Murder under the Microscope

Science

Murder under the Microscope (MuM) addresses both Stage 4 and Stage 5 outcomes for the NSW Science Years 7–10 syllabus.

NSW Stage 4 Science

Students participating in MuM explore how various social groups use different criteria to reach a decision involving a scientific component. They also consider and discuss the role of social and ethical factors in scientific practice.

MuM supports students’ learning about adaptations, food chains and webs, and how producers, consumers and decomposers are related in an ecosystem. Students have opportunities to discuss the effects of drought and flood on Australian ecosystems. MuM assists students to apply scientific processes to test the validity of ideas and theories.

MuM supports Stage 4 learning outcomes from the NSW Science Years 7–10 syllabus, specifically in the following areas.

Prescribed Focus Area 4.4

Outcome 4.4 A student identifies choices made by people with regard to scientific developments.

Students learn about:

4/5.4

the implications of science for society and the environment.

Students learn to:

4/5.5 b) give examples to show that different societal groups may use or weight criteria differently to make a decision about an issue involving a major scientific component

4/4.5 e) discuss the place of social and ethical considerations in scientific practice and in applications of science.

Knowledge and understanding

Outcome 4.8 A student describes features of living things.

Outcome 4.10 A student identifies factors affecting survival of organisms in an ecosystem.

Skills

Outcome 4.13 A student clarifies the purpose of an investigation and, with guidance, produces a plan to investigate a problem.

Outcome 4.16 A student accesses information from identified secondary sources.

Outcome 4.17 A student evaluates the relevance of data and information.

Outcome 4.18 A student with guidance, presents information to an audience to achieve a particular purpose.

Outcome 4.19 A student draws conclusions based on information available.

Outcome 4.20 A student uses an identified strategy to solve problems.

Outcome 4.22 A student undertakes a variety of individual and team tasks with guidance.

Values and attitudes

A student:

4/5.26

recognises the role of science in providing information about issues being considered and in increasing understanding of the world around them the implications of science for society and the environment

4/5.27

acknowledges their responsibility to conserve, protect and maintain the environment for the future.

Source: NSW Board of Studies, Science Years 7–10 Syllabus, 2003.

The syllabus can be accessed at:

http://boardofstudies.nsw.edu.au

NSW Stage 5 Science

MuM supports students’ learning about ecosystems by looking at biotic and abiotic factors, exploring the water cycle and examining the effects of human impacts on an ecosystem. They have opportunities to relate pollution to contamination by unwanted substances and discuss strategies used to balance human activities and needs in ecosystems with conserving, protecting and maintaining the quality and sustainability of the environment.

MuM supports Stage 5 learning outcomes from the NSW Science Years 7–10 syllabus, specifically in the following areas.

Prescribed Focus Area 4/5.4

Outcome 5.4 A student discusses evidence supporting different viewpoints.

Students learn about:

4/5.4

the implications of science for society and the environment.

Students learn to:

4/5.4 b) give examples to show that different societal groups may use or weight criteria differently to make a decision about an issue involving a major scientific component

4/5.4 e) discuss the place of social and ethical considerations in scientific practice and in applications of science.

Knowledge and understanding

Outcome 5.10 A student assesses human impacts on the interaction of biotic and abiotic features of the environment.

Students learn about:

5.10 ecosystems

Students learn to:

a) distinguish between biotic and abiotic features of the local environment

b) describe the importance of cycles of materials in ecosystems

c) describe some impacts of human activity on ecosystems.

Outcome 5.11 A student analyses the impact of human resource use on the biosphere to evaluate methods of conserving, protecting and maintaining Earth’s resources.

Students learn about:

5.11.2 waste from resource use

Students learn to:

a) relate pollution to contamination by unwanted substances

c) discuss strategies used to balance human activities and needs in ecosystems with conserving, protecting and maintaining the quality and sustainability of the environment.

Skills

Outcome 5.13 A student identifies a problem and independently produces an appropriate investigation plan.

Students learn about:

4/5.13.1 identifying data sources

Students learn to:

b) propose possible sources of data and/or information relevant to the investigation

c) identify what type of information or data need to be collected.

