SATIS 16 - 19 General guide page 3
A general guide to SATIS 16 - 19
Introducing SATIS 16 - 19
What are the purposes of the project?
Th~ SATIS 16 - 19 project was set up by the Association for
Science Education in September 1987 to build on the success
of the Science and Technology in Society (SATIS) project
which had already published a hundred units for 14 - 16
year-old students.
This file is the first instalment of what will be a low-cost
and flexible bank of resources intended for students in the
sixteen to nineteen age-range to:
• support their general education, and
• to enrich specialist science courses in academic and
vocational programmes.
There is no sharp division intended between these types
of materials and feedback from trials has shown that many
units can be used successfully in both contexts. Further
publications will appear during 1990 and 1991.
How have the materials been produced?
The SATIS 16 - 19 project can be regarded as a means for
helping teachers to share good ideas and effective classroom
practice. This has been achieved with the help of fifteen
informal development groups spread across the UK in
places where an enthusiast offered to arrange meetings. At
the same time individuals have been· able to make a
contribution by direct contact with members of the· editorial
team.
All the writers have been volunteers free to choose the
topic they wish to explore and present in a form to engage
the attention of students. As a result the units are very
diverse, reflecting the varied interests of the contributors.
Many novel units have arisen by collaboration between
teachers and their local contacts in professional institutions,
universities, industry, medical services and other organ-
isations. The advisers consulted have helped to bring to the
project new examples, fresh stories and up-to-date views on
topical issues. The teachers have then used their expertise to
develop the topic into a form which can be readily adopted in
schools and which is likely to appeal to students.
The draft units have been prepared for trials by a small
team of editors and then distributed to teachers who have
offered to test them out with students. Feedback from trials
has been returned to the editors on questionnaires from
teachers and students. Questionnaires have been sent in from
over a thousand students.
The group co-ordinators, advisers and triallists who have
helped with the development of the units in this file are
listed at the end of the General Guide.
The SATIS 16 - 19 framework
The long tradition of general studies in sixth forms has given
science teachers the chance to run science and technology in
society courses as an· option for mixed groups of arts and
science students. This timetable 'slot' has given an
opportunity for innovation relatively free from syllabus
constraints. The SATIS 16 - 19 project owes a great deal to
the pioneering work of earlier developments especially
'Science in Society' and 'Science in a Social Context' .
It may now be possible to make short science and
technology in society courses much more widely available
as a result of the Technical and Vocational Education
Initiative and its extension. In many consortia of schools and
colleges the intention is to offer a general core studies
programme for all providing a minimum entitlement which
will include a significant element related to science and
technology in society.
The SATIS 16 - 19 project will describe broad themes
around which general courses can be planned by publishing
three readers which explore the S, the T and the S in SATIS.
Each title will be linked to a variety of shorter classroom
activities allowing students to examine in more depth
selected topics discussed in the readers. These longer
'framework units' will appear with the final publications so
that they can be extensively cross referenced to the short
units in the SATIS 16 - 19 files.
The first reader, 'What is Science?', invites students to
reflect on the nature of scientific theories and asks the
question: 'Where do these imaginative theories come
from?'. Examples from the history of science are introduced
to show how scientific theories change and to explore the
interplay between science and society. The first unit in file 1,
'The retrial of Galileo' is an example of an activity intended
to support this reader.
The second reader, 'What is Technology?', does not try
to define technology but shows that while the word has a
variety of meanings it always implies the creative use of
know ledge and skills to solve a social problem. Case studies
in the text demonstrate that new technologies can have
different origins such as inspiration, lucky chance, a
knowledge of science or a mixture of these. Industrial and
economic aspects of technology are discussed and cultural
differences in technology introduced with reference to
intermediate and appropriate technologies. Examples of
units in file 1 which might be used in conjunction with this
reader are: 'Do we need a Europlug?', 'Kidney transplants',
'R & D at MUPCorp' , and 'Energising an Indian village'.
