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OR – Saltash.net Community School

Unit 1: Fundamentals of Science

Assignment Tasks

And

Scheme of Work Overview

Learning Outcomes

On completion of this unit, a learner should:

1 Understand the quantities involved in chemical reactions2 Understand structures in biological systems3 Understand types of energy and their interconversions4 Know the basic principles of electricity and electromagnetic radiation

Unit content

This what the students will learn during Unit 1, this contains information for P, M and D levels.

1 Be able to use the necessary skills to measure quantities for chemical reactions

The periodic table: organisation of elements; periodicity; groups (physical and chemical properties); relative atomic mass; atomic number Electronic structure of atoms: Bohr’s theoryBonding of elements: ionic bonding; covalent bonding; tetrahedral basis of organic chemistry Quantities in chemical reactions: formulae; balanced equations; relative molecular mass; moles; molar masses; molarities; preparation of standard solutions and titrations

2 Be able to use the correct equipment to identify structures and functions in different types of cells

Microscopic structures of cells: prokaryote (bacteria); eukaryote (plants, animals)Cell organelle structure and function: cell membrane; cell wall; nucleus; nucleolus; cytoplasm;Mitochondria; ribosome; endoplasmic reticulum (smooth and rough); Golgi body; lysosome; vesiclesTissues and their functions: epithelial; connective; nerve; muscular

3 Be able to investigate different types of energy and their transfer

Types of energy: mechanical (kinetic and potential); chemical; thermal; electricalExamples of energy transfer: metabolism, potential to kinetic, generation of electrical energy; thermalEnergy from fuels; nuclear energy to electrical energyMeasurement of energy: units; use of the calorimeter, efficiencies of energy transfer

4 Be able to communicate scientific information

Methods of communication: scientific report; scientific posters; presentations; audience; terminologyScientific report writing: title; abstract; introduction; method; results; accuracy; discussion; conclusions;References; bibliography


Contents Page.

Page 2 – 3. Learning Outcomes and Unit ContentPage 4. Contents Page.Page 5 . How to use these assignments


How to use the assignments.

In each assignment there are the same forms, below is guidance on how each form should be used.

1. Teachers Level Sheet (one for the whole unit) – this lists the requirements that each student needs to complete in order to pass that level, this is the gold standard of what a Pass, Merit and Distinction are. If students meet these even though they don’t complete all the tasks then they still pass. These are used as the objectives

2. Student Cover Sheet (one per assignment) – gives the student the information on the assignment and what the big picture is. The start date and target completion date need to be filled in before handing to students and this needs to be signed and dated by you when they complete the assignment. This needs to goon the front of each assignment.

3. Student tick list (one per assignment) – gives objectives (blue boxes) and lists the outcomes (in the tables) that the student needs to complete in order to meet each level. Care has been taken to ensure that if a student completes all the tasks then they will have met all the objectives. This also needs to be signed by you and the student for each level and submitted with the work. There is space at the bottom to show what the student needs to do to either complete the level or move onto the next one.

4. Lesson guidance (one per assignment) – lists the activities that should be completed in each lesson. This is guidance only. All students will have a paper copy of the big picture, objectives and the outcomes from the two sheets above but you may still want to display these to the whole class.

5. Resources (one per assignment) – any resources needed to complete the tasks, will be referred to in the lesson guidance.


Teachers Level Sheet – Unit 1 Fundamentals of science

Grading Criteria – The learning ObjectivesTo achieve a pass grade the evidence must show that the learner is able to:

To achieve a merit grade the evidence must show that the learner is able to:

To achieve a distinction grade the evidence must show that the learner is able to:

P1 outline the key features ofthe periodic table, atomicstructure and chemicalbonding [IE1, SM2,3]

M1 relate the key features ofthe periodic table to theconclusions drawn from thepractical activities

D1 explain how standardsolutions and titrations are

P2 demonstrate practically theability to prepare chemicalsolutions and test theiraccuracy[IE2, EP3]P3 record accuratelyobservations of differenttypes of tissues from a lightmicroscope[IE6, SM2,3]

M2 explain how the relativepresence of different cellcomponents influences thefunction of tissues

D2 compare different tissues with similar functions in terms of their structure and functions

P4 interpret electronmicrographs of different typesof tissues [IE6]P5 describe the key structuresand functions of a eukaryoticand prokaryotic cell[IE1; SM2,3]

P6 describe different types ofenergy transfer

P7 carry out a practicalinvestigation into the calorificvalue of different fuels[IE2; SM2,3; EP3]

M3 carry out a practicaldemonstration of a range ofenergy interconversions withappropriate explanations ofthe systems investigated

D3 evaluate the efficiencies ofenergy conversion systems

P8 outline the methods bywhich scientific information is communicated [IE1]

M4 produce a detailed, correctlystructured report whichdemonstrates a high level ofPresentation.

