups work for the publicity arm of an oil company favouring exploration
for oil in the region, while the other groups work for an environmental group seeking to
preserve the Wildlife Refuge. The groups are charged with producing publicity materials to
mobilise support for their positions. Once the groups have finished their work, the exercise
could be completed by a class discussion looking at how each group’s briefs may have led
to a selective use of information resulting in bias in the materials they produced. A
representative of an environmental group could chair the discussion and give feedback on
the information used.
Making Contacts
Examples of organisations that may be approached to provide help include:
Mining industries
Metal processing industries (e.g. a local steel company)
Pathways Applied Science Level 2 Units p11
Oil companies
Local/National Government Agencies responsible for the environment
Environmental Pressure groups (e.g. National/local environmental groups)
Universities (particularly those that run Environmental courses or courses related to
extractive industry)
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Application of Number, Communication and ICT Essential Skills (Wales) at Level
2.
Application of Number Understand numerical data
Carry out calculations
Interpret results and present
findings
Communication Speaking and listening
Reading
Writing
ICT Use ICT systems
Find, select and exchange
information
Develop and present
information
Pathways Applied Science Level 2 Units p12
Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Improving own learning and performance, Problem solving, and Working with
others, at Level 2.
Improving own learning and
performance
Help set targets with an
appropriate person and plan
how these will be met
Take responsibility for some
decisions about your
learning, using your plan to
help meet targets and
improve your performance
Review progress with an
appropriate person and
provide evidence of your
achievements
Problem solving Identify a problem, with help
from an appropriate person,
and identify different ways of
tackling it
Plan and try out at least one
way of solving the problem
Check if the problem has
been solved and identify
ways to improve problem
solving skills
Working with others Plan work with others
Work co-operatively towards
achieving the identified
objectives
Review your contributions
and agree ways to improve
work with others
Pathways Applied Science Level 2 Units p13
Functional Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Functional maths, Functional English and Functional ICT.
Functional maths Representing
Analysing
Interpreting
Functional English Speaking, listening and
communication
Reading
Writing
Functional ICT Using ICT
Finding and selecting
information
Developing, presenting and
communicating information
PLTS
This unit provides opportunities for learners to develop the following Personal, learning and
thinking skills (PLTS)
Independent enquirers IE3, IE4, IE5
Creative thinkers CT1, CT2, CT3
Reflective learners RL3
Team workers TW1, TW2
Self managers
Effective participators EP1
Pathways Applied Science Level 2 Units p14
Resources
Books
Communication
Giving Great Presentations in Easy Steps ISBN-13: 978-1840783711
The Art of Effective Online Social Networking ISBN-13: 978-0557258260
Social Networking for Rookies: From rookie to professional in a week. ISBN-13: 978-
0462099545
Websites
Formation of raw materials
Carbon Cycle http://www.echalk.co.uk/Science/biology/carbonCycle/carbonCycle.html
Animation on the formation of crude oil and natural gas
http://www.hk-phy.org/energy/power/source_phy/flash/formation_e.html
Early history of iron http://geology.about.com/od/iron/a/aa_033097_iron.htm
Formation rocks http://www.echalk.co.uk/Science/chemistry/rockCycle/rockCycle.html
Extracting and Processing resources
Crude oil http://www.defencedynamics.mod.uk/lesson/209-Fractional_distillation (excellent
lesson ideas)
Oil extraction http://en.wikipedia.org/wiki/Extraction_of_petroleum
Obtaining natural gas http://www.pge.com/microsite/pge_dgz/more/gas.html
Extracting metals (p1 & 2)
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/rocks/metalsrev2.shtml
Blast Furnace http://www.echalk.co.uk/Science/chemistry/blastFurnace/blastFurnace.html
Making iron http://resources.schoolscience.co.uk/Corus/14-16/steel/msch2pg1.html
Evaluating information
The following websites are useful to teachers when planning to enable learners to evaluate
information sources. The websites may not be suitable for class use but give ideas on
approaching the subject.
http://www.open.ac.uk/safari/php_pages/s05t01p010000.php
http://www.library.jhu.edu/researchhelp/general/evaluating/
https://ilrb.cf.ac.uk/evalinfo/tutorial2/index.html
Impacts of obtaining raw materials
There are many articles on the internet that can be used to help learners consider the
impacts of the extraction of raw materials. A variety of articles from different sources should
be used to enable learners to evaluate the information. A few examples are given below.
1. Drilling for oil in the Arctic http://www.guardian.co.uk/flash/0,,534962,00.html Very good
site with links to websites for and against exploiting oil reserves in the Arctic.
Pathways Applied Science Level 2 Units p15
2. Oil extraction: The Impact Oil Production in the Rainforest
http://rainforests.mongabay.com/0806.htm
3. Tar sands oil extraction spreading rapidly, report warns (Guardian)
http://www.guardian.co.uk/business/2010/may/17/tar-sands-extraction-friends-earth
4. http://www.independent.co.uk/environment/the-biggest-environmental-crime-in-history-
764102.html
5. Tar sands fuelling the climate crisis, undermining EU energy security and damaging
development objective. Extractive industries: blessing or curse?
http://www.foei.org/en/resources/publications/pdfs/2010/tar-sands-fuelling-the-climate-crisis-
undermining-eu-energy-security-and-damaging-development-objectives
This is a long article but extracts may be useful for learners
6. Sir David King: oil extraction a threat to the future (BBC)
http://www.bbc.co.uk/news/10278831
7. Natural gas and the environment http://www.naturalgas.org/environment/naturalgas.asp
Pathways Applied Science Level 2 Units p16
Unit 2.2 Using Chemistry to Prepare Useful Compounds
QCF code M/502/8900
WJEC unit entry code 6551 L2
Credit value 3
Guided learning hours 20
Aim and purpose
This unit introduces learners to the knowledge and laboratory skills necessary for the
preparation of useful chemical compounds used in industry and the service sectors.
Through this unit, learners will gain the necessary knowledge and essential laboratory skills
required to plan and prepare useful compounds.
Unit Introduction
We all make use of chemical products. Chemical products include medicines, paints,
fertilisers, cosmetics to name just a few. How are these chemical products produced? Is
there more than one way of producing a compound? If so, which method is the best? This
unit introduces you to the basic chemistry and skills you need to answer questions such as
these so that you can prepare compounds in the laboratory.
Chemists are often asked to develop new compounds. These chemists may be working in
research and development (R&D) or manufacturing facilities preparing new drugs, food
additives, new paint formulations, cosmetics etc. Many of these chemists will be using
advanced laboratory techniques and knowledge. The preparation of new compounds
involves cooperation between different people working together and will include research
and development chemists, formulation chemists, laboratory assistants and technicians, etc.
The unit is intended to help you think through the way in which chemists work in order to
prepare a new compound. You will be taught how to approach the preparation of a new
compound, consider and evaluate alternative methods of preparation, and think about the
factors that govern the rate of a reaction.
Pathways Applied Science Level 2 Units p17
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO1 know chemical reactions used
to prepare compounds
AC1.1 describe chemical reactions
using chemical notation
Chemical reactions
Acid-base reactions
Acid-carbonate reactions
Redox reactions (acid-metal)
Displacement reactions
Chemical notation
Formulae
o Chemical symbols of elements
o Rules for writing chemical formulae of compounds
Use position elements in the periodic table to write
formula of simple binary compounds
Use ion charge to write formula of simple
compounds
Chemical equations
o Word equations
o Balanced symbol equations
o Rules for writing chemical symbol equations
AC1.2 describe chemical reactions
using chemical terms
Chemical terms
Atoms
Ions
Acid and base
Salt
Redox (oxidation and reduction)
Displacement reactions
Neutralisation reactions
Pathways Applied Science Level 2 Units p18
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO2 understand how to prepare
useful compounds in a laboratory
AC2.1 evaluate options to prepare a
useful compound
Preparation methods
Acid-base reactions
Acid-carbonate reactions
Redox reactions (acid-metal)
Displacement reactions
Criteria for suitability
Hazards associated with method/chemicals used
Skills required
Time required
Ability to separate compound (i.e. using solubility of compounds)
Atom economy
Success of preparation
Atom economy
Use relative atomic mass and molecular masses to calculate
atom economy
Pathways Applied Science Level 2 Units p19
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO2 (cont)
AC2.2 explain how reaction rate can
be changed using collision theory
Factors affecting rate
Temperature
Concentration
Subdivision solids
Catalyst
Collision theory
Idea of collision theory
Concept of activation energy
Effect of factors on reaction rate
LO3 be able to prepare useful
compounds using laboratory
equipment
AC3.1 prepare a useful compound
using laboratory equipment
Equipment:
Electronic balances
General laboratory glassware including pipette and burette
Bunsen burners
Thermometer
Indicators/ pH meters
Filtration apparatus
Safe working practice
Recognising hazards
Following risk assessments
AC3.2 accurately record information
in an appropriate format
Record information
Format for recording data
Clarity of records
Accuracy of records
Pathways Applied Science Level 2 Units p20
Learning outcomes Assessment criteria Performance bands
Pass Merit Distinction
LO1 know chemical reactions used to prepare compounds
AC1.1 describe chemical reactions using chemical notation
Describes some chemical reactions with accurate word equations Describes some simple chemical reactions using some accurate chemical formulae and some balanced symbol equations with limited accuracy
Describes chemical reactions with accurate word equations Describes some simple reactions using accurate chemical formulae and mostly accurate balanced symbol equations
Describes chemical reactions with accurate word equations Describes a range of reactions using accurate chemical formulae and mostly accurate balanced symbol equations
AC1.2 describe chemical reactions using chemical terms
Makes some appropriate and accurate use of chemical terms when describing some chemical reactions
Consistently makes an accurate and appropriate use of chemical terms when describing chemical reactions
LO2 understand how to prepare useful compounds in a laboratory
AC2.1 evaluate options to prepare a useful compound
Evaluates some options with some appropriate reference to some suitability criteria
Evaluates some options with appropriate reference to a range of suitability criteria
Evaluates a number of different options with detailed, appropriate and accurate reference to a range of suitability criteria
AC2.2 explain how reaction rate can be changed using collision theory
Uses collision theory to briefly explain some ways in which reaction rate can be changed Evidence may be weighted to one of the factors affecting rate of reaction
Uses collision theory to give a detailed explanation of ways in which reaction rate can be changed Evidence makes reference to a range of factors
Pathways Applied Science Level 2 Units p21
Learning Outcomes Assessment criteria Performance bands
Pass Merit Distinction
LO3 be able to prepare useful compounds using laboratory equipment
AC3.1 prepare a useful compound using laboratory equipment
Handles laboratory equipment safely with some competence and hesitance
Handles laboratory equipment confidently, safely and competently
AC3.2 accurately record information in an appropriate format
Accurately records information in an appropriate format
Pathways Applied Science Level 2 Units p22
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be
conducted under controlled assessment conditions and controls have been determined for
each stage of the assessment process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment
along with guidance and criteria related to using it. The model assignment consists of tasks
that are applied and holistic in their approach. Model assignments are designed so that they
can be used as they are or adapted by centres to fit with the local sector needs and allow the
usage of local resources available to the centre. The model assignment includes information
on which aspects of the assignment can be adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources,
supervision and collaboration.
The time taken will be specified within the model assignment.
Resources must be provided that give learners fair and full access to the marking
criteria and are appropriate for the assessment and requirements of the unit. Details
of specific controls will be given within the model assessment.
Directions on where direct supervision is provided in the model assignment.
Directions on where collaboration is allowed within this unit will be detailed in the
model assignment for this unit.
Guidance on collaboration, and where it is permitted, will be given with the model
assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within
the overall assessment time. The purpose is to give consortia additional guidance to help to
manage the assessment task.
Task marking:
The centre must mark learner’s assessment evidence against the performance bands for
each assessment criteria. The performance bands describe the depth which the assessment
criterion has been achieved by the learner.
Pathways Applied Science Level 2 Units p23
Guidance for Delivery
Making teaching vocationally relevant
It is important that learners recognise the knowledge, understanding and skills they develop
are vocationally relevant. There are a number of ways in which this can be achieved:
providing work experience with a workplace that uses preparation procedures as part
of the planned school programme
arranging visits to workplaces or laboratories which prepare small batches of fine
chemicals
arranging talks by visiting speakers from laboratories that are involved in the
development of new compounds
carrying out activities based around a work-based scenario.
The following are specific examples of approaches to delivery which could be used to
enhance the learners understanding of the vocational importance of preparing useful
compounds.
Example 1
A grounds man from a local sports ground could describe the work that they do to keep turf
in good condition for sports activities, including the use of different types of fertilisers etc.
They could then set the learners an activity to prepare a fertiliser such as potassium nitrate
in the laboratory. The learners could then be split into two groups, each group preparing the
fertiliser in different ways. At the end of the activity learners could report back on the relative
success of the two methods.
Example 2
Arrange for a visit by a laboratory manager of a manufacturer of fine chemicals who could
describe the work of the laboratory, explain the practical skills used in their laboratory and
processes used to prepare chemicals. Learners could then be set a task by the laboratory
manger that requires them to follow the processes used in their laboratories when preparing
new compounds for example, they could be asked to research the most suitable method to
prepare ‘Epsom salts’. This could be achieved by placing the learners in small ‘development’
teams that look at the different ways that could be used to prepare the salt. The teams could
then prepare the salt.
Example 3
This could be introduced as an additional activity linked to example 1. Sheltered lawns and
north facing roofs can be affected by the growth of moss. Treatment of the moss needs to be
carried out with a moss killer that will not stain building materials and is relatively harmless
when diluted. Iron sulphate cannot be used on roofs or near paths because it will stain
materials. Zinc sulphate is a suitable alternative. Learners can be asked to evaluate different
ways in which zinc sulphate may be prepared in the laboratory and suggest the best method
to use. Learners could be placed in groups and each group asked to prepare zinc sulphate
using a different procedure. They could attempt to market their compounds to a
representative of a local garden centre explaining why their compounds would be effective.
Pathways Applied Science Level 2 Units p24
Making Contacts
Examples of organisations that may be approached include:
Manufacturers of fine chemical e.g.
o Pharmaceutical companies
o Manufacturers of laboratory reagents
Development laboratories for manufacturers
Local councils, recreation centres, garden centres, gardening groups could provide
speakers to give contexts for the activities (e.g. preparation moss killer, fertilisers).
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Application of Number, Communication and ICT Essential Skills (Wales) at Level
2.
Application of Number Understand numerical data
Carry out calculations
Interpret results and present
findings
Communication Speaking and listening
Reading
Writing
ICT Use ICT systems
Find, select and exchange
information
Develop and present
information
Pathways Applied Science Level 2 Units p25
Wider Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Improving own learning and performance, Problem solving, and Working with
others, at Level 2.
Improving own learning and
performance
Help set targets with an
appropriate person and plan
how these will be met
Take responsibility for some
decisions about your
learning, using your plan to
help meet targets and
improve your performance
Review progress with an
appropriate person and
provide evidence of your
achievements
Problem solving Identify a problem, with help
from an appropriate person,
and identify different ways of
tackling it
Plan and try out at least one
way of solving the problem
Check if the problem has
been solved and identify
ways to improve problem
solving skills
Working with others Plan work with others
Work co-operatively towards
achieving the identified
objectives
Review your contributions
and agree ways to improve
work with others
Functional Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Functional maths, Functional English and Functional ICT.
Pathways Applied Science Level 2 Units p26
Functional maths Representing
Analysing
Interpreting
Functional English Speaking, listening and
communication
Reading
Writing
Functional ICT Using ICT
Finding and selecting
information
Developing, presenting and
communicating information
PLTS
This unit provides opportunities for learners to develop the following Personal, learning and
thinking skills (PLTS)
Independent enquirers IE1
Creative thinkers CT1, CT2, CT3
Reflective learners RL2
Team workers TW1, TW2,TW6
Self managers SM3, SM4
Effective participators EP2, EP3
Pathways Applied Science Level 2 Units p27
Links to National Occupational Standards
This unit forms part of WJEC Pathways in Applied Science suite. This unit has particular
links with the following units:
NVQ Laboratory Science level 2 NVQ Laboratory and Associated Technical Activities level 2
01 Maintaining health and safety in a
laboratory environment
01 Follow health and safety procedures for
scientific or technical activities
04 Communicating laboratory information to
authorised personnel under supervision
03 Use information recording systems for
scientific or technical activities
06 Prepare compounds and solutions for
scientific or technical use
Pathways Applied Science Level 2 Units p28
Resources
General
Laboratory facilities. Variety of general laboratory chemicals and equipment. Safety
equipment.
Books
SEP booklets available from:
http://www.sep.org.uk/
Websites
Chemical formulae and equations
http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr/periodic_table/chemicalequationsrev1
.shtml
http://www.s-cool.co.uk/gcse/chemistry/writing-formulae-and-balancing-equations/test-its/writing-
formulae-and-balancing-equations-multiple-testit.html
http://www.creative-chemistry.org.uk/gcse/revision/equations/02.htm
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks4/science/chemical_equations/chemic
al_equations.swf
Predicting precipitation reactions
http://www.wisc-online.com/objects/ViewObject.aspx?ID=GCH2904
Methods for preparing salts
http://www.docbrown.info/page03/AcidsBasesSalts06.htm
http://www.practicalchemistry.org/experiments/intermediate/acids-alkalis-and-salts/topic-
index.html
Rate of reaction
http://www.s-cool.co.uk/gcse/chemistry/rates-of-reaction/changing-the-rate-of-a-reaction.html
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/chemreac/ratesrev3.shtml
Pathways Applied Science Level 2 Units p29
Unit 2.3 Using Science to Enhance Sensory Perception
QCF code T/502/8901
WJEC unit entry code 6552 L2
Credit value 5
Guided learning hours 35
Aim and purpose
This unit develops learners understanding of how auditory and visual information is received
by different animals. Understanding how animals use their sensory systems can help us
solve practical problems by enhancing our ability to receive information.
Unit Introduction
Why is it so difficult to catch a fly? How can bats move about in the dark? Why can dogs
hear what we can’t hear? How do dolphins communicate? Can plants sense their
environment? How do electric fish communicate and navigate? By finding answers to these
questions, we can learn how nature is able to communicate and use this to find new ways for
us to communicate.
Sonar systems which are used in oil exploration mimic the communication systems of
dolphins and whales. Computer games consoles developers have been able to mimic
nature’s use of infra-red rays in the latest control free systems.
In this unit, you will learn about the science of how information is received by animals. This
involves you understanding the role of sound, electromagnetic radiation and energy in the
transfer of information. You will also learn about the different specialised sensory organs and
systems animals have for receiving information, and how these sensory systems serve the
purpose the animals make of them. You will learn to use your knowledge of these different
sensory systems to make suggestions on how to solve practical problems by enhancing our
ability to receive information.
Pathways Applied Science Level 2 Units p30
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO1 know scientific principles involved in the transfer of information
AC1.1 describe the characteristics of waves
Waves
Electromagnetic spectrum
Sound waves Characteristics:
Features o Transverse and longitudinal waves o Frequency, wavelength, velocity, amplitude o Wave equation o Apparent shift in frequency due to movement
Properties o Reflection o Total internal reflection o Absorption and penetration o Refraction o Interference o Diffraction
AC1.2 describe fundamental concepts of electricity
Fundamental concepts
Current, voltage, and resistance
Relationship of power to current and voltage
Electric and magnetic fields associated with electric currents
Pathways Applied Science Level 2 Units p31
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO1 (cont) AC1.3 describe requirements for information transfer
Information transfer
Transmit
Receive/process Requirements
Transmitters
Carrying media o What carries information?
