Section S2
Project starters
The Project starters in this section provide stimulus materials that might give learners some
ideas for starting their own Projects. The aim in each case is that learners discuss some initial
questions relating to the stimulus, then research some relevant information.
Each starter begins with a Project question or brief, followed by some information designed to
stimulate interest. There is then a discussion activity intended to elicit an initial response to the
stimulus, which may in some cases not be well informed, followed by a research activity that
suggests an initial line of enquiry.
It is envisaged that a lesson might involve 15 to 20 minutes’ discussion, either in small groups
or with the whole class, followed by research that could be extended into homework time.
These notes for teachers/tutors suggest how the Projects might be developed with learners
working for a Level 1 or a Level 2 qualification. The references listed for each lesson are
intended to be of use to teachers/tutors and learners carrying out Projects based on the
suggested starter. For some starters, there are suggestions for other Projects in the same or
similar areas.
S2.1 Red sky
‹ Can the colour of the sky be used to predict the weather?
Activity S2.1 Discussing red sky
IE TW E
Learners should appreciate that weather predictions have long been important
for activities such as farming and fishing, and that people are likely to have
made careful observations long before scientific instruments were developed.
Learners might know of other weather sayings.
Activity S2.2 Researching red sky
IE CT E M
The Wikipedia entry (see below) gives a concise summary of the causes of
red sky.
You could demonstrate how a suspension of small particles scatters light. Add
a few drops of milk to a large glass tank of water. Shine a bright torch or
projector beam through the slightly cloudy water. Looking directly along the
beam, the light source appears slightly reddened as some blue light is
scattered out of the beam. Similarly, the rising or setting sun appears red as
light is scattered by dust particles and water droplets in the atmosphere.
Learners should be able to appreciate (with the aid of a diagram) that
sunlight travels through a greater depth of atmosphere when the sun is close
to the horizon.
© University of York 2009
Level 1 and 2 Projects TRD
Science and Technology
page 1 of 8
Level 1
Learners at Level 1 could record observations of the morning and evening sky colour every day
for a month, and note the subsequent weather. If they photograph the sky there is scope to
make some impressive displays for the classroom or laboratory. They could record the number
of occasions on which the sky colour did, or did not, correctly predict the weather. On the basis
of their observations they should be able to say whether the ‘red sky’ saying is a reliable means
of weather prediction.
Safety
Ensure that all practical work is carried
out safely.
Level 2
At this level, learners should be asked to design their own observation schedule and decide what
observations to make and how to analyse them. They might also be expected to record other
parameters, such as temperature, cloud cover or wind direction, to see whether they have any
bearing on the success, or otherwise, of the predictions based on sky colour.
Level 2 learners could keep a note of Met Office or BBC forecasts, and compare their success
rate with that of the ‘red sky’ method. They should be able to give some theoretical explanation
for the success, or otherwise, of the red sky predictions.
Other Projects
Weather and weather sayings can be a fruitful area for observational Projects. Other examples
include:
Are towns warmer than the countryside?
Does it rain more at weekends then during the week?
An old saying is ‘Rain before seven, fine before eleven’. Is this true?
Resources
z
Explanations of red sky
http://en.wikipedia.org/wiki/Weather_lore#Red_sky_at_night
www.bbc.co.uk/northyorkshire/weather/2003/02/11/hudson_roundup.shtml
z
Forecasts
www.metoffice.gov.uk/weather/uk/uk_forecast_weather.html
http://news.bbc.co.uk/weather/
z
Weather sayings
www.phrases.org.uk/meanings/red-sky-at-night.html
© University of York 2009
Level 1 and 2 Projects TRD
Science and Technology
page 2 of 8
S2.2 Life elsewhere
‹ Is it likely that there is life elsewhere in the universe?
Activity S2.3 Discussing life elsewhere
IE RL TW E
To begin this discussion, learners will need to clarify what they understand by
‘life’. The exact definition does not matter much, but needs to be one that
they all broadly agree on.
Whether learners think life exists elsewhere in the universe will involve much
uninformed speculation; encourage them to consider the sort of evidence that
would help them give a more informed view.
