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Teacher Resource Bank
GCE Science in Society
Scheme of Work
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charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX.
Dr Michael Cresswell, Director General.
Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
Science in Society – Scheme of Work
The purpose of this scheme of work is to suggest a framework for presenting the AS Science in Society to candidates over an academic year, by means of a
proposed timetable of teaching followed by a detailed list of session breakdowns and resources. It must only be seen as a guideline and is by no means
prescriptive, as it is recognised that some centres will teach the AS course over two years rather than as the first year of an A2 course.
The main document is an anthology of the individual Schemes of Work from the Science in Society website, which should be your first stop for resources to
assist teaching the course. Throughout the scheme there are numerous links to activities, websites and other resources. You can also find answers to all the
questions from the textbook on the website.
The references in this document to How Science Works (HSW) and to Science Explanations (SE) use the code letters found in sections 3.5 and 3.6 of the
specification.
Theme
Germs and disease
Transport
Medical ethics and reproduction
Radiation, lifestyle and risk
Evolution and the Universe
2
Spec
Textbook
chapter
1.1
1
The Germ theory of disease
Sept
1.2
2
Infectious diseases now
Oct
1.3
3
Transport issues
Nov
1.4
4
Medicines
Nov
1.5
5
Ethical issues in medicine
Dec
1.6
6
Reproductive choices
Jan
1.7
7
Radiation: risks and uses
Jan/Feb
1.8
8
Lifestyle and Health
Feb/Mar
1.9
9
Evolution
Mar
1.10
10
The Universe
Apr
1.11
11
Are we alone?
May
Topic
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Time
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
1.1 The germ theory of disease
This short historical topic allows students to learn about the work of some of the scientists who made important contributions to the development of the new
theory. The stories are used to illustrate how science works ideas from;
• establishing causal links,
• developing and testing scientific explanations,
• the scientific community.
These ideas will all be developed further in later topics.
The topic introduces students to some of the skills they will need throughout the course, such as effective discussion in small groups, data analysis and reading
and comprehension.
Focus of session
Suggested activities and resources
Introduction – the problem of infectious
diseases in the past and now.
The development of the germ theory of
disease – Semmelweiss.
Germ theory (SE Aa).
Causal links (HSW Bd).
Developing explanations (HSW Cc).
Introduction to germ theory power point presentation and discussion.
2
The development of the germ theory of
disease – Snow.
Germ theory (SE Aa).
Causal links – epidemiology (HSW Ba, Bd).
Developing explanations (HSW Cc).
Reading about Snow from textbook and discussion of questions pages 4 - 6.
Further discussion and data analysis in John Snow and epidemiology.
3
Vaccination – Jenner and Pasteur’s work on
anthrax (HSW Bd, Cd).
The immune system (SE Ac).
Reading and discussion of questions from textbook pages 6 - 13.
Or enacting the drama from sycd.co.uk.
4
Koch’s work on TB.
Germ theory (SE Aa).
Causal links (HSW Bd, Bj).
Developing explanations (HSW Cd).
Koch and tuberculosis activity.
1
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Reading about Semmelweiss and discussion of questions in textbook page 24.
This activity could also be used for homework, review or revision.
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3
Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
5
Pasteur and rabies.
The scientific community (HSW Ea, Eg).
Developing explanations (HSW Cd).
Reading and discussion of questions from textbook page 14.
6
Review of the development of germ theory.
Developing explanations (HSW Cc, Cd, Ce).
The scientific community (HSW Ea, Eg).
Development of the germ theory of disease a review of the main developments.
A summary of the wider social issues involved in scientific advance on schoolhistory.co.uk.
7
Review session.
Review questions from book.
Homework - Students to collect newspaper articles on any aspect of infectious disease to bring to the
next lesson infectious diseases in the news in 1.2.
4
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
1.2 Infectious diseases now
This topic covers the always topical issues of the spread of infectious diseases. The examples used can be chosen to reflect media interest at the time.
Different diseases provide the contexts for learning about microbes and their transmission and about immunity and antibiotics.
The role of the media and some of the factors that influence decision-making are explored. The topic is also important in introducing a global perspective and
showing stark contrasts between developed and developing countries.
The role of public health measures and the use of statistical indicators are also important themes.
Focus of session
Suggested activities and resources
1
A reminder of the importance of infectious
diseases today.
An introduction to the use of newspapers.
Introduction to the structure of an argument.
General discussion of topical news items.
