Applied Science
Double Award
GCSE
Students’
Guide
WJEC
CBAC
APPLIED SCIENCE
DOUBLE AWARD
GCSE
STUDENTS’ GUIDE
This booklet has been produced for the use of students following the WJEC GCSE
Applied Science course from September 2006. This is NOT a revision guide but is a book
for you to refer to and to help you improve the skills which will be developed and tested
on this course.
There are four sections:
1.
2.
3.
4.
Introduction to the course
Unit 1 - Developing Scientific Skills
Unit 2 – Science for the Needs of Society
Unit 3 – Science at Work
It is important that you refer to the relevant sections when you are doing work which will
be marked by your teacher.
CONTENTS
Introduction
2
Unit 1 Developing Scientific Skills
5
Working Safely in Science
5
Carrying out Practical tasks
8
Carrying out risk assessments and
following instructions
9
Obtaining and Recording results
11
Analysing scientific data
15
Evaluating methods used
17
Unit 2 Science for the Needs of Society
18
Subject content
21
How science / scientists work
34
Types of questions
35
Unit 3 Science at Work
40
Science in the Workplace
40
Making useful products
44
Electrical and electronic devices
46
Monitoring Living Organisms
48
1
Introduction
Applied Science
This is a science course that links the science knowledge which you will learn with the use of
scientific equipment, apparatus and materials. Science is not just used by scientists and is relevant in most
places of work, in leisure activities and in the home.
Double Award
At the end of the course you will be assessed and awarded two GCSE grades from GG to A*A*.
A* is the highest grade, G is the lowest. Mixed grades such as A*A, AB, BC, CD, DE, EF AND FG are
also used.
WJEC/CBAC
These are the initials of the Awarding Body based in Cardiff. In English it is known as the Welsh
Joint Education Committee abbreviated to WJEC, and in Welsh as Cyd-bwyllgor Addsyg Cymru or
CBAC.
Assessments
There are three sections of work on which you will be assessed. They are called UNITS.
Unit 1 = Developing Scientific Skills
Unit 2 = Science for the Needs of Society
Unit 3 = Science at Work.
Unit 1 and Unit 3
These are both tested by assessing your portfolio of work. This means that the work that you do
during the course for each unit will be kept in some form of folder. Your teacher will mark this work. The
skills and techniques for these units are covered in separate chapters in this booklet. Portfolios have to be
completed, marked and sent to the WJEC in May of year 10 or year 11. Not all portfolios are looked at
and your teacher will send a range of portfolios from the highest mark to the lowest mark.
You will need to sign the cover sheet for your portfolio, together with your teacher, to confirm
that all the work is entirely your own. This has to be done to authenticate both the unit 1 portfolio and
also the unit 3 portfolio.
Unit 2
A written exam paper tests this unit. This will be based on the science that you are taught in class.
Each exam lasts for 1 hour 15 minutes.
There are two tiers of papers;
•
Foundation
•
Higher.
The Foundation paper is for students expected to get a grade from G up to C.
The Higher paper is for students expected to get grades from D up to A*.
There are more easier questions in the Foundation paper; the hardest questions are in the Higher paper
and include detailed science that is not taught or tested at the Foundation tier. Your teacher will advise
you of the most suitable exam paper for you to take.
Exam papers can be taken in January or June. You can resit an exam paper at the same tier or at a
different tier IF you think that you can improve your performance. It is the best mark that counts – your
performance/result will be given to you as a UMS mark.
2
Results
All three units are reported to you as UMS marks.
The UMS is a special scale, particularly used in the Sciences, where the mark given is related to the
GCSE grade for that unit.
G = 20 on the UMS scale
F = 30
E = 40
D = 50
C = 60
B = 70
A = 80
A*= 90
Examples;
A mark of 20 is the lowest UMS mark for a G grade;
A mark of 40 is the lowest UMS mark for an E grade;
60 is the lowest for a C grade
80 is the lowest for an A grade
What about the in-between marks?
The mark range of 60 to 69, for example, shows your performance within the C grade region.
60
65
69
70
is the lowest mark for a C grade
is half way up the C grade region
is the top of the C grade, but not as good as
which is the bottom of the B grade region.
This can show how close or how far you are from the next grade. There is a similar spread of
marks for each of the grades.
You are allowed to resit an exam or resubmit your folder (portfolio) for a second or third time
especially when you know that you can do better, by including some new (better) work.
Final Grades
At the end of the course the awarding Body will add up your three UMS scores and award you
GCSE grades from the table below, out of a maximum of 300.
GG
60 – 74
FG
75 - 89
FF
90 – 104
EF
105 - 119
EE
120 – 134
DE
135 - 149
DD
150 – 164
CD
165 - 179
CC
180 – 194
BC
195 - 209
BB
210 – 224
AB
225 - 239
AA
240 – 254
A*A 255 - 269
A*A* 270 – 300
The results will be shown on your GCSE Certificate as;
Applied Science (Double Award) XY
(where X and Y are the two awarded grades)
3
Use of ICT and Word Processing of work
All work for units 1 and 3 can be produced either written by hand or word-processed. There are
NO extra marks to be gained because it is word-processed or marks taken away because it is handwritten.
Marks are given based on the thoroughness and detail that you produce, and are assessed against criteria
which are specific to Unit 1 and Unit 3 in particular.
If you have access to a computer and also the time to use it, then you may prefer to use this
method, especially if your writing is very untidy. Sometimes with a long or difficult report it can be
useful to write a draft and then to edit it before finalising the work.
Some programmes such as Microsoft Excel are useful for producing tables and also for drawing
graphs. Provided that you know how to use this type of program, then it could be helpful.
However hand drawn tables and graphs are both very acceptable.
4
UNIT 1
Developing Scientific Skills
In this unit you will learn about the skills needed to carry out experiments and work in the laboratory.
You will learn about;
A. Working Safely in Science
B. Carrying out Practical Tasks
This unit will be assessed by your folder (portfolio) work.
A. Working Safely in Science
Scientific work can be dangerous, yet accidents among scientists are rare. This is because
scientists are always aware of the hazards they deal with and the need to work safely.
You must be able to work safely and prevent accidents in the laboratory or wherever you are
doing your scientific work.
You must also know what to do if an accident happens.
You will be taught the different aspects of this topic in class, by doing some research and/or with
homework.
There are three main areas in this topic;
1. Hazards and Risks
2. First Aid
3. Fire Prevention.
You will be assessed on how well and thoroughly you cover each of the three areas above, as well as the
overall thoroughness of your report.
On the next page is a list of the areas of safety that you will learn. You will need to include details of as
much of these areas as you can in your report. Make a note of all the sources that you use and how useful
they are or not – look at the section on research – (about 3 pages on).
5
•
Identify and explain the potential hazards in scientific workplaces
•
Details of the health and safety regulations
•
Identify hazard-warning signs; identifying and explaining biological,
chemical and physical hazards, including radioactive risks.
•
Details of hazcards; their layout and use to identify chemical hazards in
order to make recommendations / improvements to working practices.
•
Identify health and safety procedures to be followed.
•
Identify the health and safety checks carried out in the workplace.
•
Explain the need for a risk assessments and how to produce them..
•
Produce risk assessments for scientific activities.
•
What are hazards and what can be done to prevent them happening.
•
Explain what emergency procedures are followed if accidents do happen
•
Know what safety measures are employed for biological,
chemical and physical hazards including radio-active risks
•
Explain how unwanted or waste materials are disposed of safely
---------------------------------------------------------------------------------------------
•
Know what first aid facilities are available.
•
Know the basic first aid to give and also when it would be dangerous to
give first aid.
•
Explain why it is useful to have a first aid qualification and who
provides this training.
•
Know what first aid training for staff has been carried out
------------------------------------------------------------------------------
•
Describe what fire regulations apply in the workplace
•
Describe the different types of fire extinguishers and smoke
alarms explaining their uses and how to identify them.
•
Explain the need and functions of fire doors and sprinkler systems.
•
What are the fire drill procedures; why are they important.
---------------------------------------------------------------------------------
6
Remember that this section is assessed on the report that you write. You need to write as much as
you can about all of the aspects of this topic. The guidelines above can be used as a checklist of the
things which should be covered in your report.
The criteria which are used to assess your report are copied below.
Levels of Achievement
Marks
Notional
grades
S1a Carry out research into working safely in science, using two
3-7
G, F
sources of information.
1st
S1b Show a basic (limited) understanding of the issues researched.
BAND
S1c Covers one aspect of working safely to a good standard.
S2a Carry out research into working safely in science, using at least
9-13
E, D
four sources of information.
2nd
S2b Show a good understanding of the issues researched.
BAND
S2c Covers two aspects of working safely to a good standard.
S3a Carry out research into working safely in science, using at least
15-19
C, B
four sources of differing types. Indicating why they were chosen.
3rd
S3b Show a detailed understanding of the issues researched.
BAND
S3c Covers three aspects of working safely to a good standard.
S4a Carry out detailed research into working safely in science by
21-25
A, A*
identifying and using a wide range of sources and information,
4th
and evaluating their usefulness
BAND
S4b Show a thorough in-depth understanding of the issues researched.
S4c Covers all aspects of working safely in science thoroughly.
The statements or criteria which your teacher will be using are in four bands or levels. Students working
at a GCSE F or G standard would be expected to produce work to match some or all of the statements in
the first or lowest (bottom) band i.e. S.1a, S.1b, S.1c; E or D students in the second band, C or B students
in the third band and A or A* students in the fourth or top band. This is only an approximate way of
presenting these statements.
