WJEC Level 1/2 Award in Applied Science 2
WJEC LEVEL 1/2 AWARD IN APPLIED SCIENCE
UNIT SPECIFIC TEACHER GUIDANCE
Unit 6: External Assessment (v1)
The purpose of this guidance is to give teachers guidance of depth and scope of content
statements in the Applied Science units.
Not all the content statements require a commentary. The fact a content statement has not
been elaborated on does not mean the content is more or less likely to be assessed than
other statements within the specification. The statements have simply been given to help
clarify boundaries.
WJEC Level 1/2 Award in Applied Science 3
External Assessment
There will be an external assessment that is used to assess learning from each unit in this
qualification. Details of the external assessment are as follows:

One hour examination

60 marks

Assessment criteria from each unit in the qualification will be assessed in each paper

Marks will be apportioned to each unit as follows:
Learning Outcomes: % Assessment per examination
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Total
%
12.517.5%
17.522.5%
22.527.5%
17.522.5%
12.517.5%
100%
Marks
8-10
10-14
14-17
10-14
8-10
60 marks

Each assessment criteria will be assessed across five series

There will be between 5 and 8 questions per paper

At least two extended response questions will be included in each paper based on
stimulus material and applied contexts

The ability to apply mathematical skills to questions set a scientific context will be
tested (This may include recording data, making calculations, presenting data and/or
interpreting data, rearranging equations, constructing and using information
graphs/charts)

All questions must require the learner to engage with stimulus material. Stimulus
material can include images, diagrams, photographs, graphs, information.

Available in June of each year
WJEC Level 1/2 Award in Applied Science 4
Unit 1
Environmental and Social Impacts of Obtaining Useful Substances
Aim and purpose
This unit focuses on the extraction and processing of raw materials to obtain useful
substances. Learners will be required to study the extraction and processing of raw materials
in order to convey the impact of obtaining useful substances on society and the environment
to a target audience.
WJEC Level 1/2 Award in Applied Science 5
Learning outcomes
Assessment criteria
The learner will:
The learner can:
LO1 understand how
useful substances are
obtained
AC1.1 describe changes
that formed deposits of
raw materials
Content
How changes in the surface and atmosphere have led
to the formation of raw materials
Changes
 Formation of Earth and other bodies in solar
system
 Carbon cycle
 Oil/natural gas formation
 Evaporation of ancient seas
 Reactions of metals with oxidising reagents
e.g. atmospheric oxygen
 Geological processes
 Changes in scientific understanding
Raw materials
 Crude oil and natural gas
 Metal ores
 Salt deposits
 Limestone
Commentary
Changes leading to formation of:
 sedimentary rock such as limestone
(calcium carbonate)
 crude oil deposits/ shale oil /natural gas
deposits
 salt deposits by evaporation of ancient
seas
Geological processes
 Plate tectonics – results in deposits of
useful minerals being moved around
globe (e.g. coal formed in tropical regions
under Antarctic ice cap)
Changes in scientific understanding
 Ideas change over time. Scientists build
new models to fit evidence e.g.
development of ideas about plate
tectonics
Raw materials
 Crude oil as a complex mixture of
hydrocarbons
 Metals (except gold) found as
compounds in metal ores – e.g. oxides of
iron (haematite, magnetite); aluminium
(bauxite). e.g. haematite formed as a
result of reaction between iron and
oxygen
WJEC Level 1/2 Award in Applied Science 6
Learning outcomes
Assessment criteria
The learner will:
LO1 (cont)
The learner can:
AC1.2 explain factors
influencing the choice of
methods used to obtain
useful substances
Content
Useful substances
 Limestone
 Metals
 Salt
 Hydrocarbons
Methods to obtain useful substances involves
two steps:
 Extraction of raw materials from earth’s crust
 Physical/chemical processing of raw
materials
Methods to extract raw materials depend upon:
 Nature of raw material (gas, liquid, solid)
 Location resources
 Cost and limitations of technology
 Availability of skilled labour
Methods to extract include
 Mining (surface, subsurface mining)
 Drilling (land rigs, sea platforms)
Methods to process raw materials depends upon:
 Physical composition of raw material
 Chemical composition of raw materials
 Physical and chemical properties of raw
materials
Methods to process include:
 Physical processes
 Chemical processes
Commentary
Salt (NaCl) is soluble in water and so salts can be
obtained by
 pumping water down a borehole and
extracting as a solution
 salt can also be mined as rock salt
Differences in boiling point e.g. mixture of liquids
with different boiling point can be separate by
fractional distillation
Differences in solubility e.g. mixture of a water
soluble salt and insoluble materials can be separate
by dissolving in water and filtration
Processing:
 fractional distillation of crude oil
 cracking of long chain hydrocarbons
 removal of sulfur from crude oil, natural gas
 metals extracted by reduction of ores.
o
iron extracted via blast furnace
 iron ore, coke and limestone are
raw materials
 ore is reduced by carbon monoxide
o
more reactive elements such as
aluminium extracted using electrolysis
 cations reduced at cathode
 Al3+ + 3e  Al at cathode
WJEC Level 1/2 Award in Applied Science 7
LO2 understand
impacts of obtaining
useful substances
AC2.1 evaluate
information sources
about the impact of
obtaining useful
substances
AC2.2 explain impacts of
obtaining useful
substances
Evaluation based upon the following criteria:
 Date information compiled
 Author(s)
 Evidence of bias
 Relevance
 Quality
 Evidence cited
 Peer-reviewed
Information sources
 Newspaper/ magazine articles
 Publicity from companies
 Publicity from pressure groups
 Web-based articles
 Scientific articles
Impacts
 Environmental
 Social
 Sustainability

