Professional Documents
Culture Documents
March 2007
Applied Science
Specification
Edexcel, a Pearson company, is the UKs largest awarding body offering academic and
vocational qualifications and testing to more than 25,000 schools, colleges, employers and other
places of learning here and in over 100 countries worldwide. We deliver 9.4 million exam
scripts each year, with 3 million marked onscreen in 2005. Our qualifications include GCSE,
AS and A Level, GNVQ, NVQ and the BTEC suite of vocational qualifications from entry level
to BTEC Higher National Diplomas and Foundation Degrees. We also manage the data
collection, marking and distribution of the National Curriculum Tests at Key Stages 2 and 3,
and the Year 7 Progress Tests.
References to third party material made in this specification are made in good faith. Edexcel
does not endorse, approve or accept responsibility for the content of materials, which may be
subject to change, or any opinions expressed therein. (Material may include textbooks, journals,
magazines and other publications and websites.)
Contents
Introduction to 360Science
Key features of the BTEC First Certificate and Diploma in Applied Science
Unit format
Units
11
13
23
31
41
51
61
71
81
89
97
107
115
Quality assurance
116
Approval
116
Risk assessment
116
Internal verification
116
External verification
116
117
117
118
119
Mode of delivery
119
Resources
119
Delivery approach
120
120
120
120
121
121
121
122
sector
Further information
123
Useful publications
123
123
124
Annexe A
125
QCA codes
Annexe B
Grading domains
125
127
127
Annexe C
129
Key skills
129
130
Annexe D
National Occupational Standards/mapping with NVQs
Annexe E
131
131
133
133
133
Environmental issues
133
European developments
133
133
133
134
Annexe F
Mapping BTEC First Certificate and Diploma in Applied Science to new KS4
Science criteria
Annexe G
Useful websites
Annexe H
Edexcel website generic and specific course materials
135
135
137
137
141
141
Introduction to 360Science
The learner centred curriculum
360Science is the new portfolio of qualifications from Edexcel. It includes GCSE Science,
GCSE Additional Science, GCSE Biology, GCSE Chemistry and GCSE Physics, Entry Level in
Science, BTEC First Certificate in Applied Science and the BTEC First Diploma in Applied
Science specialist work-related qualifications.
Most importantly, it refers to the range of opportunities in science that is accessible to all
learners. 360Science is designed to meet the diverse aims and ambitions of learners from
those who simply want to understand the world around them to those who want to progress onto
further, in-depth study.
For tutors it means a flexible curriculum that allows them to select the most appropriate teaching
approach for the situation. 360Science provides clear guidance on planning and delivering
effective teaching, and values the importance of tutors professional judgement.
360Science:
offers exciting, engaging content
is accessible to learners of all abilities
is designed to meet learners needs
is designed to meet tutors needs
enables flexible teaching
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
GCSE Science
This is a new qualification based on the Key Stage 4 programme of study for Science. The
content is relevant to learners in their everyday life. The specification content allows tutors the
opportunity to explore work-related learning in science where appropriate.
The GCSE suite of qualifications (publication code UG016242) is available on the Edexcel
website.
This revised specification will be published in November 2005 on the Edexcel website.
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
These qualifications have been accredited to the National Qualifications Framework (NQF)
and are eligible for public funding as determined by the DfES under Sections 96 and 97
of the Learning and Skills Act 2000. Details of the qualification units can be seen on the
QCA Open Qualifications database (www.qca.org.uk).
The qualification titles feature in the funding lists published annually by the DfES and the
regularly updated website www.dfes.gov.uk/. The NQF Qualification Accreditation
Numbers (QANs) should be used by centres when they wish to seek public funding for
their learners. The QANs for these qualifications are listed in Annexe A.
This specification is accredited by the Qualifications and Curriculum Authority until
31 August 2009 and for certification of learners until 31 August 2011. Edexcel may update
this specification during its period of accreditation and centres need to refer to the
Edexcel website for the latest issue of the specification.
Centres that have not previously offered BTEC qualifications must apply for, and be
granted, centre approval before they can apply for approval to offer the programme.
When a centre applies for approval to offer a BTEC qualification they will be required to enter
into an approvals agreement. The approvals agreement is a formal commitment by the head or
principal of a centre to meet all the requirements of the specification and linked codes or
regulations.
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
Key features of the BTEC First Certificate and Diploma in Applied Science
The BTEC First Certificate and Diploma in Applied Science has been developed to focus on:
providing opportunities to acquire technical and employability skills, knowledge and
understanding which are transferable and will enable individuals to meet changing
circumstances, whether these arise from a shift in their own status or employment, or
general changes in applied science practice, provision or environment
providing opportunities for learners to gain a nationally recognised vocationally specific
qualification to enter employment as a science technician or assistant practitioner, or to
progress to other vocational qualifications such as BTEC Nationals in Applied Science
providing opportunities for learners who are employed in the applied science industry or in
an organisation that uses science to develop their underpinning knowledge and scientific
skills
developing the knowledge, understanding and skills of learners to meet the needs of the
Applied Science sectors
the role of the science technician or assistant practitioner, their relationship with the
scientific community and their responsibilities towards the community and the environment
providing opportunities for learners to focus on the development of the major key skills and
the wider key skills in context, such as improving their own learning and performance and
working with others
providing opportunities for learners to develop a range of skills and techniques, personal
qualities and attributes essential for successful performance in working life.
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
This qualification offers course teams in centres an opportunity to develop their own
assignments/activities programme to take into account the needs of both local employers and
their learners.
The assessment approach allows a greater flexibility for assessment for learning, where
throughout the course learners can get feedback on their progress as they provide evidence to
complete the grading criteria.
It should be emphasised that learners following this course need to develop their communication
and application of number skills as they progress through the course. This can be through
presentations and discussions in which they have opportunities to express their opinion about
current science issues and through investigations using numerical data. Scientific employers
also value employees who are able to communicate effectively using electronic communication
and the correct scientific symbols and terminology.
It is important that learners develop their vocational practical skills and can follow scientific
procedures in a logical and safe manner, observe and record data accurately (using ICT
wherever possible), and present information concisely to enable others to successfully complete
the same investigation/practical experiment safely.
This qualification provides a route to employment as a science technician or assistant
practitioner working in a wide variety of roles in the science industry or in organisations that
use science. These can include roles such as:
a quality control technician/analyst, where the employee works in a production plant
laboratory carrying out analytical tests using modern instrumentation and ICT and
interpreting data
working in a hospital as a medical physics technician supporting the use of X-ray and other
imaging/scanning instruments
working in a research laboratory in the development of new drugs, managing projects which
include setting up apparatus, measuring and handling chemical substances, following
procedures, carrying out observations and measurements, separating out and analysing
products
working for a scientific magazine or journal, editing and proofreading articles on issues
such as implications and applications of new scientific discoveries/developments.
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
Core units
GLH
Level
Chemistry Applications
60
60
Biological Systems
60
Core units
GLH
Level
Scientific Principles
60
60
Unit
Specialist units
Chemistry Applications**
60
60
Biological Systems**
60
60
60
Environmental Science
60
60
10
60
11
Science in Medicine
60
**Pre-16 learners who are studying for the BTEC First Diploma must complete the core Units 1
and 2 and the specialist Units 3, 4 and 5 which incorporate the Key Stage 4 programme of
study. Pre-16 learners therefore can select only one specialist unit from Units 6 to 11.
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
Unit format
All units in Edexcel Level 2 BTEC First qualifications have a standard format which is designed
to provide clear guidance on the requirements of the qualification for learners, tutors, assessors
and those responsible for monitoring national standards.
Each unit is set out in the following way.
Unit title
The unit title is accredited by QCA and this form of words will appear on the learners
Notification of Performance (NOP). In BTEC First qualifications each unit consists of 30, 60,
90 or 120 guided learning hours
NQF level
This is the level of study of the qualification as determined by the National Qualifications
Framework (NQF).
Guided learning hours
Guided learning hours is a notional measure of the substance of a unit. It includes an estimate
of time that might be allocated to direct teaching, instruction and assessment, together with
other structured learning time such as directed assignments or supported individual study. It
excludes learner-initiated private study. Centres are advised to consider this definition when
planning the programme of study associated with this specification.
Unit abstract
The unit abstract is designed to give the reader an appreciation of the value of the unit in the
vocational setting of the qualification as well as highlighting the focus of the unit. It provides
the reader with a snapshot of the aims of the unit and the key knowledge, skills and
understanding developed while studying the unit. The unit abstract also emphasises links to the
sector by describing what the unit offers the sector.
Learning outcomes
Learning outcomes state exactly what a learner should know, understand or be able to do as a
result of completing the unit.
Unit content
The unit content identifies the depth and breadth of knowledge, skills and understanding needed
to design and deliver a programme of learning sufficient to achieve each of the learning
outcomes. This is informed by the underpinning knowledge and understanding requirements of
the related National Occupational Standards (NOS). The content provides the range of subject
material for the programme of learning and specifies the skills, knowledge and understanding
required for achievement of the pass grading criteria.
Each learning outcome is stated in full and then the prescribed key phrases or concepts related
to that learning outcome are listed in italics followed by the subsequent range of related topics.
The unit content section will often have lists of topics that provide the range of the subject
material required to be covered in order to meet the grading criteria. Subject material maybe
further detailed by lists enclosed within brackets or an elongated dash which provide the defined
elements of the specific topic item. Where the subject material list includes an eg, it should be
noted that this provides an indicative range of material to support the specific topic item.
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
Grading grid
Each Grading grid contains statements of the criteria used to determine the evidence that each
learner must produce in order to receive a pass, merit or distinction grade. It is important to note
that the merit and distinction grading criteria refer to a qualitative improvement in the learners
evidence.
Essential guidance for tutors
This section is designed to give tutors additional guidance and amplification on the unit in order
to provide for a coherence of understanding and a consistency of delivery and assessment. It is
divided into the following sections:
Delivery explains the content and its relationship with the learning outcomes and offers
guidance about possible approaches to delivery. This advice is based on the more usual
delivery modes but is not intended to rule out alternative approaches.
Assessment provides amplification about the nature and type of evidence that learners
need to produce in order to pass the unit or achieve the higher grades. This section should
be read in conjunction with the grading criteria.
Links to National Occupational Standards, other BTEC units, other BTEC qualifications
and other relevant units and qualifications sets out links with other units within the
qualification. These could be used to ensure that learners can relate different aspects within
the qualification and offer opportunities for integration of learning, delivery and assessment.
Links to the Occupational Standards will be highlighted here.
Essential resources identifies any specialist resources needed to allow learners to
generate the evidence required for each unit. The centre will be asked to ensure that any
requirements are in place when it seeks approval from Edexcel to offer the qualification.
Indicative reading for learners provides a short list of learner resource material that
benchmark the level of study.
Key skills
This section identifies where there may be opportunities within the unit for the generation of
evidence to meet the requirements of key skills units. Assessors should take care to become
familiar with the key skills specifications and evidence requirements and not to rely on the
contents of this section when presenting key skills evidence for moderation. Centres should
refer to the QCA website (www.qca.org.uk) for the latest version of the key skills standards.
10
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
Units
Unit 1:
Scientific Principles
13
Unit 2:
23
Unit 3:
Chemistry Applications
31
Unit 4:
41
Unit 5:
Biological Systems
51
Unit 6:
61
Unit 7:
71
Unit 8:
Environmental Science
81
Unit 9:
89
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
97
107
11
12
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
Unit 1:
Scientific Principles
NQF Level 2:
BTEC First
Unit abstract
This is a core unit within this specification and its purpose is to ensure that all learners cover a
number of key concepts in biology, chemistry and physics, and also the use of scientific units
and their conversion.
The key concepts in this unit provide the underpinning knowledge for many of the specialist
units to ensure that the coverage of biology, chemistry and physics is coherent in different
programmes of study chosen by centres.
For a science technician/assistant practitioner to carry out their work effectively and efficiently
they require a knowledge of the seven fundamental units, multiple and sub-multiple derived
units and their conversion. The outcome in chemistry concentrates on classification of materials,
the physics outcome on the properties of materials and forces and the biology outcome on living
cells.
The broad science base within this unit also contributes to the learners underpinning knowledge
and development of technical skills to allow for smooth progression to Level 3 qualifications
such as Medical Science, Forensic Science, Beauty Therapy Sciences, Pharmacy Services,
Engineering, Construction and Animal Management.
Learning outcomes
On completion of this unit a learner should:
1
Understand the need for standardised systems of measurements and communication within
the world of science to allow a common interpretation of findings and recordings
Be able to investigate and report on properties of materials, linear motion and the effects of
forces on materials
Understand the structure and characteristics of living cells and the role of enzymes,
including in energy conversions in the cell.
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
13
Unit content
14
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
Grading criteria
15
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit.
The criteria for a pass grade describe the level of achievement required to pass this unit.
Grading grid
16
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
Grading criteria
Delivery
The learning outcomes in this unit can be integrated and delivered with other units where the
specialist units build on the concepts of the learning outcomes eg learning outcome 3 with
Unit 3: Chemistry Applications.
The learning outcomes should be delivered through a programme of tuition, facilitated learning
and practical assignment work. This unit should be delivered wherever possible through a
practical and investigatory approach, to enable the learners to develop their skills and learn the
fundamental concepts required for further development in the specialist units.
In learning outcome 1 the science areas to be addressed should only be covered in terms of the
operation of their units and the terminology used in communicating SI and their derived units.
Learners should also be able use standard form when converting SI units to sub-multiple and
multiple units and vice versa.
