BTEC Level 2 Building Better Results

Applied Science

BTEC First in

Series Editor: Nigel Heslop

Rebeka Hasan Michelle Moran

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About the course

Book 1 has been written to help students build up their Portfolios of Evidence for the Edexcel BTEC Level 2 in Applied Science and shows them what they have to do to get a Pass, Merit or Distinction grade. It covers the Units Chemistry and Our Earth, Energy and Our Universe and Biology and Our Environment which means it can be used by students working towards the First Award, First Certicate and the First Diploma. It provides the background information needed and shows students how the information is used in the world of work. It helps them to nd local examples of the science being used but it also encourages them to look world wide. Book 2, which is due in September 2010, will cover Applications of Chemical Substances, Applications of Physical Science and Health Applications of Life Sciences. Both books will be supported by online teachers resources containing learning outcomes, grading criteria, answers, support for the assignment as well as worksheets for students. Photo credits: p.6,9 Ingram Publishing; p.10 Renee Lynn/CORBIS

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Contents
Unit 1 Chemistry and Our Earth
1. 2. 3. 4. Substances Elements Rates Earth

Unit 2 Energy and Our Universe

5. 6. 7. 8. 9. Energy transfers Radiation Communication Electricity Space

Unit 3 Biology and Our Environment

10. 11. 12. 13. Organisms Species and classication Environment Health

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Unit 3

Chapter 11 Species and classication

Identication keys
Over 1.5 million different organisms have been described, and many millions of organisms have not yet been discovered. With so many different animals, plants, viruses, bacteria, fungi and protists, scientists need good ways to name, identify and classify them.

Scenario

Figure 11.1 The variety of life

You working at your local Interactive Science 11.01 are BTEC Applied Science Barking Dog in Art charge of organising the new feature Centre, on classication. The new exhibit has arrived; the only problem is that all the labels have come off the displays of different organisms! You will have to use a key to nd out what the organisms are and then classify them.

Protists: single-cell organisms; can show plant or animal characteristics

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Chapter 11 Species and classication

Grading criteria for Species and classication

To achieve a pass grade you need to: construct simple identication keys to show how variation between species can be classied To achieve a merit grade you also need to:

P2

M2

explain how organisms within an ecosystem interact over time

P3

describe the interdependence and adaptation of organisms

Questions
daisy cat dog E. coli spider dolphin eagle ant locust snake

1 Look at the organisms in Figure 11.2. What type of organism is each one? 2 How could you split the organisms in Figure 11.3 into two groups?

flu virus

Keeping it local
jellyfish

seaweed

cactus

Figure 11.2

Figure 11.3

Scenario

11.03 BTEC Applied Science 11.02 BTEC Applied Science YouDog are a small local zoo. Dog Art Barking Art a trainee keeper in Barking

Try and visit your local Natural History museum and look at the exhibits of animals and plants. How many different species are there in the museum? Do a survey of your school eld. How many different types of plants can you spot? How many different animals can you spot? How many of these are insects? Careers

Your job is Assistant Education ofcer. Your task is to devise and deliver a series of short talks in the zoo to primary age schoolchildren about how to tell the difference between similar looking animals and how animals feed when they are in the wild.

Scenario Biologist Botanist Curator Marine biologist Ornithologist Technician

The Ocean Aquarium has given you a holiday job. You dont know a lot about sea life so you are going to write yourself a self-help guide to sea creatures. In particular, you need to know how to recognise sea animals from their features, which sea creatures are related to each other and what the sea creatures feed on.

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Unit 3 Biology and Our Environment

Background science for the assignments

All living things on Earth can be put into groups with similar features. These groups can show us how closely the living things are related. Firstly, an organism needs to be put into the correct kingdom. There are ve different kingdoms: animals, plants, bacteria, fungi and protists. The system of naming organisms was developed by Carl Linnaeus in the eighteenth century. Each organism has two names, a bit like a rst name and a surname. You may have heard the name Homo sapiens. Which living thing has this name?