Infectious diseases in the news activity.
Arguments about food poisoning.
2
Health care in a typical low income country.
Understanding what is effective and
appropriate, and how decisions are made
(HSW Hb, Hg).
Safer birth in Chad.
A series of very short videos on health problems in part of Uganda.
3
Statistical indicators of public health.
Correlations between health and other
social and economic factors (HSW Bb, Bc,
Be).
Measuring health activity or use of information from WHO and UNDP or gapminder.org to discuss and
answer questions.
4
Modern vaccines in a developing country.
Attitudes to vaccination.
Science and society, role of the media
(HSW Fc, Fd).
Germ theory (SE Ac, Ad).
Reading textbook on elimination of smallpox pages 19 - 21.
New activity: Visit to Jenner museum* activity for those in the South West.
Class discussion of press articles on a recent vaccination issue.
5
Modern vaccines in the UK.
Attitudes to vaccination.
Science and society, role of the media
(HSW Fc, Fd).
Germ theory (SE Ac, Ad).
New activity: The MMR story*
Critical discussion of evidence used by both sides in a dispute and of the role of the media.
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
6
Antibiotics.
Successes.
Science of antibiotic resistance (SE Af).
Reading and discussion from text book.
Antibiotic role play explaining antibiotic resistance.
7
HIV - theories on origin, spread, symptoms,
prevention.
Viruses (SE Ab).
Class discussion started with HIV discussion statements activity.
Use up to date international statistics to calculate rate of increase in different regions. Search ‘UNAIDS’
plus a year to get maps with data on them.
Reading and discussion on origins of HIV.
8
Study of an infectious disease.
Germ theory (SE Aa, Ab, Ac, Ad, Ae).
Reading and answering questions on TB from textbook pages 24 - 29 or group research on different
diseases. Each group to produce a poster describing the symptoms, global distribution, mode of
transmission and preventative and curative measures.
9
Study of an infectious disease.
Germ theory (SE Aa, Ab, Ac, Ad, Ae).
Reading and answering questions on influenza from text book.
Pages 29 - 31 or group presentation on the disease they have studied.
10
Review of the science.
Microbes – reproduction and transmission.
Immune response.
How infectious diseases spread.
Germ theory (SE Aa, Ab, Ac, Ad, Ae).
Answering questions from textbook pages 17 - 20.
Cells: animal cells, bacteria and viruses activity.
Use of a model Spread of infectious disease activity.
Review activity.
Causal links (HSW Bb, Bc, Be).
Decisions (HSW Hb, Hg).
New review activity*.
An investigation of a new disease. Use of epidemiology, and clinical evidence to find cause (could be
modelled on SARS or legionnaire’s).
11
6
Microbe sex activity.
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
1.3 Transport issues
This longer topic looks at the complexity of transport issues. It covers the chemistry needed to understand pollution and basic ideas about fuels and energy.
How science works ideas introduced are:
Data and their limitations, making decisions. Establishing causal links ideas are further developed in new contexts.
The topic allows the introduction of argument skills and practice in evaluation of data.
Focus of session
Suggested activities and resources
1
Transport use in the UK.
Transport attitudes activity.
Homework - introduce Media watch activity.
2
Trends in transport in the UK and in the use
of fuels for transport.
Interpretation of area graphs
(HSW Ab, Ha, Hb, Hj).
Transport trends activity.
3
Chemical reactions, greenhouse gases,
photosynthesis
(SE Ea, Ec, Ed, Ee).
Biofuels.
Use of models, burning candle or textbook to review chemistry of combustion.
Media story on biofuels. Reading textbook pages 33 - 36 and answering questions on biofuels.
4
Energy and fuels (SE Fa, Fb, Fc, Fd)
Efficiency (SE Fe)
Reading textbook pages 36 - 38 and answering questions.
5
Local air quality (SE Ed).
Chemistry of air pollution (SE Ea, Ec, Ed,
Ef).
Look at recent weekly data on local pollutants.
Class discussion on patterns.
Reading from textbook on risks from different pollutants.
Spread of smell from drop of perfume to introduce concentration.
6
Measurement and monitoring of air pollution
(HSW Aa, Ab, Ad, Ah).
(HSW Af).
Plan Particle collection practical.
Analysing data using mean and range.
(HSW Aa, Ab, Ad, Ae, Ag, Ah).
Analyse data from Particle collection practical.
Measurement errors activity is a quick alternative.