In learning outcome 2 the properties of materials section should be covered using a qualitative
approach, where learners t should be shown the advantages of using different materials for
different purposes and how this relates to their useful physical properties, eg glass being used
for its useful reflective and refractive properties but not for its strength or heat resistance
properties. An experimental approach should be taken to investigate linear motion and forces.
Ideally, ICT equipment will be used, eg data logging devices. Data could be input into a
spreadsheet and graphs obtained from the data.
In learning outcome 3, the materials section, learners need to relate the groups in the periodic
table to their names to their relevant properties and how the number of electrons in their outer
shells relate to their reactivity.
The periodic table numbers should be related only to the atomic number of the elements and
their position in the periodic table.
Tutors and learners can be further guided in terms of the depth of coverage in this unit by the
grading criteria given in the assessment grid.
These concepts should reinforce and build upon knowledge previously acquired from Key Stage
3 and GCSE Science.
Assessment
Wherever possible the evidence should be obtained through practical investigations in context
working in an applied science or related area of work, where learners are building a portfolio of
evidence to meet the grading criteria.
A pass grade learner will achieve all the outcomes with some help from the tutor who will give
limited descriptions of the range of structures and functions indicated. The practical work is
likely to be carried out with support from the tutor, to solve straightforward problems. A limited
range of resources will be used in order to produce the work.
A merit grade learner will work with more independence. They will carry out research with little
guidance and will be able to plan and carry out practical work to solve more complex problems
or using a range of practical techniques.
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
17
The descriptions of the issues in the range will be more detailed, showing an understanding of
the concepts involved. The merit grade learners will be able to link ideas from different areas
and discuss the impact of a variety of factors on an issue, such as energy cycles in biology
linking to structures and building upon concepts of energy conservation. A range of resources
will be used.
The distinction grade learners will work with greater autonomy, using the tutor as a resource
when necessary. The learners will use a wide range of resources and analyse the information
from these to produce fluent explanations and discussions.
The practical work will be planned, carried out and evaluated with a minimum of support.
The examples given will be detailed and comprehensive.
Links to National Occupational Standards, other BTEC units, other BTEC
qualifications and other relevant units and qualifications
This unit will provide a foundation for the study of some of the specialist units Unit 3:
Chemistry Applications; Unit 4: Physical Science Applications; Unit 5: Biological Systems; Unit
7: Anatomy and Physiology; Unit 8: Environmental Science; Unit 9: Plants and Food.
This unit also has links with the GCSE in Applied Science, Unit 1: Developing scientific skills
working safely, investigating living organisms, microscopy; Unit 2: Science for the needs of
society living organisms, obtaining useful products, the importance of energy and energy
efficiency.
This unit provides underpinning knowledge for the Laboratory and Associated Technical
Activities NVQ at Level 2 see Annexe D for mapping.
Essential resources
All learners will need access to appropriate laboratory facilities, and to library and information
technology resources. Access to a range of general GCSE chemistry, physics and
biology/human biology books will be required.
Learners can make use of a range of chemistry resources, similar to those used for GCSE in
Science. They will need access to a chemistry/science laboratory equipped with a fume
cupboard and standard laboratory chemistry apparatus.
Access to a range of information resources to complete investigative assignments and case
studies will be essential, including CD ROMs and the internet.
Indicative reading for learners
Materials that illustrate the level of learning required and that are particularly relevant.
Classical Chemistry Experiments (The Royal Society of Chemistry, 2000) ISBN 0 85404 9193
Contemporary Chemistry for Schools and Colleges (The Royal Society of Chemistry, 2004)
Ellis P and Mcdonald A Reading into Science Biology (Nelson Thornes, 2003)
ISBN 0 748767991
18
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
Ken Gadd Associates Ltd Applied Science GCSE Edexcel (Nelson Thornes, 2003)
Roberts M and Ingram N Nelson Science Biology, Second Edition (Nelson Thornes, 2001)
ISBN 0 748762388
Ryan Lawrie and Johnson Keith Physics for You: Revised National Curriculum for GCSE
Salters GCSE Science Year 10 Learner Book (Heinemann, 2001) ISBN 0 435629522
Salters GCSE Science Year 11 Learner Book (Heinemann, 2002) ISBN 0 435629530
ISBN 0 748772030
Williams G and Paul N Biology for You (Nelson Thornes, 2002) ISBN 0 748762329
New Scientist
Focus
For details of relevant websites please see Annexe G.
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
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Key skills
Achievement of key skills is not a requirement of this qualification but it is encouraged.
Suggestions of opportunities for the generation of level 2 key skill evidence are given here.
Tutors should check that learners have produced all the evidence required by part B of the key
skills specifications when assessing this evidence. Learners may need to develop additional
evidence elsewhere to fully meet the requirements of the key skills specifications.
N2.1
N2.2
amounts or sizes
scales or proportion
handling statistics
using formulae.
calculating forces
20
N2.3
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
Communication level 2
When learners are:
discussing approaches to
investigations, or the research
findings
C2.1a
C2.1b
C2.2
C2.3
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
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22
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
Unit 2:
NQF Level 2:
BTEC First
Unit abstract
The science technician or assistant practitioner working within a laboratory situation needs an
understanding and an awareness of how their role and how the section/department in which they
work fit within the overall company structure/organisation and how the role of the company fits
within the scientific and local community.
This unit is designed to provide knowledge and understanding at an introductory level of the
work environment for a variety of science-based occupations. The unit is not intended to imply
that work experience should be an element of the programme, but centres wishing to implement
or develop such industrial links are encouraged to do so and to make use of this to cover
assessment for this unit.
This unit allows learners to gain knowledge of the organisation and structure of science
companies and organisations, and the specialist departments within them, eg research, pilot
scale etc. A brief study of the environment in which science organisations exist and how they
are perceived and represented, and how others can influence them, will help provide an overall
picture of science at work.
The unit has also been designed to provide knowledge and understanding of how society lives
and works within an environment which depends upon technological and scientific
achievements. It aims to develop a fundamental understanding and appreciation of modern work
and life situations where the impact of technology and science is ever present.
The unit also enables learners to gain an understanding of the process of how a science
innovation/idea is developed through to a successful emerging technology.
Learning outcomes
On completion of this unit a learner should:
1 Know the structure and functions within a science-based company, its aims and role within
the scientific and local community
2 Understand how the public understanding of the science environment is perceived and
described by others
3 Understand how the quality of life and standard of living are affected by the impact of
science and technology
4 Be able to demonstrate that there are strong links between science, innovation and
investment, technology and engineering.
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
23
Unit content
1 Know the structure and functions within a science-based company, its aims and role
within the scientific and local community
Structure: types of organisation; aims; organisation charts; hierarchy and authority;
3 Understand how the quality of life and standard of living are affected by the impact of
science and technology
Impact: the immediate and delayed effects on quality of life and standard of living;
progress
Feedback: positive (builds on the previous knowledge and reinforces it); negative (events
are not as expected)
Modifications: back to the drawing board; a further tweak needed; leave well alone
4 Be able to demonstrate that there are strong links between science, innovation and
investment, technology and engineering
Science: the knowledge and understanding of how it is carried out
24
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
Grading criteria
25
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit.
The criteria for a pass grade describe the level of achievement required to pass this unit.
Grading grid
26
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
Grading criteria
Delivery
This unit has been designed to give learners an overall picture of the science environment in its
many facets and the influences on public understanding. An investigative approach is
recommended for this unit. The learner is then required to examine a science-based company or
a company that uses science within this environment. The last two outcomes develop a learners
understanding of the impact of science and technology on society and the process of progressing
from science concepts to creating new technologies.
Work experience can be used to cover some of the information gathering required, leading to
completion of the integrative vocational assignment. However, work experience is a matter for
each centre and is not essential for the successful completion of this unit.
This unit has been designed to give learners an appreciation of living and working in a modern
technological world. Learners will investigate examples of where scientific ideas have been
developed into new technologies and scrutinise scientific organisations where there is a
high-level use of modern technology. It is expected, but not essential, that the learners will have
recently left school where they will have studied combined or separate sciences and some
aspects of technology. We are well aware that technology is a subject with as many definitions
and subject content lists as there are technologists.
Science, technology, and engineering all have many definitions, but for the purposes of this
unit on this programme, they are defined as being interdependent, as follows.
Science can be pure (the search for knowledge for the sake of gaining that knowledge), or it can
be applied to a variety of circumstances.
The knowledge gained from science and other discoveries allows the development of many
enabling technologies, eg quantum theory led to semi-conductor development followed by
big, faster, complex computers etc, some of which are now partly designing the next generation
of computers as well as being able to carry out millions of calculations per second to help us
analyse the world around us, leading to greater knowledge, etc. The subsequent use of any such
enabling technologies requires innovation, invention and investment.
At all stages of such development, the experiences and observations feedback more knowledge
allowing more scientific investigations and further technologies to develop.
Many engineers, technologists and scientists would disagree with this interpretation, which
serves to illustrate part of the intended theme of this unit we all have opinions, but must
support them with evidence and be prepared to face criticism and probable change. At times,
our initial beliefs and thoughts can be affected by a variety of influences, including feedback
from research and findings which follow the implementation of some new technology. In
essence, the unit provides a vehicle from which to study scientific and technological
developments and how the society in which we live has become dependent upon (or suffering
because of) many aspects of scientifically inspired technology, eg transport, communications,
automation, space investigation, construction, food production, water treatment, etc and how
these technologies utilise and depend upon the knowledge provided by science.
Discuss and expand the definitions of SITE (Science, Innovation and Investment, Technology,
Engineering) and consider alternatives.
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
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Select a recent event in the world; investigate the science knowledge involved; the
technologies involved and how they have developed (and are still developing); how it was made
to work; investment, innovation, invention (as relevant); items and possibilities which were not
considered or may have been overlooked. For example the Tocoma Narrows Bridge, Sinclair
C5, high-speed train, Channel Tunnel, the Dome, mobile phones, the internet, ozone layer and
CFCs, Apollo Missions, Hubble Space Telescope, food and genetic research, artificial limbs,
transplant surgery, organic food as opposed to pesticides, river pollution, genetic defects, etc.
The successes mobile phones, internet, car ownership, services (water/gas/electricity)
The misfortunes eg Sinclair C5, the HST (didnt work due to minor error correction made
it is even better than ever imagined, etc and knowledge of universe increased), high-speed train,
self-driving cars
The still trying, but unlikely to remove a random element ideas earthquake forecasting,
earthquake proofing of buildings, etc where science is trying to be predictive; but can only
rely on probability, and where technologies are helping to reduce the damage at and near to
expected earthquake zones.
An overall theme could be used, again depending on resources and learner intentions.
Use of ICT and other resources which provide useful and motivating techniques to encourage
learners to investigate recent incidents and events; eg road/rail crashes, weather changes, health
issues (meningitis, MMR vaccine, etc); start with a quick introduction, discussion; allow their
opinions, then a video and/or newspaper articles, TV news or informative programmes (eg
Equinox, Horizon, etc).
Assessment
This unit should be assessed, where possible, via a portfolio of investigations. Each
investigation should include clear aims, a description of how the investigation was carried out,
how information and data were collected, the presentation of the information and conclusions
reached and the validity and reliability of the data in reaching the conclusion. Consideration of
environmental, social, economic, ethical and moral issues should be discussed where relevant.
Pass grade learners will require significant assistance from a tutor to achieve all the outcomes of
this unit.
To carry out the investigative work the learners will require a brief from the tutor which will
guide the learners through the practical or case study/assignment work that needs to be carried
out and gives ideas about how to obtain information to complete straightforward problems.
The tutor will also need to be present during practical investigations to supervise the learners
and provide guidance for the pass grade learners.
The merit grade learners will work with more independence. The learners will carry out research
with little guidance and will be able to plan and carry out practical work to solve more complex
problems, or using a range of practical techniques. The merit grade learners will be able to make
accurate observations and give reasons for any inaccuracies.
The descriptions of the issues in the range will be more detailed, showing an understanding of
the concepts involved. The merit grade learners will be able to link ideas from different areas
and discuss the impact of a variety of factors on an issue, such as those that can have an adverse
effect on a communication system.
The distinction grade learners will work with greater autonomy, using the tutor as a resource
when necessary. The learner will use a wide range of resources and analyse the information
from these to produce fluent explanations and discussions, using the correct scientific language
and units.
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The practical work and other investigative work will be planned, carried out and evaluated with
a minimum of support. Errors will be identified and conclusions drawn. The learner will present
reasoned discussions of issues, showing consideration of conflicting viewpoints.
Links to National Occupational Standards, other BTEC units, other BTEC
qualifications and other relevant units and qualifications
Links to other units include Unit 3: Chemistry Applications and Unit 8: Environmental Science
for topics like toxicity, crop spraying, organic food production, genetic and health problems
caused by drugs and chemicals, etc (see Essential resources). Also consider how legislation
leads and/or follows events and scientific findings for instance, global warming and
pollution, ozone layer, acid rain, etc and subsequent emissions control.
This unit also has links with the GCSE in Applied Science Unit 2: Science for the Needs of
Society obtaining useful products, the importance of energy and energy efficiency, and
Unit 3: Science at Work science in the workplace.
This unit presents opportunities to demonstrate key skills at level 2 in communication and
information technology (see Annexe C for mapping).
This unit provides underpinning knowledge for the Laboratory and Associated Technical
Activities NVQ at Level 2 (see Annexe D for mapping).
It also presents opportunities to cover the wider curriculum in the aspects of social/cultural,
moral/ethical, equal opportunities, health and safety and European issues (see Annexe E for
mapping).
