GCSE Applied Science (Double Award)
Guidance on Vocational Links
Laboratory Activities and Assessment
It is vital that learners are able to make connections between the practical work they do
and the use of science in the workplace and industry. An important way this is achieved
is making sure that you ‘set the scene’ of practical work and fit it to a vocational context.
When giving practical work, including practical work to be used in assessments, it is
important that the work the learners carry out is set in a vocational context. It is good
practice to ‘set the scene of an investigation’ before learners commence the activity.
This can be done achieved by:
o
introducing activity by giving a scenario for the work
o
including a written brief for the activity which clearly embeds the ‘applied
purpose’.
All assessed activities should be clearly written with an introduction that sets the
vocational relevance for the activity. An example of a practical assessment set in a
vocational context is given in appendix two.
There are a number of good resources available that help centres device good learning
and assessment activities. A list of some of the available resources can be found in
appendix one
Assessment Criteria A2(c)
An important aspect of Applied Science that can cause centres difficulty in assessment
is criteria ‘A2(c) show understanding of how decisions about science and technology are
made to different situations, including contemporary situations and those raising ethical
issues’.
Within teaching and learning centres should take the opportunity to make links between
science and its applications/impact on society and the environment.
For example,
o
processes that require large amounts of electricity in manufacturing processes
will have a large carbon footprint’ which, current scientific study suggests is
linked with global warming. This should act as a driver for seeking new
manufacturing processes which require lower energy consumption or alternative
non-carbon based energy sources.
o
DNA testing as lead to a number of ethical questions concerning police
databases, screening for disease etc
o
Medical research may use animals. There are ethical arguments on both sides of
the debate that could be explored.
This assessment criterion should be assessed under the criteria for W1c, W2c and W3c.
(unit 3 ‘a report describing the work of scientists and how science is important in a wide
variety of jobs’).
Making Vocational Links
The following are suggestions may help you improve the vocational links of your course.
1. Arrange for visits to local employers who use science.
2. Arrange for local practitioners of science to speak to your learners.
3. Provide a learning activity at the organisation’s premises. Learners may be able to
observe the use of equipment that is not available at your school. This could be used to
support the vocational context of a practical investigation in Unit 3. Examples may
include:
o
the detection of micro organisms and use of microscopy – in a pathology
laboratory or hospital;
o
chemical analysis – purity of substances, detection of pollutants, water purity;
o
investigating materials – types of materials used in the construction industry and
how their properties fit them for purpose;
o
micro organisms – in the production of beer, yoghurt or bread.
4. Provide work experience as part of the planned school programme to the support the
GCSE Applied Science course. Students will need guidance on selecting suitable
placements that will provide support their learning. Employers will need to approve the
tasks that students are expected to complete.
5. Improve the vocational context of the course by using local resources directly
available to school. For instance your school could link to the following:
o
Education Business Partnerships;
o
Sectors such as Health, Fire, Police;
o
The Connexions;
o
Contacts that members of staff at your school may have;
o
Local Chamber of Commerce;
o
Further education colleges and other schools;
o
Local Universities, particularly those than run ‘applied’ courses such as Forensic
Science, Medical Sciences.
Appendix One: Resources
Resources for investigations with a vocational/ Applied purpose can be found at:
GCSE Applied Science Texts:
Folens GCSE Applied Science Support Pack
ISBN: 9781843039723
Author: Colin Bell, David Brodie, Byron Dawson, Ann Tiernan. Publisher: Folens
TGAU Gwyddoniaeth Gymhwysol
ISBN 978-1-905617-74-6
Author: Colin Bell, David Brodie, Byron Dawson, Ann Tiernan. Publisher: UWIC Press
AQA Science: GCSE Applied Science Teacher's Book
ISBN: 978-0-7487-9658-8
Author: Gerry Blake, Jo Locke. Editor: Lawrie Ryan
Publisher: Nelson Thomes
AQA Science: GCSE Applied science Student’s Book
ISBN: 0748796576
Author: Gerry Blake, David Brown, James Hayward, Jo Locke, Kevin Ward.
Editor: Lawrie Ryan
Publisher: Nelson Thomes
Websites
Royal Society of Chemistry ‘Standard Procedures for GCSE Applied Science’
URL: http://www.rsc.org/education/teachers/learnnet/StandProcGCSE.htm
British Standards Institute – Many suitable practicals for unit 1
http://www.bsieducation.org/Education/14-19/topic-areas/applied-science/default.shtml
Microscopy and micro-organisms
www.microbeworld.org
gcsEASE
http://channel4learning.com/sites/gcsease
British Sugar
www.britishsugar.co.uk/RVEb68fda6066794940a00bbc77675353a8,,.aspx
Webucate
http://www.webucate.org/ourgallery/thumbnails.php?album=73
SEP (Science Enhancement Programme)
www.sep.org.uk
Register with them to obtain very helpful free resources which contains practical work which
could be adapted for Applied Science
Appendix Two: Sample Investigation
Determination of Citric Acid in Bubble Gum
Teacher Guidance
This investigation can be used with unit 1 of the GCSE Applied Science.
Available Marks for this Investigation
P1a, P1b
P2a, P2b
P3a,
Not suitable for
4th band
O1a, O1b
O2a, O2b
O3a
Not suitable for 4th band
A1
A2
A3a, A3b
Not suitable for
4th band
E1
E2
E2a E2b
Not suitable for
4th band
The method described is based on an analytical procedure used by the manufacturer of
Bubba bubble gum. It could be easily adapted to test other products.
Please ensure that a risk assessment is completed before learners undertake the
activity.
Determination of Citric Acid in Bubble Gum
Background
Citric acid (is added to food products to give them a sharp, acidic taste. It’s used, for
example, to flavour Awesome Orange (“It's an orange attack! Let your mouth go wild
with this awesome flavour”) Hubba Bubba bubble gum.
The method described here is based on an analytical procedure used by the
manufacturer of Bubba bubble gum.
Setting the Scene
An important aspect of quality control is ensuring that bubble gum contains the right
amount of citric acid. In this analysis, you are carrying out the work of a technician who
is using a standard procedure to determine the amount of citric acid in bubble gum. This
procedure is carried out by technicians as part of the quality control on the product that
is produced.
Reagents


