BTEC Applied Science Bridging Task

The following booklet is for you to use prior to starting your BTEC in applied science.

In year 12 you will complete 2 units:

● Principles and applications of science - assessed by a 2 hour exam

● Practical scientific procedures and techniques - assessed via coursework

In year 13 you will complete 2 further units:

● Science investigation skills - assessed by a 90 minute exam

● Application of science (topic to be decided by your teacher) - assessed via

coursework

Applied science requires learners to be independent, self motivated and dedicated.

You will have several deadlines to meet with your coursework so must be able to

keep on top of your work.

Watch this video to see why other students chose to do Applied science:

https://www.youtube.com/watch?v=ghSPov26ISw

Why should I study Applied science?

What were your favourite topics from GCSE science?

★

★

★

Which topics from GCSE science do you want to learn more about?

★

★

★

What other subjects are you thinking of taking? Does Applied science fit well with

your other subjects?

(it doesn’t have to but may be something to consider depending on the course

requirements of certain universities/apprenticeships)

What are your aspirations beyond post-16 study?

Use the space below to outline what careers interest you, what university course or

apprenticeship you may have to do to access that career and what grades you will

need in order to be accepted onto those courses.

Cross curricular and career links with Applied science

Research and give a brief explanation for the following careers which link to biology

and a range of other subjects. Use the last few bullet points for another others you

are interested in:

★ Applied science and English - Science communicator:

★ Applied science and Media studies - nature documentary filmmaker:

★ Applied science and computer science - bioinformatics:

★ Applied science and geography - Oceanographer:

★ Applied science and business studies - Biotechnologist:

★ Applied science and psychology - neuroparasitology:

★ Applied science and maths - Forensic scientist

★

★

★

Why is understanding science important?

Watch the following videos and use your own knowledge to complete the spider

diagram:

https://www.youtube.com/watch?v=XnWm6UsX-OM

https://www.youtube.com/watch?v=cTTOWnQzlp0

Why is science important?

A Head Start to BTEC Applied Science

Biology - Cells

In unit 1 you will build on your GCSE knowledge of cells. From GCSE you will know

there are prokaryotic (bacteria) and eukaryotic (animal and plant) cells. You may

also think that you can name all of the organelles found within them? Complete the

crossword below to test your knowledge.

At GCSE your teachers were not entirely truthful, there are far more organelles than

you thought! During your BTEC you will have to be able to name, recognise and

describe the functions of the following organelles:

Use the internet to research the function (job) of the following organelles in a

prokaryotic cell:

https://www.thoughtco.com/prokaryotes-meaning-373369

Organelle Function

Nucleoid

70s ribosomes

Plasmids

Capsule

*70s refers to the size of the ribosomes found in prokaryotic cells. Eukaryotic cells

have 80s ribosomes so they are slightly bigger. Their function is the same

Eukaryotic cells https://alevelbiology.co.uk/notes/organelle-structure-function/

https://alevelbiology.co.uk/notes/organelles/

https://www.youtube.com/watch?v=dLJdRs5w4u4

Use the internet to research the function (job) of the following organelles in

eukaryotic cells:

Organelle Function

Plasma membrane

Cytoplasm

Nucleus

Nucleolus

Smooth endoplasmic reticulum

Rough endoplasmic reticulum

Golgi apparatus

Vesicles

Lysosomes

80s ribosomes

Centriole

Mitochondria

Cell wall

Chloroplasts

Vacuole

Tonoplast

Amyloplast

Plasmodesmata

Pits

* Green box indicates organelles that are only found in plant cells, white box

indicates organelles that are found in both plant and animal cells.

Challenge task: The image of the plant cell above does not include all of the

organelles you have to know and includes some that you don't need to know.

Draw a diagram of a plant cell that includes all of the organelles found in a plant cell

that you would need to know for your BTEC.

Super challenge: Bake or construct a cell out of food. Choose one of the cells

pictured above and make it out of food. Make sure you take pictures before eating it!

Chemistry

In unit 1 you will build on your GCSE knowledge of Atoms, bonding and chemical

reactions. From GCSE you will know there are models used to show the structure of

the atom. Complete the crossword below to test your knowledge.