The third reader, 'How does Society decide?', invites
students - who will soon be voting members of the comm-
unity - to reflect on the benefits and risks of technology and
\1~lllli'
N14111
 SATIS 16 - 19 General guide page 4

to consider the part that they or their representative can play Teaching and learning strategies
in influencing the decisions which affect their lives. Related
A study of the impact of the original SATIS materials has
short units in file 1 to stimulate discussion and debate
shown that one of the important effects of the project has
include: 'Animal rights and animal wrongs'~ 'Cattle and
been to introduce teachers to a greater variety of classroom
chemicals' , and 'Problems with embryos' .
strategies. Many teachers have turned to the SATIS
The list on page 14 shows how the units in this file can be
publications for ideas and discovered the value of discussion
used in the context of topics which often feature in courses
in small groups, decision-making exercises, data-analysis,
of general education. Once all the SATIS 16 - 19 files have
surveys and role-playas techniques for involving students
been published it will be possible to devise teaching topics
effectively in a consideration of topics where the evidence
based on clusters of units linked to a small number of short
may be conflicting and the answers far from clear cut.
units giving an overview of the issues. Two such overview
Older students generally have more freedom in their time-
units are now on trial: one called 'How shall we live?'
table with opportunities for private study· and access during
tackles energy issues, while another 'called 'Thinking green'
the day to libraries, computer data bases and other sources of
provides a way in to thinking about pollution and the
information. As· a result the writers for SATIS 16 - 19 have
environment.
been able to place less emphasis on providing information
and more on giving students· guidance as they plan their.
Units for specialist science courses studies, leaving them to collect at least part of the
Many science courses for older students are highly information they need for discussion and debate.
specialised with syllabuses presented in terms of the Students studying fewer subjects have more time to
academic structure of the subject. The general aims which explore a wider range of communication techniques
introduce syllabuses may suggest that there should be involving a variety of media. With smaller classes and no
opportunities to address general issues related to science and requirement for continuous supervision, there is more scope
technology in society but in practice this is discouraged for talks, drama, fieldwork, visits and extended practical
when the emphasis in examination papers is on theoretical investigations.
problems. Other new projects, such as Wessex Modular Science, are
Nevertheless there is now an opportunity for change as currently developing modular programmes with options for
new syllabuses are developed to encourage continuity and students. These projects place particular emphasis on 'guided
progression from the programmes for 14 - 16 year olds to self-study' and 'self-assessment'. Many of the SATIS 16 -19
more advanced courses. There is a growing demand that units have been written with these requirements in mind.
teaching. programmes should seek to foster the qualities of Collaboration withBBC radio and with TV companies is
mind needed in a changing world including the ability to producing audiovisual resources to enhance selected units.
think, to act, to apply as well as to receive knowledge, to On page 13 there is a list of the activities which feature in
pursue the links between different forms of understanding the units in this file.
and to communicate effectively. Teachers hope to whet the
appetite for active learning with opportunities for discussion
so that students are encouraged to exercise judgement while
being faced with realistic problems in contexts which lie
outside the walls of the classroom or the pages of a
textbook.
The lists on pages 15 - 18·show which of the units in this
file are related to syllabus topics in biology, chemistry, earth
and environmental science, and physics courses.

The design and use of SATIS 16 - 19 units
As a rule each SATIS 16 - .19 unit consists of the following four components.
Notes for guidance
The notes for guidance are printed on coloured paper and are easily recognised because of their characteristic main headings.
The introductory notes show how the unit fits in with the SATIS 16 - 19 framework and also highlight syllabus links for
units which might be used to 'infuse' topical issues into specialist science programmes.
The notes are intended primarily for teachers but can also be made available to students who have been made responsible
for planning their own programme for part or all of a course.
All units contribute to the general
aim of giving students an
opportunity to develop an
understanding of the nature of
science and technology and to
explore the ways in which the
sciences, technologies and societies
interact.
All units provide activities intended
to help students acquire and
develop intellectual, practical and
social skills.
Some units are intended primarily
for courses of general education;
others, as here, have a close link
with specific sections in specialist
science syllabuses.
Specialist science units provide
opportunities for students to
develop the skills they need to
achieve the assessment objectives
in syllabuses.
This section shows how the unit
relates to the three readers which
provide a framework for the whole
project or to the overview units
about energy and pollution of the
environment. There are also
references to other SATIS and
SATIS 16 - 19 units including titles
of units which will appear in later
files of this project.
The flow diagram shows the
relationships between the various
parts of the unit. In some cases
alternative routes are suggested.
SATIS 16 - 19 General guide page 5
The timings are based on the reports
Trouble with CFCs SATIS 16-19 unit12 page i
from teachers involved in trials.
They should only be taken as a
Notes for guidance Trouble with CFCs rough guide because the trials have
Author: John Holman shown that the amount of time spent
on a unit can vary greatly depending
Syllabus links USing the unit
on the context in which it is used.
