OCR 21 st Century Science. Case Study. Support materials
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1 OCR 21 st Century Science Case Study Support materials
2 INTRODUCTION This document contains a range of resources to support the teaching of case studies. It will be updated as more ideas are contributed. Please send to damian.ainscough@blackpool.gov.uk and you will receive the updated version. Version 3 With thanks to: Katie Rawcliffe [Bispham High School an Arts College] for the Simpsons, zoos and card sort ideas Mark Sergeant [St Mary s Catholic College] for the idea of teaching case study skills from Y7 onwards [perhaps one per year] Note: transitions are important on the overview slides. As these do not always work with different versions of PowerPoint, the sequence is shown in the notes section below the next slide.
3 Case study: A big question... Are remote controls dangerous? Source evidence 1 evidence 2 What s the quality of the evidence? evidence 3 evidence 4 evidence 5 claim/opinion/ view/argument X Are detailed scientific explanations included? claim/opinion/ view/argument Y evaluated and critically compared Have you used... I prefer conclusion A because... but conclusion B is possible... How relevant/ reliable are they?..pictures/diagrams /charts to improve explanations?...relevant scientific terminology?
4 Blackpool Tower model
5 Case study: A big question... Are remote controls dangerous? I prefer conclusion A because... but conclusion B is possible... Have you used... How relevant/ reliable are they? claim/opinion/ view/argument X evaluated and critically compared Are detailed scientific explanations included? What s the quality of the evidence? claim/opinion/ view/argument Y...pictures/ diagrams/charts to improve explanations...relevant scientific terminolog y? evidence 1 evidence 2 evidence 3 evidence 4 evidence 5 Sources
6 My references are clear and detailed I have assessed them for their reliability References are included within the report Sources I have a wide variety I have used persuasive language I have selected relevant information A big question I have presented the issues and conclusions clearly and in an appropriate format I have considered the counter arguments I have made good use of scientific terminology My audience is clear The report My spelling, punctuation and grammar are excellent It is not I have too long used pictures, diagrams, charts and tables effectively I have shown awareness that there may be valid alternatives Arguments and conclusions I have provided evidence to support the claim I have evaluated and critically compared different claims/arguments I have linked evidence to the claim Pupil speak needed
7 A big question 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 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 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 Pupil speak needed
8 The Simpsons Model
9 Is Bart Simpson a good role model for young people? Source Episode 3, 12, 15 Episode 4 Evidence 1: Looks after Santa's little helper (dog) Evidence 2: Helps Milhouse to buy his favourite comic claim/opinion/ view/argument 1: Bart is a good role model because... Episodes 1, 2, 4, 7 Episode 2,3,4,5 Episode 13 Evidence 1: Rings up Bar asking for people with false names Evidence 2: Is cheeky to Homer Evidence 3: Splits up Milhouse and his girlfriend claim/opinion/ view/argument 2: Bart is not a good role model because...
10 Is Bart Simpson a good role model for young people? claim/opinion/ view/argument 1: Bart is a good role model because... claim/opinion/ view/argument 2: Bart is not a good role model because... evaluated and critically compared Bart can be both good and bad role models as... I prefer conclusion A because... but conclusion B is possible...
11 Zoos
12 Should zoos be allowed to keep wild animals in captivity? Newspapers Magazines Internet World Web Web Sources Library - Books - Internet Leaflets Interviews
13 Initial thoughts Should zoos be allowed to keep wild animals in captivity? Yes, zoos should be allowed to keep wild animals in captivity
14 Initial thoughts Should zoos be allowed to keep wild animals in captivity? No, zoos shouldn t be allowed to keep wild animals in captivity
15 Source evidence 1 evidence 2 evidence 3 evidence 4 evidence 5 Case study: A big question... Should zoos be allowed to keep wild animals in captivity? What s the quality of the evidence? claim/opinion/ view/argument X Are detailed scientific explanations included? claim/opinion/ view/argument Y evaluated and critically compared Have you used... I prefer conclusion A because... but conclusion B is possible... How relevant/ reliable are they?..pictures/diagrams /charts to improve explanations?...relevant scientific terminology?
16 Case study: A big question... Should zoos be allowed to keep wild animals in captivity? I prefer conclusion A because... but conclusion B is possible... Have you used... evaluated and critically compared...pictures/ diagrams/charts to improve explanations How relevant/ reliable are they? claim/opinion/ view/argument X Are detailed scientific explanations included? What s the quality of the evidence? claim/opinion/ view/argument Y...relevant scientific terminolog y? evidence 1 evidence 2 evidence 3 evidence 4 evidence 5 Sources
17 Case study: A big question... Should zoos be allowed to keep wild animals in captivity? Leaflet PowerPoint presentation Display Newspaper Article Essay Web page Audio or video recording Speech
18 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 in the format of their choice. [e.g. in a leaflet, talk, PowerPoint, formal report etc]. The vast majority of students should be given this flexibility when doing their final case study.