Sound waves Electromagnetic radiation Electrical signal
o What is the information travelling through?
Receivers
Power requirements Power sources for technological systems
(Rechargeable) batteries
Solar power
Witricity
AC1.4 describe energy changes that take place when information is transferred
Energy changes
Electrical
Thermal
Electromagnetic
Sound
Kinetic
Potential Energy transfer in communication systems
Systems in nature
Technological systems Energy efficiency
Principle of conservation of energy
Energy loss in communication systems
Efficiency
Pathways Applied Science Level 2 Units p32
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO2 understand how sensory systems are used in nature
AC2.1 describe how sensory organs receive and process information
Receiving visual and auditory information
Visual sensory organs o Simple eye o Compound eye (insects) o Pit eyes (snakes) o Complex eye (humans) o Detectable frequency range in different animals (including
insects (uv) and snakes (ir))
Auditory sensory organs o Invertebrate hearing organs o Ears in mammals and birds o Detectable frequency range in humans, bats, dogs and
dolphins
Role of nervous system in transferring information from sensory organ to brain
Role of brain in interpreting electrical signals
Perception of visual information o Distinguishing dark - light o Perception of colour o Black white vision o Distinguishing shapes
Pathways Applied Science Level 2 Units p33
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO2 (cont) AC2.2 explain how animals use sensory systems
Purpose of sensory systems
Communicate
Locate prey
Warning system
Navigate Sensory systems
Echolocation systems in bats
SONAR systems in dolphins and whales
Electrolocation systems in electric fish
Advantages of two eyes/two ears
Advantages/disadvantages of different organ positioning o 360o vision verses triangulation
Changes in understanding of animals sensory systems over time Questions science cannot currently answer
What is the ‘conscious’ understanding that animals have of their environment and other animals
LO3 be able to recommend how to solve problems by enhancing the reception of information
AC3.1 review options for solving problems
Review options
Summarise different options
Advantages/disadvantages of different options
Use supporting information (primary/secondary information)
Use of scientific and technical language
Learning Outcome Assessment criteria Performance bands
Pathways Applied Science Level 2 Units p34
Pass Merit Distinction
LO1 know scientific principles involved in the transfer of information
AC1.1 describe the characteristics of waves
Sound description of key characteristics with some relevant links to context
Sound description of a range of characteristics with mainly clear and relevant links to specified context
Detailed description of a range of characteristics with clear and relevant links to specified context
AC1.2 describe fundamental concepts of electricity
Sound description of fundamental electrical concepts with some relevant links to context
Detailed description of fundamental electrical concepts with mainly clear and relevant links to specified context
AC1.3 describe requirements for information transfer
Sound description of requirements for information transfer with some relevant links to context
Sound description of requirements for information transfer with mainly clear and relevant links to specified context
Detailed description of requirements for information transfer with clear and relevant links to specified context
AC1.4 describe energy changes that take place when information is transferred
Describes energy changes that take place when information is transferred
LO2 understand how
sensory systems are used in nature
AC2.1 describe how sensory organs receive and process information
Describe the key differences between different sensory organs Describes some differences in the information obtained by some sensory organs
Sound description of differences between a range of different sensory organs Describes the differences in the information obtained by a range of relevant sensory organs
AC2.2 explain how animals use sensory systems
Limited explanation of some relevant systems linking the purpose of the system to how the system functions Evidence is mainly descriptive with limited reasoning
Explanation of relevant systems with some reasoned linking of the purpose of the system to how the system functions
Clear, well reasoned explanation of relevant systems linking the purpose of the system to how the system functions
Pathways Applied Science Level 2 Units p35
Learning Outcome Assessment criteria Performance bands
Pass Merit Distinction
LO3 be able to recommend how to solve problems by enhancing the reception information
AC3.1 review options for solving problems
Brief summaries of some options Makes limited judgements with some suitable use of evidence
Clearly summaries available options using mostly appropriate scientific and technical language Makes appropriate judgements with mainly relevant use of supporting evidence
Clearly summaries available options using appropriate scientific and technical language Makes appropriate, well reasoned judgements with relevant use of supporting evidence
Pathways Applied Science Level 2 Units p36
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be
conducted under controlled assessment conditions and controls have been determined for
each stage of the assessment process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment
along with guidance and criteria related to using it. The model assignment consists of tasks
that are applied and holistic in their approach. Model assignments are designed so that they
can be used as they are or adapted by centres to fit with the local sector needs and allow the
usage of local resources available to the centre. The model assignment includes information
on which aspects of the assignment can be adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources,
supervision and collaboration.
The time taken will be specified within the model assignment.
Resources must be provided that give learners fair and full access to the marking
criteria and are appropriate for the assessment and requirements of the unit. Details
of specific controls will be given within the model assessment.
Directions on where direct supervision is provided in the model assignment.
Directions on where collaboration is allowed within this unit will be detailed in the
model assignment for this unit.
Guidance on collaboration, and where it is permitted, will be given with the model
assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within
the overall assessment time. The purpose is to give consortia additional guidance to help to
manage the assessment task.
Task marking:
The centre must mark learner’s assessment evidence against the performance bands for
each assessment criteria. The performance bands describe the depth which the assessment
criterion has been achieved by the learner.
Pathways Applied Science Level 2 Units p37
Guidance for Delivery
Making teaching vocationally relevant
It is important that learners recognise the knowledge and understanding they develop are
vocationally relevant. There are a number of ways in which this can be achieved:
arranging visits to workplaces where there are health and safety issues that could be
addressed by the use of technology based upon sensory systems used by animals.
Learners would need to observe potential safety issues to appreciate how a system
could be made to work.
arranging talks by visiting speakers, such as scientists working in the development of
applications in mobile technology ( smart phones), representatives of technology
companies developing night vision systems , representatives of disability groups,
representatives from the military who could explain the use of surveillance
technology used to keep soldiers safe etc
carrying out activities based around a work-based scenario (e.g. role play based
upon the development of technology for games consoles).
The following are examples of approaches to delivery which could be used to enhance the
learners understanding of the vocational importance of enhancing the reception of
information.
Example 1
A representative from a disability group could be asked to speak to the learners about some of the difficulties and dangers experienced by people with visual or hearing impairments. The group could be set a task on recommending a system that could be developed to help improve their safety (e.g. a warning system of on-coming vehicles when crossing the road). Learners could present their ideas to the group representative(s) for feedback on the value of their ideas.
Example 2
A representative from the car industry could be asked to speak to the group and explain the action taken to improve the safety of cars by incorporating technology that warns of possible hazards on the road. Learners could be set a task to suggest a system that helps reduce the risk of accidents by warning the driver of vehicles in their ‘blind spot’. Learners could present their ideas to manufacturer’s representatives or pressure groups promoting safe travel.
Example 3
Learners could be asked to complete the following task as a role play. Learners are put into small groups. They are working as part of a development team for a games console and are required to suggest options for the development of a technology that locates people playing a game in a room. The idea is that this information will be used in a game that places them in a ‘virtual world’. They are required to research options for the technology which they will then present to the company which will question them on their recommendations. In the role play one of the other teams could take the part of the company to whom the presentation is made.
Pathways Applied Science Level 2 Units p38
Making Contacts
Examples of organisations that may be approached to provide help include:
Companies involved in the development of smart technology (e.g. smart phones)
Biometric departments from universities
Disability groups
Development scientists from car manufactures
Organisations seeking to improve road safety
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Application of Number, Communication and ICT Essential Skills (Wales) at Level
2.
Application of Number Understand numerical data
Carry out calculations
Interpret results and present
findings
Communication Speaking and listening
Reading
Writing
ICT Use ICT systems
Find, select and exchange
information
Develop and present
information
Pathways Applied Science Level 2 Units p39
Wider Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Improving own learning and performance, Problem solving, and Working with
others, at Level 2.
Improving own learning and
performance
Help set targets with an
appropriate person and plan
how these will be met
Take responsibility for some
decisions about your
learning, using your plan to
help meet targets and
improve your performance
Review progress with an
appropriate person and
provide evidence of your
achievements
Problem solving Identify a problem, with help
from an appropriate person,
and identify different ways of
tackling it
Plan and try out at least one
way of solving the problem
Check if the problem has
been solved and identify
ways to improve problem
solving skills
Working with others Plan work with others
Work co-operatively towards
achieving the identified
objectives
Review your contributions
and agree ways to improve
work with others
Pathways Applied Science Level 2 Units p40
Functional Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Functional maths, Functional English and Functional ICT.
Functional maths Representing
Analysing
Interpreting
Functional English Speaking, listening and
communication
Reading
Writing
Functional ICT Using ICT
Finding and selecting
information
Developing, presenting and
communicating information
PLTS
This unit provides opportunities for learners to develop the following Personal, learning and
thinking skills (PLTS)
Independent enquirers IE6
Creative thinkers CT1, CT2, CT3, CT4
Reflective learners RL4, RL5, RL6
Team workers TW1, TW2, TW4
Self managers
Effective participators EP2
Pathways Applied Science Level 2 Units p41
Resources
Books
‘Light and Matter: Models and applications’ (e.g. Activity A7 and A8 from SEP booklet)
Slide:ology: The Art and Science of Creating Great Presentations: The Art and Science of
Presentation Design ISBN-13: 978-0596522346
Websites
Waves
http://www.s-cool.co.uk/gcse/physics/properties-of-waves.html
Differences in animal vision
http://www.eyes-and-vision.com/how-animals-see-the-world.html
Bats –Echolocation
http://animals.howstuffworks.com/mammals/bat2.htm
Dolphins
http://animals.howstuffworks.com/mammals/dolphin-disarm-sea-mine1.htm
Electric fish
http://people.virginia.edu/~mk3u/mk_lab/electric_fish_E.htm
http://nelson.beckman.illinois.edu/electrolocation.html
http://www.cornell.edu/video/?VideoID=489 (video)
Snakes and infrared radiation
http://www.physorg.com/news76249412.html
Different types of eye
http://en.wikipedia.org/wiki/Eye
Hearing in snakes
http://hearingsparks.blogspot.com/2010/09/animal-hearing-series-snakes.html
Frequency range different animals
http://www.lsu.edu/deafness/HearingRange.html
Pathways Applied Science Level 2 Units p42
Unit 2.4 Science of Human Activity on the Environment
QCF code A/502/8902
WJEC unit entry code 6553 L2
Credit value 3
Guided learning hours 20
Aim and purpose
This unit develops learner’s knowledge and understanding of the wide variety of organisms
that exist on the earth and introduces learners to how the diversity of organisms is affected
by environmental factors including human activity and interaction. The understanding and
skills developed through this unit will enable learners to measure the biodiversity of
environments and present information on the impact of human activity on the environment.
Unit Introduction
Scientists need to understand how both natural and man-made factors are affecting the
diversity of organisms, as this is a key indicator of environmental change. Has an increase in
rainfall affected the numbers of a particular organism? Has the development of a new
housing estate affected the butterfly population in a nearby wood? An understanding of how
we as humans affect the planet on which we live is fundamental for developing more
sustainable ways of living.
The collection and interpretation of data on the numbers and diversity of organisms within an
environment is an important skill which is used routinely by Environmental scientists working
for a range of organisations such as the Water Authority, National Trust, and Countryside
agencies, as well as those employed by construction companies and planning departments.
Organisations that campaign for the protection of the environment such as Greenpeace,
Friends of the Earth or the World Wildlife Fund (WWF) would also rely heavily on the work of
environmental scientists.
At the end of this unit you will have an understanding of how living things interact with each
other and their surroundings, how organisms are adapted to their environment, and how they
have evolved. You will also appreciate the great biodiversity that exists on our planet and
appreciate the need to preserve diversity.
Pathways Applied Science Level 2 Units p43
Learning Outcome Assessment Criteria Content
The Learner will: The learner can:
LO1 understand causes of diversity in organisms
AC1.1 explain causes of variation in organisms
Variation is demonstrated through classification
Classified by similarities, for example into animals, plants and micro-organisms
Constructing and using simple identification keys to show how species can be classified on the basis of major characteristics
How variation has developed
Evolution from simple life-forms
Process of Natural Selection: “survival of the fittest”
Inherited variation
Mutations
AC1.2 analyse environmental factors that affect the diversity of organisms
Environmental factors
Competition (for space, light, food)
Predation
Disease
Pollution
AC1.3 assess the impact of human activity on the environment
The effects of human activity on living organisms:
Construction
Transport
Leisure activities
Nutrition How our understanding of impacts have changed over time
Pathways Applied Science Level 2 Units p44
Learning Outcome Assessment Criteria Content
The Learner will: The learner can:
LO2 be able to measure biodiversity of environments
AC2.1 identify organisms in an environment
Planning
Select appropriate equipment
Organise time and resources
Allocate roles in team working Observation skills
Accuracy
Consider all aspects of an environment Recording data
Data collection
Format for recording data Safe working practice
Recognising hazards
Taking appropriate precautions
AC2.2 classify organisms from identification keys
Classify organisms
Construct simple identification keys that describe major characteristics
Use major classification groups to correctly identify organisms
AC2.3 interpret data on organisms in an environment
Interpret data
Identify patterns/ trends in data
Limitations of data
AC2.4 present information on the impact of human activity on the environment
Present information
Style/format-presentation, leaflet, poster
Timing/length/amount of information
Use of ICT: o spreadsheets o graphs o charts o presentation software
Pathways Applied Science Level 2 Units p45
Learning Outcome Assessment Criteria Performance bands
Pass Merit Distinction
LO1 understand causes of diversity in organisms
AC1.1 explain causes of variation in organisms
Gives a brief explanation with limited reasoning for the causes of variation in organisms Explanation may be mainly descriptive
Gives a clear, reasoned explanation for the causes of variation in organisms
Gives a clear, detailed explanation for the causes of variation in organisms
AC1.2 analyse environmental factors that affect the diversity of organisms
Briefly analyses the environmental factors that affect the diversity of organisms, making some reference to the specified context
Analyses a range of relevant environmental factors that affect the diversity of organisms in the specified context
Thoroughly analyses the relevant environmental factors that affect the diversity of organisms in the specified context
AC1.3 assess the impact of human activity on the environment
Assesses the impact of human activity on the environment with limited effectiveness Conclusions are mainly straightforward with limited reasoning, using some evidence related to the specified context
Assesses the impact of human activity on the environment with reasoned conclusions, drawn mainly from evidence related to the specified context
Pathways Applied Science Level 2 Units p46
Learning Outcome Assessment Criteria Performance bands
Pass Merit Distinction
LO2 be able to measure biodiversity of environments
AC2.1 identify organisms in
an environment
Identifies a limited number of organisms in a specified environment
Collects a limited amount of data, most of which is appropriate
Records a limited range of data with some accuracy and clarity
Identifies a range of organisms in a specified environment
Collects extensive data, most of which is appropriate Records a broad range of relevant data, mainly accurately and clearly
Identifies most organisms in a specified environment
Collects extensive appropriate data
Records a broad range of relevant data, mainly accurately and clearly
AC2.2 classify organisms
from identification keys
Classifies some organisms by using and producing complex identification keys
Some classification may rely on provided identification key
Classifies most organisms by using and producing complex identification keys
AC2.3 interpret data on
organisms in an environment
Data is interpreted with straightforward patterns identified and presented in mainly appropriate formats Conclusions are drawn which are mainly valid. Key findings are presented with some clarity
Data is interpreted with some complex patterns presented in mainly appropriate formats
Valid conclusions are drawn with key findings presented with some clarity
Data is interpreted with complex patterns presented in appropriate formats
Valid conclusions are drawn with key findings clearly presented
AC2.4 present information on the impact of human activity on the environment
Presents information in a mainly logical structure
Most key points are clearly highlighted, using appropriate tools
Presents information in a logical structure
Key points are clearly highlighted, using appropriate tools
Pathways Applied Science Level 2 Units p47
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be
conducted under controlled assessment conditions and controls have been determined for
each stage of the assessment process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment
along with guidance and criteria related to using it. The model assignment consists of tasks
that are applied and holistic in their approach. Model assignments are designed so that they
can be used as they are or adapted by centres to fit with the local sector needs and allow the
usage of local resources available to the centre. The model assignment includes information
on which aspects of the assignment can be adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources,
supervision and collaboration.
The time taken will be specified within the model assignment.
Resources must be provided that give learners fair and full access to the marking
criteria and are appropriate for the assessment and requirements of the unit. Details
of specific controls will be given within the model assessment.
Directions on where direct supervision is provided in the model assignment.
Directions on where collaboration is allowed within this unit will be detailed in the
model assignment for this unit.
Guidance on collaboration, and where it is permitted, will be given with the model
assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within
the overall assessment time. The purpose is to give consortia additional guidance to help to
manage the assessment task.
Task marking:
The centre must mark learner’s assessment evidence against the performance bands for
each assessment criteria. The performance bands describe the depth which the assessment
criterion has been achieved by the learner.
Pathways Applied Science Level 2 Units p48
Guidance for Delivery
Making teaching vocationally relevant
It is important that learners recognise the knowledge, understanding and skills they develop
are vocationally relevant. There are a number of ways in which this can be achieved:
providing work experience with a workplace that monitors the impact of human
activity on the environment, for example a laboratory that undertakes monitoring of
water samples.
arranging visits with the Environment Agency as they monitor biodiversity in sites of
special scientific interest (SSSI’s).
arranging talks by visiting speakers such as Local Authority planning officers, who
could discuss the environmental monitoring that takes place before a new road or
shopping complex can be built.
undertaking activities based around a work-based scenario, such as undertaking
monitoring activities for a local campaign group.
The following are specific examples of approaches to delivery which could be used to
enhance the learners understanding of the vocational importance of environmental science.
Example 1
Learners could be given an environmental impact case study, for example the building of a
new sixth form college on the outskirts of a local city and the possible impact on the wildlife
in a nearby wood and pond. One group of learners could be given the role of the
construction company commissioned to build the college; the other group of learners would
take on the role of the local conservation group opposed to the building of the college.
Learners could then be asked to present cases for and against the building of the college,
considering the need to balance the requirements for effective sixth form provision with the
possible effect on local wildlife. Council representatives (e.g. from the planning department)
could be invited to join the debate and speak about environmental impact assessments that
would be undertaken in such a situation.
Example 2
A representative from a local conversation group could be invited to speak about issues
associated with trying to conserve species biodiversity. For example the recent proposed
cull of badgers in order to reduce the spread of bovine TB. This could be followed up by
learners designing promotional leaflets for the conservation group that outline the
importance of maintaining diversity and the possible effects that the proposed cull could
have.
Example 3
Learners could be provided with a number of different mock water samples taken from
different locations on a river which they could be asked to analyse for different ions, pH etc.
They would also be provided with a map showing where each sample was taken from. The
map would also indicate local housing estates, schools, factories and hospitals.
Learners could use the evidence from the analysis and the map, to identify a possible source
of the pollution and to comment on the effect this could have on numbers and diversity of
organisms. Following this activity an Environmental Officer from the Environmental Agency
could be invited to explain how they monitor water purity and investigate pollution incidents.
Pathways Applied Science Level 2 Units p49
They could explain how they safely take representative samples from a stream/river and how
they analyse it at the laboratory. They could discuss how evidence is collected to find out
information about the nature of a pollution incident.
