GCE Applied Science 2013-14
UNIT ASC4 – APPLIED SCIENTIFIC INVESTIGATION
For this unit you need to carry out an original, extended practical investigation that
draws together all the knowledge, skills and understanding that you have developed in
other units of the specification.
You need to design, plan, carry out, analyse and evaluate your work on an individual
basis, working to deadlines, and within the constraints of your centre facilities.
Approved Investigations
You will need to select one of the following practical investigations:
1. Investigate the biodiversity of a stated habitat. Assess the impact of human
activity on the biodiversity and explain how an identified environmental
organisation could manage or assess this impact.
Example
Investigate how a path affects invertebrate biodiversity. Explain the significance of your
findings to a land-owner. The following link may be a useful starting point:
http://www.nuffieldfoundation.org/practical-biology/biodiversity-your-backyard
2. Investigate factors that affect the heart rate of a human linking your findings to
a stated context.
Example
Investigate how exercise affects the human heart rate and relate your findings to the
advice given by a personal trainer/coach to a young athlete. The following link may be
a useful starting point:
http://www.nuffieldfoundation.org/practical-biology/observing-effects-exercise-humanbody
3. Investigate factors that affect the senses or reactions of a human linking your
findings to a stated context.
Example
Investigate the distribution of touch receptors in the skin of individuals. Link your
findings to the sorts/types of materials that can be used for close-fitting garments such
as base layers for athletes. The following link may be a useful starting point:
http://www.nuffieldfoundation.org/practical-biology/assessing-skin-sensitivity%E2%80%93-locating-different-receptors
4. Investigate a Green Chemistry reaction linking your findings to a stated
context.
Example
Investigate the properties of a milk-based glue, comparing its behaviour to a
commercially available glue. Link your findings to the manufacturer of the
commercially available glue. The following link may be a useful starting point:
http://www.nuffieldfoundation.org/practical-chemistry/green-chemistry
5. Investigate a scientific process involving the use of water linking your findings
to a stated context.
Example
The hardness of water can be investigated, measuring the amount dissolved calcium or
magnesium salts in the water – this affects its properties (and taste). Water from
different sources can be investigated and the findings linked to problems of ‘scale’
forming in domestic appliances or pipes. The following link may be a useful starting
point:
http://www.nuffieldfoundation.org/practical-chemistry/testing-hardness-water
6. Investigate the electrical and/or mechanical behaviour of a
commercially/scientifically useful material
Example
The mechanical properties of polythene or fishing line under tension can be
investigated. The findings of the experiments can be related to the application of
supermarket bags or angling. The following link may be a useful starting point:
http://www.nuffieldfoundation.org/practical-physics/stretching-rubber
Vocational context
Although the titles above are set, the practical investigation must be set in a particular
vocational context which is of your choosing. Therefore, you need to identify an
example where your chosen title can be APPLIED specifically in relation to the work of
a local business or organisation. This does not preclude national or even international
businesses or organisations, but the link to the local level must be made. It is,
therefore, important that you plan an investigation which is directly applicable in a local
vocational context and that you also relate your findings to the purpose of the
investigation and its applied context.
GCE Applied Science 2013-14
UNIT ASC4 – APPLIED SCIENTIFIC INVESTIGATION
Supervision of practical work
Your work should, as far as possible, be carried out under controlled, supervised
conditions. Laboratory practical work should be supervised at all times.
If there is any work which is, of necessity, unsupervised e.g. a visit to local industry,
details should be noted by you in your lab-diary and by your supervisor on the report
coversheet. In some circumstances, it may not be feasible to supervise work e.g.
fieldwork such as river surveys, however a photographic record of you carrying out the
work should be included in your lab-diary. Note you should not undertake fieldwork
alone, in accordance with CLEAPSS guidelines.
Written work, such as your lab-diary, should be handed in and kept by your teacher
outside supervised time.
Writing your report
You should write a detailed report of your investigation which should include:
 Detailed aims
 A plan, linked to other areas of the AS/A level specification
 A record of your carrying out the investigation
 Information from the lab-diary and any other sources fully referenced, with
relevant parts of the lab diary included as appendices
 Suitably presented and processed data
 Evaluation of your results and methods used.
Presentation of the outcomes and conclusions related to the context and aims. The
report should be clear, logical, well structured and concise. You should use an
appropriate format e.g. tables, graphs, correct scientific terminology and accurate
spelling, punctuation and grammar.
Your report must be written under supervised conditions, taking no more than 5 hours.
Redrafting of the work is not permissible. Both the investigation and report must be
authenticated by you and your supervisor as being solely your own work.
Marking
Your completed investigation report (plus coversheets) will be submitted to WJEC for
external marking. The work should therefore be submitted by the given deadline.
