Scheme of work: BTEC National Applied Science –...
Transcript of Scheme of work: BTEC National Applied Science –...
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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: Activity 5.1A
• 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.
• NS: homework information gathering
• SB: Assessment activity 5.1 (M1)
• Group activity – development of a
questionnaire on how the public perceive
science and on the suitability of questions
• SB: Assessment Activity
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
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: Activity 5.2A
• SB: Assessment Activity 5.2
• Continued group activity to carry out
questionnaire, collating results and analysis
of information
• LP5.2(1), AS2, TT2:
Science and the media
• 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
• SB: Assessment activity 5.2
• 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
• SB: Assessment Activity
5.2
• LP5.2(1), AS2, TT2:
Science and the media
• 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?
• SB: Assessment Activity 5.2
• SB: Assessment Activity
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
• SB: Assessment activity 5.2
• 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
• SB: Assessment Activity 5.2
• 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?
• Assessment Activity 5.2
• 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...
• NS: homework information gathering
• Group feedback on list of advances
• Short activity evaluation linked to advances
and drawbacks
• SB: Assessment Activity 5.3
• SB: Assessment Activity
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
• SB: Assessment activity 5.3
• SB: Activity 5.3A
• SB: Assessment Activity
5.3
• SB: Activity 5.3A
• 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
• SB: Assessment activity 5.3
• 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
• LP5.3, AS4, TT4: Science
ethics
• SB: Assessment Activity
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
• SB: Assessment activity 5.3
• 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
• Assessment Activity 5.3
• End of topic discussion – feedback from
presentations and collective findings
• Activity evaluation
• ICT Access
• LP5.3, AS4, TT4: Science
ethics
• SB: Assessment Activity
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?
• NS: homework information gathering
• AS5 – Science and pressure groups
• Learners to present case study of one
particular group from a study of three
pressure groups
• SB: Assessment activity 5.4
• LP5.4, AS5, TT5: Science
and pressure groups
• SS: 4, 19
• Tutor presented case study
in PowerPoint format or
hard copy
• Student Book referencing
for case studies
• SB: Assessment Activity
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.
• SB: Assessment activity 5.4
• LP5.4, AS5, TT5: Science
and pressure groups
• SS: 4, 19
• Student Book
• Assessment Activity 5.4
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)
• SB: Assessment activity 5.4
• Tutor can identify some group work for
class discussion
• SB: Activity 5.4A
• R: research into definition and examples of
‘vested interest’ parties.
• Group feedback on examples of vested
interest funding.
• LP5.4, AS5, TT5: Science
and pressure groups
• SS: 4, 19
• Student Book
• SB: Activity 5.4A
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
• SB: Assessment activity 5.4
• Group discussion on cost effectiveness
considerations for important medicines and
devices, organ donation etc.
• R: definition of Quality Adjusted Life Years
• SB: Assessment Activity
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?