Example 4
Learners could research recent initiatives undertaken in road building such as the
construction of “dormouse bridges”. Working in teams’ learners would come up with their
own innovative suggestions for preserving biodiversity in major road building projects. This
activity could be set up as a dragons den style competition with learners presenting their
idea to an external “panel” which could include representatives from local planning
department, highways agency and road building companies.
Making Contacts
Examples of organisations that may be approached to provide help include:
Conservation groups (e.g. BC Wales, West Wales Marine Conservation, WWF
Cymru, Bat Conservation Trust, Woodland Trust Wildlife Trust of South and West
Wales)
Environmental Agency
Local Authority departments such as planning department
Biology departments of Universities
Water Company laboratories
Specialist Environmental laboratories
Pathways Applied Science Level 2 Units p50
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Application of Number, Communication and ICT Essential Skills (Wales) at Level
2.
Application of Number Understand numerical data
Carry out calculations
Interpret results and present
findings
Communication Speaking and listening
Reading
Writing
ICT Use ICT systems
Find, select and exchange
information
Develop and present
information
Pathways Applied Science Level 2 Units p51
Wider Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Improving own learning and performance, Problem solving, and Working with
others, at Level 2.
Improving own learning and
performance
Help set targets with an
appropriate person and plan
how these will be met
Take responsibility for some
decisions about your
learning, using your plan to
help meet targets and
improve your performance
Review progress with an
appropriate person and
provide evidence of your
achievements
Problem solving Identify a problem, with help
from an appropriate person,
and identify different ways of
tackling it
Plan and try out at least one
way of solving the problem
Check if the problem has
been solved and identify
ways to improve problem
solving skills
Working with others Plan work with others
Work co-operatively towards
achieving the identified
objectives
Review your contributions
and agree ways to improve
work with others
Pathways Applied Science Level 2 Units p52
Functional Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Functional maths, Functional English and Functional ICT.
Functional maths Representing
Analysing
Interpreting
Functional English Speaking, listening and
communication
Reading
Writing
Functional ICT Using ICT
Finding and selecting
information
Developing, presenting and
communicating information
PLTS
This unit provides opportunities for learners to develop the following Personal, learning and
thinking skills (PLTS)
Independent enquirers IE1, IE2, IE3, IE4, IE5
Creative thinkers
Reflective learners RL5
Team workers TW1, TW2, TW3, TW4, TW5, TW6
Self managers SM1, SM2, SM3, SM4
Effective participators EP1
Pathways Applied Science Level 2 Units p53
Links to National Occupational Standards
This unit forms part of WJEC Pathways in Applied Science suite. This unit has particular
links with the following National Occupational Standards:
Level 2 NVQ in Laboratory Science Level 2 NVQ in Laboratory and associated technical activities
01 Follow health and safety procedures for scientific or technical activities
03 Use information recording systems for scientific or technical activities
Pathways Applied Science Level 2 Units p54
Resources
Books (Teachers)
Ecosystems and Biodiversity, Holmes D. Philip Alan (ISBN 978 1844 892112)
Environmental Biology, Reiss M. Cambridge Advanced Science
CEA AS Biology: Revision guide: unit 2 Organisms and Biodiversity. Philip Alan
Classification, Wallace H. Heinemann (ISBN-1403488525)
Books (Learners)
WJEC GCSE Science and GCSE Additional Science, Barratt, Jenkins & Snape. Hodder
Education (ISBN: 9780340885826)
The Presentation Secrets of Steve Jobs: How to Be Insanely Great in Front of Any Audience
McGraw-Hill Professional (ISBN-13: 978-0071636087)
Websites
Natural History Museum interactive resource: Exploring Biodiversity
http://www.nhm.ac.uk/eb/index.shtml
NGFL Cymru - Activities on pollution and pollution indicators
http://www.ngfl-cymru.org.uk/eng/ks4_-_science_-_organisms_-_and_-_health_-_pollution
Natural Selection simulation
http://www.biologyinmotion.com/evol/index.html
Biozone – numerous resources for the study of evolution, genes and DNA, human impact on
the environment
http://www.thebiozone.com/links.html
Genome.gov – resources for teaching DNA structure, genes and inheritance and variation
http://www.genome.gov/Pages/Education/
Communities.gov.uk – an information resource for teachers regarding environmental impact
assessments and planning
http://www.communities.gov.uk/publications/planningandbuilding/environmentalimpactasses
sment
Ecokids – a website with many interactive resources for teaching populations, competition
and adaptations
http://www.ecokids.ca/pub/games_activities/index.cfm
Practical Biology – linked to the Society of Biology and Nuffield Curriculum Centre
www.practicalbiology.org
SEP (Science Enhancement Programme)
www.sep.org.uk
Biotechnology and Biological Sciences Research Council - many resources for teachers
and student activities to teach this unit
http://www.bbsrc.ac.uk/
Pathways Applied Science Level 2 Units p55
Natural Environment Research Council – numerous resources, probably more for teachers
than learners
http://www.nerc.ac.uk/site/guides/schools.asp
The Habitable planet – simulations of effects different factors on populations
http://www.learner.org/courses/envsci/interactives/index.php
Countryside for Wales
http://www.ccw.gov.uk/Splash.aspx
BC Wales
http://www.butterfly-conservation.org/downloads/50/bc_wales.html
WWT Llanelli
http://www.wwt.org.uk/visit-us/llanelli
Conservation groups Wales Links to websites
http://www.walesindex.co.uk/pages/303.html
Pathways Applied Science Level 2 Units p56
Unit 2.5 Maintaining and Improving Optimal State
QCF code F/502/8903
WJEC unit entry code 6554 L2
Credit value 2
Guided learning hours 15
Aim and purpose
This unit develops learner’s knowledge and understanding of how the body maintains an
optimal state through the process of homeostasis. The unit will develop awareness of the
signs that demonstrate a response to change and will enable students to consider how
responses can be altered and improved to deal with particular conditions.
Unit Introduction
Maintaining a constant internal environment in all the cells and systems of the body is vital in
order that all cells, organs and systems function correctly. How does the body manage to do
this when conditions both externally and internally change? The body maintains a constant
temperature despite changes in the external temperature, why is it so important to do this?
What are the external signs we can see that show the body responding to changes in
temperature? There are occasions when we try to suppress the body’s responses to change
or when we try to improve responses, how can we do this successfully?
Maintaining the optimal state of the body, referred to as homeostasis is the most important
physiological function our body performs, without it our cells, organs and systems would not
work properly. Scientists involved in health, well being and medicine all need to have a good
understanding of homeostasis. Without this understanding certain, diseases could not be
treated or new drugs could not be developed. In order to improve the way our body works,
perhaps for a challenge that involves extremes of conditions we need to know how the body
will respond and how we can help it overcome changes.
In this unit you will consider the physical signs that show the body responding to changes in
the external environment and how these result in particular feedback and control
mechanisms being activated. You will learn about particular situations, such as diseases and
extremes of conditions that limit the body’s ability to respond, and the mechanisms
developed to try and improve the body’s response.
Pathways Applied Science Level 2 Units p57
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO1 know physical signs of the body responding to changes in the external environment
AC1.1 describe a range of physical signs that show the body is responding to changes in the external environment
Physical signs
Sweating
Shivering
Change in skin colour
Breathing rate Changes
Temperature
Humidity
Altitude Optimal state Need for a stable environment: homeostasis
AC1.2 describe how the body responds to changes in the external environment
Feedback systems/control mechanisms
Receptors, processing and output signals/responses
Positive and negative feedback
Pathways Applied Science Level 2 Units p58
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO2 understand how the body uses control mechanisms to maintain optimal state
AC2.1 explain control mechanisms used to respond to internal changes
Control mechanisms
Cellular level
Through nervous system (electrical)
By the Endocrine system (chemical)
Through the activation of the immune system (chemical) Internal changes
Core temperature
Dehydration
Blood sugar levels
Waste products (carbon dioxide, urea)
Bacteria, viruses or other “foreign” presence
AC2.2 explain how certain situations limit the body’s ability to respond to change
Situations
Diseases which affect control mechanisms (Cirrhosis of liver, Type 1 and 2 diabetes, inflammatory diseases, autoimmune diseases)
Extremes of conditions (cold diverting blood away from extremities, leading to frost nip and frost bite)
AC2.3 illustrate how the body’s responses to change can be altered
How responses to change can be altered
Prolonged exposure to cold or altitude
Training to improve responses
Sports drinks: isotonic and hypotonic (maintaining electrolyte balance)
Drugs: depressants and stimulants affect the nervous system
“hormone” drugs: Anabolic steroids
Immunosuppressant; used in organ transplantation
Pathways Applied Science Level 2 Units p59
Learning Outcomes Assessment criteria Performance bands
Pass Merit Distinction
LO1 know physical signs of the body responding to changes in the external environment
AC1.1 describe a range of physical signs that show the body is responding to changes in the external environment
Describes a range of physical signs that show the body is responding to changes in the external environment
AC1.2 describe how the body responds to changes in the external environment
Describes in some detail the body’s response covering a limited range of changes
Describes in some detail the body’s response covering a range of changes
Gives a comprehensive description of the body’s response covering an extensive range of changes
LO2 understand how the body uses control mechanisms to maintain optimal state
AC2.1 explain control mechanisms used to respond to internal changes
Limited explanation showing some understanding of the control mechanisms involved in responding to changes
Sound explanation showing reasonable understanding of the control mechanisms involved in responding to changes
Thorough explanation showing comprehensive understanding of the control mechanisms involved in responding to changes
AC2.2 explain how certain situations limit the body’s ability to respond to change
Explains with limited clarity how certain situations limit the body’s ability to respond to change
Explains with clarity how certain situations limit the body’s ability to respond to change
AC2.3 illustrate how the body’s responses to change can be altered
Illustrates how the body responses to change can be altered
Pathways Applied Science Level 2 Units p60
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be conducted
under controlled assessment conditions and controls have been determined for each stage of
the assessment process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment along
with guidance and criteria related to using it. The model assignment consists of tasks that are
applied and holistic in their approach. Model assignments are designed so that they can be
used as they are or adapted by centres to fit with the local sector needs and allow the usage of
local resources available to the centre. The model assignment includes information on which
aspects of the assignment can be adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources,
supervision and collaboration.
The time taken will be specified within the model assignment.
Resources must be provided that give learners fair and full access to the marking criteria
and are appropriate for the assessment and requirements of the unit. Details of specific
controls will be given within the model assessment.
Directions on where direct supervision is provided in the model assignment.
Directions on where collaboration is allowed within this unit will be detailed in the model
assignment for this unit.
Guidance on collaboration, and where it is permitted, will be given with the model
assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within the
overall assessment time. The purpose is to give consortia additional guidance to help to
manage the assessment task.
Task marking:
The centre must mark learner’s assessment evidence against the performance bands for each
assessment criteria. The performance bands describe the depth which the assessment criterion
has been achieved by the learner.
Pathways Applied Science Level 2 Units p61
Guidance for delivery
Making teaching vocationally relevant
It is important that learners recognise the knowledge, understanding and skills they develop are
vocationally relevant. There are a number of ways in which this can be achieved:
Arranging focused visits to private and/or public organisations to see research
activities that are based on the homeostatic responses on the body, this maybe
possible at some universities, some teaching hospitals and some pharmaceutical
companies. The National Institute for Medical Research (MRC) may be able to help
with arranging such visits (http://www.nimr.mrc.ac.uk/research/benedict-seddon ).
Arranging for speakers from organisations that treat those with homeostatic
conditions, individuals who undertake research into homeostatic control (see above)
or pharmaceutical companies that manufacture products to overcome homeostatic
imbalances.
Developing learning activities in conjunction with organisations that support those
with homeostatic diseases such as diabetes. Activities could include developing
information leaflets or webpage’s.
Using case studies developed by health promotion agencies and charities.
Making use of newspaper and magazine articles, as well as those in scientific
journals.
The following are examples of approaches to delivery which could be used to enhance learners
understanding of the vocational importance of understanding the body’s responses to changes
in conditions:
Example 1
The idea of a challenge that exposes the body to the extremes of the elements, such as
trekking to the South Pole or climbing Kilimanjaro is a motivating and applied context for the
learning in this unit. Learners could be set a task by a voluntary organisation planning a trip for
charity. Learners would identify what would happen to the body over a series of weeks as the
body is exposed to changes in temperature, decreased oxygen content, lack of sleep and lack
of food or water. They could develop an illustrated timeline to show physical signs that would
show the body responding to changes as well as internal mechanisms that would be activated.
A speaker from the Armed forces that undertake such extreme challenges could be asked to
support this activity.
Example 2
A local GP, hospital consultant or representative from a Health promotion agency could set
learners a task to design a leaflet or poster for young children with type 1 diabetes that shows
them “what went wrong”. This activity could be set up as a mini competition with the GP,
hospital consultant or health care professional, judging and awarding a prize for the best
poster/leaflet. This activity could be supported by case studies and website pages from a range
of organisations that support those with conditions such as diabetes.
Example 3
A representative from a drinks company that manufacturers “sports drinks” could be asked to
provide the science behind the claim, concentrating on how the actions of the drink affect the
Pathways Applied Science Level 2 Units p62
homeostatic mechanisms of the body and improve performance when undertaking sports
activities.
Making contacts
Examples of organisations that maybe approached to provide help include:
Private organisations: those that manufacture pharmaceutical products and those that
manufacture “sports drinks”. There are also a number of private organisations that run “extreme
condition” treks and expeditions.
Public organisations: mainly the health care and research sectors, so individuals and
organisations that research, treat and undertake promotion to support those with homeostatic
conditions. It may also be possible to contact defence organisations in respect of training for
extreme conditions, so the a speaker could come into school to explain about training
programmes that are undertaken for such expeditions.
Voluntary organisations: A number of voluntary organisations also prepare people for
challenges so may also be able to contribute to this unit. For example: Duke of Edinburgh’s
award, or Princes Trust.
Pathways Applied Science Level 2 Units p63
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows the
links to Application of Number, Communication and ICT Essential Skills (Wales) at Level 2.
Application of Number Understand numerical data
Carry out calculations
Interpret results and present
findings
Communication Speaking and listening
Reading
Writing
ICT Use ICT systems
Find, select and exchange
information
Develop and present
information
Pathways Applied Science Level 2 Units p64
Wider Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows the
links to Improving own learning and performance, Problem solving, and Working with others, at
Level 2.
Improving own learning and
performance
Help set targets with an
appropriate person and plan
how these will be met
Take responsibility for some
decisions about your
learning, using your plan to
help meet targets and
improve your performance
Review progress with an
appropriate person and
provide evidence of your
achievements
Problem solving Identify a problem, with help
from an appropriate person,
and identify different ways of
tackling it
Plan and try out at least one
way of solving the problem
Check if the problem has
been solved and identify
ways to improve problem
solving skills
Working with others Plan work with others
Work co-operatively towards
achieving the identified
objectives
Review your contributions
and agree ways to improve
work with others
Pathways Applied Science Level 2 Units p65
Functional Skills
This unit provides opportunities for learners to develop a range of skills. This table shows the
links to Functional maths, Functional English and Functional ICT.
Functional maths Representing
Analysing
Interpreting
Functional English Speaking, listening and
communication
Reading
Writing
Functional ICT Using ICT
Finding and selecting
information
Developing, presenting and
communicating information
PLTS
This unit provides opportunities for learners to develop the following Personal, learning and
thinking skills (PLTS)
Independent enquirers
Creative thinkers
Reflective learners RL5
Team workers TW1, TW2,TW6
Self managers
Effective participators EP1, EP2, EP3, EP4, EP5
Pathways Applied Science Level 2 Units p66
Resources
Books
Human physiology and Health for GCSE, David Wright, Heinemann, 2007 (ISBN
9780435633097)
Revise GCSE Human Biology, Morton Jenkins, Letts, 2007
Human Biology and Health studies, Givens P and Reiss M, Nelson Thornes
Websites
There are resources to support the context of an extreme challenge at:
http://www.defencedynamics.mod.uk/lesson/253-Homeostasis
This website provides an excellent account and range of resources including lesson plans,
student worksheets, PowerPoint slides and audio material about Lieutenant Polly Hatchard’s
expedition to the South Pole
http://www.s-cool.co.uk/gcse/biology/homeostasis/what-is-homeostasis.html
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/homeo/homeostasis1.shtml
http://www.teachers-direct.co.uk/resources/quiz-busters/quiz-busters-
game.aspx?game_id=5227
http://en.wikibooks.org/wiki/Human_Physiology/Homeostasis
http://www.biologymad.com/master.html?http://www.biologymad.com/Homeostasis/Homeost
asis.htm
http://www.diabetes.org.uk/Guide-to-diabetes/Introduction-to-diabetes/What_is_diabetes/
http://www.diabetes.org.uk/Guide-to-diabetes/My-life/Kids/ )
http://www.climbmountkilimanjaro.com/what-to-take/diamox/index.html
Pathways Applied Science Level 2 Units p67
Unit 2.6 Health and Safety in Scientific Investigations
QCF code: J/502/8904
WJEC unit entry code 6555 L2
Credit value: 5
Guided learning hours: 35
Aim and purpose
Scientific investigations take place in many different contexts. Through this unit, learners will
gain the knowledge and understanding to be able to plan how to minimise risk to their own
and others health and safety in two different contexts.
Unit Introduction
Are the chemicals I work with dangerous? Can some of the equipment I use cause harm?
How do I make sure I am safe when working with electrical equipment? Are there guidelines
I can follow to make sure I am safe when I am carrying out experiments? These are all
important questions for anyone involved in scientific investigations.
Knowing about possible hazards associated with an investigation is the starting point of
working safely. You may be familiar with working in laboratories, but there are many places
where scientific investigations take place. Sports scientists could be testing health and
fitness of individuals in sports centres but they could also be testing equipment in specially
designed centres. Electronics engineers could be designing circuits in front of a computer
but circuits could be tested using electricity in a garage. Scientists could be outside
investigating sources of pollution in rivers or the effects of pesticides on crops. You will need
to think about your environment, the equipment you are using, and how it will be used to
make sure you keep yourself and those you are working with safe.
In this unit, you will learn how to look for and identify hazards to health and safety. You will
learn how to measure the risk to health and safety of these hazards so that you can plan
ways in which you can limit the risk and work safely, whatever your scientific investigation or
location.
