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These resources provoke thinking

and discussion in science lessons

to consolidate and extend core

curriculum knowledge and

understanding. The topics link to

the KS3 National Curriculum.

Questions to provoke thinking and discussion

These resources were

created in a collaborative

project between the

University of Bristol, and

science teachers and

educators in Bristol.

There are resources for:

Physics

Chemistry

Biology

Working Scientiﬁcally

Home

ContentsHome

For more information about these resources or to keep in

touch with the Thinking Science team, visit our website:

www.bristol.ac.uk/thinkingscience

To help us in the development of future versions of these

resources and to help us ﬁnd out how they are being

used in the classroom, we would be really grateful for

your feedback. You can give feedback via the website at

www.bristol.ac.uk/thinkingscience/feedback or by

email at thinking-science@bristol.ac.uk

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How to use

The questions in these resources are designed to provoke thinking and

discussion. They can be used as a stand-alone activity and require no

preparation, although there is Teacher Guidance to accompany each

set of questions.

You can choose to use the questions in different ways in the classroom, for

example as a starter, plenary, introduction to a new topic, for consolidation at

the end of a topic, or as revision. They can be used as a ten-minute activity

or extended to a dedicated lesson. You can choose to work through every

question or just focus on one or two.

Are they suitable for my students?

These resources are designed for KS3 but some questions on some topics

are also suitable for other Key Stages. These resources aim to be as inclusive

as possible, but some questions might be more suitable for some students

than others. The Teacher Guidance will tell you what information the students

need to know before discussing the questions. There are not differentiated

levels for each set of questions because the discussion level will be set by

students. You can however adapt the level of difﬁculty by using the prompt

and challenge questions and by adapting how you use the questions.

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The questions are designed to

get progressively more abstract,

with the Get thinking questions

leading to the most philosophical

Think big question.

1 2

The prompt and challenge questions can be

used to dierentiate and support discussion.

Students require some understanding of the KS3 curriculum

to access the questions. Here you will nd a short overview of

what the questions are about as well as an explanation of what

information pupils need to know before discussing the questions.

Look out for this icon for ideas on how

to use the resource successfully in the

classroom. These ideas are often suitable

for more than one set of questions.

Here you will nd relevant KS3 curriculum links.

Each topic comes with 2 slides:

Questions and Teacher Guidance

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Philosophy and Science

There is no sharp distinction between ‘science’ and ‘philosophy’ and these cards reﬂect that.

However, generally speaking, philosophy is concerned with questions that are more abstract and

often have no established correct answer. That doesn’t mean anything goes! This resource can be

used to reveal and dispel misconceptions about science, even though many answers don’t depend

on scientiﬁc facts alone.

Philosophical discussion – getting started

Consider ground rules.

For example: 1. One speaker at a time.

2. Respect and listen to each speaker.

Encourage students to reﬂect on how well

they are doing at following these rules.

Listen to, rather than listening for.

There are many different good answers,

so try to listen to what students are

saying, rather than listening out for the

answers you’re expecting.

The following facilitation questions may be

useful to guide and focus discussion:

• Can you say why you think that?

• What do you mean by…?

• Can anyone give an example?

• Can you think of any exceptions?

• What might someone who disagrees with you say?

• How does that help us answer the question?

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Contents

Space

Energy

Forces

Atoms

Chemicals

Elements and

Compounds

Physics Chemistry

Genetic Engineering

Ecosystems

Cells and Organs

Health and Disease

Biology

Scientiﬁc Attitudes

Scientiﬁc Progress

and Applications

Hypotheses

Results and Conclusions

Science and Society

Reliability and Risk

Working

Scientiﬁcally

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Contents

Physics

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Contents

Space

Think big

If we were to move to a new planet, what would we have to think about in order to all live well?

Get thinking

When we look through a telescope at stars and other things in space, we

are seeing light from many years ago. Is it worth observing space if we are

actually observing what it was like many years ago?

What knowledge might we gain from observing and investigating other galaxies even

though we can’t visit them?

How much should research to tackle issues on Earth, for example climate change, be

prioritised over space research?

If we found a planet that humans could live on, would we have a right to move there?

Student Questions

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Space

Teacher Guidance

These questions are related to the ethics of

space-exploration and its value compared

to other research areas. For the Think big

question, encourage students to think about

what makes a good society for all, as well as

what we would need to survive.