Your teacher will write the codes ‘S.1a, S1b, S.1c….’ on your work if it meets the required
standard for each of these statements.
You can look at these statements when you are doing the work so that you produce the work
which meets the requirements in order to get high marks. None of these statements are secret. For all your
portfolio work the relevant criteria statements are printed and explained in this booklet. This has been
done so that you can improve your work and get the best marks possible.
Research – you should use as many sources as you can. A list of the sources that you have used is often
written on a separate page at the end of a report. This is called a ‘bibliography’. It is useful for the person
who reads your report to see where the information has been obtained from.
The criteria S.1a, S.2a, S3a and S.4a are explained further below;
S.1a At least 2 sources have been used
S.2a At least 4 sources have been used and have been listed in a bibliography
S.3a More then 4 sources have been used. You have used a range of resources
such as electronic (internet) and paper (books or booklets) and listed them in your
bibliography. You must also write about why they were chosen and explain how
easy or difficult they were to use in order to get the information for your report.
S.4a At least 6 sources have been used such as paper, electronic and visits to industry
(or visitors to school). You must produce work at least as good as S.3a above You have written in detail justifying both your choice of sources and your
evaluation of their usefulness.
7
The Report
It is important that you write about each of the three aspects; Hazards and Risks, First aid and Fire
prevention. Refer back to the list before and tick off each point as you complete it. Notice the dashed lines
separating the three aspects.
If you only write about First aid or Fire prevention, then your work will be restricted to the lowest
band. Your teacher will be marking your work on
a.
b.
The overall coverage of the topics listed before and
How thoroughly you have written about 1, 2 or 3 of the aspects.
This is why it is important that you cover all the areas and bullet points in the list.
B. Carrying out Practical Tasks
You will carry out a range of practical tasks.
A complete folder (portfolio) will have some work from each of the six practical areas;
Microscopy
Micro-organisms
Qualitative analysis
Quantitative analysis
Electrical properties
Other Physical properties
Each one of these practical tasks will usually have an instruction sheet or worksheet or ‘standard
operating procedure’ – these names all mean the same. They should tell you what equipment you will
need, how to set it up, and what you are to do step-by-step.
It is an Examination requirement that there is evidence available for each of the six activities
above. If any are missing then your portfolio can still be assessed and a mark awarded; however it will be
lower because of the missing work.
It is essential, if you are to do well, that you do some work in each of the areas and that they can
be looked at in your portfolio. So that work does not get lost or misplaced, your teacher may have a
system to keep all work in school. If so, then this is being done to prevent work getting lost or misplaced
so that you get the best marks for this unit.
How will I be assessed?
In all of your practical tasks your teacher can mark your work against the four sets of criteria;
1. Carrying out a risk assessment and following instructions
Skill area P
2. Obtaining and recording results
Skill area O
3. Analysing
Skill area A
4. Evaluating
Skill area E
8
Your teacher will give you feedback on your practical work. You may be given a mark for all of the four
skill areas above or any combinations. You may just be told what the work is like and how it could be
improved. Not all of your work has to be marked.
It is the best mark for each of these four areas that counts. Any other marks do not matter and as they
will be your poorest marks then they can be ignored. So you have up to six chances (one for each of the
practical areas) to get the best mark you can in each skill area.
Skill P: carrying out risk assessments & following instructions.
The grid below is used by your teacher to assess your work.
You will notice that in each band of marks:
a. There is a risk assessment.
It is the quality and thoroughness of your risk assessment that decides which band it is in.
b. Your ability to follow instructions is being assessed.
Did you read the instructions properly?
Was the equipment set up correctly?
Were the correct measurements and/or observations recorded ?
The difficulty or complexity of the experiment is designed by the teacher to suit your practical abilities.
Levels of Achievement
P1a Carry out risk assessments given extensive guidance or treatment
is very limited.
P1b Follow instructions in simple standard procedures, with guidance
- one step at a time using simple laboratory equipment correctly
and safely.
P2a Carry out risk assessments, though some guidance is needed to
cover basic safety satisfactorily.
P2b Follow instructions in simple standard procedures with little
guidance using simple laboratory equipment correctly and safely.
P3a Carry out risk assessments; incomplete in places.
P3b Follow instructions in complex tasks, but guidance is needed.
Appropriate laboratory equipment has been used correctly and
safely.
P4a A comprehensive risk assessment is produced without needing
any guidance.
P4b Follow instructions in standard procedures in complex tasks,
without any guidance. Equipment of appropriate precision has
been used correctly and safely.
9
Marks
4-7
10-13
16-19
22-25
Starting the Practical work
When you get your worksheet
1. Read through the sheet carefully and check to see if there is anything you do not understand.
2. Carry out a risk assessment for the activity
a. Use the sheet provided
b. Write down the names of any chemicals that you will be using.
c. Write down any equipment that could be a problem to use.
d. Write down any procedure, which could be difficult or awkward to do, or is a hazard.
e. Write down any general laboratory rules IF they are relevant.
f. Fill in the form carefully – write across the page and try and complete all the columns for
each of the items you have written in the first column.
g. When you have finished the first item, rule across the page and then start the second oneRule off afterwards after each one.
h. You may need to use a second page. (You may also need to rewrite the form if it is
messy or difficult to understand.) Remember that you are being marked on the suitability
and thoroughness of the final risk assessment.
i. WHEN it is completed get your teacher to sign it.
You can now start your practical work.
Do you need to get 2 or 3 sets of results? This is often a good idea so that the
observations or measurements you are making are more reliable. The worksheet (Standard
Procedure) may suggest that you do repeats.
When you are doing the practical work you will need to record your observations and/or to take
measurements. The worksheet may provide a table for you to use or you may have to make your own. It
may be a good idea to do your measurements in rough to start with and then rewrite them later. How you
present your observations and measurements will be assessed – see section on Skill Area O - Obtaining
and Recording Results.
This is an example of a risk assessment form that you may be using.
Risk Assessment Form
Practical activity …………………………………………………..
Name of student …………………………………………
Class/Group ………………….
Date ….………………...
Activity, material,
equipment and/or
procedure
Hazard
Risk
Precautions to
reduce the risk
Teacher's signature …………………………………………………
Emergency
procedure(s)
continue overleaf if required
Date ………………
YES / NO
(The full A4 sheet provides more space to give sufficient details)
This form is also double sided so that you can use both sides of the paper if there is a lot you want to say.
10
Terminology:Risk assessment – a statement of the hazards, risks and safety precautions for an experiment or
procedure.
A hazard is a danger. This could be one of the hazard warning signs, e.g. corrosive, irritant, oxidising,
explosive, flammable….
This danger could be a result of how you are using apparatus or tools e.g. a knife could cut you if not used
correctly – so using a knife without care is the hazard.
The risk is how likely it is that a hazard can cause you harm and what that harm is. Think – how would
you be using your knife in a silly way that could make you cut yourself? And its effect on you is getting
cut.
Safety Precautions – what can you do to prevent accidents and to reduce the risk?
Emergency Procedures - if something still goes wrong, then what do you do?
Telling the teacher may not be the first thing to do – perhaps there is an important action you should do
first – your partner or friend can always go and tell the teacher whilst you are doing this. For example,
what would you do if you got hold of a very hot tripod to put it away? Going to the teacher to report what
you did is not the first thing that you should have done.
Skill O – Obtaining and Recording Results.
This is the table of criteria that your teacher will use.
Levels of Achievement
O1a Make simple observations or measurements.
O1b Record the observations or measurements.
O2a Make careful measurements.
O2b Record them in a table and draw a graph/bar chart.
O3a Make careful and accurate measurements.
O3b Record results in tables and graphs, using lines of best fit as
appropriate to the pattern of data collected.
O4a Make careful and accurate measurements in complex tasks.
O4b Repeat measurements to obtain a good range of data in complex
tasks.
Marks
4-7
10-13
16-19
22-25
As you do more practical work it is expected that your skills will improve, and it is your best mark for
each skill that counts.
To give you information of what is expected you will need to read the following pages.
There are details for each band / row as well as general information on this skill area.
First Row – O.1a and O.1b.
Observations – diagrams must be done neatly and clearly. Use a sharp pencil, rub out any errors and label
the diagram if it would be useful to somebody else – it usually is! Remember to add a title as well. This
would meet both O.1a and O.1b and 7 marks would be given.
In order to meet the standard of the second row and higher rows, you need to know about taking and
recording measurements, as well as presenting the data in tables, charts and graphs.
11
Making Measurements and Recording accurately.
Taking readings is an important aspect of scientific work. Anything that you measure should be
recorded and presented in an ordered and tidy fashion. Scientists use TABLES to record details of their
measurements or data collected.
Tables have an outline shape – square or rectangular
Rows and columns are drawn
Within the table the rows can be left out if lined paper is being used.
Headings are needed for columns, which give details of what was being measured and the units.
Example: In a simple density experiment you may be measuring the length, breadth and depth of the
blocks of material in order to work out their volume. Your table of results could look like this.
Object
length breadth depth volume
cm
cm
cm
cm3
Brass block 10.0
2.0
2.1
42.0
This shows that you are measuring in centimetres (cm) – the unit ‘cm’ could have been written in
the columns but it is better put in the heading. It looks much clearer and means that you won’t have to
keep remembering to write it down for each measurement.
Your measurements must be accurate and how you record them can show how accurate you have been.
