Unit 9J Gravity and Space

LEARNING OBJECTIVESPOSSIBLE TEACHING ACTIVITIESLEARNING OUTCOMESPOINTS TO NOTE

CHILDREN SHOULD LEARNCHILDREN SHOULD

Unit 2 Analysis

Sample Scheme of Learning

AppliedScience
AS

© QCA 2000Browse, save, edit or print Schemes of Work from the Standards Site at unit 9J Gravity and space1

About the unit

In this unit candidates will learn:

• how to take and prepare samples for analysis
• how chromatography and colorimetry are useful in analysis
• teamwork
• how to carry out quantitative and qualitative analysis
• practical techniques and procedures used in the school laboratory and in an industrial context
• how industrial scientists work

This unit is expected to take approximately 60 hours.

Where the unit fits in

This unit builds on GCSE units involving Chemical Analysis.

It lays the foundation for work at A2 level, specifically Unit 5 Applied Forensics

Expectations

At the end of this unit

most candidates will:demonstrate some knowledge and understanding of science. They usesome scientific terminology and conventions in their work. They select and clearlypresent information. They describe phenomena and effects, using scientific principles and apply scientificfacts and principles to familiar situations. They describe and give limitedinterpretations of quantitative and qualitative scientific dataand describe issues arisingfrom scientific activities, which impact on society. They carry out straightforwardcalculations, generally obtaining correct solutions.In all practical tasks, candidates use risk assessments to carry out the tasks safely,using a range of techniques and equipment. They make and record some relevantobservations and measurements and, with guidance, provide some interpretation oftheir results in terms of their scientific knowledge and understanding.

some candidates will not have made so much progress and will:demonstrate their wider knowledge and understanding of science. They normally use appropriate scientific terminology andconventions in their work. They select relevant information and present it clearly andlogically. Candidates describe and explain phenomena and effects using scientific principles andthey apply scientific facts and principles competently to familiar situations and withsome success to unfamiliar situations. They describe and interpret quantitative andqualitative data. They identify and describe issues arising from scientific activities,which impact on society. They carry out complex calculations with partial success.In all practical tasks, candidates use risk assessments to carry out their tasks safely,using a range of techniques and equipment. They make and record relevantobservations and measurements and process these accurately. They interpret theirresults and draw conclusions, discussing their significance.

some candidates will have progressed further and will:demonstrate their knowledge and understanding of science with fewsignificant omissions. They use scientific terminology and conventions accurately in alltheir work. They select relevant information, present it clearly and logically, and thenevaluate and justify it.Candidates describe, interpret and explain phenomena and effects using scientificprinciples and they apply scientific facts and principles to familiar and unfamiliarsituations. They describe, interpret and evaluate quantitative and qualitative data.They identify and explain issues arising from scientific activities, which impact onsociety. They carry out complex calculations, obtaining correct solutions to anappropriate degree of accuracy.In all practical tasks, candidates produce risks assessments, consistent with COSHHguidelines, and use them to carry out their tasks safely, using a range of techniquesand equipment with an appropriate degree of accuracy. They make and recordrelevant observations and measurements with appropriate precision and process theseaccurately. They interpret their results and draw conclusions, discussing theirsignificance.

Prior learning

It is helpful if candidates know:

•how to carry out a basic titration

•how simple chromatography works

•

Health and safety

Risk assessments are required for any hazardous activity. In this unit candidates:

• prepare samples for analysis
• separate a mixture using chromatographic techniques
• use a colorimeter
• identify inorganic chemicals
• prepare standard solutions and use them to carry out a titration

Model risk assessments used by most employers for normal science activities can be found in the CLEAPSS Guidance. Teachers need to follow these as indicated in the guidance notes for the activities, and consider what modifications are needed for individual classroom situations.