7
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Reading textbook pages 39 - 43 on measurement of air pollution.
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
8
Evidence for impacts of poor air quality on
health.
Ways of presenting and analysing data
(HSW Ab, Ad, Ae, Af, Ag, Bc).
Exam style question on air pollution data and health.
9
Different social and economic ways of
reducing the environmental impact of
transport
(HSW Fa, Fb, Hb, Hg).
Role play on social and economic ways of reducing air pollution.
10
The role of regulation in improving air
quality
(HSW Ha, Hb, Hc).
Mumbai activity.
Or history of urban air pollution in the UK and the role of regulation in reducing it.
11
Decision making, different technological
ways of reducing the environmental impact
of transport
(SE Ee, Fd, Fe)
(HSW Fa, Ha, Hb, Hg).
The car of the future – which fuel? activity.
12
Overview of current transport issues
(HSW Fa, Fb).
Report back and discussion on Mediawatch work started in lesson 1.
13
Predicting the future - the use of scenarios
to help devise policy.
New activity- Planning for the future*.
14
Review and revision.
Textbook questions page 49.
Discuss personal attitudes to use of car and air travel and how these have changed as a result of
studying this topic.
8
Air pollution and regulation argument activity.
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
1.4 Medicines
This short topic considers the methods used to develop and test new medicines, including the design of clinical trials. It covers some of the problems of
establishing causation in a situation where there are many variables and introduces the role of regulation of new scientific developments.
Focus of session
Suggested activities and resources
1
Introduction to the twin issues of
effectiveness and safety of medicines.
Reading textbook pages 50 - 52 on plant origins of many medicines.
Discussion on the benefits and risks of medicines, Ibuprofen? activity.
2
Stages in the development of a new
medicine and the reasons for each stage.
The relevance of in vitro and animal testing
(SE Ba, Be)
LSS.
Read textbook on stages in drug development pages 52 - 58.
Reading Making a Drug from Wellcome Big Picture on Drug Development.
Students could then relate this information to the flow chart in the book.
3
Design of clinical trials to avoid bias,
sampling using randomisation and doubleblind (HSW Af, Bf, Bk. Bl)
Clinical trials activity.
4
The role of regulation (HSW Hc).
Reading and discussion of questions in textbook pages 56 - 59.
5
The use of alternative therapies and some
of the reasons for their popularity.
Home remedies activity.
Discussion from textbook pages 60 - 61.
(HSW Fc, Fd).
Homework - Find two reports of or advertisements for an alternative therapy in the media. Evaluate
their claims for effectiveness.
6
Review.
Drug development activity.
7
Review.
Exam style question on evaluation of data from clinical trials.
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
1.5 Ethical issues in medicine
This topic covers some of the important issues in medicine that have a strong ethical component. It includes new science, including stem cells and cloning.
Two important new sets of how science works ideas are also introduced. It covers the use of ethical principles in making decisions about the use of animals or
embryos from ‘making decisions’ and the way in which new scientific findings are published and then checked by others from ‘the scientific community’.
The topic provides opportunity to develop argument skills and other discussion skills.
Focus of session
Suggested activities and resources
1
Introduction to the use of animals, numbers
and purposes.
Introduction to the use of animals in research, selection from activities 1 - 5 from the Nuffield Council
for Bioethics.
2
Introduction to ethical principles.
Argument skills.
(HSW Hi, Hj, Hk, Hl).
Reading and discussion from textbook on ethical principles pages 65 - 67
Arguments about using animals
Discussing animal ethics activity
3
Evaluating web sites.
Ethical principles.
(HSW Hi, Hj, Hk, Hl).
Activity 6 from the Nuffield Council on Bioethics, evaluating information on animal research from
websites of different organisations.
4
Responsibility towards trial subjects and
patients.
(HSW Hc, Hj, Hk, Hl).
MRC Research updates activity on Phase III clinical trials, includes ethical issues.
Reading from text book on ethics committees pages 68 - 69.
Or homework: prep for Wellcome role play activity.
5
Decision making in the pharmaceutical
industry – the factors involved in deciding
which drugs to develop and a review of the
stages in drug development.
(HSW Eh, Hf).
A role play activity from Wellcome Big Picture series on Drug Development on which drug to develop
beyond stage II.
6
Global responsibilities of the pharmaceutical
industry.
(HSW Hc, Hj, Hk. Hl).
Activity Clinical trials in developing countries.
