Tasks which will boost your start to BTEC Applied Science

With the majority of the BTEC course being assignment based, independent research, writing and time management are key skills to develop. These tasks will allow you to engage with the language used in assessment criteria, carry out your own independent research and practice writing a ‘mock’ assignment. There are also some exam questions that will allow you to revisit GCSE content in preparation. There are four tasks to be completed for September 2021.

Task 1: Read the list of command words used by the exam board, these are used in the assessment criteria, the marking guidance and in the external exams so the more they become second nature to you the better. Try cutting them up and making them into a card sort activity to revisit regularly.

Command or term Definition Add/label Learners label or add to a stimulus material given in the question, for example labelling a diagram or

adding units to a table. Assess/analyse Learners give careful consideration to all the factors or events that apply & identify which are the most

important or relevant. Make a judgement on the importance of something & come to a conclusion where needed.

Calculate Learners obtain a numerical answer, showing relevant working. If the answer has a unit, this must be included.

Comment on Learners synthesise a number of variables from data/information to form a judgement. More than two factors need to be synthesised.

Compare Learners look for the similarities & differences of two (or more) things. Should not require the drawing of a conclusion. Answer must relate to both (or all) things mentioned in the question. The answer must include at least on similarity & one difference.

Complete Learners complete a table/diagram. Deduce Learners draw/reach conclusion(s) from the information provided. Derive Learners combine two or more equations or principles to develop a new equation.

Describe Learners give an account of something. Statements in the response need to be developed as they are often linked but do not need to include a justification or reason.

Determine Learners’ answers must have an element that is quantitative from the stimulus provided, or must show how the answer can be reached quantitatively. To gain maximum marks there must be a quantitative element to the answer.

Devise Learners plan or invent a procedure from existing principles/ideas. Discuss Learners identify the issue/situation/problem/argument that is being assessed within the question.

Explore all aspects of an issue/situation/problem/argument. Investigate the issue/situation, etc. by reasoning or argument.

Draw Learners produce a diagram either using a ruler or using freehand. Evaluate Learners review information, then bring it together to form a conclusion, drawing on evidence,

including strengths, weaknesses, alternative actions, relevant data or information. Come to a supported judgement of a subject’s qualities and relation to its context.

Explain Learners’ explanations require a justification/exemplification of a point. The answer must contain some element of reasoning/justification – this can include mathematical explanations.

Give/state/name These generally require recall of one or more pieces of information. Give a reason why When a statement has been made & the requirement is only to give the reasons why.

Identify Usually requires some key information to be selected from a given stimulus/resource. Plot Learners provide a graph by marking points accurately on a grid from data that is provided & then

drawing a line of best fit through these points. A suitable scale & appropriately labelled axes must be included if these are not provided in the question.

Predict Learners give an expected result. Show that Learners prove that a numerical figure is as stated in the question. The answer must be to at least one

more significant figure than the numerical figure in the question. Sketch Learners produce a freehand drawing. For a graph this would need a line & labelled axes with

important features indicated. The axes are not scaled. State and

justify/identify and justify

When a selection is made & a justification has to be given for the selection.

State what is meant by

When the meaning of a term is expected but there are different ways in which the meaning can be described.

Write When the question asks for an equation.

Task 2:

Engaging with the scientific media, journals, articles and the news is essential for scientists to keep up to date with technology and research. This year we have introduced scientific media engagement as one homework per half term. One of the external examined units, unit 7 contemporary issues in science, requires a review of articles and an interpretation of how trustworthy the information is.

There is a lot going on in the news currently, most of it is science/health related. Find a topic that you have a particular interest in, research it using 2 or 3 different sources and write a review on the topic using the template provided. There are two interesting articles below.

Article title Authors Date What are the three things you have learnt?

How does the article link to KS4 learning?

Summary of the article

Why did you find this article interesting?

What are the future applications?

