New plants have been bred for generations: the vast range of roses we can buy at the garden centre testifies to that. Seed that will produce higher yields of better flavoured vegetables appear each year - for example, we now have seeds which germinate to give tomato plants that produce firmer, fleshier and sweeter fruit while being disease resistant. But still scientists need to seek the “best” growing conditions. In other words, “it’s not what you do it’s the way that you do it - that’s what get results”. And that is the key concept of GCSE Applied Science, now available from AQA, Edexcel, OCR and WJEC.

GCSE Applied Science comprises three equally weighted units. Two are assessed through coursework, the other by an externally set written test. It is equivalent to two GCSEs and, therefore, is the same “size” as GCSE Science (Double Award).

The qualification is about using science, not just learning about it: it is about how scientists work. It explains why effective and creative scientists need to be able to use knowledge and skills such as problem-solving, communicating and managing. It shows why imagination helps too.

Students need to understand that scientists live and work in the same world as the rest of us, subject to the same limitations and pressures. Trying to get an answer to a scientific problem is constrained by several factors, and one of these is money. Budgets, cost-effectiveness and value-for-money are terms that are as important in science-based businesses as cells, chemicals and circuits. Students are more than familiar with investigative science - they have worked with ideas such as planning, doing, analysing and evaluating since they were five years old. But how often, if at all, have they worked within the constraints of deadlines and budgets?

Pharmaceuticals are big business and can make enormous contributions to our health and welfare. Research and development costs are huge, but a successful product can make lots of money. Multi-disciplinary teams of scientists compete with those in other companies to get to the winning post first. Take a group of students working out how to best make a chemical that is to be used in medicines, say iron sulfate for use in the treatment of anaemia. Of the various ways to make it one method might be quick, but use expensive starting materials. Another might take more time but use cheaper starting materials. And how much energy does each method require? Purification also takes time and money, as does disposal of waste products. Are there other factors the students should consider?

They are asked to investigate various synthetic routes and suggest the most cost-effective way of making a product of the required purity. They have deadlines to meet and limited quantities of chemical to work with.

This investigation involves interesting chemistry, analytical methods and ideas of accuracy, precision and uncertainty. But students also learn about working in a team and about what must be considered when making a product commercially.

To support schools and colleges wishing to offer this new qualification, 4 SCIENCE is producing a photocopiable resource. Email: ken@4science.org.uk Tel: 01722 411777 Ken Gadd runs 4 SCIENCE, an organisation supporting science education and skills through curriculum resources, professional development courses and consultancy