7
Stem cells – embryonic and tissue stem
cells.
Biology, potential uses.
(SE Ba, Bb, Bc, Cg).
Introduction to stem cells using a recent media story
Reading and discussion - textbook pages 70 - 74
True False questions
10
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
8
Ethical issues involved in the creation and
use of embryonic stem cells and human
animal hybrid embryos (SE Bc).
Decision-making and the role of regulation.
(HSW Hc, Hf).
Reading and discussion from textbook pages 73 - 78.
9
Personal ethical position on stem cells and
cloning.
(HSW Hi, Hj, Hk).
Preparation for role play on therapeutic cloning from the Scottish Institute for Biotechnology Education.
10
Argument skills.
Ethical principles.
The role play and review of the activity.
11
The scientific community - how new
scientific findings are checked before they
become reliable knowledge.
(HSW Eb, Ec, Ed)
New activity – peer review including scientific fraud - activity from Sense about Science*
12
Review.
Exam style question on stem cells.
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New activity – ethical issues in stem cell research, developing argument skills*.
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
1.6 Reproductive choices
This topic introduces the science of genetics and of some of the techniques that can be used to prevent the birth of babies with inherited conditions.
It provides further practice in ethical decision making, in an individual context and in discussion of the framing of regulations.
Focus of session
Suggested activities and resources
1
Inheritance of single gene disorders.
Personal implications and science.
(SE Ca, Cb, Cc, Cd, Cf).
Showing Gift DVD (Wellcome).
If DVD is not available use activities from unit 6 or 8 in Genes and You to raise some of the same
issues.
2
Decision making on gene testing.
(HSW Hi, Hj, Hk).
Follow up discussion on Gift DVD. See suggested activities on suggested homework.
Huntington’s disease activity.
Or textbook pages 80 - 83.
3
Multiple genes and interactions with the
environment.
Case control studies.
(SE Cc, Cd, Ce).
Read and discuss text book pages 83 - 87.
New activity on case control studies*.
4
Antenatal testing techniques, Down’s
syndrome, false negatives.
(HSW Aa, Ag, Gf, Hb, Hi, Hj, Hk).
Antenatal testing activity.
5
Genes and chromosomes.
(SE Ca, Cb, Cc, Cd, Ce, Cf).
Using ethical frameworks.
Human karyotypes activity.
Using ethical frameworks activity.
6
Genetic counselling - decision making.
(HSW Ha, Hh, Hi, Hj, Hk, Hl).
Either homework or class activity.
Preparation for role play on Genetic counselling.
Textbook pages 89 - 91.
7
Genetic counselling - decision making.
(HSW Ha, Hh, Hi, Hj, Hk, Hl).
Genetic counselling role play activity.
8
Advantages and disadvantages of
screening of population at risk and whole
population.
Reading skills.
Genetic testing and screening comprehension.
12
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
9
‘Develop and be able to express an
informed personal point of view’.
Review of the techniques of IVF and PGD
and their uses.
Short activity to analyse a DNA finger-print for paternity.
10
Preparing arguments on sex selection.
Ethical principles (HSW Hh, Hi, Hj, Hk).
Preparation for debate on sex selection from Wellcome Big Picture on Sex and Gender.
11
Ethics.
Argument skills.
Debate on sex selection from Wellcome Big Picture on Sex and Gender.
12
Review.
Exam style question on cystic fibrosis.
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Designer babies activity.
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
1.7 Radiation: risks and uses
This topic introduces new science explanations covering radioactivity.
The main focus of the topic is an exploration of the How science works ideas on risk in the context of radiation. It covers ways of determining risk and some of
the uncertainties involved. It provides opportunities to discuss why we take the personal decisions we do. Students will also examine some of the factors that
influence government decisions on the regulation of risk management.
This longer topic introduces how science works ideas about risk and also develops the HSW ideas from ‘establishing causal links’, particularly in relation to low
doses of radiation.
It covers the science of radioactivity and the ways in which radiation can both harm human health and diagnose and treat disease.
Focus of session
Suggested activities and resources
What is radiation?
Types of radiation and their effects on
human body.
(SE Dd, De, Df, Dg).
Activity: How risky is radiation?
Uncertain evidence for risk.
Are mobile phones harmful?
(SE Bd, Df).
The difficulty of establishing a causal link
when risk is low.
(HSW Be, Bg)
Activity- a comparison of the evidence, data analysis or possibly individual research and evaluation of
sources.
