OCR LEVEL 2 CAMBRIDGE TECHNICALCERTIFICATE/DIPLOMA IN

SCIENCE

COMMUNICATING SCIENCE

K/505/3097

LEVEL 2 UNIT 5

GUIDED LEARNING HOURS: 30

UNIT CREDIT VALUE: 5

TECHNICALSCambridge

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COMMUNICATING SCIENCEK/505/3097

LEVEL 2

AIM AND PURPOSE OF THE UNIT

Scientific information is a regular feature in the media e.g. bird flu, increasing number of bacteria becoming resistant to antibiotics, cancer drug development, food testing etc. Each of these examples are reported in a variety of ways e.g. in newspapers articles, television documentaries, educational pamphlets, scientific reports. How easy is the information to understand? Is the information reported in the most appropriate way for everyone? Does the information represent a range of viewpoints? Is the information biased?

In this unit learners will look at current scientific developments/issues and how the scientific information is presented. It considers a range of formats that can be used and the suitability of each approach for different audiences. It will also consider how scientific information may be reported differently to represent the viewpoints of different stakeholders and whether this results in bias in the report.

By completing this unit learners will sharpen their thinking skills, review scientific communications, understand bias and make informed judgements.

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Communicating Science Level 2 Unit 5

ASSESSMENT AND GRADING CRITERIA

Learning Outcome (LO)

The learner will:

Pass

The assessment criteria are the pass requirements for this unit.

The learner can:

Merit

To achieve a merit the evidence must show that, in addition to the pass criteria, the learner is able to:

Distinction

To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

1 Know how science can be communicated using different types of communications specific to different audiences.

P1 describe the ways in which science is communicated and how these methods relate to different target audiences

M1 discuss how the scientific information is presented in the different types of communication

D1 justify why different audiences require different presentations of scientific information

2 Understand how different viewpoints are presented in science.

P2 identify key scientific information presented by at least two different viewpoints on a scientific issue

M2 describe the similarities and differences in the way the scientific information is presented by the different viewpoints

D2 discuss how the interpretation of scientific evidence is open to bias

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TEACHING CONTENTThe unit content describes what has to be taught to ensure that learners are able to access the highest grade.

Anything which follows an i.e. details what must be taught as part of that area of content.

Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their work though these do not need to be the same ones specified in the unit content.

LO1 Know that science can be communicated using different types of communications specific to different audiences.

• Types of communications: - Media e.g. Newspapers, TV programmes, websites - Peer-reviewed journals e.g. Nature, Science (in print

and online) - Science magazines and textbooks e.g. New Scientist,

Scientific American - Scientific posters - Seminars, lectures, webinars - Social Media e.g. Twitter, Facebook, blogs

• The target audience will differ in: - Expertise in science - Age range - Literacy levels (reading age)

• In order to communicate the science to a target audience they will need to consider the content and formatting: - Layout e.g. flowcharts, graphs, tables, diagrams,

information boxes, summaries, photographs - Science terminology used and information included - Language level (reading age) - Balance between factual content and opinions or

persuasive language - Sensationalised reporting/use of headlines - Length of article - References to sources

LO2 Understand how different viewpoints are presented in science.

Learners will have needed to have used the following thinking tools in order to understand a range of viewpoints:

Consider all factors (CAF), Plus, Minus, Interesting (PMI), First important priorities (FIP) and Other people’s views (OPV)

They should apply these skills to studying an area of controversy in science.

The bias of the science communicated by other people through considering:

• The balance of the facts and data communicated

• Persuasive/sensationalised language used.

• Correctness of the science

• Purpose of the article/hidden agenda/bias

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Communicating Science Level 2 Unit 5

DELIVERY GUIDANCE

LO1 Know that science can be communicated using different types of communications specific to different audiences.

The learner may start the unit by being shown a short video clip related to science and an educational pamphlet on the topic e.g. government advertising on facts about smoking. They can then vote on which is best approach for them and why. They could then establish, via a group discussion, what they mean by ‘best’ e.g. most impact, easiest to understand etc.

The learners could then be given a newspaper article, scientific article and/or scientific poster on a topic e.g. Is nuclear energy safe, is global warming occurring. They could be asked to consider the differences in presentation and suggest why they are different. (The idea of who the articles are targeted for can be discussed).

The learner could be given a range of information on a topic in the form of newspaper articles, educational pamphlets, articles from scientific magazines, website based resources etc. They should then decide who the information is targeted at and why.

The learner could then be asked to consider how they would present scientific information to a target audience e.g. importance of not drinking alcohol in pregnancy to expectant mothers, importance of dental care to primary pupils in reception group, reducing the accepted alcohol level limit for driving to government ministers.

The group could prepare a display of a topic using a range of different communication tools for the room.

LO2 Understand how different viewpoints are presented in science.

It is recommended that the learner first gains experience of the thinking tools - Consider all factors (CAF), Plus, Minus, Interesting (PMI), First important priorities (FIP) and Other people’s views (OPV), through a few simple exercises.

The learners could begin with a simple problem as a group exercise to show they understand these tools. For example, ‘The council wants no vehicles to be used in the town centre’ or ‘Should school fruit be a compulsory part of school dinners’ etc.

In groups, learners could:

- think of all the possible factors to consider (CAF) and feedback to the whole group

- identify the pluses and minuses (PMI) for the idea - consider the views of groups effected (OPV).

They could then carry out a survey finding out other people’s views and why they have them. (They may identify this is partly because people haven’t considered all the information). They may use an opinion line i.e. rate their view on the issue and explain why.

Using this approach will enable learners to consider all aspects of a scientific issue including other people’s views and then make a decision based on their analysis of the information.

The learner could then research one of the science issues suggested to look at a range of views of different groups.

Possible areas for discussion/research e.g.:

• Badger cull

• Use of sunbeds

• Legalising cannabis

• A cure for HIV

• Horsemeat found in foods

• Use of stem cells in research

Speakers could be invited in to present two different sides of a scientific issue and the group could prepare questions for them. After the talk they could discuss if the speech was balanced or bias.

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SUGGESTED ASSESSMENT SCENARIOS AND GUIDANCE ON ASSESSMENT

Criteria Assignment Scenario AssessmentLO1 Communication

of science to atarget audience

The learner has attended aseminar on the Norovirus. Theyhave been asked to give adviceto the local health centre nursehealth worker on the mostappropriate formats to provideaudiences with information onthe Norovirus as there has been an outbreak in a school nearby.

P1 The learner outlines the ways the topic has been communicated. The learner will comment on the range of target audiences the information will need to be fedback to and briefly indicate a suitable means of doing this for each audience.

M1 The learner explains the way the science content has been presented in the different types of communication

D1 The learner will identify a target audience to feedback the information to. They will explain how the information will be presented and justify why they have made these decisions.

LO2 Considering arange ofviewpoints

It is proposed that in the localarea a Nuclear Power station/wind farm/ fracking for shalegas will occur. The learner hasbeen asked by the local council/school newspaper to present the viewpoints of the groups that are likely to be concernedindicating if there is any bias in theway the group have presented theinformation.

P2 Research is carried out and the key scientific information is presented from at least two different viewpoints.

M2 The information shows the similarities and differences between several viewpoints.

D2 The learner comments and gives reasons whether bias is present in the different viewpoints.

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