19 The big question Claim/opinion/view/argument X [including a scientific explanation] Claim/opinion/view/argument Y [including a scientific explanation] Available in MS Word
20 Claim/opinion/view/argument X Pictures/diagrams/charts to improve explanations Claim/opinion/view/argument Y Pictures/diagrams/charts to improve explanations Available in MS Word
21 Evidence to support argument X [with references] Evidence to support argument X [with references] Evidence to support argument X [with references] Evidence to support argument Y [with references] Evidence to support argument Y [with references] Evidence to support argument Y [with references] Available in MS Word
22 My conclusion [with scientific explanations] Other possible conclusions [with scientific explanations] List of sources [How relevant/ reliable are they?] Available in MS Word
23 OCR 21C 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. The big question Claim/opinion/ view/argument X [including a scientific explanation] Claim/opinion/ view/argument Y Pictures/ diagrams/ charts to improve explanations Your task is to arrange the cards into a form/ sequence which would give a structure to the programme about the big question. List of sources Claim/opinion/ view/argument Claim/opinion/ view/argument X You may then, in groups, attempt to write a story board or script based on a big question that you choose. [How relevant/reliable are they?] Y [including a scientific explanation] Pictures/ diagrams/ charts to improve explanations
24 A piece of evidence to support argument X A piece of evidence to support argument X A piece of evidence to support argument X Other possible conclusions [with scientific explanations] [with references] [with references] [with references] A piece of evidence to support argument Y A piece of evidence to support argument Y A piece of evidence to support argument Y My conclusion [with scientific explanations] [with references] [with references] [with references]
25 Strand Aspect of the work Strand mark A Planning use of sources Acknowledgements Mod T/L Internal referencing B C Using science knowledge evaluating scientific evidence Comparing arguments Conclusions D Structure and organisation Visual communication Quality of language
26 Assessment criteria - A A 1 mark 2 marks 3 marks 4 marks Planning the use of sources of information Acknowledgement of sources used. Linking information to specific sources Very little information is given beyond that provided by the original stimulus material. Sources of information are not mentioned Information from a limited range of additional sources is included, although some may be irrelevant or inappropriate to the study. Sources are identified by incomplete or inadequate references. - Direct quotations are rarely indicated as such. Relevant information is selected from a variety of sources. References to sources are clear, but limited in detail. Direct quotations are generally acknowledged. Sources of information are assessed for reliability as a basis for selection of relevant information from a wide variety of sources. References to these sources are clear and fully detailed. The sources of particular opinions or information are indicated at appropriate points in the text of the report.
27 Assessment criteria - B Making use of science explanations B 2 marks 4 marks 6 marks 8 marks Recognition and evaluation of scientific evidence. Only superficial mentions of science explanations, often not correctly applied to the case Sources are uncritically quoted without distinguishing between scientific evidence and unsupported claims. Provides a basic outline of the main scientific ideas which are relevant to the case. Science content and data in sources is recognised. Provides a detailed review of the scientific knowledge needed to understand the issues studied. Claims and opinions are linked to the scientific evidence they are based on. Considers how different views described in the study can be supported by detailed scientific explanations. The quality of scientific evidence in sources is evaluated in relation to the reliability of any claims made.
28 Assessment criteria - C C 2 marks 4 marks 6 marks 8 marks Comparing opposing evidence and views Conclusions and recommendations Information is unselectively reported without taking any clear view about any course of action. A conclusion is stated without reference to supporting evidence. Claims for a particular idea, development or course of action are reported without critical comment. A conclusion is based on evidence for one view only. Claims and arguments for and against are reported, but with little attempt to compare or evaluate them. Some limits or objections to the conclusion are acknowledged. Details of opposing views are evaluated and critically compared. Alternative conclusions are considered, showing awareness that different interpretations of evidence may be possible.
29 Structure and organisation of the report Use of visual means of communication Assessment criteria - D D 1 mark 2 marks 3 marks 4 marks Spelling, punctuation and grammar The report has little or no structure or coherence, or follows a pattern provided by worksheets. There is little or no visual material (charts, graphs, pictures, etc) to support the text. Spelling, punctuation and grammar are of generally poor quality, with little or no use of appropriate technical or scientific vocabulary. The report has an appropriate sequence or structure. Visual material is merely decorative, rather than informative. Spelling, punctuation and grammar are of variable quality, with limited use of appropriate technical or scientific vocabulary. Information is organised for effective communication of ideas, with contents listing, page numbering etc as appropriate to aid location of key elements. Visual material is used to convey information or illustrate concepts. Spelling, punctuation and grammar are generally sound, with adequate use of appropriate technical or scientific vocabulary. Considerable care has been taken to match presentation and format to present issues and conclusions clearly and effectively to a chosen audience. Pictures, diagrams, charts and or tables are used appropriately and effectively to convey information or illustrate concepts The report is concise, with full and effective use of relevant scientific terminology. Spelling, punctuation and grammar are almost faultless.
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