Activity S2.4 Researching life elsewhere
IE E
The research suggested for this activity is quite extensive and would take
more than one lesson plus homework. You might like to set the task of
initially researching just one specific question, such as ‘How many exoplanets
have been discovered to date?’
Level 1
At Level 1, this Project will involve a substantial amount of factual research building on Activity
S2.4 and using sources that you provide (such as those listed below). On the basis of their
research, learners should be able to say whether or not they think extraterrestrial life is likely to
exist.
Level 2
Learners at Level 2 should be able to develop some quantitative appreciation of the question,
referring to the Drake equation and the numbers of stars and galaxies in the universe. They
should be able to show some initiative in finding information sources and exploring particular
aspects of the question. (For example, a learner might choose to research the case of the
supposed Martian bacteria in more detail.) They might also distinguish between the question of
whether ET life exists anywhere in the universe, and whether it is likely to be detected from
earth.
References
z
SETI Institute
www.seti.org/
http://en.wikipedia.org/wiki/Drake_equation
z
Exoplanets
http://exoplanets.org/
© University of York 2009
Level 1 and 2 Projects TRD
Science and Technology
page 3 of 8
www.planetary.org/exoplanets/
z
Habitable planets
http://kepler.nasa.gov/
http://news.nationalgeographic.com/news/2008/02/080219-planets-life.html
www.space.com/scienceastronomy/050405_earth_like.html
The Crowded Universe: The Search for Living Planets, Alan Boss, Basic Books (2009)
z
Bacteria on Mars
http://news.bbc.co.uk/1/hi/sci/tech/277674.stm
www.space.com/scienceastronomy/081204-am-mars-soil.html
S2.3 Animals in schools
‹ Should animals be used in school science lessons?
Activity S2.5 Discussing animals in schools
RL TW E
In this activity, encourage learners to recall instances where they used
animals in school (including primary school). Before they discuss their own
opinions on the question, ask them to list reasons for and against the use of
animals.
Activity S2.6 Researching animals in schools
IE RL E
This research is likely to produce some emotive material from pressure
groups, which would provide a good opportunity for discussing bias and
reliability of sources.
Level 1
For a Level 1 Project, learners could research ways in which animals are used in schools, using
some sources provided by you and building on their own recollections from Activity S2.5. They
could then focus on just one way of using animals and look at reasons why they thought that
use was, or was not, acceptable. Results from a questionnaire survey could be used alongside
stating their own views.
© University of York 2009
Level 1 and 2 Projects TRD
Science and Technology
page 4 of 8
Level 2
At Level 2, as well as showing some independence in finding information sources, learners could
be expected to look into various ethical arguments relating to the use of animals. They should
be able to state reasons for their point of view, and appreciate reasons why other people might
hold different opinions.
Other Projects
The area of animal rights and animal welfare is a popular and fruitful one for Projects. Learners
could, for example, explore the use of animals in medical research, or in testing cosmetics.
References
z
Education organisations
www.teachers.org.uk/story.php?id=3887
www.cleapss.org.uk/publictn/secpub05.htm
z
Animal welfare organisations
www.peta.org.uk/
www.rspca.org.uk/
z
Animals in research and teaching
‘Dissecting values in the classroom: Should animals be used for teaching in schools and
universities, and if so, how? In many cases, alternatives might be just as good’, Jane
Smith, New Scientist, 9 May 1992
‘Opinion: Animal experimentation and science education’, Kathy Archibald, School Science
Review, September 2004, 86(314)
www.satisrevisited.co.uk/downloads/animalresearch/AR_overview.pdf
© University of York 2009
Level 1 and 2 Projects TRD
Science and Technology
page 5 of 8
S2.4 Tagging
‹ Should parents use electronic tags to keep track of their children?
Activity S2.7 Discussing tagging
IE TW E
In this discussion, learners should focus on ideas about privacy and freedom,
rights and responsibilities.
Activity S2.8 Researching tagging
IE E
The main outcome of this activity should be that learners appreciate the basic
principles of electronic tagging, i.e. that it uses essentially the same
technology as GPS and mobile phones, sending and receiving shortwave radio
signals via satellites.