Outcome 5.16 A student accesses information from a wide variety of secondary sources.

Students learn about:

4/5.16 gathering information from secondary sources

Students learn to:

a) use a range of sources, including databases, CD-ROMs and the internet, to access information

b) use a variety of techniques, such as keywords, skimming and scanning to identify appropriate information

c) extract information from column graphs, histograms, divided bar and sector graphs, line graphs, composite graphs, flow diagrams, other texts and audio/visual resources

d) summarise information from identified oral and written secondary sources.

Outcome 5.17 A student explains trends, patterns and relationships in data and/or information from a variety of sources.

Students learn about:

4/5.17 processing information

Students learn to:

a) collate information from a number of sources

b) distinguish between relevant and irrelevant information

Outcome 5.18 A student selects and uses appropriate forms of communication to present information to an audience.

Students learn about:

4/5.18 presenting information

Students learn to:

b) select and use an appropriate medium to present data and information.

Outcome 5.19 A student uses critical thinking skills in evaluating information and drawing conclusions.

Students learn about:

4/5.19 thinking critically

Students learn to:

a) justify inferences in light of gathered information

b) identify data which supports or discounts an hypothesis, a question being investigated or a proposed solution to a problem.

Outcome 5.20 A student selects and uses appropriate strategies to solve problems.

Students learn about:

4/5.20 problem-solving

Students learn to:

a) identify the nature of a presented problem

b) describe different strategies that could be employed to solve an identified problem

c) use identified strategies to develop a range of possible solutions to a particular problem

d) evaluate the appropriateness of different strategies for solving an identified problem.

Outcome 5.21 A student uses creativity and imagination in the analysis of problems and the development of possible solutions.

Students learn about:

4/5.21 the use of creativity and imagination

Students learn to:

a) seek evidence to support claims

b) evaluate evidence for reliability and validity

c) produce creative solutions for problems

d) propose ideas that demonstrate coherence and logical progression

e) apply critical thinking in the consideration of proposals

f) formulate cause and effect relationships.

Outcome 5.22 A student plans, implements and evaluates the effectiveness of a variety of tasks independently and as a team member.

Students learn about:

4/5.22.2 working in teams

Students learn to:

a) identify the specific roles needed when working in a team

b) match the tasks to the team members according to the requirements of the task and the skills of the individual

c) negotiate and allocate individual roles to members of the team

d) accept specific roles in a team while planning and conducting investigations, communicating information and understanding and solving problems

e) set and work to realistic timelines and goals as a team.

Values and attitudes

A student:

4/5.26

recognises the role of science in providing information about issues being considered and in increasing understanding of the world around them

4/5.27

acknowledges their responsibility to conserve, protect and maintain the environment for the future

Source: NSW Board of Studies, Science Years 7–10 Syllabus, 2003.

The syllabus can be accessed at:

http://boardofstudies.nsw.edu.au

Literacy

Students participating in MuM read and compose a range of texts for a wide range of audiences, such as environmental site reports, SMS and email messages, and water quality results. There are opportunities for students to use the language of science in both oral and written communication via a range of media. They may also extract, summarise, collate and critically evaluate information for a range of purposes and audiences. The content of MuM lends itself well to debates, discussions and evaluations of the impact and applications of science in a range of contexts.

Numeracy

In MuM, students practise numeracy skills by making accurate measurements using a range of appropriate technologies. They record and organise data in tables or diagrams using appropriate units, and construct tables and graphs to clearly and succinctly present information and relationships. They have opportunities to extract information from column graphs, histograms, divided bar and sector graphs, line graphs, composite graphs and flow diagrams, and express mathematical relationships by using symbols and the appropriate units for physical quantities.

Information and Communication Technologies (ICT)

Students participating in MuM conduct their research using the library and a range of digital media including the internet. They need to extract, reorganise, format and report information in the form of spreadsheets, databases, flow charts, tables, graphs, diagrams, prose and keys using appropriate technologies. Students can use a range of applications to design and publish their plan. There are opportunities for students to develop and utilise ethical practices in their use of ICT.