2016 Suite
Cambridge TECHNICALS LEVEL 3
LABORATORY
SKILLS
Unit 1
Science fundamentals
D/507/6148
Guided learning hours: 90
Version 3 - revised exemplification- March 2017
ocr.org.uk/science
LEVEL 3
UNIT 1: Science fundamentals
D/507/6148
Guided learning hours: 90
Essential resources required for this unit: A range of chemicals, cell and
tissues, microscopes, scales, voltmeters, ohmmeters, ammeters, resistors, circuitry and
general science laboratory equipment.
This unit is externally assessed by an OCR set and marked examination.
UNIT AIM
A thorough understanding of scientific principles and practices are essential for science
technicians. Knowledge learnt in this unit will create a solid foundation in the fundamentals of
science that you will be able to build on in your further study through your choice of additional
optional units which will provide you with greater depth of knowledge and practice in your chosen
specialisms.
© OCR 2017
1
Unit 1: Science fundamentals
TEACHING CONTENT
The teaching content in every unit states what has to be taught to ensure that learners are able to access the highest grades.
Anything which follows an i.e. details what must be taught as part of that area of content. Anything which follows an e.g. is illustrative.
For externally assessed units, where the content contains i.e. and e.g. under specific areas of content, the following rules will be adhered to when we set
questions for an exam:
•
a direct question may be asked about unit content which follows an i.e.
•
where unit content is shown as an e.g. a direct question will not be asked about that example.
Learning outcomes
Teaching content
The Learner will:
Learners must be taught:
1. Understand the chemical
structures of elements and
compounds
1.1
1.2
© OCR 2017
Exemplification
The atom is the basic structure, it is made up of
subatomic particles i.e.:
•
nucleus contains protons and neutrons
surrounded by electrons
•
relative masses and charges
•
nuclear and atomic diameters
•
nucleon number, proton number and isotopes
•
proton number defines the type of atom
•
nuclear notation
•
attractive and repulsive forces within the
nucleus
Elements are based on atomic structure and can
be classified by the Periodic Table i.e.:
• organisation of elements within the table
• groups
• periods
• atomic number
• atomic mass
• atomic radius
2
1.1
Use of nuclear notation 126𝐶
Know about the four fundamental forces and their
relative magnitude.
Learners should be able to explain how such forces
maintain or are involved in the decay of the basic
structure of the atom.
1.2
Understand how the location of the elements within
the periodic table provides information on the
structure of the atom.
Identify groups, atomic numbers atomic symbols,
atomic masses and atomic radii for a range of
elements.
Use atomic symbols to represent chemical
formulae.
Unit 1: Science fundamentals
Learning outcomes
Teaching content
The Learner will:
Learners must be taught:
2. Understand reactions in
chemical and biological
systems
© OCR 2017
Exemplification
1.3
Elements react together to form compounds by i.e.:
• ionic bonding
• covalent bonding
1.3
Learners need to understand that when chemical
bonds are formed electrons are transferred or
shared. In covalent molecules, unequal sharing of
electrons can lead to polarity.
2.1
Chemicals interact and react with each other i.e.:
2.1
For mixtures, learners should know differences
between solutions, colloidal mixtures and
suspensions. Learners should know that colloids
include aerosols, emulsions, foams, gels and sols
and the combinations of the states of matter in
each.
Colloids have particles ranging from 1 nm to
100 nm. The particle size in suspensions is >1 µm.
For alloys, learners should know that these are
mixtures of metals and other elements.
Know about the characteristics and features of
alloys.
This should lead to an understanding of the different
types of mixtures and the special significance of
colloids in nature and medicine, and include the
uses of common alloys e.g. amalgam, solder,
bronze, titanium alloy.
Interactions
• mixtures and alloys
3
Unit 1: Science fundamentals
Learning outcomes
Teaching content
The Learner will:
Learners must be taught:
2.2
2.3
3.
Understand cell
organisation and
structures
© OCR 2017
3.1
Exemplification
Reactions
• oxidation and reduction
• addition
• substitution
• polymerisation
• radical reactions
• displacement
Rate of reaction can be affected by factors, i.e.:
• physical state
• temperature
• pressure
• solvents
• catalysts and enzymes
• surface area
• light intensity
• electromagnetic radiation
2.2
Know the different types of reactions leading to an
understanding of how they are used to create
different substances.
Learners should be able to define these chemical
reactions and recognise examples of each. They do
not need to know mechanisms of addition and
substitution reactions.
2.3
Know that the rate of reaction can be affected by a
range of physical and chemical influences leading to
the ability to understand, for a given scenario how
one or more of these will influence the rate of
reaction.