KS3 Curriculum Links:

This card helps students understand wider issues

around space science which will support them in the

“Space physics” topic.

Prompt: Why, when we look through a

telescope at things in space, are we seeing

light from many years ago?

Challenge: What rights and responsibilities

do we have towards Earth and the rest of

the Universe?

Ask students to feedback to the rest

of the class by sharing one word

that represents their discussion. This

encourages participation of all students.

You could...

Differentiation:

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Energy

Think big

If energy can’t be created or destroyed, why is there an energy crisis?

Get thinking

What is the difference between forms of energy, for example, potential

and kinetic, and sources of energy, for example, tidal and solar?

When a fast-moving car brakes, where does the energy go?

Is it better to describe energy as being consumed or just transferred?

Some of the energy we produce is wasted, for example, heat from a light

bulb. Could we ever make use of all wasted energy?

Student Questions

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Energy

Teacher Guidance

These questions get students thinking

about energy conservation and transfer.

To access these questions, students will

need to understand that energy cannot

be created or destroyed, but that it can

be stored or transferred.

KS3 Curriculum Links:

Energy changes and transfers

Other processes that involve energy transfer:

changing motion, dropping an object, completing

an electrical circuit, stretching a spring, metabolism

of food, burning fuels.

Changes in systems

Energy as a quantity that can be quantiﬁed and calculated;

the total energy has the same value before and after a change.

Comparing the starting with the ﬁnal conditions of a

system and describing increases and decreases in

the amounts of energy associated with movements,

temperatures, changes in positions in a ﬁeld, in elastic

distortions and in chemical compositions.

Prompt: What’s the difference between a

traditional light bulb and an energy saving one?

Challenge: What can we do to solve the

energy crisis?

Use these questions at the end of the

“Energy” topic to consolidate knowledge

or as a revision tool.

You could...

Differentiation:

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Forces

Think big

Do forces really exist or are they just a way of describing situations?

Get thinking

Think of examples of forces that you know about. What are the similarities and

differences between them?

Choose one of the forces you discussed. What would the world be like without it?

How can we know that non-contact forces, like magnetic forces, exist?

Do forces explain why things happen?

Student Questions

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Forces

Teacher Guidance

These questions get students thinking

about properties of different forces

and their effect on the world. They also

encourage students to consider whether

forces explain or merely describe

situations and how we can know that

forces exist. To access these questions,

students will need to know about

different forces and what they do.

KS3 Curriculum Links:

Forces

Forces as pushes or pulls, arising from the interaction

between 2 objects.

Forces: associated with deforming objects; stretching

and squashing – springs; with rubbing and friction

between surfaces, with pushing things out of the way;

resistance to motion of air and water.

Non-contact forces: gravity forces acting at a distance

on Earth and in space, forces between magnets, and

forces due to static electricity.

Prompt: What forces do you know about and

what do they do?

Challenge: If forces do exist, could we prove

it? If they don’t exist, why are they so good

at describing situations?

Take a class vote on the Think big

question. At the end of the discussion,

ask anyone if they’d like to change their

vote and share why they changed their mind.

You could...

Differentiation:

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Chemistry

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Atoms

Think big

Is everything made of something? What about energy, forces, information?

Get thinking

How can we know that atoms exist and understand them if they are invisible?

Atoms were thought to be indivisible (not able to be broken down). We now

know that they are made of smaller particles. Should we still think of them as

the building blocks of matter?

If scientists found a new particle that they thought was the smallest part of an

atom, how could they be sure that there wasn’t anything smaller?

Can you think of anything that is not made of atoms?

Student Questions

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Atoms

Teacher Guidance

These questions get students thinking

about atoms and whether everything must

be made up of something smaller. It also

prompts students to think about how we

can understand things we can’t see. These

questions rely on students having a basic

understanding of atomic theory.

KS3 Curriculum Links:

Atoms, elements and compounds

A simple (Dalton) atomic model.

Prompt: What do you know about atoms?

Challenge: How does the atomic model

help scientists?

Allow students independent reﬂection time

before asking for responses. You can do

this by asking students to write their ﬁrst

thoughts or silently think.

You could...

Differentiation:

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Chemicals

Think big

Should we think differently about chemicals that are naturally occurring and those that are not?