GCE Applied Science 2013-14
UNIT ASC4 – APPLIED SCIENTIFIC INVESTIGATION
Teacher Guidance
Approved Investigations
The Investigations listed here are examples only. Although the titles are set, the actual
context is not. Candidates should be encouraged to find LOCAL examples where the
title can be APPLIED specifically in relation to a local business/organisation/setting.
This does not preclude national or even international businesses or organisations, but
the link to the local level must be made. It is intended that all candidates in a centre will
be doing different examples of the investigation, e.g. if two or more candidates want to
investigate the factors that affect the heart rate of a human, it is envisioned that one will
be investigating the effect of caffeine and the other will be investigating the effect of
exercise..
1. Investigate the biodiversity of a stated habitat. Assess the impact of human
activity on the biodiversity and explain how an identified environmental
organisation could manage or assess this impact.
Example
Investigate how a path affects invertebrate biodiversity. Explain the significance of your
findings to a land-owner. The following link may be a useful starting point:
http://www.nuffieldfoundation.org/practical-biology/biodiversity-your-backyard
Ideas for Teachers:
Students could use results from an experimental simulation programme to COMPARE
to their results.
Other experiments that could be used include:
How does the growth of marram grass vary across a National Trust sand-dune
system?
Freshwater biodiversity and pollution
http://www.nuffieldfoundation.org/practical-biology/monitoring-water-pollutioninvertebrate-indicator-species
Investigate the response of worms to soil improvers
http://www.nuffieldfoundation.org/practical-biology/investigating-response-worms-soilimprovers
2. Investigate factors that affect the heart rate of a human linking your findings to
a stated context.
Example
Investigate how exercise affects the human heart rate and relate your findings to the
advice given by a personal trainer/coach to a young athlete. The following link may be
a useful starting point:
http://www.nuffieldfoundation.org/practical-biology/observing-effects-exercise-humanbody
Ideas for Teachers:
Other experiments that could be used include:
Effect of caffeine (fizzy drinks / energy drinks / coffee)
Effect (or not) of age / gender / ‘fitness’
3. Investigate factors that affect the senses or reactions of a human linking your
findings to a stated context.
Example
Investigate the distribution of touch receptors in the skin of individuals. Link your
findings to the sorts/types of materials that can be used for close-fitting garments such
as base layers for athletes. The following link may be a useful starting
point:http://www.nuffieldfoundation.org/practical-biology/assessing-skin-sensitivity%E2%80%93-locating-different-receptors
Ideas for Teachers:
Other experiments that could be used include:
Colour-blindness.
Peripheral vision.
Resolution.
Hearing range (frequency).
Taste / smell tests.
Balance tests.
4. Investigate a Green Chemistry reaction linking your findings to a stated
context.
Example
Investigate the properties of a milk-based glue, comparing its behaviour to a
commercially available glue. Link your findings to the manufacturer of the commercially
available glue. The following link may be a useful starting point:
http://www.nuffieldfoundation.org/practical-chemistry/green-chemistry
Ideas for Teachers:
Other experiments that could be used include:
Making and testing the properties of bio-plastics.
Making and testing the properties of bio-fuels.
Investigating ‘bouncing custard’
5. Investigate a scientific process involving the use of water linking your findings
to a stated context.
Example
The hardness of water can be investigated, measuring the amount dissolved calcium or
magnesium salts in the water – this affects its properties (and taste). Water from
different sources can be investigated and the findings linked to problems of ‘scale’
forming in domestic appliances or pipes. The following link may be a useful starting
point:
http://www.nuffieldfoundation.org/practical-chemistry/testing-hardness-water
Ideas for Teachers:
Other experiments that could be used include:
Conductivity of water.
Solubility experiments.
Refractive index experiments – contact lens lubricant
Specific saline gravity (floating in the Dead Sea / Plimsoll Line)
Specific latent heat, specific heat capacity
6. Investigate the electrical and/or mechanical behaviour of a
commercially/scientifically useful material
Example
The mechanical properties of polythene or fishing line under tension can be
investigated. The findings of the experiments can be related to the application of
supermarket bags or angling. The following link may be a useful starting point:
http://www.nuffieldfoundation.org/practical-physics/stretching-rubber
Ideas for Teachers:
Other experiments that could be used include:
Electrical resistivity
Density
Breaking stress
Stress-strain behaviour
A range of different materials could be tested from metals through to pasta, chocolate
and biscuits!
A writing frame can also be found on the WJEC GCE Applied Science web page.
Centres are reminded that learners need to complete a hand written plan of the
investigation before commencing the investigations
The work will be marked by the WJEC and will need to be with the examiner in early
May (please see the Examination Timetable for the final submission date). A copy of
the generic mark scheme can be found on page 45 of the specification found at
http://www.wjec.co.uk/uploads/publications/12660.pdf
Teachers are referred to page 38-44 of the specifications for further guidance on this
unit.