Types of cells i.e.:
• prokaryotic cells
• eukaryotic cells
3.1
Compare the structure of prokaryotic and eukaryotic
cells
• similarities such as both cell types have a
cell surface/plasma membrane, cytoplasm
and DNA
• and differences such as an eukaryotic cell
has nuclear DNA and organelles and
membrane systems involved in respiration
and photosynthesis and ribosomes that are
structurally different
Identify and compare prokaryotic and eukaryotic
cells from micrographs or diagrams.
4
Unit 1: Science fundamentals
Learning outcomes
Teaching content
The Learner will:
Learners must be taught:
3.2
3.3
4. Understand the principles
of carbon chemistry
© OCR 2017
4.1
Exemplification
Components of the cell and their role in the cell i.e.:
• cell wall
• plasma membrane
• cytoplasm
• mitochondria
• chloroplasts
• Golgi apparatus
• lysosome
• endoplasmic reticulum (rough and smooth)
• ribosomes
• nucleus
o nuclear membrane
o chromatin material, chromosomes
o DNA and RNA
Understand how tissues types are related to their
function i.e.:
• epithelial
• connective
• muscle
• bone
• nerve
• ovary and testis
Carbon forms a vast number of different types of
compounds with other elements due to the nature
of the carbon atom i.e.:
• alkanes, alkenes, alkynes
• aldehydes and ketones
• alcohols
• carboxylic acids
• esters
5
3.2
Identify cell components and explain their roles.
Compare the structure of DNA and RNA i.e. length,
structure, deoxyribose and ribose sugars, uracil and
thymine, base pairings G-C, A-T, A-U
Identify different types of organelles from light and
electron micrographs and describe their structure.
Summarise the different roles of the organelles
within cells.
3.3
Identify different tissue types from micrographs and
diagrams and describe their structure and function.
Explain how the components of different tissues
work as an integrated whole.
4.1
Organic chemistry is the science of the structure,
properties and reactions of compounds which contain
one or more carbon atoms.
The structure of the carbon atom eg four bonding
electrons in the valence shell, forms strong bonds with
elements C, O, H and N and some metals leading to
the formation of a large number of compounds.
Neighbouring carbon atoms can form single, double or
triple bonds and learners should be able to depict
these pictorially. Learners should be able to recognise
members of the functional groups of the homologous
series listed.
Unit 1: Science fundamentals
Learning outcomes
Teaching content
The Learner will:
Learners must be taught:
4.2
4.3
4.4
© OCR 2017
Exemplification
Carbon compounds can be represented using
empirical and structural formulae. i.e.:
• polymers
o polyethene, polypropene, polylactate,
polystyrene, polyvinylchloride
Carbon compounds form different types of isomer
i.e.:
• structural isomers
• geometric isomers
• optical isomers
Carbon compounds can form large complex
molecules
• complex carbohydrates (starch, glycogen,
cellulose)
• Proteins and peptides from amino acids
• Lipids from fatty acids, glycerol and
phosphorus compounds
• protein synthesis (transcription, translation)
RNA, messenger, ribosomal and transfer
6
4.2
4.3
4.4
Learners will be able to identify and draw structural,
geometric and optical (the numbers of asymmetric
carbon atoms) isomers.
Carbohydrates as monomers, dimers or polymers
(monosaccharides, disaccharides, polysaccharides).
Monoglycerides, diglycerides and triglycerides are
esters of fatty acids and glycerol; phospholipids
contain phosphate groups.
Learners will recognise the role of carbon
compounds in:
• physiological compounds i.e.:
Deoxyribonucleic Acid (DNA), peptides,
proteins and enzymes
• energy sources e.g. carbohydrates
(including glycogen and starch) triglycerides
and protein (in cases of starvation)
• body structures i.e.: keratin-based
structures connective tissue, bone and
muscle
• carriers of genetic information i.e.: nucleic
acids as polymers of nucleotides
Explain the roles of messenger RNA, ribosomal
RNA and transfer RNA in protein synthesis.
Unit 1: Science fundamentals
Learning outcomes
Teaching content
The Learner will:
Learners must be taught:
5. Understand the importance
of inorganic chemistry in
living systems
© OCR 2017
5.1
Exemplification
Inorganic Chemistry is the study of elements and
compounds which do not include carbon-hydrogen
bonds
• metals and metal ions
• inorganic compounds i.e.:
o oxides eg CO2, NOx, MgO,
o peroxide H2O2
o hydroxides eg NaOH, KOH, Ba(OH)2,
Fe(OH)3
o hydracids eg HF, HCl, H2S
o nitrates
o phosphates
o sulfates
• bioinorganic - biological functions of metal ions
i.e.:
o Ni2+: hydrogenase, hydrolase
o Fe2+, Fe3+, Cu2+: oxygen transport and
storage, electron transfer,
o Na+, K+: osmotic balance, charge carrier,
o Ca2+: structural, charge carrier
o Mn2+, oxidase, structural, photosynthesis
o Li+: treatment of hypertension, bipolar
disorder
o Pt2+ treatment in chemotherapy
7
5.1
Many metal ions are cofactors (coenzymes or
prosthetic groups) of enzymes.