Length
Measuring the length of a block with a ruler.
Length = 10
no units have been given, so it could be
in millimetres, centimetres or anything.
Length = 10 cm
this is better as the unit is given.
Length = 10.0 cm this is much more accurate and shows precision and skill.
You are now indicating that the length was not 10.0 or 10.2 cm which is more
precise.
Temperature
Some scales, as on a thermometer, have a wide gap between markings. It may be possible to
estimate a mid-point between temperatures and record a temperature as 36.5oC instead of 36oC or 37oC. It
would however be impossible to guess any other points such as 0.4, 0.6 or 0.8, as the 36.5 is a best guess
estimate only. Don’t forget to show what temperature scale you are using “ oC ” for the centigrade or
Celsius scale.
Time
You need to be careful when recording times as there are 60 seconds in a minute, so 10.5 minutes
does not mean 10 minutes and 50 seconds. 10.5 = 10 ½ mins = 10 minutes 30 seconds.
It is essential that you are clear when recording times, so make sure that your columns are
correctly labelled.
12
Charts and graphs
In the first example the shoe size of children in a class has been recorded in a
simple table AND the data has been displayed in a simple chart.
Shoe Size
9
8
7
number
6
5
4
3
2
1
0
5
5½
6
6½
Shoe size
5
5½
6
6½
7
7½
8
7
7½
8
shoe size
number
3
5
8
6
4
3
1
This would meet both the criteria O.2a and O.2b. All the criteria in the second band are matched
and 13 marks would be awarded.
This type of chart using vertical blocks is useful to display limited data, such as shoe size, eye
colour, for example. The height of the block is then a good visual display of the data recorded. Lots of
similar data could also be usefully displayed as a pie chart.
The following chart shows the percentage of types of energy used in heating the homes for a class
of students. It is easy to compare the relative use of the different energy sources visually from the
proportions of the ‘chunks’ in the chart.
13
Types of Heating used in our homes
10%
Solid Fuel
18%
Electricity
32%
Oil
Gas
40%
How do I get above the second band?
In order to meet the requirements for the third band it is necessary to show that accurate data has
been taken (O.3a) and recorded in your own table and has been made into a graph with a line of best fit
(O.3b.)
Most scientific data is better displayed using a ‘line’ type of graph where there are two sets of data.
Example:
Students have been studying how the solubility of table salt changes with temperature. The temperature
of the liquid has been measured and the amount of salt added in grams recorded.
The results are as follows;
Temperature Mass of salt
o
C
grams
10
15
19
26
28
38
37
45
48
54
60
63
73
76
86
78
95
82
The following graph has been drawn using the obtained results. The temperature of the water was
changed and then salt was added – temperature is the independent variable (goes on the X axis) and mass
dissolved is the dependant variable (this goes on the Y axis).
There is a trend in the results – it is NOT a straight line but is a curve, which flattens out at the
highest temperatures. A ‘line of best fit’ has been drawn as it matches the pattern in the data. The student
has obtained both O.3a (for the accuracy of the results) and O.3b for both the quality of the table and the
graph. As both criteria have been matched a mark of 14 would be awarded.
14
Graph of mass of salt dissolved against temperature in oC
90
80
70
mass (g)
60
50
40
30
20
10
0
0
20
40
60
80
100
temperature (C)
In this example it would not be suitable to repeat the experiment. The temperatures have been
recorded each time as accurately as possible with a thermometer, BUT it would be impossible to obtain
exactly the same temperatures on a second or even a third run through.
In most scientific experiments the results should be repeated and recorded in separate columns in
the table of results. The three or more sets of data can then be averaged – this immediately improves the
quality and reliability of your data.
Skill A – Analysing scientific data
This is the table of criteria that your teacher will use.
Levels of Achievement
A1 Give a simple statement of findings.
A2
Give a clear conclusion consistent with the data.
A3a
A3b
A4a
A4b
Identify and explain patterns within the data.
Draw conclusions which are consistent with the evidence.
Manipulate data to draw detailed conclusions in complex tasks.
Identify and explain relationships between variables in complex
tasks.
15
Marks
5
7
9-11
13-15
In its simplest form analysis is a statement about the trend or pattern that you can see in your results.
You will probably have called this the conclusion in the past; some of the criteria statements do call this a
‘conclusion’. It can be as short as a single sentence though more likely could be several paragraphs or
even be a whole page of work.
Look at the last graph, which showed the mass of salt dissolving at different temperatures. What could
you say from the graph and the data?
1. “The amount of salt dissolving increased”
This is a simple statement as the statement made is very brief.
A.1a would be given for a ‘simple explanation’.
2. “As the temperature increased the amount of salt dissolving
increased. More salt dissolved at the highest temperature than at the lowest temperature – salt is
more soluble at 95oC than at 10oC” .
Much more has been written and it is clearly stated. It is sensible and fits the trend or pattern – a
brief reference has been made to the actual data. Several sentences have been written and this fits
A.2 for a ‘clear explanation’.
In the analysis as well as in the evaluation, as you go up from band to band, your work will show a
steady improvement in both the standard and the quality of what you write.
In example 1, above, the statement is very brief, but it is quite a simple statement.
In example 2, however, much more has been written and it is clear exactly what the
student is saying. The actual pattern has been written about briefly though there is no explanation
of why the pattern is correct. This is shown more clearly in the third example.
3. “As the temperature increases the amount of salt dissolving also increases; the solubility of the
salt has increased with the temperature. However the rate of increase has started to decrease at
temperatures above about 60oC - this is shown by the graph flattening out at the top. Eventually
no more salt will dissolve and the liquid is saturated. As the salt is mixed with the water the salt
molecules dissolve; they become dispersed amongst the water molecules. As the liquid gets hotter
the water molecules move faster and water expands. There is now more space between the water
molecules for the salt molecules and so more and more salt dissolves as the temperature rises.
From my experiment I can state that the solubility of salt increase gradually with
temperature but is not directly proportional to the actual temperature. The liquid will not become
saturated until the temperature is higher than 1000C.”
The pattern in the graph and in the table of results has been identified. An attempt has also been
made to explain the pattern – the student probably looked in some science textbooks in order to get
some information. A.3a could be awarded here.
It is also important that the conclusions that you have made are correct. This must follow from the
data and graphs that you have produced. In this example two conclusions have been made and are
correct. A.3b is awarded and so 11 marks are given.
16
Skill E Evaluating methods used
To evaluate, you need to look back at what you did in the experiment. You should consider the
instructions given, the equipment and chemicals used. Were there any difficulties you had in doing the
experiment? All of this is relevant here.
Levels of Achievement
E1 Give a simple evaluation of an investigation, commenting on
results or procedure used.
E2 Give a clear evaluation of an investigation, commenting on results
and procedure used.
E3a Give detailed evaluations of the procedure used.
E3b Show how to improve the quality of the results of an
investigation.
E4a Give detailed evaluations of a complex procedure.
E4b Explain, with reasons, how improve the quality of the results in a
complex procedure.
Marks
3
5
7-8
9-10
Can you explain clearly any problems that you had?
Could these have been improved?
clearer worksheet?
better diagram(s)?
different equipment?
correct chemicals!?
What were the good points in the experiment?
Would it have been possible to get better results?
Could the results have been more accurate?
Were you able to repeat the readings?
If not, how could you have repeated the work?
Would different equipment have made your results any better, or more accurate? Could you rely
on them any better?
Lots of questions here. The work that you are doing will be so varied that it is impossible to provide
more direct help. With experience you should be able to improve in this section. Your teacher will be
able to give you feedback either individually, in groups or just as a class. Listen carefully – it might
help to make notes of what is said. You can refer to this when you do another piece of practical work
and it may help you to get more marks. Remember that the evaluation must be your own work and not
that of a group or even the whole class!
The progression in the evaluation is similar to that in the analysis;
E.1
simple evaluation, commenting on results or procedure
E.2
clear evaluation, commenting on results and procedure
E.3a
detailed evaluations
NOTE the simple to clear to detailed progression. Also the use of ‘or’ and ‘and’.
17
UNIT 2
Science for the needs of society
When will I be assessed?
Unit 2 exams are taken in January or June each year. You can resit the exam if you think you could do
better. Don’t worry if your resit mark is lower, because your best mark counts.
How will I be assessed?
You will sit an exam lasting 1 hr 15 min.
If you sit the Foundation Tier Paper, the highest grade you can get is C and the lowest grade is G.
If you sit the Higher Tier Paper, the highest grade you can get is A* and the lowest grade is D.
Your result is reported as a UMS mark – see section 1
If I sit the Foundation Tier paper, what is the highest grade I can get overall?
By the time your UMS marks for Units 1, 2 and 3 are added together, it is possible you could get a grade
B.
Both exam papers are out of a total of 80 marks.
Paper
Section A
Section B
Total
Foundation
56 marks
24 marks
80 marks
Higher
40 marks
40 marks
80 marks
Section A of the Foundation Tier paper will consist of low demand questions targeted at grades G, F, E.
Section B of the Foundation Tier paper/Section A of the Higher Tier paper will consist of standard
demand questions targeted at grades D, C.
Section B of the Higher Tier paper will consist of high demand questions targeted at grades B, A, A*.
18
Revising for the exam
Why can’t I remember my work after revising?
Don’t worry. It is not your fault. It happens to everybody. It’s your brain’s fault!!!!!!
Recall
Time
You forget 40% of what you learn in 5 minutes.
After 24 hours, you forget 80%.
