Scheme of work: BTEC National Applied Science – Unit 5...

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Scheme of work: BTEC National Applied Science – Unit 5: Perceptions of science

SB = Student Book

LP = Lesson plan

SS = Skills sheet

AS = Activity Sheet

NS = Non-supervised individual study time

R = Research

TT = Tutor/technician sheet

Academic year:

Number of weeks: 20

Tutor Subject Area(s):

Physics/Chemistry/Biology

Duration of session:

Guided learning time: 60 Hours

Total learning time: 100 Hours

Credits: 10

Week Outcome Content Student activity Resources Grading Criteria

& PLTS

Stretch and

support

1 LO1 Know how

scientific ideas

develop

• Development

of theories:

- stages in

development

• Collection and

analysis of

data

• A recap from tutor on Catalyst activity, in

Student Book

• Tutor introduction to scientific method,

hypotheses and theories. Evolution used as

example from student book with question

and answer analysis.

• Visitor from research laboratory or

university to present general talk on

scientific theories

• R: research for theory using suggested list

in SB

• NS: homework information gathering

• SB: Activity 5.1A

• SB: Assessment activity 5.1 (P1)

• LP5.1, AS1, TT1: Scientific

theories

• SS: 4, 19

• Tutor PowerPoint example


• SB: Assessment activity 5.1

P1

TW, IE,

CT, SM

R: internet and

book research

on scientific

theories

NS: Correct

identification

of stages of

theory

development

within case

study

2 LO1 Know how

scientific ideas

develop

• Development

of theories:

- stages in

development

• Collection and

Analysis of

scientific data

• Produce a useful PowerPoint presentation

on the development of a well-known theory.

• Describe how the data was collected and

analysed to test the theory

• Class present short group responses to

questions

• R: PowerPoint presentation of theory

developments

• SB: Assessment activity 5.1 (P1)

• LP 5.1, AS1, TT1: Scientific

theories

• SS: 4, 19

• SB: Assessment Activity

5.1

• Tutor power point example

• Student Book

• Activity 5.1A

P1

PLTS: TW, CT

R: internet and

book research

NS:

continuation of

stages of

theory

development

within case

study

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3 LO1 Know how

scientific ideas

develop

• Value and

limitations of

science:

- scientific

questions

• Discussion led by tutor on asking the

appropriate questions in science

• R: Research into what makes a scientific

question. Make a list of questions which

science is addressing, cannot yet answer

and will never answer.


• SB: Assessment activity 5.1 (M1)

• Group activity – development of a

questionnaire on how the public perceive

science and on the suitability of questions


5.1

• Internet access

• SS: 4, 19

• Student Book

M1, D1

TW, IE,

CT, SM

R: internet and

book research

NS: more able

learners to

comment on

the

boundaries

between

questions e.g.

Problems of

developing

other life

forms..

4 LO1 Know how

scientific ideas

develop

• Uncertainties:

- acceptance

of ideas, peer

review

• R: research for examples of final

acceptance of ideas relating to theories

proposed in Student Book

• Tutor exposition – learners to be given

guidance to help in research of factors

which lead to the acceptance of science

ideas e.g. scepticism of peers, process of

producing a document for approval...

• SB: Assessment Activity 5.1 (D1)

• R: Why does it take so long for scientific

ideas to be accepted?

• Assessment Activity 5.1

(D1)

• Student Book

• Internet Access

D1

TW, IE

R: internet and

book research

SB:

Assessment

Activity 5.1

5 LO2 Understand

the public

perception of

science, as

influenced by

the media

• Media:

- types of

media,

influences,

accuracy of

information

• Tutor introduction to media presentation

using newspapers, journals. Highlight

language variations shown in Student Book.

• R: definition of media types

• Class discussion on development of

questionnaire and suitability of questions,

tick boxes, etc

• NS: homework production of questionnaire

• LP5.2(1), AS2, TT2:

Science and the media

• SS: 5,19

• Student Book

• Tutor example of

questionnaire format

P2, P3, M2, D2

TW, IE,

CT, SM

NS: good

analysis of

results and

comparison of

answers with

particular

social group

results

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• Group activity to carry out questionnaire

• Collating results and analysis of information


SB –

Assessment

Activity 5.2

6

LO2 Understand

the public

perception of

science, as

influenced by

the media

• Media:

- language

used and

effect of media

on different

social groups

• Tutor exposition – general overview of

media types with emphasis on TV,

Newspaper and Internet. Use of SB to show

media revenues and influences.

• R: definition of social groups with examples


• SB: Assessment Activity 5.2

• Continued group activity to carry out

questionnaire, collating results and analysis

of information

• LP5.2(1), AS2, TT2:


• SS: 5,19

• Student Book

P2, P3, M2, D2

TW, CT,

SM

R: internet and

book research

SB:

Assessment

activity 5.2

7 LO2 Understand

the public

perception of

science, as

influenced by

the media

• Perceptions of

science:

- general

aspects of how

science is

perceived by

the public with

specific cases.

• Spill over activity from AS2 with brief class

discussion on group findings.