Nitrogen oxides are important biologically because
of their environmental impact. Nitric oxide is
important in the human body.
Peroxides are produced during amino acid
metabolism and must be degraded in the liver.
Nitrates, phosphates and sulfates are important in
plant biology. In plants nitrates are converted into
ammonium ions and incorporated into amino acids.
Phosphates form an essential part of DNA and
phospholipids.
Iron is important in the carriage of oxygen in
haemoglobin and myoglobin and as a component of
cytochromes in the electron transport chain. Copper
transports oxygen in haemocyanin in some
invertebrates and is a component of cytochrome
oxidase in the electron transport chain.
Sodium and potassium are important in the
maintenance of a constant environment in the cell
and in the transmission of the nerve impulse.
Calcium is important in animals in muscle
contraction and as a structural component of bone.
In plants calcium is a component of the middle
lamella between cells and is responsible for cell
adhesion.
Manganese is a cofactor for the water splitting
enzyme systems in photosynthesis and in some
protein based transporter systems.
Platinum is a component of the drug Cisplatin used
in cancer treatment. It interferes with DNA
replication.
Unit 1: Science fundamentals
Learning outcomes
Teaching content
The Learner will:
Learners must be taught:
6. Understand the structures,
properties and uses of
materials
6.1
Exemplification
The properties of a material determine its uses, and 6.1
can be explained by its chemistry
• mechanical properties, i.e.:
o strength (compression and tension)
o stiffness
o malleability
o ductility
o brittleness
o hardness
o density
• physico-chemical properties i.e.:
o boiling point
o melting point
o sublimation
• electrical properties, i.e.:
o charge flow (in conductors,
semiconductors and insulators)
o current
o internal resistance and combined
resistances
o electromotive force and potential
difference (voltage)
o number of charge carriers per unit
volume of conductors and insulators
o electrical energy and power
Learners should be able to interpret the results of
laboratory tests of mechanical properties of
materials including metals, composites, ceramics
and polymers.
The way molecules are arranged in polymers
determines the properties: chain length,
crosslinking, use of plasticizers, crystallinity.
Learners should be able to interpret stress-strain
graphs and calculate Young’s Modulus.
Density = mass÷volume. Learners should be able to
interpret phase diagrams.
Learners should be able to apply an understanding
of the electrical properties of materials to solve
problems in electrical circuits.
Ohm’s law illustrates the relationship of V ∝ I,
leading to V= IR
Current as flow of charge in a conductor I = ∆Q/∆t
Voltage as energy transfer per unit charge.
Resistor combination equations using Ohm’s Law
and Kirchhoff’s laws to illustrate an understanding of
current flow.
Series 𝑅𝑡 = 𝑅1 + 𝑅2 + 𝑅3
1
𝑅𝑡
Parallel
=
1
𝑅1
+
1
𝑅2
Energy (E) = VIt ( E = 𝐼 2 Rt, E =
Ohm’s law)
Power (P) =
𝐸
𝑡
+
1
𝑅3
𝑉2
𝑡
𝑅
by use of
; P = VI (P= 𝐼 2 R, P =
I = nAvq ; relate to charge carrier density.
© OCR 2017
8
𝑉2
𝑅
Unit 1: Science fundamentals
LEARNING OUTCOME (LO) WEIGHTINGS
Each learning outcome in this unit has been given a percentage weighting. This reflects the size and demand of the content you need to cover and its
contribution to the overall understanding of this unit. See table below:
LO1
LO2
LO3
LO4
LO5
LO6
15-20%
15-20%
15-20%
15-20%
15-20%
15-20%
ASSESSMENT GUIDANCE
All Learning Outcomes are assessed through externally set written examination papers, worth a maximum of 90 marks and 2 hours in duration.
The learners will be assessed through external examination but it would be helpful if they could undertake a series of time constrained assessment to test
their knowledge, understanding application during the learning process. These should include a range of assessment content such as short questions which
test knowledge, understanding and application. Questions which include two or more of these elements would be particularly helpful. These should not
demand long, theoretical answers but concentrate on the learner’s ability to interpret realistic or real information in order to explain or carry out particular
scientific tasks.
© OCR 2017
9
Unit 1: Science fundamentals
To find out more
ocr.org.uk/science
or call our Customer Contact Centre on 02476 851509
Alternatively, you can email us on [email protected]
Oxford Cambridge and RSA
OCR is part of Cambridge Assessment, a department of the University of Cambridge.
For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. ©OCR 2015 Oxford Cambridge and RSA
Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466.
OCR is an exempt charity.