Essential resources
Many television programmes (eg Equinox, Horizon) provide excellent discussion and debate
topics. Although TV companies usually allow recording of these programmes for educational
use, you are advised to check for permission and copyright.
The internet provides a vast range of information, particularly www.hsegov.uk,
www.open.gov.uk, recent prosecution cases for breach of statute, CLEAPSS, EMAS, MAFF
and others (see below).
News items focus on, for example, flooding, animal testing, road and transport including events
like rail/plane crashes, diseases, MMR vaccine, redundancies etc.
Indicative reading for learners
Materials that illustrate the level of learning required and that are particularly relevant.
Scientific journals, eg Nature, Chemistry in Britain, Scientific American, New Scientist etc.
For details of relevant websites please see Annexe G.
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Key skills
Communication level 2
When learners are:
C2.1a
C2.1b
C2.2
C2.3
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Unit 3:
Chemistry Applications
NQF Level 2:
BTEC First
Unit abstract
It is important that learners on an applied science programme have an understanding of
fundamental concepts that underpin the applications of chemistry in industry and the practical
chemistry vocational skills required in the workplace. It is also important that learners have
knowledge of the implications of chemistry such as sustainable development, waste disposal,
pollution and their effects on the environment and society.
Learners need to develop skills such as handling of laboratory apparatus; interpreting and safely
following laboratory procedures and processes; recording and analysing data, carrying out risk
analysis; communication skills in recording and carrying out information and using correct
symbols and terminology.
The unit develops the learners technical skills and knowledge of techniques through carrying
out chemistry practical investigations. The knowledge and skills developed are essential for
science technicians/assistant practitioners (or employees carrying out other related roles)
working in a number of chemistry related industries and laboratory services.
It is important during the delivery and assessment of this unit that the learner takes on the role
of being employed within the chemical or applied science industry or an organisation that uses
chemistry. This can be achieved by setting assignments/activities within a workplace scenario
and where the learner simulates the science employee.
Learners will cover the fundamental topics in chemistry including classification, properties of
materials, the factors that affect chemical reactions, the continuing growth of importance of
organic chemistry and the importance of effects on the earth and its environment.
The unit also requires the learner to investigate some new developments in chemistry such as
nanochemistry and the development of new smart materials. Learners should understand the
importance of the potential effects of manufactured and natural chemical substances on the
environment.
Learning outcomes
On completion of this unit a learner should:
1
Know how atomic structure relates to the properties of the elements and compounds
Understand the importance of the factors involved in the earth and its environment.
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Unit content
Know how atomic structure relates to the properties of the elements and compounds
Atomic and electronic structure: nucleons and electron shells; relationship to the elements 1
to 20 in periodic table; isotopes eg hydrogen, chlorine
Chemical properties: graduation in properties in group 1 and group 7 relationship with
electronic configuration; reactivity with water; displacement reactions
Bonding: ionic; covalent; dative covalent; metallic bonding; dot and cross diagrams;
electron shell diagrams; properties and applications of ionic and covalent compounds eg
group 1 salts, diamond, graphite, oxygen, chlorine
Nanochemistry: nanoscale; carbon nanostructures eg bucky balls, nanotubes; uses of
nanochemistry eg sun creams, textiles, sports equipment, single crystal nanowires for
processors, mobile phone batteries; implications of nanochemistry eg safety, environmental
issues, ethical issues
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Understand the importance of the factors involved in the earth and its environment
Human activity: effects on land; obtaining starting materials from the sea, land and air eg
coal, natural gas, oil, metal ores, salt, nitrogen, oxygen
Effects of chemical processing: energy factors; health and safety measures; disposal
Sustainable development issues: eg recycling, use of fossil fuels versus nuclear fission fuels;
greenhouse gases; acid rain; biomass; future fuels eg hydrogen, ethanol, nuclear fusion;
adverse effects of chemicals, eg DDT, CFCs
Natural activity: the earths crust; tectonic plates; volcanic eruptions and gases; effects on
the atmosphere
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Grading criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit.
The criteria for a pass grade describe the level of achievement required to pass this unit.
Grading grid
Delivery
The purpose of this unit is to develop understanding in the underlying concepts involved in
chemistry, applying this understanding to applications in the manufacturing or service science
industry and developing practical investigative skills. Delivery strategies should reflect the
nature of work within science employment by using an assignment/portfolio building approach
where learners take responsibility for and ownership of their own learning.
This unit requires the learner to approach many of the concepts through scientific investigation
wherever possible (using practical assignments wherever possible). This is particularly
important in the areas:
The knowledge gained about the factors affecting chemical reactions and properties of
substances in outcomes 1 and 2 can then be applied to examples of industrial chemistry
applications.
Learners need to know the importance of the periodic table and the classification of chemical
substances, chemical reactions and the factors that affect them. A model-making investigation
can also be carried out by learners to show the shapes of simple organic molecules and other
simple and giant covalent molecules. Models should also be used wherever possible to help
demonstrate the properties of ionically bonded substances.
In learning outcome 2 the delivery needs to focus on the learners knowledge of the importance
of producing new materials, new areas of research and the role of additives in designing and
altering the properties of new and existing materials.
In learning outcome 3 on organic chemistry the teaching and learning strategies need to
concentrate on the importance of organic chemical substances obtained from the fractional
distillation of crude oil, fossil fuels and other halogen and oxygen containing compounds.
Learning outcome 4 addresses the need to obtain starting materials from the earth and its
environment, exemplar factors involved in producing products for the consumer and other
chemistry applications (eg in medicine, in the home, DIY, research, quality control). It also
addresses the environmental effects of using chemical substances, their disposal and
sustainability. Learners can take part in expressing their own opinion on sustainable
development and could produce a poster on the effects of human activity on the earth and its
environment.
Visiting speakers from the chemical industry or visits/placements to such industries would be
useful to place concepts in a vocational setting.
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Assessment
The assessment strategies used in this unit need to reflect the evidence required within the
grading criteria and should be assessed through scientific investigative assignments, where
communication can be considered through the learners presentations, scientific laboratory
reports, posters, graphs, charts etc.
The assessment strategies used in outcomes 1, 2 and 3 address the need for learners to develop
practical and enquiry skills, use ICT to collect, interpret and evaluate data to explain scientific
theories. They also cover the importance of health and safety during practical investigations, the
validity/reliability of data and identification of errors.
The behaviour and properties of nanochemicals could be used as an example of a situation
where science has no model to explain properties and behaviour at the present time.
The applications of chemistry need to be considered wherever possible throughout the unit and
are focused on in outcomes 2 and 3.
Outcome 4 addresses examples of the implications of science and technology.
Pass-grade learners will require significant assistance from a tutor to achieve all the outcomes of
this unit.
To carry out the investigative work the learner will require a brief from the tutor which will
guide the learners through the practical or case study/assignment work and gives ideas about
how to obtain information to complete straightforward problems.
The tutor will also need to be present during practical investigations to supervise the learners
and provide additional guidance for the pass grade learners. The pass grade learners will be able
to follow scientific procedures, will be able to use scientific symbols, use relevant terminology
and identify errors.
The merit-grade learners will work with more independence. The learners will carry out
research with little guidance and will be able to plan and carry out practical work to solve more
complex problems, or using a range of practical techniques. The merit grade learners will be
able to make accurate observations and give reasons for any inaccuracies.
The merit grade learners will be able to link ideas from different areas and discuss the impact of
a variety of factors on an issue, such as the temperature effect on industrial equilibrium
reactions.
The distinction-grade learners will work with greater autonomy, using the tutor as a resource
when necessary. The learners will use a wide range of resources and analyse the information
from these to produce fluent explanations and discussions, using the correct scientific language
and units. The practical work will be planned, carried out and evaluated with a minimum of
support. Errors will be identified and conclusions drawn.
The examples given will be detailed and comprehensive, for example, details of the factors
affecting industrial applications of chemistry. The distinction grade learners will present
reasoned discussions of issues, showing consideration of conflicting viewpoints.
Links to National Occupational Standards, other BTEC units, other BTEC
qualifications and other relevant units and qualifications
There are links with Unit 3: Biological systems which include the effect of human activity on
environmental issues, and the effects of chemical substances on human health. There are also
links with Unit 2: Physical Science Applications in the areas of energy and the electromagnetic
spectrum.
The unit provides opportunities in the wider curriculum, specifically in health and safety and
ethical/moral issues (see Annexe E for mapping).
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The unit presents opportunities to demonstrate key skills at level 2 in application of number,
communication and information technology, and the wider key skills (see Annexe C for
mapping).
This unit also has links with the GCSE in Applied Science: Unit 1: Developing Scientific Skills;
Unit 2: Science for the needs of society; Unit 3: Science at Work.
This unit builds on the chemistry concepts covered in key stage 3 and covers the chemistry
content of the key stage 4 mandatory criteria. The unit therefore has strong links with the
content of the 2006 Core GCSE Science (see Annexe F for mapping).
It may also provide links with the NVQ in Laboratory and Technical Activities at Level 2 (see
Annexe D for mapping).
Essential resources
There are no particular books that cover this unit. Learners can find information using company
annual reports, journals, magazines, company websites and newspapers.
Learners should have access to a range of chemistry resources, similar to those used for GCSE
and the Intermediate GNVQ in Science. Learners will need access to a chemistry/science
laboratory equipped with a fume cupboard and standard laboratory chemistry apparatus.
Access to a range of information resources to complete investigative assignments and case
studies will be essential, including relevant CD ROMs and the internet.
Indicative reading for learners
Materials that illustrate the level of learning required and that are particularly relevant.
ISBN 1 843033674
ISBN 0 854049193
Contemporary Chemistry for Schools and Colleges (The Royal Society of Chemistry, 2004)
Ken Gadd Associates Ltd Applied Science GCSE Edexcel (Nelson Thornes, 2003)
ISBN 0 748772030
ISBN 1 85342577X
Salters GCSE Science Year 10 Learner Book (Heinemann, 2001) ISBN 0 435629522
Salters GCSE Science Year 11 Learner Book (Heinemann, 2002) ISBN 0 435629530
New Scientist
Focus
Materials World
Big Picture
Wellcome Trust
Nanoscience Issue 2
Materials Foresight
37
Key skills
N2.1
N2.2
amounts or sizes
scales or proportion
handling statistics
using formulae.
N2.3
Communication level 2
When learners are:
C2.1a
C2.1b
C2.2
C2.3
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LP2.1
LP2.2
LP2.3
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Unit 4:
NQF Level 2:
BTEC First
Unit abstract
Physical science has a wide range of applications both in everyday science and in the science
laboratory. All scientific processes depend on energy transformations, it is therefore important
for learners to investigate different types of energy and how these interact in industrial
processes.
Industrial processes use the properties of waves and radiation, for example spectral analysis to
identify the components of a material, or radiation used to examine defects in materials.
Industrial processes depend on electricity. Technicians need to be familiar with the production,
application and transformation of electricity so that they can handle electrical equipment safely.
Learners will have the opportunity to gain hands-on experience of using practical devices.
Learners should appreciate that many scientific applications are derived from the space
programme, for example Helium was first discovered by spectral analysis of the sun and heat
resistant materials were developed for the space programme. Learners will have the opportunity
to explore instrumentation used to explore space and the benefits that it brings.
This unit develops learners knowledge and understanding of the fundamental principles of
physical science and enables them to apply these principles to a range of practical situations.
Learners will develop the physical science practical skills required by employees working in
laboratories within the scientific industry or organisations that use science.
The way in which this unit is delivered and assessed allows learners to experience real-life
situations that arise in an industrial or service science laboratory.
Learning outcomes
On completion of this unit a learner should:
1
Understand methods used in astronomy to explore the universe, its galaxies, planets and
stars.
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
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Unit content
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Issue 2 March 2007 Edexcel Limited 2007
Understand methods used in astronomy to explore the universe, its galaxies, planets
and stars
Exploration: solar system, galaxies, universe from space eg Hubble Space Telescope; from
Earth eg Jodrell Bank Observatory; manned missions eg International Space Station;
unmanned missions eg Cassins-Huygens
Instrumentation: optical telescopes (reflection, refraction); radio telescopes; stellar
spectroscope; satellites for observing X-rays and gamma rays eg Chandra X-ray
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BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
Grading criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit.
The criteria for a pass grade describe the level of achievement required to pass this unit.
Grading grid
Delivery
As far as possible the learning outcomes should be delivered using a practical, investigative
approach that will enable learners to develop their practical and enquiry skills. The briefings for
investigations should be based on scenarios applicable to a typical industrial laboratory or
organisation that uses physical science applications.
Learners should be allowed to plan their own investigations wherever possible, for example to
test a scientific idea. Learners should consider health and safety issues when planning an
investigation. Data should be collected using Information Communication Technology (ICT)
where appropriate, and presented in a suitable format. Learners should consider the validity of
data and its reliability and they should draw conclusions from the data.
Learners should comment on the environmental, social and economic impact of their
investigations and should also consider ethical and moral issues where applicable.
Learners can present their research and conclusions in a variety of different ways including
laboratory reports using ICT (word processors; spreadsheets to produce graphs and charts),
giving presentations to their peers and possibly to learners in a lower year group (using a
presentation package), posters, leaflets etc. This will allow learners to demonstrate a range of
written and verbal communication skills.
In order to ensure that all learners can achieve a pass a predominantly qualitative approach
should be taken, supported by relevant mathematical and statistical concepts. To progress to
further science-based study or career pathways, such as engineering, computing, radiology or
environmental science, then coverage of sufficient mathematics is still essential and also
needs to be allowed for in the merit and distinction criteria.
