Life and Health SciencesA2 Units 2018

Portfolio Units

Internally Assessed/Portfolio Units

Single Award A2

• Unit 1 Scientific, Method, Investigation, Analysis and

Evaluation

Double Award A2

• Unit 1 Scientific Method, Investigation, Analysis and Evaluation

Any two of the five optional units listed below

• Unit 6 Microbiology

• Unit 7 Oral Health and Dentistry

• Unit 8 Histology and Pathology

• Unit 9 Analytical Chemistry Techniques

• Unit 10 Enabling Technology

Portfolio Clinic

• Provides feedback on the internal assessment process.

• Letters out January

• Feedback to schools by end of March

• Three complete samples per unit per subject maximum

(Photocopies only).

• If complete samples are not available feedback will only

be on the work that is presented.

• Samples should represent a range of mark bands where

possible.

Portfolio Submission Requirements

In order to meet the portfolio requirements to

• Evidence all learning outcomes

• Indicate to which mark criterion marks have been allocated and to which

mark band the quality of the candidate response is commensurate,

Centres must Use the Portfolio Checklists (A2 1 and A2 10)

Record marks in the CCEA Candidate Mark Record (ensure the most up to date version is used--available from LHS microsite)

Where necessary annotate candidate work with the learning outcome codes or to record anything noteworthy eg candidate worked independently and skilfully.

In some instances centres may find it helpful to use the pro-formas in the SAMs.

Life & Health Sciences Microsite

Candidate Mark Records are available from Internal Assessment area of microsite

Portfolio Evidence

• Within the specification in Section 7 (Guidance on InternalAssessment) a table summarises the submission requirements for each of the internally assessed units

• There are a very wide range of methods which can be used for the recording of portfolio evidence and some of them are compulsory for particular units

All the evidence in the portfolio must be:

• Produced by the candidate working independently

• Templates, writing frames or worksheets cannot be used for

assessment evidence. Their use may be reported as malpractice (JCQ) and will limit the awardable marks for the learning outcome.

Methods of presenting evidence

• Essays

• Written reports

• Written investigation reports

• Work logs

• Learning logs

• Laboratory books

• Case studies

• Fact files

• Database etc

Moderation Process

• Moderation is now completed via the emod system

• School examination officers will provide you with log on details and marks will be returned to CCEA online with standardisation confirmation and candidate authentication details

• A sample will then be requested if it does not include your top and bottom candidate these must be included

• Your sample will be reviewed by the centres appointed moderator and a recommendation to endorse the centre marks or adjust the centre marks will be sent to the senior team where a final decision will be reached

It Is worth noting that individual portfolios are not adjusted, centres are adjusted and the rank order cannot be changed by that adjustment

At present, word-counts are provided merely for guidance –no penalty will be applied for any deviation from the suggested word-count.

Written communication requirements are not individually or separately marked within the mark criteria but are evident in the quality of the portfolio and therefore effect the band awarded

Examining/Moderating

Scientific Method, Investigation, Analysis and Evaluation

A2 1

Unit A2 1: Scientific Method, Investigation, Analysis and Evaluation

• Overview of the specification

• Portfolio requirements and evidence

• Possible Investigations

• Support Materials

The Scientific Method: 7.1

• What is a scientific investigation?

• How do you write scientifically/technically?

• How do you access and use resources?

• What statistical concepts do you need to know and use?

• How will you ensure the quality of your investigation?

• How will you meet all health and safety requirements?

• How will you choose a scientific investigation?

Scientific Investigation: 7.2

• How will you write a literature review linked to your planned investigation?

• How will you use investigation design principles to draft a project plan?

• Why and how would you conduct a trial of your experimental or investigative work?

• When would you be ready and how would you produce a project plan for your scientific investigation

Scientific analysis: 7.3

• What would you consider when you are deciding what type of scientific analysis to use?

Scientific evaluation: 7.4

• In what form will you present your results and findings?

• What should your conclusion include?

• What is a scientific evaluation?

