Frances Annets / Shirley Foale / Jo Hartley / Sue Hocking /Lee Hudson / Tony Kelly / Roy Llewellyn /

Ismail Musa / Joanna Sorensen

First - Vectora Ltd Standard 95 Blk

L2-Product with spine:

L3-Product with spine:

First - Vectora Ltd Standard 95 Blk

L3-Product with no spine:

L2-Product with no spine:

3LEVELAPPLIEDSCIENCEADVANCE

Published by Pearson Education Limited, a company incorporated in England and Wales, having its registered office at Edinburgh Gate, Harlow, Essex, CM20 2JE. Registered company number: 872828

www.pearsonschoolsandfecolleges.co.uk

Edexcel is a registered trademark of Edexcel Limited

Text © Pearson Education Limited 2010First published 2010

13 12 11 1010 9 8 7 6 5 4 3 2 1

British Library Cataloguing in Publication DataA catalogue record for this book is available from the British Library

ISBN 978 1 846906 80 0

Copyright noticeAll rights reserved. No part of this publication may be reproduced in any form or by any means (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency, Saffron House, 6–10 Kirby Street, London EC1N 8TS (www.cla.co.uk). Applications for the copyright owner’s written permission should be addressed to the publisher.

Edited by Ashwell Enterprises Ltd, Liz Jones, Priscilla Goldby, Lindsey Williams, Nancy Hillelson, Tim Jackson and John HolmesDesigned by Wooden ArkTypeset by HL StudiosOriginal illustrations © Pearson Education Limited 2010Illustrated by HL StudiosCover design by Visual Philosophy, created by eMC DesignPicture research by Rebecca SodergrenCover photo/illustration © Gabe Palmer/CorbisBack cover photos © Studiotouch/Shutterstock, Photodisc/Jim Wehtje, Pedro Vidal/ShutterstockPrinted in Italy by Rotolito Lombarda

AcknowledgementsWe would like to thank Andy Skepper, Edexcel reviewer, Joe Jefferies, science health and safety consultant and Marc Edney from the British Standards Institution for their invaluable help in the development of this course.

HotlinksThere are hotlinks to relevant websites in this book. In order to ensure that the links are up to date, the links work, and that the sites are not inadvertently linked to sites that could be considered offensive, we have made the links available on the following website: www.pearsonschoolsandfecolleges.co.uk/hotlinks. When you access this site, search for the BTEC National Applied Science student book using key terms, the express code 6800V or the ISBN (9781846906800). Go to the unit you are interested in and click on the name of the hotlink you wish to visit.

DisclaimerThis material has been published on behalf of Edexcel and offers high-quality support for the delivery of Edexcel qualifications. This does not mean that the material is essential to achieve any Edexcel qualification, nor does it mean that it is the only suitable material available to support any Edexcel qualification. Edexcel material will not be used verbatim in setting any Edexcel examination or assessment. Any resource lists produced by Edexcel shall include this and other appropriate resources.

All practical activities have been checked for health and safety. However, Pearson Education Ltd can take no responsibility for the safety of any activity. Please refer to the Teacher Planning Pack Introduction for further information.

Copies of official specifications for all Edexcel qualifications may be found on the Edexcel website: www.edexcel.com

ADVANCE

Unit Credit value Title Author Page

1 10 Fundamentals of science Frances Annets 1

2 10 Working in the science industry Shirley Foale 29

3 10 Scientific investigation Roy Llewellyn 57

4 10 Scientific practical techniques Roy Llewellyn 79

5 10 Perceptions of science Roy Llewellyn 121

6 5 Using mathematical tools for science Ismail Musa 145

8 5 Using statistics for science Ismail Musa 167

11 10 Physiology of human body systems Sue Hocking 193

13 10 Biochemistry and biochemical techniques Lee Hudson 235

15 10 Microbiological techniques Sue Hocking 275

18 10 Genetics and genetic engineering Sue Hocking 319

20 10 Medical physics techniques Roy Llewellyn 363

22 10 Chemical laboratory techniques Frances Annets 389

31 10 Criminology Tony Kelly 423

32 10 Forensic evidence collection and analysis Joanna Sorensen/ Jo Hartley 449

Contents

Glossary 501

Index 504

About your Level 3 National Applied Science Student Book vi

ADVANCE

CreditsThe authors and publisher would like to thank the following individuals and organisations for permission to reproduce fi gures and extracts from tables and articles:

p.52 (BSI certifi cation mark and Kitemark) BSI, p.131 (Findings of

public attitudes to science report) Crown Copyright Click use licence

C2008002221. Department for Business Innovation and Skills (BIS)

and RCUK: Findings of public attitudes to science Report 2008, p.217

(Plate showing a balanced diet) Human Physiology and Health 2e by

David Wright/Pearson Education, p.309 (Representation of Baltimore

classifi cation system for viruses) Professor Vincent Racaniello, PhD,

p.427 (Findings from the British Crime Survey and police recorded

crime) Crown Copyright Click use licence C2008002221. Home Offi ce

Offi cial Statistics Crime in England and Wales 2007/08 Findings from

the British Crime Survey and police recorded crime.

The authors and publisher would like to thank the following individuals and organisations for permission to reproduce photographs:

p.1 Dr Jurgen Scriba/Science Photo Library, p.3 Tracy Whiteside/

Shutterstock, p.13 lightpoet/Shutterstock, p.16 Thomas Deerinck,

NCMIR/Science Photo Library, p.24 Ray Tang/Rex Features, p.26

Julie Grimshaw, p.29 TEK Image/Science Photo Library, p.31 PT

Images/Shutterstock, p.34 Digital Stock, p.39 Photodisc/Kim Steele,

p.43 Image100/Alamy, p.45 Thomas M Perkins/Shutterstock, p.49

left (l) Justin Kase z03z/Alamy, right (r) Photodisc/Photolink, p.50

Crown copyright, p.54 P. Goldsmith/Eli Lilly and Company Ltd, p.57

CERN Geneva, p.59 Sergej Khakimullin/Shutterstock, p.64 l Pearson

Education Ltd/Trevor Clifford, r Andrew Lambert Photography/Science

Photo Library, p.67 Mary Altaffer/AP/Press Association Images, p.68

Falconia/Shutterstock, p.71 l middle (m) Glue Stock/Shutterstock, l

bottom (b) Jozsef Szasz-Fabian/Shutterstock, r David J. Green/Alamy,

p.77 Obianuju Ekeocha, p.79 Adam Hart-Davis/Science Photo Library,

p.81 kolosigor/Shutterstock, p.83 Pixmann/Alamy, p.98 Photodisc/

Russell Illig, p.101 Andrew Lambert Photography/Science Photo Library,

p.103 top (t), m J. Irvine, Antonine Education, p.106 Ilya Akinshin/

Shutterstock, STILLFX/Shutterstock, Bragin Alexey/Shutterstock, p.108

Pearson Education Ltd/Trevor Clifford, p.109 Camlab, serving science

since 1950, p.110 Martyn F. Chillmaid/Science Photo Library, p.111

Pearson Education Ltd/Trevor Clifford, p.119 AstraZeneca/Helen Marie

Bristow, p.121 Gustoimages/Science Photo Library, p.123 Jason Stitt/

Shutterstock, p.124 Getty Images/Popperfoto, p.129 Getty Images/

Stone, p.133 James Fraser/Rex Features, p.134 t CERN Geneva,

b Sam Ogden/Science Photo Library, p.137 Alex Macnaughton/

Rex Features, p.140 NASA, p.141 l Rex Features, r Corbis/Bettman,

p.142 Lucy Goodchild, Imperial College London, www.imperial.ac.uk/

media by Colin Smith 2010, p.145 Lawrence Manning/Corbis, p.147

Robert Sanderson, p.152 Andreas Reh/iStockphoto, p.153 NASA/

Stöckli, Nelson, Hasler, p.155 medicalpicture/Alamy, p.157 l Peter

Gould, r NASA, p.159 Photodisc/Karl Weatherly, p.164 concinnitas

ltd/Dr M. J. Hatcher, p.167 Jeff Metzger/Shutterstock, p.169 Robert

Sanderson, p.173 Pasieka/Science Photo Library, p.191 Hannah

Victoria Hewson, p.193 Pasieka/Science Photo Library, p.195 Pedro

Vidal/Shutterstock, p.198 Phototake Inc./Photolibrary.com, p.210

CNRI/Science Photo Library, p.219 l R. Bodine, Custom Medical

Stock Photo/Science Photo Library, r Michael Donne/Science Photo

Library, p.226 Biophoto Associates/Science Photo Library, p.232 Tom

Warrender, www.classroommedics.co.uk, 01902 565457, p.235 ynse/

