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BTEC Higher Nationals

Guidance and units

Edexcel Level 4 BTEC Higher Nationals in Applied Biology


July 2003

London Qualifications is one of the leading examining and awarding bodies in the UK and throughout the world. It incorporates all the qualifications previously awarded under the Edexcel and BTEC brand. We provide a wide range of qualifications including general (academic), vocational, occupational and specific programmes for employers. Through a network of UK and overseas offices, our centres receive the support they need to help them deliver their education and training programmes to learners. For further information please call Customer Services on 0870 240 9800, or visit our website at www.edexcel.org.uk

References to third-party material made in this specification are made in good faith. London Qualifications does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

Authorised by Peter Goff Publications Code B013355 All the material in this publication is copyright London Qualifications Limited 2003

EDEXCEL LEVEL 4 BTEC HIGHER NATIONALS IN APPLIED BIOLOGY

BTEC Higher National Certificate in Applied Biology BTEC Higher National Diploma in Applied Biology

Contents

Qualification titles covered by this specification Edexcel qualifications in the National Qualifications Framework Introduction Structure of the qualification
BTEC Higher National Certificate BTEC Higher National Diploma

1 2 3 3
3 3

Key features
Professional body recognition National Occupational Standards Qualification Requirement Higher-level skills BTEC Higher National Certificate BTEC Higher National Diploma

6
6 7 7 7 8 8

Teaching, learning and assessment


Unit format Learning and assessment Grading Higher National units Grade descriptors Accreditation of Prior Learning (APL)

9
9 10 11 12 14

Quality assurance of BTEC Higher Nationals


Centre and programme approval Monitoring centres internal quality systems Independent assessment: the role of the external examiner

14
14 15 15

Programme design and delivery


Mode of delivery Resources Delivery approach Meeting local needs

16
16 17 17 17

Locally-devised specialist units Limitations on variations from standard specifications

18 18

Access and recruitment


Restrictions on learner entry Learners with particular requirements

18
19 19

The wider curriculum


Spiritual, moral, ethical, social and cultural issues Environmental issues European developments Health and safety issues Equal opportunities issues

19
19 20 20 20 20

Useful publications
Professional body contact details How to obtain National Occupational Standards

20
21 21

Professional development and training Further information Core units


Unit 1: Cell Biology Unit 2: Biochemistry Unit 3: Physiology Unit 4: Laboratory Techniques Unit 5: Analysis of Scientific Information and Data Unit 6: Project

21 22 23
25 29 37 43 47 53

Specialist units
Unit 7: Laboratory Management Unit 8: Work-based Assignment Unit 9: Human Physiology Unit 10: Molecular Biology and Genetics Unit 11: Genetics Unit 12: Pharmacology Unit 13: Immunology Unit 14: Histology and Haematology

59
61 67 71 77 85 89 95 101

Unit 15: Infectious Diseases Unit 16: Medical Microbiology Unit 17: Nutrition Unit 18: Clinical Chemistry Unit 19: Pathology Laboratory Management Unit 20: Industrial Microbiology Unit 21: Food Science Unit 22: Environmental Analysis Unit 23: Ecology Unit 24: Environmental Management and Conservation Unit 25: Chemistry for Biology Unit 26: Biodiversity Unit 27: Statistics Unit 28: Plant Physiology and Environmental Adaptation Unit 29: Quality Assurance and Quality Control Unit 30: Project Management Unit 31: Managing the Work of Individuals and Teams

109 115 121 127 133 139 145 151 157 163 169 175 181 185 191 195 201

Annex A
Qualification codes QCA codes Edexcel codes QCA and Edexcel codes

205
205 205 205 205

Annex B
Mapping against NVQ in Laboratory and Associated Technical Activities level 4

207
207

Annex C
Wider curriculum mapping

211
211

Annex D
Qualification Requirement

213
213

Annex E
General Resources

219
219

Qualification titles covered by this specification


Edexcel Level 4 BTEC Higher National Certificate in Applied Biology Edexcel Level 4 BTEC Higher National Diploma in Applied Biology These qualifications have been accredited to the National Qualifications Framework (NQF). The Qualification Accreditation Numbers (QANs) for these qualifications are listed in Annex A. These qualification titles are as they will appear on the learners certificate. Learners need to be made aware of this when they are recruited by the centre and registered with Edexcel. Providing this happens, centres are able to describe the programme of study leading to the award of the qualification in different ways to suit the medium and the target audience.

B013355 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Applied Biology Issue 1 July 2003

Edexcel qualifications in the National Qualifications Framework


NQF level
BTEC Professional Award, Certificate, Diploma BTEC Higher National Diploma BTEC Higher National Certificate BTEC Professional Award, Certificate, Diploma BTEC National Diploma BTEC National Certificate BTEC National Award BTEC Diploma in Foundation Studies (Art and Design) BTEC Award, Certificate, Diploma BTEC First Diploma BTEC Award, Certificate, Diploma BTEC Introductory Certificate BTEC Introductory Diploma BTEC Award, Certificate, Diploma Entry Level Certificate in Skills for Working Life Entry Level Certificate in Personal Skills Level 2 Certificate in Adult Numeracy Level 2 Certificate in Adult Literacy Level 1 Certificate in Adult Numeracy Level 1 Certificate in Adult Literacy Entry Level Certificate in Adult Numeracy Entry Level Certificate in Adult Literacy Key skills level 2 Key skills level 5 NVQ level 5

Key skills level 4

NVQ level 4

Key skills level 3

GCE A Level GCE AS Level VCE AEA GCSE (A* C) GCSE (Double Awards) (A* A* CC) GCSE (Short Courses) (A* C) Intermediate GNVQ GCSE (D G) GCSE (Double Awards) (DD GG) GCSE (Short Courses) (D - G) Foundation GNVQ Entry Level Certificates

NVQ level 3

NVQ level 2

Key skills level 1

NVQ level 1

B013355 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Applied Biology Issue 1 July 2003

Introduction
This document contains the units and associated guidance for the National Qualifications Framework (NQF) Edexcel Level 4 BTEC Higher Nationals in Applied Biology. Each unit sets out the required outcomes and content and includes advice regarding appropriate delivery and assessment strategies. The guidance contains further details of the teaching, learning, assessment and quality assurance of these qualifications. It includes advice about Edexcels policy regarding access to its qualifications, the design of programmes of study and delivery modes.

Structure of the qualification


BTEC Higher National Certificate
The BTEC Higher National Certificate in Applied Biology is a 10-unit qualification of which six are core units. The BTEC Higher National Certificate programme must contain a minimum of five units designated at H2 level.

BTEC Higher National Diploma


The BTEC Higher National Diploma in Applied Biology is a 16-unit qualification of which seven are core units. The BTEC Higher National Diploma programme must contain a minimum of eight units designated at H2 level.

B013355 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Applied Biology Issue 1 July 2003

Structure of Edexcel Level 4 BTEC Higher National Certificate in Applied Biology

Unit No Core units all six units must be taken 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Cell Biology Biochemistry Physiology Laboratory Techniques Analysis of Scientific Information and Data Project Specialist units choose four units Laboratory Management Work-based Assignment Human Physiology Molecular Biology and Genetics Genetics Pharmacology Immunology Histology and Haematology Infectious Diseases Medical Microbiology Nutrition Clinical Chemistry Pathology Laboratory Management Industrial Microbiology Food Science Environmental Analysis Ecology Environmental Management and Conservation Chemistry for Biology Biodiversity Statistics Plant Physiology and Environmental Adaptation Quality Assurance and Quality Control

Unit level H1 or H2 H1 H2 H1 H1 H1 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H1 H2 H2 H2 H1

The BTEC Higher National Certificate programme must contain a minimum of five units designated at H2 level.

B013355 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Applied Biology Issue 1 July 2003

Structure of Edexcel Level 4 BTEC Higher National Diploma in Applied Biology Unit level H1 or H2 H1 H2 H1 H1 H1 H2 H2

Unit No Core units all seven units must be taken 1 2 3 4 5 6 7 Cell Biology Biochemistry Physiology Laboratory Techniques Analysis of Scientific Information and Data Project Laboratory Management Specialist units Block A. Choose nine units form this block or 8 units from this block and one unit from block B. Work-based Assignment Human Physiology Molecular Biology and Genetics Genetics Pharmacology Immunology Histology and Haematology Infectious Diseases Medical Microbiology Nutrition Clinical Chemistry Pathology Laboratory Management Industrial Microbiology Food Science Environmental Analysis Ecology Environmental Management and Conservation Chemistry for Biology Biodiversity Statistics Plant Physiology and Environmental Adaptation Specialist Units Block B. Choose a maximum of one unit from this block 29 30 31 Quality Assurance and Quality Control Project Management Managing the Work of Individuals and Teams

8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H2 H1 H2 H2 H2

H1 H1 H2 5

B013355 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Applied Biology Issue 1 July 2003

Key features
BTEC Higher Nationals are designed to provide a specialist vocational programme, linked to professional body requirements and National Occupational Standards where appropriate, with a strong work related emphasis. The qualifications provide a thorough grounding in the key concepts and practical skills required in their sector and their national recognition by employers allows progression direct into employment. BTEC Higher Nationals offer a strong emphasis on practical skills development alongside the development of requisite knowledge and understanding in their sector. Learners are attracted to this strong vocational programme of study that meets their individual progression needs whether this is into employment or to further study on degree or professional courses. A key progression path for BTEC Higher National Certificate and Diploma learners is to the second or third year of a degree or honours degree programme, depending on the match of the BTEC Higher National units to the degree programme in question. BTEC Higher Nationals in Applied Biology have been developed to focus on: equipping individuals with knowledge, understanding and skills for success in employment in biologically-based industries enabling progression to an undergraduate degree or further professional qualification in applied biology or related areas providing specialist studies relevant to individual vocations and professions in which learners are working or intend to seek employment in the biological sciences and their related industries developing the learners ability in the biological sciences environment through effective use and combination of the knowledge and skills gained in different parts of the programme developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life, thereby enabling learners to make an immediate contribution to employment providing flexibility, knowledge, skills and motivation as a basis for future studies and career development an educational foundation for a range of careers in biological sciences and their related industries providing opportunities for learners to focus on the development of the higher level skills in a science and technological context providing opportunities for learners to develop a range of skills, techniques and attributes essential for successful performance in working life.

Professional body recognition


The BTEC Higher Nationals in Applied Biology have been developed with career progression and recognition by professional bodies in mind. It is essential that learners gain the maximum benefit from their programme of study. Consequently we have added value to the qualification by securing recognition from the Institute of Biology so that successful BTEC Higher National Applied Biology learners can apply for Associate Membership of the Institute of Biology. This is a step towards Chartered Status. Achievers who have relevant work experience in biological science or its application of at least two years subsequent or 4 years prior to the award can apply for Graduate Membership. Achievers may then apply for full membership status after a further three years.

B013355 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Applied Biology Issue 1 July 2003

Benefits of student membership include: Biologist, a lively journal that brings science to life with stimulating and authoritative review articles discounts on essential course books from booklets like Biological Nomenclature to the Studies in Biology book series career guidance when you begin your career; well help you to get off to a great head start fantastic networking opportunities through talks and events in your local area.

Further details of professional body recognition and exemptions of BTEC Higher Nationals are contained in the publication BTEC Professional Recognition which is available on Edexcels website (www.edexcel.org.uk).

National Occupational Standards


BTEC Higher Nationals in Applied Biology are designed to relate to the National Occupational Standards in the Science sector at Level 4, which in turn form the basis of the National Vocational Qualifications (NVQs). BTEC Higher Nationals do not purport to deliver occupational competence in the sector, which should be demonstrated in a work context. However, the qualifications provide underpinning knowledge for the National Occupational Standards, as well as developing practical skills in preparation for work and possible achievement of NVQs in due course. Links to National Occupational Standards are indicated in Annex B. Through the study of core and relevant specialist units learners will cover much of the underpinning knowledge, skills and understanding for the NVQ level 4 units in Laboratory and Associated Technical Activities

Qualification Requirement
Edexcel has published Qualification Requirements as part of the revision of BTEC Higher Nationals. Qualification Requirements set out the aims and rationale of the qualifications and provide the framework of curriculum content. They also identify the higher-level skills associated with the qualifications and any recognition by relevant professional bodies. The Qualification Requirement for BTEC Higher Nationals Applied Biology is given in Annex D. Edexcel standard specifications titles are developed from the Qualification Requirements. Licensed centres comply with Qualification Requirements when developing BTEC Higher Nationals under these standard titles. Qualification Requirements provide consistent standards within the same vocational area and clearly identify the skills and knowledge that can be expected of any holder of an identical BTEC Higher National. This will allow higher education institutions, employers and professional bodies to confidently provide progression opportunities to successful learners.

Higher-level skills
Learners studying for BTEC Higher Nationals in Applied Biology will be expected to develop the following skills during the programme of study: work as an individual and in teams for successful performance in a biologically-based industrial environment communicate effectively and appropriately accept supervisory management responsibilities in an appropriate context

B013355 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Applied Biology Issue 1 July 2003

develop personal qualities and attributes essential for successful performance in working life think independently, take responsibility for their own learning and recognise their own learning style think laterally and be innovative and creative in relevant contexts develop an appreciation of the interdisciplinary nature of science be flexible and respond to the changing climate within the scientific community recognise the moral and ethical issues of scientific enquiry and experimentation and appreciate the need for ethical standards and professional codes of conduct analyse, synthesise and summarise information critically read and use appropriate literature with a full and critical understanding obtain and integrate several lines of subject-specific evidence to formulate and test hypotheses apply subject knowledge and understanding to address familiar and unfamiliar problems design, plan, conduct and report on investigations undertake laboratory and/or field investigations of living systems in a responsible, safe and ethical manner give a clear and accurate account of a subject, marshal arguments in a mature way and engage in debate and dialogue both with specialists and non-specialists.

BTEC Higher National Certificate


The 10-unit BTEC Higher National Certificate in Applied Biology provides a specialist workrelated programme of study that covers the key knowledge, understanding and practical skills required in the sector and also offers particular specialist emphasis through the choice of specialist units. BTEC Higher National Certificates provide a nationally recognised qualification offering career progression and professional development for those already in employment and opportunities to progress into higher education. The qualifications are mode free but they are primarily undertaken by part-time learners studying over two years. In some sectors there are opportunities for those wishing to complete an intensive programme of study in a shorter period of time. This specification provides centres with a framework to develop engaging programmes for higher-education learners who are clear about the area of employment that they wish to enter. The BTEC Higher National Certificate in Applied Biology mainly offers a progression route for learners who are employed in the applied biology and related science industries.

BTEC Higher National Diploma


The 16-unit BTEC Higher National Diploma provides greater breadth and specialisation than the BTEC Higher National Certificate. Higher National Diplomas are mode free but are followed predominately by full-time learners. They allow progression into or within employment in the sector, either directly on achieving of the award or following further study to degree level.

B013355 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Applied Biology Issue 1 July 2003

The BTEC Higher National Diploma in Applied Biology provides opportunities for learners to apply their knowledge and practical skills in the workplace. Full-time learners have the opportunity to do this through formal work placements or their part-time employment experience. The qualification prepares learners for employment in the sector and will be suitable for learners who have already decided that they wish to enter this area of work. Some adult learners may wish to make the commitment required by this qualification in order to enter a specialist area of employment in the sector or progress into higher education. Other learners may want to extend the specialism that they followed on the BTEC Higher National Certificate programme. Progression from this qualification may well be into or within employment in the sector where learners may work towards membership of professional bodies such as the Institute of Biology.

Teaching, learning and assessment


Learners must pass all 10 units on their programme of learning to be awarded a BTEC Higher National Certificate and all 16 units to be awarded a BTEC Higher National Diploma. The assessment of BTEC Higher National qualifications is criterion-referenced and centres are required to assess learners evidence against published learning outcomes and assessment criteria. All units will be individually graded as pass, merit or distinction. To achieve a pass grade for the unit learners must meet the assessment criteria set out in the specifications. This gives transparency to the assessment process and provides for the establishment of national standards for each qualification. The units in BTEC Higher National qualifications all have a standard format which is designed to provide clear guidance on the requirements of the qualification for learners, assessors and those responsible for monitoring national standards.

Unit format
Each unit is set out in the following way. Unit title, learning hours and NQF level The unit title is accredited by QCA and this form of words will appear on the learners Notification of Performance. In BTEC Higher National qualifications each unit consists of 60 guided learning hours. Each unit is assigned a notional level indicator of H1 or H2, indicating the relative intellectual demand, complexity and depth of study, and learner autonomy. At H1 level the emphasis is on the application of knowledge, skills and understanding, use of conventions in the field of study, use of analytical skills and selection and organisation of information. At H2 level the emphasis is on application and evaluation of contrasting ideas, principles, theories and practices, greater specialisation in the field of study, and an increasing independence in systematic enquiry and analysis. Description of unit A brief description of the overall purpose of the unit is given, together with the key areas of study associated with the unit. Summary of learning outcomes The outcomes of the unit identify what each learner must do in order to pass it. Learners must achieve all the outcomes in order to pass the unit.
B013355 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Applied Biology Issue 1 July 2003

Content This section picks up highlighted words from the outcomes and amplifies the content coverage required when addressing the outcomes. The content section will often provide lists of topics. Please note all aspects of the listed topics should be covered, except those that begin with eg, where items listed are merely indicative. Outcomes and assessment criteria Each unit contains statements of the evidence that each learner should produce in order to receive a pass. Guidance This section is not prescriptive but provides additional guidance and amplification related to the unit to support teachers/deliverers and assessors. Its subsections are given below. Only those subsections which apply to the unit will appear. Delivery offers guidance about possible approaches to delivery. The guidance is based on the more usual delivery modes and is not intended to rule out alternative approaches. Assessment provides advice about the nature and type of evidence that learners are likely to need to produce. This subsection should be read in conjunction with the assessment criteria and the generic grade descriptors. Links sets out the links between units. Provides opportunities for integration of learning, delivery and assessment. Any links to the National Occupational Standards will be highlighted here. Resources identifies the specialist resources likely to be needed to allow learners to generate the evidence required by each unit. The centre will be asked to ensure that this resource requirement is in place when it seeks approval from Edexcel to offer the qualification. Support materials identifies, where appropriate, textbooks, videos, magazines, journals, publications and websites that may support the delivery of the unit.

Learning and assessment


The purpose of assessment is to ensure that effective learning of the content of each unit has taken place. Evidence of this learning, or the application of the learning etc, is required for each unit. The assessment of the evidence relates directly to the assessment criteria for each unit, supported by the generic grade descriptors. The process of assessment can aid effective learning by seeking and interpreting evidence to decide the stage that learners have reached in their learning, what further learning needs to take place and how best to do this. Therefore, the process of assessment should be part of the effective planning of teaching and learning by providing opportunities for both the learner and assessor to obtain information about progress towards learning goals. The assessor and learner must be actively engaged in promoting a common understanding of the assessment criteria and the grade descriptors (what it is they are trying to achieve and how well they achieve it) for further learning to take place. Therefore, learners need constructive feedback and guidance about how to improve, capitalising on strengths, with clear and constructive comments about weaknesses and how these might be addressed.

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B013355 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Applied Biology Issue 1 July 2003

Assessment instruments are constructed by centres. Assessment instruments should collectively ensure coverage of all assessment criteria within each unit and should provide opportunities for the evidencing of all the grade descriptors. It is advised that assessment criteria and contextualised grade descriptors are clearly indicated on each assessment instrument to provide a focus for learners (for transparency and to ensure that feedback is specific to the criteria) and to assist with internal standardisation processes. Tasks/activities should enable learners to produce evidence that relates directly to the assessment criteria and grade descriptors. When centres are designing assessment instruments, they need to ensure that the instruments are valid, reliable and fit for purpose, building on the application of the assessment criteria. Centres are encouraged to place emphasis on practical application of the assessment criteria, providing a realistic scenario for learners to adopt, making maximum use of work-related practical experience and reflecting typical practice in the sector concerned. The creation of assessment instruments that are fit for purpose is vital to achievement and their importance cannot be over-emphasised.

Grading Higher National units


The assessment of BTEC Higher National qualifications will be at unit level and there will be no overall grade for either the Certificate or the Diploma. This means that learners are able to access the qualification through a unitised approach. Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement of all outcomes against the specified assessment criteria. Merit and distinction grades are awarded for higher-level achievement. The generic merit and distinction grade descriptors listed on pages 1213 are for grading the total evidence produced for each unit and describe the learners performance over and above that for a pass grade. The merit and distinction grade descriptors can be achieved in a flexible way, eg in a sequential or holistic mode, to reflect the nature of the sector concerned. Each of the generic merit and distinction grade descriptors can be amplified by use of indicative characteristics. These give a guide to the expected learner performance, and support the generic grade descriptors. The indicative characteristics should reflect the nature of a unit and the context of the sector programme. The indicative characteristics shown in the table for each of the generic grade descriptors are not exhaustive. Consequently, centres should select from the list or may construct other appropriate indicative characteristics for their sector programme which may be drawn from the appropriate higher-level skills. It is important to note that each assessment activity does not need to incorporate all the merit and/or distinction grade descriptors. Contextualising the generic grade descriptors The generic merit and distinction grade descriptors need to be viewed as a qualitative extension of the assessment criteria for pass within each individual unit. The relevant generic grade descriptors must be identified and specified within an assignment and the relevant indicative characteristics should be used to place the required evidence in context.

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Grade descriptors
Pass grade A pass grade is achieved by meeting all the requirements defined in the assessment criteria for pass for each unit. Merit grade Merit descriptors In order to achieve a merit the learner must: identify and apply strategies to find appropriate solutions Indicative characteristics The learners evidence shows: select/design and apply appropriate methods/ techniques present and communicate appropriate findings effective judgements have been made complex problems with more than one variable have been explored an effective approach to study and research has been applied relevant theories and techniques have been applied a range of methods and techniques have been applied a range of sources of information has been used the selection of methods and techniques/sources has been justified the design of methods/techniques has been justified complex information/data has been synthesised and processed appropriate learning methods/techniques have been applied the appropriate structure and approach has been used coherent, logical development of principles/concepts for the intended audience a range of methods of presentation have been used and technical language has been accurately used communication has taken place in familiar and unfamiliar contexts the communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used

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B013355 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Applied Biology Issue 1 July 2003

Distinction grade Distinction descriptors In order to achieve a distinction the learner must: use critical reflection to evaluate own work and justify valid conclusions Indicative characteristics The learners evidence shows: take responsibility for managing and organising activities demonstrate convergent/lateral/ creative thinking conclusions have been arrived at through synthesis of ideas and have been justified the validity of results has been evaluated using defined criteria self-criticism of approach has taken place realistic improvements have been proposed against defined characteristics for success autonomy/independence has been demonstrated substantial activities, projects or investigations have been planned, managed and organised activities have been managed the unforeseen has been accommodated the importance of interdependence has been recognised and achieved ideas have been generated and decisions taken self-evaluation has taken place convergent and lateral thinking have been applied problems have been solved innovation and creative thought have been applied receptiveness to new ideas is evident effective thinking has taken place in unfamiliar contexts

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Accreditation of Prior Learning (APL)


Edexcel encourages centres to recognise learners previous achievements and experience through the Accreditation of Prior Learning. Learners may have evidence that has been generated during previous study, in their previous or current employment or whilst undertaking voluntary work that relates to one or more of the units in the qualification. Assessors should assess this evidence against the Higher National standards in the specifications in the normal way. As with all evidence, assessors should be satisfied about the authenticity and currency of the material when considering whether or not the outcomes of the unit have been met. Full guidance about Edexcels policy on APL is provided on our website (www.edexcel.org.uk).

Quality assurance of BTEC Higher Nationals


The quality assurance system for BTEC Higher National qualifications, as higher-level vocational qualifications at Level 4 on the NQF, will comprise three main components. approval process a control measure to confirm that individual centres (and programme teams) are appropriately resourced and competent to deliver a BTEC Level 4 programme of study. monitoring of centres a method of monitoring centres internal quality systems to ensure ongoing fulfilment of initial requirements and, where appropriate, enhancement of those requirements to accommodate new qualifications. independent assessment a measure that provides independence within the assessment process, so that the certificated outcomes for each learner are not reliant on determinations by individuals or groups with a vested interest in the outcome. This measure should be consistent and reliable over time, and should not create unnecessary barriers.

Centre and programme approval


Approval to offer BTEC Higher National qualifications will vary depending on the status of the centre. Centres that have a recent history of delivering BTEC Higher National qualifications and have an acceptable quality profile in relation to their delivery will be able to gain approval through an accelerated process. Centres that are new to the delivery of BTEC Higher National qualifications will be required to submit evidence to demonstrate that they: have the human and physical resources required for effective delivery and assessment understand the implications for independent assessment and agree to abide by these have a robust internal assessment system supported by fit for purpose assessment documentation have a system to internally verify assessment decisions to ensure standardised assessment decisions are made across all assessors and sites.

Such applications have to be supported by the head of the centre (principal, chief executive, etc). We communicate all approvals in writing to the head of centre in the form of a qualification approval letter. The approval letter will also contain a programme definition for each qualification approved. The programme definition clearly states to the centre all units that comprise the qualification for which the centre is approved.

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B013355 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Applied Biology Issue 1 July 2003

Monitoring centres internal quality systems


Centres will be expected to demonstrate ongoing fulfilment of approval criteria across all programme areas. This should include the consistent application of policies affecting learner registrations and appeals, together with the effectiveness of internal examination and standardisation processes. Centres may opt for a review of their provision under the quality verifier/quality reviewer arrangements, which already apply to all further education centres. Alternatively, centres may present evidence of their operation within a recognised code of practice, such as that of the Quality Assurance Agency for Higher Education. Edexcel reserves the right to confirm independently that these arrangements are operating to our satisfaction.

Independent assessment: the role of the external examiner


Supporting consistency and appropriateness of centre assessor decisions For all BTEC Higher Nationals accredited at Level 4 on the NQF, Edexcel will appoint appropriately qualified subject-specific external examiners to the programme in each centre. Edexcel will define the selection, appointment and training process, together with the roles and responsibilities of the external examiners and will communicate the details to centres in a centre handbook. The function of the external examiner will be to review and evaluate objectively the assessment process and standards of learner attainment by independently reviewing, in the first year of the programme, a sample of learner work (including the centre-designed assignments on which the samples are based) selected by the external examiner, from across the programme. When they visit centres, external examiners must be afforded reasonable access to the assessed parts of the programme, including evidence of learner performance on placement. They are required to: verify that standards are appropriate for the qualification and its elements assist institutions in the comparison of academic standards across similar awards nationally.

Should any disparity occur between the judgement of centre assessors and that of the external examiner, this will be reported to the centre and to Edexcel by the external examiner. The centre will be required to agree appropriate corrective action as a result of this report. Independence in confirmation of certificated outcomes In the final year of the programme, the external examiner will revisit the centre in order to independently assess learner work and to evaluate centre assessor decisions on final outcomes. This process of evaluation may focus upon work in units, selected by the external examiner, that present the most appropriate evidence for this exercise. The work of all learners not already sampled in the first year of the programme will be reviewed. Resolution of assessments will normally be handled at the centres final programme review board. The external examiner will be expected to endorse the outcomes of assessment before certification can be authorised. Should the external examiner be unable to provide such endorsement, certification will be withheld until appropriate corrective action has taken place. (The senior subject examiner may become involved in such instances). The external examiner will be required to prepare a written report after each visit. The report will include comments from the external examiner on: academic standards and programme specification academic standards and learner performance academic standards and assessment

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the assessment process assessment meetings physical resources comments of learners meetings with staff external examiner practice issues arising from previous reports details of sampling general points, areas of good practice and major issues action points.

The external examiner report provides the mechanism by which the external examiner independently verifies learner ability, endorses the validity of the assessment process and releases certification for a cohort. The report is a confidential document between Edexcel, the appointed external examiner, and the centre to use for internal/external quality assurance processes. It provides the centre with feedback on the external examining process and on the judgements that determine the external examiners decisions on endorsement, or otherwise, of learner outcomes.

Programme design and delivery


The qualifications consist of core units (which are mandatory) and specialist units. These specialist units will be mostly optional and are designed to provide a specific focus to the qualification. Required combinations of specialist units are clearly set out in relation to each qualification in the defined qualification structures provided in this document. In BTEC Higher National qualifications each unit consists of 60 guided learning hours. The definition of guided learning hours is a notional measure of the substance of a qualification. It includes an estimate of time that might be allocated to direct teaching, instruction and assessment, together with other structured learning time such as directed assignments or supported individual study. It excludes learner-initiated private study. Centres are advised to consider this definition when planning the programme of study associated with this specification.

Mode of delivery
Edexcel does not define the mode of study for BTEC Higher National qualifications. Centres are free to offer the qualifications using any mode of delivery that meets the needs of their learners. This may be through traditional classroom teaching, open learning, distance learning or a combination of these. Whatever mode of delivery is used, centres must ensure that learners have appropriate access to the resources identified in the specifications and to the subject specialists delivering the units. This is particularly important for learners studying for the qualification through open or distance learning.

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B013355 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Applied Biology Issue 1 July 2003

Full guidance on Edexcels policies on distance assessment and electronic assessment are provided on our website. Learners studying for the qualification on a part-time basis bring with them a wealth of experience that should be utilised to maximum effect by tutors and assessors. Assessment instruments based on learners work environments should be encouraged. Those planning the programme should aim to enhance the vocational nature of the BTEC Higher National qualification by: liaising with employers to ensure that the course is relevant to the specific needs of the learners accessing and using non-confidential data and documents from learners workplaces including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment linking with company-based/workplace training programmes making full use of the variety of experiences of work and life that learners bring to the programme.

Resources
BTEC Higher National qualifications are designed to prepare learners for employment in specific sectors. Physical resources need to support the delivery of the programme and the proper assessment of the outcomes and, therefore, should normally be of industry standard. Staff delivering programmes and conducting the assessments should be fully familiar with current practice and standards in the sector concerned. Centres will need to meet any specialist resource requirements when they seek approval from Edexcel. Please refer to the resource section in individual units for specialist resource requirements. Specialist resources should include case study materials, real resources acquired from commercial operations, videos and documented examples of current practice, eg reports from a biology-based industry. These are detailed in each unit.