D4 compare and contrast thereport with a similar reportfrom a professional journal.

P9 report on a scientificinvestigation that has beencarried out.


Student Cover Sheet.

Forensic Science– Assignment 1

Student Name Group

Level Edexcel BTEC level 3 subsidiary diplomaCourse Title Applied Science (Forensic Science)

Unit Title Unit1: Fundamentals of scienceAssignment Number 1 (P1,M1,D1,)

Topic or Theme Basics in Chemistry

Big Picture Basic knowledge of the periodic table, atoms and how they bond together and competent practical techniques are the basis of all science-related industries, including forensics, environment, conservation, animal health and breeding, food manufacturing, engineering and aerospace.

In quality control laboratories tests are carried out to check the quality of substances, whether they are raw materials, materials being produced/manufactured on a large scale or checks on such substances such as the quality of river water or soil or foods.

Scenario

Boveywood Educational Publishers are developing teacher and technician support pack for a year 11 chemistry course – you will have several tasks to help the production of these resources: You are to produce a set of teacher’s answer sheets for a series of worksheets that are to be given

to year 11 on The periodic table and atomic structure, Electronic structure and Types of bonding. You are to produce a powerpoint using photos you have taken yourself to explain how to make a

standard solution for the technician support pack. You are to produce an instruction work sheet for students on how to carry out an accurate titration. You need to provide extra information for the teacher support pack about how making solutions

and performing titrations may be done differently in industryDate issued Date Submitted

Signed by Teacher

Signed by Student


Assignment 1 Student Tick ListPass

Merit

Distinction


P1 outline the key features of the periodic table, atomic structure and chemicalbonding P2 demonstrate practically the ability to prepare chemical solutions and test their accuracy

D1 explain how standardsolutions and titrations areprepared in industry

M1 relate the key features ofthe periodic table to theconclusions drawn from thepractical activities

Teacher Comments for Improvement

Completed worksheets the key features of the periodic table, atomic structure, & the three types of bonding.Demonstrated how to correctly and accurately make up solutions of different known concentrations. You should provide a PowerPoint instruction guide for how to make up the following standard solution s

Sodium Carbonate Copper Sulphate

Test the accuracy of your standard solutions by carrying out titrations

Calculate the mass of NaHCO3 needed to make your chosen solutionsWrite a conclusion based on the titration carried out, showing how the concentrations were calculated using formula masses and accounting for any anomalies. You must explain here how you used your periodic table in the calculations

Explain the preparation standard solutions and titrations in industry. How are the techniques you used carried out differently in industry.


Fundamentals of Science – Assignment 2

Student Name Grade

Level Edexcel BTEC level 3 subsidiary diplomaCourse Title Applied Science (Forensic Science)

Unit Title Unit 1 Fundamentals of ScienceAssignment Number 2 (P3, P4, P5,M2,D2)

Topic or Theme CellsScenario

You are working in an interdisciplinary laboratory and will be required to show competency in several areas. This will be achieved through observation of your skill in the laboratory and written reports made to your line manager. There will be several tasks for each discipline, which will all need to be completed.