This unit is intended to show students laking advanced nmlng
chemistry courses !hat they are in a better position to
This section sometimes includes a
understand the problem of !he 'hole in the ozone layer' as a This unit might occupy about 60 - 90 minutes of class time
result of their studies. This is an unfolding story which or be set as an exercise for private study followed by about
list of special requirements. The
students can be encouraged to follow in the media. 30 minutes for discussion in class.
strategies suggested are based on
SCIence, technology and society A suggested approach
trial feedback. References are
Topics This unit is primarily intended for students taking
This unit explores: advanced chemistry courses but it can also be used in generally limited to books,
the development of a safe chemical to use in refrigerators, courses of general education. Some students may be put
the environmental impact of a chemical innovation. off by !he chemical formulae and so in general courses is magazines and reference texts which
Ski1l'l
may be beller to concentrate on the more general
discussion questions, Alternatively each group of students
are likely to be available to students.
This unit gives students the opportunity 10:
consider a1temative solutions to a problem and justify a
might be asked to tackle a different aspect of
environmental pollution so that only those with some more
preferredsolulion, advanced knowledge of chemistry study this unit.
discuss the economic and political contexl in which Chemistry students can then be challenged to present the
The NERIS data base has been
decisions about environmental issues are made.
arguments in a form accessible to non.specialists. searched at the time of publication
Specialist chemistry
1.""&11.11113+1-'.'-""61"-" and a reference is included where
Topics
This unit is related to the following syllabus topics:
There are regular reports about research inlO CFCs and we have found resources indexed
their effect on the ozone layer on TV, in newspapers and in
propertiesofhalogenoalkanes,
NeK'Scientist. See in particular: which are likely to be useful in
fonnation and reactions of free radicals.
Jones, M. 'In search of the safe CFCs', NeK' Scientist (26
May 1988).
connection with the units. The terms
Ski1l'l
This unit gives students an opportunily 10: given are for the NERIS extended
Some students may like to read more about the
interpret !he properties of molecular compounds in terms
of structure and bonding,
environmental aspects of !he hole in the ozone layer; they search system. (See page 19 for a
analyse numerical data.
can be referred to number 9 iri the Inside Science Series:
'The Ozone Layer' published in New Scientist, (5 May fuller discussion of the use of
Links With other SATIS units 1988). Back numbers of Inside Science are available from·
Jayne Anderson, New Science Publications, Commonwealth NERIS.)
House, 1·19 New Oxford Street, London WCIA ING.
Educational photocopying is permitted.
National Educational Resources Information Service SATIS 16 - 19 has gained a great
(NERIS): for further support material related to !his unit
search on 'Ol1orofluorocarbons' OR 'Aerosols' OR 'Ozone
deal from the free exchange of ideas
layer'.
and information with other working
,.paeml.i4iUA"£ groups including the Salters
This unit was wrillen as part ·of a module on Ihe Advanced Chemistry project arid the
atmosphere for the Salters Advanced Chemistry Project at
the University of York. Wessex Advanced Modular
Sciences development.
Dick Powell of ICI Chemicals and Polymers Group
provided advice and data for the unit,
The cartoon on page 5 is reproduced by permission of The
Ohsen'er. Expert advisers have played an
important part in ensuring the
accuracy of the information in the
unit and the authenticity of the
activities.
 SATIS 16 - 19 General guide page 6

Study guide
The study guide is the part of each unit which suggests activities for individuals, or for groups of students.
Sometimes, as in 'Cattle and chemicals' the study guide is printed separately from the information sheets. This makes it
easier to up-date and supplement the information on the topic as further reports about the issue appear in the press. Another
advantage of the arrangement is that it is possible to have alternative study guides based on the same stimulus material, as in
'William Perkin - founder of the synthetic dyestuffs industry' .
In other units, such as 'Stick or slip?', the study guide is presented in stages alongside the information given as a series of
questions, problems and suggested activities.
In all units study guide activities are identified by the typeface and by the appearance of a background tint.

Volcanic hazards

FI'II" 1The location of the Sri Berapi volcano with the surrounding settlements and economic developments
 SATIS 16 - 19 General guide page 7

Information pages
Most units present new ideas and introduce students· to applications and issues related to science and technology. The
information is the basis for the activities but may need to be supplemented by other printed or audiovisual sources.