Delivery approach
It is important that centres develop an approach to teaching and learning that supports the specialist vocational nature of the BTEC Higher National qualifications. The specifications contain a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practice and that the knowledge base is applied to the sector. This will require the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector. Maximum use should be made of the learners experience.

Meeting local needs


Centres should note the qualifications set out in these specifications have been developed in consultation with centres, employers and the Institute of Biology, the professional body for the sector, together with support from the Sector Skills Council or NTO for the Science, Technology and Mathematics sector. The units are designed to meet the skill needs of the sector and the specialist units allow coverage of the full range of employment. Centres should make maximum use of the choice available to them within the specialist units in these specifications to meet the needs of their learners, as well as the local skills and training needs identified by organisations such as Regional Development Agencies and Local Learning and Skills Councils.

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Centres may not always be able to meet local needs using the units in this specification. In this situation, centres may seek approval from Edexcel to make use of units from other standard NQF BTEC Higher National specifications. Centres will need to justify the need for importing units from other specifications and Edexcel will ensure that the vocational focus of the qualification has not been diluted.

Locally-devised specialist units


There may be exceptional circumstances where even the flexibility of importing units from other specifications does not meet a particular local need. In this case, centres can seek permission from Edexcel to develop a unit with us to meet this need. The cases where this will be allowable will be very limited. Edexcel will ensure that the integrity of the qualification is not reduced and that there is a minimum of overlap and duplication of content of existing units. Centres will need strong evidence of the local need and the reasons why the existing standard units are inappropriate. Edexcel will need to validate these units.

Limitations on variations from standard specifications


The flexibility to import standard units from other BTEC Higher National specifications and/or to develop unique locally-devised specialist units is limited to a maximum of four units in a BTEC Higher National Diploma qualification and a maximum of two units only in any BTEC Higher National Certificate qualification. The use of these units cannot be at the expense of the core units in any qualification.

Access and recruitment


Edexcels policy regarding access to its qualifications is that: the qualifications should be available to everyone who is capable of reaching the required standards the qualifications should be free from any barriers that restrict access and progression there should be equal opportunities for all wishing to access the qualifications.

Centres are required to recruit learners to BTEC qualifications with integrity. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should take appropriate steps to assess each applicants potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should also show regard for Edexcels policy on learners with particular requirements. Centres will need to review the profile of qualifications and/or experience held by applicants, considering whether this profile shows an ability to progress to a Level 4 qualification. For learners who have recently been in education, the entry profile is likely to include one of the following: a BTEC National Certificate or Diploma in Applied Science or similar discipline an AVCE/Advanced GNVQ in an appropriate vocational area a GCE Advanced level profile which demonstrates strong performance in a relevant subject or an adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at A* to C
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other related Level 3 qualifications an Access to Higher Education Certificate awarded by an approved further education institution related work experience.

Mature learners may present a more varied profile of achievement that is likely to include extensive work experience (paid and/or unpaid) and/or achievement of a range of professional qualifications in their work sector.

Restrictions on learner entry


The majority of BTEC Higher National qualifications are accredited on the NQF for learners aged 16 years and over. Learners aged 15 and under cannot be registered for a BTEC Higher National qualification.

Learners with particular requirements


Edexcel recognises that some learners, when studying vocationally-related qualifications, will have coped with the learning demands of a course but may find the standard arrangements for the assessment of their attainment presents an unfair barrier. This would apply to learners with known and long-standing learning problems and to learners who are affected at, or near to, the time of a time-constrained assessment. Edexcel will seek to approve alternative arrangements that: meet the needs of learners with particular requirements do not confer advantage over other learners are commensurate with the proper outcomes from the qualification.

Details of the allowable arrangements for such learners are given in Assessment of Vocationally Related Qualification: Regulations and Guidance relating to Learners with Special Requirements (Edexcel, 2002).

The wider curriculum


The study of the BTEC Higher Nationals in Applied Biology provides opportunities for learners to develop an understanding of spiritual, moral, ethical, social and cultural issues and an awareness of environmental issues, health and safety considerations, and European developments. These wider curriculum opportunities are indicated in the units as appropriate. Mapping of wider curriculum opportunities issues is provided in Annex C.

Spiritual, moral, ethical, social and cultural issues


The specification contributes to an understanding of: spiritual issues through an appreciation of the spiritual dimension to value of nature to society, particularly when this is seen through a historical context, for example in Unit 29. moral and ethical issues are encountered throughout the BTEC Higher Nationals in Applied Biology as dealing with people will always involve the learner engaging in moral and ethical issues. A more detailed analysis is given in certain units such as Units 1, 3,10, 11, 14, 17, 18, 20, 21, 24 and 26 social and cultural issues are encountered throughout the BTEC Higher Nationals in Applied Biology. 19

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Environmental issues
Learners are led to appreciate the importance of environmental issues as they engage in study as well as through experience of the biological industry, in Units 11, 19, 20, 22, 23, 24, 26 and 28.

European developments
Much of the content of the BTEC Higher Nationals in Applied Biology is applicable throughout Europe owing to its generic nature, even though the context of delivery is within the UK. The European dimensions of legislation covering microbiological contamination of drinking water are specifically addressed in Units 20, 22 and 23.

Health and safety issues


The BTEC Higher Nationals in Applied Biology are practically based and so health and safety issues are encountered throughout the courses. Learners will develop awareness of the safety of others as well as themselves in all practical activities. Learners will also explore health and safety issues across the biomedical science industry, particularly in Unit 19.

Equal opportunities issues


Equal opportunities issues are implicit throughout the BTEC Higher Nationals in Applied Biology.

Useful publications
Further copies of this document and related publications can be obtained from: Edexcel Publications Adamsway Mansfield Nottinghamshire NG18 4FN Tel: Fax: Email: 01623 467 467 01623 450 481 publications@linneydirect.com

Related publications include: the current Edexcel publications catalogue and update catalogue Edexcel publications concerning the quality assurance system and the internal and external verification of vocationally-related programmes may be found on the Edexcel website and in the Edexcel publications catalogue. NB: Most of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.

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Professional body contact details


Institute of Biology 20 22 Queensbury Place London SW7 2DZ Tel: 020 7581 8333 Ext. 233 Fax: 020 7823 9409 Email: info@iob.org Website: www.iob.org

How to obtain National Occupational Standards


The National Occupational Standards for the NVQ level 4 Laboratory and Associated Activities can be obtained from: SEMTA 22 Old Queen Street London SW1H 9HP Tel: 020 7222 0464 Fax: 020 7222 3004 Website: www.semta.org.uk

Professional development and training


Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre. The support we offer focuses on a range of issues including: planning for the delivery of a new programme planning for assessment and grading developing effective assignments building your team and teamwork skills developing student-centred learning and teaching approaches building key skills into your programme building in effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on the Edexcel website (www.edexcel.org.uk). You can request customised training through the website or by contacting one of our advisers in the Professional Development and Training Team on telephone number 020 7758 5620 to discuss your training needs.

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The training we provide: is active ideas are developed and applied is designed to be supportive and thought provoking builds on best practice.

Our training will also underpin many areas of the Higher Education Staff Development Agency (HESDA)/FENTO standards for teachers and lecturers working towards them.

Further information
For further information please call Customer Services on 0870 240 9800, or visit our website at www.edexcel.org.uk.

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Unit 1:
Learning hours: NQF level 4:

Cell Biology
60 BTEC Higher National H1

Description of unit
This unit will enable the learner to appreciate the cell as the basic unit of life. The importance of the cell membrane in controlling the internal environment of the cell and in communication will be emphasised, and a study of the cells internal organisation will be used to explain how cells can develop and perform specialist roles in multicellular organisms. This unit provides opportunities to discuss moral, social and ethical issues in the wider curriculum eg use of stem cells.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 Relate the structural features of eukaryotic and prokaryotic cells to their function Review cellular diversity Explain the growth and development of cells Review the growth of cells in culture.

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Content

Structural features of eukaryotic and prokaryotic cells Structure and role: nucleus, mitochondria, chloroplasts, endoplasmic reticulum, Golgi body, peroxisomes, lysosomes, cilia, flagella, cytoskeleton, examination of electron and light micrographs Membrane structure and function: Singer and Nicholson model, properties and composition of lipid bilayer, fluidity of lipid bilayer, membrane proteins, differential permeability, membrane transport, ion gradients Interdependence: protein sorting, secretory pathways, vesicular transport, energy requirements

Cellular diversity Cell types: epithelial cells, secretory cells, nerve cells, muscle cells, specialised plant cells Observation: tissue sectioning and staining, use of light microscope, examination of electron micrographs

Growth and development of cells Mitosis and meiosis: prophase, metaphase, anaphase, telophase, spindle formation, generation of genetic diversity Cell division cycle: G0, G1, S, G2, control points, cell size, MPF, protein kinases, cyclins, growth factors Growth and differentiation: tissue types, cell junctions, cell adhesion molecules, foetal tissue development, stem cells, pluripotent cells, differential gene expression

Growth of cells in culture Cultures: microbial, plant, animal, cell lines and cell strains, batch culture, continuous culture Preparation: nutrient, selective, differential and enrichment media, sub-culture, aseptic techniques Factors: pH, temperature, media type, oxygen tension, water potential, nutritional requirements Growth: mean generation time, growth rate constant, measurement of population growth by cell number, mass and optical density

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Relate the structural features of eukaryotic and prokaryotic cells to their function

describe and identify the structural features of prokaryotic and eukaryotic cells explain the role of subcellular organelles in the cell relate the structure of membranes to their function discuss in outline the interdependence of subcellular organelles relate differences in structure to physiology and function of a range of cell types undertake observations of a range of cell types to identify differences in structure compare the processes of mitosis and meiosis and explain their significance outline the events of the cell division cycle and relate these to aspects of its control explain how multicellular organisms develop by a process of growth and differentiation compare methods for the growth of microbial, plant and animal cell cultures prepare and maintain cell cultures using appropriate techniques determine factors affecting growth of cells in culture estimate the growth of cells in culture using experimental data

Review cellular diversity

Explain the growth and development of cells

Review the growth of cells in culture

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Guidance

Delivery The development of appropriate laboratory skills, especially in the correct use of a microscope, should be encouraged whenever possible. Where appropriate, analysis of experimentally derived data should also be attempted. A case-study approach could be used to unify a number of themes, eg, the growth of cells in culture in order to study mitosis, the cell division cycle and differentiation. The use of computer teaching programs and CD ROMs would enable learners to do some independent study. Assessment To enable the learner to generate the required evidence, a variety of strategies may be adopted to tailor the unit to the resources within an institution. Evidence for this unit could be provided by reporting experimental work, such as microscopic examination of cells and tissues, or the growth and maintenance of cells in culture. Use of experimentally derived data in case studies and interpretation exercises, literature searches and reviews would also be appropriate. Links This unit provides links with the core units of Unit 2: Biochemistry, Unit 4: Laboratory Techniques, Unit 5: Analysis of Scientific Information and Data and Unit 9: Human Physiology. It also has links with the specialist units Unit 7: Laboratory Management, Unit 10: Molecular Biology and Genetics, Unit 11: Genetics, Unit 12:Pharmacology, Unit 13: Immunology, Unit 14: Histology and Haematology, Unit 15: Infectious Diseases, Unit 16: Medical Microbiology and Unit 18: Clinical Chemistry. Resources Learners will need access to appropriate laboratory facilities, tutorial support and library resources. The use of computer teaching programmes and CD ROM simulations of experiments should be encouraged. Visits to centres with electron microscope facilities would be advantageous. Support materials Textbooks Alberts B et al Essential Cell Biology (Garland Publishing, 1997) ISBN: 0815329717 Alberts B et al Molecular Biology of the Cell (Garland Science, 2002) ISBN: 0815340729 Campbell A N and Reece J B Biology (Benjamin Cummings, 2002) ISBN: 0805366245 Lodish H et al Molecular Biology of the Cell (W H Freeman, 2003) ISBN: 0716743663

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Unit 2:
Learning hours: NQF level 4:

Biochemistry
60 BTEC Higher National H2

Description of unit
This unit provides an introduction to the fundamental principles of biochemistry. It examines the chemical characteristics of some major biological building block molecules and uses these to develop an understanding of the structure and function of related biological macromolecules. The key features of principal metabolic pathways and their relationship to each other are introduced. A selection of the above topics is used to acquire a range of basic practical skills.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 Apply chemical principles to the structure of biological building block molecules Use building block molecules to derive the structure of biological macromolecules and relate macromolecular structure to biological function Explain features of and links between some major metabolic pathways Acquire a range of biochemical practical skills and cognate techniques.

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Content

Biological building block molecules Amino acids: acidic and basic properties, isoelectric points, side chain types and classification, optical isomerism, D and L classification, essential amino acids Monosaccharides, aldoses and ketoses: reducing properties, cyclic structure formation, reactivity of glycosidic hydroxyl groups Nucleosides and nucleotides: nitrogen bases Fatty acids: saturated, unsaturated, essential fatty acids

Structure of biological macromolecules Protein structure: primary; planar nature of the peptide bond and dihedral angles: secondary; helix and b sheet as a consequence of dihedral angles and hydrogen bonding: tertiary; types of intramolecular stabilising bonds, globular and fibrous structure: quaternary Relationship between structure and function: enzymes as biological catalysts; active site structure, substrate binding, strain and specificity, properties of enzymes, pHopt, Topt, Vmax, Km, denaturation, enzyme inhibition limited to competitive and non-competitive, allosteric enzymes; collagen as a structural protein; role of glycine and proline, triple helix structure and fibril formation Polysaccharides: glycogen, starch and cellulose, relationship between storage polysaccharides and shape due to a glycosidic links, importance of branching, structural polysaccharides as a result of glycosidic links, enzymic hydrolysis of polysaccharides as a result of b glycosidic links, enzymic hydrolysis of polysaccharides as a source of monosaccharides and energy Nucleic acids: DNA, double helix and the role of hydrogen bonding, types of RNA, outline of protein biosynthesis Lipids as exemplified by triglycerides and phospholipids: phospholipids in membrane formation, effect of saturated to unsaturated fatty acid ratio on membrane fluidity

Major metabolic pathways Metabolism and free energy change: relationship between free energy change, equilibrium and metabolic flux Catabolic pathways: outline of glycolysis, TCA cycle, electron transport and fatty acid oxidation, factors that control anabolic pathways Anabolic pathways: gluconeogenesis and fatty acid synthesis, factors that control catabolic pathways

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Biochemical practical skills and cognate techniques Protein separation: methods used to separate or purify proteins eg gel filtration chromatography, ion exchange chromatography, affinity chromatography, PAGE Determination of unknown concentrations of biological molecules: eg determination of concentrations of glucose, an amino acid or bovine serum albumin by colorimetry Determination of enzyme properties: specific activity, Topt, pHopt, Vmax, Km, type of inhibition

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Apply chemical principles to the structure of biological building block molecules

use chemical structures and functional group chemistry to explain the principal properties and classification of amino acids, monosaccharides, nucleotides and fatty acids account for optical isomerism in amino acids and monosaccharides and explain the terms (+), (-), D and L as applied to these molecules derive the cyclic structure of a monosaccharide and explain the terminology a and b discuss the structural differences at primary, secondary and tertiary level between globular and fibrous proteins and account for the properties of fibrous proteins in terms of their structures explain the structure, catalytic and characteristic properties of enzymes with respect to the structure and role of the active site state the major features of storage and structural polysaccharides and relate these features to the shape and properties of the a and b glycosidic links draw the structure of a strand of DNA representing the nitrogen bases by letters ATCG and discuss briefly the structural differences between DNA and different types of RNA briefly outline the roles of the nucleic acids in protein biosynthesis explain the structural features and properties of phospholipids that enable them to form membranes show in outline form the relationship between glycolysis, fermentation, electron transport, fatty acid b oxidation, gluconeogenesis and fatty acid synthesis, and briefly explain the function of each pathway explain the processes that control metabolic pathways identify the apparent irreversible steps in glycolysis by relating them to free energy changes and state how these can be overcome by gluconeogenesis explain the control of glycolysis and gluconeogenesis exhibited by phosphofructokinase (PFK1)

2 Use building block molecules to derive the structure of biological macromolecules and relate macromolecular structure to biological function

3 Explain features of and links between some major metabolic pathways

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Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Acquire a range of biochemical practical skills and cognate techniques

separate and purify a protein in a simple mixture and describe the theory and practice of two additional types of protein separation determine by experimentation the concentration of an unknown solution of an amino acid or sugar measure the specific activity of an enzyme determine experimentally either Topt or pHopt for an enzyme

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Guidance

Delivery This unit should integrate the practical skills developed in Unit 4: Laboratory Techniques. Wherever possible, practical activities and demonstrations should form the basis of delivery, to focus on learner understanding of the main concepts and to enhance the learning experience. Delivery of outcome 1 could include learner participation in 3D model building of biological building block molecules to enable a full appreciation of the differences between D and L isomers as well as alpha and beta anomeric structures. In outcome 2 appreciation of macro molecular structure should be re-enforced by the use of computer 3D imagery of such structures. To help with the delivery of outcome 3 a metabolic pathway wallchart could be displayed. The biochemical practical described in outcome 4 could include protein separation by chromatography and electrophoresis, colourimetric determinations of unknown concentrations of amino acids or reducing sugars and continuous or discontinuous enzyme arrays to study enzyme properties. Appropriate software and ICT facilities should be used to encourage independent learning. Assessment Evidence of outcomes may be in the form of assignments or practical reports, which may be laboratory-based. Links This unit provides links with the core units of Unit 1: Cell Biology, Unit 4: Laboratory Techniques, Unit 5: Analysis of Scientific Information and Data, Unit 9: Human Physiology and Unit 16: Medical Microbiology. It also has links with the specialist units Unit 10: Molecular Biology and Genetics, Unit 11: Genetics, Unit 12: Pharmacology, Unit 13: Immunology, Unit 18: Clinical Chemistry and Unit 25: Chemistry for Biology. Resources Learners will need access to well-equipped laboratory facilities to carry out practical investigations. Tutorial support. Library and ICT resources should be made available to enable learners to undertake independent research.

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Support materials Textbooks Blackstock C J Biochemistry (Butterworth Heinemann, 1998) ISBN: 0750632569 Brownie C A Biochemistry (Churchill Livingstone, 1999) ISBN: 0443056935 Campbell N P Biochemistry Illustrated (Churchill Livingstone, 2000) ISBN: 044306217 Elliott W and Elliott D Biochemistry and Molecular Biology (Oxford University, 2001) ISBN: 0198700458 Matthews K C et al Biochemistry (Benjamin Cummings, 1999) ISBN: 0805330666 Ninfa A and Ballou D Fundamental Laboratory Approaches for Biochemistry and Biotechnology (John Wiley and Sons, 1998) ISBN: 1891786008 The Biochemical Society: www.biochemistry.org The Physiological Society: www.physoc.org Biochemical journal The Journal of Physiology Experimental Physiology The Physiological Society Magazine

Websites

Journals

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Unit 3:
Learning hours: NQF level 4:

Physiology
60 BTEC Higher National H1

Description of unit
This unit will enable the learner to gain an understanding of a number of systems within the body, including the nervous system, blood and cardiovascular system, respiratory system, digestive system, renal system and endocrine system. The importance of the inter-relationship between these diverse systems to enable the maintenance of homeostasis within an organism will also be emphasised. This unit provides opportunities to discuss moral, social and ethical issues in the wider curriculum eg longevity.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 Investigate the structure of specialised cells to their functioning within tissues Explain how different tissues communicate with each other Identify the different methods available to an organism to assimilate nutrients and remove waste products.

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Content

Structure of specialised cells Muscle cells: muscle anatomy (myofibrils, myofilaments, myosin, actin), differences in structure and function between smooth, cardiac and skeletal muscle, movement of myosin and actin during contraction Neuronal cells: neuroglia (Schwann cells, astrocytes, microglia, oligodendrocytes), neuron structure (dendrites, axons), synapses, myelin sheath, operation of Na+K+ ion pumps, ion channels Epithelial cells: tight junctions, membrane transport of ions, fluids and macromolecules, membrane potential Secretory cells: increased number of mitochondria for additional energy requirements for synthesis of material for release, packaging of secreted material into secretory granules, comparison of different secretory cells (eg anterior pituitary, gastric cells, liver cells) Homeostasis: maintenance of consistent cellular conditions for certain variables (pH, temperature, concentrations of dissolved gases, ions and organic nutrients), components of homeostatic control systems (receptor, sensory pathway, integration centre, motor pathway, effector), negative feedback mechanisms Homeostatic systems: hypothalamic releasing and inhibitory hormones, the hormones of the anterior pituitary and their effects on their target organs, nervous control of the release of hormones from the posterior pituitary (ADH and oxytocin), nervous control of blood pressure

Communication between tissues Endocrine system: intracellular triggers for release of stored peptides (second messenger systems), receptors and their regulation, different hormone structures and mechanisms of action to include: peptide, steroid, thyroid and neurotransmitters Nervous system: membrane and action potential, structure and function of the central, peripheral and autonomic nervous systems, signalling, the reflex arc, fibre tracts in the spinal cord, functional neuroanatomy of the brain

Assimilation of nutrients and removal of waste products The gastrointestinal tract: morphological and functional relationships in the alimentary canal, mechanisms and control of motility, neurohormonal control of gastric and pancreatic exocrine secretions, nature and function of bile The cardiovascular system: the general anatomy and histology of the cardiovascular system, the physiology and electro-physiology of the heart, blood pressure and its control, capillary blood flow and exchange of fluid The renal system: structure and detailed consideration of the functions of the kidney, counter current mechanisms, water and salt balance, regulation of pH of body fluids The respiratory system: structure of the respiratory system, mechanisms of ventilation, gaseous exchange, transport of respiratory gases, generation of rhythmic breathing, nervous and chemical control of breathing

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Investigate the structure of specialised cells to their functioning within tissues

compare and contrast the cellular structures of at least two specialised cells assess the properties of at least two specialised cells which enable them to perform their specialised functions evaluate the homeostatic control mechanisms necessary to enable at least two tissues to function effectively within an organism explain the operation of the endocrine system with respect to its regulatory roles within an organism evaluate the operation of the nervous system as a method of rapid signalling within an organism relate the systems by which an organism absorbs solid nutrients to its need to maintain a constant internal environment explain the mechanisms by which an organism maintains a water and salt balance different to its external environment explain the processes by which gaseous exchange occurs between an organism and its external environment evaluate the efficacy of the systems employed by organisms to rid themselves of solid and gaseous waste

Explain how different tissues communicate with each other

Identify the different methods available to an organism to assimilate nutrients and remove waste products

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Guidance

Delivery This unit should be delivered through an integrated approach of theory, practical investigations and practical demonstrations. To illustrate certain themes running throughout this unit, the learners could observe and participate in physiological processes, such as the regulation of blood pressure, respiratory function and the effects of exercise on pulse rate. The use of ICT to access secondary data to confirm primary data obtained during practical investigations and demonstrations should be encouraged. Assessment Evidence of outcomes may be in the form of assignments, projects, tests or practical investigations. To enable learners to generate the required evidence, a variety of strategies may be adopted to tailor the unit to the resources available within an institution. The outcomes can be treated on an individual basis, concentrating on specific cells and body systems. Alternatively, a thematic approach covering several or all outcomes may be used, in which studies of communication between cells within tissues and different body systems can be used to illustrate the principles of homeostasis within an organism. Links This unit provides links with the core units of Unit 1: Cell Biology, Unit 2: Biochemistry, Unit 4: Laboratory Techniques and Unit 5: Analysis of Scientific Information and Data. It also has links with the specialist units of Unit 9: Human Physiology, Unit 10: Molecular Biology and Genetics, Unit 12: Pharmacology and Unit 28: Plant Physiology and Environmental Adaptation. Resources Learners will need access to library, ICT and, where appropriate, well-equipped laboratory facilities such as blood pressure monitors, ECGs, Douglas bags and exercise bicycles.

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Support materials Textbooks Fox S Human Physiology (McGraw Hill, 2001) ISBN: 0071120785 Seeley R et al Anatomy & Physiology (McGraw-Hill Education, 2002) ISBN: 0071150900 Sherwood L Human Physiology: From Cells to Systems (Brooks Cole, 2003) ISBN: 0534395015 Tortora G and Grabowski S Principles of Anatomy & Physiology (John Wiley & Sons, 2000) ISBN: 0471412805

Websites The Physiological Society: www.physoc.org Study guides Education Weblinks The Journal of Physiology Experimental Physiology The Physiological Society Magazine

Journals

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Unit 4:
Learning hours: NQF level 4:

Laboratory Techniques
60 BTEC Higher National H1

Description of unit
This unit develops learners practical skills in chemical and biochemical techniques and allows them to carry out practicals and evaluate and interpret the results. The experiments carried out will relate to various methods of analysis. Theoretical aspects of various techniques, which may not be available in the laboratory, will also be covered. The unit supports the material in Unit 2:Biochemistry and Unit 6:Project.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 Use and apply quantitative analytical techniques Explain and use a range of instrumental techniques Evaluate, interpret and present practical work Work safely throughout all practical work in accordance with health and safety legislation.

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Content

Quantitative analytical techniques Measurement of concentration: percentage mass/volume and mass/mass, molar mass, moles, molar solutions Volumetric analysis: appropriate titrations acid/base and redox to analyse relevant components Experimental technique: use of equipment, health and safety procedures Use of techniques: filtration, reflux, distillation Datalogging: data capture, data analysis

Instrumental techniques Types of instrument: theoretical and practical aspects of various techniques pH, colorimetry, uv, visible spectrophotometry, flame photometry, atomic absorption spectrophotometry, paper and thin layer chromatography, gas chromatography, high performance liquid chromatography, ir spectrophotometry, gel electrophoresis, ion exchange and gel filtration

Evaluate, interpret and present Experimental results for: evaluation and interpretation, physical and instrumental results, drawing valid conclusions, suggesting improvements Literature research: libraries, databases and internet Practical work: standard format in written reports, posters, oral presentations, IT, correct referencing

Work safely Laboratory work: Health and Safety at Work Act, COSSH regulations Risk assessments: health and safety literature, evaluation of risks

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Use and apply quantitative analytical techniques

select appropriate techniques for analytical applications prepare and use correct chemicals and solutions of chemicals use equipment safely and to an appropriate degree of accuracy make readings to the required accuracy and record results in the correct format select and justify appropriate instrumental methods for applications explain the principles underlying each technique used prepare and calibrate instruments for use make readings to the required accuracy and record results in the correct format use appropriate methods to record and evaluate data use correct methods to process experimental data interpret results from practical work produce at least five written laboratory reports, in the required format use standard referencing methods evaluate health and safety implications of biological laboratory work use hazard data to carry out a risk assessment for each activity undertaken carry out practical work using safe practice in accordance with institutional regulations and legislation

Explain and use a range of instrumental techniques

Evaluate, interpret and present practical work

Work safely throughout all practical work in accordance with health and safety legislation

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Guidance

Delivery The unit should be delivered through a combination of well-planned practical work and lectures covering a variety of practical techniques. It is intended that most of this unit will be practically based, but some more formal teaching will be required for the underlying principles of the techniques covered. Some of the assessed practical work may be integrated into assignments for other units. Assessment The outcomes for this unit will be assessed primarily through carrying out practical experiments and producing reports of those experiments. The techniques developed will be used in a variety of contexts. Evidence will normally be in the form of written reports, although an assignment for outcome 2 would be appropriate if learners do not have access to all the instruments described. Practical skills should also be assessed and would provide evidence for outcomes 1 and 2. Links This unit provides links with the core units of Unit 1: Cell Biology, Unit 2: Biochemistry, Unit 5: Analysis of Scientific Information and Data and Unit 16: Medical Microbiology. It also has links with the specialist units of Unit 7: Laboratory Management, Unit 10: Molecular Biology and Genetics, Unit 11: Genetics, Unit 12: Pharmacology, Unit 13:Immunology, Unit 14: Histology and Haematology, Unit 15: Infectious Diseases, Unit 18: Clinical Chemistry, Unit 19: Pathology Laboratory Management and Unit 25: Chemistry for Biology. Resources Learners will need access to well-equipped laboratories, library and ICT facilities for research purposes and data-logging facilities. Support materials Textbooks Fischbach F A Manual of Laboratory and Diagnostic Tests (Lippincott, Williams and Wilkins, 2003) ISBN: 0781741807 Linne J and Ringsrud K Clinical Laboratory Science: The Basics (Mosby, 1999) ISBN: 032300759 McGhee M A Guide to Laboratory Investigations (Radcliffe Medical Press, 2003) ISBN: 1857758234 Zubrick W J The Organic Chemistry Laboratory Survival Manual: A Learners Guide to Techniques (John Wiley and Sons, 2003) ISBN: 0471215201

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Unit 5:
Learning hours: NQF level 4:

Analysis of Scientific Information and Data


60 BTEC Higher National H1

Description of unit
This unit is designed to introduce and/or develop some of the mathematical and statistical techniques commonly used to process scientific data. In the 21st century, much data processing is performed by computer. The importance of understanding how and in what circumstances to use individual mathematical and statistical techniques, and the significance of the results obtained is not diminished by the availability of computational facilities. The primary outcome of scientific experimentation frequently comprises data, the volume of which varies very significantly with the type of work undertaken. The analysis of the data obtained needs to be processed in some way to extract meaning. The emphasis in the delivery of this unit should be on the use of mathematical and statistical techniques in appropriate contexts. The treatment of the techniques is practical rather than theoretical. Sufficient background to each technique should be developed to enable learners to: select the most appropriate techniques to process experimental and other data apply them using any available computational aids understand the significance and the limitations of the results obtained.