Pathways Applied Science Level 2 Units p68
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO1 know risks to health and safety in given situations
AC1.1 identify hazards to health and safety in two different situations
Sources of information
Health and safety data sheets
Codes of practice
Signs
Observation Situations
Field work
Laboratory
Work place (factory, hospital, farm, kitchen)
AC1.2 describe potential effects of hazards on people in two different situations
Effects
Physical
Mental
Severity
Scale (number of people)
AC1.3 identify people who may be harmed in two different situations
People
Colleagues
Other workers (cleaners)
Clients
Members of public
AC1.4 describe the likelihood of harm in two different situations
Likelihood
Idea of risk
Measuring risk
AC1.5 describe key aspects of legislation governing workplace practice
Legislation
HASAWA 1974
Management of Health and Safety at Work Regulations
COSHH
Employers/employees responsibilities
Codes of Practice
Pathways Applied Science Level 2 Units p69
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO2 understand how to minimise risks to health and safety
AC2.1 explain existing health and safety control measures in two different situations
Control measures
Documentation
Review of documentation
Work permits
Best practice
Procedures
PPE Quality of control measures
Reasonable
Suitable
Priorities in control measures
AC2.2 recommend health and safety control measures in two different situations
Situations
Locations
Changes in work practice
Changes in advice
Equipment
Scale Individual/business responsibilities
Pathways Applied Science Level 2 Units p70
Learning Outcome Assessment criteria Performance bands
Pass Merit Distinction
LO1 know risks to health and safety in given situations
AC1.1 Identify hazards to health and safety in two different situations
Uses a limited range of information sources to identify a range of hazards, some of which are clearly relevant to each situation
Evidence may be weighted towards one situation
Uses a range of appropriate information sources to identify a range of relevant hazards, most of which are relevant in each situation
Uses a range of appropriate information sources to identify a wide range of relevant hazards clearly relevant to each situation
AC1.2 describe potential effects of hazards on people in two different situations
Describes the potential effects of hazards on people in each situation Potential effects may have some inaccuracies and irrelevancies Evidence may be weighted towards one situation
Describes in some detail the potential effects of hazards on people in two different situations Potential effects may have some inaccuracies or irrelevancies
Describes accurately in detail the relevant potential effects of hazards on people in each situation
AC1.3 identify people who may be harmed in two different situations
Identifies some people who may be harmed in each situation
Identifies most people who may be harmed in each situation
AC1.4 describe the likelihood of harm in two different situations
Describes correctly the likelihood of harm in two different situations
Evidence may be weighted towards one situation
Describes in detail the accurate likelihood of harm in two different situations
AC1.5 describe key aspects of legislation governing workplace practice
Describes legislation governing work practices, highlighting key aspects which is mainly theoretical
Describes legislation governing work practices, giving some detail of key aspects relevant to given situations
Describes in detail key aspects of legislation governing work practices, showing relevance to given situations
Pathways Applied Science Level 2 Units p71
Learning Outcome Assessment criteria Performance bands
Pass Merit Distinction
LO2 understand how to minimise risks to health and safety
AC2.1 explain existing health and safety control measures in two different situations
Explains a limited range of existing control measures in two different situations, with limited reasoning. Evidence may be weighted towards one situation
Explains a range of existing control measures in two different situations, with clear reasoning that is mainly relevant to the situations
AC2.2 recommend health and safety control measures in two different situations
Recommends a limited range of control measures Recommendations have some detail but may be limited in justification. Evidence may be weighted towards one situation
Recommends a limited range of appropriate control measures Recommendations have some detail and justification. Evidence may be weighted towards one situation
Recommends a range of appropriate control measures Recommendations are detailed with some justification
Pathways Applied Science Level 2 Units p72
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be
conducted under controlled assessment conditions and controls have been determined for
each stage of the assessment process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment
along with guidance and criteria related to using it. The model assignment consists of tasks
that are applied and holistic in their approach. Model assignments are designed so that they
can be used as they are or adapted by centres to fit with the local sector needs and allow the
usage of local resources available to the centre. The model assignment includes information
on which aspects of the assignment can be adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources,
supervision and collaboration.
The time taken will be specified within the model assignment.
Resources must be provided that give learners fair and full access to the marking
criteria and are appropriate for the assessment and requirements of the unit. Details
of specific controls will be given within the model assessment.
Directions on where direct supervision is provided in the model assignment.
Directions on where collaboration is allowed within this unit will be detailed in the
model assignment for this unit.
Guidance on collaboration, and where it is permitted, will be given with the model
assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within
the overall assessment time. The purpose is to give consortia additional guidance to help to
manage the assessment task.
Task marking:
The centre must mark learner’s assessment evidence against the performance bands for
each assessment criteria. The performance bands describe the depth which the assessment
criterion has been achieved by the learner.
Pathways Applied Science Level 2 Units p73
Guidance for Delivery
Making teaching vocationally relevant
It is important that learners recognise the knowledge and understanding they develop are
vocationally relevant. There are a number of ways in which this can be achieved:
providing work experience with a workplace. This would allow learners to work with
measures that are in place to minimise risks to health and safety.
arranging visits to workplaces in different locations where learners can observe
practices and identify possible hazards. Discuss with company representatives how
they minimise risk to health and safety.
arranging talks by visiting speakers, such as health and safety officers or health and
safety inspectors.
carrying out activities based around a work-based scenario.
The following are examples of approaches to delivery which could be used to enhance the
learners understanding of the vocational importance of health and safety in scientific
investigations.
Example 1
A representative of a food manufacturer could present learners with photographs or video
clips of their operation. The food manufacturer could highlight the location of key areas of
potential hazards. The representative could work with learners to discuss possible risks
associated with each hazard and ways in which risk could be minimised. Learners could
produce notices and information leaflets related to how risk is minimised. These could be
compared with notices and information leaflets produced by the food manufacturer.
Example 2
Representatives of an environmental agency could give learners simple investigations to
complete on their behalf. The investigation could be completed by a canal or river or in a
forest or farm. The agency could set up a web-cam showing the site where the investigation
will take place. Learners could work in groups to discuss possible hazards and risks, based
on their observations of the site. Learners could then contribute to the completion of a risk
assessment for an off-site visit. Learners could email their risk assessment to
representatives of the environmental agency who could provide feedback on any hazards
not identified. Learners could complete the scientific investigation on-site and review their
own risk assessments as a result of their experience.
Example 3
Laboratory technicians could provide learners with weekly blogs of their scientific
investigations, highlighting potential hazards and risks and actions they took to minimise risk
Making Contacts
Examples of organisations that may be approached to provide help include:
Environment Agency
Farms
Food manufacturers/processors
Analytical laboratories
Pathways Applied Science Level 2 Units p74
Residential homes or hotels
Theme parks
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Application of Number, Communication and ICT Essential Skills (Wales) at Level
2.
Application of Number Understand numerical data
Carry out calculations
Interpret results and present
findings
Communication Speaking and listening
Reading
Writing
ICT Use ICT systems
Find, select and exchange
information
Develop and present
information
Pathways Applied Science Level 2 Units p75
Wider Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Improving own learning and performance, Problem solving, and Working with
others, at Level 2.
Improving own learning and
performance
Help set targets with an
appropriate person and plan
how these will be met
Take responsibility for some
decisions about your
learning, using your plan to
help meet targets and
improve your performance
Review progress with an
appropriate person and
provide evidence of your
achievements
Problem solving Identify a problem, with help
from an appropriate person,
and identify different ways of
tackling it
Plan and try out at least one
way of solving the problem
Check if the problem has
been solved and identify
ways to improve problem
solving skills
Working with others Plan work with others
Work co-operatively towards
achieving the identified
objectives
Review your contributions
and agree ways to improve
work with others
Pathways Applied Science Level 2 Units p76
Functional Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Functional maths, Functional English and Functional ICT.
Functional maths Representing
Analysing
Interpreting
Functional English Speaking, listening and
communication
Reading
Writing
Functional ICT Using ICT
Finding and selecting
information
Developing, presenting and
communicating information
PLTS
This unit provides opportunities for learners to develop the following Personal, learning and
thinking skills (PLTS)
Independent enquirers IE1, IE2
Creative thinkers CT1, CT2, CT3, CT4
Reflective learners RL2, RL3, RL4, RL5, RL6
Team workers TW1, TW2, TW4, TW5, TW6
Self managers SM2, SM3, SM4
Effective participators EP1, EP2, EP4
Pathways Applied Science Level 2 Units p77
Links to National Occupational Standards
This unit forms part of WJEC Pathways in Applied Science suite. This unit has particular
links with the following units:
NVQ Laboratory Science level 2 NVQ Laboratory and Associated
Technical Activities level 2
01 Maintaining health and safety in a laboratory environment
01 Follow health and safety procedures for scientific or technical activities
Pathways Applied Science Level 2 Units p78
Resources
General
Leaflets produced by the Health and Safety Executive or any professional body related to
the scientific investigation.
HSE leaflets, publications and videos are available through their website:
http://www.hse.gov.uk/
Websites
www.thinkquest.org http://nobel.scas.bcit.ca www.biologycorner.com http://chemistry.about.com www.youtube.com www.nasa.gov/audience/foreducators/diypodcast/ls-video-index.html www.abpischools.org.uk www.atworkwithscience.com www.schoolscience.co.uk www.bsieducation.org Working with Substances Hazardous to Health HSE publication (available on HSE website)
Pathways Applied Science Level 2 Units p79
Unit 2.7 Testing Claims Scientifically
QCF code L/502/8905
WJEC entry code 6556 L2
Credit value 5
Guided learning hours 35
Aim and purpose:
This unit introduces learners to different ways to be able to assess the validity of scientific
claims relating to product capabilities and content including the role of peer review. Learners
will work in teams to investigate and substantiate scientific claims made by a range of
different organisations. They will also learn to peer review the process and conclusions of
scientific investigations carried out by others.
Unit Introduction
We live in a consumer driven society where different manufacturers and companies are in
competition for a share of the market. In order to sell their product, many manufacturers use
advertisements, but how do we know if the claims made by these companies are true? A
claim is made ‘This beauty product makes you look 20 years younger’ or ‘This nappy
absorbs more liquid than its rivals’. How can we assess the validity of this claim? How do
we know if these companies are telling the truth?
Many manufacturers need to carry out tests in order to make claims about their products.
Agencies such as the ‘Advertising Standards Authority’ and ‘Trading Standards’ need to be
able to test claims in order to ensure that manufacturers and companies do not make false
claims about their products. Scientists test the claims of other scientists in order to
substantiate the claims and develop the scientific theories.
As part of this unit, you will examine the evidence for the claim, consider ways of testing the
claim (surveys, laboratory work, use of simulations and modelling) and carry out tests.
You will learn to work in teams to investigate and present your findings to different
audiences. As many scientific claims are made by scientists you will also learn how to peer
review conclusions made by others.
Pathways Applied Science Level 2 Units p80
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO1 understand how to test claims
AC1.1 describe ways of testing claims Types of claims
Product capabilities
Product content Types of tests
Simulation
Modelling
Surveys
Experiments
AC1.2 assess suitability of testing methods Merits and limitations
Types
Information required
Cost
Time
Resources required
Fair testing
Limitation of testing procedures o Limitations of testing methods/equipment o Limitations of software modelling
Pathways Applied Science Level 2 Units p81
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO2 be able to test claims AC2.1 analyse claims
Describe problem
Identify data required
Break problem into testable steps
AC2.2 plan to test claims
Plan to test claims
Setting targets/goals
Success criteria
Sequencing
Allocating roles
Organising time and resources
Access to resources
Health and safety
AC 2.3 process data Processing involves recording, analysing and evaluation data Recording
Tables
Clear and legible records
Accurate recording of data
Appropriate use of decimal figures
Units Analysing
Manipulates data
Use statistical methods to analyse data: o Mean, mode o Standard deviation o Correlation (scatter graphs)
Use of ICT in analysis of data Evaluation of data
Consistency of data
Rogue data
Bias in data
Uncertainty in data
Size of sample
Confidence in quality of data
Accuracy of calculations
Pathways Applied Science Level 2 Units p82
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO3 be able to present findings AC3.1 draw evidence based conclusions Evidence based conclusions involve making
Conclusions about claim o Interpreting data o Basing conclusions on data o Uncertainty in conclusions o Use of scientific language, ideas and models
AC3.2 structure scientific reports Scientific reports
Use of formal scientific language
Format and organisation
Relevance of material
Present data o Tables
Format Headings and units
o Graphs Line graphs Bar graphs Pie graphs
Referencing
Pathways Applied Science Level 2 Units p83
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO4 be able to peer review AC4.1 evaluate findings of others Validity of investigative procedure
Confidence in the quality of evidence
Sufficient data collected
Validity of conclusions
Appropriate use of scientific and technical language
AC4.2 feedback to peers Feedback
Tone and style
Timing
Constructive language
Use appropriate scientific and technical language
Ways improving work
Prioritising
Pathways Applied Science Level 2 Units p84
Learning Outcome Assessment criteria Performance bands
Pass Merit Distinction
LO1 understand how to test claims
AC1.1 describe ways of testing claims
Describes mainly appropriate ways for testing claim, with some detail
Describes in detail the appropriate ways for task
AC1.2 assess suitability of testing methods
Assesses the suitability of testing methods with reference to a limited range of relevant factors, making some reasoned judgements
Assesses the suitability of testing methods with reference to mainly relevant factors making reasoned judgements linked to nature of claim
Assesses the suitability of testing methods with reference to a range of relevant factors making judgements with detailed reasoning clearly linked to nature of claim
LO2 be able to test claims
AC2.1 analyse claims
Analyses a claim to identify the key requirements for a scientific investigation into the claim Makes limited use of appropriate scientific terminology, notation and measures
Analyses a claim to identify the detailed requirements for a scientific investigation into the claim Makes accurate use of scientific terminology, notation and measures
AC2.2 plan to test claims
Produces a mainly valid plan to test claims which may contain some errors in sequencing and some omissions in content
Produces a mainly valid plan to test claims which may contain minor errors in sequence and minor omissions in content
Produces a valid, detailed, well sequenced plan with no significant omissions
AC2.3 process data Mostly accurately records data in a suitable format with some use of units in most cases Demonstrates some basic analysis of data making some limited use of methods Makes a brief evaluation of the data with some valid points
Accurately records data with appropriate units in a suitable format. Demonstrates competent and suitable analysis of data making some appropriate use of relevant methods Makes a sound and mainly valid evaluation validity of data
Accurately records data with appropriate units in a suitable format Demonstrates sophisticated and suitable analysis of data making appropriate use of relevant methods Makes a detailed and valid evaluation of the data
Pathways Applied Science Level 2 Units p85
or
Learning Outcome Assessment criteria Performance bands
Pass Merit Distinction
LO3 be able to present findings
AC 3.1 draw evidence based conclusions
Draws some conclusions about the validity of a claim with limited justification using some appropriate technical and scientific language
Draws mainly valid conclusions about the validity of the claim using some evidence to give brief and mostly accurate justification using some appropriate technical and scientific language
Draws valid conclusions about the validity of the claim, using the evidence to give clear and detailed justification using appropriate technical and scientific language
AC3.2 structure scientific reports Constructs a basic report with some use of formal scientific language and some use of relevant material Makes some relevant and appropriate use of methods to present information Report is mainly clear and well organised
Constructs a clear, well organised, report with appropriate use of formal scientific language and relevant materials Makes relevant and appropriate use of methods to present information Report is clear and well-organised
LO4 be able to peer review
AC 4.1 evaluate findings of others
Briefly evaluates some of the findings with limited use of evidence
Evaluates most of the findings with some use of evidence
Evaluates the findings with a systematic approach, effective use of evidence and reference to specified criteria
AC 4.2 feedback to peers Provides some basic feedback with limited structure, constructive comments or advice on improvement
Provides effective feedback with some structure, constructive comments and advice on improvement
Pathways Applied Science Level 2 Units p86
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be
conducted under controlled assessment conditions and controls have been determined for
each stage of the assessment process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment
along with guidance and criteria related to using it. The model assignment consists of tasks
that are applied and holistic in their approach. Model assignments are designed so that they
can be used as they are or adapted by centres to fit with the local sector needs and allow the
usage of local resources available to the centre. The model assignment includes information
on which aspects of the assignment can be adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources,
supervision and collaboration.
The time taken will be specified within the model assignment.
Resources must be provided that give learners fair and full access to the marking
criteria and are appropriate for the assessment and requirements of the unit. Details
of specific controls will be given within the model assessment.
Directions on where direct supervision is provided in the model assignment.
Directions on where collaboration is allowed within this unit will be detailed in the
model assignment for this unit.
Guidance on collaboration, and where it is permitted, will be given with the model
assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within
the overall assessment time. The purpose is to give consortia additional guidance to help to
manage the assessment task.
Task marking:
The centre must mark learner’s assessment evidence against the performance bands for
each assessment criteria. The performance bands describe the depth which the assessment
criterion has been achieved by the learner.
Pathways Applied Science Level 2 Units p87
Guidance for Delivery
Making teaching vocationally relevant
This unit is designed to study how scientific claims are tested and verified.
It is important that learners recognise the knowledge, understanding and skills they
develop are vocationally relevant. There are a number of ways in which this can be
achieved:
providing work experience with a workplace that tests scientific claims. This may be
possible within a scientific environment such as ‘Trading Standards’ or a non-
scientific environment such as the complaints department of an insurance company.
arranging visits to workplaces that tests claims using different testing methods.
arranging talks by visiting speakers; these could include advertising agencies, food
standards agency, sports teams, event planners, employers who undertake peer
reviews.
carrying out activities based around a work-based scenario.
The following are specific examples of approaches to delivery which could be used to
enhance the learners understanding of the vocational importance of testing claims.
Example 1 Investigating claims using a questionnaire
A food manufacturer could be invited to present a claim that their product is better than
others on the market. Learners devise a simple questionnaire and blind tasting in order to
substantiate the claim.
This could involve teamwork activity, with members co-operating within groups and between
groups in order to increase the sample size. Learners present their findings to the
manufacturer. They could also present details of the process followed and findings to
another group who then conduct a peer review and feedback. The food manufacturer could
also feedback on the process.
Example 2 Investigating claims experimentally.
Learners could examine an advert for a commodity. For example, an advert claims that one
battery lasts longer than its competitors or that a particular chocolate has lower fat content
than another. Laboratory tests could be carried out to substantiate the manufacturer’s
claims. Learners could then produce their own version of the advert based upon their
findings.
Learners could also prepare a report for a testing agency on the effectiveness of different
nappies to hold liquid. Learners could use laboratory tests in order to comment on or
substantiate these claims. These claims could then be presented in a ‘Which’ style report.
Example 3 Simulation or modelling
Learners could be presented with a claim that is very difficult or impossible to research
without the aid of modelling or simulation. Such claims could include car manufacturer’s
claims where a crash could be simulated or modelled. A claim such as ‘cars are safer now
than 15 years ago’ could be investigated using data provided by car manufacturers.
Learners could look at video clips of crash test dummies in order to see how a crash can be
simulated under laboratory conditions. Another possibility is investigating the effect of
impact on different cycling helmets.
Pathways Applied Science Level 2 Units p88
Presenting findings
For the above activities, learners could present their findings to their peers. In order to
facilitate this, a scientist could be invited to present findings to the learners. This could be
used as a starting point for a workshop on presenting scientific findings effectively. Video
conferencing or clips of scientific programmes or news items could be used in order to
highlight strategies used in presenting scientific findings in a way that is accessible to non-
scientists. The learners could use these skills in order to present their own findings.
Making Contacts
Examples of organisations that may be approached to provide help include:
Advertising agencies
Advertising Standards Authority
Food Standards Agency
Car manufacturers
Toy manufacturers
Cosmetic manufacturers
Scientific laboratories
Trading standards
Office of Fair Trading
Advertising Standards Authority
Which?
Sports teams
Event planning
Hospital workers
The catering industry
Employers who use any kind of peer review
Pathways Applied Science Level 2 Units p89
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Application of Number, Communication and ICT Essential Skills (Wales) at Level
2.
Application of Number Understand numerical data
Carry out calculations
Interpret results and present
findings
Communication Speaking and listening
Reading
Writing
ICT Use ICT systems
Find, select and exchange
information
Develop and present
information
Pathways Applied Science Level 2 Units p90
Wider Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Improving own learning and performance, Problem solving, and Working with
others, at Level 2.