Information is presented in a variety of ways which include newspaper or magazine articles, tables of data, maps,
diagrams and flow charts. In some units the information is presented in note form as a series of 'snippets' - including
illustrations. Students have the task of putting together a coherent argument in the form of a letter, article, talk or poster with
the help of the snippets.

Cattle and Chemicals SATIS 16 -19 unit 9 page 4

Cattle and chemicals All fibre molecule .

Letter
There arerwopossible welfare
pmbIemsassocialedwithlhew;e
of BST on dairy rows: Ihe
injection oflhe_lIId Ihe
long-tenneffects.
In Ihe early trials BST was
injected daily. It isoowinjected
weeldyanddevelopnenlSwith
sIowrelease.prepIIlIlions·may
make it possible inlhe near
fidure to inject aI monthly lIId
evenduee mondlly intervals.
IfcaJriedOOlcorrectlylhe
aetuaI injection produces very
little response from lhecows
allhough occasionally animals
will flinch as the injection is
made. Moslrows.bowever.are
lI<Jlafraidoflhepnx:edureand
enterlheinjection-Sla1Ioflheir
own free weU; a few animals
have to be guided in. There is
somenJ·nesaslighltransienl
swelling allhe site oflhe
injection aid sore cows will
crouch if this swelling is pressed.
s are Imear.
Cotton and
cellulose. paper are made of
inmainlainingsufficiemfood
•..•..• - .•..•..•..•..•..•••.•.
irlakeandmelaboliclUrllOverto
bolbproducelhesequanlitiesof
milk lIId keep !heir body
......•.......... -.._ •..•.. _.- .....
processes fully womng. This
tnellIIS tha lhey may sometimes In cellulose diaceta
beexislingonaJUrilionall
melabolic knife edge. With
groups on the '. te most of the -QH
p-opercare and feeding Ihey will been 'blOcked' ~"gmal cellulose have Wool Contains a Iarge
II<Jlsufferbulanydropblrl
groups. Y acetate (ethanoate) - NH2 and -eO H number of
fromgoodlJllllllllCllleincrea5es
2 groups.
lheriskofmelabolicdiseaoesllld
lUriIionalIy_disorders.
IJIcreasinglhemilkyieldoflhe
cows by Ihe w;e of BST may
cause additional stnIin m the
c:apocityolanimalstoccpe. .•.••••.•..•..•..•..•..•.••• -
My personal view is that in Ihe
JRSeIlI SIaIe of agricuJIura1
Jmduction in Ihe European Polyester molecul .
groups or hYdroge~ bhave.no Ionic
Communilylhereisno.-lto
",bjearowstoregularnon-
lIIenlpeuIicinjeclionsllldtolhe
risk oflongtmnllUlririonalllld
ondmg groups. Nylon has
and -e0
a" .
H g:~/ted number of -NH
2
melabolicproblems.evenlhough ups, at the ends of t~e
:..~

RogerEMJban*
lIId risks may be
•••.•..•. _ ..... _-- ..__ .._ ....•••...•..• _ .•._ ..•....•
The long tmneffeclsareI1lln
ditrlCUh to assess. Many dairy UniversilyF<derarionfor
AnimalWeq •••
•.....•.•. - .. _-- .•. - .•._--- - .•..•- .... _- .._- .•.•.-
cows in this cxuury
producing yieldsclooeto
are
lheir l'oausBar The uptake of
full geneIic capacity. They may. Ocloberl989 order: water by fibres is in the
however. have diIIicuIty at times
WOOI>cotton>diacetate>ny/
molecules.
on>acrylic>polyester.

LETTER
Treated cows
The leader "Poor science. poor
cow" was critical of Monsanto
for releasing infomwion on the
safety of bovine somatotrophin in
milk from treated cows (Ne.,
~::S~asllal~P
R&D at MUPCorP
submitted for scientifIC review As a scientist with several
aroundlheworldinlhelaslyear. peer-reviewed scientific_on
11Ie two studies you refer to BSTlresenlywrimplicalionstha
werenotinlendedforpublication Monsanto either __
Small hYdrOPhT
""~~
in the scienaifM: press. They were
independanl evaluations of Ihe
~ety of.milk from BST-treale<!
