SUCCESSFUL IMPLEMENTATION OF SCIENTIFIC INVESTIGATION WITHIN THE EPQ

SUCCESSFUL IMPLEMENTATION OF SCIENTIFIC INVESTIGATION WITHIN THE EPQ EPSILON: the Extended Project Scientific Investigation, Liaison and Outreach Network.

What is the Extended Project Qualification? § EPQ = 0. 5 GCE A-level (28 UCAS pts. AS = 20 UCAS pts max) § Graded A* - E § 80 hours of project work § Assessment criteria relate to quality of process / skills used rather than specified content § Supervised and marked by teachers with external moderation by the awarding bodies

EPQ: a fast growing qualification 120000 100000 Maths 80000 Biology Chemistry 60000 Physics F Maths 40000 EPQ 20000 0 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 3

Fit for Purpose? Intellectual Curiosity “While not a ‘skill’ in its own right, one of the key perceived gaps in some students’ outlook when arriving at higher education was intellectual curiosity or a ‘love of their subject’. One interviewee referred to it as a lack of the “sheer love of investigation”. While few interviewees believed this is something that can be taught, many thought that it was something that tended to be better developed in the past because upper secondary school pupils had the space to do so. ” (Higton et al, 2012)

Fit for Purpose? Intellectual Curiosity “Many were of the opinion that the number of exams taken within A levels meant that pupils had no opportunity to gain a love of their subject and had encouraged a “joyless little bean counter” approach to learning, whereby they thought that learning was simply a matter of knowing the right answer. However, it was noted by this interviewee and others that this utilitarian approach to learning and exam-passing is something that is embedded in the entire education system and not solely an issue in the A level system. ” (Higton et al, 2012) [my italics]

Praise for the EPQ. . “The EPQ received praise for developing many of the academic skills identified as problems… Interviewees thought that one benefit of the EPQ was that it encouraged reflection across a wide range of content and issues. ” “We’re very keen on the extended project, and very, very positive about it. We make alternate offers sometimes, we might make, say, an A*AA offer excluding the extended project, and then an A*AB offer including the extended project, and give somebody an either/or. The extended project [provides the] thinking skills that we’re interested in. ” Admissions Staff, HEI, England (quoted in Higton et al, 2012 https: //www. gov. uk/government/uploads/system/uploads/attachment_data/file/377930 /2012 -04 -03 -fit-for-purpose-a-levels. pdf ) 6

EPQ’s role in admissions choices § EPQ is widely valued as part of the applicant’s overall profile. § It is not currently widely used as a condition of offers, though ‘discount’ offers (pioneered by Southampton) are becoming more common. § Birmingham: “Applicants who offer the EPQ and meet our offer criteria will be made the standard offer for their programme of choice and an alternative offer which will be one grade lower plus a grade A in the EPQ. For example where our standard offer is AAA, the offer would be AAA or AAB plus A in the EPQ” § See also the UEA Bright Spark Scholarship programme, offering £ 3000 bursaries for students with excellent research project results. https: //www. uea. ac. uk/study/undergraduate/scholarships/bright-spark-scholarship

The value of EPQ: Research Evidence “Students with the EP were more likely than those without it to obtain a good degree (odds of achieving a first class degree increased by 1. 25 and of achieving at least an upper second class degree by 1. 30). ” Gill, T and Rodeiro, C. (2014) “Predictive Validity of Level 3 Qualifications”, Cambridge Assessment Research Report. Available at http: //www. cambridgeassessment. org. uk/Images/178062 -predictive-validity-of-level-3 qualifications. pdf

The value of EPQ: Research Evidence “Regarding some of the recently introduced academic qualifications, this research showed that having an Extended Project qualification or a Cambridge Pre-U GPR qualification alongside AS/A levels significantly increased the probability of attending a university in the Russell or 1994 groups. These qualifications, which require research and autonomous working, have been praised by universities, especially competitive ones, as they allow the development of independent research skills needed for undergraduate study. It is therefore not surprising that they provide ‘better’ access to competitive universities. ” Rodeiro, C. , Sutch, T. and Zanini, N. (2015) “Progressing to Higher Education in the UK: The effect of prior learning on institution and field of study”, Research Matters, 20, pp. 1321. Available at http: //www. cambridgeassessment. org. uk/Images/255867 -researchmatters-20 -summer-2015. pdf