• Tutor exposition - comparison of

generalised perception of science with

class findings


• R: how do the various media report on

science topics from one case study (video

report) e.g. measles, mumps and rubella

vaccine and effect on public


5.2

• LP5.2(1), AS2, TT2:


• Student Book

P2, P3, M2, D2

TW, CT

R: internet and

book research

NS:

production of

video diary of

media reports

on one case

study

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8 LO2 Understand

the public

perception of

science, as

influenced by

the media

• Attitudes to

science:

- control of

experimental

work, control of

public money

and media

output

• Tutor exposition on large organisational

influences, financial aspects and control of

output of science related information

• R: What is the influence exerted by large

media organisations?



5.2

• Student Book

• Newspapers/journals

• ICT access

P2, P3, M2, D2

TW, IE,

CT, SM

R: internet and

book research

NS:

background

research on

media giants

and influences

(D2)

9 LO2 Understand

the public

perception of

science, as

influenced by

the media

• Attitudes to

science:

- accuracy of

science

reporting,

control of ideas

and positive

attitudes

• Learners to look through various

newspapers, magazines, etc for different

styles of reporting on the same subject

material

• Production of collage for the class.

• AS3 – Science fact or fiction?

o Presented work by learners in

collective poster and individual

reports


• R: What is the public attitude towards

science in general?

• Tutor exposition – the importance of

safeguarding scientific research

• Class discussion – using a range of articles

on what aims the media have in reporting

science stories. Discussion of issues from

and reference to “Bad Science” by Ben

Goldacre.

• LP5.2(2) AS3, TT3:

Science fact or fiction?

• SS: 4, 19

• Student Book

• Video/DVD showing various

short clips from film/TV for

activity AS3

P2, P3, M2, D2

TW, CT,

SM

R: internet and

book research

NS: assess

the accuracy

of film makers

with respect to

science detail.

List key points

which are not

correct

10 LO2 Understand

the public

perception of

science, as

influenced by

the media

• Science

reporting:

- newspapers,

scientific

journals,

writing styles,

target

audience

• Tutor exposition – using SB identifying

different reporting styles for the same

subject (ref. LHC), target audiences.

• R: what are target audiences and how do

the media differentiate between them?

• SB: Assessment Activity 5.2 (D2)

• LP 5.2(2) (from previous lessons)

• LP5.2(2), AS3, TT3:

Science fact or fiction?

• ICT access

• SS: 4, 19

• Student Book

P2, P3, M2, D2

TW, CT,

IE

R: internet and

book research

NS: offer

explanations

as to the effect

of language

style on social

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• AS3 (from previous lessons) groups

perception of

science topics

11 LO2 Understand

the public

perception of

science, as

influenced by

the media

• Science

reporting:

- detail of

science, level

of language,

effects on

groups in

society


• R: identification of main social groups

targeted by the media. How are articles

perceived by various groups?

• Tutor exposition – linking the media reports,

film and television to the amount of detail

provided in science reporting. Brief

introduction to ethical and moral issues.

• Group feedback on research work

• NS: written examples of reactions from

groups to media reports. How much

science detail is in the report and left out of

the report?


• ICT access

• SS: 4, 19

• Student Book

P2, D2

TW, CT

R: internet and

book research

NS:

presentation in

written or

video format

for media

reports and

reaction

effects on

specific

groups

12 LO3 Be able to

investigate the

ethical and

moral issues

associated with

scientific

advances

• Scientific

advances:

- benefits,

draw backs

and risks

- contemporary

scientific and

technological

advances

• Tutor introduction to advances made in

science using pre-developed PowerPoint

• R: learner research on range of publicised

advances and drawbacks of the advances

as exampled e.g. DDT, nuclear power...


• Group feedback on list of advances

• Short activity evaluation linked to advances

and drawbacks



5.3

• SS: 4, 19

• Tutor PowerPoint example

• Student Book

P4, M3, D3

PLTS: TW, IE,

CT, SM

R: internet and

book research

NS: argument

- highlight a

case where

the advance

has been

halted

because of

risks and

provide a

viewpoint

SB:

Assessment

Activity 5.3

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13 LO3 Be able to

investigate the

ethical and

moral issues

associated with

scientific

advances

• Scientific

advances:

- contemporary

scientific and

technological

advances

• Tutor exposition – class discussion linked to

producing a full range of advances and

technological developments over the last 50

years

• R: learners use the internet to produce

table of advances (physics, chemistry and

biology)

• NS: additional work provided with brief

issues involved with advancements listed




5.3


• SS: 4, 19

• Student Book

P4, M3, D3

PLTS: TW, IE

R: internet and

book research

NS:

Tabulated

listing of

advancements

in science and

brief issues

involved

14 LO3 Be able to

investigate the

ethical and

moral issues

associated with

scientific

advances

• Ethical and

moral issues:

- definitions,

specific cases

– organ

donors, self-

inflicted

illnesses,

screening,

animal drug

testing, use of

scientific data

from unethical

and immoral

practice.

• Visiting speaker – ethical and moral

issues facing science development

• Tutor introduction to main activity –

development of personal informed opinion

on science advancement. Definitions of

ethical and moral

• R: research for specific cases of

advancement and ethical/moral issues

associated.