The type of technique required by learners is highly dependent on the specialism of their programmes of study. It is not possible to define a common set of techniques for use by all learners. This unit outlines a set of principles, within which each technique can be fitted. Programme teams should analyse the mathematical requirements of their programmes and select the set of techniques required by learners to derive meaning from the information and data they will encounter during their studies and their work in science.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 Acquire and display information and data Use appropriate methods to process information and data Report results and conclusions.

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Content

Acquire and display data Appropriate contexts in which to apply mathematical/statistical techniques: arising naturally from the programme of study eg processing experimental data, testing theoretical models, evaluating significance of research data, etc Methods for obtaining information and data: experimental measurements/observations, surveys, secondary sources Obtain information and data: sampling from populations, sample preparation, calibration of equipment, making measurements and observations, repetitions to confirm values, use of questionnaires, use of secondary data sources eg, obtaining an analytical sample, preparing for analysis, setting up and calibrating the equipment, taking the required readings, making repetitive readings to check values, etc Errors in the acquisition of data: random, systematic and gross errors; contribution of the various types of error to accuracy and precision; identification and minimisation of systematic errors eg evaluating sources of error in a practical exercise, improving technique to minimise systematic errors, calibrating equipment to minimise random error Classify and display the information and data: classify: categorical, ordinal, discrete and continuous data: display; frequency tables, bar charts, histogram, scatter diagrams, graphs; use of spreadsheets eg compilation of data from an environmental survey into tables and display using appropriate graphical method, displaying experimental data as line of best fit, using appropriate axes, etc

Process information and data Graphical methods: choice of axes, curve fitting linear regression, least squares method, linear, logarithmic, exponential curves Algebraic methods: linear and simultaneous equations, re-arrangement of equations, linear interpolation, solution by numerical and graphical methods Use of calculus: differentiation and integration, differential equations eg rate equations, work and energy, equations of state, determination of thermodynamic quantities, determination of electrochemical functions Statistical methods: estimates of centre of distribution mode, median, mean; measures of spread or dispersion deviation, variance, standard deviation, coefficient of variation; correlation; the normal distribution: area under the normal curve, tests for normality; tests of significance: t-test, F-test; tests for goodness of fit c2 test; hypothesis testing null hypothesis, significance levels, power of the test, one-tailed and two-tailed, confidence intervals eg identification and elimination of rogue results, compatibility of analytical results, quality control, assessing significance of physiological and genetic data, etc Errors in data processing: absolute, relative and compound errors; computer errors representation of numbers, round-off errors, truncation errors

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Report results and conclusions Total error in result: methods on combination of component errors, estimation of the level of confidence in the results obtained Conclusions from the work: values of measured parameters, validity of hypotheses, support for theoretical models, confirmation of model developed, accuracy and precision of measurements and results Information on the problem studied: fitness for purpose of the methods used, validity of conclusions, information provided on the systems studied, compatibility of results with those from other sources Presentation of information: fitness for purpose of media used, clarity of information, communication of work carried out and results and conclusions obtained

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Acquire and display information and data

identify appropriate contexts in which to apply mathematical/statistical techniques use methods for obtaining information and data obtain the required information and data by measurement or from appropriate secondary sources identify any errors in the acquisition of data classify and display the information and data obtained, using appropriate tabular, graphical and other methods apply mathematical/statistical methods correctly and to appropriate levels of accuracy identify any errors in the processing of data monitor the use of application of number skills review the progress of the calculations calculate the total error in the results and estimate the level of confidence in the result interpret the results obtained and identify the main findings from the work present information effectively

Use appropriate methods to process information and data

Report results and conclusions

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Guidance

Delivery Some learners on Higher National science programmes may not have achieved a level 3 qualification in mathematics. Delivery may, therefore, need to bring learners up to level 3, and then concentrate on the use of mathematical techniques in science. Delivery should focus on the application of mathematical or statistical techniques in science, rather than on the techniques themselves. The emphasis should be on selection and implementation of methods appropriate to given scientific contexts, and on the evaluation of the significance of the results and conclusions obtained. Learners should not be required to carry out calculations manually, where appropriate software is available. However, they should be taught to use the software correctly, and to appreciate both the strengths and the limitations of the methods used. Emphasise the importance of Pie Charts (for finance) and x-y charts for mathematical data. Assessment The evidence presented for assessment must reflect the mathematical/statistical needs of the programme. The evidence will ideally be drawn from activities that form a normal part of the programme of study of science, rather than being developed purely to meet the needs of this unit. Learners may be given opportunities to select their evidence from a range of activities within the programme. The emphasis should be on the activity in total rather than focusing only on the mathematical manipulation. Consideration should be given to selecting appropriate methods from those available, planning the collection of information and data to assure the validity of the calculations, optimum methods to display the data, identification and minimisation of errors, accurate application of mathematical/statistical methods, and assessment of the accuracy, precision and significance of the results obtained. Completion of problem sheets supplied by the tutor will give a formative contribution to the development of evidence, but will not, by itself, meet the outcomes of this unit. Learners should present evidence of a minimum of planning, acquiring and processing data, and of evaluating the significance of the results and conclusions obtained. Evidence should include both determining meaning from a single data set and assessing large data sets for meaning. Links This unit can be linked to any other in the programme that provides opportunities to manipulate information and data. Ideally, the evidence for assessment will be drawn from activities showing integration between this unit and one or more of the other units.

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Resources Learners will need access to IT facilities and appropriate software, to enable them to tackle realistic problems. Many of the operations relevant to the Higher National science programmes can be implemented using a generic spreadsheet package (such as Microsoft Excel). Ideally, this will be supplemented by dedicated mathematical or statistical packages eg Minitab or SPSS. Support materials Textbooks Bryman and Cramer Quantitative Data Analysis with SPSS Release 10 for Windows (Routledge, 2001) ISBN: 0415244005 Weiss A Elementary Statistics (Addison Wesley, 2001) ISBN: 0201710587

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Unit 6:
Learning hours: NQF Level 4:

Project
60 BTEC Higher National H2

Description of unit
Much of the work within higher programmes in science is designed to develop appropriate knowledge and skills, and is consequently limited in scope for reasons of clarity and achievability. When in employment, scientists are frequently required to select and apply appropriate knowledge and skills to unfamiliar situations. Learners will have the opportunity to integrate the knowledge and skills that they have acquired from other units in this specification by applying them to an extended individual study. The individual study can be drawn from a wide range of activities appropriate to the programme of study. The study should have a significant practical contribution. This unit provides an ideal opportunity for the use of Information and Communication Technology and management information systems. Irrespective of the nature of the investigation, the conduct of the work should be logically based on the application of the scientific method. Learners must take responsibility for the formulation of a project plan after an initial survey of relevant information on previous work and possible methods of approach. After being agreed with the assessor, the plan should be implemented, the results evaluated and the findings presented in an appropriate way. To achieve the outcomes of this unit, learners must apply research, analytical and planning skills, identify, access and use a variety of information sources, work safely and accurately, process information and data precisely, and to report the investigation in a coherent, concise and rigorous form. Investigations designed by the tutor and carried out using standard and supplied methods are unlikely to meet the outcomes of this unit. Learners must apply their judgement and initiative to the investigation. This unit differs from Unit 8: Work-based Assignment in that this project is conducted at the centre not at work. Thus the work done for this project may not be used in Unit 8.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 Plan a project Implement the project plan Evaluate the project Report the project.

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Content

Plan Nature of the investigation: practical and literature based Analysis of the problem: scope and purpose of the investigation, intended outcomes, methods of approach, resource requirements, agreed project specification Acquisition of information: background theory, supporting data, published methods, identification and acquisition of sources, extraction of relevant information, establishment of validity of information obtained eg use of journals and internet Methods: standard published, reported alternatives Risks: potential hazards, assessment of risk, procedures for minimisation of risk, risk mitigation for the largest risks associated with the project Equipment and materials: existing, available, access, cost-effectiveness of use Project schedule: achievable aims, experimental design, agreed methods, logical schedule, achievable timescales, quality standards, criteria for success, identified monitoring points and procedures

Implement Experimental work: operating methods and procedures, acquisition of equipment and materials, health and safety equipment and procedures Information and data: identification or requirements of the investigation, methods of collection and recording (eg data logging and data management), measurement intervals, required repetitions to establish reproducibility and validity eg use of journals Accuracy and precision: required quality standards, reproducibility of measurements, identification and minimisation of errors, correct use of statistical techniques Recording: compilation of logbook for each stage of the project, use of specified units and orders of accuracy Monitoring: significant or unexpected events, deviations from expected data and results, progress compared with plan (milestones), modifications to plan agreed and implemented

Evaluate Methods of evaluation: appropriate to the investigation, against formulated criteria for success, identify further work required for success of the project Results: establish validity, use of correct statistical techniques, identify sources of error, establish confidence limits for results Interpretation of results: use of correct techniques Conclusions: based on logical analysis of results obtained, justified in terms of original specifications

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Report Scope: all information and data relevant to the project, critical discussion of results, conclusions based firmly and logically on results, justifies methods used, makes recommendations based on conclusions, identifies extent to which criteria have been achieved, justifies any failures to achieve criteria Structure: conforms to required format, includes a summary or abstract, information and data in appropriate formats, bibliography in accepted formats Style: clear and concise, avoids repetition and superfluity Presentation: use of appropriate media Documentation: use of ICT (eg spreadsheets, presentation packages and scientific software packages)

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Outcomes and assessment criteria

Outcomes 1 Plan a project

Assessment criteria for pass explain the scope and purpose of the problem to establish the project specification identify, research, acquire and collate information required to support the work formulate an experimental design and initial programme identify criteria for success of the work and where monitoring of progress should take place select and implement the chosen option to meet the agreed project specification carry out experimental work accurately and safely collect and record relevant data and information from experimental work and other sources compile a log book that shows the development for each stage of the project evaluate the initial programme identify deviations from expected results interpret results in terms of the original specification draw conclusions from the results compile a written report of approximately 5000 words which is clear and concise report all necessary information and draw conclusions identify the extent to which the specification has been met present the report in a suitable format, using appropriate media to peers

Implement the project plan

3 Evaluate the project

4 Report the project

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Guidance

Delivery Learners should be thoroughly briefed on project aims and methodology at or before the commencement of the allocated period. This should be achieved orally and through distribution of a detailed general project brief. Some development of skills, particularly those of planning and evaluation, may be necessary. The topic may be selected by the learner or by the tutor. Learner selected topics should be assessed for achievability and their integrative nature by the tutor before acceptance. All project plans should be scrutinised and agreed by the tutor before work is started in any detail. This consultation should not disqualify learners from the ultimate award of an enhanced grade, provided that they make a full contribution to the development of the plan and that their suggestions and actions are reasonable within their level of experience. Learners should make their own decisions during the implementation phase. Tutors should normally intervene only when safety is likely to be compromised. Much can be learned from failures or from negative results; tutors should not intervene to prevent such occurrences, providing that learners actions and decisions are reasonable and within the agreed plan. Results and achievements should be evaluated against the aims and criteria in the project plan. Tutors should ensure that learners are aware of methods of evaluation available to them and appropriate to the specific project. Centres may stipulate a house style for project reports, or leave the choice of structure and format to the learner. The report should be sufficiently detailed to meet all of the criteria for outcome 4, Report the project. The appropriate presentation of media may be stipulated by the centre or chosen by the learner. In either case, the method of presentation should be agreed during the planning phase. The presentation of the written report in word-processed form and the requirement to give an oral presentation are to be encouraged. They are not, however, mandatory to meet the outcomes. Centres should consider the facilities available and the individual attributes of learners when agreeing methods of presentation, ideally on an individual basis. Tutor support should be available at all times during the project. The extent of the support required by individual learners should be recorded and used to advise decisions on grading. However, learners cannot pass this unit without meeting all assessment criteria for every outcome. Tutor intervention should not be sufficiently detailed and frequent to prevent the learner from demonstrating the achievement of each criterion. Project plans should be agreed with the tutor before substantial work is undertaken, to establish that the aims are achievable within the constraints of resources and time. The project may be undertaken over several weeks or within a concentrated block of time. A total of not less than 60 hours should be allocated to the project. The choice of topics should be consistent with the structure of the timetable, ie should not involve day-long practical experiments if time-tabled into weekly three hour blocks. Assessment Projects may be carried out individually or in small teams. If carried out in small teams, the tutor must document the individual contributions to the project in sufficient detail to enable accurate grading and verification of evidence to take place. The assessment should include the oral presentation as well as a written report.
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Links The project should utilise the full range of skills developed through study of other units in the programme. These include planning, practical work, data handling and processing, analysis and presentation. The knowledge applied may link to one particular unit or to a number of other units. Some topics may relate to topical applications or issues that have only marginal relationships to the knowledge content of the programme. Refer to Annex B for links to the NVQ level 4 in Laboratory and Associated Technical Activities. Resources The required resources will vary significantly with the nature of the project. The identification of the equipment and materials required, and the establishment of their availability, is a vital part of the planning phase. Tutors should ensure that learners do not embark on work that cannot succeed because of lack of access to the required resources. Use of specialised equipment outside the centre is often built into project work. If such use is required, agreement on access must be reached before allowing learners to start the work. Learners will require the use of a computer and appropriate software packages (word-processor, spreadsheet, presentation software) in order to produce their report. Support materials Textbooks No general advice on reading is possible. The identification of appropriate sources, both textual and electronic, is an important part of the demand on the learner. However, general texts on project planning and evaluation, on experimental design and on presentation techniques may be helpful.

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Unit 7:
Learning hours: NQF level 4:

Laboratory Management
60 BTEC Higher National H2

Description of unit
This unit includes diverse topics, each of which provides underpinning knowledge for key areas of work that technicians may be required to do in the course of their duties. Key areas are laboratory organisation, the Health and Safety at Work Act 1974, supervision and management, and the techniques involved in supervisory management.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 Examine aspects of laboratory organisation Apply relevant features of the Health and Safety at Work Act 1974 to laboratory operations Examine techniques of supervisory management Investigate and report on the main aspects of project management.

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Content

Laboratory organisation Sources of information: range and use of essential reference books or manuals Purchasing: procedures for purchasing and maintaining equipment and consumables Laboratory design: eg essential services, laboratory furniture, health and safety, storage, costings, fit for purpose, staffing, development of laboratory practices/procedures/policies etc ICT and Management Information Systems: for example, sources of information, stock control systems, communication, purchasing requisitions, CD ROMs, risk assessment, repairs/maintenance etc

Health and Safety at Work Act 1974 Health and Safety at Work Act: scope of the act, responsibilities, risk assessments, COSHH requirements, accident book, incident book

Supervisory management Supervisory management: recruitment and selection, employment rights and responsibilities, induction, mentoring, performance review/appraisal, discipline, equal opportunities, business structures, staff deployment, intellectual property rights and patents

Aspects of project management Project management: aims/outcomes, timelines (milestones), resources/templates, processes/policies, working instructions/practices, knowledge of project management software

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1 Examine aspects of laboratory organisation

identify commonly used sources of reference on laboratory management identify key areas for consideration when purchasing equipment and consumables explain the operation of a stock control system identify features of laboratory design identify those areas of the act which directly impact on the work of the laboratory and staff responsibilities apply and demonstrate compliance with the identified areas through the application of procedures, risk assessments and controls apply the COSHH regulations to appropriate laboratory situations explain how recruitment and selection procedures incorporate equal opportunities policy identify the need for employment rights and responsibilities explain methods for deployment and efficient utilisation of staff. demonstrate a knowledge and understanding of human resource policies and practices identify the main aspects of project management discuss the need for project management investigate and report on the management of a case study/project

2 Apply relevant features of the Health and Safety at Work Act 1974 to laboratory operations

3 Examine techniques of supervisory management 4 Investigate and report on the main aspects of project management

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Guidance

Delivery Some formal teaching will be necessary to introduce each topic. However, most learning will take place through reading appropriate reference sources and applying the principles and information obtained to the learners own laboratory experience. Assessment Evidence for outcome 1 could be in the form of an assignment that includes a critical review of the content, the use of a range of reference books, a detailed study of factors to consider when purchasing equipment, service contracts for consumables, etc and a comparison of a variety of stock control systems to aid setting up a model system. Learners could also give a presentation on a laboratory design to meet specific criteria including a detailed plan for services and facilities. For outcome 2, learners could prepare a review of legislation relevant to a laboratory and its application to specified laboratory functions, including electrical testing, manual handling, etc. The application of legislation to a specified range of activities including microbiology, biology, chemistry, and physics could also be looked at. Learners could generate a recording system for procedures, assessments and controls. For outcome 3, learners could produce a job advertisement and a job description, which should state the essential and desirable characteristics required. They could also produce procedures for interview for a laboratory technician post. Learners should review at least three business organisational structures and evaluate the methods for deployment and utilisation of staff. Links This unit links with Unit 1: Cell Biology, Unit 4: Laboratory Techniques, Unit 6: Project, Unit 8: Work-based Assignment, Unit 18: Clinical Chemistry, Unit 19: Pathology Laboratory Management, Unit 20: Industrial Microbiology, Unit 25: Chemistry for Biology, Unit 26: Quality Assurance and Quality Control, Unit 30: Project Management and Unit 31: Managing the Work of Individuals and Teams in the BTEC Higher Nationals in Applied Biology. Refer to Annex B for links to relevant NVQs. Resources Access to a laboratory and policies/processes used in laboratories, in which to practise the techniques appropriate to this unit, is required. Access to case studies on project management would also be helpful. Computers and relevant software.

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Support materials Textbooks Kaye G W C and Laby T H Tables of Physical and Chemical Constants and Some Mathematical Functions 16 Ed (Longman Scientific and Technical, 1995) ISBN: 047023508X Health and safety manual Business studies books, videos Manufacturers literature, laboratory furnishers literature

Other publications

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Unit 8:
Learning hours: NQF level 4:

Work-based Assignment
60 BTEC Higher National H2

Description of unit
This unit is intended for part-time and full-time learners. It is designed to allow flexibility of study, to enable employed learners to gain credit for work-based activities, to contribute to the development of transferable skills, and to be used for full-time learners during an industrial experience period. The learner should carry out the assignment in the workplace and the assignment should be set in an industrial context. This unit therefore differs from the project unit which should be based at the learners centre of learning. It is important that the learner has a suitably qualified industrial supervisor to co-ordinate with the academic supervisor in the planning stages, monitoring and collection of assessment evidence for the unit.

Summary of outcomes
To achieve this unit a student must: 1 2 3 4 5 Negotiate a work-based topic Keep a detailed work logbook Undertake an extended work-based practical investigation Report the investigation in the form of a scientific report Make an oral presentation.

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Content

Work-based topic Supervisor: both a work-based supervisor and academic supervisor should be appointed Topic: the proposed topic should be of the order of 60 hours work and its relationship to aspects of the Higher National curriculum should be identified

Work logbook Logbook entries: logbook entries should be dated and completed either during or immediately after each period spent on the topic. Entries should include details of methods used, instrument types and settings, observations, safety measures taken, advice sought, etc

Work-based practical investigation Work: practical work should be of the order of 40 hours duration and where possible cover a range of techniques. Team work is acceptable but clear documentation must be kept to distinguish the work of the individual from that of other members of the team

Report Abstract: a summary of the purpose of the investigation, experimental methods used, results obtained and any conclusions that can be drawn Introduction and objectives: a discussion of the relevant background theory making reference to any appropriate literature reports or previous work carried out which relates to the topic. From this a list of objectives should be produced Results: record results in their fully processed form (raw data, spectra, etc may be included as an appendix). Where possible results should be tabulated with units and displayed in an appropriate form, eg graphs, bar charts, etc Experimental: a record of the detailed experimental conditions excluding information relating to routine equipment Discussion: the purpose and outcomes of experiments and results together with the interpretation of physical data should be included. The validity of the results in the light of experimental conditions and relating to statistical tests where appropriate should be included, as should suggestions for improvements and modifications Appendices: should include important raw data that is relevant to the project but which would make the results section too cumbersome Bibliography: a list of references recorded in the manner agreed with the academic supervisor

Oral presentation Presentation: an oral presentation should be given to a group of five or more peers and should demonstrate the ability to produce and use suitable display technology, providing clear explanations and summarising results

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Negotiate a work-based topic

propose a suitable work-based topic which relates to a chosen area of study document a proposed schedule for the agreed topic discuss the topic and schedule with work and academic supervisors and amend as appropriate identify resources required and necessary support procedures. record work undertaken in a systematic manner record and, where appropriate, tabulate observations and results list materials used and, where appropriate, instrument settings and conditions work safely conforming to codes of practice and complete and record all safety and COSHH requirements complete an investigation involving substantial independent work agree and execute shared work as appropriate present a scientific report of the investigation of 4000 to 6000 words use accepted formats for scientific reports report the work undertaken completely and concisely draw conclusions from the results obtained deliver an oral presentation of approximately 15 to 20 minutes in duration give an overview of the topic investigated summarise the results obtained relate the results obtained to the objectives of the investigation

Keep a detailed work logbook

Undertake an extended workbased practical investigation

4 Report the investigation in the form of a scientific report 5 Make an oral presentation

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Guidance

Delivery Learners and industrial supervisors will need to be briefed precisely on the nature of the unit and of the evidence required to achieve the outcomes. The planning stage is crucial, and should be carried out jointly by the learner and academic and industrial supervisors. The programme team may wish to define common formats for reports and presentations, or allow them to be tailored to the nature of the projects undertaken by learners. Centres are expected to ensure that, as far as is practically possible, practical work is undertaken at or near the same time as the teaching of the corresponding theoretical work. Assessment The work used for this unit may be part of the learners normal workload or some activity designed specially to deliver the required evidence. In either case, the negotiation and planning required by outcome 1 should be completed and agreed before commencement of the detailed practical work. The process of the work and its recording for outcomes 2 and 3 should follow normal site practices as closely as possible. The format of the final report for outcome 4 should be determined at the planning stage. The oral presentation will normally be made to centre tutors and fellow learners for assessment purposes, but input from industrial supervisors and fellow employees at this stage should be encouraged. Links This unit has links with all the other units in this specification. Refer to Annex B for links to relevant NVQs. Resources The work for this unit will normally be planned to be achievable within the resource constraints of the employer. Additional use of resources at the centre may be appropriate in specific cases. This may involve laboratory facilities or resources to develop the report and/or presentation. Support materials It is not possible to give advice on reading due to the individual nature of each work-based assignment. The identification of appropriate sources, both textual and electronic, is an important part of the demand on the learner. However, general texts on industrial organisation and practices may be helpful.

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Unit 9:
Learning hours: NQF level 4:

Human Physiology
60 BTEC Higher National H2

Description of unit
This unit is designed to introduce the concept of homeostasis within the human body and the control systems engaged in the maintenance of the internal environment. It is intended that this unit builds on the core units such as Unit 1: Cell Biology and Unit 2: Biochemistry. In each of these units the material covered will provide background information to support the understanding of cellular processes and homeostasis. In turn, this unit does not attempt to cover the whole of human physiology but provides a basis for the understanding of the topic for learners following a pathway that requires a more comprehensive study of organ systems.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 Relate the structure of specialised cells to the function Describe the process of communication between distinct tissues and organs Describe the components of homeostatic control systems Discuss the co-ordinated activity of organ systems in the maintenance of a constant internal environment.

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Content

Specialised cell function Cell: nucleus (nucleolus, nuclear envelope and chromatin), mitochondria, lysosomes, endoplasmic reticulum, Golgi body, vesicles, ribosomes, centrioles, cilia and microvilli Structure and arrangement: phospholipids, proteins, cholesterol and glycoproteins in membranes, basic structure of membrane channels; fluid mosaic model of membrane structure; diffusion, osmosis, facilitated diffusion, active transport, endo- and exocytosis; organelle, cell, tissue, organ, system, organism Different cell types: muscle, nerve, secretory, blood cells

Communication between distinct tissues and organs Central nervous system: brain cerebral hemispheres, hypothalamus, cerebellum and medulla oblongata; spinal cord tracts and nuclei Detailed structure of an individual neurone: dendrites, cell body, axon, terminal; sensory, motor neurones, interneurones; ionic basis of the resting membrane potential, action potentials, the all-or-none principle, initiation and propagation, saltatory conduction; synapse and synaptic transmission; principle of spatial and temporal summation

Components of homeostatic control systems Somatic nervous system: reflex arcs Autonomic nervous system: sympathetic and parasympathetic activity Endocrine glands: adrenals, pancreas, pituitary (linked to reproduction), ovaries and testes, including the hormones ADH, glucagon, insulin, adrenaline

Maintenance of a constant internal environment Feedback systems: negative and positive feedback Thermoregulation: body temperature, hypothermia/hyperthermia, the role of skin in temperature regulation (structure not required) Structure of the kidney: the nephron, glomerulus and Bowmans capsule, proximal convoluted tubule, Loop of Henle, distal convoluted tubule Principles of osmoregulation: influence of the hormone ADH

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Relate the structure of specialised cells to the function

describe the general structure of cells identify cell organelles relate the functions of cell organelles to their structures relate the structure and functions of cell membranes evaluate the processes made possible by the permeability of cells evaluate cell specialisations and level of organisation outline the general structure of the nervous system identify types of nerve cell describe the structure of the nerve cell explain the generation of a resting membrane potential discuss the formation and transmission of an action potential describe the general features of a reflex explain the structure of a monosynaptic (stretch reflex) and polysynaptic reflex arc discuss the principle and function of hormones as reflex components analyse the basic elements of the endocrine system describe the principles of hormone action discuss the action of second messengers describe the basic features of homeostatic control mechanisms explain mechanisms of temperature regulation and the role of the hypothalamus explain the role of the kidney in osmoregulation

Describe the process of communication between distinct tissues and organs

Describe the components of homeostatic control systems

Discuss the co-ordinated activity of organ systems in the maintenance of a constant internal environment

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Guidance

Delivery Illustrative material should be selected to demonstrate the relationship between structure and function in cells and the organisation of specialised cells into tissues and organs. A more detailed study of selected organ systems in the human body could be used to illustrate the way in which cells and organs communicate to control the internal environment. The relevance of the material to human physiology and to the principle of homeostasis as a whole should be stressed. All learners should have the opportunity to explore the principles of the unit in the laboratory and through the use of IT packages. Assessment A variety of strategies may be adopted to generate the required evidence. The outcomes can be treated separately, although an integrative approach to the topics is possible. Evidence of outcomes may be in the form of assignments, or practical investigations. The approach should enable the learners to demonstrate the link to other core and specialist units. Links This unit provides links to the core units Unit 1: Cell Biology and Unit 2:Biochemistry. It also has links with the specialist units Unit 12: Pharmacology, Unit 13: Immunology, Unit 14: Histology and Haematology, Unit 15: Infectious Diseases, Unit 16: Medical Microbiology and Unit 18: Clinical Chemistry. Resources Learners will need access to well-equipped laboratory facilities, technical support, library and ICT resources. Support materials Textbooks Campbell N and Reece J Essential Biology (Benjamin Cummings, 2003) ISBN: 0805374736 Solomon E et al Biology (Brooks Cole, 2002) ISBN: 0534391753 Tortora G J and Grabowski S Principles of Anatomy and Physiology 10th Ed Vol 1 (John Wiley & Sons, 2003) ISBN: 0471229318 Vander A et al Human Physiology: The Mechanisms of Body Function 8th Ed (McGraw Hill Education, 2001) ISBN: 0072554991

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Websites The Biochemical Society: www.biochemistry.org The Physiological Society: www.physoc.org Biochemical journal The Journal of Physiology Experimental Physiology The Physiological Society Magazine

Journals

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Unit 10:
Learning hours: NQF level 4:

Molecular Biology and Genetics


60 BTEC Higher National H2

Description of unit
This unit will enable the learner to explain the cellular processes leading to the modification and inheritance of phenotypic characteristics. The role of nucleic acids in directing protein synthesis and the regulation of these processes in vivo is introduced. Methods used to manipulate genetic material in vitro are covered. This technological approach is complemented by an investigation of classical genetics relevant to individuals and populations. This unit provides opportunities to discuss moral, social and ethical issues in the wider curriculum eg cloning. The unit emphasises an understanding of concepts. Where possible, practical work should be used to develop experimental skills associated with molecular biology and genetics. In some areas this may not be possible, so case studies and problem-solving exercises based on experimental work should be used.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 5 Describe the processes of information transfer from DNA to protein Identify the factors involved in the regulation of gene expression Review methods appropriate to DNA technology Explain patterns of inheritance Relate changes in gene frequencies to changes in populations.