negalive resulIs ••. veroestrial work
:"idq£idal scienIisIS.lndeed out of fibres U;/~~
dyes are washed
for example by ionfc s:~~~~!r,.~onded,
SATIS 16 - 19 unit 4 pagd
The Mexican earthquake SATIS 16- 19 unit 19 page 4

R&D at MUPCorp The Mexican earthquake

The directors' vieW

......... _ zonewilhdamagein1957
the corporarion's development (afterDukeandleedS,l959)
ThedirectCJrSOfM~e~ the scientists. They base their
from a diffen:nt perspeclt development in MUPCorp and
view on the history .of product 4 for example. shows the way
other large compames. Fi~ 'I e American enterprise.
in which products evol~~ onepre~r to start by identifying
The directors of M. orp needs of future markets, so
trends that will detenn~e ~oritieS 'for research and
that they can set t e: f corporation products must
development. Th~ net~~ °the predicted future market
develop so that It s~us ~e~ fostered are those whic~ will
o km 1
L---l
needs. The technologies ~ain competitive by respondmg .to

~~~:':;k~~:,~~;Ot:e scienti~C ~~e~~c:h::,i~~:~~~

support this strategy should ~ec~~e c~mmercially than
pull' is likely to be more e
'technology push'. FI"." of rtr,e products of.the Am~h~~r~;~::r;:u:,:::!~
developed In a systen;:tlcd w:~y adding new technologies
abrasive papers was e en e. combined to give abrasive
in polyesters. Th:~ tfh;::~~:~ its many contacts the
pads (Scot~h "e'd that dermatologists used both
company d,sco~ret hbrite pads to prepare skin for
sandpaper ~;~ d~:e,~pment led to a skin graft pad and
~~:~'~:~ ~ajo~ consumer product for skin care

FI"." 5 Location of the zones damaged in the 1957 and 1985 Mexican
earthquakes

~::~Shorizontal

i 0

:1- 20%

-40% -' m-'-l-'-~ m"-2~10 ~~3"0 ~"""'4~""""""""""""5~"""""""""""'~""""""""""""'7~

Time Is

a from Ihe epicentral region otthe earthquake

~,.~ .. NShorizontal
!§ 0 .

~~ -5%1
10 20 30 40 50 60
Time Is

b from a basalt outcrop in the southern part of Mexico City

FI".m 5 ,nd 6 Shows the directors at work FI"." 6 Accelerograms recorded during the
Booth et al (1986) after Prince et al (1985)
1985 Mexican earthquake (from
 SATIS 16 - 19 General guide page 8

Commentary
Most units end with a commentary which is printed on coloured paper as a reminder that this section is intended to help
students after they have studied the unit. Sometimes the commentary provides hints and answers which can· be used as a
basis for self-assessment. In other units the commentary includes a review of the issues raised which students can read in the
light of their discussion. An example of this can be found in 'The Quelea problem' .
In a unit such as 'Volcanic hazards', part of the commentary can be used as supplementary information to help students
with limited specialist knowledge as they tackle the tasks.
Sometimes the commentary is replaced by a reference to the source which provided the inspiration for the unit. This
applies to 'Prospects for wind energy' which is based on an article in New Scientist and the ensuing correspondence.

Do we need 8 Europlug? SATIS 16 - 19 unit 3 page 5

Commentary Do we need a Europlug?

Notes on questions In part 1 Additional notes

I Brilish plugs will not fil inlo French and Gennan
sockels. The eanh connection on French and German plugs
makes them incompalible with each other's sockets.
1 Brilish plugs are rated al 2S0 V while the mains supply
is 240V.
3 2S0V
4 French and Gennan plugs say 16 A on them.
5 If they have eanh connCClions, French plugs have a
melal-Iined hole. Gennan plugs have IWO springy
connecIors at the sides.
6 Only unearthed German and French plugs are Only the British plugs have fuses. In the British syslem a
compatible with each oIher. Brilish plugs are 10000ly 'ring main' is fused al 30 A so that up 10 7 kW can be
incompatible with French and Gennan sockets.
7 and 8 British plugs can be inserted inlo the sockel one distribuled around it in any manner. The fuses in the plugs.
way only. The L and N connections on Brilish sockels are
prOlCCIedby shullers which are opened by inserting the proteclion for each appliance and ils cable.
(longer) eanh pin. European plugs are smaller, unfused.
probably have a smaller faclor of safely, are usually easier
10 grasp. elc. Conlinental sockets are unshuuered and
usually unswilched. Two pin conlinenlal plugs. do not
distinguish the live and neulral conneclions (possibly
leaving an appliance 'off' bul live). British plugs have
thicker pins for a lower currenl (13 A againsl 16 A). (See
also the additional notes below.)
