Science in Society Investigation and Assessment Task (Junior Cert Science): Revision Notes
Science in Society Investigation and Assessment Task
Introduction
The Science in Society Investigation is a key part of your Junior Cycle Science assessment. This investigation allows you to explore how science affects our daily lives and society as a whole. Unlike laboratory-based experiments, this task involves researching real-world issues where science plays an important role.
This assessment is fundamentally different from laboratory-based experiments. Instead of conducting practical work, you'll be researching real-world issues where science plays a crucial role in society.
What is the Science in Society assessment task?
The Science in Society Assessment Task is completed during your Third Year and forms part of the State Examinations Commission (SEC) examination paper. This assessment is worth the entire grade you receive for this component. At the end of Third Year, you will complete an Assessment Task booklet based on the Science in Society Investigation that you carried out as part of your second Classroom-Based Assessment (CBA) in Second Year.
The first CBA you may have undertaken was the Extended Experimental Investigation (EEI), which involved laboratory practical work. The Science in Society Investigation is different because it does not involve any laboratory practical work. Instead, you carry out research on a Science in Society issue of your choice. There are hundreds of different Science in Society issues that can be investigated, and your teacher will guide you in choosing a suitable topic.
Key Difference Between Assessments:
The Extended Experimental Investigation (EEI) involves laboratory practical work, while the Science in Society Investigation involves research only - no laboratory work is required. This investigation focuses on understanding how science impacts society through research and analysis.
Objectives of this assessment
This assessment has three main aims:
- To help you understand how to carry out thorough research on a Science in Society topic
- To make you familiar with the different categories of data that can be collected during a research project
- To help you appreciate the need to evaluate claims and opinions that you encounter during your research
Understanding these objectives will help you approach your investigation with confidence and produce high-quality work.
Primary and secondary data
When conducting your Science in Society Investigation, you will work with two different types of data. Understanding the difference between these types is essential for your assessment.
What is data?
The word data means 'factual information'. It is important to note that data is the plural of datum, so we say "the data are" rather than "the data is".
Grammar Note: Data is plural, so use "the data are" not "the data is". The singular form is "datum".
Primary data
Primary data are data collected by the researcher him or herself. When you carry out your own research and gather information directly, this information becomes your primary data.
For example, if you conducted an Extended Experimental Investigation, the measurements and observations you recorded were primary data because you collected them yourself rather than using data that had been collected by somebody else. Students commonly collect primary data for their research projects through surveys, interviews, or their own observations.
Secondary data
Secondary data are data collected by somebody other than the researcher. This means you are using information that someone else has already gathered and made available.
Secondary data are usually available from a number of sources, such as:
- Websites
- Books
- Journals
- Government records
These data have already been collected at some time in the past. For example, data on examinations and the population of Ireland are available from government organisations. Data on examinations are available from the State Examinations Commission. A great deal of secondary data are now available online, making it easier than ever to access information for your research.
Example: Primary vs Secondary Data
Primary Data:
- Survey responses you collect yourself from classmates about their recycling habits
- Observations you make of traffic patterns near your school
- Interviews you conduct with local environmental officers
Secondary Data:
- Statistics from the Environmental Protection Agency website
- Research findings published in scientific journals
- Government reports on waste management
- Information from the Central Statistics Office
The research question
When researching a Science in Society topic, you should choose one in which you are genuinely interested. If you are interested in the topic, it will help motivate you to work hard on your investigation. Interest in your topic will make the research process more enjoyable and lead to better quality work.
Choosing your topic area
When thinking about your topic, consider the following areas:
- An application of science that has an effect on human health
- An application of science that has an effect on the environment
- An application of science that has an effect on society in general
What is a research question?
A research question is the question that an investigative study sets out to answer. Once you have decided on the topic you wish to research, you need to formulate a clear research question.
Formulating a good research question
It is important to choose a research question carefully. The quality of your research question will influence the entire investigation. Here is the key rule:
Critical Rule for Research Questions:
Never choose a research question that can be answered by a 'yes' or 'no' answer.
This is one of the most common mistakes students make. A good research question requires detailed exploration and analysis.
Example: Good vs Bad Research Questions
Bad research question (can be answered yes/no): "Is a diet of junk food damaging to your health?"
Good research question (requires detailed exploration): "How does a diet of junk food damage your health?"