Get thinking

What is a chemical?

In the past we have used chemicals that we thought were safe that have

turned out to cause harm, such as lead. How can we be sure that we are not

repeating our mistakes?

Should dangerous chemicals be banned or destroyed completely?

Are all chemicals that are naturally occurring safe?

Student Questions

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Chemicals

Teacher Guidance

These questions get students thinking about

how chemicals can be harmful and useful, and

how we should think about naturally occurring

and non-natural chemicals. You may ﬁnd it

useful to encourage students to come up

with examples of chemicals and their uses

and potential dangers, before tackling the

questions. For example: vitamin C is useful,

some pesticides are harmful, and some

chemicals are useful in some circumstances

and dangerous in others, for example CFCs.

KS3 Curriculum Links:

This card helps students understand the deﬁnition of

a chemical which will support them in the “Chemical

reactions” topic.

Prompt: What chemicals do you know about?

Challenge: Most of the most toxic chemicals

are naturally occurring. Should this change

what we think about non-natural chemicals?

Use discussion of philosophical

questions to prompt a research task, for

example, into a speciﬁc chemical and its

properties, history and uses.

You could...

Differentiation:

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Elements and Compounds

Think big

Could the Periodic Table be arranged differently?

Get thinking

How do we know that air is not a single substance?

Metals have many similar properties, but not all properties are shared by all

metals. Why is it useful to group them as metals?

Why is it important that the Periodic Table is structured as a table, rather than a

list of elements?

How is the Periodic Table important for all of science and not just chemistry?

Student Questions

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Elements and Compounds

Teacher Guidance

These questions get students thinking

about elements and compounds and

their properties, and the Periodic Table.

To access these questions, students

will need to understand the differences

between atoms, elements and

compounds and how the properties of

elements change through reactions.

KS3 Curriculum Links:

Atoms, elements and compounds

Differences between atoms, elements and compounds.

Atoms, elements and compounds

The varying physical and chemical properties of

different elements.

The principles underpinning the Mendeleev periodic table.

How patterns in reactions can be predicted with reference

to the periodic table.

The properties of metals and non-metals.

Prompt: What properties do metals have?

Challenge: How can we know when we’ve

found all of the elements?

Get students into groups and give each group

one of the Get thinking questions. Ask each

group to report back to the class. When time

is limited, this allows students to look at one

question in more depth. You can also use this as a

way of differentiating as the Get thinking questions

generally get progressively more challenging.

You could...

Differentiation:

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Biology

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Genetic Engineering

Think big

Is genetic engineering natural?

Get thinking

How, if at all, is genetic engineering different from selective breeding?

Do you own your own genetic information?

Is it ok to put ﬁsh genes in a plant or vice versa?

Are there any organisms we shouldn’t genetically engineer?

Student Questions

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Genetic Engineering

Teacher Guidance

These questions are focused around the

ethics of genetic engineering. To access

these questions, pupils will need to know

about DNA and inheritance and have a basic

understanding of the concepts of selective

breeding and genetic engineering.

KS3 Curriculum Links:

Genetics and evolution - Inheritance, chromosomes,

DNA and genes:

Heredity as the process by which genetic information

is transmitted from one generation to the next.

Differences between species.

The variation between species and between individuals

of the same species meaning some organisms compete

more successfully, which can drive natural selection.

Prompt: Why might farmers want to use

selective breeding methods? Why might

people want to use genetic engineering?

Challenge: If you think genetic engineering

is not natural because it changes the

environment, what about a beaver dam?

Split your class into groups and get each

group to consider the questions from a

different perspective. The groups could

represent scientists working on genetic engineering,

farmers, religious groups, and doctors.

You could...

Differentiation:

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Ecosystems

Think big

Is human society like an ecosystem?

Get thinking

If ecosystems are damaged by human activity should we try and reverse this?

How reliant are you on relationships with other organisms?

Could a human survive without any relationships with other humans after it is

born? If not what does this mean for us?

How is a human being like an ecosystem?

Student Questions

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Ecosystems

Teacher Guidance

These questions get students thinking

about ecosystems on different levels – in

individual humans, in the natural world,

and in human society. To access these

questions, students will need to know the

deﬁnitions of ‘society’ and ‘ecosystem’

and understand the interdependence of

organisms within ecosystems.