Shutterstock, p.237 Thinkstock, p.273 moshimochi/Shutterstock,

p.275 SCIMAT/Science Photo Library, p.277 omkar.a.v/Shutterstock,

p.279 Michael Abbey/Science Photo Library, p.280 Science Source/

Science Photo Library, p.283 l Eye of Science/Science Photo Library, r,

t BSIP, PR Bouree/Science Photo Library, r, m Michael Abbey/Science

Photo Library, p.285 m Eye of Science/Science Photo Library, b Steve

Gschmeissner/Science Photo Library, p.288 Will & Deni McIntyre/

Science Photo Library, p.291 CNRI/Science Photo Library, p.292 John

Durham/Science Photo Library, p.297 Eye of Science/Science Photo

Library, p.299 Sascha Burkard/Shutterstock, p.301 Jim Varney/Science

Photo Library, p.305 Agricultural Research Service/U.S. Department

of Agriculture/Science Photo Library, p.309 Pasieka/Science Photo

Library, p.310 Eye of Science/Science Photo Library, p.313 E. Gueho/

Science Photo Library, p.316 Amber Lansley/J.Kane, Health Protection

Agency, p.319 Massimo Brega/Eurelios/Science Photo Library, p.321

Dan Brandenburg/iStockphoto, p.329 Adrian T. Sumner/Science Photo

Library, p.330 CNRI/Science Photo Library, p.332 Ed Reschke, Peter

Arnold Inc./Science Photo Library, p.334 Science Pictures Ltd/Science

Photo Library, p.336 James King-Holmes/Science Photo Library, p.337

Joy M. Prescott/Shutterstock, p.340 l Studiotouch/Shutterstock, r SIPA

Press/Rex Features, p.341 Andy Clarke/Science Photo Library, p.344

l Eye of Science/Science Photo Library, r Sue Ford/Science Photo

Library, p.346 l Library of Congress/Science Photo Library, r Joti/

Science Photo Library, p.347 Look at Sciences/Science Photo Library,

p.350 Patrick Landmann/Science Photo Library, p.353 Dr L. Caro/

Science Photo Library, p.361 Gillian Hamilton/The Alzheimer’s Society/

The Alzheimer’s Research Trust/Alzheimer Scotland, p.363 Getty

Images/Universal Images Group, p.365 Alamy/Image Source, p.369

Photodisc/Jim Wehtje, p.371 Suzanne Tucker/Shutterstock, p.376 t

RVI Medical Physics, Newcastle/Simon Fraser/Science Photo Library, b

Sovereign, ISM/Science Photo Library, p.378 Gonul Kokal/Shutterstock,

p.381 l OSF/Photolibrary, r Basov Mikhail/Shutterstock, p.383 Getty

Images/Hans Neleman, p.386 Dmitriy Shironosov/iStockphoto, p.389

Maximilian Stock Ltd/Science Photo Library, p.391 Ümit Erdem/

Shutterstock, p.393 Martyn F. Chillmaid/Science Photo Library,

p.396 Maximilian Stock Ltd/Science Photo Library, p.412 all Pearson

Education Ltd, p.413 Sheila Terry/Science Photo Library, p.420 Rachel

Slater, www.almacgroup.com, p.423 Nicholas Bailey/Rex Features,

p.425 Ajay Bhaskar/Shutterstock, p.432 t l photobank.ch/Shutterstock,

t r ostill/Shutterstock, b Thinkstock, p.446 Monkey Business Images/

Shutterstock, p.449 kilukilu/Shutterstock, p.451 Photos.com, p.457

Jim Varney/Science Photo Library, p.465 Mauro Fermariello/Science

Photo Library, p.474 tbkmedia.de/Alamy, p.476 l FirearmsID.com,

r Valery Kraynov/Shutterstock, p.476 Dr Gary Settles/Science Photo

Library, p.481 l Photos.com, r Thinkstock, p.484 Sebastian Kaulitzki/

Shutterstock, p.499 Lipik/Shutterstock

iv

ADVANCE

v

About the authorsFrances Annets has taught vocational qualifications for over 10 years and is a GCE chemistry moderator, GCSE science moderator and GCSE chemistry and applied science examiner. She is also an examiner for an international teacher and trainer diploma.

Shirley Foale is a lecturer in a FE college. Having worked in laboratories over a number of years she has first-hand Level 2 and 3 knowledge.