0.100 mol dm-3 sodium hydroxide solution
Phenolphthalein indicator solution (0.2% in ethanol)
Apparatus




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Kitchen rolling pin
250 cm3 conical flask
250 cm3 graduated flask
100 cm3 graduated flask
Magnetic stirrer and follower
10 cm3 burette reading to nearest 0.02 cm3 with clamp, stand and white tile
Top pan analytical balance reading to two decimal places.
Health and Safety
Risk Assessment

Refer to Hazcards and decide on suitable relevant protection methods.
Procedure

Take one piece of orange flavoured Hubba Bubba bubble gum, unwrap it and place
on a wood block.

With a kitchen rolling pin, roll the gum into a very thin strip approx. 160 x 30 x 0.5
mm. Cut the thin strip into small pieces about the size of long grain rice.

Weigh out 1.00 g of gum bits into a 250cm3 conical flask.

Pour 100 cm3 of distilled water into the flask. Add a magnetic follower and stopper.

Stir vigorously for 30 minutes making sure the bubble gum bits do not stick together.

Add 0.5 cm3 of phenolphthalein indicator solution and titrate with 0.1 mol dm-3
sodium hydroxide contained in a 10 cm3 burette. The end-point is when a pink
colour appears and remains after 15 seconds. Record the titre.


Repeat twice more and average all three results.
Make sure that you record your results in a suitable table.
Calculations

Calculate the average titration (t cm3) for the three samples analysed.

Use the following formula to calculate the mass of citric acid monohydrate, in
milligrams, in 100 g of the Hubba Bubba bubble gum:
Mass of citric acid monohydrate in 100 g of gum = t x 0.71 g
Collect the results (citric acid per 100g) of five other learners for different gums and
record in a suitable table.
Show this information as a suitable graph (amount citric acid v name analyst)
Analysis
Write an analysis of your work.
Evaluate
Evaluate your investigation. You should comment both on the procedure and your
results. Describe how you could improve the results
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