Kingdom: animalia Phylum: chordata Class: mammalia Order: carnivora Family: Felidae Genus: Panthera Species: ________

Naming organisms
A standard system is used by all biologists. The rst part of the name is the genus and the second part of the name is the species. Figure 11.4 So, for example, the lion is Panthera leo and the tiger is Panthera tigris. This shows us that they belong to the same genus but are different species.

Figure 11.5

Key words:
amphibian, animal, bacteria, bird, sh, fungus, invertebrate, kingdom, mammal, plant, protist, reptile, vertebrate, virus

Figure 11.6 Some organisms are simple and some are complex

11.04a BTEC Applied Science Barking Dog Art Please advise 108040_BTEC_F_Science V2.indd 6 if text is required as the brief has been

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Chapter 11 Species and classication

Classication activities
1 Copy out this table. Find some information about each group and list some examples. The rst one has been started for you. Add some more information about the animal kingdom and some more examples. Kingdom Animal Information about their features Animals with backbones are called vertebrates; animals without backbones are called invertebrates Examples Vertebrates: sh, birds, etc. Invertebrates: molluscs, ringed worms, atworms, etc.

Plant Bacterium Protist Fungus 2 What about viruses? Do you think that a virus can be classed as a living organism? Explain the arguments for and against classifying viruses as living things. 3 Unscramble these words to reveal the ve vertebrate groups: ianihpbma pltreei sh lamamm ridb 4 Find information about each of the vertebrate groups and present it as a leaet with the title vertebrates. 5 Which vertebrate group would you put each of these animals into? frog crocodile shark whale eagle newt cow human pike python 6 Match each invertebrate organism to its correct group name: 7 Copy out this table. Find some information about each plant group and add some examples. The rst one has been started for you. Add some more information about mosses Plant type Mosses Information Dont contain seeds; have thin delicate leaves; found in damp places.
Invertebrate grou crustacean insect arachnid myriapod mollusc p Organism ladybird millipede snail crab spider

Examples moss, liverwort

Ferns Conifers Flowering plants 8 a) Choose your favourite animal and classify it fully (see the tiger and lion examples on page 6). b) Explain why you have placed it in each of the groups. c) Does your animal have a common name which is different to its biological name?

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Unit 3 Biology and Our Environment

Using keys
Essential science for P2
Imagine you have collected a set of plants but you do not know their names. How could you nd out? Use the keys below to help you identify these four owers:

Figure 11.7

This is an example of a spider key or branching key:

11.05c BTEC Applied Science Barking Dog Art Narrow

Plants

11.05b BTEC Applied Science 11.05a BTEC Applied Science Barking Dog Art Barking Dogleaf Art Broad Heart-shaped leaf

leaf

Flower bell-shaped Flower trumpet-shaped

bluebell daffodil

Club-shaped leaf

lesser celandine primrose

11.05d BTEC Applied Science Barking Dog Art

This is an example of a numbered key or question key for the same plants: 1 leaves narrow ............................................ leaves broad .............................................. 2 owers like bells ....................................... owers like trumpet .................................. 3 leaf heart shaped ...................................... leaf club shaped ........................................ go to 2 go to 3 bluebell daffodil lesser celandine primrose

Key words:
branching key, numbered key, question key, spider key

y: es r own ke t be answered y u o y g in mak h mus n of Tips for tion (whic ide the collectio s e u q t rs iv d s it an r You e able to ps, e.g. I b u t ro s g u m te separa or no) into two s m is n a ps. org two grou n the e s e l? a th anim ms into ased o e organis s/no questions b up can th t li p S t each gro n its k ye a s a th o to s e s u o g tin Con living thin each organism is f o n o ti a l classic ain, unti to two ag in the t li p s be e end of th t a m e organis own. me of th a n e th ered te Wri r a numb o . n y o e k ti s r e e nal qu r a spid ake eithe m n a c u Yo key.

