C21 GCSE Science
Case Study Guidance
May 2007
Twenty First Century Science Training pack 2 Unit F5
The Nuffield Foundation and the University of York are grateful to Damian Ainscough of Blackpool
Local Authority for permission to include this material in Twenty First Century Science
Training pack 2
There is a range of support material relating to students’ learning of how to present
a case study. These include:
1. Twenty First Century Science Suite - specification
[Available at http://www.gcse-science.com/file_downloads/pgd_files_294_12.doc
Appendix F: Ideas about Science [page 85] is particularly important. It should be used in analysing
and comparing viewpoints/claims. For example, students are NOT expected to judge the quality of a
scientific report for themselves, but to comment on where it has been published (and by whom) – Is it
reputable? Has it been peer reviewed? That is how they judge its validity and reliability. A well-written
Case Study should be peppered with terminology showing knowledge of IaS. [See Appendix E, ‘Judging
a source of information’, in this document.]
2. Twenty First Century Science Suite Teacher Support Booklet
[Available at http://www.gcse-science.com/file_downloads/pgd_files_291_20.pdf This includes:
Appendix D: Marking Criteria for Case Studies (A219)
Appendix E: Suggestions for Topics for Case Studies
Appendix F: Guidance for Students Writing a Case Study
Appendix G: Examples of Completed Case Studies with Commentaries
Appendix I: Support for Very Weak Students to Produce Coursework
2. Examples of completed case studies with marks and brief commentaries included
within the separate subject documents available at
http://www.gcse-science.com/teachers_subpage.php?pg_id=291 [see page 4]
3. Learning Skills for Science materials
See task references in Appendix D
4. Ideas about Science Glossary
Available at http://www.21stcenturyscience.org/data/files/glossaryjb-10067.doc
5. Blackpool resources
PowerPoint available at
http://www.21stcenturyscience.org/support/blackpool-support-for-case-study-teaching,1492,NA.html
6. Malton School, North Yorkshire - website
http://www.malton.n-yorks.sch.uk/ScienceWeb/CaseStudy/info.html
7.
www.energyforesight.org - (Click on 'Teachers' section') - has lots of useful information
that could inform a Case Study related to P3
www.debatingmatters.com (Click on ‘Debate topics’) also has much useful information
8. Analysing text types: Discursive writing
Full document [Module 2] available at:
http://www.standards.dfes.gov.uk/secondary/keystage3/all/respub/lit_xc
Connectives as signposts in writing
See appendix C and page 13
Notes on the following pages outline some key issues arising from discussions between
Science Consultant, Damian Ainscough, English Consultant, Helen Lapping, and
General Adviser/Inspector – English, Glenn Mascord.
Thanks also to Tracey Bell, Literacy Coordinator and English teacher at Palatine
Community Sports College, Blackpool, for her contribution through her detailed analysis
and comment on a student’s Case Study.
Any comments/suggestions welcome to damian.ainscough@blackpool.gov.uk
F5 C21 Case Study Guidance from Blackpool LA
page 84
Audience, form and purpose – discursive writing
Audience: 13-15 year old students
Purpose: to present arguments around a current controversial science-based issue,
including evaluation of these arguments and presentation of personal conclusions
Form: a written report, poster, PowerPoint, leaflet, script etc. Teachers can limit the
acceptable forms to ease internal standardisation, certainly in early years of the course.
Some of the Pilot schools still restrict students to written report, PowerPoint and audio
recording (for EAL students).
Preparation – short term
Students will need a clear understanding of the possible audiences and forms as well as
the purpose of the case study [in addition to it being a piece of coursework!].
Summative assessment – how much choice?
It is suggested that in the first year, a limited number of topics are provided [e.g. 3] and
that a range of source materials is provided for each one [e.g. 2/3 pieces of evidence
‘for/agree’ and 2/3 pieces of evidence ‘against/disagree’].
Preparation – long term
Over the course, the pupils could have 3-4 opportunities [one per term?] to collaboratively
research, discuss, debate, argue, conclude and evaluate orally and through writing, a
topical contemporary science issue.
For example, half the group could be asked to research and present ‘for’, and half
‘against’. Following presentations, small groups could be asked to formulate and present
their own conclusions, having evaluated the strength of all arguments.
On at least one occasion, students should be asked to argue a case that they do not
personally agree with.
Differentiation and requirements for higher marks
Sequential model [GCSE ~D-G] as exemplified in the OCR ‘Case Study checklist’
Students present a list of referenced evidence ‘for’, a list of referenced evidence ‘against’,
then their personal conclusion/evaluation [see Appendix A]. Students are unable to attain
the highest marks using this method unless they evaluate and critically compare the
pieces of evidence they have listed. This is likely to require a significant amount of
repetition of the evidence.
