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QEGS Applied Science (BTEC) Curriculum Maps




QEGS Year 12 Applied Science (BTEC) Curriculum Map
Focus Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Biology Teacher: Cell structure and func-tion Chemistry Teacher: Structure and Bonding Physics Teacher: Common features of waves Biology Teacher: Cell Specialisation Chemistry Teacher: Quantitative Chemis-try Physics Teacher: Diffraction Gratings Biology Teacher: Tissue structure & Function: Epithelial Chemistry Teacher: Periodicity – phys-ical properties Physics Teacher: Wave equation and stationary waves Biology Teacher: Tissue structure & Func-tion: Muscle Chemistry Teacher: Periodicity – chemical properties Physics Teacher: Waves in communication – fibre optics Biology Teacher: Tissue structure & Func-tion: Nerve Chemistry Teacher: REDOX reactions Physics Teacher: Waves in communication - electromagnetic waves Biology Teacher Unit 3 D Enzymes in Action Chemistry Teacher Unit 3 E Diffusion of Molecules Physics Teacher Unit 3 H Electrical Circuits
Key concepts/ideas B: This topic builds upon the Organisation topic covered in GCSE Biology. Students will gain an understanding of the ultra-structure and function of different orga-nelles; compare cell structure and func-tion of plant and animal cells; understand how to distinguish between Gram-positive and Gram-negative bacterial cell walls and why each type reacts differently to some antibiotics. C: This topic builds on Atomic Structure and Structure and Bonding topics at GCSE. Students will gain an understanding of the electronic structure of atoms in terms of s, p and d electron orbitals in atoms. Stu-dents will be able to explain the bonding in ionic, covalent, and metallic substances and relate properties of compounds to the bonding within their structures. P: This topic builds upon the Waves topic studied at GCSE. Students will be able to explain features common to all waves and calculate the time period of a wave and the wave speed (wave velocity) in ms-1. Students will know how to calculate the wavelength, frequency, and amplitude of a wave from graphical representations. Stu-dents will be able to describe the differ-ences between transverse and longitudi-nal waves. Biology Teacher: Building on students general understanding of cell structure and function, this topic focuses on special-ised cells. Students will know and under-stand the structural and functional signifi-cance of the following cells: Palisade mesophyll cells in a leaf. Sperm and Egg cells in reproduction. Root Hair cells in plants. White Blood cells Red Blood cells Chemistry Teacher: This topic builds upon the Quantitative Chemistry topic studied at GCSE. Students will be able to balance chemical equations, calculate rela-tive formula mass of compounds, calculate the percentage by mass of elements within compounds. Understand the term “mole” and how it is used in calculating concentra-tion of solutions and reacting masses in chemical reactions. Calculate percentage yield and understand why chemical reac-tions rarely give 100% yield. Physics Teacher: Following on from the previous topic, students build on their knowledge of waves to understand con-cepts of displacement, coherence, path difference, phase difference, and super-position as applied to diffraction gratings. Understand the industrial applications of diffraction gratings including emission spectra and identifying gases. Biology Teacher: This topic covers the structural & functional significance of squamous tissue in the alveoli; co-lumnar epithelium in protecting lungs from pathogens and endothelial tissue in blood vessels. Students will also gain an understanding of the effect of COPD in smokers. Chemistry Teacher: Building on stu-dents understanding of s, p and d elec-tronic orbitals, this topic relates an atoms electronic configuration to its position on the periodic table. Students will understand the physical properties of elements in periods 2, 3, and 4 and groups 1, 2 and 7. Trends across a pe-riod and down a group will be ex-plained in terms of the following: first ionisation energy, electron affinity, atomic radius, ionic radius, electroneg-ativity, type of bonding in the element and melting and boiling points. Physics Teacher: In this topic stu-dents will be able to use and rearrange the wave equation v = f λ Understand the concept and application of stationary waves and resonance when applied to musical instruments. Use information from dia-grams of standing waves to determine wavelengths and frequencies of waves. Calculate velocity of a wave on a string from the tension in the string and the mass per unit length of a string. Biology Teacher: This topic covers the microscopic structural and functional sig-nificance of skeletal muscular tissue fea-tures including muscle fibres; myofibrils; mitochondria; sliding filament theory. Stu-dents will also gain an understanding of the structural and physiological differ-ences between fast and slow-twitch mus-cle fibres and their relevance in sport. Chemistry Teacher: Following on from studying the trends in physical properties of elements, this topic looks at the trends in chemical properties of elements. This includes products and reactivity of all pe-riod 2 and 3 elements with oxygen, prod-ucts and reactivity of metals (group 1 and 2 and period 4) with oxygen, water, dilute HCl and dilute H2SO4. Relate position of metals in the reactivity series to their posi-tion in the periodic table. Physics Teacher: This topic builds on all the previous topics and looks at the prin-ciples and applications of fibre optics in medicine and communication. Students will be able to explain how fibre optics works, use the refractive index equation and draw diagrams to illustrate the effect of refraction at an interface. Understand how fibre optics are used in endoscopes and broadband. Biology Teacher: This topic covers the structure and function of nervous tissue including Non-myelinated and myelinated neurones and the conduction of a nerve impulse along an axon. Interpretation of electrocardiogram recordings; synaptic structure and the role of neurotransmitters; how imbalances in certain, naturally occur-ring brain chemicals can contribute to ill health and the effects of drugs on synaptic transmission Chemistry Teacher: This topic follows on from the previous topic of chemical proper-ties of elements. Students will understand oxidation and reduction in terms loss/gain of oxygen and loss/gain of electrons and be able to determine the oxidation number of a transition metal in an ion or ionic compound. Explain displacement reactions as REDOX reactions and identify which substances have been oxidised and which have been reduced in these reactions. Physics Teacher: This topic builds upon students understanding of electromagnetic waves from GCSE. Students will be able to understand properties of electromagnetic waves and use the inverse square law in relation to the intensity of a wave. Students understand the application of electromag-netic waves in communications including satellite communication, mobile phones, Bluetooth®, Infrared, and Wi-Fi. Biology Teacher: This section looks at protein structure of enzymes and how they act as biological catalysts in chemical reactions in the body. This unit gives students an opportunity to investigate factors that affect enzyme activity, such as pH, temperature and concentrate of substrate/enzyme. Chemistry Teacher: This section looks at diffusion and the random movement of molecules in liquids and gases. Students investigate fac-tors that affect the rate of diffusion such as, temperature, concentration, surface area and shape and size of molecules. Physics Teacher: In this section students will build electrical circuits to include ammeters, voltmeters, resistors, and diodes and investigate how voltage, current and resistance are interlinked. Students are also required to draw these circuits using electrical symbols. Students also look at energy usage of different electrical appliances rand relate size of fuse required to the power output of the appliance.
Key skills Biology Teacher: Practical skills: Using light microscopes Maths skills: Calculate magnification from drawing or images and convert units ap-propriately. Chemistry Teacher: Write and draw out electron configurations using s, p, d nota-tion following Aufbau principle and Hund’s rule. Draw dot-cross diagrams to show the transfer or sharing of electrons within compounds. Physics Teacher: Maths skills, rearrang-ing equations, using standard form, con-verting units Biology Teacher: Linking key features of specialised cells with their role in the func-tion of the organism. Chemistry Teacher: Maths skills, rear-ranging equations, calculating concentra-tion, reacting masses and percentage yield. Convert cm3 to dm3 and vice versa Physics Teacher: Practical skills – using a diffraction grating Interpreting emission spectra Biology Teacher: Linking the effects of smoking to damage to epithelial tis-sue in the lungs. Chemistry Teacher: Identification and explanation of patterns and trends within the periodic table. Physics Teacher: Maths skills, rear-ranging equations and converting units. Interpreting information from diagrams of standing waves. Biology Teacher: Comparing fast and slow-twitch muscle fibres and linking to sport. Recognise microscopic structure of skeletal muscle fibre from diagrams and photomicrographs. Chemistry Teacher: Practical skills stud-ying reactions of metals with oxygen, wa-ter, and dilute acids. Recording observa-tions and predicting products of reactions. Physics Teacher: Maths skills, rearrang-ing equations and converting units. Draw analogue and digital signals. Biology Teacher: Interpretation of nerve impulse and electrocardiogram recordings. Chemistry Teacher: Practical skills study-ing displacement reactions of metals and halogens. Recording observations and pre-dicting products of reactions. Physics Teacher: Maths skills, rearranging equations and converting units Biology Teacher: Developing inves-tigative skills – developing a hypothe-sis, identifying variables, selecting appropriate equipment to use, make accurate measurements and observa-tions, record data to an appropriate degree of accuracy, analyse data us-ing statistical calculations, or given equations display data in an appro-priate format and evaluate a given method to suggest improvements to the method or techniques used. Chemistry Teacher: As above Physics Teacher: As above