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Content

Information transfer Cell ultrastructure: nucleus and nucleoid, cytoplasm, endoplasmic reticulum, ribosomes, (eukaryotic and prokaryotic) Nucleic acid and protein structure: DNA, mRNA, tRNA, rRNA, protein (primary and 3D structures) Organisation of DNA: chromosomes (eukaryotic and prokaryotic), genes, introns and exons Enzyme activities: RNA polymerase (subunit structure), pepdidyl transferase Role of nucleic acids: DNA, mRNA, tRNA, rRNA

Regulation Gene structure: operon, promoter, operator, termination signals Regulatory factors: inducible genes, activators, repressors, constitutive proteins Control principles: positive and negative (eg catabolite gene activator protein and lactose repressor)

Methods DNA: isolation, analytical separation (eg agarose and polyacrylamide gel electrophoresis), preparative separation (eg agarose gel electrophoresis, caesium chloride density gradients), sequencing mRNA: isolation by affinity chromatography, cDNA cloning Enzymes: restriction endonucleases, ligase, reverse transcriptase Vectors: plasmid, bacteriophage Hosts: Escherichia coli, yeast Identification: hybridisation, Southern blotting

Patterns of inheritance Variation: asexual and sexual reproduction, gametes, meiosis, mutation (chromosome and gene) Inheritance: phenotype, genotype (homozygous and heterozygous), allele (dominant and recessive) Exemplar crosses: monohybrid, dihybrid, linkage (sex and autosomal), multiple alleles, codominance, epistasis Human genetics: inherited disease, pedigree analysis Statistics: chi-squared

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Changes in gene frequencies Gene pool: allele, genotype and phenotype frequencies, Hardy-Weinberg equilibrium (applications and assumptions) Selection: stabilising, directional, disruptive Adaptation: fitness, fecundity and viability

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Describe the processes of information transfer from DNA to protein

explain the role of subcellular organelles illustrate the structure of nucleic acids and proteins diagrammatically compare the organisation of DNA in prokaryotic and eukaryotic cells relate the functions of enzymes to their role in information transfer identify the functions of DNA, mRNA, tRNA and rRNA explain the regulatory features of a gene differentiate between regulatory factors identify features of positive and negative control explain the stages in the production of recombinant DNA compare features of analytical and preparative methods identify enzymes used in the production of recombinant DNA, including cDNA select the choice of vector for a given task illustrate diagrammatically how antibodies and probes can be used to identify recombinants summarise how meiosis and mutation contribute to genetic variation define gene, allele, genotype, phenotype, heterozygous, homozygous, dominant and recessive using appropriate examples construct appropriate crosses from information provided to show patterns of inheritance interpret patterns of inheritance presented as pedigree diagrams use the chi-squared test to assess the significance of experimental data

Identify the factors involved in the regulation of gene expression Review methods appropriate to DNA technology

Explain patterns of inheritance

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Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Relate changes in gene frequencies to changes in populations

calculate genotype and allele frequencies from supplied data deduce type of selection from written or graphical information identify factors influencing natural selection using appropriate examples

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Guidance

Delivery Experimental work has been central to developments in molecular biology and genetics, so this should form the basis of delivery where possible. Where complex experiments may not be feasible case studies could be used. Group resource-based research work and learner-led seminars could also be helpful. To see experiments in action, visits to molecular biology laboratories may also be possible. Problem-solving exercises would be relevant to the genetics component. Assessment Evidence for the genetics component of this unit can be produced from reporting on experimental work using, for example, Drosophila and clover. Tests involving the solution of genetics problems, including chi-squared, would also be appropriate. Evidence for the population genetics components can be derived from case studies and tests based on HardyWeinberg problems. Where possible, evidence for the molecular biology components of the unit should be obtained from reports on experiments. These could involve the use of DNA extraction, restriction enzymes, electrophoresis and studies of the lac operon. It is recognised that resources may not always make this possible, so case studies, group research and reports of visits could be used. Links This unit provides links with the core units of Unit 1: Cell Biology, Unit 2: Biochemistry and Unit 4: Laboratory Techniques. It also has links with the specialist units of Unit 11: Genetics, Unit 14: Histology and Haematology and Unit 15:Infectious Diseases. Resources Access to well-equipped laboratory facilities and technical support will be needed. The apparatus will depend on local resources. However, a wide range of relevant experiments can be done with basic laboratory resources and centres are encouraged to take this approach when necessary. Library facilities, with internet access will be needed. Access to current periodicals such as New Scientist, Scientific American and Nature would be beneficial to resource-based research work. Some molecular biology and genetics simulations are available on CD ROM.

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Support materials Textbooks Cummings S Current Perspectives in Genetics (Brooks Cole, 1999) ISBN: 053425280 Drlica K Understanding DNA and Gene Cloning: A Guide for the Curious (John Wiley and Sons, 2003) ISBN: 0471434167 Glick R B and Pasternak J J Molecular Biotechnology: Principles and Applications of Recombinant DNA (ASM Press, 2003) ISBN: 1555812694 Hartl D and Jones E Essential Genetics (Jones and Bartlett Publishers, 2002) ISBN: 0763718521 Klug W and Cummings M Concepts of Genetics (Prentice Hall, 2003) ISBN: 0131214497 Lehninger A L, Nelson D L and Cox M C Principles of Biochemistry (Worth publishers, 2000) ISBN: 0716742217 http://library.advanced.org/19037/ Think Quest www.nal.usda.gov/bic/ Biotechnology

Websites

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Unit 11:
Learning hours: NQF level 4:

Genetics
60 BTEC Higher National H2

Description of unit
This unit is designed to enable learners to develop and apply knowledge gained in Unit 9: Molecular Biology and Genetics to a range of biological disciplines. Learners experience of Mendelian principles, molecular biology and microbial genetics will be extended and applied to relevant areas such as disease and medication, genetic counselling and selective breeding. This unit provides opportunities to discuss social, cultural, moral, ethical and environmental issues in the wider curriculum eg gene cloning. Learners will also be given the opportunity to study extra-nuclear inheritance and its connection to human disease.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 Apply Mendelian principles to a range of processes, including selective breeding and genetic counselling Describe a variety of molecular biology techniques and their application to industry, agriculture and the medical profession Explain the relationship between microbial genetics and human diseases such as AIDS and cancer Review some principles of extra-nuclear genetics.

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Content

Mendelian principles Genetic counselling: autosomal and sex-linked diseases, use of pedigree diagrams, single gene diseases, polygenically controlled diseases such as spina bifida, lethal alleles Paternity testing: use of blood group/enzyme tests to determine probability of parenthood Selective breeding: economically important traits such as increased bovine milk yield and superior plant disease resistance, selection limit, problems caused by inbreeding; flower colour, seed shape, etc

Molecular biology techniques Mapping genetic defects: RFLP analysis for Huntingdons disease, sickle cell anaemia, etc Forensic science: analysis of suspect body tissues, genetic fingerprinting using VNTR analysis Protein products from genetically modified organisms: production of medically and commercially important proteins including insulin, factor IX, human growth hormone and vaccines Genetic modification of higher plants: use of agrobacterium tumifaceans, pest resistance, herbicide resistance, increased yield Ethical issues: value to the public, environmental considerations, possible toxicity, public opinion

Microbial genetics Reproductive cycles: selected fungal, bacterial, viral (including bacteriophage) Bacterial genetic variation: transformation, conjugation, transduction Human disease: AIDS, tumour-inducing oncogene viruses

Extra-nuclear genetics Mitochondrion: genome, protein synthesis, maternal inheritance Chloroplast: genome, protein synthesis, maternal inheritance Examples of extra-nuclear inheritance: for example leaf variegation in Mirabilis jalapa Extra-nuclear human disease: for example Kearns-Sayre syndrome and myoclonic epilepsy

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Apply Mendelian principles to a range of processes, including selective breeding and genetic counselling

explain the reasons and evaluate the methodology applied to selective breeding conduct a simple plant breeding experiment apply Mendelian principles to genetic risk assessment and paternity testing describe the use of molecular biology techniques for important DNA manipulations such as RFLP and VNTR analysis and, where possible, carry out such techniques as DNA extraction, agarose gel electrophoresis and Southern blotting review the uses of gene cloning in industry, agriculture and medicine identify contributions to the debate on the genetic modification of organisms define the major types of microbial reproduction carry out simple bacterial growth kinetics experiments relate the life cycles of the human immunodeficiency virus and tumour-inducing viruses to their pathogenicity explain the mechanisms by which prokaryotes achieve genetic variation compare features of the nuclear and extra-nuclear mechanisms of protein synthesis use examples to compare and contrast Mendelian and maternal modes of inheritance identify human diseases caused by mitochondrial DNA mutations and evaluate the influence of the mutation on body systems

Describe a variety of molecular biology techniques and their application to industry, agriculture and the medical profession

Explain the relationship between microbial genetics and human diseases such as AIDS and cancer

4 Review some principles of extra-nuclear genetics

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Guidance

Delivery As the unit progresses, learners should be encouraged to take responsibility for their own learning by taking part in supervised study workshops. The unit should also have a significant practical element and visits to commercial laboratories/businesses should be planned to enhance the learning experience. Assessment This unit should be assessed using a combination of practical reports and case study reports. Wherever possible, learners should foster a teamwork approach and be encouraged to submit evidence in a variety of forms, including oral presentations and poster work. Where laboratory facilities are not suitable, alternative forms of assessment, including problem solving and group research work, should be employed. Links This unit links with Unit 1: Cell Biology, Unit 2: Biochemistry, Unit 4: Laboratory Techniques, Unit 10: Molecular Biology and Genetics and Unit 16: Medical Microbiology. Tutors should be encouraged to integrate aspects of these units wherever possible to provide a coherent, logical approach to the programme. Resources Learners need access to a well-equipped biology laboratory and technical support. If these facilities are unavailable, the unit may be enhanced by visits to appropriate external laboratories. Learners will also need access to library facilities, CD ROMs and the internet. Support materials Textbooks Russell P Fundamentals of Genetics 5th Ed (Addison Wesley, 2001) ISBN: 0321048687 Snustad D and Simmons M Principles of Genetics (John Wiley & Sons, 2003) ISBN: 047144975X

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Unit 12:
Learning hours: NQF level 4:

Pharmacology
60 BTEC Higher National H2

Description of unit
This unit covers the areas of pharmacology necessary for an appreciation of the rationale for drug action. Prior knowledge and an understanding of human physiology are essential. The unit includes receptor theory of drug action, pharmacokinetic principles, the immune system and the manipulation of its effects by drug action. This unit relies on an understanding of the Unit 3: Human Physiology, which ideally should be studied first. This unit provides opportunities to discuss social and cultural issues of the wider curriculum.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 5 Use pharmacokinetic principles to analyse and calculate clinical data Review the factors that are known to affect pharmacokinetic processes and relate to dosage regimes Review the mechanisms of transmission of nerve impulses, and their modification by drugs Relate outcome 3 to the treatment of disease states Review the functioning of the immune system and how drugs may affect it.

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Content

Pharmacokinetic principles Absorption and excretion: derivation of equations expressing rates of absorption and excretion, half-life, total amount absorbed Concentrations: graphical representations of plasma concentration against time for a drug administered by iv bolus, single oral dose, multiple oral dose, continuous iv infusion Rates of absorption and excretion: the use of semi-log graph paper and calculation of rates of absorption and excretion, half-life and fraction absorbed

Factors that are known to affect pharmacokinetic processes Factors affecting absorption, distribution, metabolism and excretion: food, diseases, age, other drugs, blood flow, lipid content, etc Dosage regime: terminology and recommendations used in the British National Formulary (BNF) Interactions: drug/food and drug/drug interactions arising from pharmacokinetic mechanisms

Transmission of nerve impulses The nervous system: the structure and function of nerves of the central nervous system, the autonomic nervous system and voluntary nerves, movement of ions in the transmission process, the synapse, receptors, transmitter substances, enzyme breakdown, re-uptake Effects of drugs: the effects drugs may have on the above events illustrated by named drugs The use of terminology: agonist, antagonist, partial agonist, and enzyme inhibitor

Disease states Diseases of the central nervous system and their treatment: eg Parkinsons disease, depression Diseases of the voluntary nervous system: eg Mysathenia gravis, other disease states or treatments which involve transmitter substances or their modification, for example, the use of beta-blockers, beta-receptor agonists, anticholinergics

The immune system Non-specific and specific defence mechanism: the role of T cells and B cells The use of drugs that stimulate and suppress the immune system: antigens, corticosteroids and cyclosporin and their use in autoimmune diseases and organ transplants

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Use pharmacokinetic principles to analyse and calculate clinical data

plot pharmacokinetic data (plasma concentration against time) on plain and semi-log paper as appropriate extrapolate data and calculate rates of absorption and excretion, half-life, total amount absorbed, fraction absorbed, for data from, single iv bolus, single oral dose illustrate graphical data from multiple oral dose and iv infusions identify and describe the factors affecting absorption, distribution, metabolism and excretion explain how these factors influence dosage regimes, including those for patients with renal and hepatic impairment use the knowledge of these factors to explain at least three types of drug interactions explain the key stages in transmission of nerve impulses, with the use of summary diagrams explain the role of transmitter substances in the transmission process and how drugs may modify these processes, illustrating diagrammatically discuss the differences between the central nervous system, the autonomic nervous system and voluntary nerves relate drug treatment of diseases of the central nervous system to the transmission of nerve impulses relate drug treatment of diseases of the autonomic nervous system to the transmission of nerve impulses relate drug treatment of diseases of the voluntary nerves to the transmission of nerve impulses

2 Review the factors that are known to affect pharmacokinetic processes and relate to dosage regimes

3 Review the mechanisms of transmission of nerve impulses, and their modification by drugs

Relate outcome 3 to the treatment of disease states

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Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Review the functioning of the immune system and how drugs may affect it

explain the functions of non-specific and specific defence mechanisms, T cells and B cells examine the mode of action of antigens, vaccines and immunosuppressant drugs in relation to the defence mechanisms mentioned above review the use of these drugs in immunocompromised patients, and autoimmune diseases

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Guidance

Delivery Pharmacokinetic principles Commence with a review of graph plotting, equation for straight-line graph, use of semi-log paper. Illustrate derivation of equations by examples as one goes along. Issue clinical data for classroom exercise, followed by issue of clinical data for assignments. Use of software to illustrate trends, patterns and exceptions. Factors that are known to affect pharmacokinetic processes Introduction to the four areas of absorption, distribution, metabolism and excretion. Learners, in groups, can draw up on flip chart the processes they think happen following the ingestion of eg paracetamol tablets, (thinking about something they have taken). Learners then use these as a basis for a thorough coverage of the factors affecting these processes. Learners can individually look up BNF dosage regimes for common drugs that they may have taken, eg a commonly used antibiotic, and then share this information with the class. Drug interactions can be delivered by question and answer, as learners should now have the understanding to deduce the reasons for many interactions. A class exercise using information sources, could be carried out. Transmission of nerve impulses A review of relevant human physiology. A discussion on transmission processes and their modification by drugs. Explanation of terminology. Disease states Use videos (there are several available) to illustrate Parkinsons disease and depression. A discussion based on these and patients the learners may have known. Relate the drugs to conditions the learners may have experienced eg asthma, premedication, etc. A class exercise using information sources (eg BNF). The immune system Review existing knowledge of the immune system; relate to learners own experiences where possible. Videos are available on some aspects of the immune system. Explain the meaning of the term autoimmune disease and illustrate with examples; discuss role of drugs in modification of the system. Use information sources. Learners to prepare and deliver a presentation. Assessment Evidence for outcome 1 may be in the form of an assignment, based on producing graphs on plain and semi-log paper, as appropriate, from clinical data, extracting information from the graphs and calculations based on this information. Evidence for outcome 2 may be in the form of a written assignment on the review of factors, short answers to problems based on clinical data and suggested dosage regimes and written explanations for a range of drug/food, drug/drug interactions.

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Evidence for outcome 3 may be in the form of an illustration, by annotated diagram, of the theory of nerve transmission and the role of transmitter substance and completion of table on examples of transmitter substances for CNS and ANS etc. Evidence for outcome 4 may be in the form of a written and illustrated account of disease states and their treatment, linking to the theory of outcome 3. Evidence for outcome 5 may be in the form of oral presentations on the use of drugs that act by modifying the immune system. Links This unit provides links with the core units of Unit 1: Cell Biology, Unit 2: Biochemistry, Unit 4: Laboratory Techniques and Unit 5: Analysis of Scientific Information and Data and Unit 9: Human Physiology. It also has links with the specialist unit of Unit 13: Immunology. Support materials Textbooks Mehta D British National Formulary (Pharmaceutical Press, 2003) ISBN: 0853695563 Neal M Medical Pharmacology at a Glance (Blackwell Science, 2002) ISBN: 0632052449 Stockley I Drug Interactions (Pharmaceutical Press, 2002) ISBN: 0853695040

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Unit 13:
Learning hours: NQF level 4:

Immunology
60 BTEC Higher National H2

Description of unit
This unit is designed to extend the knowledge and understanding of normal body systems. This unit will provide the learner with an appreciation of the importance of the immune response, and will also include the basic mechanisms of immunity, the role of immune response in disease, and the study of components of the immune system using laboratory investigations.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 5 Review the elements of the immune response Describe the interaction of the elements of the immune system in protecting the body against antigenic challenge Identify methods used to manipulate the immune response Review the mechanisms and consequences of an abnormal immune response Examine indicative examples from the range of immunological techniques used to study the immune system.

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Content

Elements of the immune response Lymphatic system: primary and secondary lymphoid organs, the lymph node Cells of the immune system: polymorphonuclear cells, lymphocytes, dendritic cells, NK cells Soluble factors: complement, interferons, cytokines, antibody, inflammatory mediators

Interaction of the elements of the immune system Innate response: mechanical and chemical barriers, inflammation, phagocytosis, complement cascades Acquired response: antigen presentation, role of the MHC, small lymphocytes and their effector functions, function of antibody and generation of diversity, the cytokine network, mucosal immunity, tolerance

Manipulate the immune response Principles and practice of vaccination Transplantation: rejection and its manipulation Clinical uses of the immune response: tumour immunology, cytokines as therapeutics

Abnormal immune response Hypersensitivity reactions: types I to IV including allergy Autoimmunity: responses to self-antigens Immune deficiencies: inherited and acquired immune deficiencies

Immunological techniques Representative techniques: agglutination, immunodiffusion, isolation and study of lymphocytes populations, immunoassays including ELISA and immuno-cytochemistry

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Review the elements of the immune response

describe the locations and functions of lymphatic tissues identify the major cells of the immune response and the soluble factors that interact with them compare the innate and acquired response describe the major phases of the inflammatory response, including phagocytosis illustrate how antigen presentation occurs via MHC interaction review the structures and functions of antibody molecules identify the importance of the cytokine network as an integral part of the immune system identify the strategies used in active and passive vaccination assess the problems associated with tissue transplantation explain the potential clinical uses of components of the immune system explain the differences between the four types of hypersensitivity reaction describe autoimmune responses using a range of clinical examples review examples of congenital and acquired immune deficiencies review the methods used to study the major constituents of the immune system explain the uses of immunological molecules as diagnostic tools carry out practical techniques to include differential white cell count, phagocytosis, immunodiffusion, complement lysis and ELISA communicate the results from the above practical exercises and show how they can be applied within biomedical science

Describe the interaction of the elements of the immune system in protecting the body against antigenic challenge

Identify methods used to manipulate the immune response

Review the mechanisms and consequences of an abnormal immune response

Examine indicative examples from the range of immunological techniques used to study the immune system

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Guidance

Delivery The unit should be delivered by a well-integrated programme of lectures, practicals, tutorials and case studies. Group work and presentations of case study material will illustrate the importance of immunology within clinical medicine. It should be possible to include at least five basic immunological techniques in the unit. If these are spaced appropriately to integrate with lecture material, the tutorials and case studies can be used to fully integrate all the material. Assessment Outcome 1 involves description of the major components of the immune response. Evidence will mainly be in written form, and may involve a practical report and integration of material from outcome 2. Outcome 2 involves application of the knowledge from outcome 1, and the principles of the major types of immune response. The evidence should be in written form including coursework assignments and the use of case studies. Outcomes 3 and 4 build upon the knowledge gained in outcomes 1 and 2, and relate to clinical applications and disease. A case study approach, together with written evidence, would be appropriate. Outcome 5 involves laboratory investigations in a range of appropriate areas. As a minimum, practicals covering differential white cell count, phagocytosis, immunodiffusion, complement lysis, and ELISA should be performed. Learners should be assessed in the communication and application of results. Evidence may cover all five learning outcomes. A case study approach is well suited to the delivery of several of these outcomes. Laboratory exercises will allow knowledge from many areas of the unit to be integrated and used as evidence. Links This unit provides links with the core units of Unit 1: Cell Biology, Unit 2: Biochemistry, Unit 4: Laboratory Techniques and Unit 9: Human Physiology. It also has links with the specialist units Unit 12: Pharmacology, Unit 14: Histology and Haematology, Unit 15: Infectious Diseases and Unit 19: Pathology Laboratory Management. Resources This unit requires laboratory access, ideally with facilities that enable the study of blood constituents and a reasonable range of common immunological methods. It is not necessary to have the facilities to perform all of the methods listed in outcome 5. Blood-handling facilities are not essential, as prepared slides and sera are available commercially.

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Support materials Textbooks Janeway C et al Immunobiology (Churchill Livingstone, 1999) ISBN: 0443062757 Roitt I M et al Immunology (Mosby, 2001) ISBN: 0723431892 Roitt I M Roitts Essential Immunology (Blackwell Science, 2001) ISBN: 0632059028

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Unit 14:
Learning hours: NQF level 4:

Histology and Haematology


60 BTEC Higher National H2

Description of unit
The aim of this unit is to investigate and evaluate the processes involved in histology and haematology. The unit will be achieved by practical experience wherever possible and is intended to develop the learners understanding of cell biology, molecular genetics and applied biology. The subject matter will be treated broadly to serve as a base for further development. This unit provides opportunities to discuss moral, social and ethical issues of the wider curriculum.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 5 Describe the principles and practice of microscopy Investigate the processes involved in the preparation of pathological specimens Investigate histopathology and cytopathology to identify the changes caused by disease in the bodys tissues Describe the formation and function of blood Investigate blood disorders.

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Content

Practice of microscopy Types of microscope: specialist microscopes, eg compound, dark ground, polarising, phase contrast, fluorescence Electron microscope: formation and transmission of electron micrographs Measurement: measurement of cell and tissue size

Preparation of pathological specimens Tissue fixation: cellular changes prior to fixation, safe handling methods, fixing agents, contributory factors which affect fixation, freeze drying and cryo-preservation, common artefacts Processing tissues: dehydrating, embedding, sectioning, slide preparation, decalcification Staining tissues: specificity of staining methods, common dyes used, quality control of histological dyes, principles of immunocytochemistry, eg visualisation of markers seen in pathological changes

Histopathology and cytopathology General basis of disease: cellular damage, inflammation, healing tumours, haemostasis Immunopathology: hypersensitive reactions, autoimmune disease Cytopathology: normal and abnormal cell structure, detected by various cytological techniques

Formation and function of blood Formation of blood: formation of blood in the embryo, foetus and adult, factors regulating cell maturation and differentiation, synthesis and function of haemoglobin, haemostasis Analysis of blood and bone marrow smears: identification of mature blood cells and precursors Function of blood cells: role of red blood cells and white blood cells, platelets Transfusion and transplantation: blood transfusion, uses, principles of separation and storage of blood products, quality control and quality assurance procedures for blood product, screening for specific disease, eg HIV, EB virus, assessment and suitability of tissue for transplantation Blood group serology: ABO and RhD grouping, irregular antibody screening

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Blood disorders Anaemias: classification, causes and red cell morphological abnormalities in microcytic, macrocytic, haemolytic anaemias Haematological malignancies: the terminology, aetiology, epidemiology and classification of leukaemias Infections of the blood: blood cell changes in infectious mononucleosis, malaria and septicaemia Preparation of blood tissue: staining, cell counts and examination of cell structure, examination and laboratory tests to aid the diagnosis of abnormalities, eg red cell osmotic fragility, haemolysis

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Describe the principles and practice of microscopy

demonstrate the use of a light microscope for the examination of tissues distinguish between magnification and resolution describe advantages and disadvantages of different types of microscopes commonly used in the investigation of histological specimens identify a range of cellular components as seen under the electron microscope carry out the measurement of cells under a microscope identify and describe the application of methods used to fix tissue demonstrate the ability to process named tissues with respect to dehydration, embedding, sectioning, slide preparation, and decalcification use a variety of staining techniques in order to demonstrate the specificity of the commonly applied histological stains describe the ways in which human tissue may be affected by disease identify, using the microscope or photographic records, normal and abnormal cell structure in a variety of tissues review the principles of blood formation and the synthesis and function of haemoglobin analyse blood and bone marrow smears to identify mature and precursor blood cells review the function of the different blood cells summarise the processes involved in the preparation of blood and blood products for transfusion, and the selection and preparation of tissue for transplantation identify the quality control and screening procedures used in the transfusion service

2 Investigate the processes involved in the preparation of pathological specimens

Investigate histopathology and cytopathology to identify the changes caused by disease in the bodys tissues Describe the formation and function of blood

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Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Investigate blood disorders

classify the forms of anaemia explain the causes, effects and epidemiology of malignant blood disorders compare the changes in the blood in response to protozoan, viral and bacterial infections use practical techniques to demonstrate how blood is assessed for the presence of abnormalities

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Delivery This unit can be delivered by using a combination of lectures, visits, practical and theoretical investigations. The websites given in the resources section link to information, data and images. These could be used to investigate current issues. The following exemplar practicals are recommended: use of microscope, observation, identification and cell measurement histological preparation/staining of various tissues examination of electron micrographs, photographs of normal and abnormal tissues (eg PAP test) blood smear preparation, staining and cell identification white blood cell count using a Haemocytometer fractional centrifugation of blood visits visits are recommended to blood transfusion unit, hospital haematology laboratory.

Assessment Evidence of outcomes may be in the form of assignments, laboratory practical investigations, case studies, and or individual seminar presentations. Links This unit provides links with the core units of Unit 1:Cell Biology, Unit 4: Laboratory Techniques and Unit 9: Human Physiology. It also has links with the specialist units Unit 10: Molecular Biology and Genetics, Unit 13: Immunology, Unit 15: Infectious Diseases, Unit 16: Medical Microbiology, Unit 18: Clinical Chemistry and Unit 19: Pathology Laboratory Management. Resources Essential: Laboratory equipment to include microscopes with oil immersion facilities. Access to equipment to prepare histological specimens or ready-prepared specimens. Useful: Microtome, embedding equipment, full range of histological stains, bench centrifuge, internet access, haemocytometers.

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Support materials Textbooks Marieb E N Human Anatomy and Physiology (Benjamin Cummings, 2003) ISBN: 32120414X Roitt I M et al Immunology (Mosby, 2001) ISBN: 0723431892 Young B and Heath J W Wheaters Functional Histology (Churchill Livingston, 2000) ISBN: 0443056129 Journal of Clinical Pathology National Library of Medicine: www.ncbi.nlm.nih.gov British Medical Journal: www.bmj.com e-learning resources useful reference materials clinical skills/knowledge by subject eg clinical pathology links ethics links

Magazines and journals Websites

British Medical Association: www.bma.org.uk

Department of Health: www.doh.gov.uk

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Unit 15:
Learning hours: NQF level 4:

Infectious Diseases
60 BTEC Higher National H2

Description of unit
The overall aim of this unit is to examine the principles of infection and disease. The unit should provide the learner with an appreciation of microbial strategies used in infection, investigating the dynamic situation between micro-organism and host for a range of infectious diseases. The underlying principles of specimen collection and diagnostic microbiology will be developed. Familiarity with diagnostic techniques will also be enhanced through a range of laboratory-based investigations.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 Examine host-parasite relationships Investigate microbial features that contribute to infection at different body sites Identify the virulence factors and transmission routes for major microbial diseases Investigate a range of diagnostic techniques used to identify pathogens.

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Content

Host-parasite relationships Normal flora: infection and disease, locations, ecological roles, opportunistic pathogens, tooth decay Compromised hosts: factors predisposing to infection

Microbial features that contribute to infection Microbial strategies to avoid the first line of defence: adherence to host cells, contribution of capsules and cell walls to pathogenicity Evasion of the immune response: microbial strategies to evade phagocytosis, complement, and the adaptive immune response Damage to host cells: enzymes, direct damage, toxin production, cytopathic effects of viral infections

Virulence factors and transmission routes Skin infections: tests to differentiate between staphylococci and streptococci, wound infections Respiratory tract infections: upper respiratory tract infections, lower respiratory tract infections, fungal diseases of the respiratory tract Diseases of the nervous system: meningitis, encephalitis Diseases of the urinogenitary tract: urinary tract infections, gonorrhoea, syphilis, herpes simplex, papilloma virus, chlamydia Infections of the gastrointestinal tract: diarrhoeal diseases Worldwide viral infections: measles, mumps

Diagnostic techniques Specimens: collection of samples from blood, urine, faeces, wounds and abscesses, genital specimens, culture of anaerobes, transport of specimens, handling of pathogens Laboratory methods: laboratory safety, growth-dependent identification methods, review methods using antibodies to diagnose disease, precipitation reactions, agglutination reactions, neutralisation tests, complement fixation test, ELISA, RIA, fluorescent antibodies, review of molecular methods involved in diagnosis, nucleic acid probes, diagnostic virology

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Examine host-parasite relationships

describe the locations of normal microbiota recognise predisposing factors for disease illustrate how normal microbiota may cause disease investigate strategies used by micro-organisms to evade the immune response explain the mechanisms of damage to host cells used by micro-organisms explain the value of virulence factors involved in colonisation of the host identify the virulence factors of a range of diseasecausing micro-organisms describe clinical features and possible outcomes of a range of major microbial diseases connect a range of pathogens to their transmission routes carry out diagnostic procedures safely select techniques for the identification of microorganisms process data from a range of identification procedures report experimental results clearly and concisely identify any errors in the identification procedures apply results of diagnostic techniques to case studies of patients explain how specimens are collected and transported to the laboratory

Investigate microbial features that contribute to infection at different body sites

Identify the virulence factors and transmission routes for major microbial diseases

Investigate a range of diagnostic techniques used to identify pathogens

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Guidance

Delivery The unit should be delivered through a well-designed programme of practical work and lectures. The application of the principles of diagnostic microbiology should be integrated into the laboratory-based element. There is ample scope for the use of tutorial-based investigations (or group work) that apply the principles of the unit to real-life situations. Assessment Outcomes 1 and 2 involve the principles of infection and disease. Outcome 2 focuses on the characteristics of micro-organisms that allow for successful colonisation. Evidence will be mainly in written form and may involve general reviews or be integrated with evidence from outcome 3. Outcome 3 involves the application of the knowledge and principles from outcomes 1 and 2 to a broad range of microbial diseases. The evidence will be in written form and will include laboratory studies and use of case studies. Outcome 4 involves carrying out laboratory investigations, selecting appropriate methods in a laboratory situation, handling medical specimens safely, interpreting results from a range of identification methods and applying them to medical situations or case histories. The techniques used will depend on the equipment available in the learning centre but should encompass a range of identification and diagnostic techniques, including serological methods and the use of manufactured diagnostic kits. Evidence may cover all four learning outcomes but must include practical work carried out by the learners. The use of patient case histories or whodunnit scenarios in either a tutorial or laboratorybased exercise may allow learners to apply the knowledge gained from many aspects of the unit and allow generation of evidence covering several learning outcomes. Links This unit provides links with the core units of Unit 1: Cell Biology, Unit 4: Laboratory Techniques and Unit 9: Human Physiology. It also has links with the specialist units Unit 10: Molecular Biology and Genetics, Unit 13: Immunology, Unit 14: Histology and Haematology, Unit 16: Medical Microbiology, Unit 18: Clinical Chemistry and Unit 19: Pathology Laboratory Management. Resources This unit requires access to a microbiology laboratory. Ideally, learners should have the opportunity to handle a range of different micro-organisms. The range of techniques should include some growth-dependent methods and rapid diagnostic assays or kits. Ideally, some of the diagnostic virology should be experienced in the laboratory, but these may be covered adequately without the need to actually handle viruses!