Improving own learning and
performance
Help set targets with an
appropriate person and plan
how these will be met
Take responsibility for some
decisions about your
learning, using your plan to
help meet targets and
improve your performance
Review progress with an
appropriate person and
provide evidence of your
achievements
Problem solving Identify a problem, with help
from an appropriate person,
and identify different ways of
tackling it
Plan and try out at least one
way of solving the problem
Check if the problem has
been solved and identify
ways to improve problem
solving skills
Working with others Plan work with others
Work co-operatively towards
achieving the identified
objectives
Review your contributions
and agree ways to improve
work with others
Pathways Applied Science Level 2 Units p91
Functional Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Functional maths, Functional English and Functional ICT.
Functional maths Representing
Analysing
Interpreting
Functional English Speaking, listening and
communication
Reading
Writing
Functional ICT Using ICT
Finding and selecting
information
Developing, presenting and
communicating information
PLTS
This unit provides opportunities for learners to develop the following Personal, learning and
thinking skills (PLTS)
Independent enquirers IE1, IE2, IE3, IE4, IE5, IE6
Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6
Reflective learners RL1, RL2, RL3, RL4, RL5, RL6
Team workers TW1, TW2, TW3, TW4, TW5, TW6
Self managers SM2, SM3, SM4
Effective participators EP1, EP2, EP3
Pathways Applied Science Level 2 Units p92
Links to other WJEC Pathways Units
This unit forms part of WJEC Pathways in Applied Science suite. This unit has particular
links with the following units:
NVQ Laboratory Science level 2 NVQ Laboratory and Associated
Technical Activities level 2
01 Maintaining health and safety in a
laboratory environment 01 Follow health and safety procedures for
scientific or technical activities
02 Maintaining effective and efficient
working relationships in the laboratory
02 Maintain effective and efficient working
relationships for scientific or technical
activities
04 Communicating laboratory information to
authorised personnel under supervision 03 Use information recording systems for
scientific or technical activities
16 Measuring, weighing and preparing
compounds and solutions for laboratory use 12 Carry out simple scientific or technical
tests using manual equipment
Pathways Applied Science Level 2 Units p93
Resources
General
Laboratory facilities. Variety of laboratory and domestic chemicals. Health and safety equipment. Websites http://www.asa.org.uk/ http://www.food.gov.uk/ http://www.tradingstandards.gov.uk/ http://www.asa.org.uk/ http://www.oft.gov.uk/ http://www.which.co.uk/ http://www.food.gov.uk/ http://www.science-engineering.net/careers/uk_articles/cosmetic.htm http://www.thesun.co.uk/sol/homepage/woman/fashion/beauty/2914558/We-test-claims-of-four-cosmetic-adverts.html http://www.cosmeticsbusiness.com/technical/article_page/Testing_-_backing_up_the_claims/56345 http://www.soci.org/News/Consumer-Sensory-Joyce http://www.energyquest.ca.gov/projects/battery.html http://www.food.gov.uk/ http://www.pampers.co.uk/en_GB/new-Active-fit http://www.which.co.uk/
Pathways Applied Science Level 2 Units p94
Unit 2.8 Scientific Detection
QCF code F/502/8898
WJEC unit entry code 6557 L2
Credit value 10
Guided learning hours 70
Aim and purpose
This unit introduces learners to scientific detection. Scientific detection involves the use of
the analytical method and requires an understanding of analytical techniques including
qualitative and quantitative analysis. In this unit learners will develop the skills necessary to
carry out an analytical investigation.
Unit Introduction
Have you wondered how it is possible to find out how pure the water is you are drinking?
How clean and free from pollution is the local river? How clean is the air you breathe? How
much flavouring is present in a particular brand of chewing gum? How athletes can be
checked for the use of drugs that enhance performance? How DNA evidence is used to
connect a suspect to a crime scene? These are all questions that are answered by analytical
scientists.
Analytical Scientists are employed in areas such as forensic laboratories (think about the
many TV programmes that feature forensic science teams working with the police);
environmental laboratories; medical laboratories; pharmaceutical laboratories and food
laboratories where they may be involved in quality of control. Analytical scientists also make
contributions in museums, art galleries and archaeological expeditions. Some of the features
which characterise the work of analytical scientists, such as challenging assumptions,
attention to detail and methodical approaches are important transferable skills, applicable in
all aspects of life and work.
This unit is designed to help you understand the way in which an analytical scientist works
so that you will be able to tackle problems and answer questions. You will be taught how to
solve problems by working in a logical and systematic way, and to think critically about the
limitations of the results you obtain from your analysis. You will learn the necessary skills
and techniques to carry out an analytical investigation, make deductions and communicate
your findings.
Pathways Applied Science Level 2 Units p95
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO1 understand techniques used in scientific analysis
AC1.1 explain the choice of techniques used in analysis
Techniques Sampling
Qualitative and quantitative techniques Sampling
Location for sampling
Labelling samples
How samples are collected, transported and stored
Health and safety considerations Qualitative and quantitative techniques Choice of techniques based upon
Nature of information required (i.e. qualitative or quantitative information)
Nature and size of sample (hair or fibre; inorganic chemicals; mixture; complex mixture)
Qualitative analysis
Pollen, hair & fibres o Microscopic analysis
Inorganic chemicals o Metal ions
Colour of solutions Flame tests for metal ions Precipitation reactions (involving hydroxides, carbonates, sulphates)
o Tests for negative ions (hydroxide, carbonate, sulphate, nitrate, chloride) o Test for gases (limited to hydrogen, oxygen & carbon dioxide)
Mixtures (e.g. mixtures of dyes) o Paper chromatography
Complex mixtures o GLC (use of retention time only ) o HPLC (use of retention time only)
DNA profiling Quantitative analysis
Acid-base titrations (only)
Pathways Applied Science Level 2 Units p96
Learning outcomes Assessment criteria Content
LO2 be able to perform scientific analysis
AC2.1 prepare analytical apparatus for use
Prepare Appropriate apparatus for tests
Checking apparatus for damage o Chipped glassware o Leaking taps (i.e. burette) o Cleanliness apparatus (e.g. pipette, burette) o Microscope
Setting up equipment for use AC2.2 obtain useful data by safely using titrimetric analysis
Titrimetric analysis Measure mass by difference using electronic balance
Making up a standard solution
Measure accurate volumes safely using burette & pipette
Accurate dilution using pipette and volumetric flask
Use titration apparatus to obtain endpoint in acid-base titrations
Safe use of equipment and chemicals AC2.3 obtain useful data by safely using qualitative techniques
Qualitative techniques Microscopic analysis of pollen, hair and fibres
Paper chromatography to separate components
Flame tests using platinum wire
Chemical testing using general glassware (test tubes, beakers etc.) o flame tests o Tests for negative ions (limited to CO3
2-, SO42-, NO3
-, Cl-, Br-, I-) o Test for NH4
+ o Tests for metal ions using sodium hydroxide solution o Testing for gases (hydrogen, oxygen and carbon dioxide)
Safe working practice when carrying out qualitative tests AC2.4 record outcome of analytical work in an appropriate format
Recording methods Design formats for recording data
Tables for recording data
Clear and legible records
Accurate recording of data
Appropriate use of decimal figures Units
Mass (g)
Moles (mol)
Concentration (mol/dm3, g/dm3)
Pathways Applied Science Level 2 Units p97
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO3 be able to report on analytical investigations
AC3.1 process data Process data (mathematical methods) Use relative atomic masses
Calculate relative formula mass
Covert moles to mass, mass to moles
Manipulate given mathematical expressions to calculate concentration AC3.2 use chemical notation
Chemical notation Use rules to write chemical formulae
Use rules to chemical equations o Word equations o Balanced symbol equations
AC3.3 make evidence based conclusions
Evidence based conclusions Comparison of results with secondary information
- tables of information o Colours of metal ions o Metal ions - flame test colours o Metal ions – test observations o Negative ion test observations o Retention times for GLC and HPLC o DNA data
Interpret data
Conclusions based upon data
Limitations of procedure (techniques and equipment)
Limitations of data (repeatability, reproducibility)
Pathways Applied Science Level 2 Units p98
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO3 (cont) AC3.4 communicate findings
Communication Presentation, written report, e-mail Presentation
Style
Timing
Use of ICT: o Spreadsheets o Presentation software o Prompt cards
Written report Formal reports
Use ICT
Appropriate fonts e-mail
Use attachments
e-mail etiquette
Pathways Applied Science Level 2 Units p99
Learning Outcome Assessment criteria
Performance bands
Pass Merit Distinction
LO1 understand techniques used in scientific analysis
AC1.1 explain the choice of techniques used in analysis
Basic explanation with limited links to the nature of information required and nature of the sample
Reasoned explanation with some links to the nature of information required and nature of the sample Evidence may be weighed to links with nature of information or sample
Reasoned explanation with clear and detailed links to the nature of information required and nature of the sample
LO2 be able to perform scientific analysis
AC2.1 prepare analytical apparatus for use
When preparing analytical apparatus for use, the learner:
Selects mainly appropriate apparatus
Checks some of the apparatus for damage, where appropriate
Sets up most of the apparatus correctly
When preparing analytical apparatus for use, the learner consistently:
Selects appropriate apparatus
Checks apparatus for damage, where appropriate
Sets up apparatus correctly
AC2.2 obtain useful data by safely using titrimetric analysis
Average titre within 6% supervisor’s titre. 3 concordant titres within a range 0.80 cm
3
Average titre within 3% supervisor’s titre. 3 concordant titres within a range of 0.50 cm
3
Average titre within 1% of supervisor’s titre. 3 concordant titres within 0.30 cm
3
AC2.3 obtain useful data by safely using qualitative techniques
Makes effective and safe use of some qualitative techniques to make some meaningful observations
Consistently makes an effective and safe use of a range of qualitative techniques to make meaningful observations
AC2.4 record outcome of analytical work in an appropriate format
Designs a mainly appropriate method for recording some data
Some units are recorded correctly
Records most outcomes clearly
Records data with some inaccuracies
Designs a mainly appropriate method for recording data
Most units are recorded correctly
Records outcomes clearly
Records data with only some minor inaccuracies
Designs an appropriate method for recording data
Units are consistently recorded correctly
Records outcomes clearly
Records data accurately
Pathways Applied Science Level 2 Units p100
Learning Outcome Assessment criteria
Performance bands
Pass Merit Distinction
LO3 be able to report on analytical investigations
AC3.1 process data Processes data accurately from some tests using appropriate mathematical/ scientific techniques
Consistently, systematically and accurately processes data from a range of tests using appropriate mathematical/ scientific techniques
AC3.2 use chemical notation
Makes a mostly accurate and appropriate use of word equations Makes some accurate use of chemical formulae Makes a limited use of symbol equations
Makes an accurate and appropriate use of word equations Makes a mostly accurate and appropriate use of chemical formulae and symbol equations
Makes an accurate and appropriate use of:
word equations
chemical formulae
symbol equations
AC3.3 make evidence based conclusions
Makes conclusions consistent with evidence with some reference to limitations of the data/procedure
Makes reasoned judgements to develop conclusions consistent with evidence with some reference to limitations of the data/procedure
Makes reasoned judgements to develop substantial conclusions consistent with evidence and with detailed reference to limitations of the data/procedure
AC3.4 communicate findings Clearly communicates findings using appropriate language
Clearly communicates findings using styles and language appropriate to the audience
Selects and uses appropriate means to clearly communicate finding using styles and language appropriate to the audience
Pathways Applied Science Level 2 Units p101
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be conducted
under controlled assessment conditions and controls have been determined for each stage of the
assessment process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment along
with guidance and criteria related to using it. The model assignment consists of tasks that are
applied and holistic in their approach. Model assignments are designed so that they can be used
as they are or adapted by centres to fit with the local sector needs and allow the usage of local
resources available to the centre. The model assignment includes information on which aspects
of the assignment can be adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources,
supervision and collaboration.
The time taken will be specified within the model assignment.
Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment.
Directions on where direct supervision is provided in the model assignment.
Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit.
Guidance on collaboration, and where it is permitted, will be given with the model assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within the
overall assessment time. The purpose is to give consortia additional guidance to help to manage
the assessment task.
Task marking:
The centre must mark learner’s assessment evidence against the performance bands for each
assessment criteria. The performance bands describe the depth which the assessment criterion
has been achieved by the learner.
Pathways Applied Science Level 2 Units p102
Guidance for Delivery
Making teaching vocationally relevant
It is important that learners recognise the knowledge, understanding and skills they develop are
vocationally relevant. There are a number of ways in which this can be achieved:
providing work experience with a workplace that uses analytical techniques as part of the planned school programme
arranging visits to workplaces which use analytical science
arranging talks by visiting speakers from analytical laboratories e.g. Environmental Agency, Forensic Service, Police, hospital laboratories.
carrying out activities based around a work-based scenario.
The following are examples of approaches to delivery which could be used to enhance the learners understanding of the vocational importance of analytical science.
Example 1
A police officer or a Scene of Crime Officer could be invited to speak about how forensic evidence is collected and examined from a crime scene. They could be asked to focus on issues such as how they avoid contamination of evidence and make decisions about the methods used to test evidence. This could lead to a discussion about the limitations of forensic evidence and its suitability for purpose in a court case.
This could be followed up by learners presenting forensic evidence before a mock jury. Learners could be given scientific evidence to interpret from a crime scene. Two different teams, one for the prosecution and the other the defence, could provide ‘expert’ opinion to a Jury in a mock case where the interpretation of forensic evidence is critical. A representative of the Forensic Service could attend the ‘trial’ and comment on the quality of evidence presented.
Example 2
An Environmental Officer from the Environmental Agency could be invited to explain how they monitor water purity and investigate pollution incidents. They could explain how they safely take representative samples from a stream/river and how they analyse it at the laboratory. They could discuss how evidence is collected to find out information about the nature of a pollution incident. This could be followed up by allowing students to test ‘water samples’ from a simulated pollution incident. Learners could be presented with a number of different mock water samples taken from different locations on a river which they could be asked to analyse for different ions, pH etc. They could use the evidence to trace a possible source of the pollution. The Environmental Officer could provide feedback to learners on the process they follow and their outcomes.
Example 3
Analytical scientists are employed in many production laboratories to carry out quality control and investigate problems in production. A scientist working in a quality control laboratory of a local industry could be invited to talk about their work and the techniques they use to monitor the quality of the chemicals they use and products they produce. For example, a scientist could speak about the monitoring of foods for ‘chemical’ additives; a scientist from oil refinery could speak about how they monitor chemical processes. This could be followed up by simulating the quality control process by setting a scenario to the students. e.g. by using a standard procedure to measure the amount of citric acid in a flavoured chewing gum, the concentration of vinegar to be used to pickle onions etc. They could then make decisions about the suitability of the product they tested.
Pathways Applied Science Level 2 Units p103
Making Contacts
Examples of organisations that may be approached to provide help include:
Environmental Agency
Forensic Services (or Forensic Science departments of Universities)
Water Company laboratories
Specialist Environmental laboratories
Hospital laboratories
Pharmaceutical laboratories
Universities (particularly those that run ‘Applied Science’ courses such as Forensic Science and Environmental courses)
Quality control laboratories in many science based industries (e.g. food processing industries).
Pathways Applied Science Level 2 Units p104
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows the
links to Application of Number, Communication and ICT Essential Skills (Wales) at Level 2.
Application of Number Understand numerical data
Carry out calculations
Interpret results and present
findings
Communication Speaking and listening
Reading
Writing
ICT Use ICT systems
Find, select and exchange
information
Develop and present
information
Pathways Applied Science Level 2 Units p105
Wider Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows the
links to Improving own learning and performance, Problem solving, and Working with others, at
Level 2.
Improving own learning and
performance
Help set targets with an
appropriate person and plan
how these will be met
Take responsibility for some
decisions about your
learning, using your plan to
help meet targets and
improve your performance
Review progress with an
appropriate person and
provide evidence of your
achievements
Problem solving Identify a problem, with help
from an appropriate person,
and identify different ways of
tackling it
Plan and try out at least one
way of solving the problem
Check if the problem has
been solved and identify
ways to improve problem
solving skills
Working with others Plan work with others
Work co-operatively towards
achieving the identified
objectives
Review your contributions
and agree ways to improve
work with others
Pathways Applied Science Level 2 Units p106
Functional Skills
This unit provides opportunities for learners to develop a range of skills. This table shows the
links to Functional maths, Functional English and Functional ICT.
Functional maths Representing
Analysing
Interpreting
Functional English Speaking, listening and
communication
Reading
Writing
Functional ICT Using ICT
Finding and selecting
information
Developing, presenting and
communicating information
PLTS
This unit provides opportunities for learners to develop the following Personal, learning and
thinking skills (PLTS)
Independent enquirers IE1, IE2, IE3, IE4, IE5, IE6
Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6
Reflective learners RL1, RL2, RL3, RL4, RL5, RL6
Team workers TW1, TW2, TW3, TW4, TW5, TW6
Self managers SM2, SM3, SM4
Effective participators EP1, EP2, EP3, EP4, EP5
Pathways Applied Science Level 2 Units p107
Links to National Occupational Standards
This unit forms part of WJEC Pathways in Applied Science suite. This unit has particular links
with the following units:
NVQ Laboratory Science level 2 NVQ Laboratory and Associated
Technical Activities level 2
01 Maintaining health and safety in a
laboratory environment 01 Follow health and safety procedures for
scientific or technical activities
03 Receiving, sorting, transporting and
storing laboratory specimens/samples under
supervision
03 Use information recording systems for
scientific or technical activities
04 Communicating laboratory information to
authorised personnel under supervision
04 Carry out routine maintenance, cleaning
and checking of scientific or technical
equipment
13 Assisting with the processing of liquid
compounds/samples using manual
laboratory techniques
06 Prepare compounds and solutions for
scientific or technical use
15 Assisting with the preparation of solutions
for laboratory use 12 Carry out simple scientific or technical
tests using manual equipment
16 Measuring, weighing and preparing
compounds and solutions for laboratory use 14 Prepare scientific or technical samples for
testing activities
15 Carry out sampling operations for
scientific or technical tests
Pathways Applied Science Level 2 Units p108
Resources
General
Laboratory facilities, Variety of laboratory chemicals. Routine laboratory equipment (glassware,
electronic balances etc). Health and safety equipment.
DNA Fingerprinting Simulation - Lab Investigation Company: Edu-lab http://www.edulab.co.uk
Books
SEP (Science Enhancement Programme) booklets available from www.sep.org.uk Teachers are encouraged to register with SEP to obtain very helpful free resources which contains practical work which could be adapted for Scientific Analysis and Detection.
Tests (ChemLab) Atlantic Europe Publishing Co Ltd (19 Jan 1998) ISBN-13: 978-1869860776
The Presentation Secrets of Steve Jobs: How to Be Insanely Great in Front of Any Audience
McGraw-Hill Professional ISBN-13: 978-0071636087
Websites
Royal Society of Chemistry ‘Standard Procedures for GCSE Applied Science’
URL: http://www.rsc.org/education/teachers/learnnet/StandProcGCSE.htm
British Standards Institute – Many suitable practicals for unit 1
http://www.bsieducation.org/Education/14-19/topic-areas/applied-science/default.shtml
Microscopy and micro-organisms www.microbeworld.org Microbiology online
http://www.microbiologyonline.org.uk/teachers/activities
gcsEASE http://channel4learning.com/sites/gcsease British Sugar www.britishsugar.co.uk/RVEb68fda6066794940a00bbc77675353a8,,.aspx Webucate http://www.webucate.org/ourgallery/thumbnails.php?album=73 Practical Chemistry http://www.practicalchemistry.org/
Pathways Applied Science Level 2 Units p109
HLPC simulation
http://www.kabyn.com/hplc/index.php
DNA profiling http://en.wikipedia.org/wiki/DNA_profiling Videos of techniques Videos of many analytical techniques can be found by searching for a named technique eg. ‘Gas Chromatography’ using a suitable search engine and selecting the ‘videos’ tab.
