Scientific devices are used and developed by those working in industrial laboratories and university research departments. They are used by environmental and health scientists, geoscientists, medical physicists, analytical and forensic scientists and scientific service providers. For example public analysts use flame and atomic absorption spectrophotometers to carry out trace element analyses in occupational and environmental samples, including workplace monitoring and the detection of air pollution and water pollution.

The purpose of this topic is for learners to apply their knowledge to make and test electrical and electronic devices for detection and analysis. In order to do so learners must understand the scientific principles involved in detection by a device and the transfer of information within the device. Information transfer will usually also involve transformation into a form that can be analysed. Learners will understand the nature of electrical conduction and the use of the electromagnetic spectrum in transferring and analysing information. They will also understand the purpose of electrical components incorporated in devices for detection, information transfer and analysis. In making and testing devices, learners will justify choices made and also compare and contrast the performance of their devices to commercially available products. They will also assess the cost and suitability of their device compared to those used in industry. Learners will understand the situations in which such devices are used, and how they function and are powered.

This topic could provide an opportunity for learners to work in teams.

Learners must know and understand:

1. situations in which detection, transfer of information and analysis is required

2. principles, applications and limitations of electrical measurements for the purpose of detection or analysis

3. modelling electrical systems using mathematical equations

4. the nature and properties of the electromagnetic spectrum, including wave properties and the relationship between wavelength, frequency and energy (λ = c/ν and E = hν)

5. the role and purpose of sensors, transducers and actuators

6. the principles and applications of imaging techniques, including diffraction, wavelength and resolution

7. low and high resolution mass spectrometry principles and applications, including fragmentation patterns and parent ions

8. spectroscopic principles and analytical applications, including quantisation of energy and photon energy

9. limitations of imaging techniques, mass spectrometry and spectroscopy

10. factors influencing the quality of the information detected and analysed

11. the role and purpose of a transmitter, the transmission medium and a receiver in an information transfer system

12. how information is transferred via optical fibres, radio waves and microwaves including the use of photons, total internal reflection, critical angle, bandwidth, attenuation and polarisation

13. applications, performance characteristics and limitations of information transfer systems.

Learners must be able to:

1. design and make an electronic/electrical device for a specific detection and/or analysis purpose

2. justify scientific design features of the device to a specified audience

3. measure and analyse performance characteristics of electrical/electronic devices

4. assess capabilities, limitations and potential applications of such devices

In order to engage with this topic effectively, learners must use the following PLTS:

• reflective learners
• self managers.

New molecular compounds and materials are designed and produced by preparative or synthetic chemists, formulation chemists, materials scientists and technologists, metallurgists, biologists and analytical scientists. Places of work include research and development (R&D) departments, manufacturing plants and analytical, materials testing and quality control laboratories.

The purpose of this topic is for learners to devise and follow processes to make products with particular characteristics. These products could be molecular compounds or new/modified materials. Learners will gain an understanding of the relationship between the structure and bonding of molecular compounds and their properties (biological, chemical and physical). Learners will then be able to determine physical properties of materials, and relate them to potential uses. They will also have an opportunity to consider the ethics surrounding the development and introduction of new materials.

This topic could provide an opportunity for learners to work in teams.

This topic links to 3.3.

Learners must know and understand:

1. the classification of organic compounds and functional groups (including aliphatic and aromatic hydrocarbons, alcohols, phenols, carboxylic acids, esters, aldehydes, ketones, amines, amides and halogenocompounds), chemical formulae (empirical, molecular, structural and displayed) and types of chemical reaction and reaction types (including addition, elimination, substitution, oxidation and reduction)

2. structures of molecular compounds, polymers, metals and ceramics

3. types of bonding including molecular shapes and crystal structures, and models of ionic, covalent and metallic bonding

4. how the design and effectiveness of new compounds and materials are influenced by the relationship between physical and chemical properties, intended uses of compounds and materials, structures of compounds and materials, and bonding of compounds and materials

5. enthalpy changes, reaction kinetics and dynamic equilibrium including factors that affect reaction rates and yield of products

6. techniques for synthesising molecular compounds, including separation, purification, determination of yield and analysis to determine purity

7. how to calculate theoretical and percentage yield and purity using amount of substance, and the mole

8. how physical properties of materials in the laboratory are determined, including practical testing, reference to secondary source databases and calculations

9. how to interpret information provided by techniques used to investigate the structure of a compound or material, including mass spectrometry, nuclear magnetic resonance spectroscopy, infrared spectroscopy and X-ray crystallography

10. techniques used in the context of molecular synthesis to increase the sustainable use of resources, manage waste and recycle materials including green chemistry and atom economy

11. economic and environmental considerations in the production, preparation or modification of a compound or material, including waste management.