Some aspects of this unit may be taught or extended by using case studies. Ideas for case studies
can be obtained from magazines, journals and professional institutes. Local industry might be
able to provide guest speakers who could discuss a case study from their own experience or set
a scenario for a topic. Alternatively, learners could visit local industry to see science in action.
Learners could prepare for their visit by producing a list of questions. Some local industries may
be able to offer learners work experience or work shadowing, so that learners gain first-hand
experience scientific work in a laboratory.
Assessment
This unit should be assessed, where possible, via a portfolio of scientific investigations. Each
investigation should include clear aims, a description of how the investigation was carried out
(including health and safety considerations), how data was collected, the data itself (presented in
an appropriate format), conclusions reached and the validity and reliability of the data in
reaching the conclusion. The portfolio of evidence should demonstrate the use of ICT as
discussed in the section on delivery strategies. Consideration of environmental, social,
economic, ethical and moral issues should be discussed where relevant.
Pass-grade learners will require significant assistance from a tutor to achieve all the learning
outcomes of this unit.
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To carry out their investigative work learners will require a brief from the tutor which will guide
them through the practical or case study/assignment work that needs to be carried out and gives
ideas about how to obtain information to complete straightforward problems. Pass-grade
learners will be able to follow scientific procedures and will be able to use scientific symbols,
relevant terminology and identify errors.
The tutor will need to be present during practical investigations to supervise pass grade learners
and to provide guidance.
Merit-grade learners will work with more independence. The learners will carry out research
with little guidance and will be able to plan and carry out practical work to solve more complex
problems, or use a range of practical techniques. The merit grade learners will be able to make
accurate observations and give reasons for any inaccuracies.
The merit grade learners will be able to link ideas from different areas and discuss the impact of
a variety of factors on an issue for example factors that can have an adverse effect on a
communication system.
Distinction-grade learners will work with greater autonomy, using the tutor as a resource when
necessary. The distinction grade learners will use a wide range of resources and analyse the
information gained from these to produce fluent explanations and discussions, using the correct
scientific language and units.
The distinction grade learners practical work will be planned, carried out and evaluated with a
minimum of support. Errors will be identified and conclusions drawn.
The examples given by the distinction grade learners will be detailed and comprehensive, for
example details of the factors affecting industrial applications of physics. The distinction grade
learners will present reasoned discussions of issues, showing consideration of conflicting
viewpoints.
Links to National Occupational Standards, other BTEC units, other BTEC
qualifications and other relevant units and qualifications
This unit has links with Unit 1: Chemistry Applications in which learners will look at energetics
of chemical reactions and could use parts of the Electromagnetic Spectrum.
This unit also has links with the GCSE in Applied Science: Unit 1: Developing Scientific Skills;
Unit 2: Science for the Needs of Society and Unit 3: Science at Work.
This unit builds on the physics concepts covered in Key Stage 3 and covers the physics content
of the Key Stage 4 mandatory criteria. The unit, therefore, has strong links with the content of
the 2006 GCSE Science core.
This unit provides opportunities to look at the wider curriculum, specifically health and safety
and environmental issues (see Annexe E for mapping).
This unit presents opportunities to demonstrate key skills at level 2 in application of number,
communication, information communication technology and problem solving skills (see
Annexe C for mapping).
The unit may also provide links with the NVQ in Laboratory and Technical Activities at Level 2
(see Annexe D for mapping).
This unit is mapped to the 2006 Key Stage 4 science criteria (see Annexe F for mapping).
Essential resources
A well-equipped physics laboratory will be required for the successful delivery of this unit.
Learners will benefit from access to ICT equipment and the internet.
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ISBN 1 843033674
Lawrie R and Keith Johnson Physics for You (Nelson Thornes, 2004) ISBN 0 74876236
Focus
New Scientist
For details of relevant websites please see Annexe G.
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Issue 2 March 2007 Edexcel Limited 2007
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Key skills
N2.1
N2.2
amounts or sizes
scales or proportion
handling statistics
using formulae.
N2.3
Communication level 2
When learners are:
C2.1a
C2.1b
C2.2
C2.3
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LP2.1
LP2.2
LP2.3
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Unit 5:
Biological Systems
NQF Level 2:
BTEC First
Unit abstract
It is important that learners on an applied science programme have a good understanding of
basic concepts of biology in order that these may be developed and used in a variety of
applications, including the understanding of health-related factors.
Learners need to develop understanding of the wide variety of living organisms on the earth,
and how they interact with each other and the environment. This unit requires learners to
understand the role of DNA in inheritance and evolution, this being applied to the study of
inherited factors and conditions. The unit then encourages the learner to study factors that may
affect human health and the protective mechanisms of the human body.
This unit will enable learners to develop their biology practical skills, underpinning knowledge
and understanding of biology, including applications in the workplace and effects on the
environment and society.
The learners technical skills are also developed along with their knowledge and understanding
of techniques as they carry out a wide range biology practical investigations. The knowledge
and skills developed are essential for technicians and assistant practitioners working in biology,
health care, food science, agriculture, horticulture, beauty therapy and other biology-related
industries and laboratory services.
It is important during the delivery and assessment of this unit that the learner takes on the role
of being employed within the biology industry or an organisation that uses biology.
Learners will also investigate how body systems respond to internal and external environmental
changes using hormonal and nervous signals to maintain the body processes.
At the end of this unit learners will understand how living things interact with each other and
their surroundings. They will also understand how organisms are adapted to their environment.
Learning outcomes
On completion of this unit a learner should:
1
Understand the diversity of living organisms and how they are classified
Be able to investigate how living things interact with each other and their environments
Understand that genes are responsible for inheritance, and variations within species, leading
to evolutionary change
Understand the factors that may affect human health and the ways human health is
controlled.
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Unit content
1 Understand the diversity of living organisms and how they are classified
Classifying organisms: wide variety of living organisms; identification keys; the need to
organise/classify; variety of systems; Linnaen system of classification
Major characteristics of: viruses; bacteria; protists; fungi; plants (flowering plants, nonflowering plants), animals (invertebrates, vertebrates)
2 Be able to investigate how living things interact with each other and their
environments
Interdependence of organisms: nature and relationship, eg parasite and host, predator and
prey; food chains and food webs; pyramids of numbers; energy and biomass
Effects of human activity on the environment: eg greenhouse gases in the atmosphere, ozone
depletion, acid rain, recycling of household waste, use and conservation of household
utilities (gas, water, electricity), pollution; pollution indicator species; effects on food chains
and food webs
3 Understand that genes are responsible for inheritance, and variations within species,
leading to evolutionary change
Genes control cell function: DNA code; translation; structure of a protein eg enzyme;
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BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
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BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
Grading criteria
53
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit.
The criteria for a pass grade describe the level of achievement required to pass this unit.
Grading grid
54
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
Issue 2 March 2007 Edexcel Limited 2007
Grading criteria
Delivery
The material in this unit should be introduced through a programme of tuition, guided learning
and practical assignment work. The unit will be delivered, wherever possible, through a
practical and investigatory approach. This will enable learners to develop skills and learn the
fundamental concepts required for further development in the area of biological sciences.
This is particularly important in the following areas:
In learning outcome 1 learners observe and measure differences between species and individuals
of the same species. Where possible this should be carried out by observing organisms in their
natural habitat. These differences may show distinct characteristics by which organisms may be
distinguished or grouped together using a variety of systems.
Learning outcome 2 explores the interdependence of living things and their environment. How
changes in the environment can bring about evolutionary change and in particular the impact of
human activities on the delicate balance of nature and how this impact could be minimised.
Learning outcome 3 looks at how genes control cell activities (in particular cellular products)
which may then influence the development of the whole organism perhaps leading to
evolutionary change (for example the growth in numbers of the melanic form of peppered moth
Biston betularia in the industrial north of England towards the end of the nineteenth century).
Learners can investigate how we manage genetic variation to produce new varieties of fruit and
vegetables and even livestock.
Learning outcome 4 addresses the need to maintain a healthy body and the implications of a
balanced diet, appropriate exercise and the use (or misuse) of certain drugs on our personal
development and the health of the community overall.
Visiting speakers from conservation groups, sport and leisure centres, hospital trusts or
visits/placements to such groups would be useful to put these concepts into a vocational setting
and to distinguish between the theory and the practice.
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Assessment
Wherever possible, this unit should be assessed through learners building up a portfolio of
scientific investigation assignments. Communication can be considered through the learners
presentations, scientific laboratory reports, posters, graphs, charts etc.
Assessment strategies should enable learners to demonstrate practical and enquiry skills and
allow the collection (using ICT), interpretation and evaluation of data to explain scientific
theories. Learners must be aware of the importance of health and safety during practical
investigations, the validity/reliability of data and identification of errors.
Learning outcomes 2, 3 and 4 address examples of the implications of science and technology.
The applications of biology need to be considered wherever possible throughout the unit.
Pass-grade learners will require significant assistance from a tutor to achieve all of the unit
learning outcomes.
To carry out investigative work the learner will require a brief from the tutor which will guide
them through the practical or case study/assignment work that needs to be completed and gives
ideas about how to obtain information to complete straightforward problems. The pass grade
learners will be able to follow scientific procedures and will be able to use scientific symbols
and relevant terminology and identify errors.
The tutor will need to be present during practical investigations to supervise the pass-grade
learners and to provide guidance for the pass grade learners.
Merit-grade learners will work with more independence. The learners will carry out research
with little guidance and will be able to plan and carry out practical work to solve more complex
problems, or use a range of practical techniques. The merit grade learners will be able to make
accurate observations and give reasons for any inaccuracies.
Merit grade learners will be able to link ideas from different areas and discuss the impact of a
variety of factors issue, for example variations in diet and exercise between different
individuals.
Distinction-grade learners will work with greater autonomy, using the tutor as a resource when
necessary. The learner will use a wide range of resources and analyse the information from them
to produce fluent explanations and discussions, using the correct scientific language and units.
The distinction-grade learners practical work will be planned, carried out and evaluated with a
minimum of support. Errors will be identified and conclusions drawn.
The examples given will be detailed and comprehensive, for example, details of the factors
effecting industrial applications of biology. The distinction grade learners will present reasoned
discussions of issues, showing consideration of conflicting viewpoints.
Links to National Occupational Standards, other BTEC units, other BTEC
qualifications and other relevant units and qualifications
There are links with Unit 1: Chemistry Applications, for example the effect of human activity on
the environment and the chemical substances involved in human health.
This unit also has links with the GCSE in Applied Science: Unit 1: Developing Scientific Skills;
Unit 2: Science for the Needs of Society and Unit 3: Science at Work.
This unit builds on the biological concepts covered in Key Stage 3 and covers the biology
content of the Key Stage 4 mandatory criteria. Therefore, the unit has strong links with the
content of the 2006 GCSE Science core (see Annexe F).
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Essential resources
Learners should have access a range of biology resources, similar to those used for GCSE and
the Intermediate GNVQ in Science. Learners will need access to a science laboratory.
Access to a range of information resources to complete investigative assignments and case
studies will be essential, including relevant CD ROMs and the internet.
Indicative reading for learners
Materials that illustrate the level of learning required and that are particularly relevant.
ISBN 1 843033674
Ellis P and Mcdonald A Reading into Science Biology (Nelson Thornes, 2003)
ISBN 0 748767991
Ken Gadd Associates Ltd Applied Science GCSE Edexcel (Nelson Thornes, 2003)
ISBN 0 748772030
Roberts M and Ingram N Nelson Science Biology, Second Edition (Nelson Thornes, 2001)
ISBN 0 748762388
Salters GCSE Science Year 10 Learner Book (Heinemann, 2001) ISBN 0 435629522
Salters GCSE Science Year 11 Learner Book (Heinemann, 2002) ISBN 0 435629530
Williams G and Paul N Biology for You (Nelson Thornes, 2002) ISBN 0 748762329
Focus
New Scientist
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Key skills
N2.1
N2.3
Communication level 2
When learners are:
C2.1a
C2.1b
C2.2
C2.3
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LP2.1
LP2.2
LP2.3
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Unit 6:
NQF Level 2:
BTEC First
Unit abstract
This unit has been designed to give learners an introductory overview of the science technician
or assistant practitioner (or other equivalent science-related job title) at work. The unit deals
with the personal skills, the laboratory environment and its organisation, the duties and
responsibilities of a science technician and assistant practitioner and health and safety aspects of
their work. It has integrative links with Unit 2: Science and the World of Work and develops the
learners understanding of the place of a technician or assistant practitioner within the
workplace and the part they play in achieving the overall aims of an organisation.
The unit can be contextualised to a number of different job roles in a science industry or
organisation that uses science such as in quality control, research, medical science,
environmental science, heavy chemicals, pharmaceuticals, fine chemicals, education etc.
The unit concentrates on the practical and organisational skills required by a science
technician/assistant practitioner, the running of laboratories, employment rights and
responsibilities, personal development and health and safety issues. The learner develops an
overview of working within a laboratory (or equivalent workplace), the skills needed to run a
laboratory and how its objectives fit within the overall organisation.
It is important that the learner is aware of issues with regard to sustainable development in the
running of a laboratory such as waste disposal, recycling, energy conservation etc.
It is also important that learners use modern laboratory instrumentation or carry out visits to
employers to observe such instrumentation in action.
Learning outcomes
On completion of this unit a learner should:
Be able to investigate and demonstrate knowledge of the basic duties and responsibilities of
Be able to investigate safe working practices and health and safety legislation
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Unit content
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Grading criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit.
The criteria for a pass grade describe the level of achievement required to pass this unit.