Jo Hartley is a science teacher, GCSE biology examiner and science BTEC coordinator at a secondary school in Merseyside.

Sue Hocking has been an examiner for almost 30 years. She has delivered BTEC science and health studies courses in FE colleges, as well as GCSE and A level biology courses in secondary schools and a sixth form college. Her specialist fields are biology, biochemistry and health promotion. Sue is a series editor for Pearson and has written many books and teacher support resources.

Lee Hudson is a chemistry teacher with experience of teaching all levels of science.

Tony Kelly went into management in industry after achieving a doctorate in chemistry. He teaches criminology and psychology for the OU and works as an independent inspector at a prison.

Roy Llewellyn is a senior science teacher, GCE physics examiner and head of vocational studies at a secondary school in South Wales.

Ismail Musa is an examiner for A level physics. Ismail has been teaching vocational applied science courses for over 10 years. As well as teaching and examining he has been working as a Subject Learning Coach for Science (SLC), coaching students and staff and organising and running teaching and learning sessions.

Joanna Sorensen is a course manager for the BTEC National Diploma in Applied Science (Forensic Science) at a FE college and teaches on a foundation degree in crime scene and forensic investigation. She has also worked for the Forensic Science Service.

ADVANCE

vi

BTEC’s own resources

About your BTEC Level 3 National Applied ScienceChoosing to study for a BTEC Level 3 National Applied Science qualification is a great decision to make for lots of reasons. More and more employers are looking for well-qualified people to work within the fields of science, technology, engineering and maths. The applied sciences offer a wide variety of careers, such as forensic scientist, drug researcher, medical physics technician, science technician and many more. Your BTEC will sharpen your skills for employment or further study.

Your BTEC Level 3 National Applied Science is a vocational or work-related qualification. This doesn’t mean that it will give you all the skills you need to do a job, but it does mean that you’ll have the opportunity to gain specific knowledge, understanding and skills that are relevant to your chosen subject or area of work.

What will you be doing?The qualification is structured into mandatory units (ones you must do) and optional units (ones that you can choose to do). This book contains 15 units and includes all Level 3 mandatory units. How many, and which, units you do depends on the type of qualification you are working towards. See the specification for a full list of unit and pathway opinions.

• BTEC Level 3 National Certificate in Applied Science: 3 mandatory (M) units that provide a combined total of 30 credits.

• BTEC Level 3 National Subsidiary Diploma in Applied Science: 3 mandatory units plus optional (O) units that provide a combined total of 60 credits.

• BTEC Level 3 National Diploma in Applied Science: 6 mandatory units plus optional units that provide a combined total of 120 credits.

• BTEC Level 3 National Extended Diploma in Applied Science: 6 mandatory units plus optional units that provide a combined total of 180 credits. To achieve the Extended Diploma you must complete additional units to those covered in this book.

Unit number Credit value Unit name Cert Sub Dip Dip

1 10 Fundamentals of science M M M

2 10 Working in the science industry M M M

3 10 Scientific investigation M

4 10 Scientific practical techniques M M M

5 10 Perceptions of science O M

6 5 Using mathematical tools for science O M

8 5 Using statistics for science O O

11 10 Physiology of human body systems [O] [O]

13 10 Biochemistry and biochemical techniques [O] [O]

15 10 Microbiological techniques [O] [O]

18 10 Genetics and genetic engineering O O

20 10 Medical physics techniques O O

22 10 Chemical laboratory techniques (O) (O)

31 10 Criminology O* O*

32 10 Forensic evidence collection and analysis O* O*

*Units only available for the Forensic Science pathway[ ] Units not applicable to the Forensic Science pathway( ) Units not applicable to the Medical Science pathway

A01_ASCI_SB_BN_6800_NEWP.indd 6 02/12/2010 10:58

ADVANCE

vii

Introduction

How to use this bookThis book is designed to help you through your BTEC Level 3 National Applied Science course. It is divided into 15 units and provides enough coverage to achieve a Certifi cate, Subsidiary Diploma or Diploma.

This book contains many features that will help you use your skills and knowledge in work-related situations and assist you in getting the most from your course.

IntroductionThese introductions give you a snapshot of what to expect from each unit – and what you should be aiming for by the time you fi nish it!

Assessment and grading criteriaThis table explains what you must do to achieve each of the assessment criteria for each unit. Each unit contains a number of assessment activities to help you with the assessment criterion, shown by the grade button P1 .