Learners must be able to:

1. use sources of information to establish the relationship between properties, uses and structure of a product

2. propose a synthetic route for a product based on information about structure, properties and use

3. review a proposed synthetic route to determine its validity in synthesising a product

4. synthesise and purify a product

5. evaluate the effectiveness of the synthesis process.

In order to engage with this topic effectively, learners must use the following PLTS:

• independent enquirers
• self-managers
• reflective learners.

Those involved in planning and delivering health care programmes include doctors and nurses, backed up by teams that include healthcare scientists, radiotherapists, health visitors, midwives, physiotherapists, medical physicists, dieticians and community health practitioners. People involved in the diagnosis of diseases include clinicians and pathologists. Many people are involved in establishing and maintaining healthy living environments, including scientists, architects, town planners and environmental health officers.

The purpose of this topic is for learners to be able to apply their knowledge and understanding of the functions of a healthy body and factors that have an impact on health and wellbeing to propose and evaluate intervention options and preventative measures. They will have the opportunity to analyse diagnostic data and draw conclusions from it. Learners will find out how improved hygiene, nutrition and health care, together with an understanding of the importance of the design and maintenance of living environments, can contribute to people being healthier and living longer. Learners will have the opportunity to model trends to help them anticipate occurrences and predict the potential spread of disease.

This topic could provide an opportunity for learners to work in teams.

Learners must know and understand:

1. basic processes in human cells and an appreciation of the physiology of the main organ systems of a healthy body including the characteristic features of healthy cells, tissues, organs and organ systems in humans

2. natural changes to the body as it ages and different models of ageing

3. types of diseases and the changes they cause to the human body and mental health of individuals, including diseases or genetic conditions that compromise the healthy functioning of the body

4. the relationship between brain and behaviour, including brain structures underlying the basic functions of behaviour

5. types of medical and surgical treatment options

6. preventative medicine options including vaccination, health education and screening programmes, and their effectiveness in ensuring lifelong health and wellbeing

7. methods to obtain, analyse and interpret diagnostic data, including models to predict patterns and spread of diseases

8. the concept of health and wellbeing in human beings

9. the subjective nature of health including an awareness of health on an individual and societal level and World Health Organisation definitions of these

10. how the living environment impacts on the perception and expectations of health

11. the concept of environmental health and factors that affect the quality of human living environments

12. techniques of monitoring and intervention to reduce or eliminate environmental and social factors that might affect human health and wellbeing

13. social, ethical, political, cultural and economic considerations that may impact on the choice of treatment, intervention or environmental design options

14. how to present treatment, intervention or environmental design options to a given audience.

Learners must be able to:

1. analyse and evaluate observational data relating to health and wellbeing

2. present reasons for observed effects of the environment on health and wellbeing

3. recommend a solution to an environmental challenge to health and wellbeing based on scientific understanding

4. use scientific principles to justify the programme designed / actions proposed to solve a challenge to health and wellbeing.

In order to engage with this topic effectively, learners must use the following PLTS:

• creative thinkers
• effective participators.

People and organisations involved in harnessing new technologies to improve transport systems include industrial laboratories and design departments, university research departments and a wide range of scientists, technologists, engineers and mathematicians working in both the public and the private sectors.

The purpose of this topic is to allow learners to apply their understanding of the way in which scientific principles are used in the design and implementation of transport systems. Learners will study the mechanics of movement including resistive forces, and propulsion systems. Through exploring the factors that affect the efficiency and safety of transport systems, including human behaviour, they will have the opportunity to analyse data from a range of sources and be able to propose and test improvements.

This topic could provide an opportunity for learners to work in teams.