ACROSS

5 The smallest particle of a chemical element that can exist (4 letters, starts with A)

7 The total number of protons and neutrons in a nucleus. (Two words, 4 & 6 letters, starts with M & N)

8 The average mean mass of one atom of an element. It is an average of the mass numbers of all the different isotopes of that element (3 words, 8, 6 & 4 letters, starts with R, A & M)

9 The positively charged central core of an atom, consisting of protons and neutrons and containing nearly all its mass. (7 letters, starts with N)

10 A subatomic particle of about the same mass as a proton but without an electric charge, present in all atomic nuclei except those of ordinary hydrogen (7 letters, starts with N)

Down

1 A stable subatomic particle occurring in all atomic nuclei, with a positive electric charge equal in magnitude to that of an electron

2

Forms of the same element with the same number of protons, but different numbers of neutrons

3

The number of protons in the nucleus of an atom, which is characteristic of a chemical element and determines its place in the periodic table. Also known as an element's proton number

4 A substance consisting of atoms which all have the same number of protons

6 A stable subatomic particle with a charge of negative electricity (8 letters, starts with E)

Structure of the Atom

Complete the following table:

Challenge Task: Use materials you have at home to make a model of an atom (see

an example below). Ensure you label all the parts of the atom and give the relative

charges and mass for each subatomic particle.

Physical states

Chemical equations use symbols to describe the physical state of the reactants and

products. Add the physical states to each picture

(s) = solid, (l) = liquid), (g) = gas & (aq) = aqueous (This means a solution in water)

Equations and reactions Use the chemical names and symbols to complete the word/symbol equations below.

Hydrogen H2O Sodium hydroxide Water Magnesium chloride

Na2SO4 Calcium hydroxide Hydrochloric acid Sodium chloride

Mg

Mg H2 NaCl Na2CO3 CuSO4

Reaction 1. Magnesium and hydrochloric acid

Circle the signs you observed that a chemical reaction had taken place. Colour change / heat produced / gas produced

Magnesium + +

+ HCl +

Reaction 2. Calcium and water

Circle the signs you observed that a chemical reaction had taken place. Colour change / heat produced / gas produced

Calcium + Water + Hydrogen

+ Ca(OH)2 +

Reaction 3. Sodium carbonate and sulphuric acid

Circle the signs you observed that a chemical reaction had taken place. Colour change / heat produced / gas produced

Sodium + + sodium +

carbonate sulphate

+ H2SO4 H2O + + CO2

Ionic bonding diagrams

Draw ionic bonding diagrams of the following compounds

a) Lithium hydride (LiH)

b) Potassium fluoride (KF)

c) Magnesium oxide (MgO)

d) Calcium chloride (CaCl2)

Covalent bonds

Draw dot-cross diagrams for the following covalent compounds

Water (H2O)

Carbon dioxide (O=C=O)

Ammonia (NH3)

Boron triflouride (BF3)

Super Challenge: Use diagrams/models to explain the difference in

chemical/physics properties between ionic and covalent compounds.

Physics

Did you ever wonder how a piano can produce so many different notes and why a

trumpet sounds different to a flute?

How come you can send a message from your mobile phone and it will arrive on

your friend’s handset in a few seconds, if not less?

Why is Fibre Broadband so much better than normal broadband?

In BTEC Applied Science you will answer these questions and so many more,

because you will become an expert in waves and their multiple applications.

See what you can remember from your GCSE.

1. Label the following diagram of a wave using correct scientific terminology.

You might find the following link useful

https://www.youtube.com/watch?v=ITe6snlZBp8

2. You will find that knowing the definition of key words is essential to a good

understanding of the BTEC Applied Science curriculum. Find the definition

and units of measure (if applicable) of the following terms:

Word Definition Unit of measure / if applicable

wave

amplitude

frequency

period

wavelength

trough

crest

displacement

3. Research the types of waves that there are and state what makes them

different to others (the first one has been done for you). You might find this

video useful: https://www.youtube.com/watch?v=drOnyIIe5Eg

Type of wave Characteristics

electromagnetic Does not need a medium to travel through

mechanic Need a medium to be transmitted

4. Super Challenge: Make a model of a transverse and longitudinal wave ( can

be plasticine, modelling clay, paper mache or something else - be creative).

Make sure you label all the important features. Then make a label comparing

the two types of waves.

Investigation skills

A significant portion of the BTEC applied science course is centred around

conducting experiments and writing up your findings using the correct scientific

method. Your task is to conduct an experiment and report your findings.

Question: Does the number of tea lights affect how fast a foil spiral spins?

The experiment you are going to conduct is based on the first

experiment from this video:

https://www.youtube.com/watch?v=UMcWCOOyTAg

Equipment list:

● Tin foil

● Kebab stick

● Scissors

● Play dough/plasticine/blue tack

● 5 Tea light candles

● Stop watch (use the one on your phone or use a clock)

● Matches/lighter

1. Formulate a hypothesis.

○ A hypothesis states what will happen. You can then choose to accept it

(if your findings support it) or reject it (if your findings do not support it.