9 Probably appliances like a razor. hair dryer. travel iron.
cassette recorder. Check that the supply voltage and the
operating voltage of the appliance ;
Brilish appliances might run a Iittl
220 V. It is usually all right to use :
Brilish 240 V mains. However. in me
Europe, supply voltages may not al¥
220V.
IOThe Gennan adaptor has a much h
you could use it for an appliance like a
British one. rated at S A. could not
powered appliances. bul would probat
travel iron or hair dryer (up to 1300 W
adapts to both bayonet and Edison .
(though llI'Calcare should be used with
'The equation
power=curl8ntxvottage
can be used 10 cak:ulalll
be used.
1he maximum power 01 t
Current ratllll
The Ihicker a conductor (in cross-seclional area). Ihe less
ils resistance and the larger the currenl il can conduct
withoul becoming hot. In practice the safe limit to the
currenl is delermined by Ihe contact area belween the pin
on the plug and its mating elemenl in the sockel. The pins
of Brilish plugs could carry many hundreds of amps (in
engineering lerms they are overdesigned) bulthe conlacl
area is frequenlly inadequale even for 13 A. Furthermore a
13 A plug filted 10 a 3-bar fire is likely 10 overheat around
lhe live pin because the area of contact belween the fuse
mounling clips inside the plug and the end-caps on Ihe fuse
is 100 small.
Fuses
drawn from il. Furthermore the power can be taken from
any pan of the ring either concenlrated in one place or
if properly chosen. provide appropriale lower level
With the continenlal syslem, each appliance is pl'Olecled
only by the fuse in the fuseoox. This has 10be at leasl 16 A
if the socket is 10 be capable of delivering ils raled power.
So any appliance of lower rating is not properly pI'OIecled.
Furthermore if unrestricled use of power is to be allowed
from any socket. or combination of sockets. then each
socket needs its own 16 A fuse and its own cable from the
fuseOOx.This system requires many more main fuses and
far more cable than the British syslem.
d dOUblesagain) and
The Quelea problem
Commentary
only a mmor crop. It IS grown dunng the rat~~~ ~:;. : p (Note: this
be bout 50 per cent must die before the
~~:n~obree;li:g season. If the percentage ~f birds killed
b the control methods were additional to thts doo~ 50
flooded plam~ and ~~n~~t ;;~:~I:~~; :~ ~Ientlful. It
season Wh~ d :y ~e bIrds If nce grown m thIS way could
nU::::= :: """.,
~r cent, there would be hope of a gradual decrease m the
breeding population.
~::U~e ~nclpal food 'aoP• Queleas .coul~ be lolerated
;~:~:t~::~ time inyears ia:;i:ro ":;.ows. the wind-generat
On Ihe contrary. however. It seems hkely that :h~u:~~
kIlled merely constitute a fractIon of the larg I
bemg ::-::'1:
m any numbers. In one ,::f'::~ ~~~~:.
v;Zwn during' the dry-season and.
'%:'mabIY for the same reason ~ they attack sorghum m
50 per cent

e reSUlts'
1lte.

lumin;'~:::
e WInd.

on the·lail Prod
or with Ihe IUrbine ·not

destmed to dIe m any case. Thus. al great expense. con: ~,gena Queleas cause devastaung damage m the nce In URtilthe IUrbine fi I the pivot and ~ces an IIIllicIOCkwise
measures may SImply be helpmg to mamtam fields. Thus. the tlmmg of the harYest is of the utmost _ pressure on the Iai~es Ihe wind (and lhe~~s the generalor
populat'on at a healthy level. ThIs IS the conclus,~ significance.
