Scheme of work gcse additional Applied Science



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Scheme of work


GCSE Additional Applied Science




Introduction

Science is essential for all of us in our everyday lives and for the future of our planet. For many candidates, science is a highly inspirational subject, but for others, it poses challenges with which they need help, guidance and encouragement.


That’s why, at AQA, we believe that what you teach and how you teach it are vital when it comes to engaging your candidates. Therefore, to help you deliver our GCSE Additional Applied Science course, we have provided ideas on how this can be done. You can use these suggestions, adapt them to suit your candidates, or use your own schemes of work.
The delivery of the specification is flexible, and centres are encouraged to design schemes of work that best suit their individual circumstances, the needs and aspirations of their candidates and the skills of their teachers.
The times shown are for time in lessons only. Half lesson times are shown in places to enable teachers to be more flexible in their approach by combining these in twos (or threes) depending on the needs of their candidates.
With the introduction of modular courses, there are increased opportunities for delivering the specification in more creative ways. There are three possible timescales for delivery: a one-year delivery; a two-year delivery alongside an additional science course; and a three-year delivery (perhaps starting in year 9 but consuming less time each week).
Centres are strongly urged to adopt an applied contextual approach as a basis for the delivery of each topic of the specification as it is felt that this will both create and maintain the interest of candidates in the Additional Applied Science course. However, the specification may be delivered either as a series of modules or in a linear format. This scheme of work is not intended to dictate a particular order of topics.




Free AQA reference material to help you:
• AQA’s The Science Lab resource zone

• GCSE Additional Applied Science Specification

• Unit 1: Specimen question papers and mark schemes

• Unit 2: Controlled Assessment Teachers Notes and Tasks (4 per year)

• Teacher Support meetings

• Exampro

• Ask AQA

• Centre Controlled Assessment Adviser

• Enhanced Results Analysis

• Nelson Thornes’ support materials (chargeable published resources to support this specification)


Because the specification may be taught either as a series of modules or in a linear format, it is for the Centre to decide the order in which the separate topics.




Subject Content

Assessment overview

The subject content is divided into 2 areas:

3.3 Unit 1 – Science at Work

3.4 Unit 2 – How scientists use Practical techniques


Unit 1 – Exam 40%

Unit 2 – Controlled assessment 60%

These will be four of each controlled assessment tasks available each year.





Additional Applied Science contexts

The specification provides a range of contexts to lead the way that the content is taught. Centres can add their own contexts where they are more relevant to the learning experiences that their candidates have encountered. These contexts are:


Unit 1 – Science at Work
3.3.1 Following standard procedures

3.3.2 Health and safety at work

3.3.3 The use of science in maintaining health and fitness

3.3.4 The use of science to develop materials for specific purposes

3.3.5 The use of science in food production

3.3.6 The use of science in analysis and detection.



Unit 2 – How Scientists Use Practical Techniques
3.4.4 Assignment 1 – Investigating the work of scientists and how they use science

3.4.6 Assignment 2 – How scientists use evidence to solve problems






Scheme of work overview
The Scheme of Work is presented as:


  • A ‘big’ picture (a Scheme of Work overview)

  • A ‘medium’ level view (in blocks of 12 lessons)

  • A lesson view (blocks of work, which are deliverable in a timetabled lesson and which will aid lesson planning)

The Big Picture


Block 1

(12 lessons of work)



Block 2

(12 lessons of work)



Block 3

(12 lessons of work)



Block 4

(12 lessons of work)



Subject content:

3.3.1 Following standard procedures

3.3.2 Health and safety at work

3.3.3.1 Healthcare scientists

3.3.3.2 Exercise and the human body


Subject content:

3.3.3.2 Exercise and the human body (continued)

3.3.3.3 Injuries to the human body

3.3.3.4 Nutrition for exercise and fitness



Subject content:

3.3.4.1 Materials scientists

3.3.4.2 The properties and uses of materials


Subject content:

3.3.5.1 Agricultural and food scientists

3.3.5.2 Microorganisms and food safety

3.3.5.3 Useful microbes in the production of food



Block 5

(12 lessons of work)



Block 6

(12 lessons of work)



Block 7

(12 lessons of work)



Block 8

(12 lessons of work)



Subject content:

3.3.5.4 The use of organic and intensive farming in the production of food

3.3.5.5 The use of selective breeding and genetic engineering in the production of food


Subject content:

3.3.6.1 Analytical scientists

3.3.6.2 Analysing samples using qualitative chemical tests


Subject content:

3.3.6.3 Analysing samples using quantitative techniques

3.3.6.4 Analysing samples using paper and thin-layer chromatography

3.3.6.5 Analysing samples using instrumental techniques

3.3.6.6 Analysing body fluids

3.3.6.7 Analysing glass or plastic samples



Subject content:

3.4.4 Assignment 1

1A - Information on the organisation

1B - Information on work of a scientist

1C - Qualification skills used by the scientist

1D - Sources of information




Block 9

(12 lessons of work)



Block 10

(12 lessons of work)



Block 11

(12 lessons of work)






Subject content:

3.4.4 Assignment 1

3 - Following standard procedures and collecting data

4 - Analysing data/evidence and drawing conclusions

3.4.6 Assignment 2

1 - Planning



Subject content:

3.4.6 Assignment 2

2 - Assessing and managing risk

3 - Collecting data/evidence

4 - Processing primary and secondary data/evidence



Subject content:

3.4.6 Assignment 2

4 - Processing primary and secondary data/evidence

5 - Analysing primary and secondary data/evidence

6 - Evaluating the practical activity

7 - Workplace context



The Medium view
UNIT 1


Block 1

12 lessons

3.3.2

Health and safety at work

The Health and Safety at Work Act and the Health and Safety Executive (1)

Hazard symbols and safety signs (1)

Fire extinguishers (1)

Health and safety checks (1)

Risk assessments (1)


5 lessons

3.3.3.1

Healthcare scientists

Occupations in healthcare science & healthcare scientists (1)

Fitness practitioner (1)



2 lessons

3.3.3.2

Exercise and the human body

Changes in breathing and heart rate during exercise and how to measure them (1)

The importance of accurate measurements and following instructions (1)

Recovery times and measuring temperature (1)

Measuring vital capacity, tidal volume and blood/urine glucose content (1)

Measuring muscle strength, evaluating methods & monitoring physiological changes (1)


5 lessons




Block 2

12 lessons

3.3.3.2

Exercise and the human body (continued)

The respiratory system (1)

The cardiovascular system (1)

Aerobic respiration (1)

Anaerobic respiration (1)

Control of body temperature and water levels (1)

Control of blood glucose levels (1)



6 lessons

3.3.3.3

Injuries to the human body

The skeletal system (1)

Muscle action (1)

Joints (1)


3 lessons

3.3.3.4

Nutrition for exercise and fitness

Energy requirements, diet diaries and BMI (1)

BMI and athletes’ diets (1)

Comparing diets and sports drinks (1)


3 lessons




Block 3

12 lessons

3.3.4.1

Materials scientists

Testing new products and the CE mark (1)

1 lesson

3.3.4.2

The properties and uses of materials

Terms used to describe properties of materials and tensile strength (1)

Hardness and density tests (1)

Flexibility and brittleness tests (1)

Testing tensile strength and Hooke’s law (1)

Conductivity and corrosion resistance tests (1)

Tension/compression and types of materials (1)

Properties of metals (1)

Properties of polymers (1)

Properties of composites and ceramics (1)

Materials for sport and medical equipment and transport (1)

Synthetic and natural materials (1)


11 lessons




Block 4

12 lessons

3.3.5.1

Agricultural and food scientists

Agricultural and food scientists (1)

The FSA and Defra (1)



2 lessons

3.3.5.2

Microorganisms and food safety

Bacteria and food poisoning (1)

Keeping food preparation areas bacteria free (1)

Reducing the growth of bacteria (1)

Testing food for bacteria and aseptic techniques (1)

Serial dilutions (1)

Streak plates (1)

Problems of food contamination (1)


7 lessons

3.3.5.3

Useful microbes in the production of food

Making yoghurt and cheese (1)

Making beer and wine (1)

Making bread and the advantages of microbes in food production (1)


3 lessons




Block 5

12 lessons

3.3.5.4

The use of organic and intensive farming in the production of food

Agricultural and food scientists and plant minerals (1)

Crop growth and controlled environments (1)

Photosynthesis and use of chemicals in farming (1)

Making fertilisers economically (1)

Rates of reaction (1)

Yields, making ammonia and reversible reactions (1)

Organic farming methods (1)

Advantages and disadvantages of different farming methods (1)

Investigating the conditions for plant growth and effects of farming chemicals on the environment (1)


9 lessons

3.5.5.5

The use of selective breeding and genetic engineering in the production of food

Ethics of food production and selective breeding (1)

Selective breeding and genetic engineering (1)

Ethics of selective breeding, genetic engineering and cloning (1)


