BTEC Level 2 Certificate
in Applied Science
Course handbook
September 2010 onwards
Dear Student
Welcome to the BTEC Level 2 Certificate in Applied Science.
You have chosen this course and this handbook is designed to give you an insight into
how the course will be run.
The BTEC Level 2 Certificate is a 90 guided learning hour course which will give you a
vocational qualification. It will give you the knowledge, understanding and skills to
help prepare you for employment or to lead on to further areas of study.
The course consists of 3 core units for the complete qualification which have specific
learning outcomes.
The three units have been broken down into assignment tasks which form part of a
number of central assignment briefs.
The tasks cover different assessment criteria and are designed for you to produce
finished pieces of work which also compliment and act as learning tools for each
other and produce a complete interrelating body of work.
As the course is vocational you will be visiting places of work, meeting and working
with practising scientists and learning how to develop science with a set purpose. You
will be able to discuss and evaluate the progress and end results of your work. You
will also look at health and safety issues in the Science laboratory
There is no examination, but each assignment task will be assessed and internally
verified by your teachers and an external verifier will assess your work.
You will be given definite deadline dates for each assignment task. There will be
continual comments/exchanges about your work and an interim feedback form will be
given to you before the deadline date to give you written suggestions on how to
improve your work.
Before handing in each finished assignment task you will complete a Btec assignment
cover Page. As you complete each assignment task you will be told what grade you
have achieved – Pass, Merit or Distinction.
At the end of the course the grades are passed to Edexcel and you will achieve a
Pass, Merit or Distinction on your certificate.
We will expect you to do a couple of hours of homework each week to enhance and
further develop your class work. At the back of this handbook you will find the
appeals procedure and the centre’s malpractice policy which you need to sign to verify
that you understand them.
This course offers you a real opportunity to work in a variety of different ways and
achieve your potential.
We hope that you enjoy the course
From the Science Department
BTEC Level 2 Certificate Applied Science – Course details:
Introduction
BTEC Firsts are QCF Level 2 qualifications designed to provide specialist work-related
qualifications in a range of sectors. They give learners the knowledge, understanding and skills
that they need to prepare for employment.
On successful completion of a BTEC First qualification, learners can progress to or within
employment and/or continue their study in the same, or related vocational area.
BTEC Level 2 Certificate in Applied Science
This 15 credit qualification is broadly equivalent to one GCSE and covers the Key Stage 4
Programme of Study for science.
The qualification offers an approach based on the learner taking on the role of being employed
within the science industry. Teaching strategies reflect the nature of the work within science–
based industries, using a series of assignments and activities encouraging learners to take
responsibility and ownership for their learning. The qualification is 100 per cent internally
assessed. Learners may progress to a BTEC Level 2 Diploma in Applied Science or related BTEC
Nationals, or enter employment.
BTEC Level 2 Certificate – What does the course entail?
The Edexcel BTEC Level 2 Certificate is a 90 guided learning hours qualification
comprising 3 core units which cover aspects of knowledge, understanding and
competency necessary for employment within the sector. As such the BTEC Level 2 Certificate
offers a qualification which can extend a learner’s programme of study and provide vocational
emphasis within their programme of study. Equally, the BTEC Level 2 Certificate offers a focused
qualification for learners who wish to follow a programme of study that is directly related to their
work experience, or to an aspect of employment that they wish to move into in due course.
The Edexcel BTEC Level 2 Certificate in Applied Science consists of three core units that provide a
combined total of 90 guided learning hours (GLH) for the completed qualification.
Edexcel BTEC Level 2 Certificate in Applied Science
Unit Core units
1 Chemistry and Our Earth
2 Energy and Our Universe
3 Biology and Our Environment
GLH
30
30
30
Level
2
2
2
Unit 1: Chemistry and Our Earth
NQF Level 2: BTEC certificate
Unit Aim and purpose
This unit enables learners to acquire knowledge of fundamental chemistry concepts and the
environmental effects of human and natural activity related to chemistry. Learners will develop
skills that underpin applications of chemistry in the manufacturing and service industries.
Unit introduction
This unit covers the basics of chemistry and the associated skills that are in demand in industry.
These topics include:
 basic chemical classification – elements, compounds and mixtures
 safe use of chemicals within work setting
 industrial use of chemistry in the production of items for sale and the ways to maximise
the production of these items
 how natural factors and chemical reactions have changed the Earth since its origin and are
still changing it.
Learners will find out about chemical classification and be able to carry out investigations to
identify elements, mixtures and compounds.
Learners will have the opportunity to cover the fundamental topics of chemistry, including atomic
structure, chemical properties and the factors that affect chemical reactions. This will be related
to industry and the maximising of industrial yields.
This unit will develop the learners practical skills and knowledge of techniques through carrying