Date issued Date Submitted

Signed by Teacher

Signed by Student


Assignment 2 Student Tick List

Pass

MMerit

Distinction


P3 record accurately observations of different types of tissues from a light microscope P4 interpret electron micrographs of different types of tissues P5 describe the key structures and functions of a eukaryotic and prokaryotic cell

M2 explain how the relativepresence of different cellcomponents influences thefunction of tissues


D2 compare different tissues with similar functions in terms of their structure and functions

Draw the different types of tissues ( Epithelium, connective, muscle and nerve) as seen through a microscope, carefully, in detail and include magnification. Label the key parts of these different cellsUsing the electron micrograph draw and label a bacteria cell, animal and plant cell. Label the following cell organelles: cell membrane; cell wall; nucleus; nucleolus; cytoplasm; mitochondria; ribosome; endoplasmic reticulum (smooth and rough); Golgi body; lysosome; vesiclesDescribe the function of each cell organelle outlined above

Label the following electron micrograph images of tissues: Epithelium, connective, muscle and nerve

For each electron micrograph explain how its structure and cells help it to carry out its function. For example you could discuss large amounts of Rough ER of a goblet cell found in epithelium tissue

Give examples of organs where you would find the different types of tissues. Compare and contrast similar tissues by looking at the structure of their cells and their specific functions. ie

Smooth muscle and cardiac muscle Squamous and columnar epithelium



Student Name Group

Big Picture

Energy can be defined in many different ways: the ability to do work, the ability to the change the properties of a material, or simply the ability to do “something”. Energy is a fundamental property of all material and can be extremely useful. Energy in its various forms is responsible for powering our vehicles, heating our houses, providing light to see, growing plants, and is responsible for our very survival. The biggest source of energy is simply the sun.

Level BTEC National Award and CertificateCourse Title Applied Science

Unit Title Unit 1 Fundamentals of ScienceAssignment Number 3 Energy and their interconversions

Topic or ThemeScenario


Signed by Teacher

Signed by Student



Pass


P6 describe different types of energy transfer

P7 carry out a practical investigation into the calorific value of different fuels


Produced a ppt on the different types of energy. For each type of energy you must give an example of how it is used in science

Produced a glossary of key words and units of measurement for energy

Completed Energy worksheet 1 on the different stations

Given examples (at least 4) of energy transfers that occur in the world of science. For example you could explain the energy transfers that occur when using a microscope or solar cell

Written report on the most efficient fuel

Completed teacher observation sheet

Energy Conversion Activity Worksheet 1 Name: ________________________

Station #1

Directions: Experiment with the radiometer (glass bulb apparatus) and the provided devices. See which one will make the fins rotate inside the glass bulb.

1. What device makes the fins rotate? ____________________________________________________________

2. What seems to be the source of energy used to rotate the fins? _____________________________________

3. What type of energy was the initial energy converted into? _________________________________________

Station #2 dynamo

Directions: Find out what this device does and what makes it operate.

4. What type of energy powers this device? _________________________________________________________

5. What types of energy are produced in this device? _________________________________________________

Station #3

Directions: Blow up some of the balloons; let them go and see what happens.

6. What type of energy is needed to stretch a balloon? ________________________________________________

7. Inflate one of the balloons. What kind of energy does an inflated balloon possess? ________________________

8. When you release the inflated balloon, what types of energy are produced from the stored energy in the balloon?

___________________________________________________________________________________________________

Station #4

Directions: See which toy is the fastest (Or just wind up the toys and have fun)!

9. What kind of energy must be added to make the toys move? __________________________________________

10. The added energy is converted into one form, which is then transformed into another. Describe this transformation process.


____________________________________________________________________________________________________________________________________________________________________________________________________________

Station #5

Directions: Find out all the different ways you can make these objects produce noise.

11. What type of energy must be added to the “instruments” to produce noise? ________________________________

12. What type of energy do the “instruments” produce? ____________________________________________________

Station #6

Directions: Sample some of the food and think about its origin.

13. What type of energy is necessary for the growth of all types of food? What type of energy do plants need to grow? _____________________________________________________________________________________________________

14. What type of energy is stored in food? _______________________________________________________________

15. How can you use this stored energy? Into what type of energy could it be converted? _________________________

Station #7 solar fans

Directions: Find out what these devices do and what is required to make these devices operate.

16. What type of energy is needed for these devices to operate? ____________________________________________

17. What types of energy do these objects produce? ______________________________________________________

Station #8

Directions: Rub the plastic spoon vigorously on the wool. Bring the spoon close to the small pieces of packing foam, without touching them, and observe what happens.