KS3 Curriculum Links:

Interactions and interdependencies - Relationships

in an ecosystem:

The interdependence of organisms in an ecosystem,

including food webs and insect pollinated crops.

How organisms affect, and are affected by,

their environment, including the accumulation

of toxic materials.

Prompt: Can you think of ways that

humans have affected ecosystems?

Challenge: If human society is like an

ecosystem, what does that mean for

how we try to change it?

Ask students to draw a diagram of one

of the ‘ecosystems’ you have discussed,

adding detail from the discussion and

information about how the organisms rely on their

environment for nutrients, shelter, light, and water.

You could...

Differentiation:

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Cells and Organs

Think big

What makes you, you?

Get thinking

Are your organs alive?

Scientists are developing new methods to grow organs from cells in a lab. Is an

organ grown in a lab as alive as one in the body?

You can’t live without the bacteria inside you, so are they part of you as a

living organism?

Cells in the human body are regularly replaced, for example, skin cells only exist for

about two weeks. Does this mean you don’t have the same body throughout your life?

Student Questions

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Cells and Organs

Teacher Guidance

These questions get students thinking about

what being “alive” means and what it is to

be a person. To access these questions,

students will need to know how multicellular

organisms are organised. When discussing

the Think big question, students may

suggest other aspects of who they are, for

example, their personality or memories.

These answers aren’t wrong, but encourage

them to consider biological aspects too.

KS3 Curriculum Links:

Structure and function of living organisms - Cells and

organisation:

The hierarchical organisation of multicellular organisms:

from cells to tissues to organs to systems to organisms.

Nutrition and Digestion

The importance of bacteria in the human digestive system.

Prompt: What characteristics does

something have to have for it to be alive?

Challenge: How might a lab-grown

organ change once it is transplanted

into the body?

Ask “What would someone who disagreed

with you say?” to prompt debate if a class

is unanimous in its answer to a question.

This is particularly likely to happen with questions

that can have a yes/no answer, for example the ﬁrst

Get thinking question for this topic.

You could...

Differentiation:

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Health and Disease

Think big

What does it mean to be healthy?

Get thinking

Why is it so difﬁcult to tell what makes us healthy or unhealthy?

Sometimes doctors can test to see if a person will get a disease in the future.

Some of these diseases can’t be treated. Should we do these tests?

What aspects of your health are you responsible for and what are you not

responsible for?

Why are there often misleading claims about health in the media and online?

Student Questions

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Health and Disease

Teacher Guidance

These questions get students thinking

about what it means to be healthy and the

reliability of research in this area. It may help

to encourage students to think about how

research in health science infers causation

from correlations that are found between

factors. There are lots of variable factors

that interact in complex ways and as such it

is hard to make simple accurate claims.

KS3 Curriculum Links:

Nutrition and digestion

The content of a healthy human diet: carbohydrates,

lipids (fats and oils), proteins, vitamins, minerals,

dietary ﬁbre and water, and why each is needed.

The consequences of imbalances in the diet,

including obesity, starvation and deﬁciency diseases.

Prompt: What can make you unhealthy?

Challenge: Could someone have a

disease and be well?

Get students to choose one of the Get

thinking questions, independently write

a response to it and then share with

someone who chose the same question.

You could...

Differentiation:

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Working

Scientiﬁcally

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Scientific Attitudes

Think big

Should scientists doubt everything?

Get thinking

Why is it important that scientists think about possible errors in their

method or results?

Why is it important for scientists to repeat each other’s experiments?

If scientists kept the results of experiments secret from other scientists, would that

be bad for science?

Are there any results of investigations that scientists shouldn’t share? For example, if

an astronomer spotted a comet unavoidably heading to Earth, should they tell people?

Student Questions

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Scientific Attitudes

Teacher Guidance

These questions get students thinking

about how scientists work (collaboratively,

questioning and criticising each other’s

results) and the attitudes that scientists

should have about the accuracy and

likelihood of error of a theory. Encourage

students to think about how collaborative

working allows science to develop but also

allows scientists to be critical of each other.

Prompt: Why do scientists work in teams?

Challenge: Should scientists believe that

their theories are true?

Set homework as follow-up to a discussion.

Homework could be an individual written

response or a response that records a

friend’s views on the Think big question.

