BTEC Level 3 Extended Diploma in
Applied Science
Pre-Enrolment Induction Task
Summer 2015
In order to get you fully prepared for your BTEC Applied Science Course, we
have set you the following tasks. We will be using the skills and understanding
shown in this task in the first few lessons of the course and then throughout
your biology course. You should bring the completed task to your first BTEC
Applied Science lesson.
There are 3 parts to this activity. You need to print the pages of the assignment,
read the introductions to each part, then answer the questions in the spaces
provided.
Name ___________________________
Just to remind you what the BTEC Level 3 Extended Diploma in Applied
Science course is about:
What you will study – (Year 1) Fundamentals of science; working in the
science industry; scientific practical techniques; perceptions of science; human
body system; defence against disease; electrical circuits & their applications;
genetics & genetic engineering; chemical laboratory techniques.(Year 2)
scientific investigation; use of mathematical tools in science; exercise, health &
lifestyle; using statistics in science; biochemistry & biochemical techniques;
energy changes, sources & applications; chemistry for biology technicians;
medical physics techniques; chemical periodicity and its applications; industrial
applications of organic chemistry.
How we work – we use a variety of teaching and learning styles involving clear
explanations, practical investigation and demonstrations, data analysis, problem
solving, diagrams, power point presentations.
What we need from you – to bring basic stationery to lessons, be punctual,
excellent attendance and engaged. To commit to 4.5 hours of time per week
outside of lesson to be spent on researching and doing assignments.
Skills we develop and test
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Practical skills in biology, physics and chemistry
Devising risk assessments and working safely in science laboratories
Application of knowledge and development of research skills
Health & Safety Awareness
When scientists work in a laboratory there are certain procedures and practices they have to
carry out whether they are involved in routine laboratory analysis or in scientific research.
In order for them to carry out these procedures and practices safely they must follow health
and safety rules
In the table below enter each Personal Protective Equipment (PPE) that has to be used
when carrying out a practical at school and when it is used and what it is specifically used to
protect you from
Personal Protective
Equipment (PPE)
When it is used and what it is used to protect you from
Physics Skills
The purpose of this exercise is to see how you analyse and present data in a scientific way.
Investigating how the Length of a Pendulum effects the Swing Time
The length of a pendulum was altered and the time taken for each swing was measured.
The time of each swing was measured 3 times so that an average value could be found.
The results were:
(length = 10 cm, time 1 = 2.7 sec, time 2 = 3.1 sec, time 3 = 2.5 sec)
(length = 20 cm, time 1 = 6.2 sec, time 2 = 5.7 sec, time 3 = 6.5 sec)
(length= 30 cm, time 1 = 9.7 sec, time 2 = 8.6 sec, time 3 = 9.2 sec)
(length= 40 cm, time 1 = 12.6 sec, time 2 = 11.9 sec, time 3 = 12.2 sec)
(length= 50 cm, time 1 = 15.8 sec, time 2 = 14.4 sec, time 3 = 15.3 sec)
(length= 60 cm, time1 = 18.2 sec, time 2 = 17.6 sec, time 3= 18.4 sec)
Task 1
Present the results above results in a table using correct headings and including correct and
appropriate units. You should have a column for time 1, time 2 and time 3 and a column for
the average time.
Task 2
Using the data presented in your table, produce a graph of your results.
appropriate style of graph and correctly label the axes.
Choose an
Task 3
Draw the most appropriate line of best fit for your points. Find the gradient of this line and
express the value of the gradient to 2 decimal places (2 d.p.).
Task 4
The period for a pendulum may be roughly given by the equation T = 6.28 x (length of string
in meters/0.2). Work out the expected period for a pendulum of length of string of 40 cm.
Calculate the difference between the calculated value and the value you found for a
pendulum of length of string 40 cm in the data. Express the difference to 2 significant figures
(2 s.f.).
Task 5
Produce a graph from the data in the table below. Draw a line of best fit for the points and
identify any anomalous results.
Mass of pendulum (kg)
2
3
5
7
9
13
21
Period (seconds)
26
21
17
11
10
8
3
Chemistry Skills
What are atoms made of?
In chemistry, you need to know that atoms are made of 3 “sub-atomic” particles called
protons, neutrons and electrons.
These particles have mass and charge values which are relative to each other as shown in
this table:
Particle name
Proton
Neutron
Electron
Relative charge
+1
0
-1
Relative mass
1
1
0
Atomic Number, Mass Number and Isotopes

Atomic number = Z. It is also called the proton number as it gives the number of
protons in the nucleus. For atoms, the number of protons is equal to the number of
electrons because atoms have no overall charge.
Elements are arranged in the periodic table in order of their atomic (proton) number.
The mass number is given the symbol A. It gives the total number of neutrons +
protons. These are the particles in the atom which have mass, and they are found in
the nucleus.
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1. Obtain a copy of the periodic table of elements and complete the table below:
Element
Symbol
Z
sodium
A
Number of
Number of
Number of
protons
neutrons
electrons
23
6
12
12
12
84
210
chlorine
17
35
chlorine
17
37
2. The last two elements are “isotopes” of chlorine. In general, what are isotopes?
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Arrangement of Electrons
What you know from GCSE:
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Electrons orbit the nucleus in energy levels (called shells)
You always fill innermost levels first
The first level can hold a maximum of 2 electrons, the second can hold 8 and the
third can hold a maximum of 8.
Elements and the periodic table
Elements are arranged in groups in the periodic table according to how many electrons they
have in their highest energy level (outer shell). You will probably be familiar with groups 1
to 7 (lithium to fluorine) of the periodic table. Use a simple copy of the periodic table to
carry out the next tasks.
3. Draw a diagram to show the electron arrangement in shells of each of the following
elements- carbon, fluorine, magnesium and sulfur.
Carbon
Fluorine
Magnesium
Sulfur
Formation of ions

An ion is a charged particle. Ions of opposite charge can bond together.

Ions are formed when an atoms gains or loses electrons to get a complete outer shell

Group 1 elements have 1 electron in their outer shell. They lose this electron, which
means they lose a negative charge, hence end up with a charge of +1. A sodium
ion is written as Na+

Group 7 elements (fluorine, chlorine etc) have 7 electrons in their outer shell; they
gain 1 electron from their surroundings to complete their outer shell. They now have
an extra negative charge: they carry a -1 charge. A fluoride ion is written as F-.

Group 6 elements have six electrons in their outer shell; they pick up two electrons
from their surroundings to complete their outer shell. They now have two extra
negative charges: they carry a -2 charge. An oxide ion is written as O2-
4. Draw diagrams to show the electron arrangement in shells of the atoms and ions
of the following elements:
Sodium atom
Sodium ion (Na+)
Chlorine atom
Chloride ion (Cl-)
Magnesium atom
Magnesium ion (Mg2+)
Oxygen atom
Oxide ion (O2-)
When sodium ions bond with chloride ions, we write the formula as NaCl.
When sodium ions bond with oxide ions, the formula is Na2O.
5. Explain why these are the formulas of these two compounds:
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