Covid: Is there a limit to how much worse variants can get? By James Gallagher Health and science correspondent

Oxygen cylinders in India, where the more transmissible Delta variant was first seen

It is clear we are now dealing with a virus that spreads far more easily - probably more than twice as easily - as the version that emerged in Wuhan at the end of 2019. The Alpha variant, first identified in Kent, UK, performed a large jump in its ability to transmit. Now Delta, seen first in India, leapt further still.This is evolution in action. So are we doomed to a never-ending parade of new and improved variants that get harder and harder to contain? Or is there a limit to how much worse coronavirus can become? It's worth remembering the journey this virus is on. It has made the jump from infecting a completely different species - its closest relatives are in bats - to us. It's like you, starting a new job: you're competent, but not the finished article. The first variant was good enough to start a devastating pandemic, but now it's learning on the job. When viruses jump to humans it would be "very rare for them to be perfect," said Prof Wendy Barclay, a virologist from Imperial College London. "They settle in and then they have a great time." There are examples of viruses, she said, from flu pandemics to Ebola outbreaks, making the jump and then accelerating.

So how far could it go? The cleanest way of comparing the pure biological spreading power of viruses is to look at their R0 (pronounced R-naught). It's the average number of people each infected person passes a virus on to if nobody were immune and nobody took extra precautions to avoid getting infected. That number was around 2.5 when the pandemic started in Wuhan and could be as high as 8.0 for the Delta variant, according to disease modellers at Imperial. "This virus has surprised us a lot. It is beyond anything we feared," said Dr Aris Katzourakis, who studies viral evolution at the University of Oxford. "The fact it has happened twice in 18 months, two lineages (Alpha and then Delta) each 50% more transmissible is a phenomenal amount of change." It's "foolish", he thinks, to attempt to put a number on how high it could go, but he can easily see further jumps in transmission over the next couple of years. Other viruses have far higher R0s and the record holder, measles, can cause explosive outbreaks.

"There is still space for it to move higher," said Prof Barclay. "Measles is between 14 and 30 depending on who you ask, I don't know how it's going to play out." So, how are the variants doing it? There are many tricks the virus could employ to get better at spreading, such as:

• improving how it opens the doorway to our body's cells • surviving longer in the air • increasing the viral load so patients breathe or cough out more viruses • changing when in the course of an infection it spreads to another person

One way the Alpha variant became more transmissible was by getting better at sneaking past the intruder alarm - called the interferon response - inside our body's cells. But this does not mean that by the time we work through the Greek alphabet of variants and reach Omega that we'll end up with an unstoppable beast. "Ultimately there are limits and there isn't a super-ultimate virus that has every bad combination of mutations," said Dr Katzourakis.

There is also the concept of evolutionary trade-offs - in order to become better at one thing you often get worse at something else. The fastest vaccination programme in history will give the virus a different hurdle to overcome and squeeze it in another evolutionary direction.

"It is quite possible that changes in the virus that make it better at avoiding vaccines could end up compromising its ability to transmit in an absolute sense," said Dr Katzourakis. He thinks the Beta variant - which has a mutation called E484K that helps evade the immune system but hasn't managed to take off - is an example of this. However, the Delta does have mutations that both help it spread and partially dodge immunity. What will turn out to be the optimal strategy for coronavirus is still hard to predict. Different viruses use different techniques to keep on infecting. Measles is explosive, but leaves behind lifelong immunity so it always has to find someone new. Influenza has a much lower R0, barely above 1, but constantly mutates to side-step immunity. "We're in a really interesting, intermediate and somewhat unpredictable phase, it is difficult to predict how that's going to play out a year from now," said Prof Barclay. One thing that is often claimed, but attracts scientific scorn, is that the virus must get milder in order to spread more easily. There is very little evolutionary pressure on the virus for that to happen. The virus is already off into the next person long before it kills the person it infected. And the people who do the most spreading (younger people) are those who don't get very ill. In rich countries with good vaccination campaigns it is hoped the next variants won't be able to pose a major problem due to widespread immunity. But these progressively more transmissible variants are a nightmare for the rest of the world where they are making it harder and harder to stay on top of Covid.

Task 3

Assignment brief

Qualification BTEC Applied Science Level 3 Diploma / Extended diploma

Unit number and title Induction

Start date June 29th 2021

Deadline 6th Sept 2021

Assessor (Teacher) name Miss Segal

Assignment title Assignment 1: The implications of diet and nutrition

Purpose The purpose of this assignment is to show your knowledge of public concerns about science and how these concerns are influenced or informed by the different types of media and how these can change scientific advancements

Scenario You have recently heard about the teenager who became blind from eating a poor diet and have suggested to your school science teacher that you produce a document to investigate the social and medical impact of this.

Task 1 Consider the implications dietary and nutrition advertising on society. You can present this in any way that you see fit. Remember to list references.

Task 2 For each implication explained in task 1, analyse the impact it would have on the advancements of diet and nutrition advice.