18. What type of energy do the pieces of Styrofoam exhibit when the spoon is brought near? _____________________

19. From where did this energy come? What form of energy was responsible for moving the small pieces of Styrofoam?

_____________________________________________________________________________________________________

20. Describe the energy conversion process from beginning to end, from rubbing the spoon on the wool to moving the small pieces of Styrofoam. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Merit

Distinction


M3 carry out a practicaldemonstration of a range ofenergy interconversions withappropriate explanations ofthe systems investigated

D3 evaluate the efficiencies ofenergy conversion systems


Carried out the following efficiency experiments Motor Bouncy balls Light bulb

For each of the above experiments you must calculate the energy efficiencies and draw energy interconversions diagrams. You will also need to describe the interconversions that are occurring

For each of the reports written above you will need to discuss how efficient each of the systems is. You will need to make sure your calculations and units are correct and that you use these in your evaluation

Discuss how (if possible) the efficiencies could be improved. You could also talk about alternative solutions to reducing energy loss – for example alternative technologies



Student Name Group

Big Picture

Scientific information is crucial for a variety of stakeholders, but communicating science poses a challenge for all. Politicians and government officials need accessible and accurate information to make informed decisions. The effect of pressure groups on governments can help determine whether or not a scientific technology — such as genetically modified food or stem-cell therapy — is implemented. This has significant implications for defining research agendas

Level BTEC National Award and CertificateCourse Title Applied Science

Unit Title Unit 1 Fundamentals of ScienceAssignment Number 4

Topic or Theme Scientific CommunicationScenario


Signed by Teacher

Signed by Student



Pass


P8 outline the methods bywhich scientific information iscommunicated

P9 report on a scientific investigation that has been carried out.


Produce a poster displaying the different methods of how science in communicated for a chosen topic I.e. GM foods, global warming

Identified on your poster the target audience of each type of communication

Summarised the different methods of communication scientific evidence and how they may target different audiences

Choose an area in science that you would like to investigate

Write up how you will complete your investigation. This should include title, abstract, introduction, method, results, accuracy, discussion, conclusions, references

Carryout your investigation and record your results in a suitable format

include correctly labeled diagrams, graphs, tables


Merit


M4 produce a detailed, correctly structured report which demonstrates a high level of presentation.

D4 compare and contrast thereport with a similar reportfrom a professional journal.


Included an abstract that is detailed yet precise and concise.

Draw conclusions from your investigation discussing accuracy, and precision of your techniques and apparatus

Included a bibliography and ensured that your referencing is complete and accurate

TO ACHIEVE A MERIT YOUR REPORT MUST BE DETAILED, WELL STRUCTURED AND ACCURATE

Compared the findings of another scientist to those that you have found. This will need to be a detailed comparison and should summarise and evaluate the similarities and differences in your layout and purpose. It must be from a profession journal

Worked independently

LessonLearning Outcomes

You should be able to:Activities Homework

113/09/10


M3 carry out a practical demonstration of a range of energy interconversions with appropriate explanations of the systems investigated

Introduction to energy assignment 3

Recap types of energy from KS3-4

Practical – complete series of energy conversion practicals

Complete teacher observation sheet

2 17/09/10

321/09/10



Write up – Produce PPT of different types of energy and their interconversions. Examples should be scientific for example microscope, solar cell,

Note lesson 3 is a double period

Complete PPT ready to be handed in lesson 5

422/09/10

P7 carry out a practical investigation into the calorific value of different fuels

Practical – most efficient fuel

Complete teacher observation sheet

5 27/09/10

61/10/10


D3 evaluate the efficiencies of energy conversion systems

Practical – efficiency of a motor

Write up – results and evaluations

Ensure write up complete ready to hand in

7 – 85/10/10



Practical – efficiency of bouncy balls



96/10/10

1011/10/10



Practical – efficiency of light bulbs



10 P8 outline the methods by Introduction to scientific Complete poster


15/10/1011

19/10/10

which scientific information iscommunicated

communication assignment 4

Research – different ways scientific information is communicated. Produce poster with examples

Note session 11 is over a double period

ready to be handed in lesson 13

1220/10/10

131/11/10


Plan an investigation of your choice

135/11/10

14 and 159/11/10



D4 compare and contrast the report with a similar report from a professional journal.

Completion of your investigation

16 - 1910/11/10



D4 compare and contrast the report with a similar report from a professional journal.

Write up of your investigation and compare to report from other scientific journals

Complete write up of investigation

Deadline for assignment

30/11/10


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