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Chapter 11 Species and classication

Figure 11.8 Insects can be difcult to name as they often have similar features. You can use a key to identify insects.

Task
The science centre exhibits are all mixed up. Construct keys so that all these organisms can be correctly classied.

Make the grade P2

To get the PASS level criteria for P2, you must complete this task:

Your task:
Step 1: collect Collect images of sixteen different living organisms. They should include both plants and animals. You can do this by going outside and photographing them, or you could collect images from magazines or the internet. If you need help, ask your teacher to provide you with a worksheet with the images on. Step 2: observe Look at your collection of living things and note down any features that may help you to classify them. Begin by dividing the plants and animals into separate groups. Step 3: make your keys Construct two keys so that each living organism is clearly identied at the end of the key. Step 4: check Make sure your keys work. Check them with your partner. If they can use your keys to identify your sixteen living organisms correctly, your keys are valid. When you have nished, show your teacher.

Construct simple identication keys to show how variation between species can be classied.

Congratulations!
If your answers are correct you have achieved P2.

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10

Unit 3 Biology and Our Environment

Feeding relationships
Essential science for P3
A habitat is the area where a plant or animal lives. In any habitat there are many types of organisms (producers, consumers and decomposers). These organisms interact with each other and also interact with all sorts of physical conditions such as temperature, humidity and rainfall. All of this interaction makes up what biologists call the ecosystem. Producers: Green plants they are able to produce their own food by a process called photosynthesis.

Key words:
consumer, decomposer, food chain, food web, host producer, parasite, photosynthesis

Consumers: Organisms that feed on other organisms (animals or plants).

oxygen light energy

carbon dioxide

Figure 11.10
water

Figure 11.9
11.07 BTEC Applied Science Food Dog chains: Producers Barking Art

Food webs: Lots of different food chains within a particular ecosystem can be drawn together as a food web like this grassland food web

(green plants) are eaten by consumers. The rst consumer is called the primary consumer, the second is called the secondary consumer and the third is called the tertiary consumer. Decomposers feed on the decaying material from dead plants and animals.

foxes

man

birds of prey

shrews

rabbits

frogs

insecteating birds

caterpillars cattle and sheep

producer primary consumer secondary consumer tertiary consumer

ladybirds seedeating birds

sunlight

grasshoppers

aphids

Figure 11.11

Figure 11.12
11.09 BTEC Applied Science Barking Dog Art

11.08 BTEC Applied Science Barking Dog Art

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Chapter 11 Species and classication

11

Questions
1 a) Write the names of ve producers. b) What do they have in common? 2 a) What is a parasite? b) Find out what a parasitehost relationship is. 3 a) What are decomposers? b) Why are decomposers important in an ecosystem? c) Name three examples of decomposers. 4 Write out three food chains from the food web on page 10.

Make the grade P3

To get the PASS level criteria for P3, you must complete this task:

Describe the interdependence and adaptation of organisms.

Task
You are an environmental ofcer. Part of your project is to survey an area and nd out which plant and animal species live there. You will use various techniques to analyse the area. You will look at specic food chains and build them into a food web. You will describe how some of these organisms are adapted to their environment. Finally, you will present your ndings to the local ecological trust.

Your task:
Prepare a display to show at the local ecological trust. Show a selection of organisms that you have studied and how they form food chains and webs. Select your favourite organisms and describe how they are adapted to this environment. Step 1: choose an ecosystem Choose an ecosystem to study. This could be a local area or it could be an ecosystem that you have studied using DVDs and the internet (such as the Amazon rainforest in South America). Step 2: food chains Select 1015 different organisms that live in your ecosystem (you will need animals and plants). Find out or observe what the animals eat. Construct ve separate food chains using these organisms. Write these out clearly, showing the direction of energy ow. Step 3: food web Using your ve food chains, construct a food web to show the interdependence of the organisms that live in your ecosystem. Annotate your food web to describe what it shows. Step 4: adaptations Choose two organisms from your food web. Produce a poster for each organism. Show how the organism is adapted to living in this particular environment. Once you have completed Steps 2 to 4 show your teacher.