Task 3 Evaluate the benefits and disadvantages of diet advice on the patient and on society

Sources of information used

This brief has been verified as being fit for purpose

Assessor Miss Segal

Signature Date

Internal verifier

Signature Date

For Pass (Explain how society might view dietary restrictions):

Learners should research case studies and explain some of the viewpoints of different society groups. They should consider the impact on the patient and family as well as the social groups. They might consider the views of religious groups and patients who have not been able to access advice/treatment.

For Merit (Analyse the impact that society might have on personal choice regarding diet and nutrition):

Learners should analyse the limitations of advancing treatments that society may enforce. They could approach this grading criterion as benefits and drawbacks. They should consider the manner in which the media portrays the stories of diet and nutrition and analyse the impact this will have on the viewpoint of society.

For Distinction (Evaluate the benefits of nutrition advice):

Learners should use some data to evaluate whether dietary and nutritional advice should be delivered by all NHS trusts, including consideration of financial cost and well being of patients.

Teenager 'blind' from living off crisps and chips By Michelle RobertsHealth editor, BBC News online

• 3 September 2019

Image copyrightGETTY IMAGES

Experts are warning about the risks of extreme fussy eating after a teenager developed permanent sight loss after living on a diet of chips and crisps.

Eye doctors in Bristol cared for the 17-year-old after his vision had deteriorated to the point of blindness.

Since leaving primary school, the teen had been eating only French fries, Pringles and white bread, as well as an occasional slice of ham or a sausage.

Tests revealed he had severe vitamin deficiencies and malnutrition damage.

Extreme picky eater The adolescent, who cannot be named, had seen his GP at the age of 14 because he had been feeling tired and unwell. At that time he was diagnosed with vitamin B12 deficiency and put on supplements, but he did not stick with the treatment or improve his poor diet. Three years later, he was taken to the Bristol Eye Hospital because of progressive sight loss, Annals of Internal Medicine journal reports.

Dr Denize Atan, who treated him at the hospital, said: "His diet was essentially a portion of chips from the local fish and chip shop every day. He also used to snack on crisps - Pringles - and sometimes slices of white bread and occasional slices of ham, and not really any fruit and vegetables.

"He explained this as an aversion to certain textures of food that he really could not tolerate, and so chips and crisps were really the only types of food that he wanted and felt that he could eat."

Dr Atan and her colleagues rechecked the young man's vitamin levels and found he was low in B12 as well as some other important vitamins and minerals - copper, selenium and vitamin D.

Shocking findings He was not over or underweight, but was severely malnourished from his eating disorder - avoidant-restrictive food intake disorder.

"He had lost minerals from his bone, which was really quite shocking for a boy of his age."

He was put on vitamin supplements and referred to a dietitian and a specialist mental health team.

In terms of his sight loss, he met the criteria for being registered blind.

"He had blind spots right in the middle of his vision," said Dr Atan. "That means he can't drive and would find it really difficult to read, watch TV or discern faces.

"He can walk around on his own though because he has got peripheral vision."

Nutritional optic neuropathy - the condition the young man has - is treatable if diagnosed early. Left too long, however, the nerve fibres in the optic nerve die and the damage becomes permanent.

Dr Atan said cases like this are thankfully uncommon, but that parents should be aware of the potential harm that can be caused by picky eating, and seek expert help. Calorie counting apps 'can exacerbate eating disorders' Gene therapy first to 'halt' most common cause of blindness Five tips for your fussy eaters

For those who are concerned, she advised: "It's best not to be anxious about picky eating, and instead calmly introduce one or two new foods with every meal."

She said multivitamin tablets can supplement a diet, but are not a substitute for eating healthily.

"It's much better to take on vitamins through a varied and balanced diet," she said, adding that too much of certain vitamins, including vitamin A, can be toxic, "so you don't want to overdo it".

Dr Atan said vegans are also at increased risk of B12 deficiency-related sight problems if they do not replace what they can lack when excluding meat from their diet.

"Nutritional yeast is a way of adding B12 to your diet," she said.

Sources of vitamin B12 for vegans include:

breakfast cereals fortified with B12

unsweetened soya drinks fortified with vitamin B12

yeast extract, such as Marmite, which is fortified with vitamin B12

Media captionFake-meat and fries: The rise of vegan fast food

Rebecca McManamon, consultant dietitian and spokesperson for the British Dietetic Association, said restricted diets might happen for a range of reasons, including eating disorders, allergies and autism, and need specialist assessment.