Portfolio Requirements

• Coursework coversheet

• Portfolio Checklist

• Candidate Mark Record

• Task 1 Essay

• Task 2 Planning and Laboratory Book

• Task 3 Written Report

• Written to the correct format

Task 1: Essay

• This should be a review of the literature in the area or field you plan to investigate

• Follow the stated format in the specification

• Have a conclusion or findings related to your reasons for selecting the investigation you have chosen based on the material You have reviewed.

Task 2: Planning and Laboratory Book

This task has two purposes:

• Firstly to record by way of a learning log evidence of the unit learning outcomes which are occurring in the classroom which are knowledge and recall based but needed in order to progress the candidates’ area or field of investigation.

• Secondly to evidence the candidates’ draft plan for their investigative work, the planning, preparation, trialing and investigative work in advance of the investigation and their final plan.

Task 3: Written Report

• This should be a report on the investigation undertaken by the candidate.

• Follow the stated format in the specification

• Have a conclusion which addresses each point in the marking criteria.

Possible Investigations

• Factors affecting the rate of anaerobic respiration in yeast

• Relationship between the concentration of antibiotic on Bacillaus Subtilis and growth

• Factors affecting the growth of seaweed along a coast line

Support Materials

• Specification

• Guidance to Candidates (pg 234 SAMs)

• Marking Grids for Task 1, 2 & 3 (pg 286 SAMs)

• *Portfolio Evidence Checklist (A2 1 and A2 10)

• *Candidate Mark Record

• * Available in Internal Assessment section of Life and Health Sciences microsite. Please ensure you

download and use the up-to-date Candidate Mark Record from the CCEA LHS microsite

Microbiology

A2 6

A2 6 Microbiology

• Optional unit in Double Award (10% of A level)

Assessment Objectives

• AO1: knowledge and understanding of scientific ideas/processes/techniques – 12 marks.

• A02: apply knowledge and understanding in theoretical and practical contexts and when handling data to solve problems – 14 marks.

• AO3: analyse and interpret a range of scientific information/ideas/evidence to make judgements/reach conclusions/refine practical design and procedures – 54 marks (26 practical, 28 theory).

Points to note

• AO1 is worth a maximum of 12 marks yet students need to show evidence of all the learning outcomes many of which are AO1

• Be careful not to put too much detail into these areas as the time spent should match the mark availability

Section 12.1 Record Keeping

• produce reports of the practical work defined for assessment in their portfolio

– write up their investigations in accordance with the standard laboratory practical report guidelines for microbiology; See page ____ of the SAMS document

– apply the Harvard referencing protocol;

– describe and apply health, safety and environmental methodology to modern standards, in line with current legislation;

– describe and apply quality assurance methodology to modern standards;

• maintain a lab book as a record of work, taking health, safety and quality into account

Section 12.2 Classification

• identify and describe the characteristic features, functions and means of reproduction or replication of microorganisms and infectious agents:

• classify bacteria, fungi and viruses

12.3 & 12.4 Microscopy

• describe the basic principles of light microscopy including oil immersion; and phase contrast

• define image, focus, magnification and resolution;

• explain the basic principles of electron microscopy scanning;

• comparison of light and electron microscopy

• carry out microscopy for specimen examination in the laboratory, including: preparing specimens and slides; and setting up and using a compound light microscope;

12.5 Safety

• describe safety controls and prevention of contamination:

• biocontainment (positive: protect the sample and negative: protect the operator or environment);

• laminar flow;

• clean air cabinets; and

• safe disposal methods;

12.6 Growth media, inoculation and incubation

• culture microorganisms using aseptic techniques, including:

• disinfection and sterilisation techniques in

• preparing sterile growth media;

• streak plates, lawn plates, mycelial discs, fungal spore inoculation and viral plaque counts (lysis on solid media or lysis in liquid media using a colorimeter); and

• haemocytometer counts

12.7 Measurement Techniques

• demonstrate measurement techniques, including:

serial dilutions;

viable counts;

total counts;

microbiological assays;

dry mass determination;

growth of mycelial discs;

viral plaque counts (liquid or solid media); and

using colorimetry to determine turbidity in liquid media.