Candidates should be familiar with the type
of evaluation that is used in ‘Newshound:
Reviewing resources’ (WJEC website)
WJEC Level 1/2 Award in Applied Science 8
Learning outcomes
Assessment criteria
The learner will:
The learner can:
LO3 be able to
communicate
information to
different audiences
AC3.1 use innovative
communication techniques
Content
Target audiences
 Policy makers
 ‘General public’
 Location
Communication techniques:
 Methods and style
Methods
 Selecting appropriate communication means
for audience
 Web-based methods
 Use images and text in ICT documents
 Multimedia e.g. sound recordings, Podcasts
 Interactive written documents
 Presentation software (e.g. PowerPoint)
 Webcam
 Bluetooth
Style
 Clarity of expression
 Tone
 Appropriate and accurate use of language
 Appropriate use of scientific terms
 Phrasing
Commentary
WJEC Level 1/2 Award in Applied Science 9
Unit 2
Using Chemistry to Prepare Useful Compounds
Aim and purpose
This unit introduces learners to the knowledge and laboratory skills necessary for the
preparation of useful chemical compounds used in industry and the service sectors.
Through this unit, learners will gain the necessary knowledge and essential laboratory skills
required to plan and prepare useful compounds.
WJEC Level 1/2 Award in Applied Science 10
Learning outcomes
Assessment criteria
The learner will:
The learner can:
LO1 know chemical
reactions used to
prepare compounds
AC1.1 describe chemical
reactions using chemical
notation
Chemical reactions
 Acid-base reactions
 Acid-carbonate reactions
 Redox reactions (acid-metal)
 Displacement reactions
Chemical notation
 Formulae
o Chemical symbols of elements
o Rules for writing chemical formulae of
compounds
 Use position elements in the
periodic table to write formula
of simple binary compounds
 Use ion charge to write
formula of simple compounds
 Chemical equations
o Word equations
o Balanced symbol equations
o Rules for writing chemical symbol
equations
Formula of following acids should be known:
 sulfuric acid
 hydrochloric acid
 nitric acid
AC1.2 describe chemical
reactions using chemical
terms
Chemical terms
 Atoms
 Ions
 Acid and base
 Salt
 Redox (oxidation and reduction)
 Displacement reactions
 Neutralisation reactions
Redox
 oxidation
o
gain of oxygen (and loss hydrogen)
o
also gain electrons – link reduction
metal ions in electrolysis (unit 1)
 reduction
o
loss of oxygen (and gain hydrogen)
o
loss of electrons
Content
Commentary
WJEC Level 1/2 Award in Applied Science 11
Learning outcomes
Assessment criteria
The learner will:
The learner can:
LO2 understand how
to prepare useful
compounds in a
laboratory
AC2.1 evaluate options to
prepare a useful
compound
Content
Preparation methods
 Acid-base reactions
 Acid-carbonate reactions
 Redox reactions (acid-metal)
 Displacement reactions
Criteria for suitability
 Hazards associated with method/chemicals
used
 Skills required
 Time required
 Ability to separate compound (i.e. using
solubility of compounds)
 Atom economy
 Success of preparation
Atom economy
 Use relative atomic mass and molecular masses
to calculate atom economy
Commentary
Hazards
 Recognise hazards from hazard
symbols
WJEC Level 1/2 Award in Applied Science 12
Learning outcomes
Assessment criteria
The learner will:
The learner can:
LO2 (cont)
AC2.2 explain how reaction
rate can be changed using
collision theory
Content
LO3 be able to
prepare useful
compounds using
laboratory equipment
AC3.1 prepare a useful
compound using laboratory
equipment
AC3.2 record information
Factors affecting rate
 Temperature
 Concentration
 Subdivision solids
 Catalyst
Collision theory
 Idea of collision theory
 Concept of activation energy
 Effect of factors on reaction rate
Equipment:
 Electronic balances
 General laboratory glassware including pipette
and burette
 Bunsen burners
 Thermometer
 Indicators/ pH meters
 Filtration apparatus
Safe working practice
 Recognising hazards
 Following risk assessments
Record information
 Format for recording data
 Clarity of records
 Accuracy of records
Commentary
Rate