Now you know that, you can do something about it.
The trick is to review your work regularly. Then, instead of forgetting, your recall will be ‘smoother’.
recall
time
Whatever you are learning now, review it after
• an hour
• a day
• a week
• two weeks
• and then a month.
You will find you remember the work much better.
That is why leaving your revision to the last minute does not work. If you only revise the night before, by
the time you get up, you will have forgotten most of your work!
19
But I can’t revise for long before I get bored!!
That’s your brain’s fault again. After about 20 to 30 minutes, you will start to lose concentration, so your
learning dips.
Learning
time
It is time to stop, walk about and do something else for a few minutes and then start again.
Split your learning into 20 to 30 minute chunks. Your learning will still dip but not as much as before,
and actually, when you know a break is coming, your learning picks up again.
Learning
Break
Time
I don’t have much confidence, because when I try questions, I keep getting them
wrong!!
Making mistakes is OK as long as you learn from them. Get your teacher or a friend to check your
answers, and ask them to explain where you have gone wrong and what you need to do to get things right.
20
My friends do not revise like me. Am I wrong?
No you are not. Students learn in different ways.
How do you learn and remember best?
Is it by seeing? – If it is, you need to use coloured mind maps, diagrams, charts. Use images that you can
picture. You may find that these images come easily to you. You may have to make your images stand
out more. Make sure new material is obvious among all the other visual images you have floating around
inside your head. A mind map of the work on ‘space’ may look like this:
GALAXY
GALAXY
GALAXY
BIG
BANG
GALAXY
The Milky
Way
Hydrogen
and dust
cloud
The Solar
System
Sun
planets
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
21
Moon
Is it by hearing? – If it is, then you can listen to tapes you have prepared or you can talk with a revision
buddy who also likes to learn in this way. Make the most of rhythm and rhyme, jingles or parts of a song
Is it by doing? – If it is, you like hands-on work in your learning activities. Use physical objects as much
as possible. Flashcards can help you memorize information because you can touch and move them
around. Writing and drawing diagrams are physical activities, so don’t neglect these techniques. Perhaps
use big sheets of paper and large colour markers for your diagrams. You then get more action from the
drawing. Find ways to act out what you are learning.
I have got too much to revise. I’ll never do it all.
You need to plan.
•
Draw up a revision timetable and stick to it!!!
•
Block out time you will not use for revision.
•
Plan in your revision topics.
•
See what you can do now. Use the checklist of the topics in the unit. Tick off the ones you can do
and know. The ones with no ticks are the ones you need to revise.
Content
Can
do
The Human Body and Health
• recall that some features are common to most cells (cell membrane,
nucleus, cytoplasm).
•
understand that respiration takes place in living cells and is a chemical
reactions which uses glucose and oxygen to release energy and produce
carbon dioxide and water as by products.
•
recall the structure of the human circulatory system and the composition
and functions of the blood including arteries, veins, capillaries, red blood
cells, white blood cells, plasma, platelets
Part of the blood
Plasma
Red blood cell
White blood cell
platelets
Its job
Carry glucose & carbon dioxide around the body
Carry oxygen around the body
Protect us from diseases
Helps the blood to clot
22
•
understand that one loop of the circulatory system connects to the lungs to
enable transfer of gases; the other loop connects to the rest of the body to
supply cells with glucose and oxygen and remove carbon dioxide.
Lungs
Heart
Rest of body
•
know how humans maintain a constant body temperature.
•
label a simplified given diagram of the skin and understand the role of
these structures in temperature regulation: dilation/constriction, sweating,
erection of hairs; shivering as a means of generating heat.
Sweat pore
Erector
muscle
Sweat duct
Blood
capillaries
Sweat gland
23
hair
•
know that hormones are chemical messengers, produced by glands and
carried by the blood.
•
understand that glucose levels need to be fairly constant and that when the
blood sugar level is too high, the pancreas releases the hormone insulin
into the blood. This causes the liver to reduce the sugar level by
converting sugar to insoluble glycogen and then store it.
•
Diabetes is a condition in which a persons blood glucose may rise to a
fatally high level because the body does not produce enough insulin.
•
understand that sense organs are groups of receptor cells which respond to
a stimulus and relay this information to the brain. Some responses are
reflex actions. These reactions are fast, automatic and some are protective.
•
know that a reflex arc involves stimulus
receptor
coordinator
effector. Label a given diagram of a reflex arc to show: receptor,
sensory nerve cell, connecting nerve cell in spinal cord, motor nerve
cell, effector, synapses. (Higher Tier only).
•
know that the nucleus contains DNA. Analysis by ‘genetic fingerprinting’
can be used to show the similarity between two DNA samples, for
instance in criminal and paternity cases.
•
assess the issues surrounding ‘gene ownership’ as a result of DNA
analysis.
•
know that DNA contains coded information that determines how cells
function due to the types of proteins being coded for. Chromosomes are
strands of DNA.
•
understand meiosis as a nuclear division that halves the chromosome
number during gamete formation and that the genetic composition of
the daughter cells is not identical. (Stages in meiosis are not
required.) (Higher Tier only)
•
understand that genes are sections of DNA molecules that determine
inherited characteristics and since body cells contain pairs of
chromosomes, the genes which control particular characteristics also come
as pairs.
•
know that genes have different forms, called alleles.
•
understand that in human body cells one pair of chromosomes carries the
genes that determine sex, XX (female) or XY (male), which separate and
combine randomly at fertilisation.
24
•
be able to complete Punnet squares and explain the outcomes of
monohybrid crosses. For example, if both parents have gene pairs Bb, the
Punnet square looks like:
Parent B b
B
BB Bb
b
Bb bb
•
know that new genes result from changes/mutations in existing genes and
that mutations occur randomly. Mutations may be beneficial or harmful
and may be passed on from parents to offspring.
•
know that cystic fibrosis is an inherited disease which causes the
production of thick mucus which blocks the bronchioles. Gene therapy has
been tried but there are difficulties in targeting appropriate cells and there
may be side effects.
•
consider the scientific process of experimentation, observation and
deduction which led Gregor Mendel to propose the mechanism of
inheritance. Discuss why the significance of the work was not recognised
and validated by scientists for many years.
•
know that infectious diseases may be caused by micro-organisms and
name some examples (measles, mumps, rubella, polio, tuberculosis (TB),
foot and mouth, athlete's foot and skin infections.)
•
give examples of a range of methods of protecting against infection by
harmful micro-organisms eg in food production (personal hygiene,
sterilisation, disinfectants, antiseptics)
•
understand about the use of immunisation to protect humans and other
animals from infection by specific micro-organisms (MMR, TB, foot and
mouth, polio)
•
know that antibiotics may kill some bacteria, but not viruses and
understand that resistant bacteria such as MRSA can result from the overuse of antibiotics.
•
discuss the ethical issues of using animals for testing drugs.
•
understand that some conditions are due to lifestyle choices and explore
information/data regarding the effects that alcohol, nicotine and drug
abuse have on the chemical processes in peoples' bodies.
Man and the Environment
• know that plants make food by photosynthesis.
• understand that during photosynthesis green plants use light energy,
absorbed by chlorophyll, to convert carbon dioxide and water into glucose
producing oxygen as a by-product.
•
explore information about adaptations shown by organisms which enable
them to survive in their environment.
25
•
know that organisms that have similar features and characteristics can be
classified together in a logical way.
•
know that organisms are interdependent and affect each other. Plants
depend on sunlight and animals depend on plants either directly or
indirectly for food. Predation, disease and competition for food cause large
numbers of organisms to die. Due to variation some survive better than
others eg slightly better camouflage.
•
understand food webs in terms of producers, primary and secondary
consumers, herbivores and carnivores, predator and prey.
predator
Primary
consumer
producer
•
•
Type of
farming
Intensive
Organic
prey
understand that when the Earth's human population was much smaller, the
effects of human activity on the environment were usually small and local.
As the population has increased, the effects on the environment have also
increased.
compare the advantages and disadvantages of organic and intensive
farming.
Advantages
Disadvantages
1.
2.
3.
4.
cheaper final product
higher yields
chemicals increase production
chemicals deal with weeds
& insects
1. high start up cost
2. chemicals cause pollution
3. animals not always looked
after
as well
1.
2.
3.
4.
5.
No chemicals used
materials are recycled (manure)
less pollution
lower start up cost
better living conditions for
animals
1. More land needed
2. More labour needed
3. Less yield
4. less consistent products e.g.
odd
Shape vegetables
26
•
understand how water may become polluted by fertilisers which may
cause rapid growth of water plants. When these die, the microbes
which break them down increase in number and use up much of the
dissolved oxygen in the water. Animals, including fish, which live in
the water may suffocate. Untreated sewage in water has the same
effect as decaying vegetation
(Higher Tier only)
•
know that heavy metals are present in industrial waste. Crops are often
sprayed with pesticides. These chemicals and heavy metals may be
washed into lakes and rivers and natural underground water stores and so
contaminate drinking water. They may enter the food chain and, because
they are not broken down, they accumulate in animal bodies and may
reach toxic levels.
•
understand that there are possible limitations of the use of pesticides as
shown by the rat poison Warfarin: a random mutation occurred which
enabled a rat to survive the poison. The rat passed this gene on to its
offspring and eventually the whole population of survivors became
resistant.
•
understand that individual organisms in a particular species may
show a wide range of variation because of differences in their genes
and that individuals with characteristics adapted to their environment
are more likely to survive and breed successfully. The genes which
have enabled these individuals to survive are then passed on to the
next generation. This is natural selection and the basis of evolution.