3
Uncertain evidence for risk.
Different ways of establishing a causal link
(HSW Bg, Bh).
The difficulty of proving a negative
(HSW Bi).
Data analysis activity
Possibly do power lines cause leukaemia?
Or
Reading and discussing text book pages 101 - 104.
Animations from Health Protection Agency explaining the science.
4
Understanding risk and our perceptions of
risk.
Personal risk choices - Activity.
1
2
Reading textbook pages 98 - 99.
Textbook pages 99 - 101.
Ways of expressing risk I - Activity perhaps with examples from mobile phones or driving.
(HSW risk Ga – e).
5
The role of the media in our perception of
risk.
14
Activity – a critical evaluation of some articles.
Textbook pages 108 - 109.
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
6
Radioactive decay
(SE Da – c).
Textbook pages 109 - 111.
Activity - Use of Geiger counters.
Web animation of decay and/or of α β γ properties.
Half life activity.
7
Ways in which radioactive materials can
enter and move through the environment
(SE Dh).
New activity – based on Chernobyl or on managing nuclear waste in UK.
Could include ALARA.
Textbook pages 113 - 114.
8
Effects of radiation (SE Dc, Df, Dg, Dh).
Radiation dose (SE Bd).
Reading the textbook 109 - 116
Activity - calculate your radiation dose.
9
How risks are estimated and some of the
uncertainties involved using radon as an
example.
Reading text book pages 116 - 120
Medical uses of radiation.
Activity - uses of radioactivity
10
Animation from HPA.
Activity - further practice with ways of expressing risk.
11
ALARA principle and decision making
(HSW Gf, Gh, Gi, Hb).
New activity.
Textbook page 112.
12
Review activity.
Exam style question or review questions from book.
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
1.8 Lifestyle and Health
This topic builds on the work on risk done in 1.7. It explores the evidence for a range of claimed health risks including; genes, diet and environmental
pollutants. Students will also consider how people can be encouraged to choose a healthier lifestyle.
The topic covers a range of ideas about How Science Works from;
• data and their limitations
• establishing causal links, and some of the difficulties of establishing causation for this type of risk
• the scientific community
• risk and how people understand and react to risk.
Focus of session
Suggested activities and resources
1
Looking at known risk factors for heart
disease.
Risk factors and cardiovascular disease board game activity.
Class discussion on the difference between a risk factor and a cause.
2
Understanding cancer and some of the
known risk factors.
(SE Bd, Ce).
Reading textbook on lung cancer pages 125 - 129.
3
International perspective on changing
health risks.
(HSW Bb, Bc).
New activity; analysing data on the correlation between obesity and diabetes. Use of scattergraphs.
4
Investigation of uncertain risk factors.
(HSW Bi, Bj, Eb, Ec, Ed, Ef, Fb, Fc, Fd, Gc).
Group work to investigate a claimed risk to health such as phthalates or fluoride. Groups provided with
a set of 3 or 4 sources of information and criteria to judge them by.
5
Investigation of uncertain risk factors.
(HSW Bi, Bj, Eb, Ec, Ed, Ef, Fb, Fc, Fd, Gc).
Continuation of group work and preparation a poster giving group conclusions with evidence.
6
Ways of investigating the role of diet in
health a case control study.
(HSW Ae, Af, Ba, Bh, Bi, Gc).
New activity exam style question analysing data.
7
Ways of investigating risk factors, a cohort
study.
(HSW Bg).
New activity using example of UK Biobank with a focus on the study design.
8
Perception of risk.
What individuals can and cannot do to
reduce risk.
Ranking of some risk factors for poor health
International risk factors from WHO report.
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
9
Multiple risk factors.
Possible activity game on obesity from Wellcome includes genetics environment and chance
10
Responsibility of the individual, the
government and the media in promoting
good health.
New activity based on Nuffield bioethics report on Public Health.
11
Review.
Exam style questions or review questions in textbook page 136.
12
Review of all health topics.
Use of 15 medical milestones.
Getting pairs to defend milestones selected from the list, followed by a class vote on the most
important.
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
1.9 Evolution
This topic is about the theory of evolution and its significance for biology and for humans’ understanding of their relationship to other species. Darwin’s work is
a good example of the way in which science explanations are developed, using both scientific and cultural ideas. Students consider some of the evidence that
supports the theory, including recent findings.
The objections to the theory are discussed and used to illustrate some differences between science and other types of knowledge.