Key terms/vocab Biology Teacher: Prokaryotic cell, mag-nification, organelle, resolution, nucleus, mitochondria, chloroplast, eukaryotic cell, exocytosis, membrane-bound organelles, DNA, complimentary base pairing, RNA. Chemistry Teacher: Orbitals, electron configuration, spin, ionic bonding, electro-static attraction, giant ionic lattice, lone pair, organic compound, delocalised elec-trons, electronegativity, non-polar mole-cule, polar molecule, intermolecular forc-es, dipole, Van der Waals forces. Physics Teacher: Periodic time, dis-placement, frequency, amplitude, oscilla-tion, wavelength, phase difference, trans-verse, longitudinal. Biology Teacher: Turgor, water poten-tial, gamete, haemoglobin, pathogen. Chemistry Teacher: Mole, molar mass (relative formula mass), titration, solution, standard solution, solute, solvent, stoichi-ometry, theoretical yield, reversible reac-tion, percentage yield. Physics Teacher: Transmission, reflec-tion, interference pattern, coherent, path difference, superposition, photon, quan-tum, quantum theory, energy level, ground state. Biology Teacher: Epithelium, ciliated cells, lumen, artery. Chemistry Teacher: Atomic number, cations, isoelectric, anions, periodicity, first ionisation energy, electron affinity, atomic radius, ionic radius, electroneg-ativity, malleable, ductile. Physics Teacher: Stationary wave/standing wave, nodes, antinodes, resonance, forcing frequency, natural frequency, tension. Biology Teacher: Myofibril, sarcolemma, ATP, aerobic respiration, hydrolyse, glyco-gen, anaerobic respiration. Chemistry Teacher: Alkaline solution, oxidation, allotropes, amphoteric, redox, reduction, half equation, oxidation state, catalysts, oxidising agents. Physics Teacher: Total internal reflec-tion, refractive index, refraction, critical angle, normal line, incidence, analogue signal, digital signal. Biology Teacher: Dendrons, mV, Nodes of Ranvier, synapse, genetic. Chemistry Teacher: Oxidation, reduction, REDOX, displacement, halogens, halides, transition metals, catalysts, oxidation state. Physics Teacher: Radio-waves, micro-waves, ultraviolet, infra-red, transmitted, ionosphere. Biology Teacher: Peptide link, al-pha amino acid, active site, substrate, denature, catalyst, activation energy, enzyme-substrate complex, fermen-tation, anaerobic. Chemistry Teacher: Diffusion, ki-netic theory, concentration gradient, semi-permeable membrane, absolute zero, dynamic equilibrium. Physics Teacher: Ohm’s Law, pow-er, series circuit, parallel circuit.
Independent learning/wider reading Biology Teacher: BTEC Textbook pages: 37 – 46 BTEC Revision Guide pages: 1 – 4 Chemistry Teacher: BTEC Textbook pages: 4 – 14 BTEC Revision Guide pages: 16 – 20 Physics Teacher: BTEC Textbook pages: 57 – 61 BTEC Revision Guide pages: 30 – 32 Biology Teacher: BTEC Textbook pages: 46 – 48 BTEC Revision Guide pages: 5 – 6 Chemistry Teacher: BTEC Textbook pages: 14 – 21 BTEC Revision Guide pages: 21 – 24 Physics Teacher: BTEC Textbook pages: 61 – 68 BTEC Revision Guide pages: 33 – 34 Biology Teacher: BTEC Textbook pages: 49 – 50 BTEC Revision Guide pages: 7 – 8 Chemistry Teacher: BTEC Textbook pages: 22 – 30 BTEC Revision Guide pages: 25 – 26 Physics Teacher: BTEC Textbook pages: 69 – 72 BTEC Revision Guide pages: 35 – 36 Biology Teacher: BTEC Textbook pages: 50 – 52 BTEC Revision Guide pages: 9 Chemistry Teacher: BTEC Textbook pages: 30 – 33 BTEC Revision Guide pages: 27 – 28 Physics Teacher: BTEC Textbook pages: 72 – 80 BTEC Revision Guide pages: 37 – 39 Biology Teacher: BTEC Textbook pages: 52 – 56 BTEC Revision Guide pages: 10 – 14 Chemistry Teacher: BTEC Textbook pages: 33 – 36 BTEC Revision Guide pages: 29 Physics Teacher: BTEC Textbook pages: 80 – 83 BTEC Revision Guide pages: 40 – 41 Biology Teacher: BTEC Textbook pages: Content 173 – 182 Skills 144 – 172 BTEC Revision Guide pages: Content 59 – 62 Skills 50 – 58 and 74 – 89 Chemistry Teacher: BTEC Textbook pages: Content 182 – 189 Skills 144 – 172 BTEC Revision Guide pages: Content 63 – 64 Skills 50 – 58 and 74 – 89 Physics Teacher: BTEC Textbook pages: Content 207 – 217 Skills 144 – 172 BTEC Revision Guide pages: Content 70 – 73 Skills 50 – 58 and 74 – 89
Assessment Past paper questions Past paper questions Past paper questions Past paper questions Past paper questions Past paper questions
Careers links/Future Learning Nursing Healthcare Microbiologist Nutritionist Nursing Forensics Research Scientists Engineers Nursing Healthcare Microbiologist Nursing Forensics Research Scientists Astrophysicists Nursing Healthcare Microbiologist Any science-based career Engineers Nursing Physiotherapist Sports Coaching Any science-based career Engineers Nursing Healthcare Physiotherapist Psychologist Any science-based career Engineers Nursing Healthcare Any science-based career Electrician

