Case study – 20% [24 marks] Data analysis – 13.3% [16 marks]

1. Case study – 20% [24 marks] Data analysis – 13.3% [16 marks] Damian Ainscough, Secondary Science Consultant [please send any ideas for addition/improvement to damian.ainscough@blackpool.gov.uk ] With thanks to Blackpool Science teachers and in particular Katie Rawcliffe – Bispham High School – an Arts College Mark Sergeant – St Mary’s Catholic College Doreen Chadwick – Montgomery High School – a Language College

2. Internal AssessmentAsk yourself........ • What does it look like? • Can Ido one? • Can I use the mark criteria? • What skills do the pupils have and need? • Where are we explicitly developing these skills? [including in other subjects] • Are all staff aware of this? [including in other subjects] • What have we learned from trials [e.g. in Y9]? • What support materials are available? • When should we start? • When should we assess?

3. Ideas about Science: Explicitly referenced in the specification for each unit Developing our pupils’ skills

4. Ideas about Science: Explicitly referenced in the specification for each unit Developing our pupils’ skills MODULE B1: YOU AND YOUR GENES – OVERVIEW

5. Ideas about Science: Where it is assessed in internal assessment Developing our pupils’ skills Ideas about Science: Where it is taught in each unit Conclusion: assessment must take place towards the end of the course

6. Avoiding ‘POAE syndrome’ • bolt-on assessment of skills that have not been taught and developed as • part of the ‘normal curriculum’ • a limited range of tasks chosen for the pupils by the teachers • use of resources ‘saved for assessment’ e.g. equipment, computers

7. ‘Why are we doing this, Miss?’ • Purpose – interesting, relevant to pupil • Audience – who is it aimed at? • Form – varied – leaflet, poster, report..... The examiner? ‘I would like to choose’ e.g. Case Study: Allow all to choose till.....<date> After date offer 4 choices or: Offer 8-10 choices Provide wide variety of source material

8. ‘How do I do this, Sir?’ What does 6 marks look like? • Develop model responsese.g. an argument for nuclear power [H + F] • Develop taskse.g. ‘evaluate the reliability of the six sources of evidence below’ • Have pupils assess models and their own work [self and peer] using mark criteria Useful homework Pupils enjoy assessing work

9. Planning the teaching of key skills required Key skills needed to carry out a case study CASE STUDY CASE STUDY DATA ANALYSIS Key skills needed to analyse data What are the key skills? How can we teach them? When can we teach them? = explicit teaching of key skills

10. OCR Twenty First Century ScienceCase Study Support materials produced by Blackpool Secondary Science

11. Case study: A big question.... ‘Are remote controls dangerous?’ evidence 1 evidence 2 I prefer conclusion A because... evaluated and critically compared evidence 3 evidence 4 evidence 5 Source 1 2 3 4 5 6 7 8 9 10 11 claim/opinion/ view/argument X Are detailed scientific explanations included? What’s the quality of the evidence? but conclusion B is possible... claim/opinion/ view/argument Y Have you used..... How relevant/ reliable are they? ..pictures/diagrams/charts to improve explanations? ...relevant scientific terminology?

12. ‘Blackpool Tower’ model

13. Case study: A big question.... ‘Are remote controls dangerous?’ Have you used..... but conclusion B is possible... I prefer conclusion A because... ...pictures/ diagrams/charts to improve explanations evaluated and critically compared ...relevant scientific terminology? Are detailed scientific explanations included? claim/opinion/ view/argument X claim/opinion/ view/argument Y How relevant/ reliable are they? What’s the quality of the evidence? evidence 4 evidence 5 evidence 3 evidence 2 evidence 1 Sources 1 2 3 4 5 6 7 8 9 10 11 12

14. The Simpsons model: is Bart Simpson a good role model for young people? Source Episode 3, 12, 15 Episode 4 Episodes 1, 2, 4, 7 Episode 2,3,4,5 Episode 13 Evidence 1: Looks after Santa's little helper (dog) claim/opinion/ view/argument 1: Bart is a good role model because.... Evidence 2: Helps Milhouse to buy his favourite comic Evidence 1: Rings up Bar asking for people with false names claim/opinion/ view/argument 2: Bart is not a good role model because.... Evidence 2: Is cheeky to Homer Evidence 3: Splits up Milhouse and his girlfriend

15. evaluated and critically compared Is Bart Simpson a good role model for young people? ‘Bart can be both good and bad role models as...’ claim/opinion/ view/argument 1: Bart is a good role model because.... I prefer conclusion A because... but conclusion B is possible... claim/opinion/ view/argument 2: Bart is not a good role model because....

16. Some of the skills to be developed for case studies: • Find sources • Choose relevant/reliable sources • Reference sources • Evaluate evidence • Recognise a good argument • Construct an argument • .....using scientific understanding • Use scientific vocabulary • Evaluate different arguments • Use pictures and diagrams to enhance explanations/ arguments

17. Draft pupil checklist My audience is clear References are included within the report I have presented the issues and conclusions clearly and in an appropriate format My spelling, punctuation and grammar are excellent My references are clear and detailed I have selected relevant information The report Sources It is not too long I have assessed them for their reliability I have made good use of scientific terminology I have used pictures, diagrams, charts and tables effectively A big question I have a wide variety I have used persuasive language I have considered the counter arguments I have shown awareness that there may be valid alternatives I have provided evidence to support the claim Arguments and conclusions I have linked evidence to the claim Pupil speak needed? I have evaluated and critically compared different claims/arguments

18. Arguments and conclusions I have provided evidence to support the claim I have linked evidence to the claim I have considered the counter arguments I have evaluated and critically compared different claims/arguments I have shown awareness that there may be valid alternatives I have used persuasive language The report My audience is clear I have made good use of scientific terminology I have presented the issues and conclusions clearly and in an appropriate format I have used pictures, diagrams, charts and tables effectively It is not too long My spelling, punctuation and grammar are excellent Draft pupil checklist A big question • Sources • I have selected relevant information • References are included within the report • My references are clear and detailed • I have assessed sources for their relevance and reliability • I have considered a wide variety of sources Pupil speak needed?