Congratulations!
If your answers are correct you have achieved P3.

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12

Unit 3 Biology and Our Environment

Interaction over time

Essential science for M2
Animals that live together in a habitat are called a community. In this community, each species is affected by physical conditions such as rainfall, temperature and humidity. The numbers of individual species will always rise and fall depending on the time of the year. Numbers are affected by other factors such as disease, and human activities such as hunting and culling and the use of pesticides. Imagine a woodland ecosystem where all the foxes have been destroyed by humans. How would this affect the rest of the organisms in the ecosystem?
hawks and owls foxes snakes

insecteating birds spiders rabbits squirrels mice seed-eating birds carnivorous insects

toads

herbivorous insects

plants

Look at the woodland food web in Figure 11.13. If the fox population was destroyed, this is what might happen to the numbers of organisms:
BTEC Applied Science 11.11 hawks and owls their Barking Dog Art food available for them

numbers would increase because there would be more

Figure 11.13 A woodland food web

snakes their numbers would also increase as there would be more food available for them rabbits and squirrels their numbers would increase because there would be no foxes to eat them mice and birds their numbers would also increase because there would be no foxes to eat them

However, as time went on, more rabbits, squirrels, mice and birds would compete for the plants, so after a period of time their numbers would fall. This rise and fall in species numbers is called a predatorprey relationship.
herbivores producers carnivores

Key words:
Figure 11.14 Graph showing how producer, herbivore and carnivore populations in a stable ecosystem change over one year.
J F M A M J J A S O N D

community, environmental factors, physical factors, population, predatorprey

11.11 BTEC Applied Science Barking Dog Art

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Chapter 11 Species and classication

13

Question
Look at the graph in Figure 11.14. a) Why do the numbers of producers increase until April and then decrease as the number of herbivores increase? b) Which factor may affect the herbivore population? c) What happens to the populations in the winter when the light and temperature levels fall?

Make the grade M2

To get the MERIT level criteria for M2, you must complete this task:

Explain how organisms within an ecosystem interact over time.

Task
You are a working on a project for your local environmental centre and they have asked you to investigate how the numbers of organisms within an ecosystem interact over time.

Figure 11.15

Your task:
You will need to collect data and produce a graph to show how the organisms in your chosen ecosystem change during the year. You will have to display this graph on theApplied local Science environmental centres information board. Your graph will need 11.12 BTEC Barking Dogto Art explain what it is showing. some notes Step 1: collect You will need to collect the data sheet or data that your teacher has prepared for you. Step 2: display Draw a graph to show how the numbers of each organism change over the year. Label your axes clearly. You will need to label each line with the name of the organism or use different colours to represent them. Step 3: explain For each organism, explain the shape of the graph and which things may be affecting it. How do the organisms interact with each other during the year? When you have nished, show your teacher. Place all your work in your BTEC portfolio under section: Biology Unit 3.

Congratulations!
If your answers are correct you have achieved M2.

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Unit 3

Biology and Our Environment

Sample pages from Teachers Book

Overall learning outcomes:

Students should learn: how to investigate the functioning and classication of organisms

Grading criteria
This assignment carries 3 separate criteria. There are no Distinction level criteria. Pass: P2 and P3 Merit: M2

Unit 3

Aim and purpose

Students will need to acquire knowledge of biological techniques and have a good understanding of the basic concepts of biology.

