GCSE Additional Applied Science

This course puts Science to work in an everyday context.

Click on the topic below

Assessment of the Courses

There are three units in this course:

• Unit 1 – Science in the Workplace
• Unit 2 – 3 sections in this unit

• Food Science
• Forensic Science
• Sport Science

• Unit 3 – Using Scientific Skills

Units 1 and 3 are portfolio based and will be assessed by your teacher.
Unit 2 is assessed by a written examination.

Unit 1 – Your portfolio must contain evidence that you have studied the use of Science and scientific skills in the workplace.  It also needs to show that you understand and appreciate how important Health and Safety is in workplaces and Laboratories.
It must contain the following:

• Report on an investigation on workplaces that use scientific skills describing the work of scientists or those that use scientific skills and how Science is important in a wide variety of Jobs.
• Report on an investigation carried out into working safely in a scientific workplace and a comparison with the Health and Safety precautions in your school.

Unit 3 – Your portfolio must contain evidence that you have successfully used some scientific skills used by Food Scientists, Forensic Scientists or Sport Scientists.
It must contain the following records of investigations and/or techniques used, which you should:

• Describe purpose of investigation
• Include a plan and risk assessment of investigation
• Data collected
• Make conclusions and evaluations
• Explain how scientists might use the results

Unit 1: Science in the Workplace

Here is the course content of what you will learn throughout this section.

How Science is Used
Working Safely in Science

Click here for the Assessment Grid for Unit 1

Click here for the check sheet Unit 1

To find careers in Science either click here for a list or click on the links below

Useful Websites:
http://www.science-engineering.net/index.htm SET – studying science engineering and technology worldwide
http://www.newscientistjobs.com/search.action?DCMP=KNC-NSNS-YahoJsportsci
http://www.jobsinscience.com/info/vacancy.asp

Health and Safety

Hazard Warning Symbols
Symbol	Stands For	Meaning
	Highly Flammable	Catches fire easily
	Corrosive	May destroy living tissue on contact
	Toxic	Poisonous - can cause death by swalloing, breathing or absorption throught the skin
	Harmful	May have health risk if swalloed, breathed in or absorbed throught the skin
	Irritant	Not corrosive but can cause reddening or blistering on skin
	Oxidising	Provides oxygen which allows other materials to burn more fiercely
	Explosive	Can cause explosion
	Wear Eye Protection	May damage eyes

Risk assessments
A risk is how likely something will go wrong and how serious the consequences are of something going wrong
A hazard is anything with the potential to cause harm.

When carrying out any experiments you need to be aware of the hazards and risks involved.  This is performing a risk assessment, this is something that you do automatically in everyday life e.g. crossing the road you make yourself aware of the dangers (traffic) you can reduce the danger by using the crossings provided.
Although it is impossible to remove all the risk it is possible to reduce them to do this you need to:

1. Identify the hazards
2. Examine the risks and take steps to reduce them
3. Double check it and get another person to check it over.

The following hints might help:

1. Do the people involved follow the safely rules/do they know and understand them?
2. Are you using and dangerous substances – chemicals
3. What equipment are you using – is training needed
4. Are you cutting anything – hearts, onions etc

There is no set layout for a risk assessment it just needs to be clear to read and understandable for anyone who reads it.  The following must be included on a risk assessment:

1. Activity being carried out
2. Who will be involved – pupils, teachers, office workers, electricians
3. Location – science laboratory, FFT classroom, playground
4. Rough procedure
5. Substances involved and possible risks/hazards
6. Steps taken to reduce risks
7. PPE required
8. Date the risk assessment was made
9. Signature

Laboratory rules
A science laboratory can be a dangerous place to work in. Accidents can and do happen. We need to take special care in everything that we do in the labs so that we avoid accidents. A lot of accidents are caused by people being silly and can be avoided. There are a number of simple and commonsense things that we can do to avoid accidents and to make a lab a safe place to work in.

1. Never come into a lab until you are told to do so by a teacher. Don’t enter a lab unless a teacher is present
2. Never run, push or mess about in a lab
3. Don not eat, drink or taste anything in a lab. Many chemicals are poisonous and other classes may have been using chemicals previously
4. After working in a lab wash your hands
5. If you spill anything (even water) wipe it up immediately
6. If you break anything tell your teacher immediately
7. Always follow instructions carefully. If you are not sure of anything ASK.
8. If heating substances or handling chemicals, then wear safety glasses. (OVER YOUR EYES NOT YOUR HEAD AS A HEADBAND)
9. Never touch any equipment until you are told to do so.
10. Don’t try to show off someone will get hurt