KS3 Curriculum Links:

Scientiﬁc attitudes

Pay attention to objectivity and concern for accuracy,

precision, repeatability and reproducibility.

Understand that scientiﬁc methods and theories

develop as earlier explanations are modiﬁed to take

account of new evidence and ideas, together with the

importance of publishing results and peer review.

You could...

Differentiation:

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Scientiﬁc Progress and Applications

Think big

Is there any knowledge that it would be better not to have?

Get thinking

Do we only make scientiﬁc progress when the results support the hypothesis?

If a new theory is not exactly right, can it still be useful?

Experiments have sometimes been carried out on people without their consent.

Should we use the results of unethical experiments like these?

Fritz Haber discovered a process that allowed fertilisers to be made, making

farming more efﬁcient. However this process was later used to create explosives.

Is the use of a scientiﬁc discovery the responsibility of the scientists?

Student Questions

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Teacher Guidance

These questions get students thinking

about how scientists make progress and

the ethical issues around experimentation

and application of results. To access these

questions, it would be useful for students

to have some understanding of ethical

experimental practices and be familiar with

further examples of unethical experiments

either involving humans or other animals.

Prompt: Can you think of some experiments

that have been done in an unethical way?

Challenge: Could we ever have too much

scientiﬁc knowledge?

Challenge students to write their own

questions, to conclude a discussion or to

identify a new question that discussion has

raised. Encouraging students to write their questions

in the form of an “I wonder…” can help draw out

interesting and unresolved questions. A wonder in

response to the Challenge question, for example,

could be, “I wonder if scientists could ever ﬁnd out

everything there is to know about the world?”

KS3 Curriculum Links:

Scientiﬁc attitudes

Understand that scientiﬁc methods and theories

develop as earlier explanations are modiﬁed to take

account of new evidence and ideas, together with the

importance of publishing results and peer review.

Scientiﬁc Progress and Applications

You could...

Differentiation:

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Hypotheses

Think big

How does testing a hypothesis rely on other hypotheses being true?

Get thinking

What is the difference between a guess and a hypothesis?

Is a hypothesis always just true or false or are there other possible outcomes?

Do scientists always need a hypothesis?

What might be the problem with expecting your hypothesis to be true?

Student Questions

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Teacher Guidance

These questions get students thinking

about several aspects of creating and using

hypotheses. Students will need to know the

deﬁnition of a hypothesis and how and why

they are used in scientiﬁc experiments.

Prompt: Can you think of a hypothesis you

have tested in an experiment? How did you

decide what the hypothesis should be?

Challenge: Are there any scientiﬁc hypotheses

that can’t be tested?

Get students to work in pairs and think

of as many reasons as they can for

both sides of an argument. This works

particularly well for a question with two opposing

answers (such as the Challenge question).

KS3 Curriculum Links:

Scientiﬁc attitudes

Pay attention to objectivity and concern for accuracy,

precision, repeatability and reproducibility.

Experimental skills and investigations

Ask questions and develop a line of enquiry based

on observations of the real world, alongside prior

knowledge and experience.

Make predictions using scientiﬁc knowledge and

understanding.

Hypotheses

You could...

Differentiation:

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Results and Conclusions

Think big

How much evidence do we need to conclude that a hypothesis is true? Should it be different

for different situations? For example, compare testing a medicine that could have bad side

effects to working out which of two approved fertilisers most improve crops.

Get thinking

Is one anomaly enough to disprove a hypothesis? If not, how many are?

Why is it important that scientists use all of their results and not just some of them?

If results show that a hypothesis isn’t exactly right, does that mean it’s false?

What should we do if the evidence neither supports nor contradicts the hypothesis?

Student Questions

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Teacher Guidance

These questions get students thinking

about the relationship between results and

a hypothesis. To access these questions,

students need to understand the following

terms: results, conclusion, hypothesis,

anomaly, evidence, contradict. It may be

helpful to highlight that although results

often support or contradict a hypothesis,

sometimes we can’t be sure.

Prompt: Can you think of a practical

experiment you have done where you got an

anomalous result? What did you conclude?

Challenge: Can we be certain that a hypothesis

that we think is true won’t ever be disproved?

Ask students to come up with their own

examples when discussing the Think big

question and then ask them to rank the

examples according to how much evidence they

require. Asking students why they sorted examples

in a particular way and noticing differences between

responses can be an effective way into discussion.