Pathways Applied Science Level 2 Units p110
Unit. 2.9 Health and Physiology
QCF code R/502/8906
WJEC unit entry code 6558 L2
Credit value 5
Guided learning hours 35
Aim and purpose
This unit develops knowledge and understanding of how the body works, the physiological
systems within the body and how these are affected by the lifestyle choices we make. The
unit will enable learners to develop skills necessary to carry out simple physiological tests
and measurements to draw conclusions about the health of an individual.
Unit Introduction
Health is a combination of many things, some physical and some psychological. Knowing
how the physiological systems of the body are affected by the lifestyle choices people make
is important in assessing the health of individuals. Physiological systems work together to
ensure the body is healthy, but they are affected by factors such as diet, exercise, smoking
and drinking. Physiological tests can demonstrate the affect such factors are having on an
individual.
Medical technicians work in hospitals and other health care settings, supporting health care
professionals in both the diagnosis and treatment of patients. There are a range of specialist
areas that medical technicians work in, for example cardiovascular technicians, dialysis
technicians, audiology technicians and respiratory function technicians. Each technician is
trained to perform particular tests and procedures and then analyse results.
In this unit you will further develop your understanding of how the human body works,
through learning about the structure, function and interrelationship of the major physiological
systems. You will then look at lifestyle factors and how these can affect the physiological
systems. Once you have developed your understanding in these areas you will assess the
health of an individual through the use of questionnaires and by performing tests. You will
draw evidence based conclusions from the results of the questionnaire and the tests about
the health of the individual.
Pathways Applied Science Level 2 Units p111
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO1 know basic physiology of major body systems
AC1.1 describe major body systems
Structure, function and interrelationship of major physiological systems Cardiovascular system
Anatomy of the heart
Blood and blood vessels
Initiation of the heart beat
Hormonal control of heart rate
Cardiac output = stroke volume x heart rate
Structure of blood vessels
Respiratory system
Lung structure and function in relation to maintaining oxygen supply
Nervous system—coordination system
CNS
Peripheral nervous system Digestive and excretory systems
Digestion and absorption process through the system
Eliminating waste products
Pathways Applied Science Level 2 Units p112
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO2 understand lifestyle factors that affect the health of an individual
AC2.1 describe a range of lifestyle factors that can affect the health of an individual
Lifestyle factors
Diet
Exercise/physical
Smoking
Alcohol and other drugs
Sexual activity
Environmental: housing
Job
AC2.2 explain how lifestyle factors can affect major body systems
Affects
Physiological: coronary heart disease, diabetes, nutrient deficiencies, anaemia, tooth decay, reduction in lung capacity
Psychological: stress , depression Major body systems
Individual organs
Individual Functions
Integrated functions Changes in understanding of effect of lifestyle factors
Pathways Applied Science Level 2 Units p113
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO3 be able to assess the health of individuals
AC3.1 design a questionnaire on the health of an individual
Questionnaire design
Overall aim of questionnaire: what information are you trying to collect? What do you want to find out?
Types of questions: open or closed (yes/no, number scales)
Wording of questions
Number of questions
Is the questionnaire self completion or through face-to-face interaction?
AC3.2 test the health of an individual using a range of testing techniques
Tests
Heart rate/pulse rate - resting and recovery
Height/ weight (body mass index)
Waist-hip size in children
Recovery rates
Blood Pressure
Peak flow reading
Blood glucose tests
Cholesterol levels
Flexibility testing Carrying out tests to collect information
Select appropriate tests for identified purpose
Measuring accurately,
Using required/appropriate tools or equipment
Health and safety considerations
Pathways Applied Science Level 2 Units p114
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO3 (cont) AC3.3 draw evidence based conclusions about the health of an individual
Evidence based conclusions
Interpret data from tests and questionnaire
Make conclusions based on data (validity, reliability)
Limitations of tests, techniques and equipment
Limitations of data
AC 3.4 present conclusions in an appropriate format that is clear and well organised, and uses appropriate scientific and technical language
Present
Style and format of presentation
Use of ICT
Use of graphs, images etc
Use of scientific and technical language
Pathways Applied Science Level 2 Units p115
Learning Outcome Assessment criteria Performance bands
Pass Merit Distinction
LO1 know basic physiology of major body systems
AC1.1 describe major body systems
Description of the physiology of major body systems with some detail Evidence may be weighted towards one system
Description of the physiology of major body systems with some detail
Detailed description of the physiology of major body systems
LO2 understand life style factors that affect the health of an individual
AC2.1 describe a range of lifestyle factors that can affect the health of an individual
Describes a range of lifestyle factors that can affect the health of an individual
AC2.2 explain how lifestyle factors can affect major body systems
Explains how lifestyle factors affect body systems Evidence is mainly descriptive, mainly accurate and with limited relevance
Explains how lifestyle factors affect body systems Evidence is mainly accurate and with limited relevance. There is some detailed reasoning
Explains how lifestyle factors affect body systems Evidence is mainly relevant and accurate with detailed reasoning
Pathways Applied Science Level 2 Units p116
Learning Outcome Assessment criteria Performance bands
Pass Merit Distinction
LO3 be able to assess the health of individuals
AC3.1 design a questionnaire on the health of an individual
Devise appropriate questions to collect mainly relevant information Format used may have limitations
Devise appropriate questions to collect relevant information Presented in an appropriate format
AC3.2 test the health of an individual using a range of testing techniques
Tests the health of an individual using a range of testing techniques
AC3.3 draw evidence based conclusions about the health of an individual
Draw some conclusions about the health of an individual with limited justification
Draw conclusions about the health of an individual using some evidence to give brief and mostly accurate justification
Draw valid conclusions about the health of an individual using the evidence to give clear and detailed justification
AC 3.4 present conclusions in an appropriate format that is clear and well organised, and uses appropriate scientific and technical language
Presents conclusions in appropriate format that is clear and well organised, and uses appropriate scientific and technical language
Pathways Applied Science Level 2 Units p117
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be conducted under
controlled assessment conditions and controls have been determined for each stage of the
assessment process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment along with
guidance and criteria related to using it. The model assignment consists of tasks that are applied
and holistic in their approach. Model assignments are designed so that they can be used as they
are or adapted by centres to fit with the local sector needs and allow the usage of local resources
available to the centre. The model assignment includes information on which aspects of the
assignment can be adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources,
supervision and collaboration.
o The time taken will be specified within the model assignment.
o Resources must be provided that give learners fair and full access to the marking criteria
and are appropriate for the assessment and requirements of the unit. Details of specific
controls will be given within the model assessment.
o Directions on where direct supervision is provided in the model assignment.
o Directions on where collaboration is allowed within this unit will be detailed in the model
assignment for this unit.
o Guidance on collaboration, and where it is permitted, will be given with the model
assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within the
overall assessment time. The purpose is to give consortia additional guidance to help to manage
the assessment task.
Task marking:
The centre must mark learner’s assessment evidence against the performance bands for each
assessment criteria. The performance bands describe the depth which the assessment criterion has
been achieved by the learner.
Pathways Applied Science Level 2 Units p118
Guidance for Delivery
Making teaching vocationally relevant
It is important that learners recognise the knowledge, understanding and skills they develop are
vocationally relevant. There are a number of ways in which this can be achieved.
Providing work experience with organisations that perform routine physiological tests to
assess health. This could be in a hospital or health care setting, but could also include
health and leisure centres or private gyms. This work experience could be just a one or two
day experience or could form part of a planned school work placement scheme.
Arranging focused visits to see a range of routine physiological tests being undertaken. A
local hospital (or Health Boards or NHS Trust) would be particular suitable for such a visit,
as it may be possible for different small groups of learners to view different tests—i.e.
cardiovascular, respiratory and auditory, with each group then reporting back to the whole
group.
Arranging talks by visiting speakers such as health care professionals who perform tests or
those that use the results of tests to develop health care plan for individuals.
Developing learning activities in conjunction with organisations that perform physiological
tests or use the results of tests. Learners could be asked by a representative from the
Health promotion agency to prepare a presentation. This presentation needs to focus on the
affect smoking has on the cardiovascular and respiratory system. This presentation could
then be used by a Health Promotion agency.
Using real life data from physiological tests to assess the health of an individual and make
some suggestions about possible lifestyle factors that are affecting the data. For example
local hospitals or gyms may be able to provide anonymised data from the last 20 individuals
that undertook lung function tests.
The following are examples of approaches to delivery which could be used to enhance the learners
understanding of the vocational importance of human physiology and health.
Example 1
An organisation that is about to start a health and well being programme for all employees provides
some data about it’s employees, height, weight, number of smokers, number who drink etc. The
company has compiled the data from questionnaires. Considering the data that has been
presented, learners could be asked to produce short films of the effects of certain lifestyle factors on
the physiological systems of the body. Learners could be divided into teams with each team
producing a film clip on a certain lifestyle factor relevant to the data that has been provided, so a
film on the effects of eating too much fat of the cardiovascular system, a film on the effect of
smoking on the respiratory system etc. The organisation or employee representatives could give
feedback to learners on the films they produce.
Example 2
Learners will need to be provided with opportunities to undertake the physiological measurements
required as part of the assessment for this unit before they complete their controlled assessment. A
local sports team, such as a local amateur football or rugby team could be contacted to act as
“subjects” for the tests, in a “Who is the healthiest member of the team competition”. Works stations
could be set up to test “Who in the team has the greatest lung capacity?” “Who has the lowest blood
pressure?” “Who has the slowest recovery rate?” Learners would run each work station collect all
Pathways Applied Science Level 2 Units p119
results and then present these to the team having agreed from all the results: “Who is the healthiest
member of the team?”
Example 3
A new private gym which is about to open in the local area is in the process of devising a
questionnaire to assess the health of those who join the gym. They are aware that many people
have completed questionnaires before and they are keen to develop an easy to use questionnaire
that will collect all the information they require. Learners have been asked to support the gym by
undertaking research into questionnaire design.
Questionnaires from a range of organisations, such as council leisure facilities, private gyms and
health care settings could be collected and analysed by learners to assess how affective they are,
the style of questionnaire etc. These could also be compared with on-line questionnaires on many
websites, e.g. Health in Wales“, “Change4 life”. Learners could then present their findings to the
owners of the new gym.
Making Contacts
Examples of organisations that may be approached to provide help include:
Hospitals and Health Care trusts
Other health care settings and individuals-doctors, practice nurse
Council run Leisure facilities
Private gyms and leisure facilities
University medical an human biology departments
Pathways Applied Science Level 2 Units p120
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows the links
to Application of Number, Communication and ICT Essential Skills (Wales) at Level 2.
Application of Number Understand numerical data
Carry out calculations
Interpret results and present
findings
Communication Speaking and listening
Reading
Writing
ICT Use ICT systems
Find, select and exchange
information
Develop and present
information
Pathways Applied Science Level 2 Units p121
Wider Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows the links
to Improving own learning and performance, Problem solving, and Working with others, at Level 2.
Improving own learning and
performance
Help set targets with an
appropriate person and plan
how these will be met
Take responsibility for some
decisions about your
learning, using your plan to
help meet targets and
improve your performance
Review progress with an
appropriate person and
provide evidence of your
achievements
Problem solving Identify a problem, with help
from an appropriate person,
and identify different ways of
tackling it
Plan and try out at least one
way of solving the problem
Check if the problem has
been solved and identify
ways to improve problem
solving skills
Working with others Plan work with others
Work co-operatively towards
achieving the identified
objectives
Review your contributions
and agree ways to improve
work with others
Pathways Applied Science Level 2 Units p122
Functional Skills
This unit provides opportunities for learners to develop a range of skills. This table shows the links
to Functional maths, Functional English and Functional ICT.
Functional maths Representing
Analysing
Interpreting
Functional English Speaking, listening and
communication
Reading
Writing
Functional ICT Using ICT
Finding and selecting
information
Developing, presenting and
communicating information
PLTS
This unit provides opportunities for learners to develop the following Personal, learning and thinking
skills (PLTS)
Independent enquirers IE1, IE2, IE3, IE4, IE5, IE6
Creative thinkers CT1, CT2, CT3, CT4
Reflective learners RL3, RL4, RL5, RL6
Team workers TW1, TW2, TW3, TW4
Self managers SM2, SM3, SM4
Effective participators EP1, EP2, EP3, EP4, EP5
.
Pathways Applied Science Level 2 Units p123
Links to National Occupational Standards
This unit forms part of WJEC Pathways in Applied Science suite. This unit has particular
links with the following National Occupational Standards:
NVQ in Laboratory Science level 2 NVQ in Laboratory and associated
technical activities level 2
01 Maintaining health and safety in a
laboratory environment 01 Follow health and safety procedures for
scientific or technical activities
04 Communicating laboratory information to
authorised personnel under supervision 03 Use information recording systems for
scientific or technical activities
09 Assisting with the processing of liquid
clinical specimens using manual laboratory
techniques
12 Carry out simple scientific or technical
tests using manual equipment
Pathways Applied Science Level 2 Units p124
Resources
Textbooks
Human physiology and Health for GCSE, David Wright, Heinemann, 2007 (ISBN
9780435633097)
Revise GCSE Human Biology, Morton Jenkins, Letts, 2007
Human Biology and Health studies, Givens P and Reiss M, Nelson Thornes
Haworth E and Ashton A – Health and Social Care GCSE (Pearson, 2009) ISBN
9781846903472
Haworth E, Allen B, Forshaw C, Nicol D, Volbracht A and Leach J – Society, Health
and Development Level 2
Society, Health and Development Level 2 Higher Diploma (unit 4)(Pearson, 2008)
ISBN 9780435401030
Websites
http://www.ngfl-cymru.org.uk/vtc/ngfl/pse/16/ks2/default.html
http://www.nhs.uk/Change4Life/Pages/change-for-life.aspx
http://www.bbc.co.uk/health/treatments/healthy_living/
http://info.cancerresearchuk.org/healthyliving/
http://www.direct.gov.uk/en/HealthAndWellBeing/HealthyLiving/index.htm
http://www.takelifeon.co.uk
http://health.howstuffworks.com/diseases-conditions/cardiovascular/cholesterol/smoking-
affect-and-high-cholesterol.htm
Peak flow measurements:
http://www.nlm.nih.gov/medlineplus/ency/article/003443.htm
Blood pressure measurement and readings
http://www.bpassoc.org.uk/BloodPressureandyou/Thebasics
Cholesterol testing service:
http://www.lloydspharmacy.com/wps/portal/services/cholesterolandheartcheck
Pathways Applied Science Level 2 Units p125
Unit 2.10 Using Electronics to Make Devices
QCF code Y/502/8907
WJEC unit entry code 6559 L2
Credit value 10
Guided learning hours 70
Aim and purpose
Electronics are in many devices all around us. By developing the knowledge, understanding
and skills of this unit, learners will be able to design, make and test electronic circuits for use
in devices.
Unit Introduction
Have you ever wondered how an MP3 player works? Have you ever taken apart a games
console and tried to fix it? When you look at many devices we use in every-day life, you will
find that they use electronics in some way.
With what you learn in this unit, you could design your own electronic circuits to improve the
performance of, or adapt products in your own home. You could make your alarm turn on a
light or move instead of making a noise. You could design a robot or speakers for your
phone. The science of electronics is now so advanced that electronics design engineers are
involved in developing a wide range of products from racing cars to mobile technology and
medical diagnosis and treatments to satellites.
With this unit, you learn about the science behind electronics and electricity. You will learn
how circuits work and how they work together in a system. You will learn how to design your
own circuits and then build and test them so that you know that they will work.
Pathways Applied Science Level 2 Units p126
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO1 know the language of electronics
AC1.1 use language of electronics
Symbols to show:
Components
Connections
Testing points
Current flow
Voltages
Power supply Abbreviations related to:
Use in equations
Components
Electricity Terminology relating to:
Systems and subsystems
Components and their function
Tools
Circuit design
LO2 understand how electronic circuits function
AC2.1 explain the function of electronic components and subsystems
Purposes of electronic circuits
To sense
To inform
To decide
For conservation/sustainability Concept of system and sub-systems
Input subsystems
Output subsystems
Processing subsystems Components
Switches
Resistors (including thermistors and LDR)
Diodes
Transistors
Capacitors
Integrated circuit components (e.g. logic gates)
Buzzers
Filament lamps
Pathways Applied Science Level 2 Units p127
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO2 (cont) AC2.2 explain factors that affect the flow of an electric current through circuits
Electric current
Flow of electric charge
Use of ampere to measure rate of flow of electric current
AC/DC
Ohm’s law Factors
Voltage
Resistance
Temperature
Light
Magnetism
Circuit wiring o Series o Parallel
How the flow of an electric current is controlled
LO3 be able to build electronic circuits
AC3.1 define a problem that can be resolved with electronics
Types of problems
To sense
To inform
To decide
For conservation/sustainability
Electronics solutions
Sensing circuits
Output circuits
Switching circuits
Logic systems
Timing circuits
Interface circuits
Integrated circuits
Pathways Applied Science Level 2 Units p128
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO3 (cont) AC3.2 recognise appropriate components for a planned electronic circuit
Sources
Data sheets
Catalogues
Internet
Symbols Recognise
By size
By function
AC3.3 design an electronic circuit
Design using:
Subsystems (input, processing and output subsystems)
ICT software
Block diagrams
AC3.4 use tools in the building of electronic circuits
Tools include:
Wire cutter
Pliers
Wire stripper
Screwdrivers
Torx drives
Soldering iron
Solder sucker Use taking account of health and safety:
Of self
Of others Factors to consider
o Equipment o Environment o People
Pathways Applied Science Level 2 Units p129
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO3 (cont) AC3.5 calculate requirements for electronic circuits
Calculate
Power
Voltage
Current
Voltage drop
Total resistance Calculate with:
Manipulating equations
Truth tables
Data sheets
LO4 be able to review electronic circuits
AC4.1 plan for testing electronic circuits
Planning
Identify test points
Expected outcomes
Sequence of actions
Resources required
AC4.2 obtain data using testing equipment
Testing equipment to include:
Meters
Digital
Analogue
Use of ICT software Record data
Use taking account of health and safety:
Of self
Of others Factors to consider
o Equipment o Environment o People
Pathways Applied Science Level 2 Units p130
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO4 (cont) AC4.3 interpret testing data
Data relating to:
Voltage
Continuity
Current flow
Resistance Use data to draw conclusions
AC4.4 recommend circuit modifications
Recommendations to include:
Enhancements to improve performance
Changes to circuit design
Changes to building process
Changes to testing process
Alternative approaches
Pathways Applied Science Level 2 Units p131
Learning Outcome Assessment Criteria Performance bands
Pass Merit Distinction
LO1 know the language of electronics
AC1.1 use language of electronics
Uses mainly accurate and appropriate language of electronics Evidence may be limited in some forms of communication
Use mainly accurate and appropriate language of electronics in different forms of communication
Consistently use accurate and appropriate language of electronics in diagrams, written and oral communication
LO2 understand how electronic circuits function
AC2.1 explain the function of electronics components and subsystems
Briefly explains the function of subsystems and some electronic components
Explains in some detail the function of subsystems and a some appropriate electronics components
Explains in detail the function of subsystems and a range of appropriate electronics components A range of appropriate components are considered
AC2.2 explain factors that affect the flow of an electric current through circuits
Explains factors that affect the flow of an electric current through circuits Evidence may be mainly descriptive with limited explanation of how the flow can be controlled
Explains a range of appropriate factors that affect the flow of an electric current through circuits Evidence includes an explanation of how the flow can be controlled, most of which is appropriate
Explains in detail, a range of appropriate factors that affect the flow of an electric current through circuits Evidence includes a detailed explanation of how the flow can be appropriately controlled
Pathways Applied Science Level 2 Units p132
Learning Outcome Assessment Criteria Performance bands
Pass Merit Distinction
LO3 be able to build electronic circuits
AC3.1 define a problem that can be resolved with electronics
Gives a simple definition of a problem that can be resolved with electronics
Gives a detailed definition of a problem that can be resolved with electronics
AC3.2 recognise appropriate components for a planned electronic circuit
Recognises appropriate components for a planned electronic circuit
AC3.3 design an electronic circuit
Simple design is produced showing an outline of each subsystem Design may lack sufficient explicit content to confirm they would resolve the defined problem Evidence would be sufficient to show how the designs would contribute to the resolution of the defined problem
Designs have some detail and mainly show how the defined problem can be resolved Evidence would be sufficient to show how the designs would contribute to the resolution of the defined problem
Designs are detailed and appropriate to resolution of the problem as defined Evidence would be sufficient to show how the designs would contribute to the resolution of the defined problem
AC3.4 use tools in the building of electronic circuits
Makes effective use of a range of tools in the building of electronic circuits
Makes consistent and effective use of a range of appropriate tools in the building of electronic circuits
AC3.5 calculate requirements for electronic circuits
Performs some appropriate calculations obtaining the correct outcomes in most cases
Identifies and performs some appropriate calculations. Obtains the correct outcomes from the calculation in most cases
Identifies and performs a range of appropriate calculations obtaining correct outcomes in the majority of cases
Pathways Applied Science Level 2 Units p133
Learning Outcome Assessment Criteria Performance bands
Pass Merit Distinction
LO4 be able to review electronic circuits
AC4.1 plan for testing electronic circuits
Plans for the testing of electronic circuits
AC4.2 obtain data using testing equipment
Data is recorded and may include some inaccuracies Makes safe and effective use of some testing equipment
Data is recorded mainly accurately from tests undertaken Makes safe and effective use of a range of testing equipment
AC4.3 interpret testing data
Conclusions drawn have some detail and are mainly based on evidence available
Conclusions drawn are detailed and clearly based on evidence available
.