An example hypothesis is: The steeper the ramp, the lower the time

taken for the car to reach the bottom

My hypothesis:

2. Make a prediction

○ In your prediction you explain your hypothesis with your understanding

of the science behind it. For example: The higher the ramp the more

gravitational potential energy the car will have when it is let go at the

top of the ramp. This means it will travel more quickly, taking less time

to reach the bottom of the ramp

My prediction:

3. Write a method

○ Use the video to help you write this method. Use bullet points to make

your method clear and easy to follow. You need to decide what data

you are going to collect, how will you record how fast the spiral is

spinning? What could you count?

My method:

●

●

●

●

4. Identify your variables:

○ Independent variable:

○ Dependent variable:

○ Control variables:

■

■

■

5. Produce a risk assessment

○ Fill out the table below with a risk assessment for this practical

Risk Hazard: What might happen?

Control measures: How will you prevent this happening?

Scissors

Tea light candles

Matches/lighter

Kebab stick

6. Conduct your experiment and collect your data

○ Ensure you collect valid data by sticking to the control variables you

identified earlier and doing repeats. You can use the table below or

make your own table to collect your results. If you get an anomalous

piece of data, make it a different colour and don’t include it in your

mean calculation

Revolutions of the spiral per minute

Number of tea lights

Trial 1 Trial 2 Trial 3 Mean

1

2

3

4

5

7. Process your data by presenting it as a graph

○ Plot the number of tea lights on the X axis and the mean revolutions of

the spiral per minute of the Y axis. This will be tricky without graph

paper but you can make graphs on microsoft excel. If you find it too

difficult on excel then complete a sketch graph on a normal piece of

paper with an estimated scale. This data will form a line/scatter graph

because it is continuous data.

8. Making conclusions about your data.

○ Describe the trend shown by your data. Identify any anomalies and

explain what you did with these when you calculated your means. Do

not explain why the spiral turned in this section.

Conclusions about my data:

9. Explaining the science behind your findings

○ Now you explain the conclusion you have made about your data. If you

found that the more candles there were the more the spiral turned per

minute you have to say why this happened.

○ You may not know why this happens so you will need to use sources to

explain this

○ When using sources you have to reference them. Referencing can be

quite tricky so see the “how to reference” page at the end of this

booklet

Explaining the science behind my conclusion:

10. Evaluating your data

○ In an evaluation you should discuss the validity of your data. E.g does

it truly answer the question your were investigating and is it

representative

○ An experiment you do at home or even in school is never going to be

truly valid. This is good as evaluating data contributes to distinction

marks in your coursework

○ In this section you may want to consider the following points: Did you

fully control the control variables? - were all the tea lights the same

distance from the spiral, did they all have the same length wick, same

volume of wax in them, were there any movements of air around the

spiral that may have effected how fast it spun, did it always sit on top of

the kebab stick in the same way, did it tear or change shape at all

between trials, was the kebab stick always fully vertical?

Evaluating my experiment:

How to reference

In this section I will just demonstrate how to reference from an internet site however,

you can also reference books, videos, magazines etc.

1. Firstly I find a source to help me explain the science behind my moving spiral

2. I find a web page that has the science I am looking for:

3. You cannot directly copy and paste from a website. This is plagiarism and

will result in you failing your coursework and you’ll have to do it again. You

must use the source to help you construct your own explanation. For

example:

I am using this part of the source:

To write this:

The reason the foil spiral turns is because the heat from the tea light candles

produces a convection current. The heat energy from the candles is transferred to

the air particles around it. This causes the air particles to move apart from one

another (making them less dense) and rise above the cooler, more dense air. This

pushes the foil making it spin.

4. You then must add the URL of the webpage you used and the date you

accessed it. This final product looks like this:

The reason the foil spiral turns is because the heat from the tea light candles

produces a convection current. The heat energy from the candles is transferred to

the air particles around it. This causes the air particles to move apart from one

another (making them less dense) and rise above the cooler, more dense air. This

pushes the foil making it spin.

https://www.fizzicseducation.com.au/150-science-experiments/force-movement-

experiments/convection-spiral/ Date accessed: 28-04-2020

*you can’t use this in your write up as using other people’s work is also plagiarism!

There is no limit to the number of sources you use as long as you don’t copy and you

reference them correctly.