QEGS Year 13 Applied Science (BTEC) Curriculum Map
Focus Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic LRY: Finish off Unit 3 then start Unit 2 As-signment B SRG: Finish off Unit 3 then start Unit 2 As-signment A JCA: Unit 8 Assignment A LRY: Unit 2 Assignment B SRG: Unit 2 Assignment A and Unit 3 Revi-sion JCA: Finish Unit 8 Assignment A and start Assignment B LRY: Unit 2 Assignment D SRG: Unit 3 Revision up to External Exam then Unit 2 Assignment C JCA: Unit 8 Assignment B LRY: Unit 8 Assignment C SRG: Unit 2 Assignment C JCA : Unit 8 Assignment C LRY: Contingency SRG: Admin JCA: Contingency
Key concepts/ideas Unit 3 Section F Plants and their Environ-ment. In this section students will under-stand the factors that can affect plant growth and/or distribution including tem-perature, light intensity, pH of soil etc. Students understand the importance of random sampling in collecting reliable and viable data. Unit 3 Section G Energy content of Fuels. This section looks at different fuels from alcohols to food and allows students to compare the energy content of different fuels by calculating the energy released in kJmol-1. Assignment A: Understand the impact of disorders of the musculoskeletal system and their associated corrective treat-ments. This assignment builds upon con-cepts and ideas first encountered in Unit 1 Principles and Applications of Science. Students identify the major bones, mus-cles, joints and supporting apparatus and how each part of the musculoskeletal sys-tem contributes to the effective function-ing of the whole system. Students will also research causes, symptoms and common treatments involved in common disorders or dysfunction in the musculoskeletal sys-tem. Learning Aim B: Undertake calorimetry to study cooling curves. Links to structure and bonding studied in Unit 1. In this as-signment students will learn how to cali-brate thermometers to ensure accurate readings, construct and interpret cooling curves and explain these in terms of in-termolecular forces. Students will also design their own investigation into the cooling of a particular substance and justi-fy the selection of specific equipment. Assignment A: Undertake titration and colorimetry to determine the concentra-tion of solutions. Links to quantities used in chemical reactions studied in Unit 1. In this assignment students learn to calibrate laboratory equipment, prepare standard solutions with which to standardise other solutions by titration, determine the con-centration of an unknown solution by titra-tion and colorimetry and evaluate the ac-curacy of the procedures they have car-ried out in relation to each other. Assignment B: Understand the impact of disorders on the physiology of the lym-phatic system and the associated correc-tive treatments. In this assignment stu-dents will identify composition and loca-tion of component parts of the lymphatic system as well as the processes and im-portance of each function. Symptoms, treatments, and physiological reasoning behind treatment for disruption or dys-function of the lymphatic system are re-searched by students, to include lymphad-enitis, lymphedema, Hodgkin’s lymphoma. Learning Aim D: Review personal de-velopment of scientific skills for labor-atory work. This assignment allows students to evaluate the skills they have developed over their BTEC course and how these skills link into working in a scientific laboratory. Stu-dents will demonstrate understanding of the personal responsibilities that must be accepted for successful work in science, including the application of safe working practices and understand the importance of communication and cooperation in the scientific working environment. Assignment C: Undertake chromato-graphic techniques to identify compo-nents in mixtures. Links to structure and boding studied in Unit 1. Different types of chromatography are used to separate and identify components in mixtures, students gain an understand-ing of how chromatography works and the application of chromatography in separating and identifying plant pig-ments and amino acids. Students should be able to interpret chromato-grams, calculate Rf values and evaluate problems with interpreting chromato-grams in terms of overloading or con-tamination. As Autumn 2 As blue. As Spring 1 Assignment C: Explore the physiology of the digestive system and the use of cor-rective treatments for dietary-related diseases. Link to Unit 3 section E Diffusion of Molecules. Students research location and structural features of the digestive system and associated organs, the pro-cesses involved in digestion, absorption and assimilation of nutrients, dietary sources and importance of macronutrients and micronutrients, including symptoms of deficiencies, and digestive diseases and physiological reasoning behind treatments. Time to finish off any assignments as need-ed. Paperwork needs completing and signing before sending off to SV by 15th May. Time to finish off any assignments as need-ed.