(Higher Tier only)
•
understand that genetic engineering involves the artificial transfer of genes
into the cells of one organism from another at an early stage in their
development so that they develop with desired characteristics.
•
understand that the introduction of genes from resistant plants into Soya
bean plants, so increasing their resistance to herbicides, may increase the
crop yield. Critically assess the issues surrounding this GM crop
technology, including the need to plan scientifically valid, suitable trials to
assess the possible effects in order to inform the debate for the scientific
community; government policy departments; wider public opinion.
•
understand that the destruction of habitat is due to increased land use for
building, quarrying, dumping and agriculture so causing loss of species
and a reduction in biodiversity.
•
discuss the need for and issues surrounding sustainable development: the
problem of increased consumption of resources and their continued
supply; recycling as a way of dealing with waste materials, use of
degradable materials and the need to balance the requirements for food
and attitudes of people towards economic development and the needs of
wildlife.
27
Chemical and material behaviour
•
know the chemical symbols for 16 common elements (see table later on).
In questions that refer to elements not in this list, symbols will be given.
•
name some simple compounds, given their formulae, and state the
formula, given the name of the compound (See table later on). In
questions that refer to compounds not in this list, formulae will be given).
•
know that atoms have a small central nucleus around which there are
orbits (shells) of electrons and interpret information given in the form
23
11 Na to give the number of electrons present in the atom
•
know that each electron is in a particular orbit (shell) and that, for
elements of atomic number 1 to 20 inclusive, there is a maximum of two
electrons in the innermost available orbit (shell) and a maximum of eight
electrons in each of the next two orbits (shells)
•
use given data to represent the electronic structure of elements with
atomic numbers 1 to 20 inclusive in the following form:
for sodium
and 2,8,1;
•
understand that the reactions of any element are determined by its outer
electronic structure
•
know that elements in Group I are metals; recognise the increasing
reactivity of the alkali metals from the top to the bottom of Group I;
•
know that the elements in Group VII are non-metals; recognise the
decreasing reactivity of the halogens from top to the bottom of Group VII
•
be able to write word and symbol equations, that represent the reactions of
chlorine and fluorine with sodium, lithium and potassium
chlorine + sodium
Cl + Na
•
sodium chloride
NaCl
examine the evidence that has lead to the addition of fluoride to water
supplies in some areas and be able to discuss the factors involved in
decision making, including ethical issues.
28
•
know that new substances called compounds are formed when two or
more different elements react together and that each compound has its
own chemical formula
•
understand that chemical bonding involves electrons in the outermost
orbits (shells)
•
know that ions are charged particles, formed when chemical (ionic)
bonding involves the transfer of electrons between atoms whilst
covalent bonding involves the sharing of electrons
•
know that the chemical industry obtains raw materials from the earth,
sea and air and that chemical reactions are then used to change raw
materials into useful products such as plastics, medicines, fertilisers,
metals.
•
classify materials as elements (metals and non-metals), compounds or
mixtures, using information provided or obtained by experiment
including properties of metals/non-metals
Metals
Good conductors of electricity
Good conductors of heat
High melting point
Solid at room temperature
Shiny
Malleable
Ductile
Non-metals
Poor conductor of electricity
Poor conductor of heat
Low melting points
Could be solid, liquid or gas
Dull
Brittle
Not ductile
•
give examples of substances used straight from the ground (gold,
sulphur, limestone, marble) to include their uses
•
describe how a metal may be made from its oxide using carbon (iron
from iron oxide and lead from lead oxide) including familiarity with
blast furnace, reduction-loss of oxygen/gain of electrons; write word
and symbol equations for these reactions. (Bold print in Higher
Tier only).
•
understand that reactions in which the temperature rises are
exothermic and reactions in which the temperature falls are
endothermic .
•
classify materials as metals, polymers, ceramics and composites and
describe the uses of these materials plus their advantages and
disadvantages over naturally-occurring materials
•
use sources of data to find the physical properties of materials
29
•
remember the properties of metals
1. good electrical conductors
2. good conductors of heat
3. malleable & ductile
4. tough & strong
•
be able to explain the properties of metals in terms of a simple
model of metallic structure consisting of positive ions in a sea of
electrons to include regular arrangement of ions in rows/layers
which can slide over one another. (Bold print in Higher Tier only).
•
remember the characteristic properties of polymers
1. flexible
2. poor conductors of electricity & heat
3. tough
•
understand and be able to relate polymer properties to a simple model
of long chains entangled with one another, and sometimes crosslinked, and in terms of the side groups on the chains. (Bold print in
Higher Tier only).
•
remember the characteristic properties of ceramics
1. hard and strong
2. brittle
3. good insulators of heat & electricity
4. very high melting points
•
explain the properties of composites in terms of the properties of their
components, including fibre glass, steel reinforced concrete, carbon fibre
•
select materials for a particular product given a specification for the
product.
Energy, electricity and radiations
• discuss the factors which are involved in the decisions about the types of
power stations, including commissioning and decommissioning costs,
types of energy sources, fuel costs and environmental factors. Be aware
of the planning process involved in the development of power stations
involving renewable resources such as wind farms, including nonscientific opinion.
•
understand the need for an electricity distribution system, give a brief
description of the National Grid and know that it is more cost effective to
transmit energy at high voltages and low currents so less energy is wasted
as heat.
•
know that transformers step up voltage at the power station and step down
voltage before it goes to the consumers.
30
•
understand the economic and environmental factors that have to be
considered in transmitting electrical energy across the country (e.g.
advantages and disadvantages of pylons and overhead wires/underground
cables)
•
understand the meaning of the term efficiency when applied to simple
energy transfers including using the given equation:
efficiency = useful energy output/energy input × 100%
•
use data to compare the suitability and efficiency of different energy
sources in given tasks
understand the advantages to the user, and to society, of making and using
devices with high efficiency, for example, the use of low energy lamps
compared to filament lamps
•
•
describe how during energy transfer, energy is conserved but tends to
spread out and become less useful
•
know how heat losses by conduction, convection and radiation may be
minimised; examples of good/bad conductors; explain how heat losses by
these processes can be reduced. (no particle theory of conduction and
convection are required)
•
describe how to minimise heat loss from buildings including cavity walls,
cavity wall filling, fibre boards, aluminium foil, loft insulation, double
glazing, thermal blocks
•
use the given equation
power = voltage x current
•
carry out simple calculations using the formula power = energy/time
•
use the given equations:
energy used (kWh) = power (kW) × time (h)
total cost = energy used (kWh) × cost per unit (p)
•
know that the electromagnetic spectrum includes radio waves,
microwaves, infra-red, visible light, ultra violet, X-rays and gamma rays
which all travel at the same speed in a vacuum
•
know their relative positions in terms of frequency and recall that the
higher the frequency the more dangerous the electromagnetic wave
Increasing
frequency
Gamma rays
X-rays
Ultra violet
Visible light
Infra red
Microwaves
Radio/TV
31
•
state a medical use of X-rays and gamma rays and describe the precautions
needed to protect medical staff and patients from over exposure to X-rays
and gamma rays and explain why these precautions are necessary because
these are ionising radiation
•
describe how radio waves, microwaves, infra-red and visible light may be
used in communication
•
understand what is meant by a geostationary orbit and explain the need for
satellites in geostationary orbits to aid global communication
•
understand and give reasons why the capacity and reliability of the
communication network have been enhanced by replacing copper cables
with optical fibres, and by sending information in the form of digital
signals instead of analogue signals.
The Surface and Atmosphere of the Earth
•
understand that observations and creative thought about the location of
earthquakes and volcanoes lead to the theory of continental drift. This
suggested that the outer layers of the Earth are composed of a number of
large pieces called tectonic plates which are moving very slowly.
•
understand that rocks can be: formed where tectonic plates move apart and
magma rises to fill the gap producing new igneous rock; deformed and/or
recycled where tectonic plates move towards each other driving down the
denser plate which may melt to form magma that on cooling forms
igneous rock.
•
know that the main components of the original atmosphere were carbon
dioxide and water vapour together with smaller amounts of other gases
such as nitrogen.
•
know that oxygen originally appeared as a 'polluting' gas and it originated
from photosynthesis by green plants.
•
know that an ozone layer developed.
•
understand the roles of respiration, combustion and photosynthesis in the
maintenance of the levels of oxygen and carbon dioxide in the atmosphere.
•
understand that the ozone layer is filtering out harmful ultraviolet radiation
from the sun.
•
consider the accumulation of data and the development of ideas about the
destruction of the ozone layer and appreciate the role of the scientific
community in validating new ideas.
32
•
know that there is debate in the scientific community on the issue of
global warming and be aware that many scientists attribute the main cause
of global warming to the increase in carbon dioxide in the atmosphere
caused by the combustion of fossil fuels and deforestation.
•
examine and evaluate the reliability of data on global warming
(Higher Tier only)
•
appreciate some effects and consequences of global warming and discuss
and evaluate proposed solutions to the problem of global warming.
The Solar System
•
know the main features of the Solar System, including the Sun at the
centre, the order of planets and that the Moon is our natural satellite.
•
compare given data on the planets.
•
discuss the theory of the origin of the Solar System in terms of the
gravitational collapse of a cloud of gas (largely hydrogen) and dust.
•
understand that the Sun is just one of many millions of stars in our galaxy
- the Milky Way, and that our galaxy is only one of a billion galaxies
which comprise the Universe.