".1. - ~~
. ISno longer any
·-c~·anJ
reached after a three-year study m the Lake Chad regIon ~
Northern Nigena, where it was found that. althou OIIIrJ m,lnt ml(COIflfttl
It is possible even t~I=~~: ~~u~t~e:.:.:
Queleas may dIe of food shortage m the latter half of the 40 years -neeJ
dry-season. the most cnl,cal time for the :::~.;~::: :::':: :: :t~ few weeks. rarely several month;,.a 12 Years BOyears
~
begmmng of the rams. Th,s ~ay seem ~ mto a most great ~eal of guan: ~:~:~~:~~~C~~h~:' 12 Years 1Byears
don:
first rams transform the preVIously and coun ryod ft 1 36 Years 1Byears
pleasant green landscape. Indeed this pen IS 0 en :=~~si::g:~~ ~ites. but since 'roosts are su:i-~ :
hkened to a northern spnng. But, WIththe first WldesJ:::

=~;
storms. the food supply of the bIrds dIsappears _ be =~e:u~~::::~~~,:e~~~':~Ch';;t~~es
overnIght as the dry seeds germ.mate. prodFor
sev~w~~re ~ a bag is used mainly by onion-growers. A large r:s:
unt" the fresh grass growth begms to uce red
can yield a lon~ '::;'c::~i~~ ~a~he~
's httle for the Queleas to eat; most mIgrate a ~und but
mIles south to places where the rams begm ear ler. ;:e ~:::~~~ income may be counted in pence it must
certamly many Queleas pensh at thIS tIme. By destroymg be rated as a 'gold-mine'.

~: ::;e'S~=~h;ore:~=lt~ ~ 1:;;'-:: While it is possible to suggest a remedy. f~r Quelea

well be lessened. ~age. in so~ti part:~ ~fricc;,.~ I:S~:i~: ~t ~:~
dl=~ =Ia :be to change its staple cro~ is asking
ft: members to change their whole pattem of eXlsten~e and
diet too. and who knows whether t~e new crop WIll not
auract the altention of some other an,mal? A great deal of
1
:sea:~e~i1~~av~:; be:~::::~ :CYt:: ::: c::;
understood at present.
 SATIS 16 - 19 General guide page 9
Outlines of the units in this file
Unit number and title What the unit is about
1 The retrial of Galileo Galileo's trial is used to show students
how difficult it is to overturn an old
theory which has become a part of
society's way of thinking.
2 Emptying the bucket An 'icebreaker' and 'brainstorming'
exercise. The students sit round a bucket
full of water and, working as a team,
decide how to empty it!
3 Do we need a Europlug? This is a technological unit in which
students compare plugs used in the UK,
France and Germany. They have to
investigate the design of the plugs
looking at: the materials they are made
from, their current and voltage ratings,
and safety features.
4R & DatMUPCorp A scenario for students to explore
industrial R&D and speculate about
the future of new technologies.
5 Animal rights and animal This unit raises a range of issues related
wrongs to the rights and welfare of animals
6 DNAjingerprinting The unit describes the technique of
DNA fingerprinting and outlines some
of its important applications.
Activities for the students
Students re-enact the trial with the help of
background information and questions to
act as prompts.
An open ended discussion during which
students suggest many and varied
solutions to the problem and test them
against agreed criteria. Students can later
compare their ideas with a number of
interpretations of 'emptying the bucket'
on a page of drawings.
Students first investigate plugs from the
three countries and compare them; next
they formulate a strategy for solving the
problem of the incompatibility of plugs
and sockets; finally they are invited to
come up with a design for a Europlug
on the assumption that the EC has opted
for a totally new design of plugs and
sockets.
Students are asked to work in groups to
come up with a viable proposal in the
hope of saving their ailing company
which needs to market a new and
successful product. Each group has to
make a presentation in support of its
proposition. A BBC School Radio tape
is available to help. with the presentation
and discussion of this unit (see page 19).
The unit presents a series of statements
for students to respond to - fust as
individuals, then in small groups then as
a class. The exercise is intended to help
students clarify their attitudes to animal
welfare and to experiments with animals.
The strategy of the unit is sometimes
called a 'stick exercise' .
The unit includes questions and case
studies based on DNA fingerprinting
with opportunities to discuss possible
applications. The final section is an
enactment of a trial in which the judge,
lawyers and jury have to interpret DNA
fingerprints and evaluate their reliability
as a basis for convicting a burglar.
Discussion of the issues can be based on
a BBC School Radio tape (see page 19).

Unit number and title
7 Kidney transplants
8 Problems with embryos
9 Cattle and chemicals
10 The Quelea problem
11 Seeds - will they germinate?
12 Trouble with CFCs
SATIS 16 -19 General guide page 10
What the unit is about
This unit includes information about
organ transplantation, brain death and
the role of a transplant coordinator as
well as a personal story by someone
who has had a kidney transplant.
Key issues are highlighted in a video.
This unit is based on issues arising from
experiments with embryos. The unit
describes, largely in note form, the early
development of mammalian embryos
and some of the techniques used by
genetic engineers.