The second question requires you to explore mechanisms, provide evidence, and analyze the effects in detail - perfect for an investigation!
When writing a research question, use words such as:
- How?
- What?
- Why?
- To what extent?
Examples of good research questions
Here are examples of well-formulated research questions:
- Why is burning fossil fuels bad for the environment?
- Why should our government consider allowing a nuclear power plant to be built in Ireland?
- What are better alternatives to incinerators for disposing of our waste?
- How can the level of recycling be improved in my neighbourhood?
- How can I reduce my carbon footprint?
- What effects on our health are caused by the frequent use of mobile phones?
- To what ways do the benefits of space travel outweigh the hazards?
- Why is alcohol consumption so high in Ireland and what strategies are needed to reduce it?
- How can we reverse the decline in our bee population?
- How does the frequent playing of computer games affect our health?
- Why are obesity levels high among teenagers in Ireland and how can we address the problem?
- To what extent can wind farms solve Ireland's energy problems?
Notice how each of these questions requires detailed exploration and cannot be answered with a simple yes or no.
Completing the SEC Science in Society Investigation Task booklet
The Assessment Task booklet contains four questions. Each question is worth marks, making it important to answer each question fully and thoroughly. To help you understand what is required in each question, we will look at a worked example using electric cars as a Science in Society topic.
Assessment Structure:
The booklet has 4 questions × 15 marks each = 60 marks total. This means each question carries significant weight, so you must answer all parts thoroughly.
Section A: Investigation and research
Question 1 focuses on your research question and the resources you used.
Part (a): State your research question
In this section, write a clear sentence stating your research question.
Example Answer:
"To what extent do electric cars contribute to improving the quality of air?"
Part (b): Why did you choose this research question?
Here you should give a reason why you are interested in the topic. Make it personal and genuine.
Example Answer:
"I became interested in the topic of electric cars because our neighbour recently purchased an electric car. He told me that it was less polluting than the diesel-powered car that we have."
Part (c): Name any two specific research resources
In this section, you must give specific information about research resources. It is crucial that you give precise details of research resources.
Avoid Vague Answers:
Instead of saying "I searched the internet", give details of the actual website that you visited. Examiners need specific, verifiable information about your sources.
Examples of specific research resources:
- I used the Internet to find out about the benefits of electric cars to the environment
- I studied the infrastructure information on the Sustainable Energy Authority of Ireland website (www.seai.ie/sustainable-solutions/electric-vehicles/)
- I watched a YouTube video comparing electric cars and petrol cars (www.youtube.com/watch?v=h46e4g9)
Other research resources that you could use include:
- A named newspaper article
- A named article in a science journal or a magazine
- A named TV programme that you viewed
- A named podcast that you listened to
Section B: Knowledge, reliability and bias
Question 2 examines the scientific knowledge you gained and whether you can evaluate its reliability.
Part (a): Outline some scientific knowledge you learned
In this section, demonstrate the factual knowledge that you learned. Make sure that you use scientific language or terminology. You should write a minimum of two sentences.
Example Answer:
"In the YouTube video, I learned that combustion of petrol provides pressure inside a piston in the engine. This transfers energy to a transmission unit, which turns the wheels and causes the car to move.
In an electric car, the power source is a battery pack. An inverter converts the direct current to an alternating current. This causes an induction motor to turn the wheels of the car.
Burning petrol produces , which harms the environment. The batteries in an electric car do not produce , since the energy comes from a battery and no fuel is burned. Therefore, I concluded that electric cars make a positive contribution to improving the quality of air."
Notice how this answer uses specific scientific terminology like "combustion", "piston", "inverter", "direct current", and "alternating current".
Part (b): Do you think this knowledge is reliable?
In this section, give reasons why you feel the knowledge you have gained can be trusted. Consider these questions:
- Does the person giving the information have a qualification in the subject?
- Have you checked the knowledge by comparing it to other sources?
- Have you compared it to information supplied by other experts in the area?
- Is the material up to date?
Example Answer:
"Yes, I think that the knowledge is reliable because the video was produced by the Learn Engineering organisation. The person who presented it is a qualified engineer with a degree in engineering. Also, the video received very good comments from other engineers around the world who viewed it.