Grading grid
Delivery
This unit requires learners to carry out investigative work for which they must be adequately
prepared. The achievement of the outcomes requires the development of a variety of process
skills. The delivery of this unit can be integrated with other units such as Unit 2: Science and the
World of Work.
The delivery of the programme would be enhanced by inviting an experienced science
technician or assistant practitioner or a company training manager to speak about their role in
laboratory organisation or personal career development. Learners would also benefit from
visiting industries or sectors that provide a science service to gather information for their
assignment work.
Learners could be given an investigative/practical assignment to produce a report on the key
features of a laboratory/workplace in a science-based organisation or in their college/school.
Proformas/templates similar to those used in the educational institution or obtained from a
company could be used as exemplars, eg invoices, stock records, requisitions, local laboratory
rules, to help complete assignments.
Learners could produce a poster to report findings of an investigation into safe working
practices or the duties and responsibilities of a science technician or assistant practitioner.
This is also a unit where learners can work together to extract, synthesise, summarise and
present relevant information to specific investigations.
Assessment
This unit can be assessed using a number of separate assignments discrete to this unit or as part
of an integrative assignment with a common theme.
The outcomes may be met by individual or group investigations. In the latter case, assessors
must document each learners contribution to the investigation and provide appropriate
authentication of the evidence presented.
Much of the evidence for this unit will be generated by investigative work. The quality of each
learners work will be only partially reflected in the assignments/report. It is important that the
assessor observes all phases of the work and records each learners performance. These records
should be included in the learners evidence as authentication of performance and to support the
grade recommended for the work. The assessors judgement must reflect the overall quality of
the work and should not be overly influenced by the media through which it is reported.
All grades require the learners to undertake some initial planning before the commencement of
investigative work. Learners must therefore consider carefully what is involved in the work and
how they are to approach the constituent tasks. The initial plan must be submitted and agreed
before any investigative work is started. However, an action plan should not be a static
document. It may need to be revised in reaction to progress made or results obtained. The
learners should be given the opportunity to review their plans at frequent intervals and to revise
them as appropriate. Each revision should be clearly dated and recorded by the assessor. It is
likely that the learners who aspire to merit or distinction grades will review their action plans
more frequently and in more detail than the pass grade learners.
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The pass grade learners will work mainly from supplied methods, but must provide evidence of
an initial appreciation of the basis of the investigation through the initial action plan, in which
they identify clearly why the work is to be carried out and which outcomes should be achieved.
The work must be reported in accordance with scientific conventions. The written
assignments/report will be the normal method of reporting. However, scientific work may also
be reported orally or through electronic media. Whatever medium is chosen, the learner must
communicate the conduct of the work, the results achieved and the extent to which their
objectives were met. The work must be documented sufficiently well to enable the assessment
and grading to be verified. Where reporting is carried out orally, evidence must include the
learners preparatory materials and an assessor commentary. The pass grade learners do not
need to access secondary sources of information, other than those provided or recommended by
the tutor.
The merit grade learners must research and analyse the topic to be investigated before devising
the action plan, which should include a clear formulation of the objectives of the work. They
may use the tutor as a resource during the preparation of the plan; such consultation should not
disqualify the learner from the merit grade, providing that they have clearly appreciated the
background to the topic and the dimensions of the investigation to be carried out. The plan
should consider the nature of the information and data to be obtained, and set realistic and
achievable targets for accuracy of the work.
The merit grade learners must show, during the investigatory work, an appreciation of errors in
measurements and, where possible, take the appropriate steps to minimise them. The
information and data obtained should be processed in appropriate ways to produce valid
conclusions to the work. The learner must show, throughout the work and in the final report, a
clear appreciation of the principles underlying the investigation. Some use of appropriate
secondary sources of information will be required in the initial research on the topic; the
assessor should monitor this closely to ensure that the learner does not waste time by pursuing
information at a level too high for the expectations of a level 2 qualification.
The distinction grade learners plan should be based on a detailed analysis of the background to
the topic, including the use of secondary sources of information. The plan must be clearly
structured, have identified monitoring points and set clear objectives for the success of the work.
The assessor should scrutinise the plan before commencement of the work to ensure that the
overall objectives are achievable. Advice can be given to improve the plan in areas where the
learner could not reasonably be expected to be proficient and this should not disqualify them
from this grade. The progress of the work should be monitored as planned and any required
revisions made.
The distinction grade learners must carry out a detailed evaluation of the work undertaken. This
evaluation must include the conduct of each phase of the work, the achievement or otherwise of
the objectives formulated in the plan and the application of scientific principles throughout the
work. The distinction grade learners must demonstrate appropriate uses of secondary sources of
information and show clearly how each recorded source helped.
Links to National Occupational Standards, other BTEC units, other BTEC
qualifications and other relevant units and qualifications
There are specific links with Unit 2: Science and the World of Work and links with all the
practical outcomes within other units.
This unit has links with the GCSE in Applied Science Unit 1: Developing Scientific Skills
working safely, handling equipment and materials and following procedures.
This unit presents opportunities to demonstrate key skills in communication, information and
communication technology improving own learning and performance, problem solving and
working with others (see Annexe C for mapping).
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It also provides underpinning knowledge for the Laboratory and Associated Technical Activities
NVQ at Level 2 (see Annexe D for mapping).
This unit provides opportunities in the wider curriculum, specifically in health and safety, social
and cultural, ethical/moral and European issues (see Annexe E for mapping).
Essential resources
Centres will require a general-purpose laboratory or a range of laboratories and laboratory
equipment, suitable for delivering biology, chemistry and physics to GCSE and above.
Access to exemplar proformas used in laboratory practices and procedures, job descriptions and
appraisal procedures is needed.
Sources of support and information should include:
British Standards
Safeguards in the School Laboratory, 10th Edition (ASE, 1996) ISBN 0 863572502
Revell M Technical Support for School Science (Association for Science Education, 1990)
ISBN 0 863571425
Technicians Task Group The Prep Room Organiser (Association for Science Education,
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Key skills
Communication level 2
When learners are:
C2.1a
C2.1b
C2.2
C2.3
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LP2.1
LP2.2
LP2.3
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PS2.1
setting a task of comparing and
contrasting the different key
features of a chemistry, physics
and biology laboratory and
deciding on the common features
of a science laboratory
PS2.2
PS2.3
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Unit 7:
NQF Level 2:
BTEC First
Unit abstract
This unit is designed to give learners a basic knowledge and understanding of human anatomy
and physiology, and will support those who wish to continue their studies on courses such as the
BTEC Nationals in Applied Science (Medical Science), Sport and Exercise Sciences or Beauty
Therapy Sciences where anatomy and physiology are core components of the qualifications. It
will also support learners wishing to enter employment in the health, beauty and sport science
sectors.
The unit is intended to be delivered through practical and experiential learning wherever
possible, where learners will need to describe the structure and function of body systems and
where practicable will simulate body system functions in vitro. Measurement of surface area,
and the role of enzymes in the digestive system will be investigated. Simple respiratory function
and aspects of the functioning of the circulatory system will be measured.
A knowledge of the nervous system should be reinforced by simple reflex and sensory
experiments. Hormone function should be studied in conjunction with case studies and realistic
scenarios.
The unit requires learners to have an appreciation of homeostasis and the need for internal
control mechanisms. Only one of these mechanisms should be studied in detail.
Cell division and its relation to growth and to the reproductive and inheritance of characteristics
processes is studied, and with practical input wherever this can be arranged, and a knowledge of
the human reproductive system is included.
Learning outcomes
On completion of this unit a learner should:
Know the structure and investigate the functions of individual body systems, and relate the
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Unit content
1 Know the structure and investigate the functions of individual body systems, and
relate the functions to their role in maintaining health
The digestive system: parts of the digestive system and how they are involved in digestion,
eg mouth, stomach, small intestine, large intestine; mechanical digestion (teeth, swallowing,
peristalsis); chemical digestion (enzymatic breakdown of, eg carbohydrates, fats and
proteins); absorption and assimilation (fate of nutrients, storage of excess nutrients, use of
nutrients to maintain cell and body functions)
The respiratory system: parts of the respiratory system; gas exchange; factors affecting rates
of breathing; aerobic respiration in cells to release energy to maintain cell and body
functions
The circulatory system: structure of blood; the blood circulatory system (blood vessels, the
lymphatic system, the structure of the heart, blood circulation providing the transport
system to maintain cell and body functions); the function of blood in defence against
infection
2 Be able to investigate the roles of the nervous and endocrine systems in co-ordinating
body systems
The nervous system: the central nervous system; the peripheral nervous system; nerve
structure; a simple reflex arc; the function of the autonomic nervous system
The endocrine system: position of main glands (pituitary, thyroid, adrenal, pancreas,
reproductive); function of adrenaline, thyroxine, insulin, progesterone, oestrogen and
testosterone in co-ordinating the body systems
3 Understand the importance of homeostasis to human body function
Homeostasis: definition of organs involved and homeostatic control eg skin, liver in
temperature control, kidneys in excretion; salt levels and water levels in the blood; liver and
pancreas in blood sugar levels
Role of homeostasis: maintaining a constant internal environment in the body
4 Know the factors involved in the maintenance of the human species
Cell division: mitosis; meiosis; chromosomes; genes
Inheritance of characteristics: monohybrid inheritance patterns; sex determination;
production of gametes; continuous and discontinuous variation eg tongue rolling, skin
colour
Human reproductive system: structure of male and female reproductive systems; sperm
production; ovulation; fertilisation; formation of the embryo; development of the foetus;
birth; hormonal birth control
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Grading criteria
73
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit.
The criteria for a pass grade describe the level of achievement required to pass this unit.
Grading grid
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Grading criteria
Delivery
This unit requires investigation of a range of human body systems. As far as possible, this
should involve practical investigations of mammalian organs and tissues. The learners should
improve their microscope skills throughout the study of this unit and be able to recognise
tissues. Experiments using digestive enzymes can be used to model the digestive process. The
learners may carry out investigations into the effects of factors on the circulatory and respiratory
functions, such as the effects of exercise or body size.
Experiments on reaction times may prove to be useful in the demonstration of the reactions of
the nervous system. Breeding experiments with Drosophila will be useful to practically
demonstrate monohybrid inheritance. Alternatively, computer simulations of breeding patterns
can be used. Learners should be encouraged to develop an investigative approach to their work
and not rely upon the tutor for all information. Some of the subject matter may need to be taught
in a traditional manner, but the learners should be encouraged to develop research skills and to
research information. As far as possible, the work should be presented in a vocational context,
eg sports science, health, and visits to relevant workplaces can be invaluable. Visiting speakers,
eg a health visitor, can help to set the information being gained into a meaningful context.
Assessment
The learners will carry out a range of investigations into the body systems indicated and link the
functions of these to the maintenance of a constant internal environment, or to reproduction and
growth. The tutor may choose to assess some discussion around a topic to avoid an
overproduction of written work, or may decide to ask the learners to produce visual displays of
the systems, in some format. It is important that learners be allowed the opportunity to research
a range of topics and not merely use material provided in class. The higher grades should reflect
an increasing independence of approach to the work, evidence of understanding and to finding
information. If work is carried out in groups, it must be possible to identify the input of each
member of the group.
To achieve a pass grade, the learners will be able to describe the structure and function of each
of the body systems, in outline. Definitions should be accurate and the work must demonstrate
an understanding of the need for coordinating and control of the systems within a constant
internal environment.
A simple consideration of the method of communication/control used by the nervous and
endocrine systems will include each of the hormones mentioned, the glands and the structure of
the systems.
The concept of immunity will be outlined in terms of defence against disease and the production
of antibodies. The transport, respiratory and digestive systems should be linked at least to the
level of transporting nutrients and gases around the body.
The descriptions of mitosis and cell division should not involve the stages of the process,
merely the outcome from each and the idea of retaining or halving chromosome numbers for
reproduction or growth.
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Essential resources
Learners will need access to a range of biology resources, similar to those for GCSE and A level
work. They will need microscopes, dissection equipment, models or charts of body systems and
prepared slides. A spirometer and attachments will facilitate investigations into the respiratory
system. Stop clocks, stethoscopes, blood pressure monitors will be needed for practical
investigations of the circulatory system. Ergometers can be used to monitor the effects of
exercise on the body.
Learners will need access to a range of software to present their work and to carry out model
genetic crosses. If possible, Drosophila breeding experiments could be used to demonstrate
monohybrid inheritance.
Indicative reading for learners
Materials that illustrate the level of learning required and that are particularly relevant.
Ellis P and McDonald A Reading into Science Biology (Nelson Thornes, 2003)
ISBN 748767991
Roberts M and Ingram N Nelson Science Biology, Second Edition (Nelson Thornes, 2001)
ISBN 748762388
Williams G and Paul N Biology for You (Nelson Thornes, 2002) ISBN 748762329
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Key skills
N2.1
N2.2
amounts or sizes
scales or proportion
handling statistics
using formulae.
N2.3
Communication level 2
When learners are:
C2.1a
C2.1b
C2.2
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Communication level 2
When learners are:
C2.3
LP2.1
LP2.2
LP2.3
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planning an investigation to
confirm a hypothesis, eg pulse
rate and exercise
PS2.1
PS2.2
PS2.3
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Unit 8:
Environmental Science
NQF Level 2:
BTEC First
Unit abstract
This unit is designed to promote knowledge and understanding of environmental issues and
policies for learners studying applied science. It is useful for learners who wish to progress to a
BTEC National in Environmental Science or other environmental qualification. A technician or
assistant practitioner in the science industry or in an organisation that uses science needs an
awareness of the impact of their work and their organisation upon the environment and that
many organisations have a policy on sustainability.