Key skills Developing investigative skills – develop-ing a hypothesis, identifying variables, se-lecting appropriate equipment to use, make accurate measurements and obser-vations, record data to an appropriate degree of accuracy, analyse data using statistical calculations, display data in an appropriate format and evaluate a given method to suggest improvements to the method or techniques used. As above Research skills, referencing Practical skills: Calibrating thermometers, recording accurate observations, con-structing, and comparing, cooling curves of different substances, calculating gradients. Practical skills: Calibrating equipment, preparing a standard solution, carrying out titrations using an indicator and a pH me-ter, using colorimetry to produce a con-centration graph to determine an un-known concentration. Maths skills in work-ing out concentrations. Producing Risk Assessments. Research skills, referencing Employability skills: working collabora-tively, communication, understanding safe working practices, interpersonal skills, problem solving. Practical skills: Carrying out paper and thin layer chromatography using capil-lary tubes to apply samples. Use of suitable solvents and locating agents. Calculating Rf values. As Autumn 2 As blue As Spring 1 Research skills, referencing
Key terms/vocab Limiting factor, habitat, biodiversity, aera-tion, respiration, photosynthesis, transpi-ration, chlorophyll. Organic, carbohydrate, hydrocarbon, al-kane, homologous series, fractional distil-lation, viscosity, toxicity, specific heat ca-pacity, exothermic reaction, endothermic reaction. Axial skeleton, appendicular skeleton, reticular fibres, osteoblasts, haematopoi-etic stem cells, chondroblasts, compact bone, spongy bone, distal, proximal Calorimetry, boiling point, thermal equilib-rium, latent heat, intermolecular forces. Precision, ambient temperature, toler-ance, drifting, calibration, quantitative analysis, qualitative analysis, titration, ion, mole, end point, stoichiometry, pH calibra-tion buffer, pH curve, equivalence point, electromagnetic spectrum, nanometres, solution, cuvette, absorbance, transmit-tance, analyte Lymphocytes, mucous membranes, mac-rophage, dendritic cells, antigens, perito-neum, duct, digestion, chyle. Evaluate, skills, personal development, standard operating procedures (SOPs), good laboratory practice (GLP). Chromatography, mobile phase, sta-tionary phase, adsorption, chromato-gram, immiscible, porosity, polypep-tides, peptides, eluting, anion, cation, polar molecules, non-polar molecules, hydrogen bond, retention factor. As Autumn 2 Research skills, referencing As Spring 1 Peristalsis, chyme, sphincter muscle, mes-entery, acinus, gut microbiota, hydrolysis, diffusion, facilitated diffusion, active transport, cotransporter, balanced diet.
Independent learning/wider reading BTEC Textbook pages: Content 189 – 195 Skills 144 – 172 BTEC Revision Guide pages: Content 65 – 67 Skills 50 – 58 and 74 – 89 BTEC Textbook pages: Content 196 – 207 Skills 144 – 172 BTEC Revision Guide pages: Content 68 – 70 Skills 50 – 58 and 74 – 89 BTEC Textbook pages: 290 - 309 BTEC Textbook pages: 108 – 117 BTEC Textbook pages: 92 – 107 BTEC Textbook pages: 310 - 317 BTEC Textbook pages: 129 – 142 BTEC Textbook pages: 117 – 129 BTEC Textbook pages: 318 – 336 BTEC Textbook pages: 318 – 336
Assessment Unit 3 Past paper questions Unit 2 Assignment A Hand In Unit 3 Mock Exam Unit 8 Assignment A Hand In Assignment D Presentation Unit 3 External Exam January Unit 8 Assignment B Hand In Full Mock Exam /30 Assignment C Hand In Unit 8 Assignment C Hand In Resit external unit 1 exam if needed
Careers links/Future Learning Ecologist Nursing Forensics Research Scientists Nursing Healthcare Physiotherapy Sports Coaching Nursing Healthcare Microbiologist Forensics Research Scientists Nursing Healthcare Any science-based career Forensics Research scientists Nursing Physiotherapist Sports Coaching Any science-based career Nutritionist Fitness Trainer Sports Coaching