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Support materials Textbooks Madigan M et al Brock Biology of Micro-organisms (Prentice Hall, 2003) ISBN: 0582832349 Mims C et al Medical Microbiology (Mosby, 1998) ISBN: 072342781 Tortora G J et al Microbiology: An introduction (Addison Wesley, 2003) ISBN: 0805376143

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Unit 16:
Learning hours: NQF level 4:

Medical Microbiology
60 BTEC Higher National H2

Description of unit
The overall aim of this unit is to give the learner a broad grounding in the theory and practice of medical microbiology. Pathogenic micro-organisms will be presented in context. For each of the major groups of pathogens the unit considers collection and transport of specimens, and isolation and identification of pathogens. As disease processes are not covered in this unit it is recommended that Unit 14: Infectious Diseases which examines these processes is also studied. It is assumed that the learner will have access to basic microbiological equipment and specimens but not that they will not be expected to use actual clinical materials or dangerous pathogens. This unit provides opportunities to discuss social and cultural issues in the wider curriculum.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 5 Identify appropriate methods for the collection of specimens from patients Isolate bacteria Identify bacteria Examine methods of screening for antibiotic sensitivity Discuss other pathogens.

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Content

Methods for the collection of specimens from patients Specimens: blood, urine, faeces, skin samples, biopsies Collection and transport: collection device, type and design of container, transport medium Factors involved in the choice of method: operator safety, lability of the specimen, quality control needed to assure the outcome, avoidance of cross-contamination, requirements to keep records

Isolate bacteria The bacterial cell: growth conditions and isolation, aseptic techniques Isolation and primary identification: microscopy, colonial appearance, practical use of methods Type of isolation medium: influence of the nature of the sample and the clinical findings

Identify bacteria Testing systems: biochemical (eg API 20E), serological (eg OXOID Strep) Other tests: coagulase, DNA-based test Choice of tests: for rapid diagnosis, for classification, influence of the nature of the sample and the clinical findings

Methods of screening for antibiotic sensitivity Determination of antibiotic sensitivity: advantages and disadvantages of disc diffusion, possible effects due to treatments that the patient may already have had, synergistic and antagonistic effects Determination of Minimal Inhibitory Concentration (MIC): tube dilution, E-test

Other pathogens Chlamydia and Rickettsia: co-contrast Chlamydia and Rickettsia with normal bacteria Fungal pathogens: main structural features of named fungi, methods for their isolation Viruses: nature and composition, techniques for the isolation and identification of viruses, including molecular and serological tests Parasitic diseases Other pathogens: isolation and identification of pathogens likely to be encountered in the medical microbiology laboratory

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Identify appropriate methods for the collection of specimens from patients

describe the range of possible specimens, and methods for their safe collection identify the collection device, container and transport medium appropriate to each specimen relate the choice of collection method to the suspected lability of the sample describe the structure and function of the main morphological features of gram positive and gram negative bacteria, using pathogenic species as examples use aseptic techniques to prepare specimens for microscopy perform Gram stains and discuss their rationale discuss the merits and applications of other possible staining techniques describe the composition and use of selective and differential media use aseptic techniques to isolate bacteria from mixed populations discuss bacterial classification in terms of the major groups of medically important bacteria relate disease to probable causative organism discuss the choice and application of, and the biological basis for, a range of biochemical and serological tests use biochemical tests in kit form to identify an unknown organism to species level use a serological test in kit form to identify an unknown organism to species level

Isolate bacteria

3 Identify bacteria

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Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Examine methods of screening for antibiotic sensitivity

use disc diffusion to determine the sensitivity of both gram positive and gram negative bacteria to antibiotics determine the MIC for a named antibiotic discuss the mode of action, and clinical conditions for use, of a range of antibiotics, including aminoglycosides, tetracyclines, sulphonamides, trimethoprin and rifampicin contrast Chlamydia and Rickettsia with normal bacteria describe the main structural features of named fungal pathogens and methods for their isolation discuss the nature and composition of viruses describe techniques for the isolation and identification of viruses, including molecular and serological tests review parasitic diseases

Discuss other pathogens

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Guidance

Delivery Theory should be delivered through lectures, tutorials and learner-centred methods. Practical exercises should be designed to give experience of the full range of methods available. Demonstrations of more complex, or more hazardous, operations should be included. In Outcome 1 learners should be introduced to the differences between specimens and the problems encountered in collecting and transporting them to the laboratory, including considerations of safety for the operator. Attention should be paid not only to the nature and lability of the specimen but also to the quality control needed to assure the outcome. This would include discussion of cross-contamination and record keeping and should be reinforced through the other outcomes. Outcome 2 is in two parts: a theoretical understanding of the bacterial cell, growth conditions and isolation; and practical experience of isolation and primary identification using microscopy and colonial appearance. The nature of the sample and the clinical findings should inform the discussion and determine the type of isolation medium to be used. Aseptic techniques should be stressed throughout and should be reinforced through the other outcomes. Outcome 3 should address the techniques required to give a rapid diagnosis of a bacterial isolate but should also consider the broader principles of classification. The nature of the sample and the clinical findings should inform the discussion and determine the type of test to be used. Learners should have the opportunity to carry out at least one example of a biochemical testing system (e.g. API 20E) and one example of a serological testing system (e.g. OXOID Strep). Learners must be aware of the underlying principles of such tests. Other tests, eg Coagulase, should be covered, as should DNA-based tests. Outcome 4 requires an understanding of antibiotic therapy that is needed to underpin sensitivity testing. Outcome 5 should cover the range of other pathogens encountered in the medical microbiology laboratory, their isolation and identification. Although this outcome can be met by theoretical knowledge alone, the opportunity to use demonstrations should be taken. Assessment Evidence for outcome 1 will be mainly in written form and should be underpinned by safety and quality assurance considerations. Short notes may be the most appropriate method. Evidence of underlying theory for outcomes 2, 3 and 4 will be mainly in written form but may be integrated with practical reports. The ability to use aseptic techniques should be assessed for each learner. Evidence for outcome 5 will be mainly in written form but records should be made of any demonstrations. The practical outcomes for 2, 3 and 4 could be delivered as an integrated exercise in which learners start from an unknown, preferably mixed culture, specimen and proceed through the various stages. Case studies could be used to provide additional experience, especially for consideration of organisms such as viruses, which would be too hazardous for class use.

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Links This unit provides links with the core units of Unit 1: Cell Biology, Unit 2: Biochemistry, Unit 3: Human Physiology and Unit 4: Laboratory Techniques. It also has links with the specialist units of Unit 10: Genetics, Unit 13: Histology and Haematology, Unit 14: Infectious Diseases, Unit 16: Clinical Chemistry and Unit 17: Pathology Laboratory Management. Resources A laboratory in which bacteria can be safely handled is required. This must include oilimmersion microscopy, an incubator, preferably at 37C and an autoclave. Use of disposable inoculating loops is now common practice, but learners should have experience of using wire loops and their sterilisation as part of aseptic technique. Support materials Textbooks Madigan M et al Brock Biology of Micro-organisms (Prentice Hall, 2002) ISBN: 0130662712 Mims C et al Medical Microbiology (Mosby, 1998) ISBN: 072342781 Schaechter M et al Mechanisms of Microbial Disease (Lippincott, Williams and Wilkins, 1998) ISBN: 0683076051 Tortora G J et al Microbiology (Benjamin Cummings, 2000) ISBN: 0805375430

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Unit 17:
Learning hours: NQF level 4:

Nutrition
60 BTEC Higher National H1

Description of unit
This unit develops learners understanding of the fundamental role of nutrients in maintaining health in relation to the biological functioning of the body and the chemical structure of foods. It develops the learners understanding of the nutritional value of foods and their components, and of the role of diets in providing the essential elements for the functioning of the body. This will then be related to the dietary requirements of different individuals with regard to life cycle, lifestyle and health. Different dietary needs will be investigated and good nutrition emphasised. The source, role, digestion and assimilation of nutrients will be studied and investigations into current research, controversial and topical aspects will be carried out. This unit provides opportunities to discuss social, cultural, ethical and moral issues.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 Review the functions, uses and sources of macro and micro-nutrients in the diet Describe the fate of nutrients after consumption Determine, analyse and evaluate the nutritional requirements of individuals in relation to food choice, lifestyle, life cycle and health Investigate and explain the role of nutrition in health and diet related diseases, how they occur and how optimum nutrition can be achieved.

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Content

Macro and micro-nutrients Sources and types of carbohydrates: simple and complex, sugars, glycogen, starches, nonstarch polysaccharides; food sources Use and function of carbohydrates: as a source of energy, role of dietary fibre Source and types of protein: nitrogen balance, growth and maintenance, enzymes, hormones, antibodies, as a source of energy Source and types of lipids: fats, oils, phospholipids and steroids, triglycerides, omega 3 and 6 trans-fats, saturated, mono-unsaturated, polyunsaturated; food source Use and function of lipids: as a source of energy, source of fat-soluble vitamins, role of cholesterol and phospholipids, essential fatty acids Sources of water: food, drinks, metabolic Uses and functions of water: temperature regulation, excretion, hydration and water balance Vitamins and their sources: water soluble and fat-soluble food sources, losses and destruction, fortification and enhancement Uses and functions of vitamins: physiological role, excess, antioxidants, bioavailability Sources of minerals: mineral elements and trace elements, food sources, losses from foods, fortification and enhancements Uses and functions of minerals: role in energy production, physiological role excess, antioxidants, bioavailability Diet analysis: how to analyse nutrition content of diets and use of food tables

The fate of nutrients Digestion: mechanical and chemical digestion, the role of enzymes in the breakdown of foods, component macro and micro-nutrients Absorption: absorption and transportation of digested nutrients Metabolism: catabolism, energy production enzymes, co-enzymes, co-factors, excretion, role of hormones and nerves Assimilation: anabolism, storage of nutrients

Nutritional requirements Recommended intakes: nutrition recommendations (RDAs, RDIs, DRVs), nutrition and guidelines, healthy eating suggestions (COMA, NACNE, WHO), government policy on nutrition Individual requirements: stages of life (childhood, adolescence, pregnancy, old age, etc); factors affecting food choice, factors affecting requirements of individuals, requirements of communities; bioavailability of nutrients, assessing nutritional status, tools and techniques for interpreting nutritional status, work of nutritionists and dieticians Nutritional labelling: uses, regulations and format

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Nutrition in health Deficiencies: malnutrition, symptoms of deficiencies, causes of deficiencies (poor intakes, poor bioavailability, presence of anti-nutrients, etc) Diet- related disease: health factors interacting with nutrition (stress, exercise, etc); cause, effect and prevention of common diseases related to nutrition (coronary heart disease, osteoporosis, over nutrition, allergies) Weight management: weight gain and loss, use of fat replacers, artificial sweeteners Achieving optimal nutrition: how to use diet guidelines to modify and adapt diets for health, use of supplements Study current related areas: role of phytochemicals and future foods

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Review the functions, uses and sources of macro and micro-nutrients in the diet

define and identify macro and micro-nutrients evaluate the sources of nutrients from the diet, foods and other sources explain the uses and functions of nutrients in the body determine and compare the nutritional content of foods and diets using food tables for nutritional data review the digestion, absorption, metabolic and assimilation processes describe how the body uses nutrients once digested identify factors which affect each process compare RDAs, DRVs and other methods of setting nutritional requirements describe the influence of external factors on nutritional status explain the importance of set nutritional goals, targets and guidelines in the prevention of disease for selected groups and for the nation as a whole explain the use and control of nutritional labelling with reference to legal requirements and the provision of information to consumers identify codes of practice, legislation and EU regulations with regard to nutritional requirements identify relationships between diet and health, highlighting areas of controversy identify the factors affecting incidences of dietrelated disease review current material on nutrition research investigate selected health and diet topics under controversy currently

Describe the fate of nutrients after consumption

Investigate the nutritional requirements of individuals in relation to food choice, lifestyle, life cycle and health

4 Investigate and explain the role of nutrition in health and diet-related diseases, how they occur and how optimum nutrition can be achieved

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Guidance

Delivery The unit should be delivered through a well-designed programme building on an understanding of the sources and functions of nutrients from a biological and chemical point of view. The need to research should be encouraged, making use of up-to-date nutritional information in the context of health. The use of ICT to access secondary data for assignments would be an advantage. A number of link websites are included in the resources section below. Tutorial-based investigations into topical and controversial areas when applying nutritional guidelines to real life situations are appropriate. Wherever possible practical investigations should be used to confirm theoretical concepts. Assessment Learners should demonstrate a clear understanding of the sources of nutrients from the diet and their role in human health. Fundamental to this is a thorough knowledge of the functions of nutrients within the body and how they relate to nutritional requirements of the individual. The consequences of poor nutrition should be appreciated, together with an awareness of the information available to the population as guidance to help prevent these from occurring. All outcomes could be assessed in one assignment, which would enable learners to analyse, investigate and explain the sources of nutrients in typical diets by using diet analysis methods. This could then be discussed in relation to physiological functions and the fate of digested nutrients within the body, and compared with nutritional needs and requirements of individuals and groups. The significance of such diets on health could be explored in light of scientific research and dietary lifestyle modifications suggested. Throughout this unit emphasis should be placed on the weighing up of controversial areas, using up to date research material, encompassing related lifestyle issues and addressing bioavailability of nutrients, together with how to obtain nutritional information from a variety of sources. Links This unit provides links with the core units of Unit 1: Cell Biology and Unit 2: Biochemistry. It also has links with the specialist units of Unit 9: Human Physiology and Unit 21: Food Science. Resources There should be access to standard food tables and diet analysis computer software. Various media such as books, newspapers, journals, Diet Analysis Software, videos, CD ROMs and research papers would also provide necessary research material.

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Support materials Textbooks Garrow S J and James T P W Human Nutrition and Dietetics (Churchill Livingstone, 1999) ISBN: 0443056277 Hutton T Food Chemical Composition: Dietary Significance in Food Manufacturing (The Royal Society of Chemistry, 2003) ISBN 0905942507 Manual of Nutrition 10th Ed (Her Majestys Stationery Office, 1995) ISBN 0112429912 Sizer F and Whitney E Nutrition (Wadsworth, 2002) ISBN: 0534577997 Sizer S and Whitney E Nutrition: Concepts and Controversies (Wadsworth, 2002) ISBN: 053457839X Nutrition and Food Science Journal British Nutrition Foundation: www.nutrition.org.uk The Nutrition society: www.nutsoc.org.uk British Dietetic Association: www.bda.uk.com Food Standards Agency: www.food.gov.uk Advisory Committee on Novel Foods and Processes (Food Standards Agency): www.foodstandards.gov.uk/science/ouradvisors/novelfood/ Foodlink: www.foodlink.org.uk Food future: www.foodfuture.org.uk Food and Drink National Training Organisation: www.foodanddrinknto.org.uk

Magazines and journals Websites

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Unit 18:
Learning hours: NQF level 4:

Clinical Chemistry
60 BTEC Higher National H2

Description of unit
Clinical chemistry is one of the four main disciplines in biomedical science, and is a major area of employment within the area of biochemistry. It is therefore the purpose of this unit to consider the major areas within this discipline at an appropriate level. The unit should provide learners with an understanding and appreciation of the importance of clinical chemistry within the healthcare system, and its uses in diagnostic pathology. This unit provides opportunities to discuss social, cultural, moral and ethical issues in the wider curriculum.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 5 Investigate the organisation of the clinical chemistry laboratory within the healthcare system Review the major analytical approaches used in biochemical analysis of body fluids and the importance of automation Investigate the use of body fluid analysis in the diagnosis and monitoring of disease Discuss indicative examples of pathologies that lead to disturbance of biochemical markers Perform indicative examples from the range of techniques used in clinical chemistry.

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Content

Organisation of the clinical chemistry laboratory Clinical chemistry within biomedical science: diagnostic pathology services, staffing, regional services Quality control: health and safety legislation, sampling and preservation of samples, internal and external quality control schemes and audit Results: record keeping, computer management systems, notification of results

Major analytical approaches Specimens: types of analyte, range of molecules analysed, effects of anticoagulants and preservatives Methods: spectroscopy, chromatography, electrophoresis, selective electrodes, immunoassay, automation of these techniques and approaches to automated analysis

Body fluid analysis Electrolytes: pH and acid/base balance; water balance; sodium and potassium Biochemical markers: amino acids and proteins, glucose and other carbohydrates, lipids and lipoproteins Enzymes: diagnostic enzymes (transferases, alkaline phosphatase, creatine kinase etc) Hormones: thyroid, adrenal, gonadal Special tests: drugs, neonatal and geriatric tests

Indicative examples of pathologies Systemic testing: organ profiles (eg liver function), cardiac monitoring, electrolytes Diagnostic pathology: to include examples from hepatic, renal, cardiovascular, gastrointestinal and endocrine pathology with the input of clinical chemistry emphasised

Techniques used in clinical chemistry Representative techniques: spectroscopy, coupled enzyme assay, chromatographic/electrophoretic separation, immunoassay, the clinical applications of such techniques

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Investigate the organisation of the clinical chemistry laboratory within the healthcare system Review the major analytical approaches used in biochemical analysis of body fluids and the importance of automation

review laboratory organisation and staffing identify the requirements of quality control systems identify the requirements of health and safety assess the requirements for an appropriate sample describe the range of analytical methods used in clinical chemistry and justify their appropriateness review the developments of automated analysers and their applications discuss the theories behind each of the major techniques used explain how biochemical markers can provide useful information on physiological and pathological processes review the major types of routine tests performed and their reference ranges in health and disease identify the importance of non-routine tests within clinical chemistry illustrate the importance of profile testing for accurate diagnosis consider examples of renal, hepatic, cardiovascular and endocrine profiles produced within clinical chemistry laboratories discuss a range of common organ pathologies that are associated with changes to the above body fluid markers identify the theories behind the major analytical methods to laboratory exercises carry out practical techniques using serum and/or urine show how the results from the above practical exercises can be applied within biomedical science

Investigate the use of body fluid analysis in the diagnosis and monitoring of disease

Discuss indicative examples of pathologies that lead to disturbance of biochemical markers

Perform indicative examples from the range of techniques used in clinical chemistry

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Guidance

Delivery The unit should be delivered through a well-integrated programme of lectures, practicals, tutorials and case studies. Using an actual clinical case as a vehicle to develop required knowledge and skills is a recommended learning approach. Group work and presentations of case study material will illustrate the importance of clinical chemistry within biomedical science and medicine. It should be possible to include at least five basic biochemical techniques in the unit. These should be spaced appropriately to integrate with lecture material. The tutorials and case studies can then be used to promote a co-ordinated approach across the unit. Assessment Outcome 1 involves the description of the organisational aspects of clinical chemistry. Evidence will mainly be in written form, and may involve a report on a visit to a clinical laboratory. Integration of material from outcome 2 may be achieved. Outcome 2 involves a review of the wide variety of methods used within a diagnostic biochemistry laboratory, and the types of samples needed. It is important that the development of manual assays into automated analysers is covered. This outcome will provide evidence in written form, particularly integrated with laboratory practicals (see outcome 5). The third outcome will contain a large amount of information on physiology and biochemistry and the markers utilised within clinical chemistry to monitor health and disease. Written evidence and case study approaches will be useful here. Outcome 4 applies the knowledge developed in outcomes 2 and 3 to the diagnosis of organ pathology. Evidence should be provided through written reports and case studies from a range of appropriate clinical examples. Outcome 5 requires laboratory investigations in a range of appropriate areas. As a minimum, practicals covering basic spectrophotometric techniques such as urine protein measurements, enzyme assays, serum electrophoresis and ELISA should be performed. If human samples are not available, mock solutions can be prepared. Learners should be assessed in the communication and application of results. Evidence may cover all five learning outcomes. A case study approach is well suited to the delivery of several of these outcomes, particularly since the discipline is applied within a clinical setting. Laboratory exercises will allow knowledge from many areas of the unit to be integrated and used as evidence. Links This unit provides links with the core units Unit 1: Cell Biology, Unit 2: Biochemistry, Unit 4: Laboratory Techniques and Unit 9: Human Physiology. It also has links with Unit 7: Laboratory Management and the specialist units Unit 14: Histology and Haematology, Unit 15: Infectious Diseases, Unit 16: Medical Microbiology and Unit 19: Pathology Laboratory Management.

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Resources This unit requires laboratory access, ideally with facilities that enable the study of blood and urine constituents and a reasonable range of common biochemical methods. It is not necessary to have the facilities to perform all of the methods listed in outcome 5, provided that appropriate case studies are used to cover the outcomes. Blood-handling facilities are not essential as prepared sera are available commercially, and many methods can be performed using mock samples. Support materials Textbooks Gaw A et al Clinical Biochemistry (Churchill Livingstone, 1999) ISBN: 0443061831 Kaplan L et al Clinical Chemistry (Mosby, 2003) ISBN: 0323017169 Marchall J W Clinical Chemistry (Mosby, 2000) ISBN: 0723431590

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Unit 19:
Learning hours: NQF level 4:

Pathology Laboratory Management


60 BTEC Higher National H2

Description of unit
This unit will enable learners to gain an understanding of the principles and practice of managing a pathology laboratory, to include essential aspects of safety, information technology, quality issues, administrative tasks and the control of resources. This unit looks at the importance of the business environment relating to market forces and directives from government, as health policy is emphasised, as well as the need to adapt to change and actively market pathology services.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 Investigate the main forces acting on the business environment Review the control of key resources Identify the importance of quality and safety issues in pathology laboratories Explain how operational procedures are used to produce test results in different specialisms.

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Content

Business environment Demographics: the variation of requesting patterns for pathology laboratory testing based on geography, age, social environment and average age of population Legislation: the effect of national policies on laboratory testing through changes in delivery of medical care, eg preventative medicine, private treatment, community care Business type: laboratory testing viewed as an industrial process manufacturing, batch and continuous process, service industry, specialist or routine Business planning: predicting and planning the level of pathology laboratory testing through marketing placement and strategy, value added and contract tendering

Control of key resources Employees: the recruitment and retention of laboratory staff job/person specification, curriculum vitae, terms and conditions, training and education, state registration, job appraisal Legislation: employment laws that relate to laboratory staff equal opportunities, redundancy, equal pay, maternity rights, sexual and racial discrimination Financial: the economical operation of a pathology laboratory through the proper use of budget cost centres, order/reorder systems, capital bids and the control of stock and consumables Administrative: systems to monitor the performance of laboratory staff leave, sickness and occupational health records, personal development and appraisal

Quality and safety issues Hazards: flammable, toxic, infectious, ionising radiation, radiation, liquid gases, biohazards, risk of infection, hazard warning labels, legislation Safety measures: protective equipment, gloves, laboratory coats, goggles, poisons store, flammables store, fume hoods, safety cabinets, first-aid boxes, first-aiders Safety legislation: Health and Safety at Work Act (HSWA), Control of Substances Hazardous to Health Act (COSHH), Reporting of Injury, Disease and Dangerous Occurrences Regulations (RIDDOR) Specific hazards: disposal of specimens, disposal of hazardous waste, hazards related to specialisms Quality assurance: internal and external schemes, quality assurance circles, BS5750, ISO 9000, laboratory accreditation Quality control: maintenance of testing standards, calibration of equipment, preventative maintenance

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Operational procedures Organisations: National Health Service (NHS), Public Health Laboratory Service (PHLS), Veterinary Service, Private Finance Initiatives (PFI) Specialisms: cellular pathology, microbiology, virology, haematology, transfusion, science, clinical chemistry, immunology, serology Test procedures: microscopy, culture and sensitivity, cell counts, serum assay, antibody techniques Test efficiency: automation, economy of scale, specialisation, extended hours testing Information technology: expert systems, automation, robotic control, specimen record systems, bar-coding

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Investigate the main forces acting on the business environment

identify and explain those factors which can change the requesting level and pattern of pathology testing examine the national health policies which have actively encouraged privatisation and a market economy explain the importance of a business plan which allows a testing facility to be flexible in order to meet demand explain the importance of laboratory employees as a resource requiring investment and development identify and examine the employment policies which affect the recruitment, training and retention of laboratory staff relate the use of consumables, purchase of equipment and the payment of salaries/wages to the effective use of a pathology laboratory budget identify those aspects of safety legislation which relate to specimen handling and test procedures describe the safety hazards which are specific to each of the sub-divisions within pathology laboratories differentiate between quality control and quality assurance when used as a means of guaranteeing the reliability of laboratory test results define the aspects of quality measurement which can be used to monitor and evaluate the performance of pathology laboratory testing identify the main organisational systems and specialisms found within the pathology laboratory service recognise and evaluate the main principles and features of the tests performed within the various pathology laboratory specialisms identify the use of standard procedures as a basic requirement for accurate laboratory testing explain the advantages and importance of operational procedures in the management of patient records and of process control

Review the control of key resources

Identify the importance of quality and safety issues in pathology laboratories

Explain how operational procedures are used to produce test results in different specialisms

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Guidance

Delivery The use of case studies on the progress of individual specimens with their test data would be particularly relevant. The use of ICT by learners to access information and data should be encouraged. The websites given below can be used to access information. Visits to pathology laboratories would be an advantage or invite speakers who manage pathology laboratories to lead seminars/talks. Assessment A variety of strategies including laboratory and information/data investigations, practicals and assignments can be used to enable the learner to generate the required evidence may be adopted. Links This unit provides links with Unit 4: Laboratory Techniques, Unit 7: Laboratory Management and the specialist units of Unit 13: Immunology, Unit 14: Histology and Haematology, Unit 15: Infectious Diseases, Unit 16: Medical Microbiology and Unit 18: Clinical Chemistry. Resources Access to appropriate library facilities, copies of medical journals. Support materials Textbooks Snyder R J and Senhauser D Management in Laboratory Medicine (Lippincott-Raven Publishers, 1997) ISBN: 0397551495 Varnadoe A L Medical Laboratory Management and Supervision (F A Davis Company, 1996) ISBN: 080368861

Journals Journal of Clinical Pathology

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Websites British Medical Journal: www.bmj.com National Library of Medicine: www.ncbi.nlm.nih.gov British Medical Association: www.bma.org.uk e-learning resources useful reference materials clinical skills/knowledge by subject eg clinical pathology links ethics links

Department of Health: www.doh.gov.uk

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Unit 20:
Learning hours: NQF level 4:

Industrial Microbiology
60 BTEC Higher National H2

Description of unit
The aim of this unit is to develop learners understanding of key aspects of the role of microorganisms in industrial/commercial applications. Micro-organisms are often grown on a largescale to produce valuable commercial products or to carry out chemical reactions. Learners will need to understand how growth conditions can be manipulated to influence the end product and the role of genetic engineering in industrial microbiology. Biotechnology has had a major impact on modern food production, production of insulin, growth hormones and blood clotting factors etc This unit provides opportunities for discussion of social, cultural, ethical and moral issues in the wider curriculum and European development.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 5 Investigate microbial growth Examine the range of commercial/industrial applications of micro-organisms, including genetically modified organisms Investigate the methods available for the control of microbial contamination Review quality control procedures Review current legislation.

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Content

Microbial growth Growth cycles: batch/continuous fermentation Growth characteristics: factors affecting population growth and yield of product Limits to growth: growth limiting factors and the problems of large-scale production Practical investigations: examples of small-scale production of micro-organisms

Commercial/industrial applications of micro-organisms Fermentation processes: brewing, beer, wine, lactic fermentations, production of antibiotics, hormones, amino acids, enzymes, citric acid, microbes as food Biotechnology: recombinant DNA techniques, genetically modified organisms, production of insulin, growth hormone, blood clotting factors and other examples Water management: sewage/effluent treatment and disposal, purification of drinking water, surveillance of water supplies; high/low temperature treatments, irradiation, filtration, removal of available water, disinfectants

Control of microbial contamination Physical and chemical methods of control: heat treatments, pasteurisation, sterilisation, irradiation, filtration, disinfection Types of chemicals used: their uses and limitations

Quality control procedures Standard methods of detection and identification of microbial contaminants: E coli, Mycoplasma, Cryptosporidium in water supplies Rapid methods: use of luciferase, RNA activity

Current legislation Statutes which are relevant to industrial microbiology: EU drinking water directive 98/83/EC, Nitrates Directive 91/676/EEC, Urban Waste Water Treatment Directive 98/15/EEC, Genetic Manipulation Regulations 1989, Genetically Modified Organisms (contained use) Regulations 1992, European Patent Convention 1978

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Investigate microbial growth

use techniques of dilution plating, direct count (haemocytometer) and death phase to obtain data on microbial growth construct graphs and interpret data on microbial growth interpret experimental growth data in terms of lag, log, stationary and death phase use growth data to identify and discuss the major problems of large-scale production list commercially important microbial products in the following categories: foods, fermentation products -lactic and alcoholic, enzymes, food additives, antibiotics, hormones for each product listed, review the species commonly used in its production and the type of metabolic pathways exploited select one product from each category and review its method of production, identifying and evaluating the metabolic pathways exploited explain the mechanism by which recombinant DNA is produced investigate the routine practices of sewage treatment and water purification investigate the effectiveness, in terms of reduction of viable population against time, of physicochemical methods of controlling microbial growth and removing contamination examine the types of chemicals used and analyse their uses and limitations select and safely carry out appropriate techniques for the identification of the following microorganisms: skin flora (eg Staphylococcus), gut flora (eg E coli), organisms in air and dust (eg Micrococcus), moulds and yeasts design a scheme of hazard analysis for at least one commercial application of micro-organism

2 Examine the range of commercial/industrial applications of microorganisms, including genetically modified organisms

3 Investigate the methods available for the control of microbial contamination

4 Review quality control procedures

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Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Review current legislation

summarise the main points of current British and European legislation influencing biotechnological activities review the impact of a specified statute on the biotechnology industry

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Guidance

Delivery This unit should be delivered through a range of lectures and tutorials supported by laboratory work to allow learners to gain practical experience of at least some of the practices covered theoretically. Visits to a brewery, water treatment works and manufacturing plants, as available locally, would add breadth of experience. Assessment Outcomes 1 and 3 require a general understanding of the growth of micro-organisms and the methods available for its control. Evidence can be generated by a combination of experimental work and written reports including graphical representations of data for outcome 1, and answering appropriate questions. Outcome 2 involves investigation of the range of microbial activity which is exploited in a wide range of applications. The evidence will be mainly in written form with some laboratory exercises to support it, eg the culture of yoghurt or a small-scale fermentation. The standard methods for enumeration of important organisms in drinking water should be performed in the laboratory, the results reported and their significance discussed. Outcome 4 involves practical work to familiarise the learner with the range of techniques available for the culture and identification of micro-organisms. The choice of techniques will depend on the facilities and equipment available, but a range of rapid identification kits should be introduced to the learners. Assessment should involve evaluation of the relative merits of the techniques used. Outcome 5 involves familiarisation with relevant legislation. The content covered is likely to change over time and the importance of keeping up to date with developments should be stressed. It might be appropriate for learners to carry out individual investigations and report their findings back to the group. Links This unit provides links with the core units of Unit 1: Cell Biology, Unit 2: Biochemistry and Unit 4: Laboratory Techniques. It also has links with Unit 7: Laboratory Management and the specialist unit of Unit 10: Molecular Biology and Genetics. Resources Access to a microbiology laboratory and appropriate technical support is required. A range of materials is necessary including a variety of micro-organisms and diagnostic assays and kits.