It is important that learners are aware of the implications of science on the environment, the
development in organisations of the need to address the issue of sustainability and the
management of waste products, risk analysis, pollution, the effects of global warming and its
implications for society. The theme within the unit is studying ecosystems, their structure and
operation, how to manage them and how human activities influence them.
Learners can take part in discussions about the importance of ecosystems, the public perception
of local, national and global issues such as overfishing, deforestation, fossil fuels usage,
overpopulation etc.
The role of government and non-government bodies in the management of ecosystems, their
protection and the ownership of sustainability globally are topics of great political importance.
Learners should become aware of the part that non-violent pressure groups play in influencing
governments and global international companies.
Learning outcomes
On completion of this unit a learner should:
1
Be able to identify and use the techniques and issues involved in the management of
ecosystems
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Unit content
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Grading criteria
83
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit.
The criteria for a pass grade describe the level of achievement required to pass this unit.
Grading grid
Delivery
This unit requires the learners to investigate ecosystems in a practical context. Fieldwork should
be organised to provide the learner with the opportunity to collect data relating to the biotic and
abiotic factors in the ecosystem. A range of ecosystems would improve the learners
understanding of the concepts. There should also be an opportunity to investigate practically
some of the human influences on the ecosystem. Visits to managed wildlife regions can often be
arranged and led by experts, working for the organisation concerned, who can be invaluable as a
source of information for the learners and to demonstrate practical skills.
The section relating to government and other agencies involved in environmental issues could
best be covered by a research project, allowing learners to obtain information from a range of
sources. Other sections of the unit lend themselves to more traditional teaching, but, as far as
possible, an investigative approach should be encouraged.
Investigations should include the collection of primary and secondary data from both
government and non-government organisations.
Delivery strategies should allow the learners to gather and present a range of evidence to
achieve the grading criteria, eg through posters, reports, charts, graphs etc.
Assessment
Wherever possible this unit should be assessed through a programme of investigative
assignments. This will enable learners to compile a portfolio of their assignment work to meet
the grading criteria required.
The pass grade learners will need some support to locate information sources and may use a
limited range of information. Similarly, the practical investigations will need to be carried out
with supervision and support. The work will be carried out with due regard for health and
safety.
The merit grade learners will use a range of information sources. The practical work will be
competent and well organised and data collected relating to a range of environmental factors.
The account of the ecosystem will be descriptive and show the links between the various factors
involved, including the effects of humans on these. Similarly, the management of ecosystems
will refer to a range of techniques and the investigation of bodies involved in environmental
protection will demonstrate research skills.
The distinction grade learners will use the tutor as another source of information when
researching. The practical work will demonstrate careful planning and a range of environmental
variables will be investigated. The data will be analysed effectively, including that relating to
the effects of humans on the environment.
Secondary data will be used to analyse the relationships between the factors influencing an
ecosystem. More detailed analyses will be undertaken, showing a depth of understanding of the
complexity of the factors affecting ecosystems and the bodies involved in protecting them. A
wide range of information sources will be used, with some appreciation shown of the
differences in the presentation of environmental information from different sources.
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Key skills
N2.1
N2.2
amounts or sizes
scales or proportion
handling statistics
using formulae.
N2.3
Communication level 2
When learners are:
C2.1a
C2.1b
C2.2
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Communication level 2
When learners are:
writing a report on an
investigation, with evaluation
and results presented
C2.3
presenting reports.
LP2.1
LP2.2
LP2.3
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planning an investigation to
confirm a hypothesis, eg on an
ecosystem
PS2.1
PS2.2
PS2.3
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Unit 9:
NQF Level 2:
BTEC First
Unit abstract
It is important for learners to have knowledge and understanding of the structure and function of
plants and their role as sources of food for both animals and humans. This is particularly
important where learners want to progress onto biological, food science and manufacturing,
environmental, animal management and land-based qualifications.
The unit explores the relationship between the structure and function of plants, their types of
cells, how they store food and their relationship to the environment and country where they are
grown. This theme is further explored by investigating the relationship between food
production, the population it supports and economic factors. It will enable learners to discuss
topical subjects such as genetically modified crops and the use of organic and inorganic
fertilisers.
It will enable learners to understand and give examples of plant breeding and of the technology
used. Technicians/assistant practitioners working within this field of study need an
underpinning knowledge which includes the current issues facing society such as global
warming, genetic engineering, food distribution, plant production for fuel usage and fair trade.
The unit also explores issues such as population growth, food storage, distribution and
availability.
This unit links closely with environmental issues and global issues related to sustainable
development and the environment, the use of inorganic fertilisers and their effects on
ecosystems.
Learning outcomes
On completion of this unit a learner should:
Understand the structure and function of the plant, plant cells and the importance of storage
organs
Understand the economic relationship between food production and population size
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Unit content
1 Understand the structure and function of the plant, cells and the importance of storage
organs
Plant cell structure in relation to food production and storage: cell wall; cytoplasm;
vacuole; chloroplasts; root; stem; leaf and their role in photosynthesis
Reproductive organs: flowers; seeds; fruits
Energy stores: stem; root; fruits; seeds; leaf
Types of stored materials: starches; sugars; oils; proteins
2 Be able to investigate the major food plants of the world
Cereals: eg wheat, barley, rice, maize, millet, other starch-storing plants, pseudo-cereals,
potato, tropical plants, cassava, plantain
Oil-producing plants: oil-bearing seeds; palm oil; olive oil
Protein-producing plants: legumes; beans; peas
Sugar-storing plants: eg sugar cane, sugar beet, fruit sugars, nectar
Plants as sources of vitamins: vitamins in the animal diet
3 Understand the economic relationship between food production and population size
Food production: population; climate change; organic versus non-organic; market and retail
influence
GAT; GAP
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Grading criteria
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In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit.
The criteria for a pass grade describe the level of achievement required to pass this unit.
Grading grid
Delivery
The material contained in this unit should be introduced through a programme of tuition, guided
learning and practical assignment work. This unit should be delivered wherever possible
through a practical and investigatory approach, to enable the learners to develop their skills and
learn the fundamental concepts required for further development in the area of plants and food.
It is important that assignments are in the context of how plants are used to provide food for
animals and humans and the relationship with food production, the effects of climate change,
the role of food retailers and the changing environment of consumer expectations.
This unit is ideal for enabling learners to communicate both orally and through the use of
posters by exploring topical issues in food production and its relationship with science and
technology. Learners can discuss/debate issues about the use of genetically modified crops and
global issues such as fair trade.
These concepts in this unit build on knowledge acquired from Key Stage 3.
Visits to the food industry would enhance the learners understanding of the practical
applications of the food manufacturing concepts taught in this unit and visits to agricultural
establishments would enable learners to contextualise food plant production.
National and global food production offers numerous opportunities for learners to gather data
and carry out analysis against predictions and scientific theories.
Assessment
This unit should be assessed wherever possible through a programme of scientific investigative
assignments in order for learners to build up a portfolio of evidence to meet the needs of the
grading criteria.
Pass grade learners will give limited descriptions of the range of structures and functions
indicated. The practical work is likely to be carried out with support from the tutor to solve
straightforward problems. A limited range of resources will be used in order to produce the
work.
Merit grade learners will carry out research with little guidance and will be able to plan and
carry out practical work to solve more complex problems using a range of practical techniques.
The descriptions of the issues in the range will be more detailed, showing an understanding of
the concepts involved. The merit grade learners will be able to link ideas from different areas
and discuss the impact of a variety of factors on an issue, such as food production across the
world.
A range of examples will be given, eg for plant-breeding techniques, and some evaluation made
of their importance.
Distinction grade learners will use the tutor as a resource when necessary. They will use a wide
range of resources and analyse the information from these to produce fluent explanations and
discussions.
The practical work will be planned, carried out and evaluated with a minimum of support.
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The examples given will be detailed and comprehensive, for example details of plant-breeding
and gene-manipulation techniques. The learner will present reasoned discussions of issues,
showing consideration of conflicting viewpoints.
Links to National Occupational Standards, other BTEC units, other BTEC
qualifications and other relevant units and qualifications
This unit has links with Unit 1: Scientific Principles and Unit 5: Biological Systems.
It provides underpinning knowledge for the Laboratory and Technical Associated Activities
NVQ at Level 2 (see Annexe D for mapping).
Essential resources
A range of laboratory equipment will be needed for this unit, as for GCSE Biology and Key
Stage 4 Science. Reagents to enable food tests to be carried out will be important, as will a
range of different crops to test. Tutors may wish to grow a crop under a range of conditions.
Visiting speakers from the food industry, or visits/placements to such industries, would be
useful to put the unit in a vocational setting.
Access to IT facilities will be important in the presentation of both primary and secondary data.
internet sites will be useful to investigate global climate and crops.
Many GCSE science or biology textbooks contain the necessary information for this unit.
Indicative reading for learners
Materials that illustrate the level of learning required and that are particularly relevant.
Coultate T P Food: The Chemistry of its Components (Royal Society of Chemistry, 1996)
ISBN 0 854045139
Fox B and Cameron A Food Science: Nutrition and Health (Arnold, 1995)
ISBN 0340604832
ISBN 0 43564002X
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Key skills
N2.1
N2.2
amounts or sizes
scales or proportion
handling statistics
using formulae.
N2.3
Communication level 2
When learners are:
C2.1a
C2.1b
C2.2
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Communication level 2
When learners are:
C2.3
LP2.1
LP2.2
LP2.3
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planning an investigation to
confirm a hypothesis, eg pulse
rate and exercise
PS2.1
PS2.2
PS2.3
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Unit 10:
NQF Level 2:
BTEC First
Unit abstract
This unit introduces and develops the skills, understanding and knowledge of scientific
processes and their application to forensic science and the criminal investigation. The skills
developed are essential for practitioners working in the forensic science workplace. It is
intended that this unit will draw together and build on aspects of the applied biology, applied
chemistry and applied physics core units, to extend the learners knowledge of the range of
practical applications of core science principles and techniques.
The unit also provides learners with the opportunity to learn how to process the crime scene and
how to analyse evidence using a number of different biological, physical and chemical
techniques. In addition, learners will be introduced to the criminal justice system and expert
witness testimony. It is important during the delivery and assessment of this unit that the learner
takes on the identity of someone employed within the forensic science industry or organisation.
Forensic science is the application of scientific methods and processes used for the purposes of
the law. It provides impartial scientific evidence to assist in a criminal investigation and court
trial. Forensic science is a multidisciplinary subject, drawing principally from chemistry and
biology, but also from physics, geology, psychology, social science, pathology, anthropology,
entomology, dentistry/odontology, engineering, etc.
In a criminal investigation, scene of crime officers (SOCOs) process the crime scene and collect
evidence from the scene, victim and/or suspect. The evidence is then sent to a laboratory, where
a forensic scientist examines and analyses it. Both SOCOs and scientists may be required to
give evidence in court as expert witnesses.
Learning outcomes
On completion of this unit a learner should:
1
Understand the principles and demonstrate the techniques used in the analysis and
interpretation of biological evidence
Understand the principles and demonstrate the techniques used in the analysis and
interpretation of physical and chemical evidence
Understand the relationship of forensic science to the law and criminal investigation.
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Unit content
2 Understand the principles and demonstrate the techniques used in the analysis and
interpretation of biological evidence
Hair: human/animal (types; structures and characteristic features); comparison microscopy
Fingerprints: patterns; characteristics; identification/comparison techniques
Blood and body fluids: eg components of blood, semen and saliva;
identification/comparison; enhancement techniques; presumptive and conclusive tests;
blood and enzyme group types
DNA Profiling: RFLP; SGM+; DNA extraction and the PCR process
Entomology: lifecycle of insects; breakdown of body tissues; time and location of death
Anthropology/odontology: bones and artefacts; structure and layout of teeth; use in mass
disasters
3 Understand the principles and demonstrate the techniques used in the analysis and
interpretation of physical and chemical evidence
Methods of analysis: eg paper/gas/column chromatography; TLC, HPLC eg colorimetry,
visible, UV and mass spectroscopy; comparison microscopy
Toxicology: eg drugs, alcohol, poisons; identification/comparison; methods of analysis
Marks and impressions: footprint casting; toolmarks; identification/comparison
Trace evidence: eg fibres, glass and paint; identification/comparison; methods of analysis
Blood pattern analysis: eg blood splatter, volume, direction and force
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Understand the relationship of forensic science to the law and criminal investigation
The forensic scientist: the role of the forensic scientist; professional ethics; the expert
witness
Reporting the evidence in a statement and in court: name; qualifications and experience;
outline of circumstances and aim of investigation; list of exhibits collected and analysed;
description and evaluation of the work carried out and techniques used; results and
interpretation of the evidence; conclusions
The criminal investigation: types of crime; criminal investigation procedures/practice;
quality and significance of evidence
Interviewing techniques: witnesses; victim, open/closed question techniques
The criminal justice system: the law and court system; the trial process and rules of
evidence; sentencing and the penal system; crime prevention and treatment
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Grading criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit.
The criteria for a pass grade describe the level of achievement required to pass this unit.
Grading grid
Delivery
This unit is an introductory overview of forensic science and will allow learners to progress
onto the BTEC Nationals in Forensic Science. The purpose of this unit is to develop knowledge
and skills in the underlying concepts of biological, physical and chemical analysis, and to apply
this knowledge to applications in forensic science. The material contained in this unit should be
introduced through a programme of tuition, guided learning and practical activities. This unit
should be delivered wherever possible through a practical investigatory approach, to enable
learners to develop their skills and understanding of fundamental concepts required for further
development in the area of forensic science. Delivery strategies should reflect the nature of the
practical investigative work involved in the forensic science workplace by setting applicable
crime scenarios and case studies.