We need to teach students to learn independently. 10

How to we timetable it? How do we staff it? Discuss: What arrangements work well for timetabling and staffing EPQ? What are the challenges and how can they be addressed? 11

Staffing models There is considerable value in creating cross-curricular staff teams to teach on the taught course. § This encourages students to think across subject divides. § Staff can bring their own subject expertise into play during seminars. § The staff teams which teach these sessions can then become crosscurricular supervisory teams once project work is underway. § Most staff need only teach one or two periods of EPQ a week, thus spreading the load and making it possible for more staff to participate in the programme.

Two year EPQ course Sept Jan April Mid Oct - Jan - March Dec of L. 6 th March Mid Oct of U. 6 th Early Dec Feb Taught course Research Development Completion of first draft Re-drafting. Hand-in + presentations. § Allows for a full taught course at the outset. § It makes completion of the EPQ possible using timetabled lesson time. Stays clear of other pressure points (mocks, UCAS deadlines). § Allows for students to be ‘parachuted in’ at various points § It also gives scope for a smoothly managed end to the programme.

EPSILON 21 November 2017 Initial teaching for Extended Project Scientific Investigations Elizabeth Swinbank, York 14

We strongly recommend that EPQ is timetabled (120 GLH) and Project work is preceded and supported by a taught course: skills development awareness of issues ideas for projects 15

The taught course General project-related skills e. g. research communication – written, oral time management … Relating to lab/fieldwork e. g. risk assessment ethical issues data analysis … 16

Mini literature review Stimulus material (eg from news media, New Scientist) 17

Mini literature review Stimulus material (eg from news media, New Scientist) summarise using 5 Ws what, where, when, who, why? § use 3 further sources to find more information ideally use different types of source summarise content of each source (5 Ws) write overview of information drawing on all sources comment on sources reliability etc compile a list of references Harvard referencing 18

Addressing ethical issues Use case studies to highlight ethical issues Students identify/discuss issues and discuss possible ways forward while also being exposed to possible project ideas e. g. Wellcome Go Further: Ethics and Extended Project Qualifications Case studies Ethan: alcohol and behaviour Mindi: genetic disease Activities 4: Why is that wrong? 5: Ethical checklist 19

Project Skills Development: Managing scientific investigations in the classroom Charles Barclay, Marlborough College 20

The EPQ: Extension An EPQ is not simply a big piece of subject-based coursework 21

The EPQ: Structure 120 GLH for an Investigation/Fieldwork project preparation for project work (ideally a taught course) literature research and review experimental/field work data analysis discussion and evaluation report writing

Doing the project Insist that students write up as they go along Work on one section at a time Start with a Literature Review Do a pilot study before the main Lab/Fieldwork Hold class seminars/reporting back sessions Check for plagiarism Ensure students write a Conclusion/Evaluation. . . then an Introduction and finally an Abstract

Discussion: What are the practical challenges posed by scientific investigative EPQs? How can they be addressed? 24

Developing research skills: A quick-start guide 25

The pilot project § A short pilot project is an excellent context for teaching research skills § It also allows students the opportunity to try researching a topic that could lead into their full project, or be dropped if it proves troublesome or dull. § Ask for a mini - research review (4 sources), together with a powerpoint presentation § Start with possible topics, then narrow to a specific question (e. g. ‘The Mind’ > ‘Is the mind the same as the brain? ’) § Teach them how to write up their research using Headings and Citations (easy!) or Google Docs (even easier) or Ref. Me

Teaching scientific thinking Making the shift from ‘knowing the right answer’ to learning by inquiring

Learning to think scientifically § Model of learning (A) = knowing the right answer § Model of learning (B) = asking questions, inquiry, discussion, debate, argument, research, investigation, creative experimentation. § What can we do to shift students from A to B?