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Support materials Textbooks Madigan M et al Brock Biology of Micro-organisms (Prentice Hall, 2002) ISBN: 0130662712 Prescott L et al Microbiology (McGraw-Hill Education, 2001) ISBN: 0072829052 Singleton P Bacteria in Biology, Biotechnology and Medicine (John Wiley and Sons, 1999) ISBN: 0471988804 Tortora G J et al Microbiology: An Introduction (Addison Wesley, 2003) ISBN: 0805376143 Society of General Microbiology: www.sgm.ac.uk National Centre of Biotechnology Education: www.ncbe.reading.ac.uk British Nutrition Foundation: www.nutrition.org.uk

Websites

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Unit 21:
Learning hours: NQF level 4:

Food Science
60 BTEC Higher National H2

Description of unit
This unit is designed for those learners with a specialist interest in food science and, more particularly, the role of complex biological molecules within food. It will be of value to those learners wishing to obtain employment within analytical laboratories in the food industry or the county analyst. It would also be valuable for those wishing to pursue a career in nutrition. This unit provides opportunities for discussion of ethical, moral and European issues in the wider curriculum.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 Relate the structure of food carbohydrates to their functions in foodstuffs Examine the structures and functions of food proteins and enzymes Examine the structures and functions of food lipids. Investigate the nature and functions of additives in food.

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Content

Food carbohydrates Structure of carbohydrates: simple ring and straight chain forms of monosaccharides, formation of glycosidic bonds to form disaccharides, formation of polysaccharides Structure and function of carbohydrates: monosaccharide structure Fischer and Haworth structures, starch granules, amylose, amylopectin, glucose syrups, dextrose equivalent, modified starches, cellulose, pectin, alginate, carageenan, homo- and heteroglycans, linear and branched chains Properties of food carbohydrates: gelatinisation and retrogradation of starch, effect of chemical modification to properties of starch, importance of hydrogen bonds in thickening and gelling, importance of pH to thickening and gelling-carboxylate ions in pectin, role of calcium ions in gelling-alginate egg-box model, importance of branched and linear chains to thickening and gelling, occurrence of junction and super junction zones, properties of glucose syrups-sweetener, thickener, humectant Effects of processing on carbohydrates: pH, heat, browning reactions

Food proteins and enzymes Protein structure: hydrophilic and hydrophobic nature of proteins, globular and fibrous proteins in foods, isoelectric point and its importance in foods, denaturation and its importance in foods, categories of proteins albumins, globulins Food proteins: milk proteins caseins, albumins and globulins and their relative stability to heat and pH; egg proteins ovalbumin and phospho and lipoproteins, the effect of age on pH, effect of heat, meat proteins actin and myosin, post-mortem glycolysis, myoglobin and its oxidation Effect of processing on food proteins: heat, pH, emulsification Occurrence of enzymes in food: phosphatase and lipase in milk, pectinase, phenol oxidase, lipoxygenase Use of enzymes in food: invertase, glucose oxidase, chymosin, amylases, glucose isomerase, lipase, lactase, proteases, immobilised enzymes

Food lipids Lipid structure: mono and diglycerides as emulsifiers, fatty acid classification IUPAC and omega nomenclature, saturated and unsaturated cis and trans isomers and their occurrence in foods, phospholipids as emulsifiers Reactions of lipids: hydrogenation the production of trans isomers and hydrogenated fat, interesterification effect on melting point, hydrolytic and oxidative rancidity- causes and prevention, measurement of rancidity PV and FFA Importance in food processing: production of different fat crystal types and their importance in foods such as chocolate and butter, solid fat index and plasticity of fats

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Food additives Antioxidants: functions and examples, ascorbic acid, propyl gallate, butylated hydroxyanisole Anti-caking agents: functions and examples eg magnesium carbonate, calciumhydroxy phosphate Flavour enhancers: functions and examples sodium isosinate, monosodium glutamate, ethyl acetate, ethyl formate Preservatives: functions and examples vitamins B12, A, D, nicotinic acid, citric acid, acetic acid Sweeteners: functions and examples sorbic acid, sulphur dioxide, sodium metabisulphate Thickeners and emulsifiers: lecithins, pectin, alginates, guar gum, carboxymethyl cellulose Colouring agents: functions, E-numbers, examples natural eg -carotene, chlorophyll, caramel, synthetic eg erythrosine, tartrazine Codes of practice, legislation, the food Standards Act 1999, 1994 EC directive

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Relate the structure of food carbohydrates to their functions in foodstuffs

investigate how carbohydrates are affected by food processing evaluate the relationship between the structure of food carbohydrates and their function as thickeners and gelling agents relate the structure of food proteins to their function and properties illustrate how the properties of food proteins affect the methods used in the production of food identify ways in which enzymes are useful to food processors and ways in which they are harmful explain how the structure of lipids and modified lipids relates to their properties explain the causes and prevention of rancidity investigate the importance of plasticity of fats to their role in foods identify a range of additives used in food explain their function and nature discuss the labelling of food products

Examine the structures and functions of food proteins and enzymes

Examine the structures and functions of food lipids

Investigate the nature and functions of additives in food

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Guidance

Delivery This unit will allow learners to further develop their interest in biological molecules through the medium of food and usefully follows units such as Unit 2: Biochemistry. This unit has links with Unit 17: Nutrition and Unit 20: Industrial Microbiology. These links should be emphasised to give this unit relevance and the importance of studying structure and functions of the complex biological molecules in food. Wherever possible practical applications relating structures to functions of food chemicals should be carried out. This unit should be taught using a combination of lectures and practical work and assignments. Learners should be encouraged to use ICT to obtain information and secondary data when investigating the nature and function of food additives. The resources section has a number of websites that contain links to other relevant sites. Assessment Learners should demonstrate a clear understanding of the relationship between structures of food chemicals and their roles in foods. Learners could be assessed by giving them an assignment to produce a poster on food additives. Assignments allowing learners to investigate the properties of foods would be relevant for all outcomes. The enzymes section in outcome 2 could be covered by an assignment on the function of enzymes in foods and food processing. Links This unit has links with Unit 2: Biochemistry, Unit 4: Laboratory Techniques, Unit 17: Nutrition and Unit 20: Industrial Microbiology. Resources Learners will need access to laboratory, library and IT resources. The internet would also be a valuable source of information. Support materials Textbooks Coultate P T Food: The Chemistry of its Components (Royal Society of Chemistry, 2002) ISBN: 0854046151 James C Analytical Chemistry (Aspen Publishers, 1999) ISBN: 0834212986 Nutrition and Food Science

Magazines and journals

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Websites British Nutrition Foundation: www.nutrition.org.uk The Nutrition society: www.nutsoc.org.uk British Dietetic Association: www.bda.uk.com Food Standards Agency: www.food.gov.uk Foodlink: www.foodlink.org.uk Food future: www.foodfuture.org.uk Food and Drink National Training Organisation: www.foodanddrinknto.org.uk

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Unit 22:
Learning hours: NQF level 4:

Environmental Analysis
60 BTEC Higher National H2

Description of unit
This unit enables learners to develop the skills needed to plan and implement a programme of environmental analysis. The unit covers the theoretical background to nutrient cycling and the impact of pollution on these processes. Learners will learn to use a range of sampling and analytical methods and develop the skills needed to report on their findings. This unit provides opportunities to discuss environmental issues and European developments.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 5 Explain how biogeochemical cycles result in the transfer of substances between components of ecosystems Describe the sources and effects of environmental pollutants Select sampling methods appropriate to an analyte Determine the concentration of analytes in samples Relate concentrations of analytes to their maximum permitted levels.

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Content

Biogeochemical cycles Water: evaporation, evapotranspiration, precipitation Carbon: respiration, photosynthesis, combustion, sedimentation Nitrogen: nitrification, denitrification, nitrogen fixation Sulphur: aerobic and anaerobic decomposition, oxidation Phosphorus: decomposition, deposition, erosion Metals: examples (eg lead, cadmium) to illustrate solubilisation, transport, deposition and erosion Organics: examples (eg PCBs, DDT, hydrocarbons) to illustrate solubilisation and transport Abiotic components of ecosystems: edaphic factors, physical properties and composition of aquatic habitats and air Biotic components of ecosystems: feeding, uptake from soil, assimilation, excretion, decomposition

Sources and effects Sewage: composition, treatment Industrial: examples to illustrate water, air and soil pollutants (eg petrochemical, power, mining) Agricultural: fertilisers, herbicides, pesticides Fossil fuels: gas, petrol, oil, coal Effects: toxicity, bioconcentration, viral and bacterial pathogens, greenhouse effect, acid rain, respiratory

Sampling methods Sampling: quality control, planning, randomness Air: location, timing, conditions, samples (high volume, personal), cascade impactor, adsorbents Water: volume, flow, time, network organisation, volume containers, storage Soil: location depth, analyte mobility, disturbance, storage, timing

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Concentration of analytes Nitrogen: nitrate, nitrite, ammonia Carbon: total organic carbon, carbon dioxide, hydrocarbons, volatile organics, phenols Oxygen: dissolved oxygen, biochemical oxygen demand, chemical oxygen demand Metals: aluminium, cadmium, chromium, cobalt, copper, iron, manganese, nickel, mercury, lead, zinc, water hardness pH Hydrogen sulphide Analytical methods: pre-treatment, extraction, dissolution, spectrometry, chromatography, titration, electrochemical, voltammetry, fluorescence, chemiluminescence

Maximum permitted levels Nitrogen: nitrate, nitrite, ammonia Carbon: total organic carbon, carbon dioxide, hydrocarbons, volatile organics, phenols Oxygen: dissolved oxygen, biochemical oxygen demand, total organic carbon Metals: aluminium, cadmium, chromium, cobalt, copper, iron, manganese, nickel, mercury, lead, zinc, water hardness pH Particulates and suspended solids Hydrogen sulphide

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Explain how biogeochemical cycles result in the transfer of substances between components of ecosystems

describe the structure and composition of soil, water and air explain mechanisms by which substances are cycled between environmental components give examples of how edaphic and climatic factors affect the cycling of substances outline the key stages in sewage treatment differentiate between different industrial processes as sources of pollutants compare agricultural processes as sources of pollutants explain the environmental impact of fossil fuel combustion products describe the effects of selected pollutants on ecosystems summarise the quality control criteria for a sampling regime discuss the suitability of a location for sampling develop a sampling protocol for specified analytes and location use methods appropriate to sampling air, water and soil explain methods appropriate to the analysis of a specified analyte use analytical methods appropriate to sample and analyte research maximum permitted levels of specified analytes discuss experimental data in relation to maximum permitted analyte levels report on results of analytical procedures

Describe the sources and effects of environmental pollutants

Select sampling methods appropriate to an analyte

Determine the concentration of analytes in samples

Relate concentrations of analytes to their maximum permitted levels

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Guidance

Delivery The emphasis should be on the application of practical techniques selected to achieve the outcomes. Practical skills should be developed within a framework of the background knowledge indicated in the outcomes. There should be an emphasis on the development of planning and reporting skills. Where specialised equipment is not available, simulations, visits to analytical laboratories, exhibitions and demonstrations by manufacturers could be used. Where possible, case studies should be based on local industry and ecosystems and supplemented with background information from local sources. Assessment Evidence for the theoretical component of this unit can be generated from case studies, group research assignments, unit tests and reports on laboratory work. This is predominantly a practical unit and learners should practise a range of methods appropriate to environmental analysis. However, the techniques used to generate evidence can be tailored to the facilities available. Under some circumstances, visits and demonstrations by manufacturers could substitute for hands-on experience, in which case evidence from reports would be acceptable. Links This unit provides links with Unit 4: Laboratory Techniques and the specialist units of Unit 23: Ecology, Unit 24: Environmental Management and Conservation and Unit 26: Biodiversity. Resources Access to appropriate laboratory facilities and technical support will be needed. The apparatus and instrumentation required will depend on local resources and the analytical methods chosen. Suitable local sampling sites should be identified to support laboratory work. General library facilities, preferably including internet access, will be needed. Some relevant periodicals would be beneficial for resource-based research work. Access to CD ROM-based simulations could be appropriate where local circumstances demand.

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Support materials Textbooks Atkinson J H and Coop M R Laboratory Testing of Soils and Soft Rocks (Spon Press, 1999) ISBN: 0751403881 Gupta P K Methods in Environmental Analysis: Water, Soil and Air (Agrobios, 2002) ISBN: 8177540556 http://conbio.rice.edu/vl/ http://info://info.er.usgs.gov/network/science/earth/earth.html Environment Agency: www.environment-agency.gov.uk Department for environmental Food and Rural Affairs (DEFRA): www.defra.gov.uk Field Studies Council: www.field-studies-council.org Natural Environment Research Council: www.nerc.ac.uk English Nature: www.english-nature.org.uk

Websites

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Unit 23:
Learning hours: NQF level 4:

Ecology
60 BTEC Higher National H2

Description of unit
The unit is designed to give the learner an understanding of the fundamental concepts of ecology and how they may be applied in the modern world. Learners will learn why ecological study is important and how they can collect, analyse and interpret ecological information. This will be followed by detailed studies of the ecology of populations, communities and ecosystems. Examples of recent ecological research, appropriate to the learners interests and background, should be used to demonstrate the application and relevance of ecological theory to the real world. This unit provides opportunities to discuss social, ethical, moral and environmental issues and European developments.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 Explain the importance of ecological study Review basic ecological theory Evaluate methods for conducting ecological research.

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Content

Ecological study Functions of the worlds ecosystems: regulation of atmospheric gases, regulation of climate, nutrient cycling, treatment of pollutants, water supply, pollination, food supply, biological pest control, supplies of fuel and building materials, supplies of medicines, recreation and culture Important contemporary ecological issues: acid rain, global warming, eutrophication, deforestation, biodiversity, human population growth, sustainability, pesticide use, ecotourism

Basic ecological theory Evolutionary ecology: variation in individuals, the diversity of life, natural selection, speciation, extinction Behavioural ecology: group selection versus individual selection, altruism, life histories, age and sex structures, dispurtion, r and k strategies Population ecology: population growth, abiotic factors, competition and coexistence, predation, herbivory, parasitism Community ecology: classification of terrestrial and aquatic community types, ecological niches, zonation, succession, island biogeography Ecosystems ecology: primary and secondary production, energy flow, food webs, nutrient cycling

Ecological research Types of ecological study: laboratory experiment, field experiment, correlations, direct observation of behaviour, case studies, modelling Methods of ecological study: hypotheses, planning experiments, sampling and replication, quadrants, transects, abundance scales, mark-release recapture techniques, use and interpretation of statistics

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Explain the importance of ecological study

identify the important roles of the worlds ecosystems in maintaining a suitable environment for life to exist and in maintaining the quality of life for humans review important ecological issues affecting the distribution and abundance of living organisms identify examples of ecosystems undergoing change and discuss the implications of changes to ecological equilibrium explain the theories behind the evolution and extinction of species and discuss the factors that lead to extinction discuss the strategies of a range of animals or plants for survival and reproduction describe the factors governing the size and distribution of living organisms and evaluate how these factors affect a named animal or plant discuss the factors used to classify different communities and describe how communities may change over time describe models for energy flow and nutrient cycling within ecosystems investigate the strengths and weaknesses of laboratory experiments, field experiments, naturalistic observations and case studies in ecological research undertake a piece of ecological research using appropriate techniques analyse the data and draw conclusions

Review basic ecological theory

3 Evaluate methods for conducting ecological research

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Guidance

Delivery The diversity and complexity of modern ecology can make it a difficult subject to introduce to learners. This unit is therefore designed so that it can be delivered to learners from a wide range of backgrounds while still being relevant to their interests. The course could focus on the ecology of animals, plants or humans. Alternatively it could be delivered as a more general course. Learners must gain a general understanding of ecology and then be encouraged to apply that knowledge to important ecological issues. The application of knowledge should be conducted on a lecture basis and also as learner-centred learning. It is important that learners should get some experience of practical ecology. This could be achieved on a field course, during one-day visits or through studies of local habitats during lessons. The choice of habitat must reflect the learners main interest as this will allow them to draw on knowledge gained from other units. Assessment Evidence may be generated using a series of written and practical assignments. Written or oral assignments could be used to assess the first two outcomes. The third outcome must be assessed through a learner project where individual or small groups of learners plan, undertake and write up a practical study. Learners must, as individuals or groups, conduct and analyse a relevant piece of ecological research. Learners should be allowed to choose, or be guided towards, issues that are relevant to their own interests and background. Alternatively, some elements of all three outcomes could be assessed by a learner project that involves a literature review, a practical element and some analysis. The project could be completed on an individual basis or in small groups. Any remaining criteria can be met by written or oral assessments. Links This unit links with Unit 4: Laboratory Techniques and the specialist units of Unit 22: Environmental Analysis, Unit 24: Environmental Management and Conservation, Unit 27: Statistics, Unit 28: Plant Physiology and Environmental Adaptation and Unit 26: Biodiversity. Resources The resources required will depend on the style of teaching and assessment. Access to basic ecological survey equipment will be necessary. Information can be obtained from books and journals and, in addition, the press may carry articles that emphasise current issues. The internet has a large number of ecological sites, eg, www.whfreeman.com/biology. Access to statistical packages or spreadsheets will be important for analysing any information that learners collect.

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Support materials Textbooks Chapman J and Reiss M Ecology: Principles and Application (Cambridge University Press, 1998) ISBN: 0521888022 Dodson S et al Ecology (Oxford University Press Inc USA, 1998) ISBN: 0195120795 Scheiner S M and Gurevitch J Design and Analysis of Ecological Experiments (Oxford University Press Inc USA, 2001) ISBN: 0195131886 Stiling P Ecology: Theories and Applications (Prentice-Hall, 2001) ISBN: 013091102X Ricklefs E R and Miller L G Ecology (W H Freeman, 1999) ISBN: 071672829X Environment Agency: www.environment-agency.gov.uk Department for environmental Food and Rural Affairs (DEFRA): www.defra.gov.uk Field Studies Council: www.field-studies-council.org Natural Environment Research Council: www.nerc.ac.uk English Nature: www.english-nature.org.uk

Websites

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Unit 24:
Learning hours: NQF level 4:

Environmental Management and Conservation


60 BTEC Higher National H2

Description of unit
The aim of this unit is to enable learners to gain an introduction to environmental management and its applications to the environment. The unit will provide an enjoyable, stimulating learning experience and will engender an interest in the environment and conservation. The unit will be achieved through practical experience wherever possible and will include laboratory work as well as study in the field. It will foster in the learner the necessary responsible attitude to working in the laboratory and also in the field. This unit provides opportunities to discuss environment, moral, ethical and cultural issues.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 5 Examine the major strategies for conservation Discuss the causes, effects and control of pollution Analyse the use of land resources and the management of the associated environmental problems Investigate the causes of atmospheric degradation and the possible solutions Relate the management of the environment to the concept of conflict of interests.

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Content

Major strategies for conservation Resource recycling: glass, aluminium, paper recycling, the strategies employed by local councils, economics, and environmental impact Resource preservation: the establishment, design, management and development of nature reserves and other protected areas Resource management: population dynamics of a specific environment, eg the North Sea, fish stocks, strategies for sustainable management, effectiveness of quota versus fixed effort fishing, data collection and analysis, effective stock control

Causes, effects and control of pollution Types and range of potential pollutants of air, land and water: the sources of pollution and the practices that can be employed to control it Persistence and biodegradability: pollutants within the ecosystem, eg pesticides and herbicides, the concept of Maximum Acceptable Toxicant Concentration Effects: on individual species, habitats and the ecosystem Pollution monitoring: principles of monitoring a range of pollutants, eg those of fresh water, metals in soil, gases in the atmosphere; the equipment and biological methods routinely used in industry

Use of land resources and the management of the associated environmental problems Land use: types and grading of land used for agricultural, industrial, recreational, housing and road building purposes Environmental problems: associated with agriculture and forestry, eg effect on biodiversity, foodwebs, soil, and the impact of such problems on the local community Reclamation of derelict land: techniques employed in reclaiming land previously used for eg mining, land fill and industrial wastes; use of surveys, eg geophysical and biological, problem analysis, development of reclamation plan Planning: for future land requirements, modelling population growth, social and economic trends

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Atmospheric degradation and the possible solutions Gaseous pollutants: sulphur dioxide, nitrous oxide, methane and particulates, problems associated with these, respiratory disorders, acidification of water, etc Transport: the problems resulting from internal combustion engine, increases in carbon dioxide, greenhouse effect, ways of reducing emissions, eg city diesel Ozone depletion: the health and ecological impacts, exposure to UV light, incidence of skin cancers, ecological imbalance, incidence of mutation, impact on growth rate of plant life

Management of the environment and the concept of conflict of interests Environmental planning and legislation: to provide protection for environmentally sensitive areas in the UK and abroad, The Environmental Protection Act 1990, comparison of European and non-European legislation Environmental impact assessments: development and practice, methods employed in surveying an area for potential problems, identification of the range of effects of a specific activity on land and populations, methods employed to reduce the impact of changes in a given environment Environmental policy: local, national and international strategies; the role of pressure groups and non-governmental organisations (eg BS5750, the work of agencies such as the UN or NGOs like Greenpeace, BT Conservation, etc)

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Examine the major strategies for conservation

assess the potential for recycling in the UK describe the processes involved in the establishment of protected areas investigate the effects of human exploitation on the dynamics of an ecosystem, eg North Sea fisheries, tropical rain forest describe the sources of pollutants of land, water and air investigate the biodegradability and persistence of named pollutants summarise the effects of named pollutants on organisms within the ecosystem examine the techniques available for monitoring pollution identify the main types of land use in the UK describe the practices that lead to environmental problems within the agricultural and forestry industries investigate using case studies the techniques used to reclaim land identify a strategy for future land use in the local area explain the problems associated with common gaseous pollutants identify the effects of increased traffic flow and evaluate strategies for their reduction describe the human and ecological impacts of increased ozone depletion identify and describe current legislation put in place to protect the environment develop an environmental impact assessment for one specific activity explain the effectiveness of environmental management methods

Discuss the causes, effects and control of pollution

Analyse the use of land resources and the management of the associated environmental problems

4 Investigate the causes of atmospheric degradation and the possible solutions 5 Relate the management of the environment to the concept of conflict of interests

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Guidance

Delivery This unit can be delivered by using a variety of teaching and learning styles including: lectures, visits to nature reserves, reclaimed sites, local industry, practical investigations and assignments. Information and data can be obtained by the use of ICT where learners can carry out directed searches of websites. Practical work suggested: analysis of domestic waste effect of heavy metals on the growth of plant species use of lichens as pollution monitors effect of sulphur dioxide on tomato plants visits suggested local nature reserve reclaimed site, eg landfill site, opencast coal mines, quarry local industry to discuss the effects of legislation on their production develop an environmental impact assessment on a local area.

Assessment Evidence is likely to be generated through case studies, assignments, practical investigation, and field study. Links This unit links with Unit 4: Laboratory Techniques and the specialist units of Unit 22: Environmental Analysis, Unit 23: Ecology and Unit 29: Biodiversity. Resources It would be useful for learners to have access to the following: Basic laboratory equipment, transport for field studies and visits (the necessary permits must be obtained before fieldwork is carried out), field monitoring equipment, access to analytical chemical equipment, industrial links.

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Support materials Textbooks Baird C Environmental Chemistry (W H Freeman, 1998) ISBN: 0716731533 Goudie A The Human Impact on the Natural Environment 5th Ed (The MIT Press, 2000) ISBN: 0262571382 Nebel B J and Wright R T Environmental Science (Prentice Hall, 2001) ISBN: 0130325384 Spiro T G and Stigliani W M Chemistry of the Environment (US Imports & PHIPEs, 2002) ISBN: 0137548966 Environment Agency: www.environment-agency.gov.uk Department for environmental Food and Rural Affairs (DEFRA): www.defra.gov.uk Field Studies Council: www.field-studies-council.org Natural Environment Research Council: www.nerc.ac.uk English Nature: www.english-nature.org.uk

Websites

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Unit 25:
Learning hours: NQF level 4:

Chemistry for Biology


60 BTEC Higher National H1

Description of unit
This unit provides learners with an understanding of the chemical concepts that underpin many of the other units within the biological sciences. It is designed to cater for those learners who have not studied chemistry.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 Explain how the concepts of enthalpy and equilibrium relate to chemical reactions Recognise the main functional groups in organic chemistry and predict their reactions Describe the reactions involved in radioactive decay and the use of radioisotopes Describe the types of bonding within organic molecules.

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Content

Enthalpy and equilibrium Molecular interactions: electronegativity and intermolecular bonds, hydrophilic and hydrophobic molecules, emulsification Enthalpy concepts: enthalpy and enthalpy change, molar enthalpy change, exothermic and endothermic reactions, Hess Law, activation energy, action of catalysts, entropy and entropy change, free energy, factors affecting reaction rates Redox reactions: electron transfer, use of oxidation numbers, cell half reactions Equilibrium: dynamic equilibria, solubility and partition, osmosis, equilibrium constant, simple calculations of equilibrium constant, Le Chateliers Law, pH and pKa, strong and weak acids, Bronsted-Lowry theory, buffers

Organic chemistry Nomenclature and structure: IUPAC system, alkanes, alkenes, alkynes, alcohols, aldehydes, ketones, carboxylic acids, esters, amines, aromatic compounds, resonance hybrids and delocalised electrons, isomerism-structural, geometric, optical Reactions: addition, substitution, elimination, condensation, inductive effect, redox, polymerisation Functions of organic chemicals: foods, emulsifiers, pesticides and herbicides, plastics, pharmaceuticals Experimental investigations: reactions of hydrocarbons, alcohols, carbonyls, carboxylic acids, amines

Radioactive decay Radioactivity: alpha beta and gamma radiation, isotopes, radioactive decay, half-life, nuclear fission and nuclear fusion, use of radioisotopes

Bonding Bonding: sp3, sp2 and sp hybridisation of carbon, and bonds, delocalisation, intermolecular forces Structure: bond angles, bond length, shapes of molecules, structural and geometric isomerism Intermolecular forces of attraction: hydrogen bonding, Van der Waals forces, dipoledipole, induced dipole-dipole, electronegativity, electron affinity, delocalisation Intramolecular forces of attraction

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Explain how the concepts of enthalpy and equilibrium relate to chemical reactions

calculate enthalpy changes from experimental data use free energy calculations to predict whether a reaction will occur calculate the equilibrium constant from experimental data predict the effect on an equilibrium reaction when conditions are altered use oxidation numbers to determine whether a reaction is redox explain how interactions between molecules occur predict the name of a compound from its structure and vice versa predict reaction products given the reactants differentiate between the various types of isomerism carry out investigative organic reactions safely discuss some of the uses of organic chemicals identify the role of alpha, beta and gamma radiation in radioactive decay evaluate one use of radioisotopes relate sp3, sp2, sp hybridisation to organic molecules identify structural and geometric isomers identify strengths of intermolecular forces of attraction in biochemicals

Recognise the main functional groups in organic chemistry and predict their reactions

Describe the reactions involved in radioactive decay and the use of radioisotopes Describe the types of bonding within organic molecules

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Guidance

Delivery Learners should be given the opportunity to develop concepts through experimental work in the laboratory. The use of molecular models can be used to investigate the structures of organic molecules and their bonding. This can be extended to isomerism and the structures of biochemicals identifying the differences in structure between structural and optical isomers. The chemical concepts learnt will underpin many of the biological concepts in other units in the programme. The concepts of reaction rates, equilibrium and energetics should be applied wherever possible to biological contexts and the use of biochemical reactions in the practical exercises. Assessment It is intended that this unit should involve both theoretical and practical work. This will enable some evidence for outcomes 1 and 2 to be obtained through interpretation of the experimental results. Problem solving involving calculations will also be required, particularly for outcome 1. An assignment would be appropriate for outcome 3. Time-constrained exercises are also appropriate for each outcome. Links This unit has links with Unit 2: Biochemistry, Unit 4: Laboratory Techniques and Unit 7: Laboratory Management. Resources Learners will need access to appropriate laboratory, library and IT facilities. The Royal Society of Chemistry website has a large range of resources from The Molecular World series of CD ROMs including: Molecular Modelling and Bonding; Alkenes and Aromatics; Separation, Purification and identification; Chemical Kinetics and Mechanism; Mechanism and Synthesis.