AC4.4 recommend circuit modifications
Makes some recommendations for modifications to circuits that are mainly appropriate Recommendations may lack detail and justification
Makes recommendations that are mainly appropriate and include some detail and justification
Makes detailed and appropriate recommendations for modifications Recommended modifications are justified
Pathways Applied Science Level 2 Units p134
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be
conducted under controlled assessment conditions and controls have been determined for
each stage of the assessment process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment
along with guidance and criteria related to using it. The model assignment consists of tasks
that are applied and holistic in their approach. Model assignments are designed so that they
can be used as they are or adapted by centres to fit with the local sector needs and allow the
usage of local resources available to the centre. The model assignment includes information
on which aspects of the assignment can be adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources,
supervision and collaboration.
o The time taken will be specified within the model assignment.
o Resources must be provided that give learners fair and full access to the marking
criteria and are appropriate for the assessment and requirements of the unit. Details
of specific controls will be given within the model assessment.
o Directions on where direct supervision is provided in the model assignment.
o Directions on where collaboration is allowed within this unit will be detailed in the
model assignment for this unit.
o Guidance on collaboration, and where it is permitted, will be given with the model
assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within
the overall assessment time. The purpose is to give consortia additional guidance to help to
manage the assessment task.
Task marking:
The centre must mark learner’s assessment evidence against the performance bands for
each assessment criteria. The performance bands describe the depth which the assessment
criterion has been achieved by the learner.
Pathways Applied Science Level 2 Units p135
Guidance for Delivery
Making teaching vocationally relevant
It is important that learners recognise the knowledge, understanding and skills they develop
are vocationally relevant. There are a number of ways in which this can be achieved:
providing work experience with a workplace where technicians are making electronics circuits or where electronics devices are being designed and tested
arranging visits to workplaces or laboratories where electronics devices are used to solve problems
arranging talks by visiting speakers
carrying out activities based around a work-based scenario.
The following are specific examples of approaches to delivery which could be used to enhance the learners understanding of the vocational importance of making electronic devices.
Example 1
A manufacturer of products that use electronic circuits could provide learners with schematics of their products. Learners could then work from the schematics to build the circuits. They would learn about the language of electronics from working with the schematics. Once their circuits are built, learners could then test the circuits, as well as testing samples of the circuits produced by the manufacturer. A review of their tests could then be presented to a representative of the manufacturer, comparing the quality of the circuits built by learners with those produced by the manufacturer
Example 2
Learners could visit a supplier of electronic circuits. During the visit, they would see a range of components used in electronics. Learners could handle components of different sizes made from a variety of materials. As a result of engaging with the components, learners could investigate their function and develop a database of components. The supplier could then provide details of queries and orders for components received and learners use their database to recommend appropriate resources. This would enable learners to recognise components and relate these to their function.
Example 3
Learners could be set a design brief from an organisation needing an electronic solution to a problem. For example, a museum may find that some of its exhibits are being damaged as a result of handling by visitors. Rather than putting the exhibits behind glass cases, they want a system that senses if visitors are too close and sets off a warning notice, informing visitors that they are too close and may be causing damage. Learners could visit the museum to be briefed on the problem and shown the location of the relevant exhibits. Learners could then design and build an electronic solution to the problem and return to the museum to test its function.
Pathways Applied Science Level 2 Units p136
Making Contacts
Examples of organisations that may be approached to provide help include:
Electronic design engineers and consultants
Manufacturers of products such as transport, televisions, mobile phones, games consoles, white goods
Organisations that use electronic devices include
o Shops
o Visitor attractions such as theme parks
o Energy providers
o Farms
Pathways Applied Science Level 2 Units p137
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Application of Number, Communication and ICT Essential Skills (Wales) at Level
2.
Application of Number Understand numerical data
Carry out calculations
Interpret results and present
findings
Communication Speaking and listening
Reading
Writing
ICT Use ICT systems
Find, select and exchange
information
Develop and present
information
Pathways Applied Science Level 2 Units p138
Wider Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Improving own learning and performance, Problem solving, and Working with
others, at Level 2.
Improving own learning and
performance
Help set targets with an
appropriate person and plan
how these will be met
Take responsibility for some
decisions about your
learning, using your plan to
help meet targets and
improve your performance
Review progress with an
appropriate person and
provide evidence of your
achievements
Problem solving Identify a problem, with help
from an appropriate person,
and identify different ways of
tackling it
Plan and try out at least one
way of solving the problem
Check if the problem has
been solved and identify
ways to improve problem
solving skills
Working with others Plan work with others
Work co-operatively towards
achieving the identified
objectives
Review your contributions
and agree ways to improve
work with others
Pathways Applied Science Level 2 Units p139
Functional Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Functional maths, Functional English and Functional ICT.
Functional maths Representing
Analysing
Interpreting
Functional English Speaking, listening and
communication
Reading
Writing
Functional ICT Using ICT
Finding and selecting
information
Developing, presenting and
communicating information
PLTS
This unit provides opportunities for learners to develop the following Personal, learning and
thinking skills (PLTS)
Independent enquirers IE1, IE2, IE4, IE6
Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6
Reflective learners RL1, RL2, RL3, RL4, RL5, RL6
Team workers TW1, TW2, TW3, TW4, TW5, TW6
Self managers SM2, SM3, SM4
Effective participators EP1, EP2, EP3
Pathways Applied Science Level 2 Units p140
Links to National Occupational Standards
This unit forms part of WJEC Pathways in Applied Science suite. This unit has particular
links with the following units:
NVQ Laboratory Science level 2 NVQ Laboratory and Associated Technical Activities level 2
01 Maintaining health and safety in a laboratory environment
01 Follow health and safety procedures for scientific or technical activities
Pathways Applied Science Level 2 Units p141
Resources
General
Components of electronics circuits.
Tools required for building and testing electronics circuits.
Books
Electronics for Dummies G McComb E Boysen Wiley Publishing
Make: Electronics C Platt O’Reilly Media
Websites www.electronics2000.co.uk A beginners guide to project building, software donwloads and pinouts http://vimeo.com Video sharing website with many videos showing building of electronics circuits. www.kpsec.freeuk.com Details of a number of projects that learners can work on as well as useful details of electronics symbols. www.youtube.com Video clips of electronics projects. www.learnabout-electronics.org Teaching materials, diagrams and maths problems. www.bbc.co.uk/schools/gcsebitesize/design/electronics
Although based on GCSE specifications, useful ‘revision’ materials for theory.
Pathways Applied Science Level 2 Units p142
Unit 2.11 Using Science to Prevent Infection
QCF code H/502/8909
WJEC unit entry code 6560 L2
Credit value 5
Guided learning hours 35
Aim and purpose
This unit introduces learners to the concept of infection prevention through the effective
control of micro-organisms. Learners will develop knowledge of micro-organisms, their
properties, characteristics and potential for infection and understand ways in which the
spread of micro-organisms can be prevented. They will learn to process data from
experiments, which they will present. This data will include key findings about ways to
prevent infection.
Unit Introduction
The study of micro-organisms and an understanding of how they cause infection and
disease are vital in order to prevent infection through the use of medicines and control
mechanisms. How have diseases such as small pox been eliminated? Why is the spread of
disease such as the plague unlikely today? Why do some diseases like Cholera spread
rapidly in some places in the world? Why are some micro-organisms causing disease in UK
hospitals, what can be done to prevent further outbreaks?
General microbiologists work in a range of settings including health, agriculture and in the
biotechnological industries. Medical microbiologists tend to work in hospitals and other
health care settings or for pharmaceutical companies developing medicines and vaccines.
Microbiologists also work in analytical laboratories (both public and private) analysing a
range of samples including water samples and food samples.
In this unit you will learn about micro-organisms and how they can cause disease, what
conditions are needed for micro-organisms to grow and how their growth can be prevented.
This learning will support you as you undertake microbiology practical work to control micro-
organism growth and when you present your key findings.
Pathways Applied Science Level 2 Units p143
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO1 know how micro-organisms cause disease
AC1.1 outline the properties of micro-organisms
Properties
Size
Growth
Basic cellular structure and nature of bacteria: single chromosome, cytoplasm, plasma membrane and cell wall. Additional structures such as plasmids
Basic virus structure and reproduction only within other living cells
AC1.2 describe how micro-organisms can cause infection
How infection can be caused
Definition of a pathogen
Airborne infection (or droplet infection through coughing, sneezing etc)
Waterborne infection
Food borne infection
Infection through direct contact
AC1.3 outline a range of diseases that are caused as a result of infection
Diseases
Those caused by bacteria: tuberculosis, cholera, tetanus, diphtheria and dysentery
Those caused by viruses: herpes (cold sores), chickenpox, smallpox, common cold, measles, mumps and Acquired Immunodeficiency Syndrome (AIDs)
Those caused by fungi : athletes’ foot, ringworm and thrush
Pathways Applied Science Level 2 Units p144
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO2 understand how micro-organism growth can be controlled
AC2.1 explain conditions needed for growth of micro-organisms
Conditions
Nutrients
Oxygen
Temperature
pH
Light
AC2.2 explain measures used for preventing growth of micro-organisms
Measures to prevent growth Difference between agents/techniques that kill micro-organisms and agents/techniques that inhibit growth, e.g. bactericidal and bacteriostatic agents
Sterilization; complete destruction or elimination of all viable micro- organisms. No degrees of sterilization, equipment is either sterile or not. Methods of sterilization: heat, irradiation, chemicals. Limitations of sterilisation
Low temperatures
Drying
Antimicrobial agents, antiseptics, disinfectants, preservatives and antibiotics
Pathways Applied Science Level 2 Units p145
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO3 be able to control micro-organism growth
AC3.1 plan a series of experiments Planning
Appropriate equipment
Appropriate Health and Safety
Appropriate techniques
Setting up equipment
Appropriate controls and variables (temperature, use of agents to prevent microorganism growth)
AC3.2 obtain data from experiments using aseptic techniques
Obtain data
Aseptic technique
Accurate recording of results
Appropriate tables, diagrams to record data
AC3.3 process data using appropriate techniques
Process data
Ensure validity of data
Recognise patterns
Apply appropriate mathematical techniques to the data
Interpret data
Pathways Applied Science Level 2 Units p146
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO4 be able to present information to inform others
AC4.1 structure information for communication
Structure information
Information presented logically
Information is clear
Information is concise
AC4.2 communicate information to others
Means of Communication
Verbal Presentation
Written reports
E-mail and attachments Communicate effectively
Style and format
Use of language (spelling, grammar and punctuation)
Use of scientific and technical language
Use of ICT (fonts, spell check, formatting tools)
AC4.3 enhance key points within information
Enhance key points through the use of:
Tables
Graphs
Illustrations
Spider diagrams
Flowcharts
Pathways Applied Science Level 2 Units p147
Learning Outcome Assessment criteria
Performance bands
Pass Merit Distinction
LO1 know how micro-organisms cause disease
AC1.1 outline the properties of micro-organisms
Gives an outline of the properties of micro-organisms
AC1.2 describe how micro-organisms can cause infection
Describes how micro-organisms can cause infection covering a limited range of methods of infection
Describes with some detail how micro-organisms can cause infection covering a range of methods of infection
Give a comprehensive description of how micro-organisms can cause infection covering a range of methods of infection
AC1.3 outline a range of diseases that are caused as a result of infection
Gives an outline of a range of diseases that are caused as a result of infection
LO2 understand how micro-organism growth can be controlled
AC2.1 explain conditions needed for growth of micro-organisms
Explanation showing some understanding of the conditions that control micro-organism growth
Explanation showing reasonable understanding of the conditions that control micro-organism growth
Thorough explanation showing comprehensive understanding of the conditions that control micro-organism growth
AC2.2 explain measures used for preventing growth of micro-organisms
Explain with limited clarity measures used to prevent the growth of micro-organisms
Explain with clarity measures used to prevent the growth of micro-organisms
Pathways Applied Science Level 2 Units p148
Learning Outcome Assessment criteria
Performance bands
Pass Merit Distinction
LO3 be able to control micro-organism growth
AC3.1 plan a series of experiments
Selects appropriate equipment for use Identify appropriate controls and variables
AC3.2 obtain data from experiments using aseptic techniques
Obtains data from experiments using aseptic techniques Some contamination seen may be observed
obtain data from experiments by effectively using aseptic techniques No contamination observed
AC3.3 process data using appropriate techniques
Processes data accurately from some experiments using appropriate techniques
Consistently, systematically and accurately processes data from experiments using appropriate techniques
Pathways Applied Science Level 2 Units p149
Learning Outcome Assessment criteria
Performance bands
Pass Merit Distinction
LO4 be able to present information to inform others
AC4.1 structure information for communication
Presents information in a mainly logical structure
Presents information in a logical structure
AC4.2 communicate information to others
Selects and uses appropriate means to clearly communicate findings Uses mainly appropriate styles and format Uses some appropriate use of language to communicate meaning Uses some appropriate scientific and technical language
Selects and uses appropriate means to clearly communicate findings Uses styles and format appropriate to the audience Mostly makes a good use of language to communicate meaning Uses scientific and technical language mostly accurately and appropriately
Selects and uses appropriate means to clearly communicate finding Uses styles and format appropriate to the audience Consistently makes a good use of language to communicate meaning Uses scientific and technical language accurately and appropriately
AC4.3 enhance key points within information
Most key points are clearly highlighted, using appropriate tools
Key points are clearly highlighted, using appropriate tools
Pathways Applied Science Level 2 Units p150
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be
conducted under controlled assessment conditions and controls have been determined for
each stage of the assessment process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment
along with guidance and criteria related to using it. The model assignment consists of tasks
that are applied and holistic in their approach. Model assignments are designed so that they
can be used as they are or adapted by centres to fit with the local sector needs and allow the
usage of local resources available to the centre. The model assignment includes information
on which aspects of the assignment can be adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources,
supervision and collaboration.
The time taken will be specified within the model assignment.
Resources must be provided that give learners fair and full access to the marking
criteria and are appropriate for the assessment and requirements of the unit. Details
of specific controls will be given within the model assessment.
Directions on where direct supervision is provided in the model assignment.
Directions on where collaboration is allowed within this unit will be detailed in the
model assignment for this unit.
Guidance on collaboration, and where it is permitted, will be given with the model
assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within
the overall assessment time. The purpose is to give consortia additional guidance to help to
manage the assessment task.
Task marking:
The centre must mark learner’s assessment evidence against the performance bands for
each assessment criteria. The performance bands describe the depth which the assessment
criterion has been achieved by the learner.
Pathways Applied Science Level 2 Units p151
Guidance for delivery
Making teaching vocationally relevant
It is important that learners recognise the knowledge, understanding and skills they develop
are vocationally relevant. There are a number of ways in which this can be achieved:
Arranging focused visits to private and/or public organisations to see
microbiological analysis in action. For example, in a water testing facility as they
undertake a microbial count of a water sample, in a hospital laboratory as they
identify a possible infection in a sample, or a pharmaceutical laboratory as they
investigate the effectiveness of new antimicrobial treatments.
Arranging for speakers from organisations that analyse microbiological activity,
such as hospitals, water authorities, environmental authorities, food safety
officers and health protection agencies. Alternatively, speakers from
organisations that develop and produce antimicrobial agents, such as
pharmaceutical firms.
The National Institute for Medical Research has researchers who are willing to
come into schools to give talks about particular diseases and disease causing
microbes. (http://www.nimr.mrc.ac.uk/schools/).
Developing learning activities in conjunction with organisations that analyse
microbiological activity or those that produce substances/techniques to reduce
microbiological activity. These activities should be focused around a work-based
scenario, such as mechanisms that could be employed on a hospital ward to
reduce the risk of infection (different groups of learners could consider different
methods of infection and how these could be prevented).
Providing work experience within an organisation that undertakes routine
microbiological analysis, as part of planned school work placement scheme.
Using case studies developed by organisations that promote the prevention of
infection and/or newspaper articles that comment on infections in public places
such as schools and hospitals.
The following are examples of approaches to delivery which could be used to enhance
learners understanding of the vocational importance of infection prevention and control.
Example 1
A private analysis company that undertakes routine microbial analysis for hospitals and other
health care organisations could be asked to provide a problem based activity for learners.
For example, learners could be asked to design an induction leaflet for trainee employees at
the analysis company. This leaflet needs to give a brief overview of micro-organisms, ways
infection can be transmitted and examples of diseases caused by micro-organisms. The
leaflet should also include information about how important the analysis of microbial activity
is ensuring effective infection prevention and control. It would be possible to link this activity
to newspaper and magazine articles about the spread of infections in hospitals.