3 lessons




Block 6

12 lessons

3.3.6.1

Analytical scientists

Analytical scientists in forensic science and environmental protection (1)

Analytical scientists in healthcare and pharmaceuticals (1)

2 lessons


3.3.6.2

Analysing samples using qualitative chemical tests

Ionic compounds (1)

Covalent compounds (1)

Flame testing (1)

Solubility (1)

Measuring pH (1)

Precipitation reactions (1)

Testing for carbonates (1)

Testing for alcohol and breathalysers (1)

Solubility and formulae of ionic compounds (1)

Identifying unknown substances and getting accurate results (1)

10 lessons






Block 7

12 lessons

3.3.6.3

Analysing samples using quantitative techniques

Atomic mass, formula mass and moles (1)

Titrations (1)



2 lessons

3.3.6.4

Analysing samples using paper and thin-layer chromatography

Chromatography (1)

Rf values (1)

2 lessons

3.3.6.5

Analysing samples using instrumental techniques

Distinctive features of bullets, fibres, seeds, soil, pollen and paint (1)

Interpreting traces from instrumental techniques (1)

How analytical techniques have changed the work of scientists (1)


3 lessons

3.3.6.6

Analysing body fluids

Blood, animal cells and DNA (1)

Electrophoresis and DNA profiles (1)

Ethical implications of storing DNA profiles (1)


3 lessons

3.3.6.7

Analysing glass or plastic samples

Determining the refractive index of glass (1)

Refraction (1)



2 lessons



Unit 2


Block 8 – ASSIGNMENT 1 - Research

12 lessons

3.4.4

1A - Information on the organisation


Explaining the type of organisation in which the scientist works (1)

Explaining the investigation to be completed in terms of the benefits to society (1)

Organising information logically and coherently, supporting it by a range of valid evidence (1)


3 lessons

3.4.4

1B - Information on work of a scientist


Writing a detailed account of the work of a scientist (1.5)

Linking the work of the scientist to scientific knowledge from the specification (1.5)



3 lessons

3.4.4

1C - Qualification skills used by the scientist


Describing the qualifications required by the scientist (1)

Explaining how their practical skills are used to carry out the investigation (1)

Explaining how their scientific knowledge is used to carry out the investigation (1)


3 lessons

3.4.4

1D - Sources of information


Producing a bibliography (1)

Giving alternative strategies to improve the data collected (2)



3 lessons




Block 9 – ASSIGNMENT 1 and 2

12 lessons

3.4.4

3 - Following standard Procedures and collecting data


Carrying out the investigation following standard procedures (3)

Recording measurements accurately in tables (1)

Recording measurements accurately in graphs (1)

Giving reasons for repeating measurements (1)



6 lessons

3.4.4

4 - Analysing data/evidence and drawing conclusions


Identifying and explaining patterns in the data (1)

Manipulating data using calculations (0.5)

Writing conclusions (1.5)


3 lessons

3.4.6

1 - Planning

Stating the purpose of the investigation (1)

Detailing the equipment needed (1)

Writing a logical plan in a series of steps that could be followed by another person (1)


3 lessons



Block 10 – ASSIGNMENT 2

12 lessons

3.4.6

2 - Assessing and managing risk

Identifying hazards involved with the investigation (1)

Identifying associated risks (1)

Suggesting control measures based on scientific reasoning (2)


4 lessons

3.4.6

3 - Collecting data/evidence


Making observations (2)

Recording data (1)

Constructing charts or graphs (1)

Identifying anomalous results (1)

Explaining the need for repeats (1)


6 lessons

3.4.6

4 - Processing primary and secondary data/evidence

Identifying patterns within data (1)

Explaining patterns within data (1)



2 lessons




Block 11 – ASSIGNMENT 2

12 lessons

3.4.6

4 - Processing primary and secondary data/evidence

Completing calculations using formulae (2)

2 lessons

3.4.6

5 - Analysing primary and secondary data/evidence


Writing conclusions (1)

Recognising the limitations of the data (1)

Illustrating scientific understanding (1)


3 lessons

3.4.6

6 - Evaluating the practical activity


Evaluating the strengths and weaknesses of working methods (1)

Suggesting ways of improving the methods used (1)

Justifying ways of improving the methods used (1)

How to improve reliability and precision of evidence obtained (1)



4 lessons

3.4.6

7 - Workplace context


Researching a workplace application of the practical investigation (1)

Explaining how the findings of the investigation could be used by a workplace application (1)

Using scientific evidence from the investigation to provide a basis for opinion (1)


3 lessons

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