Also, I compared the knowledge that I gained about electric cars in the video with knowledge that I found on the Sustainable Energy Authority of Ireland website. This website is produced by a Government agency and their goal is to inform citizens about sustainability. Both sources gave similar information, so I feel that the knowledge that I gained can be trusted and is therefore reliable."
This answer is strong because it mentions qualifications, cross-checking with other sources, and verification from experts.
Question 3 asks you to identify both reliable and unreliable sources.
Part (a): Name one reliable (or unbiased) research resource
In this section, identify a research resource in which the material is written by professionals or people who are not trying to sell you something. The source should be unbiased, meaning the views given should be balanced and should outline both sides of an argument.
Example Answer:
"One research resource that I found to be unbiased was the Sustainable Energy Authority of Ireland website. This was unbiased because the website gave good advice about buying electric cars, but it also discussed the drawbacks of electric cars. The website was giving information about electric cars in general. It was left to the individual to choose the electric car that he or she felt was the best."
This demonstrates understanding of bias by explaining how the source presented balanced information.
Part (b): Name one unreliable (or biased) research resource
In this section, identify a research resource where the person giving the information might be getting paid to promote a product, or perhaps they are just giving one side of an argument. Consider:
- Does the person giving the information have any expertise or qualification in the subject?
- Do they refer you to other sources to back up their views?
- Is the person being paid by a manufacturer to influence you?
Example Answer:
"I searched the DoneDeal website (www.donedeal.ie) to learn about the distance that different brands of electric cars can travel on one charge.
Some of the people selling cars were giving ranges of electric cars that were very high. I feel that the information was biased, as they were trying to sell their own cars.
When I compared the ranges in the adverts with the ranges on the official website of the car manufacturers, I found that some of the ranges quoted on the adverts were incorrect and therefore are unreliable."
This answer effectively identifies bias by explaining the seller's motivation and cross-checking information.
Section C: Communicating
Question 4 explores how you used and evaluated different communication methods.
As you conduct your research, you may come across information presented using methods that do not use words alone. Such methods include diagrams, photographs, tables, graphs, charts and audio/visual recordings.
Part (a): Did communication methods help you understand the information?
In this section, refer to any diagrams, photos, tables, charts or audio/visual aids that helped you to understand the information provided. Give a relevant example.
Example Answer:
"I found the Learn Engineering YouTube video of great help in understanding the differences between petrol-driven cars and electric vehicles. It had lots of simple diagrams to explain how each type of car worked. It also included animations showing what happens inside the engine of the petrol-driven car and showed how the combustion of the petrol caused the car to move.
When explaining how the electric car worked, I found the diagram of the rotating magnetic field a great help to me in understanding how the wheels of the car turn."
This answer clearly explains how specific visual aids enhanced understanding.
Part (b): Did you use communication methods in your own report?
In this section, explain whether you used diagrams, photos, tables, charts or audio/visual aids in your report. Explain your reasoning for using or not using these methods.
Example Answer:
"In my report, I used labelled diagrams and tables to discuss electric cars.
I used a labelled diagram to explain how an electric car works. This is easier to explain using a diagram, than it is in words.
I used some photos of an electric car to show that it does not have an exhaust pipe.
I also included a table summarising the ranges of four models of electric cars that are for sale in Ireland.
I used my smartphone to make a short video showing what an electric car looks like under the bonnet.
I did not use any animated videos like the ones that I saw on YouTube as I do not have the skill or equipment to produce these."
Notice how this answer provides specific examples and justifications for each communication method used or not used.
Exam tip: Practising your answers
Your SEC Science in Society booklet is reproduced in Chapter 40 of your Assessment and Exam Guide. This resource will help you practise writing an account of your own Science in Society research project before you complete the actual assessment.
Practice Makes Perfect:
Using the practice booklet in Chapter 40 allows you to refine your answers before the actual assessment. This is an excellent opportunity to get feedback from your teacher and improve your responses.
Remember!
Key Points to Remember:
- Primary data are data collected by the researcher him or herself
- Secondary data are data collected by someone other than the researcher
- A research question is the question that an investigative study sets out to answer
- Never choose a research question that can be answered by a 'yes' or 'no' answer
- When writing a research question, use words such as How? What? Why? and To what extent?
- The SEC booklet contains four questions, each worth marks
- Always evaluate your sources for reliability and bias
- Use specific details when describing your research resources