AQA Additional Applied Teacher Resources

119 Pages·2007·1.2 MB·English

by  Mr System Administrator

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Heinemann Educational Publishers
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Part of Harcourt Education

Heinemann is the registered trademark of Harcourt Education Limited

© Harcourt Education Limited 2006

First published 2006

10 09 08 07 06
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10-digit ISBN: 0 435 58619X
13-digit ISBN: 978 0 435 586195

Copyright notice
All rights reserved. The material in this publication is copyright. The duplicating masters may be photocopied for
one-time use as instructional material in a classroom by a teacher, but they may not be copied in unlimited
quantities, kept on behalf of others, passed on or sold to third parties, or stored for future use in a retrieval system.
If you wish to use the material in any way other than that specified you must apply in writing to the publishers.

Edited by Stephen Nicholls

Original illustrations © Harcourt Education Limited, 2006

Illustrated by Beehive Illustration (Martin Sanders, Mark Turner and Laszio Veres), NB Illustration (Ruth
Thomlevold), Sylvie Poggio Artists Agency (Rory Walker).

Printed by Ashford Colour Press

Every effort has been made to contact copyright holders of material reproduced in this teacher resource. Any
omissions will be rectified in subsequent printings if notice is given to the publishers.

Hotlinks
There are links to relevant web sites in this teacher resource. In order to ensure that the links are up-to-date, that
the links work, and that the sites aren’t inadvertently linked to sites that could be considered offensive, we have
made the links for each module plan available on the Heinemann website at www.heinemann.co.uk/hotlinks.
When you access the site, the express code is 6034T.

Tel: [phone] www.heinemann.co.uk

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Contents page

Contents page

How to use AQA Additional Applied Teacher Resources 3
Module plans 4–60
Standard procedure spreads with safety information 61–91
Risk assessment template 92
Generic writing frame 93–94
Student portfolio checklist 95–96
Book in text question answers 97–107
Book end of unit answers 108–117

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How to use AQA Additional Applied Teacher Resources

How to use AQA Additional Applied Teacher
Resources

AQA Additional Applied GCSE Finally we suggest how long we expect the module
Science to take, link to the Key skills detailed in the
specification, highlight key works and links to the
Heinemann offer a simple and cost effective solution other units.
for delivering AQA Additional Applied GCSE
Science.
Standard procedures
The AQA Additional Applied GCSE student book
The standard procedures are repeated from the
has been published complete with teacher resources
student book. We have added safety information for
giving you all you need in one simple purchase.
teachers and technicians and provided editable
These free teacher resources are closely matched to sheets so you can customise them for each class. We
the specification, the Scheme of Work issued by have emboldened potential hazards on the standard
AQA and the student book published by Heinemann. procedure sheets as well as adding general safety
information.
The teacher resources are free as part of your
evaluation pack and available in PDF and Word
Risk assessment
format on the Heinemann website at
www.scienceuncovered.co.uk on the homepage and Completing risk assessments is an important part of
in the ‘download’ section of AQA Teacher the specification. We have provided a template to
resources. assist students when they undertake a risk
assessment.
How to use
Writing frame
The teacher resources contain:
This generic writing frame will assist students when
• 18 module plans
writing a report for their standard procedures and the
• editable standard procedure sheets complete practical investigation in Unit 3. This can be
with safety information photocopied and handed out to students or used
• risk assessment template electronically to give more structure to each
assignment.
• generic writing frame
• student portfolio checklist for Units 1 and 3
Student portfolio checklists
• book answers.
Unit 1 and Unit 3 focus on writing a portfolio of
All of these sheets are available as Word documents
work. This checklist can be used by students as they
online and fully editable making customisation easy.
create their portfolios to make sure they have
included everything to the best of their ability. The
Module plans student checklists are closely related to the AQA
Additional Applied GCSE specification and
The module plans closely follow the AQA Scheme
assessment evidence grids.
of Work. Each module plan cross references to the
student book and the AQA Additional Applied
Book answers
GCSE specification. The learning objectives from
the Scheme of Work are clearly laid out, as are the The answers to questions in the student book are
standard procedure and case studies that are covered provided over the last 18 pages.
in the module.
Finally…
We have suggested a number of resources for each
module and detailed where you might find them, The AQA Additional Applied student book and
including extensive weblinks. There are several teacher resources will help you to deliver AQA
suggestions for starters, main activities and plenary Additional Applied GCSE Science effectively in an
activities with relevant teacher notes. enjoyable and relevant way for all your students.

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Unit 1: Working safely in science

Module 1: Health and safety in science

AQA Additional Applied AQA Additional Applied specification, page 22–23, reference 10.3
Student Book pages 14–27
Scientific work can be dangerous, yet accidents among scientists are rare. This is because scientists are always aware
of the hazards they deal with and of the need to work safely. Candidates must be able to work safely and prevent
accidents in the laboratory or wherever they are doing their scientific work. Candidates must know what to do if an
accident happens.