Beyond the right answer model: learning by inquiring § Be a Socratic mentor: teach by questioning. § Conflict and disagreement are your friends. § Allow time for students to think in this way ‘Can school today teach anything more than how to pass exams? ’ https: //aeon. co/essays/can-school-today-teach-anything-more-than-how-to-pass-exams Socrates by J. Horner, from Taylor, JL ‘Think Again’ Bloomsbury Ed 2012

Questions about Science Choose a question to discuss with a partner: § § § § What is science? Why do we do science? Does science rule out religion? Could there be a scientific explanation of love? What is energy? Can science provide us with certainty or just theories? Does science disprove the existence of souls? Does evolution disprove creation? Will science still work in the future? What is the difference between science and maths? Is history part of science? How many sciences are there? Could there be a science of ghosts? Could science come to an end? Could science explain why there is a universe at all? Be prepared to give a summary to your class

Extended Project Slide 31

Resources for starting debates § Crash Course Philosophy & Ethics § https: //www. youtube. com/playlist? list=PL 8 d. Puua. Lj. Xt. Ng. K 6 MZucd. Yld. Nk. Myb. Y IHKR § https: //www. youtube. com/playlist? list=PLa_ZSYFNm. Jvvta. PCcf. Yx. Qljs. JDyh. Mt. We § BBC What makes me me? http: //www. bbc. co. uk/programmes/b 01 rdqkc § Vsauce: https: //www. youtube. com/user/Vsauce/videos § Michael Sandel Justice at Harvard http: //www. justiceharvard. org/ § 60 second adventures in thought https: //www. youtube. com/playlist? list=PL 73 A 886 F 2 DD 959 FF 1 § Cranleigh Thinking: https: //www. cranleigh. org/academic/cranleigh-thinking/

EPSILON 21 November 2017 Exploring resources and support for Extended Project Scientific Investigations Elizabeth Swinbank, York 33

Generic EPQ guidance Resources for Science EPQs Case studies and exemplars Springboards Other resources 34

Generic EPQ guidance Edexcel/Pearson About Project qualifications http: //qualifications. pearson. com/en/support-topics/understanding-our-qualifications/ourqualifications-explained/about-project-qualifications. htm Level 3 Extended Project Student Guide and Teacher Resource Disc Elizabeth Swinbank & John Taylor (eds) Edexcel/Pearson Education 2009 AQA Teaching guidance www. aqa. org. uk/subjects/projects/aqa-certificate/EPQ-7993/teaching-and-learning-resources AQA Extended Project Companion and Supervisor Support File Mary James Nelson Thornes 2009

Generic EPQ guidance OCR Extended Project information and guidance http: //www. ocr. org. uk/qualifications/projects-extended-project-h 856/ OCR Extended Project Student Guide Brian Crossland & Patrick Walsh-Atkins Hodder Education 2009 WJEC Project and Extended Project www. wjec. co. uk/qualifications/levels/project-and-extended-project/ Get Revising Extended Project Activity Pack Jo Wilcox and Jessica Jung https: //getrevising. co. uk/files/pages/39/element/3/Extended%20 Project%20 Activity%20 P ack. pdf

Resources for Science EPQs Perspectives on Science (Po. S) former AS course in History, Philosophy and Ethics of Science forerunner of EPQ (Dissertation) Po. S model for project work: taught course structured project on-going supervision Perspectives on Science Student Book ISBN 978 0 435569 60 0 Perspectives on Science Teacher Resource File ISBN 978 0 435569 61 7 Heinemann 2007

Resources for Science EPQs OCR EPQ and science: a guide to science-based extended projects http: //www. ocr. org. uk/Images/285877 -science-based-extendedprojects-teachers-guide. pdf National STEM centre EPQ teacher support group www. nationalstemcentre. org. uk/epq The Wellcome Trust Support for practical science www. wellcome. ac. uk/Education-resources/Education-andlearning/Our-work/Enquiry-based-learning/index. htm Rick Marshall ‘A practical guide to open-ended coursework investigations’ http: //iopscience. iop. org/article/10. 1088/00319120/37/5/302/meta Ensuring your research is ethical: a guide for EPQ students https: //wellcome. ac. uk/sites/default/files/wtp 057673_0. pdf Go Further https: //bigpictureeducation. com/extended-projects Click to download pdfs: A practical guide Ethics … Student Edition Ethics … Teacher Edition The INSTITUTE for RESEARCH in Schools Extended Project Qualifications http: //www. researchinschools. org/How. To/EPQ. html