Learners must know and understand:

1. the principles of kinematics and dynamics applied to transport systems

2. how mechanical energy is generated in modes of transport (land, water and air) including electric motors and internal and external combustion engines

3. how science is used to improve efficiencies and increase safety in transport systems including maximising capacity, infrastructure design, the reduction of fuel demand, improved engine and transmission technologies, and materials design

4. how ICT is used to support the design of safe, efficient and effective transport systems

5. the impact of human behaviour on the design of safe and effective transport systems

6. the relationship between energy resources required for transport systems and overall energy consumption and balancing supplies with demand

7. quantification of energy consumption and calculation of the efficiency of energy transfer

8. developments in cells (including chemical and batteries, fuel cells, nuclear batteries and photovoltaic cells, energy inputs and outputs and efficiency) and techniques to determine their performance characteristics

9. techniques for assessing the impact of design and construction changes on safety and efficiency in transport systems including modelling techniques that take account of patterns of use.

Learners must be able to:

1. use secondary sources to explore the limitations of aspects of transport systems and their impact on safety and efficiency

2. propose an improvement to an aspect of a transport system

3. design an investigation of a proposed improvement

4. carry out an investigation of a proposed improvement

5. evaluate the limitations of the investigation.

In order to engage with this topic effectively, learners must use the following PLTS:

• independent enquirers
• creative thinkers.

A wide range of occupations is involved in obtaining and processing biomass, including agricultural scientists, horticulturists, biotechnologists, botanists and chemists. They work in research and development (R&D) departments, manufacturing plants and in analytical quality control laboratories.

The purpose of this topic is for learners to apply their knowledge of the structure, function and reproduction of living organisms to assess and evaluate the potential of types of biomass. Learners will be able to identify organisms as potential sources and, at a micro scale, carry out processes to extract biomass substances. They will be able to justify the techniques, methods, equipment and materials used. Based on an understanding of the challenges involved in working with substances obtained from living organisms learners will be able to assess the technical, economical, environmental, social and ethical implications for scaling up their practical work to a commercial scale.

This topic could provide an opportunity for learners to work in teams.

This topic links to 3.2 and 3.6.

Learners must know and understand:

1. characteristics and features of healthy cells, tissues and structures in plants and animals

2. the potential of biomass as a source of materials with useful characteristics

3. naturally occurring factors that affect the growth of organisms including light, nutrients, weather and climate

4. factors that contribute to optimising yields including control of pathogens, fertilisers, pest and disease control, patterns of inheritance, selective breeding, hereditary conditions, in-breeding and out-breeding, and genetic modification

5. techniques for monitoring growing environments and options for remedial action including identification and prevention of diseases

6. the challenges of commercial production of biomass including techniques and implications of processing

7. the scientific basis of techniques and processes to obtain products from biomass

8. types of storage, packaging and preservations used for products from biomass including use of smart materials

9. environmental, legal, political, social and ethical requirements associated with the production and retailing of products from biomass.

Learners must be able to:

1. assess the potential of animal and plant growth programmes as a source of biomass

2. select relevant extraction and processing techniques to create products from biomass

3. analyse and characterise products obtained from biomass

4. evaluate the implications of industrial scale production of a product from biomass

5. present a case for or against industrial scale production of a product from biomass.

In order to engage with this topic effectively, learners must use the following PLTS:

• effective participators
• creative thinkers
• reflective learners
• self managers.

People and organisations undertaking mapping and monitoring activities include geoscientists and geologists, mining engineers, metallurgists, oil and gas geologists, geophysicists and environmental geologists. Scientists who are particularly engaged in monitoring biodiversity include ecologists and environmental scientists.

The purpose of this topic is for learners to plan, research, investigate, map and survey different environments to locate and quantify raw materials and living organisms for specified purposes. Learners will carry out field work and secondary research, gathering data about biodiversity and the distribution of resources found in Earth’s four spheres. They will select and use relevant scientific techniques and tools, justifying choices made to gather this data and learn approaches to monitoring these resources over time. Learners will know and understand the duties humans have to use these resources responsibly with due regard for political, social, environmental, ethical and economic considerations.

This topic could provide an opportunity for learners to work in teams.