All techniques should be documented in the lab book

12.8 Growth Factors and Inhibition

• describe growth requirements of bacteria and fungi:

• describe methods of growth inhibition with reference to their application:

• compare the theory and practical application of growth monitoring techniques, including interpretation of resulting data:

12.9 Application of microorganisms

• investigate and report on contemporary academic research, commercial industry and interdisciplinary STEM innovations in the applications of microorganisms:

• functions of microorganisms in human body systems;

• the production of antibiotics, resistance to antibiotics and future challenges;

• human gene therapy;

• polymerase chain reaction (PCR) assays;

• infectious diseases; and

• pharmaceutical microbiology; and

12.10 Microbiology and human health

• explain the role of gut microbiota in health and disease:

• a healthy gut microbiome;

• methods for studying the gut microbiome, for example high-throughput sequencing (HTS) technologies and nongenomic techniques;

• gastrointestinal (GI) disease;

• current research relating the gut to other health problems, for example poor diet and nutrition, obesity, inflammatory bowel disease (IBD) and cancer;

• faecal microbiota transplant.

Marking the tasks

• Marks for each task are to be recorded on the candidate mark record sheet

• Annotation to identify the learning outcome in the portfolio allows easy identification for marking and moderation

• The banding descriptors for each Assessment Objective (AO) are found on pages 277-279 of the SAMS

Note

• Please ensure you are using the most up-to-date candidate mark record as these have been updated

Oral Health and Dentistry

A2 7

A2 7 Oral health and dentistry

• Optional unit in Double Award (10% of A level)

Assessment Objectives

• AO1: knowledge and understanding of scientific ideas/processes/techniques – 12 marks.

• A02: apply knowledge and understanding in theoretical and practical contexts and when handling data to solve problems – 14 marks.

• AO3: analyse and interpret a range of scientific information/ideas/evidence to make judgements/reach conclusions/refine practical design and procedures – 54 marks (26 practical, 28 theory).

Points to note

• AO1 is worth a maximum of 12 marks yet students need to show evidence of all the learning outcomes many of which are AO1

• Be careful not to put too much detail into these areas as the time spent should match the mark availability

13.1 Structure and function of the mouth

• Taste

• Salivary glands

• Chemical composition of the teeth

13.2 Ingestion

• Ingestion

• Role of the mouth

• Mastication and teeth

• Role of the salivary glands

13.3 Prevention and treatment of oral disease

• describe how dental caries develop and how they can be treated and prevented;

• investigate practically the antimicrobial properties of a range of different toothpastes and mouthwashes;

• explain how periodontal disease develops and how it can be treated and prevented;

• predict the impact of dental disease and tooth loss ongeneral health;

• investigate practically how acid erosion of teeth can be accelerated by diseases, for example bulimia or gastro-oesophageal reflux disease;

• compare and contrast the use of the dental antibiotics Clindamycin, Cephalexin and Amoxicillin;

13.4 Dental Materials

• investigate the main materials used in dentistry and evaluate how the properties of dental materials relateto their application and function;

• compare through practical investigation the main fixed and removable prosthodontics used in dentistry, the dental materials used in their construction and the processes used to retain prosthodontics in the oral cavity;

13.5 Health Care Professionals

• Dentist

• Dental hygienist

• Dental technician

• Dental therapist

• Dental nurse;

Marking the tasks

• Marks for each task are to be recorded on the candidate mark record sheet

• Annotation to identify the learning outcome in the portfolio allows easy identification for marking and moderation

• The banding descriptors for each Assessment Objective (AO) are found on pages 277-279 of the SAMS

Note

• Please ensure you are using the most up-to-date candidate mark record as these have been updated