2757

Credit value: 10

3 Scientifi c investigation

Learning outcomesAfter completing this unit you should:

1 be able to plan an investigation relevant to the area of study

2 be able to undertake the planned investigation, using appropriate scientifi c principles

3 be able to collect, collate and analyse the results from the investigation

4 be able to draw conclusions from the investigation.

Investigative techniques used in science involve a range of useful and transferable skills that, once learned, will provide a solid foundation for scientifi c questioning and remain with learners throughout their social and working lives.

In this unit you will appreciate the importance of planning and the use of suitable and reliable information sources. You will use essential scientifi c protocols for recording information sources and produce risk assessments using COSHH and other laboratory regulations.

You will learn about correct experimental technique, and observational and manipulative skills, whilst keeping an up-to-date laboratory logbook and records.

You will gain an understanding of the methods used to analyse data from investigations, applying mathematical testing and assessing the validity of your method.

Finally, you will learn how to process the results of your investigation into a meaningful and acceptable report, using scientifi c terms, data displays, evaluation of your fi ndings, and references and bibliographies.

58

BTEC’s own resources

Assessment and grading criteria This table shows you what you must do in order to achieve a pass, merit or distinction grade, and where you can fi nd activities in this book to help you.

To achieve a pass grade the evidence must show that you are able to:

To achieve a merit grade the evidence must show that, in addition to the pass criteria, you are able to:

To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, you are able to:

P1 state the objectives and hypothesis relating to the investigation See Assessment activity 3.1

M1 analyse the research information and discuss its relevance to the planned experimentSee Assessment activity 3.1

D1 evaluate the different approaches considered for the investigation, justifying the hypothesis chosenSee Assessment activity 3.1

P2 produce a list of relevant research resources using a recognised protocol for recording themSee Assessment activity 3.1

P3 produce a realistic working plan for the experiment including health and safety assessmentsSee Assessment activity 3.1

P4 demonstrate the required manipulative skills to assemble relevant equipment and materialsSee Assessment activity 3.2

M2 justify the choice of experimental techniques (and their modification if any) as a means of increasing accuracy, reliability and validitySee Assessment activity 3.2

D2 evaluate the effectiveness of the investigative procedures, suggesting how these could be improvedSee Assessment activity 3.2

P5 safely carry out the planned investigationSee Assessment activity 3.2

M3 justify the statistical techniques used by relating them to the validity of their findingsSee Assessment activity 3.3

P6 demonstrate the ability to accurately record the results obtained, using scientific protocolsSee Assessment activities 3.2 and 3.3

P7 analyse the results obtained using appropriate statistical techniquesSee Assessment activity 3.3

P8 explain the conclusions gained from the investigationSee Assessment activity 3.4

M4 justify the conclusions made, drawing on primary and secondary research dataSee Assessment activity 3.4

D3 using scientific protocols evaluate the outcomes of your investigationSee Assessment activity 3.4

P9 present the conclusions in a format that uses accepted scientific protocol and languageSee Assessment activity 3.4

ADVANCE

viii

BTEC’s own resources

AssessmentYour tutor will set assignments throughout your course for you to complete. These may take the form of projects where you research, plan, prepare, make and evaluate a piece of work or activity, case studies and presentations. The important thing is that you collect evidence of your skills and knowledge to date.

Stuck for ideas? Daunted by your fi rst assignment? These learners have all been through it before…

59

Unit 3 Scientifi c investigation

How you will be assessedYour assessment could be in the form of:

diagrams, graphs and tables• presentations• written reports• your laboratory notebook.•

Completing this unit helped me to write up my science investigations properly and my work began to look very professional. I was also able to use the skills I learned in science to

organise my work better in other subjects.

I was particularly interested in the practical aspects of the unit, and think that I now understand why our science technician takes a lot of

time and effort when preparing our chemicals and apparatus.

My laboratory notebook looks very scientifi c and I used it regularly, especially for diagrams and rough calculations. I was able to complete all the calculations with practice.

The pictures in the book helped to explain many different things and our visit to an industrial chemicals plant was really interesting. We could actually see the technicians using some of the same types of apparatus as we used in the school laboratory.

Ben, 17 years old

Science everywhereWhen we observe any phenomenon happening in the world around us and ask ourselves what, how or why it is happening, we have unavoidably entered into scientifi c investigation.