• NS: homework additional research

• AS4 – Science ethics

• PowerPoint presentation of ethical/moral

issues of one scientific advance


• LP5.3, AS4, TT4: Science

ethics

• SS: 4, 19

• Tutor presented case study

of advancement and

implications as example

• Student Book

P4, M3, D3

PLTS: TW, IE,

SM

R: internet and

book research

SB:

Assessment

Activity 5.3

15 LO3 Be able to

investigate the

ethical and

moral issues

associated with

scientific

advances

• Ethical and

moral issues:

- definitions,

specific cases

– organ

donors, self-

inflicted

illnesses,

• Tutor exposition – continued development

of work on science advancement.

• R: research for specific cases of

advancement and ethical/moral issues

associated.

• NS: homework completion of research on

moral and ethical issues surrounding a

range of scientific advances

• ICT Access


ethics


5.3

• SS: 4, 19

• Student Book

P4, M3, D3

PLTS: TW, IE,

R: internet and

book research

NS:

completion of

full research

activities and

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screening,

animal drug

testing, use of

scientific data

from unethical

and immoral

practice.

• AS4 – Science ethics

• PowerPoint presentation of ethical/moral

issues of one scientific advance completion


• Tutor helps to produce a class collective

piece of work

SM, CT power point

16 LO3 Be able to

investigate the

ethical and

moral issues

associated with

scientific

advances

• Ethical and

moral issues:

- definitions,

specific cases

– organ

donors, self-

inflicted

illnesses,

screening,

animal drug

testing, use of

scientific data

from unethical

and immoral

practice.

• Tutor instruction – recap on previous

research and tutorial work. Exposition on

Nazi war crimes and the use of information

for science

• Group activity – presentations of findings

and PowerPoint developments

• AS4 – Science Ethics


• End of topic discussion – feedback from

presentations and collective findings

• Activity evaluation

• ICT Access


ethics


5.3

• SS: 4, 19

Student Book

P4, M3, D3

PLTS: TW, IE,

SM, CT

R: internet and

book research

NS: report

writing for

assessment

work

SB:

Assessment

Activity 5.3

17 LO4 Know the

relationship

between

science,

commerce and

politics

• Society and

politics:

- political

groups,

pressure

groups, social

groups

• Tutor introduction to various influential

groups/organisations (class arranged in

small groups) tactics used to effect change

• R: learners to produce independent

research notes. What are the essential

differences between the group types?


• AS5 – Science and pressure groups

• Learners to present case study of one

particular group from a study of three

pressure groups



and pressure groups

• SS: 4, 19

• Tutor presented case study

in PowerPoint format or

hard copy

• Student Book referencing

for case studies


5.4

P5, M4, D4

PLTS: IE, CT

R: internet and

book research

to provide a

structural key

of workers

within the

organisation

NS: highlight

more than one

success of a

chosen

pressure

group

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18 LO4 Know the

relationship

between

science,

commerce and

politics

• Society and

politics:

- political

groups,

pressure

groups, social

groups and

international

groups.

Influences of

groups on

science and

society,

• Visiting speakers – pressure groups

• Tutor exposition – pressure group concerns

and examples of demonstrations to bring

about debate on scientific issues

• R: learners to provide further examples of

concerns raised by pressure groups

• AS5 – Science and pressure groups

• NS: learners to contact groups of their

choice and find out their purpose and

views.



and pressure groups

• SS: 4, 19

• Student Book


P5, M4, D4

PLTS: IE, CT,

SM

R: internet and

book research

NS: contact

various groups

of interest and

determine

purpose and

views

19 LO4 Know the

relationship

between

science,

commerce and

politics

• Commerce

and finance:

- funding

sources –

public/private,

vested

interests

• Tutor exposition – identification of main

funding sources and implications for

research

• NS: learners to present a list of various

projects and the funding bodies associated.

• AS5 – Science and pressure groups (link

from previous week)


• Tutor can identify some group work for

class discussion


• R: research into definition and examples of

‘vested interest’ parties.

• Group feedback on examples of vested

interest funding.


and pressure groups

• SS: 4, 19

• Student Book


P5, M4, D4

PLTS: IE, CT

R: internet and

book research

NS: write an

article which

highlights the

scientific

research and

influence of

the funding

body

20 LO4 Know the

relationship

between

science,

commerce and

politics

• Commerce

and finance:

- economic

considerations

and

constraints,

postcode

lottery issues

• Tutor exposition - Student Book section to

be used to good effect by tutor to highlight

the restraints imposed on research funding

for prescription drugs

• NS: learners to report on postcode lottery of

drug availability in the UK


• Group discussion on cost effectiveness

considerations for important medicines and

devices, organ donation etc.

• R: definition of Quality Adjusted Life Years


5.4

• Video film clip providing

BBC documentary of

‘postcode lottery’

• Student Book

P5, M4, D4

PLTS: IE, CT,

TW, SM

R: internet and

book research

NS: What

does postcode

lottery mean

and how does

it affect the

care provided

to a given

population?

Scheme of work: BTEC National Applied Science – Unit 5...

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