Analytical Chemistry Techniques

A2 9

Overview

• General Guidance

• Specification

• Marking Grid

General Guidance

• Five reports, assessing five different analytical techniques

• Marking grid must be included

• Word count

• Indication of Learning Outcomes

• Mark in red pen

• Harvard Referencing

• Standard laboratory practical report

15.1 – Volumetric Analysis

• Describe volumetric analysis

• Uses in industry

• Prepare standard solution

• Carry out a titration – set an appropriate aim

• Risk assessment

• Calculations/results

• Conclusion

• Evaluation with improvements suggested

15.2 - Colorimetry

• Describe colorimetry

• Uses in industry

• Describe procedures involved and prepare solutions for calibration

curve

• Carry out a colorimetric analysis

• Risk assessment

• Calibration curve

• Results/conclusion

• Evaluation with suggested improvements

15.3 - Chromatography

• Describe chromatography

• Uses in industry

• Procedures involved

• Carry out an investigation

• Risk assessment

• Describe visualisation

• Calculate Rf values

• Conclusion

• Evaluation with suggested improvements

15.4 - Calorimetry

• Describe calorimetry

• Uses in industry and importance of combustion reactions

• Different types of calorimeter and procedures

• Carry out a calorimetry investigation

• Risk assessment

• Calculate results – theoretical and actual

• Discrepancies between both

• Evaluation with improvements suggested

15.5 – Qualitative Analysis

• Describe qualitative analysis

• Uses in industry

• Describe procedures for a number of identification tests

• Risk assessment

• Plan and carry out a series of tests to identify unknown

compound

• Limitations of these tests

• Alternative and improvements

Enabling Technology

A2 10

A2 10: Enabling Technology

• Overview of the specification

• Portfolio evidence

• Support Materials

Specification Overview

• 16.1 Equipment used in modern medicine

• 16.2 Workflow in a medical laboratory

• 16.3 Medical monitoring case study

• 16.4 Data collection and filtering

Adherence to Task Specific Mark Scheme

• Subject Content

• Sample Experimental Techniques

• Candidate Guidance

• Work Log

• Must include

• Case Study

• Database

• Could include

• Fact sheets

• Reports

• Investigations

Portfolio evidence

Case Study

• Profile Statement

• Medical Condition

• Equipment used

• Information Review & Use

Creating a Database

• Medical Profile

• Exercise Regime

• Collection and Recording of quantitative information

• Create database

• Ensures fields which will allow for storage of old data

• Update for 6 weeks

• Query the database eg. particular patient or group

• Compare information

• Assess/discuss benefits/dangers of holding large amounts of health data

• Specification

• Candidate Guidance

• Candidate Pro-forma

• Specimen Mark Scheme

• Portfolio checklist

• Candidate Mark Record

Support Materials

Examinations

General Guidance

• A2 units will all have an element of synoptic assessment (to assess the students’ understanding as a whole)

• There is a stronger emphasis on assessment objectives that reflect higher order thinking skills

• A2 is worth 60% of the overall grade(s)

• Papers are 1hr 45min with 100 available marks to reflect this

At a glance…

General Guidance

• Specimen Assessment Material – online and well worth downloading

• Divide up the Specification

• Don’t neglect QWC questions – consequences for your teaching

• 6 marks and more

• students need practice and feedback

How each paper at A2 is comprised

Look at the Assessment Objectives

• AO1 45% knowledge and understanding of scientific ideas

• AO2 33% application of knowledge

• AO3 22% analysis, interpretation and evaluation

A2 2 Organic Chemistry

In this unit students focus on basic reactions within organic chemistry

We have divided the unit of work into three distinct aspects:

1. Nomenclature, structure and isomerism within organic compounds

2. Uses of alkanes, alkenes and alcohols in industry

3. Common polymers, their uses and safe disposal

8.1.6

Apply International Union of Pure and Applied Chemistry (IUPAC) rules to naming organic compounds with up to six carbon atoms

• Up to 6 carbon atoms in a straight chain with branching

• Spec mentions alkanes, alkenes, alcohols

• Halogenoalkanes in 8.3.6; aldehydes, carboxylic acids and ketones mentioned in 8.4.8

• Equations required in 8.3.6 and 8.4.8 so molecular and structural formulae expected

8.1.7

Classify reactions for molecules up to six carbon atoms long as addition, elimination, substitution, oxidation, reduction, hydrolysis or polymerisation• addition = alkenes with H2, Br2, HBr, X2, H2O, polymerisation of alkanes

(8.3.6)

• elimination = alcohols with conc H3PO4 (8.4.8)

• substitution = alkanes with halogens (8.2.6)