rate of reaction as the rate at which a
reactant is used up or a product is formed
simple graphs showing concentration
products/ reactant or gas production with
time to illustrate idea of reaction rate
WJEC Level 1/2 Award in Applied Science 13
Unit 3
Using Science to Enhance Sensory Perception
Aim and purpose
This unit develops learners understanding of how auditory and visual information is received
by different animals. Understanding how animals use their sensory systems can help us
solve practical problems by enhancing our ability to receive information.
WJEC Level 1/2 Award in Applied Science 14
Learning
outcomes
Assessment criteria
The learner will:
The learner can:
LO1 know
scientific
principles
involved in the
transfer of
information
AC1.1 describe the
characteristics of waves
Content
AC1.2 describe
fundamental concepts of
electricity
Waves
 Electromagnetic spectrum
 Sound waves
Characteristics:
 Features
o Transverse and longitudinal waves
o Frequency, wavelength, velocity,
amplitude
o Wave equation
 Properties
o Reflection
o Total internal reflection
o Absorption and penetration
o Refraction
o Interference
o Diffraction
Fundamental concepts
 Current, voltage, and resistance
 Relationship of power to current and voltage
 Electric and magnetic fields associated with
electric currents
Commentary
Electromagnetic radiation
 transverse wave
 visible light, ultraviolet, infrared, radio
waves, microwaves and x-rays different
parts of electromagnetic spectrum
 differences between parts em in terms of
wavelength or frequency
 move with same speed through a
vacuum
Sound waves
 longitudinal wave
Electric field
 electric field around a dipole (definition
of dipole NOT required)