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Support materials Textbooks Lewis R and Evans W Chemistry (MacMillan Press Ltd, 2001) ISBN: 0333962575 Masterson W and Hurley C Chemistry: Principles and Reactions (W B Saunders, 2000) ISBN: 0030200361 Rockett B and Sutton R Chemistry for Biologists (John Murray, 1996) ISBN: 0719571464 Sutton R et al Chemistry for the Life Sciences (Taylor & Francis, 2000) ISBN: 0748408339 Timberlake C K Chemistry: An Introduction to General, Organic and Biological Chemistry (Longman Higher Education, 1999) ISBN: 0321021711 Wynn C Basic Chemistry for the Biological Sciences (Portland Press Ltd, 1996) ISBN: 1885781059

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Unit 26:
Learning hours: NQF level 4:

Biodiversity
60 BTEC Higher National H2

Description of unit
As a result of the Rio Conference 1992, the concept of biodiversity and its importance in maintaining a sustainable global environment gained prominence. This unit explores the mechanisms by which biotic diversity is generated and explores the benefits that are associated with biodiversity. Learners will discuss the threats facing biodiversity, and will be encouraged to explore practical measures to ensure the maintenance and enhancement of this resource for future generations. The aim of this unit is to provide the learners with an understanding of the phenomenon of biodiversity, and investigate the factors that promote it, and those that threaten it. This will allow them to develop an appreciation of the value of biodiversity as a resource. The unit will provide them with a theoretical framework from which to assess the significance of local, national and international developments on the worlds biodiversity. This unit provides opportunities to discuss moral, social, ethical, spiritual, cultural and environmental issues.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 Identify the mechanisms that result in biodiversity Explain the value of biodiversity as a resource Evaluate factors that threaten global biodiversity Analyse the efficacy of practical measures to conserve biodiversity.

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Content

Mechanisms Variation and evolution: continuous and discontinuous variation, random and induced mutation, natural selection through competition, selection pressure, mechanisms and examples of parallel, divergent and convergent evolution Review adaptation: anatomical, morphological, physiological and behavioural adaptations in plant and animal species, to a range of environments in terms of developing diversity. Abiotic factors which prevail in a number of habitats and their effects in terms of promoting and inhibiting biodiversity

The value of biodiversity as a resource Ethical: including cultural, religious and political (green and deep green) perspectives Aesthetic: aesthetic value of organisms as inspiration for the arts and media, the role of nature in human recreation and relaxation Utilitarian: agriculture: development of new crops, introduction of disease resistance through breeding programmes, sustainable harvesting of natural products; medicine: development of pharmaceuticals through utilising novel plant physiology; Industry: new product development, and ethnobotanical products (eg Body Shop) and as an asset to ecotourism Ecological: life support systems, ecological cycles, environmental stability Values: costs and benefits of conservation and exploitation considered in terms of relative values, contingency values and real economic values; discussion of the merits and pitfalls of valuing a natural resource

Factors that threaten global biodiversity Direct factors: point source pollution, land use change (eg influence of ranch fences on migrating species, effect of mining etc) loss of habitat through development, diversification, desertification etc, hunting, international species trade Indirect factors: global climate change, diffuse source pollution, human population growth, development and loss of indigenous knowledge

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The efficacy of practical measures Measures to conserve biodiversity: could include conservation and management of natural or semi-natural ecosystems, living captive collections, captive breeding and release, seed banks, cryopreservation etc. Role of data banks and databases in directing conservation activities should be considered Local conservation activities: suitable local activities could include wetlands maintained for bird-life (eg RSPB reserves), community woodlands (eg woodland trust), local nature reserves (eg those maintained by the local authority or the county wildlife trust). Land reclamation sites resulting from the requirements of planning legislation and zoological gardens, run as commercial concerns, could also be considered National conservation activities: red data books, Wildlife and Countryside Act (1985), This Common Inheritance, Environmental Protection Act (1990), mandatory Environmental Impact Assessment, local agenda 21etc Global conservation activities: UN World Conservation Strategy, Earth Summits (Stockholm and Rio), CITES, EU Habitats Directive etc

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Identify the mechanisms which result in biodiversity

describe factors within an ecosystem which result in biodiversity identify and describe examples of adaptation and speciation giving rise to increased biodiversity within an ecosystem derive and evaluate critically alternative values for the biodiversity of a given ecosystem using at least two methodologies identify and describe the threats to global biodiversity explain the relative severity of threats to a named ecosystems biodiversity describe a range of practical measures to conserve biodiversity investigate a practical conservation scheme and draw valid conclusions on the extent to which the scheme meets its aims and objectives with respect to biodiversity

Define the value of biodiversity as a resource

Explain factors that threaten global biodiversity

Analyse the efficacy of practical measures to conserve biodiversity

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Guidance

Delivery The unit should be delivered through a closely integrated programme of lectures and learner-led seminar sessions. Much of the unit will be of a theoretical nature but site visits should be incorporated wherever possible to enable the learners to recognise the differing levels of biodiversity found within habitats in the UK. It is important that learners are made aware of the range of phyla that exist in any given habitat, and are not focused on a single kingdom. Tutors should provide a range of case studies to explore high and low diversity habitats (for example woodland versus moorland) so that learners can recognise the values associated with each, and recognise that more is not necessarily better. Periodic small group tutorials would be beneficial in monitoring individual learner progress. Assessment Outcome 1 is necessary background knowledge for all regardless of previous educational background. Some learners may already have a detailed knowledge of this area of study whilst others will be less well informed. The assessment of outcome 1 should ensure that all learners have achieved an acceptable level of background knowledge. Evidence for this outcome may be in written or oral form and might best be integrated with evidence for outcomes 2 or 4, to form a detailed analysis of a chosen ecosystem/biome. Outcome 2 is highly subjective, and learners should be encouraged to synthesise their own opinions through research and discussion. Evidence for this outcome may be assessed by means of seminar discussions and/or presentations where learners are required to justify their valuations of biodiversity. Outcome 3 is intended to develop learners skills in researching and evaluating complex information from a range of differing sources. Evidence for this outcome would be in the form of a short piece of written work based on an extended period of research. For example, learners may be asked to design a web page on a given threat to global biodiversity. They could use links to other web pages to help describe various aspects of the issue and incorporate critical comment and evaluation of each site used. Outcome 4 would be best achieved by visiting one or more practical conservation schemes, and producing a written or oral critique of the extent to which one of the schemes meets its aims and objectives with respect to biodiversity. The outcome could, however, be met by addressing case study material. In this case, learners should analyse case studies that illustrate examples of schemes to conserve individual species or groups of species, eg, whales, tigers, and whole ecosystems, eg, heathland, chalk grassland, tropical rain forest. Links This unit has links to the specialist units of Unit 22:Environmental Analysis, Unit 23: Ecology, Unit 24: Environmental Management and Conservation and Unit 28: Plant Physiology and Environmental Adaptation.

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Resources This unit could be delivered in a non-specialist classroom or lecture theatre. However, the delivery would be considerably enhanced by the ability of the lecturer to illustrate aspects of biodiversity using audio-visual techniques and living specimens. The delivery of the unit would be enriched by the incorporation of site visits especially if time were available to assess biodiversity on site. Learners should have access to a high standard of learning resources. In particular, access to the internet would be an advantage. Support materials Textbooks Begon M et al Ecology: Individuals, Populations & Communities 3rd Ed (Blackwell Science, UK, 1996) ISBN: 086542845X Begon M et al Population Ecology 3rd Ed (Blackwell Science, UK, 1996) ISBN: 0632034785 Chapman J L and Reiss M J Ecology: Principles and Applications 2nd Ed (Cambridge University Press, 1998) ISBN: 0521588022 Colinvaux P Ecology (John Wiley & Sons Inc 1993) ISBN: 0471599549 Newman E I Applied Ecology (Blackwell Science, UK, 1993) ISBN: 0632036575 Pears N Basic Biogeography 2nd Ed (Longman, 1985) ISBN: 0582301203

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Unit 27:
Learning hours: NQF level 4:

Statistics
60 BTEC Higher National H2

Description of unit
This unit will enable the learner to apply statistical analysis to a wide range of experimental and observational studies. Emphasis is laid on a practical approach but there is also some explanation of the theory underpinning the methods used. Another prominent theme is the important role of statistics in experimental design. This module builds on the knowledge gained from the unit Analysis of Scientific Information and Data and some areas from this unit are revisited and extended.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 Understand experimental design and statistical priniciples Select and use appropriate significance tests. Understand and apply correlation and regression analysis.

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Content

Experimental design and statistical principles Sampling: samples and populations, sampling error, random sampling, random allocation, use of random number tables and appropriate software Experimental design: treatments, controls and replicates, factorial designs; specialised designs eg for clinical trials, ecological field studies or microbial assays Probability and probability distributions: probability, addition and multiplication of probability, binomial and Poisson distributions, the normal probability distribution, the standard normal variate (z), the Central Limit Theorem, standard error, confidence limits, the learner t distributions Hypothesis testing: the null hypothesis, significance (alpha) level, type 1 and type 2 errors, one and two tailed tests, the power of a test, estimation of sample size Non-parametric methods: assumptions of parametric analysis, the normal plot, transformation, advantages and disadvantages of non-parametric methods, selecting the correct test

Significance tests One and two sample tests: one sample z and t tests, the sign test; two sample tests where samples are unpaired, t tests, Wilcoxon Rank Sum test; two sample tests where the samples are paired, paired t test, Wilcoxon signed ranks test Multiple sample tests: errors in multiple hypothesis testing, one-way analysis of variance, testing pairs of means, two-way ANOVA, interaction, factorial experimental design, randomised block, latin square; the non-parametric, Kruskal-Wallis test Categorical data: c2 goodness of fit test, c2 test for association, correction for continuity

Correlation and regression analysis Linear correlation: scatter diagrams, Pearsons correlation coefficient, Spearman rank correlation coefficient, predicting values, assumptions of linear correlation, transformation, testing the significance of coefficients Linear regression analysis: the least squares method, the regression equation, assumptions of linear regression, assessing the significance of slope coefficient and intercept, assessing the goodness of fit Assessing agreement : reproducibility and repeatability; numerical variables, limitations of correlation analysis, use of paired t test, limits of agreement, analysis of differences; category variables, Cohens kappa

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Understand experimental design and statistical principles

explain sampling, the importance of randomisation and how randomisation is achieved demonstrate an understanding of experimental design outline the nature and properties of probability distributions calculate probabilities using binomial, Poisson and normal distributions explain the use of and calculate standard errors and confidence limits outline the basis of hypothesis testing critically discuss the differences between parametric and non-parametric types of analysis outline the theoretical basis of parametric significance tests select and justify significance tests appropriate to a range of examples of data sets carry out a range of significance tests and interpret the meaning of the results. critically discuss the assumptions and limitations of significance tests discuss improvement in sensitivity by using the best combinations of significance test and experimental design outline the theoretical basis of linear correlation and regression analysis use scatter diagrams to assess linearity and fit regression lines select and justify analyses appropriate to data showing linear relationships carry out linear correlation and linear regression analysis and assessment of agreement compare and contrast the assumptions and limitations of correlation and regression analysis

Select and use appropriate significance tests

Understand and apply correlation and regression analysis

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Guidance

Delivery It is of prime importance that this unit should be relevant to the other units the learner is studying and therefore data sets originating from other units should be used as examples for analysis. The focus of this unit should be a practical approach to the application of statistical analysis, although some theoretical background should be included to aid understanding, in particular, of probability and parametric methods. There should be a balance between hand calculation (scientific calculator) and software use. Simple examples illustrating the method should be used to build up understanding and confidence before advancing to use software. Learners should be encouraged to use the results of analyses as a basis for suggesting improvement in experimental design or extensions of the study in question. They should also be aware of potential errors eg resulting from data entry, the wrong choice of analysis, misinterpretation and the limitations of the methods used. Assessment Evidence for the outcomes may be in the form of assignments or tests. In order to strengthen the links with other units, data for assignments could originate from practical work in the learners specialist subject. Links This unit is linked with Unit 5: Analysing Scientific Information and Data and could be linked with any other unit originating data suitable for statistical analysis. Resources Learners will need access to IT facilities and appropriate software. In many cases a generic spreadsheet package (such as Microsoft Excel) can be used but this should be supplemented by a dedicated statistical package eg Minitab or SPSS. Support materials Textbooks Bland M An Introduction to Medical Statistics 3rd Ed (Oxford University Press, 2000) ISBN 0-19-263269-8 Clarke G M Statistics and Experimental Design 3rd Ed (Arnold, 1994) ISBN 0-340-59324-5 Petrie A and Sabin C Medical Statistics at a Glance (Blackwell, 2000) ISBN 0-632-05075-6 Rosner B Fundamentals of Biostatistics 5th Ed (Duxbury, 2000) ISBN 0-534-37068-3

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Unit 28:
Learning hours: NQF level 4:

Plant Physiology and Environmental Adaptation


60 BTEC Higher National H2

Description of unit
This unit introduces learners to the main physiological processes that occur within a typical mesophytic plant and how these are adapted to allow survival of the xerophytic and hydrophytic plant species. This information is then related to the use of plants within the environmental habitat realm for areas such as habitat formation, habitat restoration, habitat maintenance and habitat regeneration from poor or toxic sites. Through studying this unit the learner will gain a depth of knowledge of plant form and function along with scientific implementation in the field. The unit provides a background into habitat formation for conservation in general. The learner will also gain an insight into the current research involving plant species. On completion of this unit learners will be able to associate local and national areas with current practices and research techniques. It is also envisaged that the learner will gain experience in the practicalities of maintaining and monitoring the sites. This unit provides opportunities to discuss environmental issues in the wider curriculum.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 Interpret plant anatomy in relation to the physiological processes Examine plant adaptation to extreme habitat type Investigate the use of plants in the environmental restoration of industrial and waste land Discuss the use of plant types in local revegetation and habitat maintenance sites.

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Content

Plant anatomy Root structure: cell types and cellular arrangements, function of cell types in relation to the structure, water and mineral uptake and pathways followed, soil plant water relations Stem structure: cell types and cellular arrangements, functions of cell types in relation to function, specific mechanisms of transportation Leaf structure: cellular arrangements in relation to functional capacity in terms of optimising photosynthesis, leaf morphology Identification of the range and variation of plant anatomical arrangements: the lower plant types should be introduced in visual form to allow the learner to experience the variety of plant types that exist

Plant adaptation Xerophytic adaptations: comparative anatomy and physiology of the root, stem and leaf structures, changes that result in physiological pathways Hydrophytic adaptations: comparative anatomy and physiology of the root, stem and leaf structures, changes that result in physiological pathways Plant classification: a broad overview of the types and variations of plant species which exist relative to the wide variety of life cycles and habitat dwellings (to be used as source of information for habitat restoration and maintenance)

Environmental restoration For all of the habitat type varieties the following should be covered: Development of communities and ecosystems: using local areas of interest, site assessment inclusions (soil sampling, toxicology, drainage, etc), factors affecting typical soil and native plant species choice, community/public use of site post restoration, maintenance requirements Typical plant species: indigenous to the area, typical of the habitat type, plant interrelations and long-term survival for biodiversity establishment Local Agenda 21 Current technology and use of plant species for rectifying sites of toxicity, harmful runoff

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Revegetation and habitat maintenance Physical factors for plant type selection: the plant species that are used and maintained within an area should be included on merit of environmental survival. Factors such as drainage, weathering and general climatic fluctuations, soil characteristics and surrounding foliage type. Site visits to a variety of habitat types should be demonstrated and discussed on site. Theoretical interpretations of different maintenance techniques for different site types, eg SSSI, natural revegetation site for low maintenance practical purposes, should be delivered and assessment could include theoretical site manipulation from visits Farm conservation and biodiversity: policies of alternative site use, the interaction of standard farm practices with habitat creation and maintenance, eg hedgerows, aquatic areas, SSSI corners. Incentives available to farmers to create and maintain site within their farm lands. Personnel skills and educational aspects for dealing with idea introduction. The use of farm sites in local authority research Plant genetics and habitats: the theoretical interpretation of genetically modified species and their usefulness in society. The interrelationship of natural and modified species and the effect this may have upon the natural population of plant species in terms of interbreeding and species dominance. The learner should gain good discussion and self study with delivery skills from this outcome. It encourages the process of opinion formation and delivery of these in a structured and logical form

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Interpret plant anatomy in relation to the physiological processes Examine plant adaptation to extreme habitat type

relate root type and structure in relation to functions describe stem structure in relation to functions relate leaf form and structure to functions explain xerophytic adaptation to habitat in comparison with the mesophytic plant form explain hydrophytic adaptation to habitat in comparison with the mesophytic plant form identify a range of plants using binomial classification keys interpret the methodologies implemented in the restoration of coal mining waste lands determine methodologies for the production of water habitat types for species diversity and public enjoyment identify the restoration requirements for a site with erosion symptoms as a result of human influence propose schemes for the restoration, or regeneration, of a local site using appropriate plant species identify indicator species for selected habit types describe a range of physical and practical factors which need to be taken into account when selecting plants for a variety of sites determine the role of farm conservation and management in enhancing indigenous biodiversity assess the role of plant genetics in habitat construction or deterioration

Investigate the use of plants in the environmental restoration of industrial and waste land

4 Discuss the use of plant types in local revegetation and habitat maintenance sites

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Guidance

Delivery It is essential that the learner gains theoretical knowledge, but this unit is designed to allow the examination of practical evidence wherever possible. It is therefore suggested that links with local environmental centres, agencies, conservation groups, councils and research centres be enhanced and utilised. Delivery of the unit should be based upon learner interaction and participation in practical techniques. Outcome 1 is best delivered using practical observation backed up by theoretical handouts. Learners will learn to interpret the structures and visual stimulation tends to be best remembered. The use of visual texts and actual species is expected in the delivery of outcome 2. Learners should be very familiar with the use of classification keys for naming of specific examples. The learner at this level should be able to classify to genus, species level. Where possible, learners should conduct their own literature searches to investigate current techniques being used within local establishments, providing evidence for outcome 3. The delivery of outcome 4 should include site visits and practical discussions along with some theoretical lecture delivery and the use of handouts as sources of information. Some theoretical seminar-type interpretations would be useful for relaying the details of anatomy related to physiological processes. Learners will also need to have done some background reading for participation within the discussions. Assessment Learners should demonstrate a clear understanding of the major physiological processes that occur in plants and be able to relate their structure and adaptation to the habitat type. Through the understanding of these basic concepts the learner should be able to interpret the use of plants in habitat formation and maintenance. The unit is also designed to enable the learner to come into contact with many common species, so improving the identification of species as a secondary skill. The first half of the unit is designed to be assessed theoretically using laboratory-based assessment and practical techniques. The remaining outcomes could be assessed through practical observation and monitoring techniques in association with local organisation projects. Links This unit provides links with the core units of Unit 1: Cell Biology and Unit 3: Physiology as well as the specialist units of Unit 23: Ecology and Unit 26: Biodiversity.

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Resources Library facilities should be made available to all learners. Literature should be subject relevant and up to date. Current plant and environmental journals, papers and magazines are essential for current techniques and research, as would be plant identification guides. Access to computers and the internet would be advantageous. Links with local authority and research centres are useful. Some specialist lectures would enhance more detailed aspects of the unit. The ability to transport learners to local sites for survey work and habitat assessments is needed. Support materials Textbooks Bowes B G A Colour Atlas of Plant Propagation and Conservation (Manson Publishing Ltd, 1999) ISBN: 1874545928 Gilbert O L and Anderson P Habitat Creation & Repair (Oxford University Press, 1998) ISBN: 0198549660 Glasson J et al Introduction to Environmental Impact Assessment (UCL Press, 1998) ISBN: 1857289455 Kivell P et al Environment, Planning & Land Use (Ashgate Publishing Ltd., 1998) ISBN: 1859726054 Lorton R A to Z of Countryside Law (The Stationery Office Books, 2001) ISBN: 0117025496 Raven P H et al Biology of Plants (Worth Publishers, 1998) ISBN: 1572590416 Simmonds N W and Smartt J Principles of Crop Improvement 2nd Ed (Blackwell Science, 1999) ISBN: 0632041919 Environment Agency: www.environment-agency.gov.uk Department for environmental Food and Rural Affairs (DEFRA): www.defra.gov.uk Field Studies Council: www.field-studies-council.org Natural Environment Research Council: www.nerc.ac.uk English Nature: www.english-nature.org.uk Environment Agency publications Local and county councils University research projects

Websites

Other

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Unit 29:
Learning hours: NQF level 4:

Quality Assurance and Quality Control


60 BTEC Higher National H1

Description of unit
This unit introduces concepts of quality assurance systems, allowing and encouraging the application of these concepts to familiar situations. Statistical methods relating to quality control problems are considered. The application of quality techniques in a range of industries is discussed and learners will describe their implementation.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 Identify the quality systems appropriate to a selected industry Investigate the application of quality systems Examine the use of statistical methods in quality control Apply statistical techniques to the control of a selected process.

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Content

Quality systems Principles and practices: quality and customers, reputation and competitiveness, fit-forpurpose, right-first-time and zero-defects, internal markets, costs and benefits of quality systems, economic justification of quality systems, customer/producer relationships Tools: process flow charts, tally charts, pareto analysis, cause and effect analysis, hazard analysis-critical control points, statistical process control as part of a QA strategy, benchmarking Organisation for quality: quality chains, planning, critical success factors, total quality management, teams and teamwork, leadership, communications; performance indicators and objectives

Application of quality systems Quality systems and their application: operating procedures, manuals and documentation, approval, update and revision, responsibilities, traceability, internal audit, ISO 9000 series, accrediting bodies, external audit, the audit event, preparing for audit, sustainability

Statistical methods Quality control: review of basic statistics/attribute data, discrete and continuous data; binomial distribution, Poisson distribution, normal distribution, specifications and nonconformance The measure of quality: target values and process means, tolerance limits, process capability and capability index Statistical process control: plotting x-bar and range charts, calculation of warning and action limits, runs as a trigger for action, average run length to detection, advantages of cusum charts, plotting cusum charts and making a v-mask

Statistical techniques Attribute charts: plotting np charts and calculation of action and warning limits Sampling and inspection plans Acceptance sampling: producers and consumers risk, construction of a simple sample plan, plotting and interpretation of an operating characteristic curve

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Identify the quality systems appropriate to a selected industry

use process flow charts, pareto analysis and cause and effect analysis to investigate familiar processes from the selected industry identify the critical control points in a process within the selected industry investigate the management structures that can lead to an effective quality organisation investigate the fish bone method and Taguchi method write simple quality procedures for a selected process from the selected industry outline the principles underlying a quality system, and describe the main elements of documentation design structures for familiar operations distinguish between different types of audit and assessment and identify those most appropriate to the selected industry design structures for selected operations in your industry, identifying responsibilities illustrate the economic benefits of quality assurance and quality control with realistic examples from the selected industry identify situations where the binomial, Poisson and normal distributions pertain, and perform simple statistical calculations using each one define the following terms specification, tolerance, process variation, assignable variation, process capability, in control, out of control distinguish between attribute, discrete and continuous data, and calculate process capability for each one, using specific examples manually construct attribute, x-bar, range and cusum control charts, using action limits or v-masks to make decisions about process control use a statistical package, eg minitab, to construct the same charts construct simple sampling plans for large batches, identifying the consumers and producers risk 193

2 Investigate the application of quality systems

Examine the use of statistical methods in quality control

Apply statistical techniques to the control of a selected process

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Guidance

Delivery Initially lectures will cover concepts of quality using examples; later learners will be required to apply their knowledge and develop understanding of the difficulties of implementing quality. Where possible an industrial visit should be included for full-time learners. Assessment For outcome 1 evidence will be in the form of a written report outlining the quality tools and management procedures applied in the learners own industry. For outcome 2 learners should complete short exercises, designing procedures and structures for selected processes. For outcome 3 learners could undertake an in-class test of short answer and calculation questions. For outcome 4 learners should construct control charts (some using computer packages) and sampling plans based upon real or realistic data, where possible from their own industry. Links This unit could link with Unit 8: Work-based Assignment. Refer to Annex B for links to NVQs. Resources Learners should have access to a dedicated statistical package (such as Minitab, SPSS or SAS) with quality control capabilities. Support materials Textbooks El-Nageh M M, Heuck C C, Engbaek K, Appel W, Vandepitte J K and Kallner A Basics of Quality Assurance for Intermediate and Peripheral Laboratories (WHO Regional Publications, Eastern Mediterranean Series, 2002) World Health Organisation ISBN: 9290212950 Ratliff The Laboratory Quality Assurance System: A Manual of Quality Procedures and Forms (John Wiley & Sons Inc, 2003) ISBN: 0471269182 http://deming.eng.clemson.edu/pub/tutorials/qctools/qct.htm#CED Quality control tools www.wtec.org/loyola/polymers/c7_s6.htm Taguchi methods http://kernow.curtin.edu.au/www/Taguchi/CAE204.HTM Taguchi methods

Websites

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Unit 30:
Learning hours: NQF level 4:

Project Management
60 BTEC Higher National H1

Description of unit
The aim of this unit is to provide knowledge and experience of project management principles, methodologies, tools and techniques that may be used in any industry, the professions and the public sector. Organisational and human resource factors are also included. Learners will develop an understanding of what constitutes a project and the role of a project manager. They will be able to analyse and plan the activities needed to carry out the project, including how to set up a project, how to control and execute a project, and how to carry out project reviews using a specialist software package for project management. They will also understand how the project fits into the company or another organisational environment. It is intended that this unit will support the knowledge and understanding requirements for the NVQ in Project Management at level 4.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 Investigate project management principles Examine project organisation and people Examine project processes and procedures.

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Content

Project management principles Project management: project management and the role of the project manager, eg management of change, understanding of project management system elements and their integration, management of multiple projects, project environment and the impact of external influences on projects; identification of the major project phases and why they are required; an understanding of the work in each phase; the nature of work in the lifecycles of projects in various industries Success/failure criteria: the need to meet operational, time and cost criteria, and to define and measure success, eg develop the project scope, product breakdown structure (PBS), work breakdown structure (WBS), project execution strategy and the role of the project team; consideration of investment appraisal, eg use of discount cash flow (DCF) and net present value (NPV); benefit analysis and viability of projects; determine success/failure criteria; preparation of project definition report; acceptance tests Project management systems: procedures and processes, knowledge of project information support (IS) systems, how to integrate human and material resources to achieve successful projects Terminating the project: audit trails, punch lists, close-out reports and post-project appraisals; comparison of project outcome with business objectives

Organisation and people Organisational structure: functional, project and matrix organisational structures, eg consideration of cultural and environmental influences, organisational evolution during the project lifecycle; job descriptions and key roles, eg the project sponsor, champion, manager, integrators; other participants, eg the project owner, user, supporters, stakeholders Control and co-ordination: the need for monitoring and control, eg preparation of project plans, planning, scheduling and resourcing techniques, use of work breakdown structure to develop monitoring and control systems, monitoring performance and progress measurement against established targets and plans, project reporting, change control procedures; the importance of cascading, communications, briefing, instilling trust and confidence in others Leadership requirements: stages of team development, eg Belbins team roles, motivation and the need for team building, project leadership styles and attributes; delegation of work and responsibility, techniques for dealing with conflict, negotiation skills, chair meetings Human resources and requirements: calculation, specification and optimisation of human resource requirements; job descriptions

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Processes and procedures Project management plans: the why, what, how, when, where and by whom of project management, eg contract terms, document distribution schedules, procurement, establishing the baseline for the project Project organisation: the product breakdown structure (PBS) and the work breakdown structure (WBS), project execution strategy and the organisation breakdown structure (OBS), eg preparation of organisation charts, task responsibility matrix, statement of work (SOW) for project tasks Scheduling techniques: relationship between schedules, OBS and WBS; bar charts; milestone schedules; network techniques; resourcing techniques; computer-based scheduling and resourcing packages; project progress measurement and reporting techniques; staff-hours earned value and progress S curves; critical path analysis and reporting; milestone trending Cost control: cost breakdown structure, eg types of project estimate, resources needed, estimating techniques, estimating accuracy, contingency and estimation, bid estimates, whole-life cost estimates, sources of information, cost information sensitivity, computerbased estimating Techniques: allocation of budgets to packages of work, committed costs, actual costs, cash flow, contingency management Performance: cost performance analysis, eg budgeted cost for work scheduled (BCWS) budgeted cost for work performed (BCWP); concept of earned value, actual cost of work performed (ACWP), cost performance indicators Change control: the need for formal control of changes, eg project impact of changes, principles of change control and configuration management; changes to scope, specification, cost or schedule; change reviews and authorisation, the formation of project teams, project initiation and start-up procedures

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Investigate project management principles

describe the background and principles of project management discuss the viability of projects and develop success/failure criteria explore the principles behind project management systems and procedures identify the key elements involved in terminating projects and conducting post-project appraisals identify the most appropriate organisational structure, roles and responsibilities of participants within a project control and co-ordinate a project identify project leadership requirements and qualities plan and specify human resources and requirements for a project prepare project plans and establish the project organisation apply project scheduling, estimating and cost control techniques describe the methods used to measure project performance describe project change control procedures

Examine project organisation and people

3 Examine project processes and procedures

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Guidance

Delivery Project Management was introduced to learners in Unit 7 using a case study. This unit provides learners with the opportunity to build on the concepts learnt in Unit 7 by managing a live project. Hence a practical approach should be adopted. Outcome 1 should be explored first; learners should be free to choose their own project; they should outline their plan of action in writing then tutors should check their plans to ensure that the project is realistic and achievable before the learner is allowed to proceed. During the course of conducting their project, learners should be allowed to make mistakes and learn from them; however, it may be necessary for the tutor to provide some guidance. Any guidance provided by the tutor should be recorded so that it can be taken into account when grading the project. It is important that learners do not spend too much time carrying out numerical work, or preparing or analysing large quantities of data. The analysis of data is an inevitable aspect of project management life. It is best learned using pre-prepared examples in electronic form, that enable the principles to be quickly demonstrated without oversimplifying the complexity of everyday project operations. For the operation of complex proprietary computer software systems, project managers should know what to expect from such facilities, but are not necessarily expected to be able to operate them. The project management principles and techniques are all important, together with an appreciation of how the various operations within the project integrate with one another. Learners should be given the opportunity to chair meetings where this is possible. Assessment Evidence of outcomes could be in the form of assignments, completed tests or examinations. Evidence should be provided at unit level in order to ensure proper integration of all the outcomes within the unit. Links This unit complements Unit 6: Project and the two units could be studied in parallel. Resources Appropriate software packages should be used to demonstrate project control and reporting techniques. Packages might include: time and cost scheduling packages documentation and procurement control packages spreadsheet packages graphic presentation packages.