Comparative model [GCSE ~A*-D]
First, students consider the possible themes to be considered in the case study e.g. cost,
safety, environmental impact. Each theme is considered in turn with the student
presenting and linking evidence ‘for’ and ‘against’. They are evaluating and critically
comparing each theme as they present the evidence. This model is more likely to access
the higher marks. [see Appendix B and ‘Marking Criteria for Case Studies’]
Some claims will LACK evidence. An ability to notice and state this can be rewarded. At a
higher demand level, stating what evidence might be expected in such cases contributes
to the evaluation.
F5 C21 Case Study Guidance from Blackpool LA
page 85
Working together: English and Science departments
There is much common ground in GCSE English [e.g. ‘Analyse-review-comment’
assessment] and aspects of a case study could be used for English as well as Science
summative assessment. [Less work for the students but requiring effective liaison
between departments.]
Judging a source of information
Pupils can use the grid shown in Appendix E to judge the reliability of a source.
In the first instance, the teacher might model this process using ‘traffic light’ or ‘2, 1, 0’
code assessment for each statement.
Examples of case studies from OCR [ http://www.gcse-science.com/teachers_subpage.php?pg_id=291]
The following examples are available on the OCR website and include marks and brief
commentaries.
Marks
4 8 8 4 maximum
Biology:
Cloning
Should human cloning be allowed?
Cloning
2422
3543
4553
Chemistry:
Can levels of pollution affect a town’s tourism?
Are the government doing enough to reduce air pollution?
Are [sic] the rise in asthma attacks caused by the air pollution?
3332
1454
3774
Physics:
Mobile phones. Are they a risk to your health?
Are mobile phones damaging our health?
Are mobile phones dangerous?
4664
3342
2241
F5 C21 Case Study Guidance from Blackpool LA
page 86
Appendix A:
Title page
Should spaghetti be grown on trees or on sand beds?
Title page
Introduction
Scientific theory/background
Evidence/arguments re growing on trees
[3 pieces]
Evidence/arguments re growing on sand beds
[3 pieces]
My conclusions
Bibliography
My case study presentation checklist
Introduction
Page:
1
2
3
4
8
12
14
15
Explanation of what the Case Study is about and how the report is structured.
As you are no doubt aware, there has been an ongoing debate about how spaghetti
should be grown. There is a range of opinions, each of which is backed up by some
scientific evidence. This report is an attempt to collect together these
arguments/opinions and for me to evaluate these and explain my own opinions
about this.
The report starts with a summary of the research which suggests that spaghetti is
best grown on trees. The next section then summarises research suggesting
spaghetti should be grown on sand beds. I then give my opinions about each
argument and my overall viewpoint.
Scientific
theory
Relevant background science.
Spaghetti can grow at a rate of up to 15 cm per month but this rate depends on a
number of factors including the amount of nutrients available, exposure to the air
and light, certain airborne pollutants, availability of water, and freshness of the
spaghetti ‘seed’. [Abbott 1999; Dolmio 2005]
In order for spaghetti to grow well, its rate of photodiffusion must be maximised.
The two most common methods of spaghetti growth are
Evidence

from the branches of trees

laid on sand beds
Relevant information from sources collected with detailed references in each case.
Evidence from both sides of the case.
Authenticity and reliability of the evidence recognised;
Explanation of the evidence using underlying science.
F5 C21 Case Study Guidance from Blackpool LA
page 87
Growing on trees
Evidence A:
In 1996, the BBC commissioned a study by Professor Mary Flour of the University
of Maryland. She concluded that the rate of growth was enhanced by growing
spaghetti on trees due to the increased exposure to air and the important nutrients
that the spaghetti gains from the tree bark, in particular, the mineral selenium.
Professor Flour is professor of food and nutrition and was formerly senior
researcher at Oxburgh University.
Reference A:
www.UM.flour/spag/html
Evidence B:
Researchers at the Food and Health Institute in Rome have................
Reference B:
www.bbc.co.uk/science/news_id=224
Evidence C:
At the 2006 Conference of Food Nutrition, Professors Joaquim Pastale and
Johannes Lasagne presented research which clearly.........
Reference C:
http://pastagrower.com.it
Growing on sand beds
Evidence X:
Reference X:
Evidence Y:
Reference Y:
Evidence Z:
Reference Z:
Conclusion
Evidence compared and evaluated.
Conclusion written and justified, pointing out any limitations or alternative interpretations.
In my opinion........
Bibliography
References listed in detail
1. ABBOTT, P.C. (1999) Factors influencing spaghetti growth. Science, 18 (5),
213-216.
2. DOLMIO, A. (2005) Spaghetti (London: Collincourt)
3.
F5 C21 Case Study Guidance from Blackpool LA
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Appendix B:
1 to 13 indicate the sequence within the written outcome
Should the UK invest in nuclear energy or renewable energy resources as an
alternative to producing electricity using fossil fuels?