the electric field line is affected by a
nearby conductor/ insulator
conductor increases density of lines
link with electric fish AC2.2
WJEC Level 1/2 Award in Applied Science 15
Learning
outcomes
Assessment criteria
The learner will:
The learner can:
LO1 (cont)
AC1.3 describe
requirements for
information transfer
Content
AC1.4 describe energy
changes that take place
when information is
transferred
Information transfer
 Transmit
 Receive/process
Requirements
 Transmitters
 Carrying media
o What carries information?
 Sound waves
 Electromagnetic radiation
 Electrical signal
o What is the information travelling
through?
 Receivers
 Power requirements
Power sources for technological systems
o (Rechargeable) batteries
o Solar power
o Wireless electricity
Energy changes
 Electrical
 Thermal
 Electromagnetic
 Sound
 Kinetic
 Potential
Energy transfer in communication systems
 Systems in nature
 Technological systems
Energy efficiency
 Principle of conservation of energy
 Energy loss in communication systems
 Efficiency
Commentary
Electromagnetic waves
 can travel through vacuum
Sound waves
 can only travel through a solid, liquid or
gas
 travel faster and further in water than air
WJEC Level 1/2 Award in Applied Science 16
Learning
outcomes
Assessment criteria
The learner will:
The learner can:
LO2 understand
how sensory
systems are used
in nature
AC2.1 describe how
sensory organs receive
and process information
Content
Receiving visual and auditory information
 Visual sensory organs e.g. simple eye,
compound eye (insects), complex eye, pit eyes
(snakes)
 Differences in detectable freq ranges e.g.
snakes, insects, humans
 Auditory sensory organs e.g. in invertebrates
and mammals
 Differences in detectable frequency range e.g.
humans, bats, dogs and dolphins
 Role of nervous system in transferring
information from sensory organ to brain
 Role of brain in interpreting electrical signals
o Perception of visual information e.g.
distinguishing dark/light, colour.
Commentary
Visual sensory organ
 human eye as example complex eye
 simple diagram human eye with main
structures
 describe the function of different parts of the
eye
 describe how the eye is able to focus on
near and far objects
Auditory sensory organs
 human ear as an example of mammal
auditory organ
 simple diagram human ear with main
structures
 describe the functions of different parts of
the ear in receiving information
WJEC Level 1/2 Award in Applied Science 17
Learning outcomes
Assessment criteria
The learner will:
The learner can:
LO2 (cont)
AC2.2 explain how
animals use sensory
systems
Content
Commentary
Purpose of sensory systems
 Communicate
 Locate prey
 Warning system
 Navigate
Sensory systems
 Echolocation systems in bats
 SONAR systems in dolphins and whales
 Electro-location systems in electric fish
 Advantages of two eyes/two ears
 Advantages/disadvantages of different organ
positioning
 Changes in understanding of animals sensory
systems over time
Questions science cannot currently answer
 What is the ‘conscious’ understanding that
animals have of their environment and other
animals
Active electro-location in electric fish
 the fish creates an electric field similar to that
around a dipole
 changes to the electric field are caused by the
presence of near-by conductors/ insulators

conductors cause the electric field lines to
squeeze together (increase the density of
lines)

electric fishes have sensory cells in the skin
that pick up changes in the electric field

by analysing how an object changes the
electric field, the fish is able can find
information on the object’s conductivity, size,
and location
signals only operate over at the most a few
meters
also use as a guidance systems for navigation
in low-visibility water and for communication
electric field not effected by reflection etc.
unlike sound and light waves



