Delivery of personal, learning and thinking skills (PLTS)
Unit 8: Science and the World of Work
4 Know the key features of a working science laboratory
Laboratory design: service requirements; equipment; furniture; glassware; storage; health and safety requirements; testing equipment; workspace; ergonomics; time and motion study
Assessment and grading criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the level of achievement required to pass this unit.
Assessment and grading criteria To achieve a pass grade the evidence must show that the learner is able to:
To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to:
To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to:
P1 Carry out research into how a science-based organisation operates
[IE1,2]
M1 Describe how the different departments of the
organisation work with each other to meet the aims of the organisation
D1 Explain the advantages and disadvantages that the organisation has for people within the science and local community
P2 Carry out an investigation into the process used to develop a scientific product or service
[IE1,2; TW1; SM3]
M2 Describe the scientific principles involved in developing the product or service supplied
D2 Compare the scientific product or service with one offered by a competing organisation
P3 Identify the health and safety legislation which relates to working within a science laboratory
[IE1]
M3 Describe the role of health and safety legislation within a science laboratory
D3 Explain the consequences of not following health and safety legislation
P4 Identify the key features of a working science laboratory.
[IE1; CT1,5]
M4 Describe the need for
effective laboratory design. D4 Evaluate the effectiveness of a laboratory design.
PLTS: This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate effective application of the referenced elements of the skills.
Key IE – independent enquirers CT – creative thinkers
RL – reflective learners TW – team workers
SM – self-managers EP – effective participators
Essential guidance for tutors
Delivery
This unit has been designed to give learners an overall picture of the science environment in its many facets.
An investigative approach is recommended for this unit. The learner is required to examine a science-based organisation or a company that uses science. The last two learning outcomes develop knowledge of health and safety legislation relating to working in the science industry and the concepts which are considered when a laboratory is designed.
Where centres offer work experience, it can be used to cover some of the information gathering required, leading to completion of an holistic assignment.
This unit has been designed to give learners an appreciation of living and working in a modern technological world. Learners will investigate examples of where scientific ideas have been developed into new
technologies and scrutinise scientific organisations where there is a high-level use of modern technology. We are well aware that technology is a subject with as many definitions and ‘subject content lists’ as there are technologists.
Science, technology, and engineering – all have many definitions, but for the purposes of this unit on this programme, they are defined as being interdependent, as follows.
Science can be pure (the search for knowledge for the sake of gaining that knowledge), or it can be applied to a variety of circumstances.
The knowledge gained from science and other discoveries allows the development of many enabling technologies, for example quantum theory led to semiconductor development – followed by big, faster, complex computers, some of which are now partly designing the next generation of computers as well as being able to carry out millions of calculations per second to help us analyse the world around us, leading to greater knowledge etc. The subsequent use of any such ‘enabling technologies’ requires innovation, invention and investment.
At all stages of this development, the experiences and observations feedback more knowledge allowing more scientific investigations and further technologies to develop.
In essence, the unit provides a vehicle for the study of scientific and technological developments which the society in which we live has become dependent on, for example transport, communications, automation, space investigation, construction, food production, water treatment etc, and the sectors of science-based organisations that come together to develop them.
Use should be made of ICT and other resources which provide useful and motivating techniques to encourage learners to investigate recent scientific product development.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to the unit and initial presentation of scientific companies to research Thought shower and identification of aim, functions and structures within organisation Learners write up their thought showers into an organisational chart
Assignment 1: Introduction to Company X (P1, M1, D1) – Article about company structure and function Further research into the company
Investigate a product or science-based service including appropriate theoretical coverage Further research into product or service
Assignment 2: Practical Investigation (P2, M2, D2) – Report writing to cover the investigation Looking into health and safety legislation
Discussion Further research
Assignment 3: Health and Safety (P3, M3, D3) – Notes from discussion on health and safety legislation Research into laboratory design
Group work – designing a laboratory
Assignment 4: Laboratory Design (P4, M4, D4) – Report on key features of a laboratory
Assessment
This unit should be assessed, where possible, via a portfolio of investigations. Each investigation should include aims, a description of how the investigation was carried out, how information and data were collected, the presentation of the information and conclusions reached, and the validity and reliability of the data in reaching the conclusions. Consideration of environmental, social, economic, ethical and moral issues should be discussed where relevant.
Pass grade learners will require significant assistance from a tutor to achieve all the outcomes of this unit.
To carry out investigative work learners will require a brief from the tutor to guide them through the practical or case study/assignment work that needs to be carried out and which gives ideas about how to obtain information to complete straightforward problems.
The tutor will need to be present during practical investigations to supervise learners and to provide guidance.
Merit grade learners will work with more independence. Learners will carry out research with little guidance and will be able to plan and carry out practical work to solve more complex problems, or using a range of practical techniques. Merit grade learners will be able to make accurate observations and give reasons for any inaccuracies.
The descriptions of the issues at merit level will be more detailed, showing an understanding of the concepts involved. Merit grade learners will be able to link ideas from different areas and discuss the impact of a variety of factors on an issue, such as those that can have an adverse effect on a communication system.
Learners will use a wide range of resources and analyse the information from them to produce fluent explanations and discussions, using the correct scientific language and units.