•
understand how studies of the electromagnetic radiation and red shift
from distant galaxies, shows that they are moving away from our
Galaxy and that the further they are away, the bigger their speed.
(Higher Tier only)
•
know that the universe started with a hot Big Bang which, according to
current measurements, occurred 12 – 15 thousand million years ago,
however the details are scientifically controversial.
•
understand that observations on the Universe can be made directly from
the Earth but further evidence is also gained from space. There are
difficulties associated with space exploration i.e. long distances, time of
travel, need for oxygen / water, energy supply
33
How science/scientists work
The written exam paper will test your knowledge of how science/ scientists work. Some of the ways in
which they work are:
•
They come up with theories and opinions, e.g. smoking damages health.
•
They make predictions, e.g. global warming will cause flooding.
•
They plan a task which they carry out safely (you will be used to making risk assessments from
Unit 1).
•
They gather evidence to test these theories, e.g. measuring the thickness of the ozone layer.
•
Sometimes the evidence supports the theory, sometimes it does not, and sometimes there is not
enough evidence to make a firm conclusion, e.g. will new drugs/immunisations be of benefit in
curing some diseases or will side effects be more harmful.
•
They analyse their data/results and make scientific models of how things behave, e.g. the
expanding universe; comparing energy content of various fuels.
•
New evidence will appear and models/theories may need to be revised e.g. Pluto is no longer
considered to be a planet.
•
Evidence is communicated in words, graphs, charts, tables, etc.
•
The testing they carry out needs to be fair – same size samples; same conditions; change one thing
to test and keep everything else the same.
•
Sufficient evidence needs to be gathered so results are valid and reliable. This means that the
sample should be large or experiments may need to be repeated.
•
They evaluate the methods they use to gather evidence and seek to make improvements.
•
They look for connections between the things they change (variables).
•
This shape graph shows a positive correlation between the variables;
•
This shape graph shows a negative correlation between the variables;
34
•
This graph shows a uniform or linear connection between the variables;
•
This graph shows a non-uniform or non-linear connection between the variables;
•
Some scientific advances are controversial, so scientists need to understand public concerns and
evaluate what impact these may have on other people or the environment. This will involve
making judgements about risks and benefits, e.g. genetic engineering, cloning, mobile phone
technology.
Questions on how science works may involve situations unfamiliar to you. However, enough information
will be given for you to answer the questions. It will be very important that you read this information
carefully.
What type of questions will I have to do?
There will be many types of questions. You will have probably been given past papers by your teacher.
Make sure you practice them so you know what to expect on the day you take the exam. Some question
examples are given later on.
Are there any tips that will help me in the exam?
•
First of all, remember the exam is NOT a race.
•
There are no extra marks for finishing first.
•
When you are told to start the exam, don’t pick up your pen straightaway. Spend a few minutes
reading through the paper.
•
If you see a question you like, do that one first. It helps to build your confidence.
•
Each question will have a total mark. This is about how many minutes you should spend on that
question.
•
Read all the information in each question carefully. Many marks are lost by students who do not
do this.
35
Question tips:
1. Calculations:
You will be given the equations you need to complete a calculation in the instructions for the
question.
In the Foundation Tier paper and in section A of the Higher Tier paper, you will be given the
equation in the form you need to work out your answer.
In Section B of the Higher Tier paper, you will need to rearrange the equation to work out your
answer.
The electrical power of an appliance can be calculated by using the equation:
Power = Voltage x Current.
Use the equation to calculate the power in a component when connected to 230V if the current is 12A.
230 x 12
Power = 2500 W (no mark for wrong answer)
Do not just write the answer in the space. You may have made a mistake in your calculation. You will get
no marks. Show your working and you could get a mark even if the answer is wrong.
2. Completing tables:
In this type of question, you are asked to ‘fill in the gaps in the table’.
There are no dotted lines after the question, as the answers need to be written on the dotted lines in the
table. Many students don’t do as instructed.
(b) The homeowner finds out information about cutting down the energy lost from the home.
This information is shown in the table below.
Method
Cost of
Installation
Loft insulation
£600
Double glazing
£5000
Wall insulation
£2000
Draught proofing £90
(i) Fill in the gaps in the table.
Savings per
year
£150
£50
£100
£……..
Payback
time
4 years
100 years
……years
10 years
[2]
This also happens in questions where you are asked to add things to diagrams.
BE CAREFUL – if there are marks at the end of a line, then you should have given an answer
somewhere. Not all answers go on dotted lines!!!
36
3. Graphs:
•
On the foundation paper, you will always be given the scales and labels on the axes.
•
In section B of the higher paper, you will have to add your own scales. Make sure you use a
sensible scale that covers most of the grid.
•
Read the scale very carefully. Sometimes each tiny square is worth 2, but students count it as
only 1. Whatever you think each tiny square is worth, count from one scale number to the next
and see if it works out. Try it now.
35
30
25
20
15
10
5
0
0
10
20
30
40
50
60
Each tiny square on the x-axis is worth 2, and on the y-axis they are worth 1. Did you get it right?
4.
•
Plot the points carefully and accurately.
•
If appropriate, use a ruler to join the points with a straight line. Many students do not use a
ruler and lose a mark because of a ‘wobbly’ line.
•
Sometimes, you will be asked to join the points with a line of best fit but it is obvious that it
cannot be a straight line. In this case, join the points with a smooth curve.
Mark allocation:
The marks at the end of a question give you an idea of how long your answer should be.
(b) Give two reasons why a power company should look for other methods of producing electricity
instead of by using coal.
[2]
Make sure you give 2 answers and not only 1. It is not a good idea to give more than 2 answers here,
because if you get one wrong, it will cancel out a correct answer.
(a) Describe how you could reduce heat loss from buildings.
This question expects you to make 4 relevant points.
37
[4]
5. Questions asking for differences:
(c ) Sodium is a metal, but sodium chloride is a non-metal.
Give two differences between metals and non-metals.
[2]
1 Metals are good conductors.
2 Non metals are poor conductors.
This will only give 1 mark, because both answers are about the same difference i.e. whether they are a
good or a bad conductor.
(c ) Sodium is a metal, but sodium chloride is a non-metal.
Give two differences between metals and non-metals.
1 They are good conductors.
[2]
2 They are shiny.
This will not be given any marks because the answer does not say whether ‘They’ are metals or nonmetals.
A better answer may say;
1. metals are conductors
2. metals are shiny
These answers are clear and would be worth the two marks.
6. Using chemical symbols and formulae:
There are certain elements you need to know the symbols for.
There are also certain compounds you need to know the formulae for. A list is given in this booklet. You
need to learn these.
Be careful when writing a symbol or formula. Not all the letters will need to be capital letters.
Some elements only have one letter as their symbol; this is always a capital letter.
C = carbon
H = hydrogen
S = sulphur
O = oxygen
N = nitrogen
K = potassium
When a symbol has two letters it is always a capital letter AND a lower case letter;
Cl = chlorine
Na = sodium
If you write down capital letters where they are not needed, you will not get a mark. For example;
Lead is Pb not PB
Sodium chloride is NaCl not NACL
You need to know the chemical symbols for the following elements and be able to classify them
as metals or non-metals. You also should be able to name an element given one of these symbols.
38
ELEMENTS
Metals
Non-Metals
Element
Symbol
Element
Symbol
Lithium
Li
Hydroden
H
Sodium
Na
Fluorine
F
Potassium
K
Chlorine
Cl
Gold
Au
Bromine
Br
Iron
Fe
Sulphur
S
Lead
Pb
Carbon
C
Copper
Cu
Oxygen
O
Aluminum
Al
Nitrogen
N
You need to know the chemical formulae for the following compounds and be able to name the
compound given one of these formulae.
COMPOUNDS
Compound
Formula
Carbon dioxide
CO2
Water
H2O
Iron oxide
Fe2O3
Lead oxide
PbO
Sodium chloride
NaC1
Sodium fluoride
NaF
Lithium chloride
LiCl
Lithium fluoride
LiF
Potassium chloride
KCl
Potassium fluoride
KF
Symbols and formulae will be given for any elements of compounds not in the above lists.
7. Finally, when you finish the last question, look back over the rest of the paper. DO NOT leave any
blank spaces. You cannot get a mark for a blank space. Make a guess and write something down. You
never know, you may get a mark and every mark counts.
Good luck for your exam. Though, if you prepare well enough you will not need any luck.
39
UNIT 3
Science at Work
In this unit you will find out that science may be used to the great benefit of industry and society.
There are four sections in this unit:
a. Science in the Workplace
b. Making Useful Products
c. Electrical and electronic devices
d. Monitoring Living Organisms
All of the work that you do in this unit will be kept in a folder (portfolio). It is this portfolio that will
be marked to assess your performance. Each section is a separate report and has an equal weighting of
25% (1/4) of the total. Each section is marked out of 25, so the maximum mark is 100.
If any report is missing from the portfolio then no mark can be awarded for that report.
The Awarding Body will compare the quality of your work against standard work for A, C and F
grade students. Your final mark will be reported to you as a UMS mark – just like unit 1 and unit 2. For
more details see the Introduction section.
As with all Applied Science reports, your work can be handwritten or word-processed. No marks
are given for the use of ICT; however you may find this method an easier way to draft, revise and print
your work. You can use either method or a mixture of both. What matters is the quality of your work and
how it matches the assessment criteria.
a. Science in the Workplace
This is a study of organisations that use science; their location, details about their workforce, the
scientific activities that take place and what they involve. Information on the training, skills,
qualifications and career prospects of their employees is included, particularly at the higher bands.