Learning objectives
Candidates need to find out about:
• health and safety checks in the workplace
• risk assessments for activities performed in the workplace
• what can be done to prevent accidents from hazards in a scientific workplace
• emergency procedures followed if an accident from these hazards happens.
Candidates need to be able to:
• identify hazard warning signs
• identify biological, chemical and physical hazards, including radioactive substances, and their associated risks
• follow health and safety procedures
• understand the use of risk assessments.
Candidates need to find out:
• about the safety measures employed for handling radioactive materials and the procedures adopted to ensure that people who work with radioactive
materials are not exposed to unacceptable risk
• about how unwanted or waste materials, including radioactive substances, are disposed of safely
• why it is useful to have a first aid qualification
• the names of organisations which give training for first aid qualifications and how to contact these organisations
Candidates need to know:
• the basic first aid to give in the case of: heat burns and scalds, chemical burns, breathing in fumes and swallowing chemicals, electric shock, damage

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Unit 1: Working safely in science

to eyes by particles or chemicals
• the situations in which it would be dangerous to give first aid
• what must be done if they hear a fire alarm or smoke alarm
• what must be done if they find a fire
• how fire doors function
• why different types of fire extinguisher (water, carbon dioxide, dry powder, foam, a fire blanket) are used on different types of fire
• about the use of automatic sprinkler systems.
The following is covered in this module:
Modules 1 and 2 will probably be started at the end of Year 10 by most students following the completion of Core Science exams in June.
The content of Modules 1 and 2 makes up the entire content of Unit 1. However, during the rest of the course there may be opportunities to add to and
improve work in the portfolio before it is sent for moderation.

The case study of Peter (the health and safety representative) appears throughout the module.
There are no standard procedures associated with this module.
Suggested resources
CLEAPSS CD-ROM (should be available annually from all local authorities). This contains Hazcard information etc. Independent schools and colleges can
register with CLEAPSS School Science Service, Brunel University Uxbridge UB8 3PH or via email to [email protected]. This CD-ROM can be copied
within the institution. It would be useful to have it installed on the school network or on several laptops available to students in the laboratory.
Basic first aid information provided can be downloaded from the St John’s Ambulance website (see Hotlinks, page 1) to MP3 player or played on the
computer using Real Player. It covers many aspects of basic first aid e.g. poisoning, bleeding, objects in the eye, etc.
A free booklet of first aid in schools can be downloaded via Hotlinks (see page 1).
A website on first aid in the workplace can be accessed via Hotlinks (see page 1).
Schools may wish to use the services of St John’s Ambulance or the Red Cross to provide students with some basic training. A certificate showing the
completion of the training could be added to the portfolio.
There is a very useful set of websites on fire safety (see Hotlinks, page 1) covering all aspects of fire safety, including copies of leaflets and television
adverts.
The local Fire Service may send a representative to talk and demonstrate some aspects of fire safety. It is a good idea for students to receive a certificate of
attendance for their portfolio.
Many students will visit places of work as part of the work experience programme. If the placements are in vocational areas linked with the specification (e.g.

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Unit 1: Working safely in science

Food Science, Forensic Science or Sports Science) it is useful but it is not essential. Information from any work placement can be used. Students should be
encouraged to write a report on Health and Safety in the place they visit. For lower tier students a sheet of prepared questions could be provided.
Some firms can provide Heath and Safety videos or the information packs given to new employees. A videoconferencing session with a Health and Safety
Officer is an alternative to a visit.
Suggested starter activities Teacher notes
1 Where do most accidents occur in school? This is a question you might like to 1 Only about 2% of accidents take place in science laboratories.
ask. Many students will assume that is might be laboratories. You could either Far more accidents occur in physical education or in the
provide the statistics for your school from the accident book or have a short playground. There has only been one fatal accident in a science
interview with a first aider or school nurse. Students might suggest why school lab and that was over 80 years ago. Higher tier students might
laboratories are relatively safe even though some hazardous materials are used and display data on accidents in school and where they occur in a
some risky procedures. suitable chart. Some accidents have to be reported to the Health
and Safety Inspectorate. More able students might find out
which accidents. It is important that students appreciate the
difference between hazards and risks.
2 Health and Safety in the Workplace Students might listen to a video from a 2 It is important that students realise that, by law, there must be a
company on Health and Safety in the workplace or look at a leaflet issued by a serious attempt by the employer to provide a safe working
company or listen to a talk from a Health and Safety Officer. The students could environment for employees.
write a report for their portfolio on the video/talk, etc. If they use the leaflet they
can include it in the portfolio and highlight and annotate key parts.
Suggested main activities Teacher notes
1 Health and Safety in our laboratory (Investigation) Students investigate all 1 This work will contribute to Unit 1 portfolios. Students can
safety issues associated with a school laboratory – risk assessment, fire prevention apply ideas of health and safety to other parts of the school. For
and first aid. A question and answer session with an informed laboratory example, a pottery room has to control dust and have
technician may be useful. Students should see what is required in a risk assessment procedures to ensure safe operation of kilns. There may also be
and use CLEAPPS Hazcards and student sheets to produce a risk assessment. safety issues associated with materials e.g. glazes. Students
need to appreciate that the hazards of certain chemicals, for
example, depends upon concentration e.g. hydrochloric acid.
Too often students write incorrect terms like ‘hydrochloric acid
burns’. Higher tier students can apply ideas of health and safety
in other organisations.