1. Introduction: explaining topic and purpose of case study
2. The scientific background to both nuclear power and renewable energies
Nuclear energies
Renewable energies
3. Clean – how?
Quote evidence
Evaluate view
4. Clean – how?
Quote evidence
Evaluate view
5. Cost effective – how?
Quote evidence
Evaluate view
6. Cost effective – how?
Quote evidence
Evaluate view
7. Safe – how?
Quote evidence
Evaluate view
8. Safe – how?
Quote evidence
Evaluate view
9. Waste disposal – how?
Quote evidence
Evaluate view
10. Waste disposal – how?
Quote evidence
Evaluate view
11. Environmental impact – how?
Quote evidence
Evaluate view
12. Environmental impact – how?
Quote evidence
Evaluate view
13. Give a summarising critical evaluation of the evidence presented and (where
possible) explain own derived conclusion/s
F5 C21 Case Study Guidance from Blackpool LA
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Appendix C:
F5 C21 Case Study Guidance from Blackpool LA
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F5 C21 Case Study Guidance from Blackpool LA
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Connectives
as signposts
in writing
See final page of this section for different presentation of this table
F5 C21 Case Study Guidance from Blackpool LA
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Appendix D:
‘Learning Skills for Science’ links:
Getting started
Presenting arguments,
evaluating, critically
comparing, concluding
Referencing and evaluation
5.4 Arranging a scientific article
1.9 Finding answers on the web
3.5 Identifying different types of text
5.6 Compiling a bibliography
6.3 Recognising a scientific poster
1.11 Evaluating websites
2.2 Observing from different points of
view
2.2 Evaluating a presentation
6.4 Designing a scientific poster
3.3 Understanding the value of titles
3.1 Deciding if an article is useful –
first glance
3.4 Making sense of a text
[conversion]
3.2 Deciding if an article is worth
reading in detail – second glance
5.1 Writing a summary
2.3 Observing from different points
of view
5.2 Writing a scientific article
5.5 Evaluating scientific writing
5.3 Structuring a scientific article
5.5 Evaluating scientific writing
1.4 Choosing the right book
1.8 Locating articles in e-journals
2.1 Taking notes from a presentation
F5 C21 Case Study Guidance from Blackpool LA
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Appendix E:
Judging a source of information
The further to the right, the more reliable the source is likely to be.
Publication
Website or
newsletter of a
private individual or
a fringe group
Respectable pressure group
website or newsletter
‘Quality’ media e.g.
BBC, The Times, The
Independent, The
Guardian, Daily Mail
School textbook or
science magazine
e.g. New Scientist,
Focus, Catalyst.
Peer reviewed science
journal or
government report
Nature of the
data
Based on little or no
data
Based on some data, but of
questionable validity or
reliability, e.g. small sample,
not representative of
population.
Based on just one
study (or several
small studies). Little
information about
sample, or
procedures followed.
Valid and reliable
method e.g. health
study with large
sample size, carried
out over many years
Results repeated by
different scientific
studies, each using a
valid and reliable
method,
Science
explanation
No support within the
science community
New explanation, but with
basis in accepted scientific
ideas
One among several
explanations
discussed with the
science community
Agreed by most, but
not all, within the
science community
Agreed by everyone
within the science
community
Status of the
author
Someone who knows
little or no science.
Someone known to
have a particular
point of view
An inexperienced scientist or
science student
A professional
scientist whose
expertise is in a
different field
A recognised expert
in this field of science
Author’s
affiliation or
institution
A non-science
institute
An scientific institute or
company that represents
particular views only
An scientific institute
with a doubtful
reputation
A professional
scientist working in
the area – though not
regarded as a top
expert by his/her
peers
A recognised
university or scientific
institute
A leading university
or scientific institute,
or the research lab of
a major company
Suggestion: start on the left and work your way across the grid e.g. using ‘traffic lights’ [green, amber, red] or ‘2,1, 0’
F5 C21 Case Study Guidance from Blackpool LA
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ADDING
SEQUENCING
CAUSE AND EFFECT
because
so
as a result
therefore
thus
consequently
and
also
as well as
moreover
too
in addition
next
then
first, second, third
finally
meanwhile
after
QUALIFYING
however
although
unless
except
if
as long as
apart from
yet
ILLUSTRATING
for example
such as
for instance
as revealed by
in the case of
F5 C21 Case Study Guidance from Blackpool LA
EMPHASISING
Improving writing
using
most importantly
above all
in particular
significantly
indeed
notably
furthermore
CONNECTIVES
CONTRASTING
however
whereas
instead of
alternatively
otherwise
unlike
on the other hand
COMPARING
equally
in the same way
similarly
likewise
as with
like
page 95