19. An example used with Y9 pupils Summer 2006 Zoos

20. Should zoos be allowed to keep wild animals in captivity? Internet – World Web Web Newspapers Magazines Sources Library - Books - Internet Leaflets Interviews

21. Should zoos be allowed to keep wild animals in captivity? Initial thoughts Yes, zoos should be allowed to keep wild animals in captivity

22. Should zoos be allowed to keep wild animals in captivity? Initial thoughts No, zoos shouldn’t be allowed to keep wild animals in captivity

23. Case study: A big question.... ‘Should zoos be allowed to keep wild animals in captivity?’ evidence 1 evidence 2 I prefer conclusion A because... evaluated and critically compared evidence 3 evidence 4 evidence 5 Source 1 2 3 4 5 6 7 8 9 10 11 claim/opinion/ view/argument X Are detailed scientific explanations included? What’s the quality of the evidence? but conclusion B is possible... claim/opinion/ view/argument Y Have you used..... How relevant/ reliable are they? ..pictures/diagrams/charts to improve explanations? ...relevant scientific terminology?

24. Case study: A big question.... ‘Should zoos be allowed to keep wild animals in captivity?’ Have you used..... I prefer conclusion A because... but conclusion B is possible... ...pictures/ diagrams/charts to improve explanations evaluated and critically compared ...relevant scientific terminology? Are detailed scientific explanations included? claim/opinion/ view/argument X claim/opinion/ view/argument Y How relevant/ reliable are they? What’s the quality of the evidence? evidence 4 evidence 5 evidence 3 evidence 2 evidence 1 Sources 1 2 3 4 5 6 7 8 9 10 11 12

25. Case study: A big question.... ‘Should zoos be allowed to keep wild animals in captivity?’ Leaflet PowerPoint presentation Display Essay Newspaper Article Web page Audio or video recording Speech

26. Case study frameworks • The following pages provide two frameworks for helping students to structure a case study. • The first, a writing frame, immediately limits originality in presentation/format but may be useful for pupils in KS3/early KS4 as they are introduced to the idea of a case study. • The second, the key components of a case study on cards, enables students to arrange these components into the format of their choice. [e.g. in a leaflet, talk, PowerPoint, formal report etc]. A context and task are suggested.

32. OCR C21 Science Case study Preparation cards Imagine that you have to produce a television programme about a ‘big question’. The 14 cards have all the components of what needs to be in the programme. Your task is to arrange the cards into a form/ sequence which would give a structure to the programme about the ‘big question’. You may then, in groups, attempt to write a story board or script based on a ‘big question’ that you choose. The big question Claim/opinion/ view/argument X [including a scientific explanation] Claim/opinion/ view/argument Y Pictures/ diagrams/ charts to improve explanations List of sources [How relevant/reliable are they?] Claim/opinion/ view/argument Y [including a scientific explanation] Claim/opinion/ view/argument X Pictures/ diagrams/ charts to improve explanations

33. A piece of evidence to support argument X [with references] A piece of evidence to support argument X [with references] A piece of evidence to support argument X [with references] Other possible conclusions [with scientific explanations] A piece of evidence to support argument Y [with references] A piece of evidence to support argument Y [with references] A piece of evidence to support argument Y [with references] My conclusion [with scientific explanations]

34. Case Study checklist – from OCR Science A Coursework guidance booklet

35. ‘Learning Skills for Science’ references For more information about ‘Learning Skills for Science’ see www.sep.org.uk

36. Teaching argument – an example Draft materials to support this process are included on the following slides.

37. Organic food Animal testing [x3] Headscarves Smoking Guns ‘n’ Roses [are stupid] Pirates or Ninjas [everyone knows Pirates rule] Homosexual discrimination Cloning Punishment Pie Rock vs Pop music Deforestation Whaling Chav vs Mosher Earth creation Did we land on the moon? Teaching argument A list of topics chosen by one Y10 class at Montgomery High, Blackpool

38. Teaching argument • Decide on a topical issue that you are interested in. • It doesn’t have to be a science-based issue. For example, you could choose whether or not a new supermarket should be built or whether your local club should be closed. • 2. Present argumentsfor and against.You should provide evidence for each argument and say where you got the evidence (your sources]. • Describe your personal views – it could be for, against or neither! Give reasons for your views. • Be prepared to share these ideas with the class – you will have about 5 minutes to do so. You could use a poster or PowerPoint to present your ideas. Try to use pictures/ diagrams/charts to improve explanations Your teacher may give you an A4 version of this to write in. Here is a template to help you.

39. Teaching argument An argument writing frame

40. Teaching argument Using persuasive language – some examples

41. Teaching argument Pupils could use this table to self/peer assess an argument – H version

42. Starting to teach the skills in KS3:A KS3 Science/PSHE Sexual Health Project - Y8

43. CASE STUDYASSESSMENT CRITERIA

45. Assessment criteria - A

46. Assessment criteria - B

47. Assessment criteria - C

48. Assessment criteria - D

49. Data Analysis

50. Data analysis – 13.3% [16 marks] • based on first hand practical work • student has been personally involved in collecting some of the data to be analysed. • data may be collected either as an individual activity, or as part of larger group work • the collection of the data will not be directly assessed. • assessment will be based on the interpretation and explanation of the data and on the evaluation of procedures and data.