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Course Overview
Course Overview
Investigating Science (IS) is designed to assist students of all abilities engage with scientific processes, and apply those processes to investigate relevant personal, community and global scientific issues.
The IS course is designed to complement the study of the science disciplines by providing additional opportunities for students to investigate and develop an understanding of scientific concepts, their current and future uses, and their impacts on science and society. The course draws on and promotes interdisciplinary science, by allowing students to investigate a wide range of STEM (Science, Technology, Engineering and Mathematics) related issues and concepts in depth.
Students will complete a depth study in a topic of their choosing to develop their skills
NESA: Investigating Science - Stage 6
Investigating Science Syllabus
Course Structure - Year 11
Course Structure - Year 11
Module 1: Cause and Effect - Observing
Module 1: Cause and Effect - Observing
- How does observation instigate scientific investigation?
- What are the benefits and drawbacks of qualitative and quantitative observations?
- How does primary data provide evidence for further investigation?
- How does the collection and presentation of primary data affect the outcome of a scientific investigation?
- How do conclusions drawn from the interpretation of primary data promote further scientific investigation?
Module 2: Cause and Effect - Inferences and Generalisations
Module 2: Cause and Effect - Inferences and Generalisations
- What inferences can be drawn from observations?
- How is secondary-sourced data used in practical investigations?
- How does humans’ ability to recognise patterns affect the way they interpret data?
- How can hypotheses and assumptions be tested?
- What generalisations and assumptions are made from observed data?
- What role do peers play in scientific investigation?
Module 3: Scientific Models
Module 3: Scientific Models
- What is a scientific model?
- What makes scientific models useful?
- When should a particular model be used?
- How can a model be constructed to simplify understanding of a scientific concept?
Module 4: Theories and Laws
Module 4: Theories and Laws
- What are the differences and similarities between scientific theories and laws?
- What leads to a theory being developed?
- What leads to the acceptance of a scientific law?
- How are theories and laws used in science?
Course Structure - Year 12
Course Structure - Year 12
Module 5: Scientific Investigations
Module 5: Scientific Investigations
- What initiates an investigation?
- What type of methodology best suits a scientific investigation?
- How is the integrity of a scientific investigation judged?
- What is the structure of an investigative report?
Module 6: Technologies
Module 6: Technologies
- How does technology enhance and/or limit scientific investigation?
- How have developments in technology led to advances in scientific theories and laws that, in turn, drive the need for further developments in technology?
Module 7: Fact or Fallacy?
Module 7: Fact or Fallacy?
- How can a claim be tested?
- What factors can affect the way data can be interpreted, analysed and understood?
- What type of evidence is needed to draw valid conclusions?
- How does the reporting of science influence the general public’s understanding of the subject?
- Can the scientific community and process of peer review find ‘the truth’?
Module 8: Science and Society
Module 8: Science and Society
- How do science-related events affect society’s view of science?
- Why is scientific research regulated?
- How do economic, social and political influences affect scientific research?
Coursework
The course promotes active inquiry and explores key concepts, models and phenomena. It draws and builds on the knowledge, understanding, skills, values and attitudes gained in Science Stage 5.
Suitable Candidates
Investigating Science is designed to complement other Science course. It promotes active inquiry. The skills gained from this course are intended to support students’ ongoing engagement with Science, and to form the foundation for further studies and participation in current and emerging STEM-related post-school activities and industries.
Career paths
Psychologist, Industrial Psychologist, Environmental Science and Protection Technician, Biochemist, Epidemiologist/Medical Scientist, Anthropologist, Forensic Science Technician
Equipment Required
Exercise book / folder, laptop, calculator, black leather lace up shoes
Mandatory Course Fees? No
Other Course Costs
Resources required for independent investigations
Coordinating Faculty
Science
Head Teacher
Mrs. S Norrish
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