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Unit 1:
Fundamentals of Science
Unit code:
R/502/5536
QCF Level 3:
BTEC National
Credit value:
10
Guided learning hours: 60
Aim and purpose
The aim of this unit is to enable learners to develop the practical techniques necessary to pursue a career as a
laboratory technician
...
Unit introduction
Learners wishing to pursue a career in science will need a general understanding of all the main sciences,
including basic practical techniques
...
Learners will develop vocational practical skills and knowledge of techniques through carrying out practical
investigations
...
Equipment and apparatus for more specific uses will
include volumetric equipment, microscopes and simple calorimeters
...
Learners will have the opportunity to present their own information using a variety of formats
and to consider the way that information is presented within a professional journal
...
Learning outcomes
On completion of this unit a learner should:
1
Be able to use the necessary skills to measure quantities for chemical reactions
2
Be able to use the correct equipment to identify structures and functions in different types of cells
3
Be able to investigate different types of energy and their transfers
4
Be able to communicate scientific information
...
The assessment criteria for a pass grade describe the
level of achievement required to pass this unit
...
D4
compare and contrast the
report with a similar report
from a professional journal
...
[IE6, RL6, SM1]
PLTS: This summary references where applicable, in the square brackets, the elements of the personal,
learning and thinking skills applicable in the pass criteria
...
Key
4
IE – independent enquirers
RL – reflective learners
SM – self-managers
CT – creative thinkers
TW – team workers
EP – effective participators
Edexcel BTEC Level 3 Nationals specification in Applied Science
– Issue 1 – January 2010 © Edexcel Limited 2009
Essential guidance for tutors
Delivery
This unit is delivered through the introduction of scientific concepts followed by a series of practical exercises
...
Learners need to review and develop their understanding of the periodic table, atomic structure and chemical
bonding
...
Some learners may need substantial teacher input
...
Calculation of quantities used in chemical reactions should be
introduced through the use of balanced equations and learners should have the opportunity to develop their
understanding of the terms and use of relative molecular mass, moles and molarities
...
Learners need to develop correct techniques
for drawing images seen with the microscope
...
The study of cell organelle structure and function can usefully be carried out using a combination of
light microscope work, observation of electron micrographs and learner research
...
Learners need to consider all
organelles and tissue types listed in the Unit content
...
This may be through class
discussion, group presentations, teacher input or individual completion of worksheets
...
The energy transfers
investigated should be a development from Key Stage 4 work and therefore more complex
...
Simple
calorimeters will be needed for investigating different fuels
...
Learning outcome 4
enables learners to develop a coherent approach to writing scientific reports and to consider other important
ways of presenting information
...
Planned activities should include the research and preparation of material for
learners to present in a variety of formats
...
Edexcel BTEC Level 3 Nationals specification in Applied Science
– Issue 1 – January 2010 © Edexcel Limited 2009
5
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the
programme of suggested assignments
...
Topic and suggested assignments/activities and/assessment
Introduction to unit – concept of looking at theory and then related practical work
...
Tutor introduction to a review of the periodic table, atomic structure and bonding using computer software or
worksheets
...
Formal teaching followed by practice exercises
...
Practise preparing standard solutions and carrying out
titrations
...
Correct use of microscope using prepared slides
...
Use of electron micrographs to observe cell structures
...
Identification of cell organelles, individual research on function of organelles
...
Assignment 2 – Training for Work (P3, P4, P5, M2, D2)
Individual learning time plus laboratory practical work
...
Practical demonstrations of energy conversions
...
Practise use of calorimeter
...
Tutor introduction to the topic
...
Class discussion on suitability
of different methods
...
Consideration of different purposes and types of audience
...
Assignment 4 – Communicating Scientific Information (P8, P9, M4, D4)
Individual learning time
...
6
Edexcel BTEC Level 3 Nationals specification in Applied Science
– Issue 1 – January 2010 © Edexcel Limited 2009
Assessment
For P1, learners must outline the periodic table, the electronic structure of atoms and the bonding of atoms
...
Learners must write balanced chemical equations from the results they generate
...
Lengthy descriptions of the quantities in which chemical
systems react are not required for P2
...
For P3, learners must use a light microscope in accordance with good practice to draw and label samples of
tissue types
...
For P5, learners must produce a short description of the structures and functions of cell
components
...
The tutor should teach
all the listed types of energy, their associated units of measurement and the interconversions listed in the
Unit content
...
For P7, learners must carry out a practical investigation into the calorific value of fuels
...
As an example, the
investigation could cover the calorific value of different types of alcohol
...
For P9, learners
need to produce a report using a standard format indicated by the headings given in the Unit content
...
For M1, learners must draw conclusions for the practical work completed on preparing standard solutions
and titrating as appropriate and relate the key features outlined in P1 to these conclusions
...
The need for a safe working
environment and risk assessments should be reinforced by the tutor
...
For M2, learners must briefly explain cell differentiation and its importance in the formation of tissue types
...
For
example, consideration of the effect a large number of mitochondria in a tissue may have on its function
...
For M3, learners must use appropriate practical methods, as provided by the tutor, to show energy
interconversions
...
Learners should be encouraged to take responsibility
for safety and doing risk assessments
...
For M4, the report produced by the learners must be correctly structured with the appropriate information
provided under the correct headings
...
The work should be detailed and well presented
with a clear record of what was measured and how, with accurate recording, manipulation and interpretation
of data and conclusions which accurately reflect observations
...