The factors which determine the fl ow of raindrops down a vertical pane of glass, for example, are varied and quite involved. They include: pH, droplet size and shape, particulate matter, observation altitude, gravitational fi eld strength, surface tension, frictional surface…

In pairs or as a group, discuss how you would investigate the factors affecting the speed of raindrops. Work on a simple hypothesis and make a short presentation to the class.

Catalyst

ActivitiesThere are different types of activities for you to do: assessment activities are suggestions for tasks that you might do as part of your assignment and will help you develop your knowledge, skills and understanding. Each one has grading tips that clearly explain what you need to do in order to achieve a pass, merit or distinction grade.

There are also suggestions for activities that will give you a broader grasp of the industry, stretch your imagination and deepen your skills.

Activity 3.1BA student records the rate of transpiration of a sunfl ower over a 24-hour period. Identify the dependent and independent variables.

Assessment activity 3.1

Your work as a junior research technician in the science department of a renowned national university allows you to develop your investigation procedures at every opportunity. You must set up an investigation and demonstrate your activity to visiting sixth formers from a local secondary school.

1 In your chosen investigation, state what you plan to achieve. P1 Use research notes, and list your notes in rough according to the suggested protocol ready to reproduce them for your fi nal report. P2 Produce a concise hypothesis from your research. P1

2 Draw a table of your research references showing the information from each concerning your chosen topic of investigation. Analyse which ones are relevant to your work and which ones are not and discuss giving reasons. M1

3 Write out a method using information from this section. P3 Outline any other methods you may have considered and give the reasons to justify your fi nal choice. D1

Grading tipsTo achieve P1 ,

P2

and

M1

make sure

you provide good points of reference and background information from many sources. List each source as you work through them.

To achieve P3 include descriptions of the main aspects covered under ‘Method’ above.

It is essential that you choose an investigation which has variations of approach so that you can evaluate them to achieve D1 .

P3P2D1M1P1

Key termsAccuracy – closeness of readings to actual value.

Precision – the degree of uncertainty of a measurement; usually the size of the unit of measurement used.

Key termsTechnical words and phrases are easy to spot. There is also a glossary at the back of the book with additional terms.

ADVANCE

ix

Introduction

Worked examplesWorked examples provide a clear idea of what is required for calculations.

Personal, learning and thinking skillsThroughout your BTEC Level 3 National Applied Science course, there are lots of opportunities to develop your personal, learning and thinking skills. Look out for these as you progress.

Functional skillsIt’s important that you have good English, maths and ICT skills – you never know when you’ll need them, and employers will be looking for evidence that you’ve got these skills too.

Did you know?Where you see these boxes, look out for interesting snippets of information related to the science topics.

Case studiesCase studies show you examples of specific scientific topics applied in the workplace.

PLTS

Self-manager

You will have the opportunity to practise this skill when organising laboratory time, dealing with the pressure of experimental procedures and time/equipment constraints, and seeking advice from your tutor.

Worked example1 How many moles are there in 5 g of magnesium

oxide?

2 How many moles are there in 10 g of sodium chloride?

(Hint: use the periodic table to check.)

Answers

Mr of MgO: 24.0 + 16.0 = 40.0 g mol–1

moles in 5 g of MgO = 540.0

= 0.125 moles of MgO

Mr of NaCl: 23.0 + 35.5 = 58.5 g mol–1

moles in 10 g of NaCl = 1058.5

= 0.17 moles of NaCl

Case study: Risk assessmentDavid works as a production operative for a large chemical manufacturer. His work involves weighing substances with precision and accuracy and brings him into regular contact with dangerous chemicals which need very careful handling.

David is fully aware of the dangers in using these substances and how to dispose of them safely: ‘Preparation is fundamental in preventing accidents and reducing risks. I attend many short courses on risk assessment and how to deal with incidents in and around the laboratory’.

Did you know?Many of Sir Isaac Newton’s laboratory notes have still not been fully interpreted. Scientists of that time often used unusual jargon in their works and Newton also used his own unique symbols.

Functional skills

EnglishYou will be developing your English skills when carrying out research (safety in the lab).

ADVANCE

x

WorkSpaceCase studies provide snapshots of real workplace issues, and show how the skills and knowledge you develop during your course can help you in your career. Where you see the STEM ambassadors logo, the person featured is a working scientist who is part of the Science, Technology, Engineering and Mathematics Network. See the STEMNET website for more information.