Learners must know and understand:

1. geophysical techniques used for collecting survey data including ground penetrating radar, electrical resistivity, aerial photography and GPS imaging

2. geological tools and field equipment used for collecting survey data including those for surface and borehole sampling and sub-surface drilling

3. geochemical techniques used for analysing materials including for pH soil and water analysis, conductivity, chemical composition and spectrometry

4. types of information gathered by using geophysical and geochemical techniques and geological tools and field equipment

5. types of naturally occurring chemical compounds

6. models of atomic structure including electronic configurations

7. International Union of Pure and Applied Chemistry (IUPAC) nomenclature of organic and inorganic chemical substances and chemical formulae

8. the elemental composition of chemical compounds from the periodic table of elements and their structures including hydrocarbons and inorganic compounds

9. methods for species identification, naming and classification of fungi, plants and animals

10. factors affecting habitats including climate, weather, food availability, mates, territories, disease, water availability, inter- and intra-specific competition and predation

11. measures of biodiversity including total species number, indicator species, biodiversity hotspots, endemic and migrant species and genetic biodiversity

12. the roles of adaptation and natural selection in the process of evolution and their contribution to genetic diversity

13. implications of techniques and approaches to mapping and monitoring of environments and resources

14. analysis including chemical, biological, mathematical and statistical to determine the potential for exploitation of a natural resource

15. political, social, environmental, ethical and economic implications of the exploitation of a natural resource

Learners must be able to:

1. select and use appropriate surveying techniques and equipment to map an environment

2. gather data from an environment

3. analyse results from a mapping exercise

4. use diagrams to represent statistical information

5. present outcomes using scientific language and terminology.

In order to engage with this topic effectively, learners must use the following PLTS:

• independent enquirers
• effective participators.

Scientific method is applied across the full range of employment sectors in which science is used and also in other sectors that rely on the systematic, investigative approaches to solve problems and address challenges.

The purpose of this topic is to enable learners to demonstrate their grasp of the essential knowledge and skills that underpin all scientific investigations through the application of scientific method to a problem, challenge or question. They will have the opportunity to design, carry out and evaluate investigations and as a result will be able to operate confidently, effectively and safely in a range of environments where scientific enquiries take place. The role of scientific and mathematical models in describing and explaining observed phenomena will be explored and learners will be able to devise investigations that test existing models or develop new models. Through their experience of the design and evaluation of a range of scientific investigations learners will gain a sound knowledge and understanding of underlying scientific and mathematical concepts, principles and techniques, which they will be able to apply to new contexts and problems.

Learners must know and understand:

1. how investigations are used to create and test models, answer questions, respond to challenges and solve problems

2. the purpose of descriptive and explanatory scientific models

3. how scientific models are constructed and tested and the validity of their use in prediction

4. data collection and recording methods, including ICT, and their strengths, weaknesses, benefits and limitations

5. how to design an investigation to ensure data (including qualitative and quantitative) gathered are valid and reliable

6. how scientists collaborate within and across teams to maximise benefits of disciplinary expertise, share information and undertake peer review, respecting confidentiality and intellectual property rights

7. methods used to research and assess the relevance and reliability of data from secondary sources including how to recognise, acknowledge and minimise bias; ability to replicate published experiments

8. what good practice is in a range of environments in which scientific enquiries take place, including how to carry out a hazard or risk assessment and a knowledge of relevant legislation

9. procedures, equipment and materials for use in laboratory and fieldwork

10. numerical computation of data and relevant mathematical scientific notation

11. how to use statistical measures, diagrams and techniques in the interpretation and representation of data including correlation and regression

12. how to use algebraic and graphical techniques to analyse, make sense of and describe real situations

13. how to draw conclusions from data and assess their significance, including identification of errors and causes of uncertainty, and estimation of confidence level

14. how to evaluate the effectiveness of methods used and the validity of results obtained

15. how to report to a specific audience including choice of methods for presenting data, use of references and scientific terminology, supporting claims with scientific evidence and giving reasoned arguments

Learners must be able to:

1. plan a scientific investigation to seek a solution to a question or problem

2. select and justify methods to gather and record data

3. analyse and evaluate data

4. draw conclusions based on data and information

5. evaluate the methods used

6. report findings in a standard scientific format.

In order to engage with this topic effectively, learners must use the following PLTS:

• independent enquirers
• reflective learners
• team workers
• self managers.