GCE Applied Science 2014-15
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
How does the growth of marram grass vary across a National Trust sand- dune system? How do
paths for walkers alter the growth of the marram grass? How could the National Trust manage the
sand-dunes and the marram grass to ensure the sustainability of the sand-dune system?
The following link may be a useful starting point:
http://www.wildlifetrusts.org/species/marram-grass
2. Investigate factors that affect the growth of pollen tubes linking your findings to a stated
horticultural context.
Example
Investigate the growth of pollen tubes with varying concentrations of sucrose. Link your findings to
an industrial horticulture business looking for the optimum conditions of growth. The following link
may be a useful starting point:
http://www.nuffieldfoundation.org/practical-biology/observing-growth-pollen-tubes
3. Investigate the protein content of a food linking your findings to a stated context.
Example
Investigate the protein content of different baby milk formula or protein shakes and link your
findings to product manufacturer. The following links may be a useful starting point:
http://www.nuffieldfoundation.org/practical-biology/quantitative-food-test-protein-content-powderedmilk
4. Investigate the properties of a hydrogel linking your findings to a stated context.
Example
Hydrogels are polymers that can retain many times their own weight in water. Many products now
use hydrogels. Disposable nappies and hair gel are two such products. Investigate the ability of
hydrogel to absorb water, and link it to a nappy or hair gel manufacturer. The following links may
be a useful starting point:
http://www.nuffieldfoundation.org/practical-chemistry/experiments-hydrogels-hair-gel-anddisposable-nappies
5. Investigate the behaviour of a mechanical toy linking your findings to a stated context.
Example
Investigate the behaviour of a toy such as a NERF gun. How does the gun perform when the
properties of the projectile are changed? The following link may be a useful starting point:
http://teachingphysics.wordpress.com/2008/11/15/projectile-motion-lab/
6. Investigate the behaviour of a material when it is heated linking your findings to a stated
context.
Example
Different materials behave in different ways when they are heated. You could measure the rate of
expansion of a metal when it is heated, linking your findings to a construction/engineering company
involved with developing applications using the metal. The following link may be a useful starting
point:
http://www.nuffieldfoundation.org/practical-physics/expansion-solid-rod
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 2014-15
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 2014-15
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 an animal and
link your findings to a business or organisation that is involved with using the animal (investigation
2), it is envisioned that they will all be doing different factors/animals etc.
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
How does the growth of marram grass vary across a National Trust sand- dune system? How do
paths for walkers alter the growth of the marram grass? How could the National Trust manage the
sand-dunes and the marram grass to ensure the sustainability of the sand-dune system?
The following link may be a useful starting point:
http://www.wildlifetrusts.org/species/marram-grassIdeas for teachers
Students could use results from an experimental simulation programme to COMPARE to their
results.
Ideas for teachers
Other contexts that candidates could use include:
How does a path affect invertebrate biodiversity?
http://www.nuffieldfoundation.org/practical-biology/biodiversity-your-backyard
Freshwater biodiversity and pollution.
http://www.nuffieldfoundation.org/practical-biology/monitoring-water-pollution-invertebrateindicator-species
Investigate the response of worms to soil improvers.
http://www.nuffieldfoundation.org/practical-biology/investigating-response-worms-soil-improvers
2. Investigate factors that affect the growth of pollen tubes linking your findings to a stated
horticultural context.
Example
Investigate the growth of pollen tubes with varying concentrations of sucrose. Link your findings to
an industrial horticulture business looking for the optimum conditions of growth. The following link
may be a useful starting point:
http://www.nuffieldfoundation.org/practical-biology/observing-growth-pollen-tubes
Ideas for teachers
Other factors that could be investigated include:

different growth media;

different sugars e.g. glucose;

different types of pollen;

effect of temperature.
3. Investigate the protein content of a food linking your findings to a stated context.
Example
Investigate the protein content of different baby milk formula or protein shakes and link your
findings to product manufacturer. The following links may be a useful starting point:
http://www.nuffieldfoundation.org/practical-biology/quantitative-food-test-protein-content-powderedmilk
Ideas for teachers
Other foodstuffs that could be investigated include:

baby milk;

protein shakes for athletes;

protein shakes for slimmers.
SAFETY NOTE: A more complicated method involving the Kjeldahl method could be used but
would require much higher levels of safety supervision as it involves hot concentrated acid.
4. Investigate the properties of a hydrogel linking your findings to a stated context.
Example
Hydrogels are polymers that can retain many times their own weight in water. Many products now
use hydrogels. Disposable nappies and hair gel are two such products. Investigate the ability of
hydrogel to absorb water, and link it to a nappy or hair gel manufacturer. The following links may
be a useful starting point:
http://www.nuffieldfoundation.org/practical-chemistry/experiments-hydrogels-hair-gel-anddisposable-nappies
Ideas for teachers
Other applications that could be investigated include:

wound dressings;

soil moisture retaining crystals.
5. Investigate the behaviour of a mechanical toy linking your findings to a stated context.
Example
Investigate the behaviour of a toy such as a NERF gun. How does the gun perform when the
properties of the projectile are changed. The following link may be a useful starting point:
http://teachingphysics.wordpress.com/2008/11/15/projectile-motion-lab/
Ideas for teachers
Other toys that could be used investigated:

toy catapults;

parachutes;

wind-up toys;

‘Hot Wheels’ racers and tracks;

spud guns;

water/air rockets;

air bazookas.
6. Investigate the behaviour of a material when it is heated linking your findings to a stated
context.
Example
Different materials behave in different ways when they are heated. You could measure the rate of
expansion of a metal when it is heated, linking your findings to a construction/engineering company
involved with developing applications using the metal. The following link may be a useful starting
point:
http://www.nuffieldfoundation.org/practical-physics/expansion-solid-rod
Ideas for teachers:
Other experiments that could be used include:

phase/state changes;

expansion;

specific heat capacities;

specific latent heats;

behaviour of gases (gas laws).
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.