Level 1
As this Project is mainly about ethical issues it could be quite challenging for Level 1 learners,
though they should certainly be able to state a reasoned point of view on the question, which
could be supported by some questionnaire research. They could concentrate on finding some
factual information about the use of electronic tags, e.g. for offenders on parole, and could
discuss whether they felt some uses were more acceptable than others.
Level 2
Learners at Level 2 should be using their own initiative in researching information. They should
be able to address the ethical issues underlying the question and discuss various possible points
of view and the reasons people might hold those views.
Other Projects
Learners could explore other questions relating to civil liberties and the use of technology. For
example, they could research the use of CCTV cameras (do they really cut crime?) or biometric
data collection. A school recently introduced a system of fingerprint recording for daily
registration and for collecting dinner money. Is this an infringement of liberty?
References
z
Tagged gap year student
www.guardian.co.uk/commentisfree/2009/may/31/electronic-tagging-teenagers-victoriacoren
© University of York 2009
Level 1 and 2 Projects TRD
Science and Technology
page 6 of 8
http://en.wordpress.com/tag/traakit/
z
Devices
www.traakit.co.uk/
www.shinyshiny.tv/2006/11/ion_kids_electr.html
http://reference.howstuffworks.com/electronic-tagging-encyclopedia.htm
http://en.wikipedia.org/wiki/Electronic_tagging
z
Tagging offenders
www.independent.co.uk/news/electronic-tags-for-children-1351351.html
http://news.bbc.co.uk/1/hi/uk/4365175.stm
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Liberty
www.liberty-human-rights.org.uk/index.shtml
S2.5 Degradable plastic
‹ Can new sorts of plastic be developed to help with environmental
problems?
Activity S2.9 Discussing degradable plastic
IE TW E
In this straightforward discussion activity, learners will need to draw on their
knowledge of materials’ properties, e.g. they should be able to identify the
properties of plastics that make them such widely used materials and
appreciate that many of these same properties (such as durability) are linked
to environmental issues.
Activity S2.10 Researching degradable plastic
IE E
From this activity, learners should find (or be reminded) that man-made
plastics are made up of carbon-chain polymers derived from oil, and that they
contain other common elements such as oxygen and hydrogen.
© University of York 2009
Level 1 and 2 Projects TRD
Science and Technology
page 7 of 8
Level 1
Level 1 learners could use some of the sources listed below to research environmental hazards
of plastic bags, and could find out about campaigns to reduce their use by supermarkets. They
could carry out some experimental tests on degradability, for example, burying pieces of the Coop’s degradable bags and pieces of other bags and examining them after a few weeks. They
could also find out some information about the industrial manufacture of degradable and nondegradable plastics. Some questionnaire work, researching people’s use of plastic bags, would
also be appropriate.
Safety
Ensure that all practical work is carried
out safely.
Level 2
At Level 2, learners might go into more detail about the chemical composition and manufacture
of plastics in addition to some of the work suggested for Level 1. In addressing the research
question, they might look into the possible downsides of degradable plastics, and consider some
alternative ways to address the environmental problem of plastic waste. They would be expected
to show some independence in locating suitable information sources.
References
z
The plastics industry
The Essential Chemical Industry, CIEC, University of York
www.bpf.co.uk/Plastipedia.aspx
http://en.wikipedia.org/wiki/Plastics_Industry
z
Degradable plastics
http://news.bbc.co.uk/1/hi/uk/2229698.stm
www.rsc.org/education/teachers/learnnet/inspirational/resources/6.1.2.pdf
http://myzerowaste.com/2009/06/biodegradable-plastic-bags-carry-more-ecological-harmthan-good/
z
Environmental issues
www.wasteonline.org.uk/resources/InformationSheets/Plastics.htm
‘Are Plastic Grocery Bags Sacking the Environment?’ John Roach, National Geographic
News, 2 September 2003
(http://news.nationalgeographic.com/news/2003/09/0902_030902_plasticbags.html)
© University of York 2009
Level 1 and 2 Projects TRD
Science and Technology
page 8 of 8