KS3 Curriculum Links:

Analysis and evaluation

Interpret observations and data, including identifying

patterns and using observations, measurements and

data to draw conclusions.

Present reasoned explanations, including explaining

data in relation to predictions and hypotheses.

Evaluate data, showing awareness of potential sources

of random and systematic error.

Identify further questions arising from their results.

Results and Conclusions

You could...

Differentiation:

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Science and Society

Think big

What would society be like without science?

Get thinking

How is scientiﬁc knowledge used in society?

How does society affect science?

Who should get to decide what scientiﬁc research is carried out?

Are there any ways that scientiﬁc knowledge could harm society?

Student Questions

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Teacher Guidance

These questions get students thinking about

how science and society are linked. Students

will need to think about what ‘society’ means

before tackling these questions. Encourage

students to think about different areas

of society that interact with science, for

example: health, technology, the environment,

defence. They can also consider who has an

interest in these areas including citizens, the

government and business.

Prompt: What does ‘society’ mean?

Challenge: Are there any scientiﬁc

hypotheses that can’t be tested?

Create a panel show to use the resource

as a lesson length activity. Get students

to decide who the characters on the

panel show should be and what their different

viewpoints are. Students can work in groups to build

a character’s answers. One student from each group

can then act the character.

KS3 Curriculum Links:

This card allows students to draw on examples from

across the curriculum as they apply their scientiﬁc

knowledge to societal needs and challenges. It can

also support the “Scientiﬁc attitudes” topic.

Science and Society

You could...

Differentiation:

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Reliability and Risk

Think big

Of the two ways a test for a disease could be incorrect, which is it more important to avoid?

Get thinking

If the ﬁrst test of a fertiliser, carried out on a small sample, conﬁrms that

it is safe and effective, should scientists do further tests before it can be used?

Do we need to be 100% sure that a fertiliser is safe and effective before it can be used?

If there was a famine because crops were failing, should we use a fertiliser that has

been conﬁrmed as safe and effective in ﬁrst rounds of testing, even if it hasn’t been

through all the normal rounds of testing?

If scientists have a test to see whether people have a certain disease, it can give the

correct result in two ways: it can tell someone that they have the disease when they

do and it can tell someone that they don’t have the disease when they don’t. What are

the two ways that the test could give an incorrect result?

Student Questions

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Teacher Guidance

These questions get students thinking about

reliability of scientiﬁc tests, using examples

of fertiliser testing and medical tests for

diseases. It encourages students to think

about how products go through stages of

testing, from the lab to the ﬁeld, and the

interaction between reliability and risk. It also

introduces the idea of false positives and

false negatives: a medical test can be wrong

if it tells someone they don’t have the disease

when they do or if it tells someone they do

have the disease when they don’t.

Prompt: Why do fertilisers need to be tested

before they are sold?

Challenge: How could it be bad for you if a test

says that you have a disease when you don’t?

Get pupils to draw a table to show the

possible outcomes of a medical test to help

them understand the two ways the test

could be right and the two ways it could be wrong.

KS3 Curriculum Links:

Scientiﬁc attitudes

Evaluate risks.

This card also encourages students to build on their

understanding of the “Analysis and evaluation” topic.

Reliability and Risk

Test says they

have the disease

Test says they don’t

have the disease

Patient has

the disease

Patient doesn’t

have the disease

You could...

Differentiation:

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Acknowledgements

These resources were created by Ellie Cripps (Public

Engagement), Ellie Hart, and Professor James Ladyman

(Department of Philosophy) in a collaborative project with

science teachers and educators in Bristol.

Special thanks to Louisa Aldridge who acted as consultant

teacher on the project.

Many thanks to Jon James (School of Education) for his

advice and support throughout the project.

Thanks to science teachers from the Cabot Learning

Federation, the University of Bristol Secondary Science PGCE

Cohort of 2016-17, and to the other teachers and all the pupils

who helped with the development of these resources.

These resources are free to download to be used in the

classroom as you like. If you want to adapt or reproduce

them in any way, or if you require an ocial license, please

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Fillable THINKING SCIENCE THINKING SCIENCE (London School of Business & Finance)

Fill Online, Printable, Fillable, Blank THINKING SCIENCE THINKING SCIENCE (London School of Business & Finance) Form

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