Tutors should ensure that
calculations are well presented, and there is correct use of scientific terminology
...
Edexcel BTEC Level 3 Nationals specification in Applied Science
– Issue 1 – January 2010 © Edexcel Limited 2009
7
For D1, learners must relate their practical work in the laboratory to industrial applications and comment on
how procedures and equipment may differ in industry
...
For
example, learners could compare cardiac and skeletal muscle, or endocrine and exocrine glands, or two
sense organs/receptors, clearly describing the differences between the tissues and explaining how both tissue
types perform similar functions
...
Illustrations learners have provided for M2 would be useful in
developing greater understanding of cellular components of tissues and the relationship to the function of the
tissue types
...
Each energy conversion system investigated should be individually
evaluated with appropriate vocational examples of their applications in industry
...
Learners must then compare and contrast the report with their own
...
This is for guidance and it is recommended that centres either
write their own assignments or adapt any Edexcel assignments to meet local needs and resources
...
Portfolio of scientific
information to be passed
to the graphic designer for
preparation of a web-based
programme to help the
teaching and understanding of
the use of titrations
...
NHS
...
A portfolio which records the
results of research carried out
and practical investigations
...
Presentation to outline
the various methods used
to communicate scientific
information
...
8
Edexcel BTEC Level 3 Nationals specification in Applied Science
– Issue 1 – January 2010 © Edexcel Limited 2009
Links to National Occupational Standards, other BTEC units, other BTEC
qualifications and other relevant units and qualifications
This unit forms part of the BTEC in Applied Science sector suite
...
The unit may provide links with the National Occupational Standards (NOS) in Laboratory and Technical
Activities at Level 3 and the NOS in Laboratory Science at Level 3 (see Annexe E for mapping)
Essential resources
Learners require access to an appropriate laboratory
...
Employer engagement and vocational contexts
Where possible, learners should visit industrial laboratories to see how the science they are studying in
this unit is used practically within the workplace
...
It would be beneficial for centres to visit the STEMNET website www
...
org
...
futuremorph
...
Indicative reading for learners
Textbooks
Foale S, Hocking S, Llewellyn R, Musa I, Patrick E, Rhodes P and Sorensen J – BTEC Level 3 in Applied Science
Student Book (Pearson, 2010) ISBN 9781846906800
Adams S and Allday J – Advanced Physics (Oxford University Press, 2000) ISBN 9780199146802
Ciccotti F and Kelly D – Physics AS (Collins Educational, 2000) ISBN 9780003277555
Fullick A and Fullick P – Chemistry: Evaluation Pack (Heinemann Educational Secondary Division, 2000)
ISBN 9780435570965
Fullick A – Heinemann Advanced Science: Biology (Heinemann Educational Secondary Division, 2000)
ISBN 9780435570958
Fullick P – Heinemann Advanced Science: Physics (Heinemann Educational Secondary Division, 2000)
ISBN 9780435570972
Thompson A, Lainchbury A and Stephens J – Advanced Practical Chemistry, 2nd Edition (Independent Learning
Project for Advanced Chemistry) (Hodder Murray, 1997) ISBN 9780719575075
Edexcel BTEC Level 3 Nationals specification in Applied Science
– Issue 1 – January 2010 © Edexcel Limited 2009
9
Journals
Chemical Reviews
Journal of Applied Physics
Nature
Scientific American
Science
Websites
www
...
com
Akzonobel (formally the ICI Company)
www
...
co
...
cellsalive
...
nln
...
uk
National Learning Network resources
www
...
org
The Royal Society of Chemistry
Delivery of personal, learning and thinking skills
The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been
included within the pass assessment criteria of this unit
...
Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further
opportunities to develop a range of PLTS through various approaches to teaching and learning
...
Edexcel BTEC Level 3 Nationals specification in Applied Science
– Issue 1 – January 2010 © Edexcel Limited 2009
Functional Skills – Level 2
Skill
When learners are …
ICT – Use ICT systems
Select, interact with and use ICT systems
independently for a complex task to meet a
variety of needs
making appropriate choices of software programs to facilitate
research, storage and development of information
Manage information storage to enable
efficient retrieval
correctly using folders etc to store researched information about
a number of different topics in an efficient manner
ICT – Find and select information
Select and use a variety of sources of
researching information using a variety of websites to create
information independently for a complex task reports or presentations
ICT – Develop, present and
communicate information
Enter, develop and format information
independently to suit its meaning and
purpose including:
●
text and tables
●
images
●
numbers
●
records
producing a well-structured scientific report
Bring together information to suit content
and purpose
preparing presentation material
Present information in ways that are fit for
purpose and audience
making presentations
Mathematics
Identify the situation or problem and the
mathematical methods needed to tackle it
Select and apply a range of skills to find
solutions
Use appropriate checking procedures and
evaluate their effectiveness at each stage
identifying the mathematical techniques required during practical
investigations
manipulating data gathered
ensuring accuracy of calculations
English
Speaking and listening – make a range of
contributions to discussions and make
effective presentations in a wide range of
contexts
presenting their findings to the class
listening to tutors and visiting speakers
listening to peer presentations
taking part in group discussions
Reading – compare, select, read and
understand texts and use them to gather
information, ideas, arguments and opinions
reading information from a variety of sources, selecting the
relevant information to fulfil purpose
Writing – write documents, including
extended writing pieces, communicating
information, ideas and opinions, effectively
and persuasively
writing reports, articles and producing presentations following
their own research