• oxidation = alcohols with acidified K2Cr2O7 (8.4.8)

• reduction = as opposite of oxidation (8.4.8)

• hydrolysis = preparation of alcohols from halogenoalkanes (8.4.5) and link to biodegradable polymer (8.5.3); hydrolysis of ethanoic anhydride in preparation of aspirin (8.7.1)

• polymerisation = addition polymerisation of alkenes (8.3.6) and condensation polymerisation (8.8.1)

8.2.4

Demonstrate an understanding that alkane fuels are obtained from the fractional distillation, cracking and reforming of crude oil

• Basic understanding of the process of fractional distillation required including major fractions

• Equations for cracking and reforming required

8.6.1

Demonstrate an understanding of how a combination of infrared (IR) spectroscopy and mass spectrometry can be used to identify organic compounds

• IR to determine groups and covalent bonds present in the molecule and mass spec to give Mr, fragmentation pattern, M+1/M peak ratio for number of carbon atoms

• Combination of the technique to identify a molecule possible with determination of empirical formula from mass or percentage data

• A2 2 is a challenging unit, especially for students who have previously studied SAS at GCSE level

• A series of FAQs, Exemplification of Exam Performance webinar/document, examiner reports and past papers will be available on the LHS microsite

Reference material:

Chemistry in Action by Michael Freemantle

chemguide.co.uk

http://www.hayfestival.com/wales/haylevels.aspx

Exemplification A2 3

Students must know the definitions and laws and be able to apply them

• Ultrasound >20 kHz

• Imaging deep structures 1 – 6 MHz

• Imaging surface structures 7 – 18 MHz

• Unit for radioactivity – Becquerel ( 1 disintegration per second)

• Use of technetium-99

• Use of rubidium-82

• Use of thallium-201

Mathematical Requirements

A2 3– Specific acoustic impedance, Z– Intensity reflection coefficient, R– Half life, T1/2 = 0.693 / l– Equations of radioactive decay, A = Aoe- lt and ln Ao = ln A - lt

A2 4 Sound & Light

• Phase difference

• The em spectrum

• The ear – the names and functions of the different parts

• The response of the ear

• What is a phon?

• If max sensitivity of a person’s ear is at 3300 Hz, what length is the ear canal? (if speed of sound is 330 m/s)

• The eye – names and functions of the different parts

• Explanation of stereoscopic vision

• Use of the lens equation

• Correction for long sight

Mathematical Requirements

A2 4– Graphs to represent waves – D against distance and D against time – Wave equation – v = fl– Fundamental resonance in strings and pipes – distance between node

and antinode– Decibel equation for sound intensity (2 forms)

db level = 10 log10 (I/Io)

I = Io x 10 (db level/10)

But the best advice is LOOK AT THE SAMs !!

Textbooks

There is no textbook which covers all the Physics material

Books which are currently being used are:

• Advanced Physics 5th edition by Tom Duncan pub John Murray /Hodder

• Understanding Physics 4th edition by Jim Breithaupt pub ST(P)

• A level Medical Physics by Roger Muncaster pub ST(P)• Medical Physics by Martin Hollins pub Nelson• Options in Physics - Medical Physics by Jean A Pope pub

Heinemann

A2 5 Genetics, Stem Cell Research and Cloning

In this unit students will focus on DNA and the genetic code, including the replication of DNA.

Students will have the opportunity to discuss genetic engineering and gene therapy, the process of genetic fingerprinting and use of stem cell technology whilst evaluating the social, ethical and economic implications of genetic engineering.

Mathematical requirements

• Calculating the number of amino acids coded for by a specific number of bases/calculating the number of bases required to code for a specific number of amino acids (11.1.10)

• Making use of the chi-squared test to compare the goodness of fit of observed phenotypic ratios with expected ratios (11.1.17)

Genetic diagrams – 11.1.16

Use fully labelled genetic diagrams to interpret, or predict, the results of:

• Monohybrid and dihybrid crosses involving dominant, recessive and codominant alleles; and

• Crosses involving sex linkage, autosomal linkage, multiple alleles and epistasis;

• Refer to SAMS for examples of monohybrid and dihybrid crosses.