A range of teaching and learning methods may be used including:
Assessment
This unit is internally assessed. It is essential that a variety of assessment methods is used to
give learners the opportunity to achieve all the outcomes and the full range of grades.
Report writing and giving evidence criteria may be associated with learning outcomes 1, 2
and/or 3.
The pass grade learners must be able to effectively process the crime scene and recover
evidence using the correct techniques; plan and perform correct analysis of different types of
evidence following specified procedures; collect, record and process data in an appropriate
format, identifying patterns in data and making connections; prepare and write a report in an
appropriate format, and give evidence in court, identifying the techniques used and using
laymens terms correctly; make outline analyses of issues of criminal investigations, the law and
the criminal justice system and their link to forensic science.
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The merit grade learners must be able to recognise the significance of evidence and understand
why and how the correct techniques must be used; take account of constraints and adapt and
modify procedures and techniques to overcome problems, matching the outcomes to the
objectives of the investigation; interpret qualitative and quantitative data, describing patterns in
data and drawing conclusions; show understanding of scientific terminology and ideas relevant
to the criminal investigation and the criminal justice system.
For the Distinction grade, learners must be able to interpret the meaning of evidence and
recognise the relevance of conclusions to a specific case study; anticipate problems and
implement contingency plans, justifying changes to procedures and showing understanding of
why approaches used to overcome constraints enabled evidence to be obtained; evaluate
qualitative and quantitative data, analysing patterns and interpreting conclusions; show a high
level of scientific knowledge relevant to the criminal investigation and the criminal justice
system.
Links to National Occupational Standards, other BTEC units, other BTEC
qualifications and other relevant units and qualifications
There are links to Unit 2: Science and the World of Work, Unit 3: Chemistry Applications and
Unit 6: Working with Science.
There are links with the GCSE in Applied Science in Unit 1: Developing Scientific Skills and
Unit 3: Science at Work.
The unit provides links with NVQ Laboratory and Technical Activities at Level 2 (see
Annexe D for mapping).
It presents opportunities to demonstrate key skills at level 2 in application of number,
communication, information and communication technology, improving own learning and
performance and problem solving and working with others (see Annexe C for mapping).
This unit also provides opportunities within the wider curriculum (see Annexe E for mapping).
Essential resources
Access to a range of information resources to complete investigative assignments and case
studies will be essential, including a variety of textbooks, journals, internet sites, CD ROMs and
DVDs.
Indicative reading for learners
Materials that illustrate the level of learning required and that are particularly relevant.
Jackson A R W and Jackson J M Forensic Science (Pearson Education, 2004)
ISBN 0 1304325 2
Langford A, Dean J, Reed R, Holmes D, Weyers J, and Jones A Practical Skills in Forensic
Science (Pearson Education, Mar 2005) ISBN 0 13114400 6
Lyle D P Forensics for Dummies (Hungry Minds, 2004) ISBN 0 76455580 4
Moore P The Forensics Handbook (Eye books, 2004) ISBN 1 90307035 X
Pratt R Crime Science (DK, 2003) ISBN 0 75134576 8
White P C Crime Scene to Court: The Essentials of Forensic Science (The Royal Society of
Chemistry Books) ISBN 0 85404656 9
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Key skills
N2.1
N2.2
amounts or sizes
scales or proportion
handling statistics
using formulae.
N2.3
Communication level 2
When learners are:
C2.1a
C2.1b
C2.2
C2.3
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LP2.2
LP2.3
planning an investigation to
confirm the identity of an
offender using different types of
analysis
PS2.1
PS2.2
PS2.3
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Unit 11:
Science in Medicine
NQF Level 2:
BTEC First
Unit abstract
In this unit the learners knowledge and understanding, and where practicable the learners
skills, are developed to engage in the detective work aspect of diagnosing problems which
occur in human body systems. Equally the unit expands learners knowledge and understanding
of a range of treatments available, how some of these treatments are developed and the
principles of treatment selection based on diagnosis, cost, ethics and availability.
It is therefore essential that during the delivery and assessment of this unit that the learners take
on the identity of someone employed within the biomedical industry sector, eg as an assistant
practitioner in a diagnostic laboratory or as a technician maintaining equipment. The unit
requires the learner to be a concerned member of the community.
At the end of this unit, the learners will understand more fully the processes involved in
diagnosis of illness, the different options for treatment, how a new drug is developed and the
factors which influence the treatment of illness. They will be required to make judgements
based on evidence about likely diagnosis of conditions and will be given scenarios which will
influence the administration of treatment. All examples will require knowledge of the UK
system of health administration. The problems of ethical judgements and decisions will be
introduced to enable the learners to have informed evidence for contemporary, medically related
debate.
The unit introduces the concept of using scientific knowledge and procedures to work out when
a human biological system malfunctions ie the process of diagnosis and subsequently the use
of science knowledge and scientific procedures in the treatment of illness. It also explores the
procedures involved in developing a new drug therapy and allows the learner to understand the
complex nature of the process. The assumption that all known treatments are available to all
people is challenged in outcome 4 and learners are encouraged to have a view on current issues.
It is intended that this unit will draw together and build on aspects of the applied biology,
applied chemistry and applied physics core units, to extend the learners knowledge of the range
of applications of core science principles, techniques and ethical issues.
Learning outcomes
On completion of this unit a learner should:
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Unit content
abortions
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P4
how a new drug is identified and
and describe
conditions
developed to production and marketing stages
of development
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Grading criteria
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D2
explain why the actions of therapeutic drugs
procedures
treat given illnesses
D3 evaluate the reasons why some individuals,
are used to
religions and cultures choose not to take
advantage of all types of available treatments
D4 review the legal requirements for the
introduction of a new drug into the UK market
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit.
The criteria for a pass grade describe the level of achievement required to pass this unit.
Grading grid
Delivery
The learning outcomes for this unit should be introduced to encourage the development of both
practical investigative skills and research and enquiry skills. The outcomes lend themselves to
topical scenario studies, which reflect the experience of the learners and issues of the moment.
Practical investigations will be limited to outcomes 1 and 2 but planned investigations into the
identification characteristics and the importance of observations in biological diagnosis of
illness should be introduced. So too should the concept of variable efficacy of drugs with
different organisms. Photographic and computer generated data can be used where it is
impractical for learners to general primary data.
It is expected that learners will know the basic physical principles of diagnostic equipment, eg
which waves are used in ultra-sound and X-rays, and which is less likely to be harmful to the
body cells and know that computerised tomography and magnetic resonance imaging provide
more detailed information. Body temperature and blood pressure readings and norms should be
explored and the significance of deviations from accepted norms examined.
Learners should be allowed to plan their own investigations wherever possible depending on
personal experience and interest. They should be encouraged to engage in research from a
variety of sources, not just the internet. Primary source research should be encouraged wherever
possible, eg personal experiences, local hospital or medical centre open day visits, private
pathology company visits, pharmaceutical company visits to see equipment and how it is used.
Information may be presented in a variety of imaginative ways to stimulate the interest of the
learners and the group. Role-play can be introduced, for example, in outcome 4.
Learners should engage in debate on ethical issues introduced in the legal requirements for the
testing of new compounds prior to clinical trials and introduction as a licensed drug. They
should also in the debate which arises from issues introduced in outcome 4.
Assessment
This unit should be assessed by building a portfolio of scientific investigation assignments to
establish the coverage of the outcomes and the grading criteria. This should include laboratory
reports, posters, graphs, charts, visit reports, debate preparations.
The unit lends itself to activities such as courtroom scenarios, role-plays and formal debates,
and the tutor should feel free to use all of these as forms of assessment within this unit.
Wherever possible the evidence should be obtained through practical investigations in context,
working in an applied science or related area of work, where learners are building a portfolio of
evidence to meet the grading criteria.
Pass grade learners will achieve all the outcomes with some help from the tutor who will give
limited descriptions of the range of structures and functions indicated. The practical work is
likely to be carried out with support from the tutor to solve straightforward problems. A limited
range of resources will be used in order to produce the work.
Merit grade learners will work with more independence. They will carry out research with little
guidance and will be able to plan and carry out practical work to solve more complex problems
or using a range of practical techniques.
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The descriptions of the issues in the range will be more detailed, showing an understanding of
the concepts involved. The merit grade learners will be able to link ideas from different areas
and discuss the impact of a variety of factors on an issue, such as administering drugs and
treatments. A range of resources will be used.
Distinction grade learners will use the tutor as a resource when necessary. They will use a wide
range of resources and analyse the information from these to produce fluent explanations and
discussions.
The practical work will be planned, carried out and evaluated with a minimum of support.
Links to National Occupational Standards, other BTEC units, other BTEC
qualifications and other relevant units and qualifications
This unit has links with Unit 1: Scientific Principles, Unit 5: Biological Systems and Unit 7:
Anatomy and Physiology.
It also has links with the GCSE in Applied Science: Unit 1: Developing Scientific Skills; Unit 2:
Science for the Needs of Society; Unit 3: Science at Work.
The unit provides links with NVQ Laboratory and Technical Activities at Level 2 (see
Annexe D for mapping).
Essential resources
A well-equipped biology laboratory, with access to microbiological equipment, will be required
for successful delivery of this unit.
Learners will benefit from access to ICT equipment and the internet.
It is recommended that a bank of scientific case studies be built up from a collection of articles
from magazines and journals.
A database of industrial and medical contacts that can provide guest speakers, work placements
and visits to pharmaceutical laboratories and diagnostic laboratories would prove useful.
Many GCSE science, biology or physics textbooks contain some necessary information for this
unit.
Local and national newspapers are often a good source of scenario material for projects relating
to this topic area and can be the basis for discussion.
Indicative reading for learners
Materials that illustrate the level of learning required and that are particularly relevant.
Ellis P and McDonald A Reading into Science Biology (Nelson Thornes, 2003)
ISBN 0 748767991
Ken Gadd Associates Ltd Applied Science GCSE Edexcel (Nelson Thornes, 2003)
ISBN 0 748772030
Roberts M and Ingram N Nelson Science Biology, Second Edition (Nelson Thornes, 2001)
ISBN 0 748762388
Salters GCSE Science Year 10 Learner Book (Heinemann, 2001) ISBN 0 435629522
Salters GCSE Science Year 11 Learner Book (Heinemann, 2002) ISBN 0 435629530
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Williams G and Paul N Biology for You (Nelson Thornes, 2002) ISBN 0 748762329
Wright D Human Physiology and Health (Heinemann, 2000) ISBN 0 43563304X
New Scientist
Focus
Biological Review
For details of relevant websites please see Annexe G.
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Key skills
Achievement of key skills is not a requirement of this qualification but it is encouraged.
Suggestions of opportunities for the generation of level 2 key skill evidence are given here.
Tutors should check that learners have produced all the evidence required by part B of the key
skills specifications when assessing this evidence. Learners may need to develop additional
evidence elsewhere to fully meet the requirements of the key skills specifications.
Communication level 2
When learners are:
C2.1a
C2.1b
presenting information on a
researched topic, eg radio article
C2.2
C2.3
using internet sources to research ICT2.1 Search for and select information to meet your
needs.
information on therapies and
treatments
Use different information sources for each task
and multiple search criteria in at least one case.
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LP2.2
LP2.3
planning an investigation to
confirm a hypothesis, eg which
antibiotics are effective against a
given bacteria
PS2.1
PS2.2
PS2.3
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The qualitative nature of the merit and distinction grading criteria are based upon indicative
characteristics required of the assessment evidence to fulfil the higher grades. Please refer to
Annexe B.
A grading scale of pass, merit and distinction is applied to all units.
In the Edexcel BTEC Firsts all units are internally assessed.
All assessment for BTEC Firsts is criterion referenced, based on the achievement of specified
outcomes. Each unit has specified criteria to be used for grading. A summative unit grade can be
awarded at pass, merit or distinction:
to achieve a pass learners must have satisfied all the pass criteria
to achieve a merit learners must additionally have satisfied all the merit criteria
to achieve a distinction learners must additionally have satisfied all the distinction criteria.
Learners who complete the unit but who do not meet all the pass criteria are graded
unclassified.
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Quality assurance
Edexcels qualification specifications set out clearly the standard to be achieved by each learner
in order to gain the award of the qualification. This is covered in the statement of outcomes and
grading criteria in each unit. Further guidance on delivery and assessment is given in the
Essential guidance for tutors section of each unit. This section is designed to provide additional
guidance and amplification related to the unit to support tutors, deliverers and assessors and to
provide for a coherence of understanding and a consistency of delivery and assessment.
Edexcel operates a quality assurance process which is designed to ensure that these standards
are maintained by all internal verifiers and external verifiers. It achieves this through the
following activities.
Approval
Centres will be allowed accelerated approval for a new programme where the centre already
has approval for a programme that is being replaced by the new programme. Centres wishing to
offer a vocational area for the first time will need to apply for approval to offer the programme.
Centres that have not previously offered BTEC qualifications will first need to apply for, and be
granted, centre approval before they can apply for approval to offer the programme.
When a centre applies for approval to offer a BTEC qualification they will be required to enter
into an approvals agreement.
The approvals contract is a formal commitment by the head or principal of a centre to meet all
the requirements of the specification and linked codes or regulations. Sanctions and tariffs may
be applied if centres do not comply with the agreement. Ultimately, this could result in the
suspension of certification or withdrawal of approval.