"It's also worth noting that since 2016 the UK government has recommended daily Vitamin D supplementation (10 microgrammes/400 International Units) for everyone between October and March as we are not likely to get enough from fortified foods.

"Multivitamin supplementation is recommended for all children up to their fifth birthday."

Assignment assessment sheet

Learner name Assessor (Teacher) name

Miss Segal

Date issued Completion date Submitted on

June 29th 2021 6th Sept 2021

Unit number and title

Induction

Assignment title Assignment 1: The implications of diet and nutrition

In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found.

Criteria reference

To achieve the criteria the evidence must show that the learner is able to: Task

No. Evidence

I.P1 Explain how society might view dietary restrictions

I.M1 Analyse the impact that society might have on personal choice regarding diet and nutrition

I.D1 Evaluate the benefits of nutrition advice

Learner declaration

I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.

Learner signature: Date:

Task 4

Q1. Alveolar tissue is found in the lungs. Endothelial tissue is found in the blood vessels. Describe how a build-up of cholesterol in artery walls is a risk factor in the development of atherosclerosis. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. .............................................................................................................................................

(Total for question = 4 marks) Q2. Figure 3 shows a synapse.

Describe the function of a synapse.

(2) ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. .............................................................................................................................................

(Total for question = 2 marks) Q3.

Scientists researching fertilisation in humans need to understand how sperm cells are adapted for their specific function. The diagram shows a human sperm cell.

Explain how the mid-piece of a human sperm cell is specialised to support the function of its tail. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. .............................................................................................................................................

(Total for question = 3 marks) Q4. Serotonin is a neurotransmitter produced by certain neurones in the brain. Figure 4 shows a synapse in the brain.

Figure 4

Explain how imbalances in serotonin in the brain may affect a person's mood. (4)

............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. .............................................................................................................................................

(Total for question = 4 marks) Q5. Lithium, Li, is a metal in group 1 of the periodic table.

(i) What is the name given to group 1 of the periodic table? (1)

A alkali metals

B alkaline earth metals

C halogens

D transition metals (ii) Lithium has an atomic number of 3.

Complete the electronic configuration of lithium. (1)

1s........ 2s........ (iii) Write the equation to show the first ionisation energy of lithium.

(2) .............................................................................................................................................

(Total for question = 4 marks) Q6. The table shows some data about three compounds.

Calculate the relative molecular mass for ethanol. Show your working.

Relative molecular mass = ........................................................... (Total for question = 2 marks)

Q7. Ammonium chloride, ammonium sulfate and ammonium nitrate are used in fertilisers. Figure 1 shows the arrangement of electrons in the outer shell of an atom of nitrogen and in an atom of hydrogen.

Complete the dot and cross diagram to show the bonding in the ammonium ion, . (2)

(Total for question = 2 marks)

Q8. Industrial chemists have to understand the chemistry of oxides. For example, silicon dioxide is used in glass making and carbon monoxide is used in the extraction of iron from iron ore. (i) Explain how burning carbon in air can lead to the formation of carbon monoxide.

(2) ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. (ii) Write the balanced equation for the reaction between silicon and oxygen.

(2) .............................................................................................................................................

(Total for question = 4 marks) Q9. Longitudinal and transverse are two types of wave. (i) Give an example of a longitudinal wave.

(1) ............................................................................................................................................. (ii) Describe how a longitudinal wave travels through air.

(2) ............................................................................................................................................. ............................................................................................................................................. .............................................................................................................................................

............................................................................................................................................. (Total for question = 3 marks)

Q10. Copper wire is used in electric cables because it is ductile and a conductor of electricity. The properties of copper are related to its structure. Explain why copper is a conductor of electricity. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. .............................................................................................................................................

(Total for question = 3 marks) Q11. A student uses a cathode ray oscilloscope (CRO) to investigate the properties of waves produced by a signal generator. The student obtains the following output.

Give the amplitude of the wave.

Amplitude = ........................................................... cm (Total for question = 1 mark)

Q12. Various parts of the electromagnetic spectrum are used for communication. An electromagnetic wave has a frequency of 4.5 × 109 Hz. The speed of light is 3 × 108 m/s. Discuss the advantages and disadvantages of using radio waves and microwaves in communication.

(Total for question = 6 marks)