Where do I get this information?
This can from come careers booklets, the internet and other sources. Information from these
sources should be used as a basis for a report written IN YOUR OWN WORDS. No marks are given for
internet sheets, copies of booklets, or even for photocopying other sources. IT IS WHAT YOU DO WITH
THE INFORMATION THAT GETS THE MARKS.
Throughout this section of the booklet the criteria tables are copied for you to refer to. Also as much
description as possible is given so that you have an idea of exactly what you are expected to do to obtain
high marks for your portfolio work.
40
What is my teacher looking for?
Look at the criteria;
Levels of Achievement
Marks
W1a Produce a brief report on one organisation that uses science.
W1b Describe simply where it is located.
W1c Describe what use of science is made in this organisation.
3-7
Taking each statement in turn we will look at what they mean and what you are expected to do;
What is the Brief Report (W.1a)
This is a report, or case study, of an organisation that uses science. It is fairly general and it
explains its history, its products, its structure, branches and outlets. You are setting the scene here for
what comes later.
Describe where it is located (W.1 b).
This is a description of where the organisation is located, sufficient to enable a visitor or stranger
to the area to be able to find it. A simple statement that it is in the ‘Maylords Shopping Centre’ or a map
such as multimap.com is insufficient on its own. Try this – give the description to your parent, a
neighbour or any adult, and ask them if there is sufficient information for them to get there. (Going by
taxi is NOT an option!)
It would be useful to look ahead to W.2b on the next page whilst you are doing this section of
work. You are advised to provide both a description and an explanation.
Describe what use of science is made in this organisation (W.1c).
Your brief report (case study) will have set the scene and contain details of exactly what the organisation
actually does – together with other details. In order to consider what use is made of science you need to
find out information in two parts. These are;
1. A simple list of jobs in the organisation is needed. It must include the major groups of
employees. (Not all the employees in a hospital are physiotherapists or neurosurgeons! Texaco
Oil Refinery employs more than lorry drivers; Airbus Industries does not just have pilots!)
2. What do these employees mentioned in part 1 above actually do? Some research is needed and
information must be available for all the groups of employees listed in part 1 above. They will
have more skills than just scientific ones but some information on what they do, and how
science comes into their work is essential.
The second band criteria are very similar to the first band ones.
W2a Produce a case study on two organisations that use science.
W2b Explain why they are in these locations.
W2c Describe clearly how the activities carried out in these
organisations are related to the science used.
Look at the criteria carefully. The emphasis here is on TWO organisations.
41
9-13
A case study on two organisations (W.2a)
A case study must be done for each organisation. You should have done one case study (brief
report) for W.1a already.
Explain why they are in these location (W.2b)
The description done before for W.1b explains how you would get to the organisation. Not only is
a description of the location needed for each of the organisations but also an explanation of why they are
located in a particular place, street and building. You will also need to add more detail to the description
you have already done for the first organisation for criteria W.1b.
An example could be your own school; the description should enable a stranger to find it.
However to explain its location is rather different – ‘How and why was the school built on its present
site?’ Was it a PFI (Private Finance Initiative), an amalgamation of schools or………… some detail is
needed here.
Don’t forget you need a description and an explanation for both organisations.
Describe clearly how the activities carried out in these organisations are related to the science used
(W.2c) .
In W.1c you should have already described the major jobs in one organisation and described what
the employees actually do. First of all you now need to do all of this again but for your second
organisation and to the same quality of work – this means that you have gained W.1c for both
organisations.
This covers the criteria up to the second band (row). Much more work is needed for the third band and it
involves a lot more research and writing.
W3a Produce a detailed study of three organisations that use science.
W3b Explain in detail why they are in these locations.
W3c Identify the job titles and qualifications of the employees, for
each of the organisations in their study. Describing the skills that
the employees need to enable them to do their job.
15-19
The emphasis here is on THREE organisations.
Produce a detailed study of three organisations that use science. (W.3a)
The word ‘detailed’ has been added therefore you must make sure that you write much more for all three
organisations. You may need to revisit the first two organisations to make sure that it is better than ‘brief’.
This perhaps is a good example of where word processed work would be an advantage as it is easier to
draft and revise work that you have done before.
Explain in detail why they are in these locations. (W.3b)
The description and explanation of the location that you have already done for two organisations has to be
done for this third organisation. When you have done this, go back over your work to make sure that you
have included the ‘detailed’ part of the requirement – brief work is not acceptable at this level.
42
Identify the job titles and qualifications of the employees, for each of the organisations in their
study. Describe the skills that the employees need to enable them to do their job. (W.3b)
For W.1c and W.2c you should have looked at the major groups of employees to show how their work
was related to the science carried out in the organisations. The actual job titles are now needed for each of
the groups.
Then in addition you need to add the qualifications needed for each group of employees
Most employees have to have some education and obtain particular qualifications in order to be
considered for a particular job. It may just be a certain GCSE level in Maths and English, but it could be
more and be even more specific as to the subjects needed. Some jobs need GCSE level, others GNVQ,
AS/A2 or degree or …….
There are often other skills, other than exams, that potential employees need in order to do their
job efficiently and to the benefit of the company.
Some research is needed here.
Make your list varied and try to cover a wide range of jobs and qualifications – don’t just go for
the ‘brain surgeon’ – there are more people needed in a school than just a Headteacher!
For each job give,
Title
Job description
Qualifications needed
Type of job
consider other details such as salary,
working conditions and hours of work.
How science is used in their job
This is the minimum needed for each job.
Remember that pages downloaded from the internet do NOT give you any marks. You need to present the
information in your own way whether it is word processed or handwritten or a mixture of both.
What about the Top Band?
W.4a Produce an in-depth study of THREE organisations – take care to choose one
local, one national and one international. You may already have made sure that you have
done this already for W.3a. However the term ‘detail’ has become ‘in-depth’ so a high
quality, thorough study is essential.
W.4b Describe in detail the advantages and disadvantages of the locations of these organisations.
Make sure that you have covered the requirements for W.3b, then expand this by a detailed
study of the advantages and disadvantages of each of the three locations. This could be
tabulated and written in paragraphs – it is the detail that counts.
W.4c In addition to identifying the job titles, qualifications and skills needed by employees this
has to be detailed. A good description of how the skills, training and background are
important to the employees is required.
--------------------------------------------------
43
b. Making Useful Products
In this topic you will do experiments where you will produce different chemical substances. Your
teacher will have chosen three different types of reactions and there will be a worksheet for each of the
experiments.
Before you do each experiment you will need to do a risk assessment. The need for these will have
been explained in your unit 1 work. These are important in all scientific activities – make sure that you do
one for each product and that they are included in your portfolio. You will lose marks if they are not
available.
The criteria table for the first three bands is printed below.
Levels of Achievement
Marks
C1a Produce a risk assessment.
C1b Follow instructions to obtain one chemical product, presenting it
in a labelled sample tube.
C1c Take and record measurements of mass readings; e.g. initial and
final mass.
3-7
C2a Produce two risk assessments
C2b Follow instructions to obtain two pure dry products using
different types of chemical reaction, presenting them in fully
labelled sample tubes.
C2c Use the raw readings to work out the actual yields for both
products..
9-13
C3a Produce three risk assessments.
C3b Obtain three pure, dry products using different types of chemical
reaction, presenting them in suitably labelled sample tubes.
C3c Calculate the percentage yield of each product given the
theoretical yield and using the actual mass of product obtained.
C3d For each reaction write a balanced chemical equation.
15-19
The main part of your assessment is to make each of the chemical products, dry them and then put
them into a sample tube which you have labelled.
You will also be measuring the ‘actual yield’ of the substance.
A format may be provided on your worksheet; if not, then remember to be methodical and to write all
your measurements down.
For example; Mass of empty dish
Mass of dish and product
Mass of product
=
=
=
g
g
g
A table is unnecessary here as the data has been set out in columns and is easy to follow, but if in
doubt then use a table..
Provided that you have produced three products - all are dry, all in labelled tubes, and actual
yields measured (and you have three risk assessments of course) - then your work will be in the third
band. C.3a and C.3b are given.
44
Percentage Yield (C.3c)
You will be expected to work out the percentage yield using the following equation;
percentage yield
=
actual yield
x 100%
theoretical yield
Your teacher will tell you the theoretical yield.
The percentage yield should be less than 100%. IF NOT then there is a mistake somewhere. Go back
through your work. Check all the numbers that you have recorded as well as your working out.
For each reaction write a balanced chemical equation (C.3d)
A balanced chemical equation has to be written down correctly for all three experiments. This is a
symbol equation and NOT a word equation. IF you word process these you must make sure that
you get the equations completely correct; remember capital letters and lower case letters. Some
numbers are written in ordinary script (2) and others in subscript (as in CO2).
Take care here and if your computer skills are not very good then consider writing the equations by hand.
AND the top band?
Provided that you have satisfied all the criteria statements in the third band THEN your teacher
can assess your work to see if it is good enough for the ‘top band’. The extra work needed
is that for C.4a, C.4b, C.4c and C.4d.
Look at the criteria carefully.
In addition to fulfilling all the criteria in the third band;
For one of the three reactions
C4a Describe and explain the factors that affect how quickly a reaction
occurs.
C4b Describe and explain the conditions which affect the yield of the
products.
C4c Describe and explain the type of reaction taking place.