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Unit 1: Working safely in science

2 What do Year 7 need to know? (Presentation)Year 7 students are probably
excited to work in a school laboratory for the first time. They need to have some
introductory information before they start. Students could prepare a booklet,
PowerPoint presentation, etc., to deliver to Year 7 students. For example, they
could consider laboratory rules and why they are needed.
Suggested plenary activities Teacher notes
1 Ask students to contribute the important ideas they have learned during the 1 Highlight any safety issues and links between Units 1 and 3.
module. Record these on a flipchart. Ask students to vote for the three most
important ones. Analyse the responses. Show photographs of people working in
different occupations. Examples could include construction workers (with hard-
hats and boots, police officers with stab jackets, food preparation workers with
hairnets, protective clothing, etc. Why are these people dressed as they are?
Homework activities Teacher notes
1 Homework will mainly consist of completing portfolio work. Writing more risk 1 Lower tier students will benefit from being given a partially
assessments will help students when doing unit 3. completed risk assessment table. The possible risks and
assessments are identified. Students just have to complete the
table. This approach, however, will limit attainment to Stage 1.
Stage 2 can be awarded where students are given a blank table,
with just the column headings included. For Stage 3, students
should complete the risk assessment using a blank piece of
paper.
Time allocation Key skills: Key words Links to Unit 2:
Module 1 = 10 hours N1.1, N2.1 None There are no links with Unit 2
6 hours Portfolio work C1.1, C1.2, C2.1a
Links to Unit 3:
0 hours Standard procedures ICT1.1, ICT1.2, ICT 1.3, ICT2.1, ICT2.2,
Students will use ideas about
4 hours Content ICT2.3
formulating risk assessments in
WO1.1, WO1.2, WO1.3, WO2.2, WO2.2,
investigations in Unit 3
WO2.3

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Unit 1: Working safely in science

Module 2: Investigating science at work

AQA Additional Applied AQA Additional Applied specification, pages 21 and 22, reference 10.2
Student Book pages 2 –13,
22–27 Vocational Science is the science and skills used by people in a wide variety of jobs. Those with a major job role in
science may classify things, obtain or make things and monitor and control changes. The more scientists know about
the materials and equipment they work with, the more effective they can be. Scientists tackle problems, sometime
straightforward, often complex. This requires employing scientific skills and knowledge, coupled with imagination and
curiosity. However, there are many people who use science in their work, whom we do not think of as scientists. For
some it is a significant part of their work (eg nurses, engineers); for others is plays a smaller part (eg photographers,
chefs and gardeners).

Learning objectives
Candidates need to be able to:
• identify local, national and international businesses and service providers that use science
• identify and describe the types of scientific activity that are carried out
• describe the importance of the activity to society or the community
• put the employees into one of three classes: major, significant and small users of science
• identify the job titles and qualifications of the people who perform them.
Candidates need to find out:
• where organisations are located and why
• what skills are used by the people employed
• what skills scientists need in addition to their qualifications
• what careers are available in science and science–related areas.
The following is covered in this module:
The case study of Neil (who is a student completing this module) appears throughout the module. The case study of Ranjit is used to show how science is
used in ‘Food Science’. The case study of Carla is used to show how science is used in ‘Forensic Science’. The case study of Jane is used to show how
science is used in ‘Sports Science’.

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Unit 1: Working safely in science

There are no standard procedures associated with this module.
Suggested resources
Several websites that can be used to obtain information about companies in your area can be accessed via Hotlinks (see page 1).
The Dun and Bradstreet Business Directory in your library can also be used to find local companies.
Suggested starter activities Teacher notes
1 Students use the websites in the suggested resources and Dun and Bradstreet to 1 Dun and Bradstreet can be obtained in hard copy for students
research businesses that use science in the local area. Students rejoin whole class without internet facilities.
discussion to collate data and produce a list of local businesses.
2 Students classify businesses as just local, or national or international. 2 There should be at least one example of each type of business
that the students can study in more detail later.
3 Students identify and categorise the business in terms of their usefulness to the 3 This could be done as a thought shower session.
local community.
4 Students view video of a business in the local community. 4 This may not be available in the first year but could be a video
produced by students from a previous year as part of their
portfolio of evidence.
Suggested main activities Teacher notes
1 Business investigation (Investigation) Students use a model prepared beforehand 1 Schools are strongly advised to contact firms prior to the
(possibly by a previous student) so that they can see what is required and how they students. Large companies may have special education
might go about completing this module. departments and smaller firms will not thank the school if 15 or
20 students approach them who are all acting individually. It
Students focus on just one example of each type of business. Contact with the
cannot be stressed too strongly that business links need to be set
business will need to be made in order to gather the correct information.
up as soon as possible. Organisations that may be useful
Students design forms for collecting data to identify if the business is a small, include local business alliances such as NEBA in
significant or major user of science; the qualifications and job titles of people who Nottinghamshire, or Connexions. Authorities involved in
work there; the science and skill that are used by the employees; and what careers piloting the new Specialised Diplomas will have business
are available. education advisors to help in making the business links that are
needed.

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