Applied Science
- LEVEL
- ASSESSOR
- ASSESSMENT
What is Applied Science?
Studying Applied Science will provide a rounded experience of all 3 Sciences. Biology topics such as osmosis, nerve impulses and cell structure will give a really good basis for further study in the areas of animal care, horticulture and healthcare. Chemistry topics range from the periodic table to intermolecular forces, giving a strong learning basis for anything in the material sciences or linked to product design. The Physics topics cover waves and their properties and uses for those of a mathematical mind. The assignments in Year 1 are centred around lab skills and Chemistry practicals requiring an organised portfolio of results and conclusions to be presented.
Why study Applied Science?
The course contains a large amount of practical work and focuses on strengthening laboratory skills and techniques which are very transferable into other areas of study or work. These also cover all 3 Sciences and range from Ecological investigations to electronics, biological processes to energies in Chemistry. The second year requires the application of skills in a practical exam and the ability to draw conclusions from statistical tests and secondary data. The assignments are related to healthcare issues and their treatment, making this a very interesting module for anyone hoping to work within the healthcare profession.
HEAR FROM OUR STUDENTS
Applied ScienceCourse Content
Take a look at the modules and topics you will learn while studying Applied Science and how these are assessed.
| UNIT 1Principles and Applications of Science | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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WEIGHT |
25% |
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FORMAT |
Examination |
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AO1: Demonstrate knowledge of scientific facts, terms, definitions and scientific formulae
AO2: Demonstrate understanding of scientific concepts, procedures, processes and techniques and
their application
AO3: Analyse, interpret and evaluate scientific information to make judgements and reach
conclusions
AO4: Make connections, use and integrate different scientific concepts, procedures, processes
or techniques
| UNIT 2Practical Scientific Procedures and Techniques | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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WEIGHT |
25% |
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LENGTH |
Assignment |
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AO1: Learners will interpret outcomes of their quantitative analytical
procedures and techniques to make sound judgements on the accuracy of them. They will place
the accuracy of their results in the context of those obtained by other learners in a meaningful and
quantitative way.
Learners will be able to coherently discuss problems/issues with the quantitative
procedures and techniques used and develop a strong rationale for suggestions made to improve
accuracy and precision in order to obtain reliable and valid outcomes (or for justifying the
appropriate steps already taken should no problems be identified).
Learners will provide sound discussion of inherent hazards and risks associated with the analytical
techniques and procedures, for example justifying why certain aspects are carried out in a
particular way on safety grounds.
AO2: Learners will interpret outcomes of their calorimetry to make sound
judgements on accuracy.
Learners will be able to use appropriate mathematical terminology
(for example rapid increase, decrease, approximately constant, etc.) to describe the patterns
and trends in the shapes of cooling curves. They will be able to use the cooling curve of a substance
to evaluate how close their values for the melting points are to literature and to class values,
explaining where specific errors or problems with the given method or equipment may have led to
inaccuracy.
Learners could, for example, discuss the way in which the substance was cooled and
the resulting changes to the curve. Learners will explain why it may be necessary to make changes
to procedures in order to reduce levels of uncertainty.
AO3: Learners will articulate strong links between outcomes and techniques used in order to give a rationale for specific improvements that could be made to the
chromatographic techniques. They will articulate what would happen if a particular change were to
be made. They will demonstrate awareness that some chromatograms may show the spots rising
at an angle or have spots that are too big or smeared out rather than being distinct.
AO4: Learners will draw upon all areas of practical work carried out to
critically reflect on strengths and weaknesses of their own performance and skill development
drawing on feedback, for example from peers, teachers and industry. Drawing on others’ feedback
is crucial for developing balanced progression goals.
| UNIT 3Science Investigation Skills | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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WEIGHT |
33% |
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FORMAT |
Practical Task & Examination |
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AO1 Demonstrate knowledge and understanding of scientific concepts, procedures, processes
and techniques and their application in a practical investigative context
AO2 Interpret and analyse qualitative and quantitative scientific information to make reasoned
judgements and draw conclusions based on evidence in a practical investigative context
AO3 Evaluate practical investigative procedures used and their effect on the qualitative
and quantitative scientific information obtained to make reasoned judgements
AO4 Be able to make connections between different scientific concepts, procedures, processes
and techniques to make a hypothesis and write a plan for a practical investigation
| UNIT 8Physiology of the Human Body | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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WEIGHT |
17% |
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LENGTH |
Assignment |
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In this unit you will:
AO1: Understand the impact of disorders of the musculoskeletal system and their
associated corrective treatments
AO2: Understand the impact of disorders on the physiology of the lymphatic system and
the associated corrective treatments
AO3: Explore the physiology of the digestive system and the use of corrective treatments
for dietary-related diseases.
Mrs s willson-morris
SUBJECT LEADER FOR BTEC SCIENCE
We are so delighted you are considering Applied Science as one of your BTECs. My team and I are passionate about the study of Applied Science and are keen to impart our love for the subject on you too.
I would be really happy to answer any questions you may have about Applied Science; please do not hesitate to contact me.
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