out practicalinvestigations. These include skills such as handling laboratory apparatus, following
laboratory procedures and processes, recording and analysing data, risk assessments,
communication skills, using correct symbols and scientific terminology.
Learners will investigate the effect that chemical processes have on the environment and the ways
that these can be minimised.
The knowledge and skills developed are essential for science technicians/assistant practitioners
(or employees carrying out other related roles) working in a number of chemistry-related
industries and laboratory services.
Learning outcomes
On completion of this unit a learner should:
1 Be able to investigate different types of chemical substances related to their physical properties
2 Be able to investigate the properties of elements relating to their atomic structure
3 Be able to investigate the factors involved in the rate of chemical reactions
4 Know the factors that are affecting the Earth and its environment
Unit content
1 Be able to investigate different types of chemical substances related to their physical
properties
Different types of chemical substances: elements and their symbols; compounds; mixtures
Representing chemicals: construct formulae of molecules; draw diagrams of simple molecules
(representing solids, liquids and gases)
Physical properties: electrical conductivity; thermal conductivity; melting and boiling points as used in
quality control processes; solubility in different solvents; viscosity
Uses of chemicals based on their physical properties: uses, eg conductors and insulators in the
construction industries, two-component polyurethane used in engineering
2 Be able to investigate the properties of elements relating to their atomic structure
Atomic structure: nucleons and electron shells; relationship to the elements 1 to 20 in periodic
table;isotopes, eg hydrogen, chlorine
Chemical properties: gradation in properties in group 1 and group 7 – relationship with electronic
configuration; reactivity with water; displacement reactions
Uses of chemicals based on their chemical properties: silver halides, eg in photography; argon, eg in
welding, silicon, eg in computer-chip technology
3 Be able to investigate the factors involved in the rate of chemical reactions
Equations: word equations; simple balanced equations; recognise reactants and products in a reaction,
eg exothermic and endothermic reactions, reaction of alkali metals with water
Reaction rates: effect of catalysts, surface area, concentration and temperature on rate of reaction;
use of reaction rate graphs
Industrial processes: production of useful materials from their natural sources; how yields are
maximised; altering rates of reaction, eg manufacture of cooking fats, making tyres from synthetic
rubber; atom economy
4 Know the factors that are affecting the Earth and its environment
Natural activity factors: the Earth’s crust; tectonic plates; volcanic eruptions and gases; effects on the
atmosphere and oceans
Human activity factors: effects on land; obtaining materials from the sea, land and air, eg coal, natural
gas, oil, metal ores, salt, nitrogen, oxygen; effects of chemical processing, eg energy factors, heath and
safety, disposal
Sustainable development issues: human problems, eg global warming, greenhouse gases, acid rain;
human choices, eg recycling, use of fossil fuels versus nuclear fission fuels; human solutions, eg
sustainable forests, future fuels, biofuels (ethanol), nuclear fusion; adverse effects of chemicals, eg
sheep dip, methane
Unit 2: Energy and Our Universe
NQF Level 2: BTEC Certificate
Unit Aim and purpose
The aim of this unit is to enable learners to develop knowledge and skills related to fundamental
physical concepts, so that they can investigate energy transformations, radiation and their
applications, and gain knowledge of waves, how electrical energy is transferred for various
applications and how our universe has evolved.
Unit introduction
With an important emphasis on experimental investigations, and to some extent computer
simulations, the learner will explore the physical world we live in. Our nearest star, the Sun,
provides us with huge quantities of ‘clean’ renewable energy. This energy comes in various forms
and, in learning outcome 1, learners will explore its various forms and how it is transformed into
useful effects. There is also an emphasis on comparing renewable and non-renewable sources of
energy and how modern technology is playing its part in harnessing
renewable energy sources. Economic and environmental issues are also considered. By the end of
this section learners will be able to answer questions such as:
 What are the types of renewable and non renewable energy sources?
 How can energy be transformed?
 How can we ensure efficient use of energy?
In learning outcome 2, learners will learn about the properties of waves, the parts of the electromagnetic spectrum and their uses. In addition to gamma radiation, alpha and beta radiation are
also considered and both their safety and usefulness examined. Learners will also study different
the electromagnetic spectrum and answer questions such as:
 What are the components of the electromagnetic spectrum?
 How is radiation used?
Learning outcome 3 introduces the learner to the basics of electricity. All electrical devices
(televisions, computers, washing machines etc) require electrical energy to be transferred from
the power stations that produce it to the homes and businesses that use it. Learners will
investigate how this vital type of energy is brought to their home.
They will consider questions such as:
 How is electricity produced?
 How is electricity transferred to our homes and the workplace through the National Grid?
Our universe is a fascinating place, which is evolving over time. In learning outcome 4 the learner
will look at the composition of the solar system and the evidence for a constantly changing and
expanding universe.
Learning outcomes
On completion of this unit a learner should:
1 Be able to investigate energy transformations
2 Know the properties and applications of waves and radiation
3 Know how electrical energy that is produced from different sources can be transferred to
electric circuits in the home and industry
4 Know the components of the solar system and the way the universe is changing.
Unit content
1 Be able to investigate energy transformations
Types of energy: thermal, eg conduction, convection, radiation; electrical; light; sound; mechanical
(kinetic and potential); nuclear
Sources of energy: renewable (solar, wind, biofuels); non-renewable (fossil fuels, nuclear)
Energy transformations: chemical to electrical to mechanical, sound and thermal, eg in battery
powered drills; light to electrical to mechanical, sound and thermal, eg fan powered by solar energy;
nuclear to mechanical to electrical, eg electricity generation from nuclear energy
Measuring efficiency and effects of energy transformations: formula to calculate efficiency; economic
costs, eg fuel consumption versus car type, cost effectiveness of renewable energy; environmental
effects, eg global warming, waste concerns, food shortage
2 Know the properties and applications of waves and radiation
Waves: speed; wavelength; frequency; speed of a wave (speed = wavelength x frequency)
The electromagnetic spectrum: gamma rays, X-rays, ultraviolet, visible, infrared, microwaves and radio;
usage, eg medicine, remote control systems; frequency; wavelength
Radiation: non-ionising radiation, eg microwaves, infrared; ionising radiation (alpha, beta and gamma
rays); usage, eg alpha in smoke alarms, beta in traces paper thickness gauge, gamma in treating cancer
Waves used for communication: wireless communication; common uses, eg radio, mobile
phones,computers with wi-fi connection; advantages, eg portable, no wires; disadvantages, eg
security, signal deterioration; wired communication, eg telephone networks, cable television, fibreoptics
3 Know how electrical energy that is produced from different sources can be
transferred to electric circuits in the home and industry
Electric circuits: voltage, current; electrical symbols (battery, cell, switch, fuse, voltmeter; ammeter;
resistor, filament lamp); Ohm’s law (voltage = current x resistance); electrical measuring instruments
(voltmeter and ammeter)
Types of electricity: direct current, eg a mobile phone battery; alternating current, eg UK mains
Production of electricity: basic alternating current generator; batteries as a source of direct current
(rechargeable and non-rechargeable)
Electrical power: efficiency of electricity generation from different sources (renewable, nonrenewable); National Grid used to transmit electrical energy (power), eg use of step up and step down
transformers, minimising energy losses during transmission
4 Know the components of the solar system and the way the universe is changing
Solar system: composition, eg star, planets, dwarf planets and natural satellites, comets and meteors,
asteroids; formation of the solar system
The changing universe: theories for origin, eg the Big Bang; evidence for an expanding universe, eg
galaxies moving away from each other (red shift), cosmic background radiation; star galaxies
Unit 3: Biology and Our Environment
NQF Level 2: BTEC Certificate
Unit Aim and purpose
This unit will enable learners to develop knowledge and skills related to fundamental concepts in
biology. Learners will investigate living organisms, how humans impact on the environment and
the factors that affect human health.
Unit introduction
The learner’s technical skills will be developed along with their knowledge and understanding of
biological techniques as they carry out practical investigations. These skills are essential for
technicians and assistant practitioners working in biology, ecology, health care, food science,
agriculture, horticulture, beauty therapy and other biology-related industries and laboratory
services.
It is important that learners on an applied science programme have a good understanding of the
basic concepts of biology. This is so that these may be developed and used in a variety of
vocational applications (including practical investigations, research and presentations) which are
based on knowledge of factors involved with health and disease and environmental factors.
Biology covers areas of the natural world in which there exist millions of living organisms of
different shapes, sizes and functions. These organisms include humans, plants, animals, bacteria,
viruses and fungi. As humans we rely on all forms of living organisms in one way or another to aid
our existence. In this unit learners will understand:
 why it is important to develop a knowledge of the wide variety of living organisms on Earth
and how biologists group them
 how different organisms on Earth interact with each other and the environment
 why it is important to develop an understanding of the basic structure of animal and plant
cells and their functions
 the role of DNA and how inheritance is responsible for certain conditions
 what biological factors may affect human health
 how body systems respond to internal and external environmental changes.
This unit will enable learners to develop their biology practical skills, underpinning knowledge and
understanding of biology.
It is important during the delivery and assessment of this unit that the learner takes on a role of
being employed within biology industries or organisations that use biology.
Learning outcomes
On completion of this unit a learner should:
1 Be able to investigate the functioning and classification of organisms
2 Be able to investigate the impact of human activity on the environment
3 Know the factors which can affect and control human health.
Unit content
1 Be able to investigate the functioning and classification of organisms
Cells: characteristics; structure of typical plant and animal cell; cell diversity, eg specialist cells; tissues