C4d Describe in detail the industrial importance of the reaction.
21-25
The work has to based entirely on one of the three reactions that you have carried out.
Describe and explain the factors that affect how quickly a reaction occurs (C.4a)
It is not acceptable for a general essay to be written about all of the factors that affect the rate of
any or all chemical reactions. This report MUST be based on one of the reactions that you
have carried out. Your report must be clear and have as much detail as you can provide.
For the same reaction you need to ‘describe and explain’;
•
•
•
the conditions affecting the yield (C.4b);
the type of reaction taking place (C.4c), and
the industrial importance of the reaction (and product made) for C.4d.
45
Most chemical substances have uses in the chemical industry. They may be used in
the form that they are already in or they may be used in another chemical process
in order to produce another substance.
You may well find this information out using the internet or textbooks or other sources. It is
important that you write the explanation for each section in your own words. As this is a
top band statement then a high level report is essential – simple statements are not
satisfactory; more information is essential.
c. Electrical and electronic devices
This section is in two parts;
1. A report on making and assessing the effectiveness of one electrical or electronic device
2. A report on a second (different) electrical or electronic device.
Each report is completely separate from the other report. It is difficult to link the two sections
together in one report. You will meet again the use of ‘simple’, ‘clear’, ‘detailed’, ‘describe’ and
‘explain’, which were clarified before in the Analysis and Evaluation section in unit 1. You can refer back
to that section if you are still unsure, though some guidance will be given here.
1. Electrical or Electronic Device
Your school will have decided on the best way to do this section. You may use actual components
which you have to wire in or solder onto a board, you may use a breadboard or even use pre-assembled
boards such a ‘microelectronics for all’ or ‘Alpha’ or other manufacturers’ products.
Whatever you are using should not necessarily prevent you from getting to the top of the second
band. This will become clearer when you look at the bands and the criteria statements.
Look at the criteria in the first band.
D1a Safely connect given components to make a simple electrical or
electronic device and produce a risk assessment.
D1b Identify its component parts, giving simple descriptions of their
functions.
D1c Give a simple evaluation of the effectiveness of the device.
3-7
Using your worksheet you should be able to follow the instructions safely and produce a risk
assessment (D.1a)
You need to identify the components that you are using and give a simple (short/brief) description
of what the components are doing in the circuit (D.1b)
You also need to give a simple evaluation. Did the device work? Did the device do what it was
meant to do? What did you do to test it and what happened? (D.1c)
REMEMBER that you must satisfy all three parts in the first band BEFORE you can be assessed at the
next band!
46
The criteria in the second band follow on from the first band.
D2a Safely connect given components to make an electrical or
electronic device.
D2b Identify its component parts, giving clear descriptions of their
functions.
D2c Give a clear evaluation of the effectiveness of the device.
9-13
A simple device is acceptable for the first band D.1a, but a more complicated device is required
for D.2a.
The quality of the ‘descriptions of its functions’(D.2b) and the ‘evaluation’(D.2c) have to be much
better than those for D.1b and D.1c. You need to write much more for both parts. It must be clear from
your writing that you understand exactly what the components do, and can say so. Short answers are not
suitable – a paragraph or several sentences should be sufficient. The evaluation must also be clear and
well written.
2. A report on a second (different) electrical or electronic device.
The third band is more demanding;
D3a Select components, connect and test two electrical or electronic
devices and produce two risk assessments.
D3b Explain the function of all the components for each device.
D3c Evaluate the effectiveness of each device.
15-19
One device will get your marks to the top of the second band and in order to get higher marks you
will need to work on a second (different) device. The work that you do with the second device is
important as it is used to assess the criteria in the third and possibly the fourth (highest) band.
An electrical device will have a maximum mark at the top of the third band. Only an electronic
device will allow marks to be given in the fourth band. This will involve you in using actual electronic
components and putting them into circuits – electronic project boards or soldering are the likely choices
here.
There has to be written evidence that you have chosen some of the components yourself. For
example, you may choose the most suitable input and output components from a range, to make your
circuit work correctly. Identifying a resistor from its colour coding is too simple and is not a satisfactory
match to the statement for D.3a. You should say what you did with each of the components and be able to
justify your choice.
D.3b. You are now explaining the function of the components, and have to explain clearly,
correctly and in some detail exactly what each of the components is doing. You may obtain the
information from various sources, and then use it to write your explanations.
D.3c. The effectiveness of the device has to be considered in much more detail than you did
before with the first device. You must describe clearly exactly how you have tested the device, the
different conditions used and what effect they had on the function of the device. Does it still do exactly as
you intended? Are further modifications needed? Any suggestions here?
47
And the fourth band?
As always the criteria in the third band have to be matched first. Almost certainly you will be
assembling the circuit using discrete components which may well involve soldering. You will have spent
some time not only choosing the most suitable components, but possibly also trialling circuits to ensure
that your final circuit should be suitable for the brief given to you.
The statements speak for themselves. The term ‘detail’ refers both to the quality and quantity of
your response (work).
D4a Select components, safely assemble and test two devices, at least
one of which is electronic.
D4b Explain in detail the workings and usefulness of each device.
D4c Give a detailed evaluation of the effectiveness of each device.
21-25
.
d. Monitoring Living Organisms
This report will involve you in some practical work where you are carrying out experiments into
the development of living organisms. The term ‘development’ covers aspects such as growth, responses
and other measurable or observable changes. As with all experiments which involve living organisms
such as plants or animals, you must show that you have taken appropriate care and consideration.
Levels of Achievement
Marks
L1a Follow instructions to monitor the growth or response of an
organism under controlled conditions and produce a risk
assessment.
L1b Record relevant data in a suitable format.
L1c Offer a simple explanation or simple evaluation of the results
obtained in the investigation.
3-7
Your teacher may well have produced a worksheet to tell you what experiment you are going to
do. A risk assessment must be done. Provided that you have carried out the experiment and have recorded
relevant data, then you should have satisfied L.1a and L.1b. Remember that at this stage you should know
exactly how to measure accurately and to present the data in a suitable format – labelled tables. The table
should be your own and not copied from a worksheet, blackboard or elsewhere.
From your data you will need to write an explanation (pattern, trend or conclusion) for your
experiment, as well as an evaluation (of the actual experiment method and apparatus). Again you should
have met this in unit 1 and have very few problems here. A simple explanation OR a simple evaluation
are needed for L.1c. The term ‘simple’ meaning a brief/short statement has been met before.
48
L2a Explain the conditions controlling the growth or response of the
organism.
L2b Give a clear explanation of the results obtained in the
investigation.
L2c Give a clear evaluation of the investigation.
9-13
For L.2b the explanation and for L.2c the evaluation must be clearer and given in much more
detail than for L.1c. What you write must also be correct and be based on the data that you obtained.
Remember that the explanation (L.2b) and the evaluation (L.2c), if present, must be written to a higher
standard that that acceptable for L.1c. Again the key word is ‘clear’.
Using the worksheet that your teacher has provided will get your marks up to the top of the second band.
However to get into the third band and higher you need to produce some good quality work for yourself.
Look at the third band criteria.
L3a Produce a plan of a procedure (including a risk assessment) in
order to carry out a second (different) investigation into the
growth and/or response of organisms.
L3b Carry out the plan for the second (different) investigation.
L3c Record clearly and accurately the results of the second
investigation.
15-19
The most important difference is that you now have to produce your own plan for an investigation.
It could be completely different from what you have already done or it could be related to your first
experiment. What it cannot do is to be a direct copy or slightly amended version of what you have done
before. This will be obvious from your portfolio how similar or different your own plan is.
L.3a Produce a plan in order to carry out an investigation
Producing a suitable plan is a high level skill. The plan must include details of the apparatus to be
used, the method to be followed, the results to be taken and also details of how to record the data. This is
almost the same process that your teachers go through when they devise and produce their own
worksheets – this will also apply to published worksheets where several drafts are probably done before a
final acceptable version is produced.
You may have your own ideas or suggestions may be made to you. What is important is the
quality and thoroughness of the plan that you produce. This plan must be in sufficient detail that you
could give it to somebody else and there would be sufficient detail for them to carry it out. During this
course you will have used lots of worksheets or standard operating procedures, so you should be capable
of producing a high quality plan yourself.
Do not forget;
State what equipment you will use
How will it be set up?
Will a diagram help?
Step by step write down exactly what is to be done.
What measurements are to be taken?
A risk assessment must be produced.
49
The test that can be used is “is there sufficient information and detail to enable another person to
carry out the experiment”.
Carrying out your plan will be assessed for L.3b.
The recording of the results clearly and accurately in a clear organised format is assessed for L.3c
The criteria in the fourth band are entirely related to this experiment which you have planned and carried
out. At this stage you should be able to understand what is required from you.
L4a Make conclusions from the evidence obtained in the second
investigation.
L4b Explain the conclusions in depth using appropriate scientific
knowledge and understanding.
L4c Give a clear evaluation of the second investigation.
21-25
L.4b Explain conclusions in depth using scientific knowledge and understanding
In this section you need to do some research to find the science behind your work. You need to
look at books, leaflets, or the internet for example, in order to obtain your information. This can then be
put into your own words as part of your report to explain the conclusions you made in detail.
L.4c Give a clear evaluation of the second investigation
This is not very different from work that you have done before. The evaluation looks back of the
carrying out and the quality / reliability of your results. The term ‘clear’ should have been met many
times before in this course.
No wonder that these requirements are in the fourth band!
50