Abbreviations
COSHH means Control Of Substances Hazardous to Health
HASAWA means Health and Safety At Work Act (The Management of Health and Safety at Work Regulations)
PAT means Portable Appliance Testing (electricity at work regulations)
HSE means Health and Safety Executive
CLEAPSS means Consortium of Local Education Authorities for the Provision of Science Services
PPE means Personal Protective Equipment

Useful Websites:
www.cleapss.org.uk
www.ase.org.uk
www.hse.org.uk

Fire Prevention

All fire extinguishers are now red cylinders with coloured panels which is above the operating instructions.  See table below for further information

Before you tackle fires
Many people put out small fires quite safely. However, some people die or are injured by tackling a fires which are beyond their capabilities. Here is a simple fire code to help you decide whether to put out or get out. ONLY TACKLE A FIRE IN ITS VERY EARLY STAGES.

• Always put your own and other peoples safety first. Make sure you can escape if you need to and never let a fire block you exit.
• Fire extinguishers are only for fighting a fire in its very early stages. Never tackle a fire if it is starting to spread or has spread to other items in the room or if the room is filling with smoke. Around 70% of fire deaths are caused by people being overcome by smoke and fumes.
• If you cannot put out the fire or if the extinguisher becomes empty, get out and get everyone else out of the building immediately, closing all doors behind you as you go. Then ensure the fire brigade has been called.

Useful Websites:
www.cfoa.org.uk/cfoa_public – Cheif and Assistant Fire Officers Association - advice on fire safety matters

First Aid

Basic First Aid in a laboratory
Chemical Splashes to the eyes – wash eye under cold water for at 10 minutes minimum.  The eye must stay open so try to hold the eyelid open.
Chemical Splashes to the skin – wash area with water to remove chemical but check with HAZARD CARDS as some chemicals react with water.  Remove clothing as necessary.
Chemicals in the mouth possible swallowed – DO NOT WASH OUT go straight to hospital with appropriate HAZARD CARD
Burns – place area under cold water
Toxic Gas – sit outside in the fresh air, depending on how much person might need to go to hospital
Clothing on Fire – Stop, Drop and Roll or use fire blanket wrapped around person
Asthma Attack – make sure person takes their medication; sit outside in the fresh air.  Depending on how sever attack person may need to go to hospital.
Electric Shock –if severe remove electric source, call name and shake them if no response call for an ambulance, meanwhile clear the airways but do not place them into the recovery position but check them for burns and place cold wet bandages to the burns and wait. http://www.eon-uk.com/distribution/455.aspx electric shock test

Useful Websites:
http://www.sja.org.uk/sja/first-aid-advice.aspx – St John’s Ambulance
www.redcross.org.uk/firstaid - Red Cross
www.firstaid.org.uk – St Andrew’s Ambulance Association

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Food Science
The work of food scientists and how their work encourages us to have a healthy diet.

Here is the course content of what you will learn throughout this section.

Nutrients
Vitamins and Minerals
Food Additives and Labelling
Qualitative Food Tests
Micro-organisms in Food
Food Poisoning
Bacteria
Growing Crops
Rearing Animals

Useful words and meanings:
Artificial fertilisers – fertilisers made from chemicals
Aseptic technique – this is used by microbiologists to protect themselves from harmful bacteria when handling microorganisms
Autoclave – industrial sterilise
Balanced Diet – combination of food that gives the body all the nutrients needed for good health
Biological Control – introducing a natural enemy to kill an insect pest
Blood Pressure – this is the pressure in your arteries cause by the pumping of the heart
Complex Carbohydrates – carbohydrates that contain big molecules that release energy from food slowly
Crop Rotation – growing different crops in a field from year to year
Deficiency – lacking something e.g. vitamin
Diabetes – a disease caused by the lack of insulin.  The body has no control on the uptake of Glucose in the body’s calls.  Glucose levels rise and appears in the urine
Dietician – someone who is trained to advice people on diets and food
E.coli – a bacterium that causes food poisoning
E-numbers – food additives that are permitted in the EU.  The E stands for explanation
Essential Fatty Acid – this is something the body needs for it to work.  The body cannot make this so you have to eat it, it can be found in oily fish
Fermentation – the action of yeast on sugar or starch solution to produce ethanol (alcohol) and carbon dioxide
Food Chain – diagram showing the feeding relationships of organisms in an ecosystem
Glucagon – hormone that converts glycogen in the liver to glucose in the blood
Glucose – a simple sugar solution and a form of carbohydrate used during aerobic respiration
Glycaemic Index – the ranking system for carbohydrates based on their effect on blood sugar
Glycogen – the form in which glucose is stored in the liver
Haemoglobin – part of the red blood cells that carries oxygen
Hypothermia – this is when your body falls below 35.5 degrees.  When this happens you can suffer from a reduction in the co-ordination of muscles and movement and if left untreated can result in unconsciousness
Insulin – a hormone that converts excess glucose into glycogen
Intensive Farming – farming to produce the maximum yield possible
Mucous Membranes – the lining of the eyes, ears, nose, throat and lungs which is kept moist
Nutrient – something the body needs for energy, growth and protection against disease
Organic Farming – a farm that relies on the ecosystem rather than chemicals to produce food
Pasteurisation – the rapid heating and cooling of a substance to destroy microorganisms
Polyunsaturated Fat – this is a type of unsaturated fat that also helps to lower blood cholesterol
Preservatives – chemicals that are added to food to stop it spoiling
Qualitative analysis – this is a procedure to determine the identity of a substance using a series of chemicals
RDA – this stands for Recommended Daily Allowance and is the minimum daily amount of a specific nutrient necessary for health
Respiration – this is the process that releases the energy in food
Salmonella – a rod-shaped bacteria responsible for some food poisoning
Satiety – feeling full
Saturated Fat – this can raise blood cholesterol
Unsaturated Fat – this does the opposite to Saturated Fat, it lowers the blood cholesterol
Yield – the amount obtained