The practical work and other investigative work will be planned, carried out and evaluated with a minimum of support. Errors will be identified and conclusions drawn. Learners will present reasoned discussions of issues, showing consideration of conflicting viewpoints.
Programme of suggested assignments
The following table shows a programme of suggested assignments that cover the pass, merit and distinction criteria in the grading grid. This is for guidance and it is recommended that centres either write their own assignments or adapt any Edexcel assignments to meet local needs and resources.
Criteria covered Assignment title Scenario Assessment method
P1, M1, D1 Introduction to
Company X You are the human
resources adviser for a science-based organisation, preparing the organisational structure and aim for a promotional leaflet.
Article about the company – structure, function of the departments, aim and role in local community or city
P2, M2, D2 Practical Investigation You are a scientist outlining the process involved in developing a product or service for new trainees.
Planning, performing, drawing conclusions and writing a report using information from practical work
P3, M3, D3 Health and Safety You are a new science
technician completing health and safety course.
Notes from group discussion on health and safety legislation and its role
P4, M4, D4 Laboratory Design You work for a large
science-based organisation which is renovating your laboratory space.
You have been asked to prepare a design as an example.
Plans, drawings and identification of key features
Alternatively, a holistic investigation could appropriately assess all learning outcomes.
Links to other BTEC units, other BTEC qualifi cations and other relevant units and qualifi cations
This unit forms part of the BTEC in Applied Science suite. This unit has particular links with:
Level 1 Level 2 Level 3
Making Scientific Observations and
Measurements Chemistry and Our Earth Working in the Science Industry
Applications of Chemical Substances Perceptions of Science
Working with Science Monitoring the Environment Using Science in the Workplace Science in the World
This unit also has links with the GCSEs in Science.
The unit may provide links with the National Occupational Standards (NOS) in Laboratory and Technical Activities at Level 2 and the NOS in Laboratory Science at Level 2 (see Annexe E for mapping).
Essential resources
The internet provides a vast range of information, the following websites are particularly helpful:
www.hse.gov.uk, www.open.gov.uk, CLEAPSS (www.cleapss.org.uk) and others.
Employer engagement and vocational contexts
Visits or work experience conducted with science-based organisations would be useful in delivering this unit. Organisations chosen could be near to the school or college, meaning they are specific to the local community. These could include:
environmental health office hospital laboratory
water supply company pharmaceutical company
a factory making food products or materials
a factory making mechanical, optical, electrical, electronic or computer equipment.
Indicative reading for learners
Textbooks
CLEAPPS – Hazcards (School Science Service, 2004 update)
CLEAPSS – Laboratory Handbook (School Science Service, 2004 update)
Safeguards Committee – Safeguards in the School Laboratory (ASE, 2006) ISBN 9780863574085 Journals
Chemistry in Britain Nature
New Scientist
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Websites
www.abpi-careers.org.uk Association of British Pharmaceutical Society
www.ase.org.uk Association of Science Education
www.forensic.gov.uk Forensic Science Service
www.gcseappliedscience.com The Applied Science GCSE website
www.gsk.com/careers GlaxoSmithKline careers
www.semta.org.uk The Sector Skills Council for Science, Engineering and Manufacturing Technologies
www.stemnet.org.uk Science, Technology, Engineering and Mathematical
Network
www.vocationallearning.org.uk Vocational Learning Support Programme Resources
Delivery of personal, learning and thinking skills (PLTS)
The following table identifies the PLTS that have been included within the assessment criteria of this unit:
Skill When learners are …
Independent enquirers [IE1] identifying questions to answer when carrying out research or investigations [IE2] carrying out research into a science-based organisation and the product/
service they develop
Creative thinkers [CT1,5] generating ideas and trying out alternatives when identifying the key features of a working science laboratory
Team workers [TW1] collaborating with others when carrying out investigations Self-managers [SM3] planning time and resources when carrying out investigations.
Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further opportunities to develop a range of PLTS through various approaches to teaching and learning.
Skill When learners are …
Independent enquirers [IE3,5] exploring issues from different perspectives and considering the influence of circumstances, beliefs and feelings when researching how a science-based organisation impacts on the community
Creative thinkers [CT2] asking questions to extend own thinking
Reflective learners [RL6] communicating learning in relevant ways for different audiences, ie producing reports and articles
Effective participators [EP4,6] identify improvements to laboratory designs.
Functional Skills – Level 2
Skill When learners are …
ICT – Use ICT systems
Select, interact with and use ICT systems independently for a complex task to meet a variety of needs
selecting and using ICT systems to conduct research and produce reports
ICT – Find and select information Select and use a variety of sources of
information independently for a complex task seeking information on the internet about a scientific company, health and safety legislation or laboratory design
Access, search for, select and use ICT-based information and evaluate its fitness for purpose
ICT – Develop, present and communicate information Enter, develop and format information independently to suit its meaning and purpose including:
combining information in an appropriate way to produce reports/
articles
Bring together information to suit content and purpose
Present information in ways that are fit for purpose and audience
English
Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts
taking part in group discussions
Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions
conducting further research into a scientific company and the product or service they develop
Writing – write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively
producing an article or report about a scientific company or producing a report on a scientific process.