Resources for Science EPQs Downloads from the University of York resources for the taught course case studies and activities www. york. ac. uk/education/projects/project-qualifications EPQ Genomics commissioned by NOWGEN supports EPQs relating to genomics www. york. ac. uk/education/projects/project-qualifications/epq-genomics/ EPQ Development commissioned by the Ellen Mac. Arthur Foundation supports EPQs relating to environmental and development issues www. york. ac. uk/education/projects/project-qualifications/epq-development/

Case studies and exemplars Institute of Physics advice, exemplars and case studies of physics-based www. iop. org/education/teacher/resources/extended_project/page_62232. html Edexcel /Pearson, OCR, AQA and WJEC all provide examples of projects with examiners’ comments but only Pearson distinguishes between types of project

Springboards Ideas for EPQ topics can come from anywhere hobbies TV programmes current events work experience A-level studies reading around …

Springboards Reading around science Physics Review Chemistry Review Biological Sciences Review Magazines for post-16 science students https: //www. hoddereducation. co. uk/magazines Catalyst Science magazine for students aged 14 -19 http: //www. catalyststudent. org. uk/ Big Picture Wellcome resource exploring biology and medicine http: //bigpictureeducation. com/

Other resources There are many online databases e. g. Met Office http: //data. gov. uk/metoffice-data-archive National Grid industry information/data explorer http: //www 2. nationalgrid. com/ Team Keck astronomical surveys NB http: //tkserver. keck. hawaii. edu/tksurvey/ students must make their own decisions about which data to use and how to analyse it

Other resources The Wellcome Trust website has a page with many relevant links e. g. databases EPQ exemplars online libraries research methods university contacts www. wellcome. ac. uk/Education-resources/Education-and-learning/Resources/Independentresearch-projects/index. htm Contact your local university’s school outreach officer(s) Use contacts made through EPSILON!

EPSILON 21 November 2017 Managing the choice of titles for Extended Project Scientific Investigations Elizabeth Swinbank, York 45

What makes a good Investigation/Fieldwork EP? Hypothesis as focus Consideration of research methodology Collection of primary data Research into relevant secondary sources Data analysis: graphical and/or statistical techniques Consideration of significance of results Careful editing and structuring of report Self-reflective evaluation including critique of methodology 46

The project proposal / project title What makes a good Investigation project title? focus controversial question hypothesis to be tested feasible scope for extension scope for development, a journey

The project proposal / project title Examples of science-based Investigation EPs How does solar activity affect weather? Do ‘sharkskin’ swimsuits give the wearer an unfair advantage? Would reclaiming and reusing the rare earth elements from i. Pads be economically viable? Over its working lifetime, does the energy output from a photovoltaic solar panel exceed the energy required to make, install and operate it? Successful projects do not have to involve elaborate kit By no means all of the 120 GLH is spent on lab/fieldwork

Analysis can include secondary data (e. g. from internet) as well as the student’s own primary data 49

The project proposal / project title Some suggested Investigation titles – for discussion Magnets Measure e/m for electrons Meteorite impact craters How does shape memory metal work? A study of quantum tunnelling compound Could the Manhattan project be justified?

Other types of science-based EPQs Dissertation Why did the Titanic sink? Are wind turbines a good solution to the energy crisis? Can we justify human space exploration? Is it possible to believe in God and the Big Bang? Should we allow direct-to-consumer genetic testing? Are we alone in the universe? How did the Copernican paradigm shift affect subsequent developments in cosmology? Is wi-fi safe?