Useful Websites:

http://www.ifst.org/site/cms/contentChapterView.asp?chapter=1 – institute of food science and technology
http://www.food.gov.uk/science/ - foods standards agency – science side, surveys
http://www.food.gov.uk/ - foods standards agency
http://www3.ccps.virginia.edu/career_prospects/briefs/E-J/FoodScientists.shtml - what is a food scientist
http://www.foodnavigator.com/news/news-ng.asp?n=60955-food-allergy-scientists – food allergy story
http://www.food-technologists.co.uk/PageFrameL2.asp?PageName=FoodLinks&PageNameL2=InstituteofFoodResea – institute of food research

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Forensic Science
How scientists use forensic techniques to help solve crimes.

Here is the course content of what you will learn throughout this section.

Fingerprints
Glass Evidence
Microscopic Evidence
Impressions
Ionic and Covalent bonding
Ion Testing
Flame Tests
Chromatography
Blood and DNA / Databases
Presenting Evidence

Useful Websites:

http://www.aafs.org/?section_id=resources&page_id=choosing_a_career – what is a forensic scientist?
http://forensic.to/new_page_5.htm - FAQ about forensic scientists
http://www.cdr.state.tx.us/shared/WhyStudyThis/Interviews/molina.html - interview with a forensic scientists

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Sport Science
How sports scientists help with diet and fitness, and with the design of sports equipment and clothing used for sport.

Here is the course content of what you will learn throughout this section.

Heart and Lungs
Exercise
Controlling Temperature and Water Levels
Nutrition / Diet and Drinks
Measurements (BMI)
Sportswear and Equipment

Useful Websites:

http://www.sport-exercise-science.co.uk/intro.htm - sport and exercise science

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Portfolio Information

Food Science – the investigation should be about food or things that may be found in foods

Forensic Science – the investigation should include a number of tests or techniques for comparing and matching samples that may indicate the probability of a suspect being linked to a crime

Sport Science – the investigation should either devise, use, monitor and evaluate a personal fitness plan for a particular sport or purpose such as training for a marathon
OR
The investigation should be about different materials that could be used for a particular sport or purpose

Your Portfolio will be on Forensic Science (more fun)

Click here for the Assessment Grid Unit 3

When completing your portfolio you need to consider the following 5 points, as these are marked at 3 different levels (guidance given, little guidance given and independently this is further explained in the Assessment Grid).

The 5 points to consider with your portfolio are:
The Vocational Aspect – the research into how your investigation is used in the workplace and explain the importance of the investigation to a particular organisation. (Marks out of 4)
Plans and Risk Assessments – produce a plan which could be used by another to successfully complete the investigation.  You also need to produce a risk assessment of the investigation and list the hazards around the investigation and how you have reduced the risk. (Marks out of 6)
Carrying Out the Investigation – choose suitable equipment and use if correctly and safely.  Collect and record data accurately using a suitable method (chart, tables).  Do you need to repeat measurements and why do you think you may. (Marks out of 12)
Conclusions – process the data (calculate the mean or draw a graph) from the data draw a conclusion – what have you tried to prove and have you succeeded, explain why you think what you think (Marks out of 10)
Evaluation – review your work, point out the strengths and weaknesses.  How your investigation could be improved, could the collection of data be improved to be more accurate and reliable.  Always justify your points e.g. instead of saying ‘use a smaller measuring cylinder’ use measurements instead ‘measure the volume to the nearest 0.5cm3’.  Finally explain the importance of your findings and how they could be helpful to the area you have been studying. (Marks out of 8)