LO3 be able to
recommend how to
solve problems by
enhancing the
reception of
information
AC3.1 review options
for solving problems
Review options
 Summarise different options
 Advantages/disadvantages of different options
 Use supporting information (primary/secondary
information)
 Use of scientific and technical language
WJEC Level 1/2 Award in Applied Science 18
Unit 4
Science of Human Activity on the Environment
Aim and purpose
This unit develops learner’s knowledge and understanding of the wide variety of organisms
that exist on the earth and introduces learners to how the diversity of organisms is affected
by environmental factors including human activity and interaction. The understanding and
skills developed through this unit will enable learners to measure the biodiversity of
environments and present information on the impact of human activity on the environment.
WJEC Level 1/2 Award in Applied Science 19
Learning
Outcome
Assessment Criteria
The Learner will:
The learner can:
LO1 understand
causes of diversity
in organisms
AC1.1 explain causes of
variation in organisms
Content
Variation is demonstrated through classification
 Classified by similarities, for example into
animals, plants and micro-organisms
 Constructing and using simple identification
keys to show how species can be classified
on the basis of major characteristics
How variation has developed
 Evolution from simple life-forms
 Process of Natural Selection: “survival of the
fittest”
 Inherited variation
 Mutations
AC1.2 analyse
environmental factors
that affect the diversity of
organisms
AC1.3 assess the impact
of human activity on the
environment
Commentary
Environmental factors
 Competition (for space, light, food)
 Predation
 Disease
 Pollution
 Indicator Species
The effects of human activity on living organisms:
 Construction
 Transport
 Leisure activities
 Nutrition
 Use of indicator species to assess
environment
How our understanding of impacts have changed over
time
Natural selection
 Apply the process of natural selection to
given situations.
 Inherited variation to monohybrid inheritance
only (use of simple Punnett square)
Indicator species
Understand that different species that are commonly
monitored as indicators for air, land and water
pollution
WJEC Level 1/2 Award in Applied Science 20
Learning Outcome
Assessment Criteria
The Learner will:
The learner can:
LO2 be able to
measure biodiversity
of environments
AC2.1 identify organisms
in an environment
Content
AC2.2 classify
organisms from
identification keys
AC2.3 interpret data on
organisms in an
environment
AC2.4 present
information on the
impact of human activity
on the environment
Planning
 Select appropriate equipment
 Organise time and resources
 Allocate roles in team working
Observation skills
 Accuracy
 Consider all aspects of an environment
Recording data
 Data collection
 Format for recording data
Safe working practice
 Recognising hazards
 Taking appropriate precautions
Classify organisms
 Construct simple identification keys that
describe major characteristics
 Use major classification groups to correctly
identify organisms
Interpret data
 Identify patterns/ trends in data
 Limitations of data (e.g. quantity of data
collected, number of indicator species
monitored, data collection methods used, time
frame over which data was collected, control of
variables)
Present information
 Style/format-presentation, leaflet, poster
 Timing/length/amount of information
 Use of ICT:
o spreadsheets
o graphs
o charts
o presentation software
Commentary
WJEC Level 1/2 Award in Applied Science 21
Unit 5
Maintaining and Improving Optimal State
Aim and purpose
This unit develops learner’s knowledge and understanding of how the body maintains an
optimal state through the process of homeostasis. The unit will develop awareness of the
signs that demonstrate a response to change and will enable students to consider how
responses can be altered and improved to deal with particular conditions.
WJEC Level 1/2 Award in Applied Science 22
Learning
outcomes
Assessment criteria
The learner will:
The learner can:
LO1 know
physical signs of
the body
responding to
changes in the
external
environment
AC1.1 describe a range
of physical signs that
show the body is
responding to changes in
the external environment
Content
Physical signs
 Sweating
 Shivering
 Change in skin colour
 Breathing rate
Changes
 Temperature
 Humidity
 Altitude
Optimal state
Need for a stable environment: homeostasis
AC1.2 describe how the
body responds to
changes in the external
environment
Feedback systems/control mechanisms
 Receptors, processing and output
signals/responses
 Positive and negative feedback
Commentary
Physical signs
 Changes in skin as a result of temperature
changes.
o colour change in skin
o sweating
o shivering
o vasoconstriction
o vasodilation
o role of the hair/erector muscle
WJEC Level 1/2 Award in Applied Science 23
Learning outcomes
Assessment criteria
The learner will:
The learner can:
LO2 understand how
the body uses
control mechanisms
to maintain optimal
state
AC2.1 explain control
mechanisms used to
respond to internal
changes
Content
Control mechanisms
 Cellular level
 Through nervous system (electrical)
 By the Endocrine system (chemical)
 Through the activation of the immune system
(chemical)
Internal changes
 Core temperature
 Dehydration
 Blood sugar levels
 Waste products (carbon dioxide, urea)
 Bacteria, viruses or other “foreign” presence
Commentary
Cellular level
 need of cells to maintain water and mineral
balance
 role of kidneys in maintaining water balance
Endocrine system
 the action of the hormone insulin
 the action of the hormone ADH
Immune system
 Identification of and simple description of
the role of white blood cell,
i) engulf and destroy ‘bacteria/virus’
ii) produce antibodies that help identify
bacteria/virus
iii) antibodies are also used as a
‘memory’ to protect the body from
infection at a later time
Vaccination tricks the control mechanisms
and artificially activates the immune
system.(link to 2.3)
Skin and temperature regulation
 simple diagram of skin to illustrate change
 explain the role of the components of the
skin
Urea
 produced in the liver when excess amino
acids are broken down
 removed from the blood by kidneys it and
make urine
Blood sugar levels
 These are controlled by hormone insulin
WJEC Level 1/2 Award in Applied Science 24
AC2.2 explain how
certain situations limit the
body’s ability to respond
to change
Situations
 Diseases which affect control mechanisms
(Cirrhosis of liver, Type 1 and 2 diabetes,
inflammatory diseases, autoimmune diseases)
 Extremes of conditions (cold diverting blood
away from extremities, leading to frost nip and
frost bite)
AC2.3 illustrate how the
body’s responses to
change can be altered
How responses to change can be altered
 Prolonged exposure to cold or altitude
 Training to improve responses
 Sports drinks: isotonic and hypotonic
(maintaining electrolyte balance)
 Drugs: depressants and stimulants affect the
nervous system
 “hormone” drugs: Anabolic steroids
 Immunosuppressant; used in organ
transplantation
WJEC Level 1/2 Award in Applied Science 25