Language for learning

Through the activities in this unit candidates will be able to understand, use and spell correctly:

• technical words used in the context of the unit e.g. fuel; combustion; enthalpy; respiration; photosynthesis; renewable; latent; vaporisation; Zeroth Law

Through the activities candidates could:

• be able to use technical language, both written and verbal to convey meaning in a coherent and succinct manner

Resources

Resources include:

• CLEAPSS CD-Rom
• ILPAC Advanced Practical Chemistry, 2nd edition, Revised by Lainchbury, A, Stephens, J and Thompson, A; John Murray, 1997, ISBN 0719575079
• Any A Level Chemistry Textbook

Useful general Websites

Royal Society of Chemistry Teachers Resources

(Education-Chemistry)

www. science.howstuffworks.com/forensic-science-channel.htm

Access to Awarding bodies Past Papers

WJEC secure website (Login and Password obtained from WJEC)

OCR

AQA

Edexcel

Vocational Learningand Enterpriseopportunities

Candidates could:

• Organise visits bycompanies involved with chemical analysis or your local hospital laboratory.
• Work in teams with defined team roles and evaluate their performance as part of the team
• Produce risk assessments using appropriate Health & Safety guidance
• Communicate remotely with others to organise an activity

WJEC AS Applied Science - Unit 2 Analysis – Scheme of Learning1

LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES GRADED OUTCOMES POINTS TO NOTE

STUDENTS SHOULD LEARN

• How to take a sample for analysis using a relevant sampling technique
• How to prepare a sample for analysis.

• Understand the scientific principles of chromatography.
• Produce a comprehensive risk assessment for the procedure
• Able to prepare a sample for chromatographic analysis
• Describe two applications in which chromatography can be used.
• Separate a mixture using a simple chromatographic technique.
• Use Rfvalues to process and interpret the results of an investigation.
• Explain the meaning of the mobile and stationary phases in chromatography.

• Understand the scientific principles of colorimetry.
• Produce a comprehensive risk assessment for the procedure
• Able to prepare a sample for colorimetric analysis.
• Describe two applications in which colorimetry will be used, one using simple colour change and the other using light absorption.
• Follow a standard procedure to calibrate and use a colorimeter to determine the concentration of a solution.
• Process and interpret results to determine the concentration of a solution

• Mobile and stationary phase in both thin layer and paper cbromatography
• Rf values. How to use them to analyse and interpret results.

• Research on scientific principles
• Risk Assessment
• Tabulation of Results
• Calculations
• Interpretation & Conclusions
• Completion of report

• Explain the different ways in which qualitative analysis can be used to analyse inorganic chemicals.
• Report on one qualitative analysis that you have carried out. This report must give details of:

• The risk assessment undertaken before carrying out your qualitative analysis.
• The standard procedureused to carry out chemical tests to identify cations and anions in an inorganic compound.
• Analysis and interpretation of results.
• A detailed evaluation of the analysis including how well the tests were carried out and the reasons for using these particular tests.

• Research on ion identification
• Risk Assessment
• Tabulation of Results
• Interpretation & Conclusions
• Completion of report

• Understand how or where volumetric analysis is used.
• Prepare standard solutions for titration using a standard procedure.
• Write a comprehensive risk assessment of the titration that is carried out.
• Carry out a titration accurately.
• Given the relevant equations for the reaction, carry out calculations to determine the concentration of the substances in question.
• Analyse and interpret results and evaluate investigation.

• Research on applications of volumetric analysis
• Risk Assessment
• Tabulation of Results
• Calculations
• Interpretation & Conclusions
• Completion of report

• Two companies (or two parts of a large organisation) that use different analytical techniques.
• How science is used in these companies.
• The nature of the work done e.g. research, production.
• The roles, responsibilities and skills of scientifically qualified (trained) staff.
• The commercial, legal and health and safety constraints on the organisation.
• Specific health and safety regulations used in the workplace:

• Practical techniques and procedures used in the organisation:

• The implications and importance of scientists working as a team.

• How science is used in these companies.
• The nature of the work done e.g. research, production.
• The roles, responsibilities and skills of scientifically qualified (trained) staff.
• The commercial, legal and health and safety constraints on the organisation.
• Specific health and safety regulations used in the workplace:

• Practical techniques and procedures used in the organisation:

• The implications and importance of scientists working as a team.

• Review student’s understanding of work in this unit by asking them to work in groups, using their books, to make a list of five or six key points about analytical science. Ask candidates to present their points and agree a summary of them as a class.
• Students could peer and self-assess using the WJEC GCE Applied Science AS Assessment Grid

WJEC AS Applied Science - Unit 2 Analysis – Scheme of Learning1