and their roles, eg different types of epithelia; genes, control of cell function; DNA code;
chromosomes; translation; structure of a protein; enzymes, control of cell activity
Classifying organisms: wide variety of living organisms; identification keys; the need to
organise/classify; major characteristics of viruses, bacteria, protists, fungi, plants (flowering plants,
non-flowering plants), animals (invertebrates, vertebrates)
Interdependence of organisms: nature and relationship, eg parasite and host, predator and prey; food
chains and food webs
Adaptation: role of genetic variation and environmental conditions; evolutionary change; natural
selection, eg peppered moths, MRSA
2 Be able to investigate the impact of human activity on the environment
Human impact on the environment: living indicators, eg monoculture; non-living indicators, eg
erosion; human activities, eg transport and household emissions, CO 2 emissions, recycling, pollution,
deforestation, conservation
3 Know the factors which can affect and control human health
Medical factors: immunisation, eg MMR, HPV, BCG; harmful effects of micro-organisms and
carcinogens
Social factors: use and misuse of drugs, eg cannabis, nicotine, alcohol, solvents, heroin, caffeine; diet
and exercise, eg calories ingested versus calories used; other factors, eg effects of loud music, effects
of sunbathing
Inherited factors: conditions and diseases, eg sickle cell syndrome, multiple sclerosis, cystic fibrosis;
autoimmune diseases, eg multiple sclerosis, rheumatoid arthritis, Crohn’s disease
Control mechanisms: homeostasis; nervous control, eg thermoregulation; nerves as pathways for
electrical signals; endocrine control, eg blood glucose regulation
Starting the BTEC Level 2 Certificate course.
Important details about the course
Assessment Procedure
We will provide internally-devised assignments against which learners can produce evidence for
assessment. Except where specified in the criteria, assessment instruments may make use of a
variety of methods for evidencing achievement.
A unit may be assessed through one or more assignments.
When devising assignment briefs, the criteria to be achieved in each will be specified and criteria
are identified against the tasks.
Assessment criteria and evidence
We will assess learner work solely against the assessment criteria, and associated unit content, for
the published unit. No additional or alternative criteria will be included.
The evidence for assessment will be available in such a way as to enable persons other than the
assessor to confirm achievement. For example, practical activities may require observation
records, logs, photographs, tapes, screen dumps, notes of research, activity plans etc
The evidence must demonstrate authentic achievement by the specified learner; normally the
learner should attest that their work is their own.
Feedback to learners
We will provide feedback to the learner on which criteria have or have not been achieved. There
are no assignment grades and an overall grade should only be indicated once assessment for a
unit is final.
In order to be awarded a grade, all the criteria related to that grade must be achieved. There is no
concept of ‘averaging’ across assessments or of ‘best fit’.
There must be thorough internal verification of assessment through checking all assignment briefs
and sampling all assessors’ decisions with feedback to the assessor.
Planning of internal assessment
We have planned internal assessment coherently across the whole programme so as not to
overburden learners at particular times. Internal assessment will be in sizeable blocks appropriate
for the level of the learner in order to encourage achievement.
Assessment will be planned in such a way as to give the learners sufficient time to complete all of
the work, and the assessors time to assess it, well ahead of the final date of the
programme/planned date for certification. A good plan will facilitate timely completion of all units
enabling learners to attain the grades of which they are capable and to progress successfully to
further study.
Assignments will provide for the unit content. Learners need to evidence coverage of the
obligatory content. Content is obligatory for assessment unless it is prefixed with “eg.” or the
coverage is specifically limited by the relevant assessment criterion.
Where using assignments based on practical activities, particular care should be given to the
evidence requirements, and how evidence will be gathered and recorded. This includes the
evidence of internal verification of assessor decisions.
Centres should make provision for learners needing to improve their evidence in order to fully
satisfy criteria, provided that it is feasible to do so and that the learner is able to provide authentic
work that would fully meet the requirements of the criteria.
We will make students aware of any deadlines set by Edexcel in relation to submission of final
portfolios and sampling.
Internal assessment feedback
Feedback to learners will be constructive and will be formally recorded. Learner’s work will be
annotated to show where criteria have been awarded. Feedback will relate to the assessment and
grading criteria that have been achieved so far. If necessary, advice will be given on what more has
to be done in order to achieve the rest of the criteria as specified within the assignment brief.
The feedback sheet will be signed and dated by the assessor. The feedback sheet will also be
signed and dated by the learner with a comment from the learner as to whether he/she wants to
do more work against the criteria and an agreement on a timescale for this.
Where a learner opts to do additional work to achieve further criteria, this work will be added as a
supplement to the original script and assessed in the normal way. The assessor will record
additional comments about achievement either on the same form or on an additional form.
Assessment and grading criteria
School will observe the rules for application of criteria in final grading of units:

in order for a learner to achieve a pass in any unit, the learner must achieve all of the pass
criteria specified for that unit

in order to achieve a merit in the unit, the learner must achieve all of the pass and all of
the merit criteria specified for that unit

in order for the learner to achieve a distinction in a unit, the learner must achieve all of the
pass, all of the merit and all of the distinction criteria for that unit.
A learner who has not achieved all the pass criteria for a unit, but has attempted the assessment
and has evidenced appropriate knowledge, skills and understanding across the pass criteria, is
awarded a grade U.
Appeals Procedure

Students will be informed about the appeals procedure and have access to a copy of the
written procedure

A member of the Senior Management Team will be responsible for the management of
internal appeals

The Head of the Centre will be provided with any appeals and their outcome

Appeals will be considered by at least 3 people (at least one of whom should not have
been involved with the assessment decision)

A clear timescale in terms of the student getting a response to the appeal is laid out on the
appeals form

Students will be allowed representation by a parent/guardian/friend if requested

Written records of all appeals will be kept by the school including the outcome of the
appeal and reasons for the outcome

A copy of the appeals record will be given to the student

Edexcel will be informed by the school if any outcome of an appeal has implications for the
conduct of assessments of the issue of results at the school

Full details of any appeal must be made available to Edexcel on request
Students can only appeal on the following grounds:1. If they feel the grading criteria is being met
2. If they feel that they have not been supported during the assessment of the unit
3. If the teacher is not willing to accept alternative evidence as meeting the evidence
requirement.
Important Notice to students
The BTEC First Certificate course is 100% Portfolio evidence assessed with no written
examinations. It is therefore essencial that students produce work that is completely their own
and not copied or ‘pasted’ from other sources. To include work from such sources is deamed
plagerism. There are procedures for incorporating other peoples ideas or work into Portfolio
evidence you produce ensuring that you make it very clear that it is not your original work and
giving credit to the actual author. Your teacher will cover these procedures during the Induction
Period of the course. Below is some clarification on what is deamed as plagerism.
What is Plagiarism?
Many people think of plagiarism as copying another's work, or borrowing someone else's original
ideas. But terms like "copying" and "borrowing" can disguise the seriousness of the offense:
According to the Merriam-Webster Online Dictionary, to "plagiarize" means
1.
to steal and pass off (the ideas or words of another) as one's own
2.
to use (another's production) without crediting the source
3.
to commit literary theft
4.
to present as new and original an idea or product derived from an existing source.
In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and
lying about it afterward.
But can words and ideas really be stolen?
According to law, the answer is yes. The expression of original ideas is considered intellectual
property, and is protected by copyright laws, just like original inventions. Almost all forms of
expression fall under copyright protection as long as they are recorded in some way (such as a
book or a computer file).
All of the following are considered plagiarism:

turning in someone else's work as your own

copying words or ideas from someone else without giving credit

failing to put a quotation in quotation marks

giving incorrect information about the source of a quotation

changing words but copying the sentence structure of a source without giving credit

copying so many words or ideas from a source that it makes up the majority of your
work, whether you give credit or not (see our section on "fair use" rules)
Most cases of plagiarism can be avoided, however, by citing sources. Simply acknowledging that
certain material has been borrowed, and providing your audience with the information necessary
to find that source, is usually enough to prevent plagiarism.
Information taken from:
http://www.plagiarism.org/learning_center/what_is_plagiarism.html
I have read and understood this document
Name of Student: ………………………………………………………………………………………………….
Signature: ……………………………………………………………………………………………………………
Date: …………………………………………………………………