Risk assessment
Edexcel has an approval process which creates a quality profile of each qualification
programme in each centre and for the centre as a whole. This profile contributes to the
determination of the nature of external verification activity for each programme and will also be
used to initiate other quality control measures by Edexcel.
Internal verification
Centres are required to have processes in place reviewing each assessors decisions to ensure
that they are correctly interpreting and applying the standards set out in the specifications. The
system used to do this is a matter for individual centres and Edexcel fully supports the use of the
centres own quality assurance systems where this ensures robust internal standardisation.
Centres should refer to the BTEC NQF Level 2/3 (including Short Courses at Levels 13)
Handbook (updated annually). This updated information may also be found on the Edexcel
website/Services for centres/FE Colleges and Schools.
External verification
Edexcel will sample assessors decisions using sector-specialist external verifiers. For BTEC
Firsts this process will follow the National Standards Sampling (NSS) protocol. The learner
work must have been internally assessed. Additionally, at least 50 per cent of submitted work
must have been internally verified.
Centres should refer to the BTEC NQF Level 2/3 (including Short Courses at
Levels 13) (updated annually). This updated information may also be found on the Edexcel
website/Services for centres/FE Colleges and Schools.
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Pass grade
Merit grade
Distinction grade
10
30
60
12
18
90
18
27
120
12
24
36
Qualification grade
Qualification
Pass grade
Merit grade
Distinction grade
Distinction*
1829
3041
4253
54
3659
6083
8495
96108
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1829
Pass
CC
3041
Merit
BB
4248
Distinction
AA
4954
Distinction*
D*
A* A*
3659
Pass
CCCC
6083
Merit
BBBB
8495
Distinction
AAAA
96108
Distinction*
D*
A* A* A* A*
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Mode of delivery
Edexcel does not define the mode of study for BTEC First qualifications. Centres are free to
offer the qualifications using any mode of delivery that meets the needs of their learners. This
may be through traditional classroom teaching, open learning, distance learning or a
combination of these. Whatever mode of delivery is used, centres must ensure that learners have
appropriate access to the resources identified in the specifications and to the subject specialists
delivering the units. This is particularly important for learners studying for the qualification
through open or distance learning.
Learners studying for the qualification on a part-time basis bring with them a wealth of
experience that should be utilised to maximum effect by tutors and assessors. Assessment
evidence based on the learners work environment should be encouraged. Those planning the
programme should aim to enhance the vocational nature of the BTEC First qualification by:
liaising with employers to ensure a course relevant to the specific needs of the learners
accessing and using non-confidential data and documents from learners workplaces
including sponsoring employers in the delivery of the programme and, where appropriate, in
the assessment
linking with company-based/workplace training programmes
making full use of the variety of experience of work and life that learners bring to the
programme.
Resources
BTEC First qualifications are designed to prepare learners for employment in specific sectors.
Physical resources need to support the delivery of the programme and the proper assessment of
the outcomes and therefore should normally be of industry standard. Staff delivering
programmes and conducting the assessments should be fully familiar with current practice and
standards in the sector concerned. Centres will need to meet any specialist resource
requirements when they seek approval from Edexcel.
Where specific resources are required these have been indicated in individual units under the
Essential resources section.
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Delivery approach
It is important that centres develop an approach to teaching and learning that supports the
specialist vocational nature of BTEC First qualifications. Specifications contain a balance of
practical skill development and knowledge requirements, some of which can be theoretical in
nature. Tutors and assessors need to ensure that appropriate links are made between theory and
practice and that the knowledge base is applied to the sector. This will require the development
of relevant and up-to-date teaching materials that allow learners to apply their learning to actual
events and activity within the sector. Maximum use should be made of the learners experience.
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More mature learners may present a more varied profile of achievement that is likely to include
experience of paid and/or unpaid employment.
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122
Entry
NQF
Level
NVQ/Occupational
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
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GCSE Science;
Additional
Science;
Astronomy;
Chemistry;
Physics;
Biology
GCSE Applied
Science
General Qualifications
Progression opportunities within the framework are available vertically, diagonally and horizontally.
Further information
For further information please call Customer Services on 0870 240 9800 (calls may be recorded
for training purposes) or visit our website at www.edexcel.org.uk.
Useful publications
Further copies of this document and related publications can be obtained from:
Edexcel Publications
Adamsway
Mansfield
Nottinghamshire NG18 4FN
Telephone: 01623 467 467
Fax: 01623 450 481
Email: publications@linneydirect.com
Related information and publications include:
Accreditation of Prior Learning available on our website: www.edexcel.org.uk
Guidance for Centres Offering Edexcel/BTEC NQF Accredited Programmes (Edexcel,
distributed to centres annually)
key skills publications specifications, tutor support materials and question papers
The Statutory Regulation of External Qualifications in England, Wales and Northern Ireland
(QCA, 2004).
the current Edexcel publications catalogue and update catalogue
Edexcel publications concerning the Quality Assurance System and the internal and external
verification of vocationally related programmes may be found on the Edexcel website and in the
Edexcel publications catalogue.
NB: Most of our publications are priced. There is also a charge for postage and packing. Please
check the cost when you order.
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The national programme of training we offer can be viewed on the Edexcel website
(www.edexcel.org.uk). You can request customised training through the website or by
contacting one of our advisers in the Professional Development and Training team via Customer
Services on telephone 0870 240 9800 (calls may be recorded for training purposes) to discuss
your training needs.
The training we provide:
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Annexe A
QCA codes
The QCA National Qualifications Framework (NQF) code is known as a Qualification
Accreditation Number (QAN). This is the code that features in the DfES Funding Schedules
Section 96 and Section 97 and is to be used for all qualification funding purposes. Each unit
within a qualification will also have a QCA NQF unit code.
The QCA qualification and unit codes will appear on the learners final certification
documentation.
The QANs for this publication are:
100/5811/4
100/5558/7
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126
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Evaluate concepts/ideas/actions.
Analyse/research and make recommendations.
Judges implications of application of knowledge/
understanding.
Make comparisons.
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Development of practical
and technical skills
127
Grading domain 2
Application of knowledge
and understanding
Grading domain 1
Grading domains
Annexe B
128
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Understands interdependence.
Grading domain 4
Grading domain 3
Annexe C
Key skills
All BTEC First qualifications include mapping and/or signposting of key skills. These are
transferable skills, which play an essential role in developing personal effectiveness for adult
and working life and in the application of specific vocational skills.
In each unit the opportunities for the generation of evidence for key skills are signposted. These
are indicative links only. Tutors will need to become familiar with key skills specifications and
their evidence requirements and they are advised not to rely on the signposting in the units when
presenting key skills evidence for moderation. Centres should refer to the QCA website
(www.qca.org.uk) for the latest key skills standards.
Key skills provide a foundation for continual learning. They enable and empower individuals
who inevitably face a series of choices in work, education and training throughout their lives.
Current and future initiatives such as learndirect, lifelong learning and widening participation all
require a more flexible population in the workplace and key skills play a role in setting the
framework.
Learners need the chance to show current and future employers that they can:
communicate effectively, in a variety of situations, using a wide range of techniques
work well with others individuals or teams so that work can be properly planned and
targets met
manage their own development, so that they are always ready to take on the challenges of
change and diversification
use number, not just within routine tasks and functions but to help them be more effective
and efficient in all they do
use ICT in a range of applications to support all aspects of their role
solve problems in a variety of circumstances.
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N2.1
N2.2
N2.3
C2.1a
C2.1b
C2.2
C2.3
ICT2.1
ICT2.2
ICT2.3
LP2.1
LP2.2
LP2.3
PS2.1
PS2.2
PS2.3
WO2.1
WO2.2
WO2.3
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Unit 11
Unit 10
Unit 9
Unit 8
Unit 7
Unit 6
Unit 5
Unit 4
Unit 3
Unit 2
Key skills
Unit 1
#
#
#
1.01b
1.01c
1.01d
#
#
#
#
1.02b
1.02c
1.02d
1.02e
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
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1.02g
#
1.02a
1.02f
1.01f
1.01e
1.01a
Units
KEY
indicates that the Edexcel Level 2 covers all of the underpinning knowledge of the NVQ unit
# indicates partial coverage of the NVQ unit
a blank space indicates no coverage of the underpinning knowledge
The following grid maps the knowledge covered in the Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science against the
underpinning knowledge of the Level 2 NVQ in Laboratory and Associated Technical Activities, SSC National Occupational Standards.
Annexe D
10
131
11
132
2.06.2
2.06.1
#
#
#
10
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
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2.05.1
#
2.04.3
2.04.2
#
#
2.04.1
2.03.4
2.03.3
2.03.2
1.03.2
2.03.1
1.03.1
Units
11
Annexe E
Wider curriculum mapping
Study of the Edexcel Level 2 BTEC Firsts in Applied Science provides opportunities for the
learner to develop an understanding of spiritual, moral, ethical, social and cultural issues as well
as an awareness of environmental issues, European developments, health and safety
considerations and equal opportunities issues.
The Edexcel Level 2 BTEC Firsts in Applied Science make a positive contribution to wider
curricular areas as appropriate.
Environmental issues
Learners are led to appreciate the importance of environmental issues through the experience of
the applied science sector, in Units 2, 3, 4, 5, 6, 8, 9 and 11.
European developments
Much of the content of the Edexcel Level 2 BTEC Firsts in Applied Science applies throughout
Europe even though the delivery is in a UK context. The European dimensions of health and
safety are specifically addressed in Units 2 and 6.
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Spiritual
Moral and ethical
Social and cultural
Environmental issues
European developments
Health and safety
considerations
Equal opportunities
issues
134
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Unit 11
Unit 10
Unit 9
Unit 8
Unit 7
Unit 6
Unit 5
Unit 4
Unit 3
Unit 2
Unit 1
i
d
i
e
i
a
ii
b
ii
c
ii
BF017257 Specification Edexcel Level 2 BTEC First Certificate and BTEC First Diploma in Applied Science
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Unit 5:o/c 4
Unit 5:o/c 3
Unit 5:o/c 2
Unit 5:o/c 1
Unit 4:o/c 4
Unit 4:o/c 3
Unit 4:o/c 2
Unit 4:o/c 1
Unit 3:o/c 4
Unit 3:o/c 3
Unit 3:o/c 2
Unit 3:o/c 1
BTEC FC/FD
Units/ QCA
criterion 3.7
d
ii
indicates coverage of the QCA criteria when delivering BTEC First Diploma Units 3 to 5
iii
b
iii
c
iii
Mapping BTEC First Certificate and Diploma in Applied Science to new KS4 Science criteria
Annexe F
iii
a
iv
b
iv
iv
135
Criterion
3.6
136
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Annexe G
Useful websites
Chemistry
Platolearning (multimedia website)
www.abpi.org.uk
www.ase.org.uk
www.bbc.co.uk
www.bpes.com
BP Amoco
www.bpf.co.uk
www.chemindustry.com
Chemical Industry
www.ChemWeb.com
www.cia.org.uk
www.echalk.co.uk
www.esso.co.uk
Esso
www.glaxowellcome.co.uk
Glaxo Wellcome
www.howstuffworks.com/smart-structure.htm
www.iom3.org/
www.lgc.co.uk
www.materials.ac.uk
www.mond.org
www.mutr.co.uk
www.philipallan.co.uk
www.rsc.org
www.scienceconsortium.co.uk
www.sciencemuseum.org.uk
www.sep.org.uk
www.shell.co.uk
Shell
www.uyseg.org/ciec_home.htm
www.york.ac.uk
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Physics
http://planetary.org/
www.ase.org.uk
www.bbc.co.uk
www.iop.org
www.learningschools.net
www.nationalgrid.com
www.practicalphysics.org/
Practical physics
(suggestions for practical work)
www.schoolscience.co.uk/content/index.asp
www.scienceconsortium.co.uk
www.sciencemuseum.org.uk
www.scienceonestop.com/html/main.htm
www.sep.org.uk
www.space.com/
Biology
http://sln.fi.edu/tfi/units/life/classify/classify.html
www.ase.org.uk
www.bbc.co.uk
www.iob.org
Institute of Biology
www.new-media.co.uk
Plato Learning
(multimedia science) website
www.nutritiondata.com/index.html
Nutrition Data
(interactive nutritional data website)
www.philipallan.co.uk
www.schoolscience.org.uk
Virtual Visits
(virtual tours of science-related sites)
www.scienceconsortium.co.uk
www.sciencemuseum.org.uk
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www.scilinks.org/default.asp
SciLinks
(online database of science websites)
www.streetdrugs.org/
www.york.ac.uk
University of York
www2.gsu.edu/~wwwfit/index.html
Forensic
www.bbc.co.uk/crime/fighters/fss.shtml
www.forensic.gov.uk
www.forensic-science-society.org.uk
www.fsni.gov.uk
www.koshlandscience.org/exhibitdna
www.m-scan.com/services/ofec/forensic
Medical
www.abpi.org.uk
www.ase.org.uk
www.astrazeneca.co.uk
AstraZeneca Pharmaceuticals
www.bbc.co.uk
www.bupa.co.uk
www.gsk.com/
Glaxo Wellcome
www.iob.org
Institute of Biology
www.philipallan.co.uk
www.platolearning.co.uk/
www.rcr.ac.uk
www.scienceconsortium.co.uk
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Annexe H
Edexcel website generic and specific course materials
All the below materials are available on the Edexcel website (www.edexcel.org.uk) to support
centres and teaching staff in starting and running BTEC First programmes in the generic list and
the BTEC First in Applied Science in the specific list.
Generic
1
Unit Structure
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