WorkSpace

Biomedical ScientistBiomedical Scientist

Obianuju Ekeocha

Think about it!

1 How would you plan an investigation on a patient’s blood sample?

2 What data would you need to collect and what questions would you need to ask?

To maintain the integrity of the laboratory process, I constantly look out for factors that could introduce error and I reject

contaminated or sub-standard specimens.

I carry out the requested tests by automated and/or manual techniques.

After the analysis, I carefully go through each result, interpret and validate it.

At the end of the day I generate reports of all the fi ndings and send them out to the doctors in a format that is most accessible to them. These test results will often infl uence the medical

treatment a patient will receive.

I fi nd it very satisfying to know that in the course of my work I provide vital scientifi c information about a patient that enables the doctors to diagnose diseases properly or treat their patients effectively.

One of the tests I often carry out is the full blood count (FBC) which entails the analysis of blood in order to count and measure its components. The FBC is an automated test. However, if

the test result is deranged (i.e. out of the normal range) I might need to carry out some further investigations. At this point, more manual techniques may be necessary, e.g.

making a blood fi lm, staining and examining it with a light microscope. These manual techniques can only be performed by trained and competent

biomedical scientists.

My main responsibility in the laboratory involves using automated biomedical

instruments and manual techniques to analyse blood specimens. I then interpret, validate and report the results to the doctors.

My typical day starts with the daily maintenance of the laboratory equipment, ensuring it is functioning correctly. This will entail equipment calibrations, quality control checks and troubleshooting. Most of the tests are automated and, as such, it is of utmost importance that the equipment functions with reliable precision and accuracy.

Next, I carry out identifi cation checks on the blood samples received from various sources, ensuring that information on the patient’s

request form matches with the information on the patient’s blood specimen.

77

Just checkingWhen you see this sort of activity, take stock! These quick activities and questions are there to check your knowledge. You can use them to see how much progress you’ve made or as a revision tool.

Edexcel's assignment tipsAt the end of each unit, you’ll fi nd hints and tips to help you get the best mark you can, such as the best websites to go to, checklists to help you remember processes and useful facts and fi gures.

Have you read your BTEC Level 3 National Study Skills Guide? It’s full of advice on study skills, putting your assignments together and making the most of being a BTEC Applied Science student.

Your book is just part of the exciting resources from Edexcel to help you succeed in your BTEC course. Visit www. Edexcel.com/BTEC or www.pearsonfe.co.uk 2010 for more details.

BTEC’s own resources

78

1 What is the difference between an independent and dependent variable?2 What are control variables?3 Why must Good Laboratory Practice be followed?4 List at least fi ve points to follow when using a laboratory notebook.5 What is ‘standard deviation’?6 What condition must be satisfi ed before you can declare that your experimental results are reliable?7 Which six aspects must your report cover?8 When is it suitable to use the active voice in report writing?

To get the grade you deserve in your assignments remember to do the following.

Make clear notes in your laboratory notebook. Diagrams should be well labelled and numerical data • tabled. Begin by completing all the required tasks for the Pass criteria. For some of these in this unit a suitable list and brief description will be enough, but make sure that the list covers all the key points discussed in your tutor sessions and the assignment tasks.

To achieve • Merit and Distinction criteria you should include explanations where requested. Use a variety of websites and textbooks for the topic and compare the information to be sure that there are similarities. Make a complete listing of all websites and research material that you have used and store them in your notebook.

Some of the key information you’ll need to remember is as follows.

The processes involved in developing an investigation and the methods used to reach a conclusion • from the initial hypothesis. Correct recording of references and bibliography, and the production of well researched, comprehensive risk assessments.

Good Laboratory Practice, techniques used to ensure that the investigation is carried out under safe • conditions. Recording of data and observations is methodical and shows integrity.

Calculating the mean, standard deviation and assessment of means comparison using • t-testing. Awareness of the measurements used and the magnitudes of errors when using specifi c laboratory equipment.

The structure of a scientifi c report including headings and sub-headings, suitable data analysis and • presentation. Conclusions must be drawn from the data gathered and the assessment of graphical visualisation. Evaluation should be based on investigative planning and technique, and the production of a well recorded appendix section that should highlight the references and bibliography used

You may fi nd the following websites useful as you work through this unit.

For information on... Visit...

normal distribution and standard deviation Normal Distribution and Standard Deviation

writing a science report Report Writing

ADVANCE