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Other packages for items such as risk analysis, project accounting and procurement control could be used to illustrate particular techniques in specific industries. Access to real project data in electronic spreadsheet form would be an advantage. Support materials Textbooks Buttrick R Project Workout 2nd Ed (Financial Times Prentice Hall, 2000) ISBN: 027364436X Lock D Project Management 8th Ed (Gower Publishing, 2003) ISBN: 0566085518 Lock D The Essentials of Project Management 2nd Ed (Gower Publishing, 2001) ISBN: 0566082241 Smith K Project Management and Teamwork 2nd Ed (McGraw Hill, 2003) ISBN: 0071216332

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Unit 31:
Learning hours: NQF level 4:

Managing the Work of Individuals and Teams


60 BTEC Higher National H2

Description of unit
This unit is designed to develop the learners knowledge and understanding of the issues involved in managing the work of individuals and teams employed in the applied sciences based industries. It is intended to enhance the ability of learners to motivate individuals and to maximise the contribution that teams can make to the quality of service and resulting improvements in the performance of the business in the marketplace.

Summary of outcomes
To achieve this unit a learner must: 1 2 3 4 Establish the objectives of individuals Evaluate the performance of individuals Establish the roles and responsibilities of teams Review the performance of teams.

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Content

Objectives of individuals Job descriptions: analysis of jobs, behaviour, responsibilities and tasks; pay, bonus and incentives Responsibilities: direct and indirect relationships; relations between personal responsibility and responsibility of teams Performance targets: personal, financial, quantity and quality, incorporation within a job description, setting and monitoring performance targets

Performance of individuals Individual appraisal systems: reasons for using performance appraisals, eg to determine salary levels and bonus payments, promotion strengths and weaknesses, training needs, communication; establishing appraisal criteria, eg production data, personnel data, judgmental data; rating methods, eg ranking, paired comparison, checklist, management by objectives Staff appraisal: conduct of performance reviews, eg by supervisor, peers, committee, subordinates or self-appraisal; feedback of results and resolution of conflicts; encouragement as a motivator for the achievement of performance targets

Roles and responsibilities of teams Teams: management teams and peer groups, eg focus groups, task groups, project groups and panels; purpose of teams eg long- and short-term, specific project or task, view-seeking both within the company and from external sources, communication Team responsibilities: to superiors, subordinates, the business, each other and external groups, eg meeting performance targets, communicating results, confidentiality, deadlines Internal team management: hierarchical, functional

Performance of teams Team appraisal systems: reasons for appraising team performance, eg team effectiveness, contribution to business, constitution of team, identifying individuals contribution to team effort and determining the need to establish other team criteria; performance measurement criteria, eg outcome data, achieved improvements, employee morale, value added Team appraisal: conducting team performance reviews eg by an individual manager, a group of managers, an outside person or team self-appraisal, feedback of results and resolution of conflicts within the team, encouragement of overall team performance as a motivator for the achievement of business objectives

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Establish the objectives of individuals

examine a job within the applied sciences sector and identify the essential elements of the job description design a job description for an employee working within the applied sciences sector determine the roles and responsibilities of individuals agree performance targets for an individual explore the key factors in establishing a staff appraisal system produce a staff appraisal form for use by a manager working in the applied sciences sector provide feedback to an individual who has undergone an appraisal encourage an individual to achieve performance targets identify teams suitable for a variety of purposes within the applied sciences sector determine the responsibilities of teams to different groups set suitable targets for teams working within the applied sciences sector compare various types of internal team management identify the reasons for appraising team performance establish the criteria by which the performance of different types of teams are to be measured conduct a performance review of a team working within the applied sciences sector summarise the factors that are likely to motivate a team to achieve its defined objectives

Evaluate the performance of individuals

Establish the roles and responsibilities of teams

Review the performance of teams

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Guidance

Delivery Learners are generally expected to work individually but may also work in teams to cover certain aspects. Assessment Evidence of outcomes could be in the form of assignments, projects or completed tests/examinations. Ideally, learners should be employed or have experience in an occupation which relates to the unit. Alternatively, suitable work-based experience may be appropriate. However, learners need some experience of supervision or management to benefit fully from the unit. Some assignments or projects should be work-based to relate the unit content to reallife situations. Links This unit has links with Unit 7: Laboratory Management. Resources There are no special requirements for this unit. However, learners should have access to a learning centre that has a range of textbooks relating to human resource management in applied science based settings. Additionally, suitable guest speakers might be invited to provide an overview of relevant aspects of the unit, which might include applications of personnel/human resource management, motivation, organisational structures, management and appraisal techniques. Support materials Textbooks Armstrong M A Handbook of Human Resource Management Practice (Kogan Page, 2001) ISBN 0749433930 Armstrong M Performance Management: Key Strategies and Practical Guidelines (Kogan Page, 2000) ISBN 0749426284 Torrington D, Hall L and Taylor S Human Resource Management (Prentice Hall, 2001) ISBN 0273646397

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Annex A
Qualification codes
Each qualification title, or suite of qualification titles with endorsements, is allocated two codes, as are the individual units within a qualification.

QCA codes
The QCA National Qualifications Framework (NQF) code is known as a Qualification Accreditation Number (QAN). This is the code that features in the DfES Funding Schedule Section 96 and is to be used for all qualification funding purposes. Each unit within a qualification will also have a QCA NQF unit code. The QCA qualification and unit codes will appear on the learners final certification documentation. The QAN for qualifications in this publication are: 100/3116/9 100/3115/7 Edexcel Level 4 BTEC Higher National Certificate in Applied Biology Edexcel Level 4 BTEC Higher National Diploma in Applied Biology

Edexcel codes
The Edexcel codes enable approval, registration, assessment and certification, they will appear on documentation such as the Learner Report Form (SRF) and the programme definition. The Edexcel codes are not provided in this publication. The Edexcel codes will link automatically to the QCA codes for certification purposes.

QCA and Edexcel codes


All QCA and Edexcel qualification and unit codes will be published in a booklet, which will be sent to centres and made available on the Edexcel website at a later date. It will provide a comprehensive catalogue of all the qualifications and units available to centres. It will be useful for centres when making future decisions about centre choice units.

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KEY

NVQ unit titles

Annex B

1 Devise and agree an overall technical plan

3 Develop and monitor plans and procedures HND/C titles Unit 1: Cell Biology Unit 2: Biochemistry Unit 3:Physiology 3 Unit 4: Laboratory Techniques Unit 5: Analysis of Scientific Information and Data 3 3 Unit 6: Project Unit 7: Laboratory Management Unit 8: Work-based Assignment Unit 9: Human Physiology Unit 10: Molecular Biology and Genetics Unit 11: Genetics Unit 12: Pharmacology Unit 13: Immunology Unit 14: Histology and Haematology Unit 15: Infectious Diseases Unit 16: Medical Microbiology 3 3 3 3

3 Indicates at least partial coverage of the NVQ unit.

15 Maintain safe working practices in the working environment 3 3 3 3 3 3 3 3

B013355 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Applied Biology Issue 1 July 2003

Mapping against NVQ in Laboratory and Associated Technical Activities level 4

The following grid maps the knowledge covered in the NVQ in Laboratory and Associated Technical Activities level 4 against the underpinning knowledge of the BTEC Higher National Diploma/Certificate in Applied Biology.

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

Unit 17: Nutrition Unit 18: Clinical Chemistry Unit 19: Pathology Laboratory Management Unit 20: Industrial Microbiology Unit 21: Food Science Unit 22: Environmental Analysis Unit 23: Ecology Unit 24: Environmental Management and Conservation Unit 25: Chemistry for Biology Unit 26: Biodiversity Unit 27: Statistics Unit 28: Plant Physiology and Environmental Adaptation Unit 29: Quality Assurance and Quality Control

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3 3

3 3

Unit 30: Project Management 3 3 Unit 31 Managing the Work of Individuals and Teams

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HND/C titles 3 Unit 1: Cell Biology Unit 2: Biochemistry Unit 3:Physiology Unit 4: Laboratory Techniques Unit 5: Analysis of Scientific Information and Data 3 Unit 6: Project 3 Unit 7: Laboratory Management 3 3 3 Unit 8: Work-based Assignment 3 3 Unit 9: Human Physiology 3 3 Unit 10: Molecular Biology and Genetics 3 Unit 11: Genetics 3 Unit 12: Pharmacology 3 3 Unit 13: Immunology 3 3 Unit 14: Histology and Haematology 3 3 Unit 15: Infectious Diseases 3 3 Unit 16: Medical Microbiology 3 Unit 17: Nutrition 3 3 Unit 18: Clinical Chemistry 3 3 3 3 3 Unit 19: Pathology Laboratory Management 3 3 Unit 20: Industrial Microbiology 3 Unit 21: Food Science 3 3 Unit 22: Environmental Analysis 3 3 Unit 23: Ecology 3 3 Unit 24: Environmental Management and Conservation 3 Unit 25: Chemistry for Biology 3 Unit 26: Biodiversity 3 Unit 27: Statistics 3 Unit 28: Plant Physiology and Environmental Adaptation 3 3 Unit 29: Quality Assurance and Quality Control 3 3 3 3 Unit 30: Project Management 3 3 Unit 31 Managing the Work of Individuals and Teams 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
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NVQ unit titles

18 Running technical reports

28 Maintain activities to meet requirements

20 Making presentations

27 Maintain the condition of engineering assets under complex conditions

2 Plan delivery of sampling and testing

7 Carry out complex testing operations

16 Identify and monitor calibration requirements for equipment

24 Writing technical reports

NVQ unit titles

30 Manage yourself

34 Assess candidate performance

40 Maintain health, safety and hygiene HND/C titles 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 3:Physiology Unit 4: Laboratory Techniques Unit 5: Analysis of Scientific Information and Data Unit 6: Project Unit 7: Laboratory Management Unit 8: Work-based Assignment Unit 9: Human Physiology 3 Unit 10: Molecular Biology and Genetics 3 3 3 Unit 11: Genetics 3 3 Unit 12: Pharmacology 3 3 Unit 13: Immunology 3 3 Unit 14: Histology and Haematology 3 3 Unit 15: Infectious Diseases 3 3 Unit 16: Medical Microbiology 3 3 Unit 17: Nutrition 3 3 3 3 Unit 18: Clinical Chemistry 3 3 3 3 3 Unit 19: Pathology Laboratory Management 3 3 3 Unit 20: Industrial Microbiology 3 3 3 Unit 21: Food Science 3 3 3 Unit 22: Environmental Analysis 3 3 3 Unit 23: Ecology 3 3 3 Unit 24: Environmental Management and Conservation 3 3 3 Unit 25: Chemistry for Biology 3 3 Unit 26: Biodiversity 3 3 Unit 27: Statistics 3 3 3 Unit 28: Plant Physiology and Environmental Adaptation 3 3 3 Unit 29: Quality Assurance and Quality Control 3 3 Unit 1: Cell Biology Unit 2: Biochemistry

32 Manage information for action

35 Assess candidates using different sources of evidence

29 Support the efficient use of resources

31 Create effective working relationships

33 Facilitate learning through demonstrations and instruction

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3 3 3 3 3 3 3

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3 3 3 3

3 3

3 3 3

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Moral issues

Social issues

Ethical issues

Cultural issues

Environmental

Spiritual issues

Health and safety HND/C titles 3 3 3 3 3 3 3 Unit 3: Physiology Unit 4: Laboratory Techniques Unit 5: Analysis of Scientific Information and Data Unit 2: Biochemistry Unit 1: Cell Biology 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 6: Project Unit 7: Laboratory Management Unit 8: Work-based Assignment Unit 9: Human Physiology 3 3 3 3 Unit 10: Molecular Biology and Genetics 3 Unit 11: Genetics 3 3 3 3 Unit 12: Pharmacology 3 3 3 Unit 13: Immunology 3 Unit 14: Histology and Haematology 3 Unit 15: Infectious Diseases 3 3 3 Unit 16: Medical Microbiology 3 3 Unit 17: Nutrition 3 Unit 18: Clinical Chemistry 3

Equal opportunities 3 3 3

Wider Curriculum Issue

Annex C

European developments

Wider curriculum mapping

B013355 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Applied Biology Issue 1 July 2003

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

Unit 19: Pathology Laboratory Management Unit 20: Industrial Microbiology Unit 21: Food Science Unit 22: Environmental Analysis 3 3 3 3 3 Unit 23: Ecology Unit 24: Environmental Management and Conservation Unit 25: Chemistry for Biology Unit 26: Biodiversity Unit 27: Statistics Unit 28: Plant Physiology and Environmental Adaptation Unit 29: Quality Assurance and Quality Control

211
3 3

3 3

3 3

3 3 3 3 3

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Annex D
Qualification Requirement
BTEC Higher Nationals in Applied Biology This Qualification Requirement will be read in conjunction with overarching guidance from Edexcel. Rationale The BTEC Higher Nationals in Applied Biology should be developed to provide: the education and training of applied biology technologists employed in a variety of types of technical work, such as veterinary and biomedical diagnostics, nutrition, laboratory analysis, research and development, education, etc a standard, national, vocationally-specific qualification at Level 4, linked to the National Occupational Standards and the professional body a nationally-recognised, vocationally-specific qualification that will provide confidence to employers recruiting applied biology technologists that holders of the qualification possess the requisite knowledge, understanding and skills a qualification that will be assessed to national, transparent standards and thus provide confidence to those recruiting to more advanced higher education vocational qualifications such as a full-time degree in Applied Biology or related area a programme of learning that ensures full understanding of the role of the applied biology technologist. This includes an understanding of the role at departmental/section level as well as an appreciation of how the role and that of the department/section fits within the overall structure of their organisation and within the scientific and local community.

Aims of the qualification Qualifications should meet the needs of the above rationale by: equipping individuals with knowledge, understanding and skills for success in employment in biologically-based industries enabling progression to an undergraduate degree or further professional qualification in applied biology or related area providing specialist studies relevant to individual vocations and professions in which learners are working or intend to seek employment in the biological sciences and their related industries developing the learners ability in the biological sciences environment through effective use and combination of the knowledge and skills gained in different parts of the programme

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developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life, thereby enabling learners to make an immediate contribution to employment providing flexibility, knowledge, skills and motivation as a basis for future studies and career development an educational foundation for a range of careers in biological sciences and their related industries providing opportunities for learners to focus on the development of the higher level skills in a science and technological context providing opportunities for learners to develop a range of skills and techniques and attributes essential for successful performance in working life.

Mandatory curriculum Cell Biology: develops knowledge and understanding of eukaryotic and prokaryotic subcellular organelles, their relationship to their function and to cellular diversity; meiosis and mitosis comparison and significance; cell division cycle and its control; cell growth and differentiation in multicellular organisms; evaluate techniques used for the growth and maintenance of cell cultures and determine factors that affect cell growth. Biological Building Block Molecules: applies chemical principles to develop knowledge and understanding of the structure and classification of amino acids, monosaccharides, mononucleotides and fatty acids; optical isomerism in amino acids and monosaccharides and its significance; a- and b-anomeric forms of monosaccharides. Structure and Function of Macromolecules: applies knowledge of building block molecules to derive the detailed structures of proteins, polysaccharides, nucleic acids and lipids and relate the structures to biological function globular and fibrous proteins, enzymes and active sites, storage and structural polysaccharides, RNA/DNA and role in protein biosynthesis, storage and membrane lipids. Major Metabolic Pathways: develops knowledge and understanding of the relationship between and function of glycolysis, fermentation, electron transport, fatty acid b-oxidation, gluconeogenesis and fatty acid synthesis; metabolism and free energy change; control of catabolic and anabolic pathways. Molecular Biology and Genes: develops knowledge and understanding of the subcellular organelles involved during the process of information transfer in prokaryotes and eukaryotes; structure and roles of DNA, mRNA, tRNA and rRNA; relevant enzymes; chromosomes, genes, introns and exons, gene structure, regulatory factors and control principles. DNA Technology: develops knowledge and understanding of DNA technology and its significance; isolation of DNA, its analytical and preparative separation, sequencing; mRNA isolation, cDNA cloning, important enzymes, vectors, hosts, methods of identification. Patterns of Inheritance: develops and applies the knowledge and understanding of genetic variation, sexual and asexual reproduction, chromosome and gene mutation, phenotype and genotype, alleles, crosses, inherited human diseases, pedigree analysis; gene frequencies, gene pool, calculation of genotype and allele frequencies, selection and adaptation. Specialised Cells and Tissue Communication: develops knowledge and understanding of the relationship between the structure of specialised cells and their functioning within tissues, eg muscle, neuronal, epithelial and secretory cells; homeostasis and homeostatic control mechanisms; communication between tissues the endocrine and nervous systems.

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Assimilation of Nutrients and Removal of Waste Products: develops detailed knowledge and understanding of the mechanisms employed by the gastrointestinal tract, cardiovascular system, renal system, respiratory system. Laboratory and Analytical Techniques: develops knowledge and understanding of the principles underlying a wide range of modern instrumental=and associated techniques;=selection of technique appropriate to required analysis, preparation and calibration of instrument; quantitative analytical techniques; risk assessment and health and safety at work. Data Evaluation, Interpretation and Presentation: develops ability to use appropriate methods to record, evaluate and process physical and instrumental data, interpret results, draw valid conclusions, suggest improvements and produce written reports in standard format with correct referencing; use of correct statistical techniques; poster and oral presentations, IT; use of libraries, databases and internet. Optional curriculum Laboratory Management: develops knowledge, understanding and appreciation of the importance of good laboratory organisation use of reference book and manuals, purchasing procedures for equipment or consumables, stock control systems, laboratory design; Health and Safety at Work Act impact on laboratory work and staff, risk assessment and COSHH regulations; supervisory management techniques. Assignment in the Workplace: applies with a degree of autonomy and responsibility for own learning the knowledge, understanding and technical skills to a practical work-based assignment. Human Physiology: develops detailed knowledge and understanding of the subcellular structure and biochemical composition of human specialised cells and their function; communication between distinct human tissues and organs; components of human homeostatic control systems and the maintenance of a constant internal environment. Genetics: develops and applies Mendelian principles to selective breeding in animals and plants, genetic counselling and paternity testing; molecular biology techniques and their application to industry, agriculture and medicine; genetic modification of organisms; microbial genetics and human disease; extra-nuclear genetics and human disease; ethical issues surrounding genetically-modified products. Pharmacology: develops knowledge and understanding of pharmacokinetic principles and the factors affecting pharmacokinetic processes; drug modification of nerve impulse transmission, drug treatment of diseases of central, autonomic and voluntary nervous systems; drug use for auto immune diseases and organ transplants. Immunology: develops knowledge and understanding of the immune system; elements of the immune response, lymphatic system, cells of the immune system, soluble factors; interaction of the elements of the immune system, innate and acquired responses; manipulation of the immune response, vaccination, transplantation rejection, tumour immunology; abnormal immune responses; immunological techniques. Histology and Haematology: develops knowledge and understanding of the principles and practice of advanced microscopic techniques, the preparation of pathological specimens, histology and cytopathology. Formation and=function of blood: formation in the embryo, foetus and adult, functions of blood cells, factors regulating cell maturation, synthesis and function of haemoglobin, analysis of blood and bone marrow smears, transfusion and transplantation, blood group serology, blood disorders.

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Infectious Diseases: develops knowledge and understanding of host parasite relationships; evaluates microbial structural features that contribute to host infection; microbial virulence factors and transmission routes; collection, handling and transport of specimens; advanced diagnostic laboratory techniques. Medical Microbiology: develops knowledge and understanding of the current methods used for the collection of specimens from patients; isolation and identification of bacteria by biochemical, serological and other laboratory methods, laboratory methods of screening for antibiotic sensitivity, types of pathogen. Nutrition: develops knowledge and understanding of the sources, uses and functions of the different types of dietary macro- and micronutrients; diet analysis; digestion, absorption, catabolism and anabolism of nutrients; analysis and evaluation of nutritional requirements for individuals and groups; role of nutrition in health and diet-related diseases. Clinical Chemistry: develops knowledge and understanding of the levels of organisation within the modern clinical chemistry laboratory, major laboratory analytical methods, body fluid analysis, examples of systemic testing and diagnostic pathology, clinical chemistry laboratory techniques and their applications. Pathology Laboratory Management: develops understanding of the importance of the business environment to pathology laboratory management, demography, legislation, business types and planning; resource management; hazards and safety; quality assurance and quality control, operational procedures used in different pathology laboratory specialisms. Industrial Microbiology: develops understanding of key aspects of the role of microorganisms in industrial or commercial applications; practical investigations of microbial growth; fermentation, biotechnology and water management; physical and chemical control of microbial contamination; quality control procedures; current legislation relevant to industrial microbiology. Food Science: develops detailed structural knowledge and understanding of food carbohydrates, proteins, enzymes and lipids, and relates this to their uses in food processing, storage and preservation. Environmental Analysis: develops knowledge and understanding of ecosystems and biogeochemical cycles; sources and effects of environmental pollutants from sewage, industrial and agricultural waste and fossil fuels; environmental sampling methods appropriate to analyte; laboratory determination of analyte concentration; maximum permitted levels. Ecology: develops knowledge and understanding of the concepts of ecology and their application in the modern world; evolutionary ecology, behavioural ecology, population ecology, community ecology, ecosystems ecology; functions of the worlds ecosystems; types and methods of ecological study; contemporary ecological issues. Environmental Management and Conservation: develops and applies the knowledge, understanding and strategies for conservation; resource recycling, preservation and management; causes, effects and control of pollution; land resources and management of associated environmental problems; atmospheric degradation; environmental planning and legislation, environmental impact assessment and formulation of environmental policy. Chemistry for Biology: develops knowledge and understanding of important concepts needed for a detailed understanding of biological processes; molecular interactions, enthalpy concepts, redox reactions, equilibrium; nomenclature, structural types, reactions, uses and experimental investigations of organic molecules; radioactive decay and use of radioisotopes. This unit is intended for those learners who have not studied chemistry.

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Quality Assurance and Control: develops knowledge and understanding to identify the quality systems appropriate to a biological industry environment and investigate their application to that industry; statistical methods used in quality control and their application. Statistics: develops a working knowledge of statistics and its application to scientific data data sources, classification, recording, displaying and interpretation; statistical concepts distributions, sampling and hypothesis testing; statistical techniques t-test, analysis of variance, experimental design, correlation and regression. IT should be used to perform the complex calculations involved in statistical analyses. to be updated/completed. Plant Physiology and Environmental Adaptation: develops knowledge and understanding of plant anatomy and its relation to physiological processes; range and variation of plant anatomical arrangements, plant adaptation; environmental restoration of industrial and waste land development of communities and ecosystems, Local Agenda 21, current technology for use of plant species for=rectifying sites of toxicity; revegetation and habitat maintenance. Biodiversity: develops understanding and encourages investigation of the phenomenon of biodiversity; mechanisms resulting in biodiversity variation and evolution, types of adaptation; value of biodiversity as a resource; direct and indirect threats to global biodiversity; measures to conserve biodiversity, local and national conservation activities. Links to professional body Learners possessing an HNC/D in Applied Biology and a number of years (usually between 3 5 years) of post HNC/D experience in the biological industry are able to apply for Associate Membership of the Institute of Biology. Links to National Standards There is the opportunity for programmes in Applied Biology to provide some of the underpinning knowledge, understanding and skills for the level 4 NVQ in Laboratory and Associated Technical Activities. The attached mapping sheets provide a guide. Higher level skills and abilities During the programme of study learners will be expected to develop the following skills and abilities: work as an individual and in teams for successful performance in a biologically-based industrial environment communicate effectively and appropriately accept supervisory management responsibilities in an appropriate context develop personal qualities and attributes essential for successful performance in working life think independently, take responsibility for their own learning and recognise their own learning style think laterally and be innovative and creative in relevant contexts develop an appreciation of the interdisciplinary nature of science be flexible and respond to the changing climate within the scientific community

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recognise the moral and ethical issues of scientific enquiry and experimentation and appreciate the need for ethical standards and professional codes of conduct analyse, synthesise and summarise information critically read and use appropriate literature with a full and critical understanding obtain and integrate several lines of subject-specific evidence to formulate and test hypotheses apply subject knowledge and understanding to address familiar and unfamiliar problems design, plan, conduct and report on investigations undertake laboratory and/or field investigations of living systems in a responsible, safe and ethical manner give a clear and accurate account of a subject, marshal arguments in a mature way and engage in debate and dialogue both with specialists and non-specialists.

Entry prerequisites Centres will need to review the profile of qualifications and/or experience held by applicants, considering whether this profile shows an ability to progress to a Level 4 qualification. For learners who have recently been in education, the entry profile is likely to include one of the following: a BTEC National Certificate or Diploma in Applied Science or similar discipline an AVCE/Advanced GNVQ in an appropriate vocational area a GCE Advanced level profile which demonstrates strong performance in a relevant subject or an adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at A* to C other related Level 3 qualifications an Access to Higher Education Certificate awarded by an approved further education institution related work experience.

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Annex E
General Resources
Websites Environment Agency: www.environment-agency.gov.uk Business and industry Science and research Publications Useful links Legislation/codes of practice Publications Recycling and waste The outdoor classroom

Department for environmental Food and Rural Affairs (DEFRA): www.defra.gov.uk

Field Studies Council: www.field-studies-council.org Natural Environment Research Council: www.nerc.ac.uk English Nature: www.english-nature.org.uk Useful organisations Association for Science Education (ASE) College Lane, Hatfield, Herts, AL10 9AA 01707 283000 www.ase.org.uk Association of Applied Biologists HRI Wellesbourne, Warwick CV35 9EF www.aab.org.uk Biochemical Society www.biochemistry.org British Association for the Advancement of Science Fortress House, 23 Saville Row, London W1X 1AB 020 7973 3061 www.the-ba.net Crop Protection Association 4 Lincoln Court, Lincoln Road, Peterborough PE1 2RP 01733 349 225 www.cropprotection.co.uk

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Earth Science Teachers Association 18 Gardiner Drive, Longton, Stoke-on-Trent ST3 2RQ 01782 327 068 www.soton.ac.uk/~ukgec/ESTA/ Institute of Biology 20-22 Queensberry Place, London SW7 2DZ 020 7581 8333 www.iob.org Royal Microscopical Society 37/38 St Clements, Oxford OX4 1AJ 01865 248 768 www.rms.org.uk Society for General Microbiology Marlborough House, Basingstoke Road, Spencers Wood, Reading RG7 1AG 0118 988 1835 www.sgm.ac.uk The Royal Society 6 Carlton House Terrace, London SW1Y 5AG 020 7451 2577 www.royalsoc.ac.uk @Bristol Harbourside, Bristol BS1 5DB 01179157777 www.at-bristol.org.uk 4Learning, Channel Four Television 124 Horseferry Road SW1P 2TX 01962 777 888 4learning.co.uk Action for Biology in Education 54 Gondar Gardens, London NW6 1HG www.gondar.co.uk/abe Animal Aid The Old Chapel, Bradford Street, Tonbridge, Kent TN9 1AW 01732 364 564 www.animalaid.org.uk British Nutrition Foundation High Holborn House, 52-54 High Holborn, London WC1V 6RQ 020 7404 6504 www.nutrition.org.uk

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Centre for Alternative Technology (CAT) CAT, Machynlleth, Powys SY20 9AZ 01654 705983 www.cat.org.uk CLEAPSS School Science Service, Brunel University, Uxbridge, Middlesex UB8 3P 01895 251496 www.cleapss.org.uk Countryside Foundation for Education PO Box 8, Hebden Bridge HX7 5YL 01422 885 566 www.countrysidefoundation.org.uk Field Studies Council Preston Montford, Montford Bridge, Shrewsbury SY4 1HW 01743 852 100 www.field-studies-council.org National Centre for Biotechnology Education The University of Reading Whiteknights READING RG6 6AP www.ncbe.reading.ac.uk National Radiological Protection Board (NRPB) Chilton, Didcot, Oxon OX11 0RQ 01235 822742 www.nrpb.org.uk Natural Environment Research Council Polaris House, North Star Ave, Swindon SN2 1EU 01793 411 561 www.nerc.ac.uk Nuffield Foundation 28 Bedford Square, London WC1B 3JS 020 7636 6776 www.nuffieldfoundation.org RSPCA Education Causeway, Horsham RH12 1HG 01403 264 181 www.rspca.org.uk

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Science and Plants for Schools Homerton College, Cambridge CB2 2PH 01223 507 168 saps1.plantsci.cam.ac.uk/sapshom.html Science Enhancement Programme 4/7 Red Lion Court, London EC4A 3EB 020 7583 0909 www.sep.org.ukhttp://www.sep.org.uk/ The Wellcome Trust 183 Euston Road, London NW1 2BE 020 7611 8888 www.wellcome.ac.uk

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Further copies of this publication are available from Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN Telephone: 01623 467467 Fax: 01623 450481 Email: publications@linneydirect.com Order Code B013355 July 2003 For more information on Edexcel and BTEC qualifications please contact Customer Services on 0870 240 9800 or email: enquiries@edexcel.org.uk or visit our website: www.edexcel.org.uk London Qualifications Limited. Registered in England and Wales No. 4496750 Registered Office: Stewart House, 32 Russell Square, London WC1B 5DN

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