APP Science Assessment Guidelines: Student Speak AF2 Level AF2 Understanding the applications and Student Speak AF2 Understanding the Standard File example implications of science applications and implications of science Across a range of contexts and practical In KS3 science within a variety of different 3 situations pupils: Explain the purposes of a variety of scientific or technological developments topics / situations you will be able to: Explain the following for a piece of scientific technology: Link applications to specific characteristics or It's use(s) properties Why it is suitable for purpose Identify aspects of our lives, or of the work that How it affect our lives? Pupil B linked the geographical features of the school site to people do, which are based on scientific ideas E.g. mobile phones the requirements for each type of power station. He also identified different interest groups, relating to leisure and general local and environmental concerns, and described some implications of developments, showing awareness of positive and negative consequences. Next steps Find out about different people who work within the energy industry and which aspects of science are • involved in their roles. Across a range of contexts and practical In KS3 science within a variety of different 4 situations pupils: Describe some simple positive and negative consequences of scientific and technological topics / situations you will be able to: Describe some positive and negative effects of a piece of scientific technology use and developments development E.g. Mobile phone such as text and Recognise applications of specific scientific text language, nuclear power ideas Link a scientific idea to develop a technological Identify aspects of science used within Pupil R was able to recognise several applications of products application e.g. discovery of x rays leading to particular jobs or roles medical imagery of distillation. She could describe some simple positive and List how science is used in different jobs negative consequences of the process and began to (futuremorph) distinguish between different kinds of impact, differentiating consistently between those which were ‘social’ and ‘economic’. Next steps Consideration of other issues such as those which are specifically ethical or moral. Activity to differentiate clearly between opinion and scientific evidence Across a range of contexts and practical In KS3 science within a variety of different 5 situations pupils: Describe different viewpoints a range of people may have about scientific or topics / situations you will be able to: Describe the following for a scientific or technological development: technological developments different viewpoints Indicate how scientific or technological How it affects different groups of people developments may affect different groups of Some ethical and moral issues Pupil V linked vaccination to some of its underpinning people in different ways The scientific ideas within the scientific ideas, and also made an ethical statement, at a Identify ethical or moral issues linked to development valid personal level, on the issues of Jenner’s trial. scientific or technological developments E.g. stem cell technology Link applications of science or technology to their underpinning scientific ideas Across a range of contexts and practical In KS3 science within a variety of different 6 situations pupils: Describe how different decisions on the uses of scientific and technological developments topics / situations you will be able to: Describe / explain the following for a scientific or technological development may be made in different economic, social or How different economic, social or cultural contexts cultural factors / situations affect decisions Explain how societies are affected by How it affects the society particular scientific applications or ideas How it has led to further scientific Describe how particular scientific or questions Pupil A selected ideas and information and successfully technological developments have provided evidence to help scientists pose and answer E.g. space considered some personal (“How can we help?”) and political further questions (“How can the government help?”) perspectives alongside the Describe how aspects of science are applied Describe how science is used in different jobs science, and applied their scientific understanding to suggest in particular jobs or roles solutions. The distinction between short and long term effects is left unclear, but this is often the case in sources of information on the subject. Next steps Exploring issues of changes caused by human and non-human activity and the validity of competing ideas about the causes (human or non-human) of current climate change. Across a range of contexts and practical In KS3 science within a variety of different 7 situations pupils: Suggest ways in which scientific and technological developments may be influenced topics / situations you will be able to: Suggest and explain the following for a scientific or technological development Explain how scientific discoveries can change What influences it's development worldviews How it discovery changes world views Suggest economic, ethical/moral, social or Arguments for and against cultural arguments for and against scientific or technological developments How creative thinking generates new ideas Explain how creative thinking in science and technology generates ideas for future research E.g. satellites to navigation and development Pupil D listed several types of impact associated with satellite technology and identified new opportunities for answering scientific questions. He also included a brief but significant statement about the impact of satellite technology on general worldview, in making ‘the world seem smaller’. He provided economic, ethical and social arguments for and against satellite use but did not present a final balanced view. Next steps Further consideration of scientific uncertainty using contemporary and historical examples. Exploration of how scientific knowledge develops as further evidence becomes available, using contemporary and historical examples. Discussion of the different specialisms and skills required in the development of satellite technologies Across a range of contexts and practical In KS3 science within a variety of different 8 situations pupils: Describe ways in which the values of a society influence the nature of the science developed topics / situations you will be able to: Complete the following for a scientific or technological development in that society or period of history Describe how the values of societies Evaluate the effects of scientific or influence development technological developments on society as a Evaluate it's effect on society whole Explain the unexpected consequences Explain the unintended consequences that e.g. Einstein + nuclear bombs may arise from scientific and technological developments Evaluate the range of implication and present a personal viewpoint Through discussion, Pupil P was able to explain the Make balanced judgements about particular significance of the telescope as an observational tool that led scientific or technological developments by E.g. Gm crops to the geocentric model being challenged. She was also able evaluating the economic, ethical/moral, social or cultural implications to describe how the views of the Roman Catholic Church influenced thinking at the time, and how theories proposed by scientists such as Galileo were deemed to be controversial, even though they were rooted in evidence. Next steps Consideration of other scientific theories such as Darwin’s theory of evolution that challenged thinking at the time.
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