Other types of science-based EPQs Artefact Design, make and test a sundial (spectrometer, telescope, . . . ) Is it possible to revive the engine of a Ferguson TEF 20 tractor? Performance/Event Explore an incident or issue through drama (c. f. Scopes Trial, Heisenberg’s visit to Bohr in Copenhagen, . . . ) Explore a concept through an exhibition of images (e. g. images on many scales)

Successful mentoring

Key points 1. Use taught course to stimulate deeper thinking about open questions 2. Teach research skills (swiftly) through a pilot project 3. Facilitate the choice of questions (fertile, accessible, controversial, engaging) 4. Provide scaffolding for the project writing process 5. Write from the start 6. Regular milestones.

A focused research question, testable hypothesis or practical brief is essential 55

The EPQ: Structure Framework for an Investigation/Fieldwork EP report Title page Contents page Abstract Introduction Literature review Lab/field work Conclusion/evaluation Bibliography Appendices Methodology/experimental design Primary data collection Secondary data Data analysis

Agree a series of deadlines for the different sections of the project 57

CASE STUDIES § An able student would like to apply for a medical course at university. They are studying A level sciences. They would like to do a project which will assist their application. How would you advise them?

Potential Medic § This is a good starting point, in that they are looking to link their EPQ to their future areas of study. § The next step is to identify a possible field of study – say, bioethics, and look within that to find what questions are currently being debated. § Good sample questions here: Should smokers be treated on the NHS? Should we screen embryos for genetic diseases? Should insurance companies have access to the results of DNA tests? § The key thing is that whatever question is chosen, there should be an accessible base of literature, and a controversial aspect which will allow scope for argumentation.

Case Studies § An art and design student wants to make an item of clothing to illustrate the problems caused by climate change. How do you advise them?

Clothing design § We will want to encourage them to do something which builds on knowledge and skills they already have, but which does not simply duplicate project work they might be doing in another course. § The finished item should show that they have used appropriate technical skills. § They will need to sharpen up the brief, and then produce a clear, focused response – a specification of how they will meet that brief. § The brief could come from a real or hypothetical client.

Case Study Several students want to use the school play as the basis for an EPQ group project. What do you say to them?

The School Play? § Is performance an attainable target? § A project is a process – the process of devising, shaping, developing and rehearsing the piece. It isn’t just the outcome. § The process should have a clear research base. There will be issues about influences which they can explore as well as the topic. § Most important of all, they should think about the audience. A commission helps (e. g. perform a single scene from Romeo and Juliet in a way that will make it accessible to Year 9 audience. ) § The other factor to consider in a project like this is the group element: each student should produce their own evidence.

Case studies § A student wants to carry out an investigation of how they can improve their sporting performance. What would you advise?

Sporting investigation § Investigative projects should have a central research question or, usually, a testable hypothesis. § It is important that the area of research will allow them plenty of scope for collection and analysis of data; § What types of training technique are going to be assessed? What are the appropriate ways of measuring them? What can be done with the data once it has been gathered? What counts as a significant improvement? § Once we are satisfied that there is a clear enough objective, there should be a clear hypothesis.

Tips for supervisors � Play to your strengths � Make use of case studies to give focus � Use other sources of support – get students to do this too � Give them access to exemplar projects � Ideally, get them working in supervised conditions when you can do mini tutorials. � Keep a supervisory log. 66

More tips � Be on the lookout constantly for articles which might help � Re-visit the initial proposal to see whether they are answering their question � Be directive about reading and research at the outset but aim to move to a back seat position � Get them to plan ahead, at least a few weeks – e. g. using the library, ordering books in, contacting experts. . . 67

Final tips � Don’t take anything students submit for granted – run a plagiarism check on each project � Get the group together for work in progress sessions, guidance on bibliographies etc � Keep hammering home the key points about the requirements of each section � Give them a chance to practise talking about their work before the viva � Use a vle for submission � Enjoy it! 68

SUCCESSFUL IMPLEMENTATION OF SCIENTIFIC INVESTIGATION WITHIN THE EPQ EPSILON: the Extended Project Scientific Investigation, Liaison and Outreach Network.