Example 2
Learners could undertake a role play activity based on an outbreak of a new infection in the
UK. Different learners or groups of learners would undertake different roles, such as a public
health official working for the Health Protection Agency or a nurse or doctor working at the
Pathways Applied Science Level 2 Units p152
hospital at the centre of the outbreak. Each group would need to develop a plan of action to
deal with the outbreak. How would they prevent further infection spreading? What types of
publicity would the Health Protection Agency develop? What procedures would be put in
place to control the infection? What would be a hospital’s response to such an outbreak? Is
there an organisation with national/global responsibility in cases of disease outbreak? Do
local Health Trusts or Health Boards have plans in place?
Groups could undertake research to support the development of their plan and then present
their ideas. A representative from the Health Trusts or Health Board’s infection control team
or Health Protection Agency could be invited along to review learner’s plans and ideas.
This activity could also be linked to real life case studies in the UK and abroad.
Example 3
There are numerous microbiology practical experiments that could be undertaken as part of
this unit which could form part of Assessment for Learning and be linked to vocational
contexts. These practical experiments would then support the controlled assessment activity
which learners undertake as part of the summative assessment for this unit.
Suggested practical activities: Learners work in teams, each team is a team of biomedical
scientists investigating the antimicrobial properties of a particular soap or disinfectant.
Learners prepare “fingerplates” before and after washing with a particular soap.
Learners are working for the Food Standards Agency testing the freshness of milk samples
on a major retailer.
Learners are investigating the presence of micro-organisms on hospital surfaces using
swabs taken from different areas of the hospital
Making contacts
Examples of organisations that may be approached to provide help include:
Private organisations
Those organisations that provide microbiological analysis services or that provide
services to prevent the growth of micro-organisms. Many organisations that provide
microbiological analysis services have case studies on their websites on the type of
analysis that they undertake.
Public organisations
Those organisations that must ensure the prevention of micro-organism growth,
particularly the health care sector which would be very useful contacts for this unit. This
would include Health protection agencies, as well as individual clinical microbiologists
working in diagnostics laboratories and pathology departments of hospitals and
universities.
Pathways Applied Science Level 2 Units p153
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Application of Number, Communication and ICT Essential Skills (Wales) at Level
2.
Application of Number Understand numerical data
Carry out calculations
Interpret results and present
findings
Communication Speaking and listening
Reading
Writing
ICT Use ICT systems
Find, select and exchange
information
Develop and present
information
Pathways Applied Science Level 2 Units p154
Wider Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Improving own learning and performance, Problem solving, and Working with
others, at Level 2.
Improving own learning and
performance
Help set targets with an
appropriate person and plan
how these will be met
Take responsibility for some
decisions about your
learning, using your plan to
help meet targets and
improve your performance
Review progress with an
appropriate person and
provide evidence of your
achievements
Problem solving Identify a problem, with help
from an appropriate person,
and identify different ways of
tackling it
Plan and try out at least one
way of solving the problem
Check if the problem has
been solved and identify
ways to improve problem
solving skills
Working with others Plan work with others
Work co-operatively towards
achieving the identified
objectives
Review your contributions
and agree ways to improve
work with others
Pathways Applied Science Level 2 Units p155
Functional Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Functional maths, Functional English and Functional ICT.
Functional maths Representing
Analysing
Interpreting
Functional English Speaking, listening and
communication
Reading
Writing
Functional ICT Using ICT
Finding and selecting
information
Developing, presenting and
communicating information
PLTS
This unit provides opportunities for learners to develop the following Personal, learning and
thinking skills (PLTS)
Independent enquirers IE1, IE2, IE3, IE4, IE5, IE6
Creative thinkers CT1, CT2, CT3
Reflective learners RL2, RL3, RL4, RL5
Team workers TW1, TW2, TW3, TW4, TW5, TW6
Self managers SM2, SM3, SM4
Effective participators EP1, EP2, EP3
Pathways Applied Science Level 2 Units p156
Links to National Occupational Standards
This unit forms part of WJEC Pathways in Applied Science suite. Level 1 Pathways Applied
Science units can be viewed as an introduction to National Vocational qualifications at level
2 in Laboratory Science and Laboratory and Associated Technical Activities. Level 1
National Vocational Qualifications in these areas have been withdrawn.
NVQ in Laboratory Science Level 2 NVQ in Laboratory and associated technical activities Level 2
01 Maintaining health and safety in a laboratory environment
01 Follow health and safety procedures for scientific or technical activities
04 Communicating laboratory information to authorised personnel under supervision
03 Use information recording systems for scientific or technical activities
07 Assisting with the preparation of microbiological specimens/samples for laboratory investigations
15 Following aseptic procedures in the laboratory environment
20 Following aseptic procedures in the laboratory environment
Pathways Applied Science Level 2 Units p157
Resources
Textbooks
Society for General Microbiology:
The good, the bad, the ugly-microbes: Dariel, Anne Burdass
Microbiology-a resource for KS5
Basic Practical Microbiology: 2001
Practical Microbiology for Secondary schools
Websites
Society for General microbiology: www.microbiologyonline.org.uk
http://www.nhs.uk/Livewell/homehygiene/Pages/Hygieneoverview.aspx
http://www.nhs.uk/news/2007/January08/Pages/Norovirusoutbreak.aspx www.wellcome.ac.uk/bigpicture/epidemics http://www.wellcome.ac.uk/Education-resources/Teaching-and-education/Animations/Bacterial-diseases/index.htm http://www.wellcome.ac.uk/Education-resources/Teaching-and-education/Animations/Viral-diseases/index.htm http://www.textbookofbacteriology.net/control_5.html
http://www.childrensuniversity.manchester.ac.uk/interactives/science/microorganisms/whatandwhere.asp http://www.who.int/topics/en/ (index of whole range of diseases)
http://www.who.int/topics/hiv_aids/en/ (disease specific information) http://www.who.int/topics/cholera/en/
The Welcome trust has a Big Picture leaflet (in PDF format)t from September 2007 () that includes an activity based on a disease outbreak, a case study of the Ebola virus outbreak as well as lots more useful information on infection causes and prevention:
www.wellcome.ac.uk/bigpicture/epidemics
Power point explanation of a range of microbiology practical experiments
http://www.sparsholtschoolscentre.org.uk/teachers/resources/secondary/milk_micro_lab.pdf
Details on how to undertake a range of microbiology practicals: http://www.biotopics.co.uk/edexcel/pracw.html
Pathways Applied Science Level 2 Units p158
Unit 2.12 Biometric Solutions
QCF code D/502/8908
WJEC unit entry code 6561 L2
Credit value 5
Guided learning hours 35
Aim and purpose
This unit introduces learners to Biometrics. It enables them to develop knowledge and
understanding of this new and exciting area of science. This understanding of the principles
of Biometrics will enable learners to assess the suitability of Biometric applications for
particular situations.
Unit Introduction
Biometric measures have been used since ancient times; they are based on unique
recognition characteristics, such as handwriting signatures or fingerprints. Today the science
of biometrics is a rapidly growing industry as the need for authentication by biometric
verification is becoming increasingly commonplace. Could laptops and mobile phones
recognise fingerprints to make them secure? Why would Biometrics be more secure than
current systems such as passwords or PIN for credit cards? How could Biometrics help with
entry into a building or even entry into a country?
Organisations using biometric identification include financial institutions, hospitals and other
care facilities as well as schools, retailers, government agencies and security companies.
Since biometrics involves many different types of sciences and technologies, such as
designing, developing and implementing biometric solutions or the analysis of collected data,
there are openings in this area for many different scientists from engineers, to biologists, to
statisticians.
This unit will provide you with an introduction to the field of biometrics; it will develop your
understanding of the characteristics that can be used in Biometric verification and the wide
range of possible applications of use, both currently and in the future.
Pathways Applied Science Level 2 Units p159
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO1 know principles underlying biometric analysis
AC1.1 describe what is meant by biometric analysis
Description
Uniqueness
Identification
Measurement
Anatomical characteristics
Behavioural characteristics How biometrics has developed over time from the first use of handwriting/signatures as a unique recognition mechanism Phases in any biometric analysis - i.e. enrolment and verification
AC1.2 describe features of biometric characteristics
Features of the following biometric characteristics
Fingerprints
Palm prints
Facial structure
Retina patterns
Iris patterns
Handwriting/signatures
Keyboard typing patterns
Voice
Learners must know the features and how they support biometric analysis
Pathways Applied Science Level 2 Units p160
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO2 understand why particular characteristics can be used in biometric analysis
AC2.1 explain genetic principles of biometric physical characteristics
Genetic principles:
Chromosomes, alleles, genes
Chromosomes passed onto offspring in the sex cells
Chromosomes, DNA and genetic code. Particular code is a gene
Different versions of the same gene alleles determine unique features
Recessive and dominant alleles
Characteristics determined by several genes
AC2.2 explain why certain behaviour characteristics can be used for biometric analysis
Behavioural characteristics:
Handwriting/signatures
Keyboard typing patterns
Voice
Pathways Applied Science Level 2 Units p161
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO3 understand the suitability of biometric applications
AC3.1 explain applications of biometric analysis in different situations
Different situations
Restricted access to information/data
Restricted access to buildings/facilities
Immigration, border and passport control
Cashless payment systems Types of organisations that have these situations
Banks
Hospitals
Laboratories
Defence facilities
AC3.2 explain advantages and disadvantages of different biometric characteristics
Biometric characteristics
Fingerprints
Palm prints
Facial structure
Retina patterns
Iris patterns
Handwriting/signatures
Keyboard typing patterns
Voice
Pathways Applied Science Level 2 Units p162
Learning outcomes Assessment criteria Content
The learner will: The learner can:
LO3 (cont) AC3.3 assess suitability of applications for given situations
Factors affecting suitability:
Accurate discrimination between individuals
Speed of operation
Any potential health issues (such as spread of infection)
The ability to deal with present and future numbers of individuals
Environmental robustness
Ease of use
Reliability
Capable of coping with as much individual variability as possible
Social acceptability, i.e. people are happy to use it
Secure and robust against potential attackers
Speed of operation
Cost
Data protection/confidentiality
Pathways Applied Science Level 2 Units p163
Learning Outcome Assessment criteria Performance bands
Pass Merit Distinction
LO1 know principles underlying biometric analysis
AC1.1 describe what is meant by biometric analysis
Describes what is meant by biometrics analysis
AC1.2 describe features of biometric characteristics
Describes features covering a limited range of characteristics
Describes in some detail features covering a range of characteristics
Give a comprehensive description of features covering an extensive range of characteristics
LO2 understand why particular characteristics can be used in biometric analysis
AC2.1 explain genetic principles of biometric physical characteristics
Limited explanation showing some understanding of the genetic principles
Sound explanation showing reasonable understanding the genetic principles
Thorough explanation showing comprehensive understanding of the genetic principles
AC2.2 explain why certain behaviour characteristics can be used for biometric analysis
Explains with limited clarity why certain behavioural characteristics can be used
Explains with clarity why certain behavioural characteristics can be used
Pathways Applied Science Level 2 Units p164
Learning Outcome Assessment criteria Performance bands
Pass Merit Distinction
LO3 understand the suitability of biometric applications
AC3.1 explain applications of biometric analysis in different situations
Explains with limited logic the application biometric analysis in different situations
Explains with reasonable logic the application of biometric analysis in different situations
AC3.2 explain advantages and disadvantages of different biometric characteristics
Explains a limited range of advantages and disadvantages
Most content is relevant Explanation shows some appropriate reasoning
Explains a range of advantages and disadvantages.
Most content is relevant
Explanation shows mainly appropriate reasoning
Explains an extensive range of advantages and disadvantages.
Content is relevant
Explanation includes detailed appropriate reasoning
AC3.3 assess suitability of applications for given situations
Assessment of suitability of applications for given situations is mainly appropriate. Judgements may have limited reasoning
Assessment of suitability of applications for given situations is mainly appropriate. Judgements are mainly well reasoned
Assessment of suitability of applications is clearly appropriate for given situations with well reasoned judgements
Pathways Applied Science Level 2 Units p165
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be conducted under
controlled assessment conditions and controls have been determined for each stage of the assessment
process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment along with
guidance and criteria related to using it. The model assignment consists of tasks that are applied and
holistic in their approach. Model assignments are designed so that they can be used as they are or
adapted by centres to fit with the local sector needs and allow the usage of local resources available to
the centre. The model assignment includes information on which aspects of the assignment can be
adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources, supervision and
collaboration.
o The time taken will be specified within the model assignment.
o Resources must be provided that give learners fair and full access to the marking criteria and are
appropriate for the assessment and requirements of the unit. Details of specific controls will be
given within the model assessment.
o Directions on where direct supervision is provided in the model assignment.
o Directions on where collaboration is allowed within this unit will be detailed in the model
assignment for this unit.
o Guidance on collaboration, and where it is permitted, will be given with the model assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within the overall
assessment time. The purpose is to give consortia additional guidance to help to manage the assessment
task.
Task marking:
The centre must mark learner’s assessment evidence against the performance bands for each
assessment criteria. The performance bands describe the depth which the assessment criterion has been
achieved by the learner.
Pathways Applied Science Level 2 Units p166
Guidance for delivery
Making teaching vocationally relevant
It is important that learners recognise the knowledge and understanding they develop are vocationally
relevant. There are a number of ways in which this can be achieved:
Arranging focused visits to see biometric applications in operation, such as at a bank or at a
school. It would be particularly useful to see the process a new employee or new student
needs to undertake in order to be able to use the system.
Arranging for speakers from organisations that use biometric solutions to explain why they
chose to use the biometric solution rather than a conventional system of passwords or
identification cards.
Developing learning activities in conjunction with organisations that use or provide biometric
applications, so that activities are focused around a work-based scenario.
Providing work experience with an organisation that provides or uses biometric solutions, as
part of planned school work placement scheme.
Using case studies of particular examples of biometric solutions developed by organisations
that provide biometric applications.
Making use of newspaper and magazine articles, as well as those in scientific journals.
The following are examples of approaches to delivery which could be used to enhance learners
understanding of the vocational importance of biometric applications.
Example 1
An organisation that provides biometric applications or an organisation that uses a biometric application
could be asked to provide a problem based activity for learners. For example a school may need a leaflet
for prospective parents to explain to them why biometric analysis is used. An organisation that provides
biometric solutions may need a short presentation to introduce the idea of biometric solutions to a group of
school governors.
Example 2
A focused visit to organisations to see first hand how biometric applications are used, and how they
contribute to the running of the organisation would be extremely valuable. Longer visits/experiences may
be possible through work experience opportunities or work shadowing of organisations that provide
biometric solutions to a range of organisations. It should be remembered that it may be difficult for
learners to gain access to some organisations that use biometric applications.
A representative from the organisation that makes use of biometric applications could be interviewed by
learners (working in groups). Learners would need to prepare questions that provided answers about the
biometric applications that were used, looking at which characteristic they make use of (finger print, palm
print etc...). Learners could also ask how easy the application is to use, are there any problems, why the
application was installed etc.
Pathways Applied Science Level 2 Units p167
Example 3
Learners could undertake a practical activity collecting and analysing finger prints, so that they can be
classified. Learners can compare similarities, differences and patterns. This activity could be linked to a
presentation from a local Crime Scene Investigator.
The activity could also be linked to recent newspaper articles regarding taking of fingerprints in schools for
use with biometric technology without parental consent. These articles would be valuable to use in group
discussion situations or as the basis for a debate.
Making contacts
Examples of organisations that may be approached to provide help include:
Private organisations:
Organisations that provide biometric solutions and organisations that use biometric solutions.
Many of those that provide biometric solutions have case studies on their websites of satisfied
clients. Many new developments and initiatives such as the Olympic park will include biometric
applications in their design and development
Public organisations
Organisations that use biometric applications (such as colleges and schools, hospitals, UK border
agency, police forces, ministry of defence, prison service and the home office) and those that have
an interest in the development of biometric applications, such as the Information Commissioner’s
office (http://www.ico.gov.uk/)
Pathways Applied Science Level 2 Units p168
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows the links to
Application of Number, Communication and ICT Essential Skills (Wales) at Level 2.
Application of Number Understand numerical data
Carry out calculations
Interpret results and present
findings
Communication Speaking and listening
Reading
Writing
ICT Use ICT systems
Find, select and exchange
information
Develop and present
information
Pathways Applied Science Level 2 Units p169
Wider Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows the links to
Improving own learning and performance, Problem solving, and Working with others, at Level 2.
Improving own learning and
performance
Help set targets with an
appropriate person and plan
how these will be met
Take responsibility for some
decisions about your
learning, using your plan to
help meet targets and
improve your performance
Review progress with an
appropriate person and
provide evidence of your
achievements
Problem solving Identify a problem, with help
from an appropriate person,
and identify different ways of
tackling it
Plan and try out at least one
way of solving the problem
Check if the problem has
been solved and identify
ways to improve problem
solving skills
Working with others Plan work with others
Work co-operatively towards
achieving the identified
objectives
Review your contributions
and agree ways to improve
work with others
Pathways Applied Science Level 2 Units p170
Functional Skills
This unit provides opportunities for learners to develop a range of skills. This table shows the links to
Functional maths, Functional English and Functional ICT.
Functional maths Representing
Analysing
Interpreting
Functional English Speaking, listening and
communication
Reading
Writing
Functional ICT Using ICT
Finding and selecting
information
Developing, presenting and
communicating information
PLTS
This unit provides opportunities for learners to develop the following Personal, learning and thinking skills
(PLTS)
Independent enquirers IE3, IE4, IE5, IE6
Creative thinkers CT1, CT2, CT3, CT4
Reflective learners RL5, RL6
Team workers TW1, TW2, TW4, TW6
Self managers
Effective participators EP1, EP2, EP3
Pathways Applied Science Level 2 Units p171
Resources
Books
Handbook of Biometrics: 2008 Springer Science: ISBN:978-0-387-71040-2 (for teachers)
Films Clips
Many Science fiction films include Biometrics as part of the plot: in “I Robot” both voice and palm
recognition is seen being used. In the film “Minority report” there is a famous scene in a shopping mall
where personalised advertisements are flashed in front of an individual, this is made possible through the
retinal recognition that the individual repeatedly walks through in the shopping mall. Also in the same film
a person undergoes an eye transplant in order that he cannot be recognised by the retinal or iris
scanners. Clips from such films could be used as resources for this unit.
Websites
http://www.explainthatstuff.com/fingerprintscanners.html
http://www.explainthatstuff.com/how-iris-scans-work.html http://www.facerec.com/media/cs8.pdf http://epic.org/privacy/surveillance/spotlight/1005/irid_guide.pdf http://www.technewsworld.com/story/39542.html?wlc=1282809367 http://www.guardian.co.uk/commentisfree/libertycentral/2010/jul/16/fingerprinted-child-school http://www.ico.gov.uk/upload/documents/library/data_protection/detailed_specialist_guides/fingerprinting_final_view_v1.11.pdf http://menmedia.co.uk/southmanchesterreporter/news/s/1121389_school_to_fingerprint_all_1500_of_its_pupils Human recognition systems (organisation providing Biometric solutions - useful case studies): http://www.hrsltd.com/uk-biometrics.php Practical on classifying fingerprints: http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/prints.html
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