Chapter 11 Species and classification

Identification keys
Over 1.5 million different organisms have been described, and many millions of organisms have not yet been discovered. With so many different animals, plants, viruses, bacteria, fungi and protists, scientists need good ways to name, identify and classify them.

vocational applications practical investigations presentation skills classication how organisms interact adaptation food chains and webs interdependence

KS3 Curriculum links:

QCA scheme of work 7Dvariation and classication 8Cmicrobes and disease 8Decological relationships

Scenario

Figure 11.1 The variety of life

You working at your local Interactive Science 11.01 are BTEC Applied Science Barking Dog in Art charge of organising the new feature Centre, on classification. The new exhibit has arrived; the only problem is that all the labels have come off the displays of different organisms! You will have to use a key to find out what the organisms are and then classify them.

Protists: single-cell organisms; can show plant or animal characteristics

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Chapter 11 Species and classication

15

Learning outcomes:
Pass:
Be able to take a selection of organisms and construct a simple key in order to identify them correctly. Be able to describe a named ecosystem: the physical, geological conditions and the biodiversity of the area. Be able to construct food chains and a food web to demonstrate the biodiversity and interdependence of the organisms living there. Be able to describe how these organisms are adapted to this particular environment.
To achieve a pass grade you need to: construct simple identification keys to show how variation between species can be classified

Chapter 11 Species and classification

Grading criteria for Species and classification

To achieve a merit grade you also need to:

P2

M2

explain how organisms within an ecosystem interact over time

P3

describe the interdependence and adaptation of organisms

Questions
daisy cat dog E. coli spider dolphin eagle ant locust snake

1 Look at the organisms in Figure 11.2. What type of organism is each one? 2 How could you split the organisms in Figure 11.3 into two groups?

flu virus

Keeping it local
jellyfish

seaweed

cactus

Figure 11.2

Figure 11.3

Scenario

11.03 BTEC Applied Science 11.02 BTEC Applied Science YouDog are a small local zoo. Dog Art Barking Art a trainee keeper in Barking

Try and visit your local Natural History museum and look at the exhibits of animals and plants. How many different species are there in the museum? Do a survey of your school field. How many different types of plants can you spot? How many different animals can you spot? How many of these are insects? Careers

Your job is Assistant Education officer. Your task is to devise and deliver a series of short talks in the zoo to primary age schoolchildren about how to tell the difference between similar looking animals and how animals feed when they are in the wild.

Merit:
Be able to interpret data, draw graphs and explain how organisms within a particular ecosystem interact over a period of time.

Scenario Biologist Botanist Curator Marine biologist Ornithologist Technician

The Ocean Aquarium has given you a holiday job. You dont know a lot about sea life so you are going to write yourself a self-help guide to sea creatures. In particular, you need to know how to recognise sea animals from their features, which sea creatures are related to each other and what the sea creatures feed on.

Assignment overview
In this assignment students will be extending their knowledge of classication and relationships between organisms. Students will have to construct keys using a selection of organisms, describe food chains and webs and describe how animals are adapted to their environment.

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BTEC First in Applied Science Order Form

Inspection/Approval Copies Inspection copies can be reviewed for up to 60 days, after which point they must be paid for or returned. If you purchase a further 15 copies the Inspection copy may be retained free of charge. Approval copies may be reviewed for up to 60 days after which they must be paid for or returned. Method of Payment Fill in your name and address and we will send the books to you with an invoice. If you would like to pay by cheque, please make cheques payable to Bookpoint Ltd. and enclose the cheque with this letter. To pay by credit card, please telephone our credit card hotline on 01235 827720. Firm Orders Please enter the quantities you require and the value of each item, add 3.50 for postage and then fill in the final total at the bottom of the form.

I A Title BTEC First in Applied Science BTEC Applied Science Book 1 BTEC Applied Science Book 2

ISBN

Pub. Date Price

Quantity Value

978 1 444 10804 0 May 2010 12.99 978 1 444 11209 2 Sept 2010 12.99

There will be online Teachers Resources available for Book 1 and Book 2. If you would like to find out more about these resources then please tick here
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