Focus of session
Suggested activities and resources
1
The diversity of species and their adaptation
to their ecosystem.
Early attempts to explain the natural world
(SE Ha).
New activity - slides showing diversity.
Reading Genesis.
Discuss Lamarck’s ideas Textbook pages 142 - 143.
2
Darwin’s voyage and observations. Other
relevant science of the time. (HSW Ea).
Textbook pages 139 - 140.
New activity to develop awareness of the understanding of the time.
3
Darwin’s development of the theory.
(HSW Ai, Cc). (SE Eg, Ha, Hb).
Textbook pages 140 - 142.
4
Modern understanding of evolution.
(SE Ga, Gb, Gc, Gd). (HSW Ce).
Textbook pages 147 - 151.
Natural selection in Lake Malawi activity.
5
Application of the theory to explain biology
and the impact of the environment on
selection.
Genetics of sickle anaemia activity.
6
Simulation of selection.
Sickle cell disease and selection activity.
7
New evidence for the theory (HSW Cd).
New activity on fossil record and gaps.
8
Human evolution (SE Gb, Gc, Gd)
New activity.
9
What this topic tells us about developing
and testing scientific explanations
(HSW Cc, Cd, Ce, Cg, Ch).
New activity - exam style question.
10
Reactions to the theory and what this tells
us about the difference between scientific
explanations and other interpretations of the
world (HSW Cd, Ce, Cg, Ch).
New activity.
11
Review of topic.
Review questions from textbook page 153.
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
1.10 The Universe
This topic includes the science of the Universe as we currently understand it and some of the remaining uncertainties. It provides an excellent opportunity to
learn about how science explanations are created and tested and to consider how the scientific community resolves disagreements over the best explanation.
1
2
Focus of session
Suggested activities and resources
Introduction to the night sky.
So you think the Earth is round?
Theory, predictions and falsification (HSW).
Early development of understanding.
Contributions leading to Copernicus.
(HSW Ch, Ea).
Stars, wanderers and the cycles of life ppt.
The contributions made by early scientists
including Copernicus.
Research, draft and rewriting activity.
The role of technology and observation in
theory change.
Galileo.
(HSW Cc, Da, Ea).
Start people of influence activity.
Imperfect heavens ppt.
What did Galileo see? practical activity.
Peer comment on people of influence draft.
Homework redraft.
3
Presentation of redrafted report.
Theory, predictions and falsification using
phases of Venus as an example.
(HSW Cd, Cg, Ch)
Presentations of People of influence.
Class or homework – So you think the Earth goes round the Sun
Textbook page 162.
4
Theories, laws, predictions, models,
observations and truth, practice in clarifying
terms.
A review of the contributions of Copernicus,
Galileo and Kepler.
(SE Ia, Ic)
(HSW Ca, Cb, Cc, Cd, Da).
The truth game activity.
Giants - who made the most important contribution? activity.
Textbook pages 163 - 165.
5
Adams and Leverrier and who gets credit
for new science.
One falsification does not overthrow a new
theory.
(HSW Ce, Cg, Ee, Ef)
(SE Ic).
Science predicts- it’s what it’s good at activity.
Textbook pages 166 - 167.
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Teacher Resource Bank / GCE Science in Society / Scheme of Work / Version 1.0
6
Researching and writing.
Using the internet to learn about current
research.
(SE Ia, Ib, Id).
The changing solar system activity.
7
Getting a feel for the distances and how to
handle big numbers.
(SE Id)
The changing solar system presentations of summaries.
How far away optional parallax practical activity.
Class or homework Powers of Ten video and activity.
8
Images from Hubble.
More work on distances.
The beauty of the images.
(SE Id).
(HSW Fa, Fb).
The biggest pictures ever Hubble pictures activity.
9
Reviewing what we know about the
Universe now.
Study skills.
Sharing the Universe presentation and discussion of summaries.
10
The Big Bang.
Predictions and evidence.
Skills - explaining the idea.
The origin of the Universe activity - prediction and a dialogue concerning the nature of the Universe
textbook page 173, pages 176 - 181.
Homework - complete research.
Homework – Sharing the Universe text summarising activity.
(SE Ie, If).
11
12
Some things we don’t understand about the
Universe.
The relevance to religion?
Questions, questions activity.
Review of topic.
Class revision PowerPoint activity.
Review questions textbook page 183.
20
Use of PEEP What does space science tell us about God?
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