This unit is in two parts: fITstit describes
the use of BST to increase milk yields
and then gives an account of steroid
growth promoters. Newspaper and
magazine articles and related
correspondence are included to show
some of the different points of view of
those for and against the use of these
techniques.
This unit describes the damage to crops
in the savanna regions of Africa caused
by the vast flocks of Quelea que lea.
The unit outlines alternative approaches
to controlling the population of these
birds and the commentary includes a
discussion of whether they are effective.
This unit is based on an evaluation of a
simple and economical technique which
is used in the seed industry and in seed
banks to test the viability of seeds.
The technique is based on the use of
enzyme activity as an indicator of
biological activity. There are links with
seed structure and germination.
This unit shows why CFCs were fITst
developed for use as refrigerants by
Thomas Midgley. The properties and
uses of CFCs are examined and the
chemistry of the destruction of ozone
described. Alternatives to CFCs are
reviewed.
Activities for the students
Students explore their own views about
transplant surgery; they discuss the
ethical issues raised by the video; and
they analyse the task of coordinating a
major transplant programme drawing up
a flow chart to show all the stages
involved. A related BBC School Radio
tape will include an interview with a
transplant co-ordinator (see page 19).
Students are asked to address scientific,
technological and moral problems related
to experiments with embryos. They are
asked to develop their case with the help
of the 'snippets' of information.
The 'commentary' allows them to
compare their views with quotations
from a government paper about the
framework for legislation on human
fertilisation and embryology proposed in
the light of the Warnock report.
Students are asked to prepare a statement
for an MP in a farming region who needs
to inform constituents about BST.
They also have to analyse the
information which they are given about
steroids and work out their own attitude
to their use. They are encouraged to
formulate recommendations in a form
which an MEP might use when arguing
for or against their use in EC coutnries. A
BBC School Radio tape highlights some
of the conflicting views on this issue and
can be used as a basis for discussion (see
page 19).
Students are put in the position of a
pest control officer with limited
resources who has been asked to respond
to desperate calls for help to protect
crops threatened by the Quelea.
They have to evaluate the reports and
decide what to do.
Students carry out an investigation to
assess the reliability of the test using
wheat seeds. They are asked to prepare a
report on the merits of the proposed test.
The unit involves data analysis and
problem solving. The activities allow
students to apply their knowledge of
halogenoalkanes and free radical
reactions.

Unit number and title
13 Aluminium in tap water
14 William Perkin -founder of
the synthetic dyestuffs industry
15 A problem of dyeing
16 Over the counter drugs
17 Aspirin
18 Volcanic hazards
19 The Mexican earthquake
SATIS 16 - 19 General guide page 11
What the unit is about
This unit is based on recent papers
reporting research into the levels of
aluminium in water supplies. The
chemistry of the aqueous aluminium(III)
ion is discussed in some detail and
information about the factors which
determine the levels of AI3+(aq) in
treated water is presented with the help
of tables and graphs. The unit ends with
a case study of a treatment works
supplying a community in the US.
The information is presented in the
form of a picture story describing the
innovations developed by William Perkin
following his famous discovery of a
mauve dye in 1856. The story is based
on archive material from ICI Colours
and Fine Chemicals at Blackley.
A video is available to introduce the unit.
This chemistry unit is based on a dye
mixture used in indu~try to identify
fabrics. The chemical information is
related to intermolecular forces
(including hydrogen bonding), the
properties of functional groups, as well
as the relationship between the
properties of fibres and their molecular
structure. \ examples in the commentary.
Part 1 describes drugs and medicines
while part 2 looks more closely at mild
analgesics.
This unit outlines the history of the
discovery of aspirin, explores what
happens to aspirin in the body and
describes a theory to explain how
aspirin works.
This unit is concerned with the hazards
that face the area around an explosive
volcano. The frrst part of the
commentary includes background
information about volcanic hazards to
help students with limited knowledge
of the subject.
This unit is based on research into the
1985 Mexican earthquake. The unit
includes geological maps, the results of
surveys as well as accelerograph traces
recorded during the earthquake.
Activities for the students
Students are asked to analyse the data
qualitatively and quantitatively.
They can then discuss alternatives to
the use of aluminium sulphate as a
coagulant and consider how we might be
supplied with drinking water free from
trace contaminants. Current views on
the hazards posed by aluminium in tap
water are presented in a related BBC
School Radio tape (see page 19).
Three alternative study guides make it
possible to tackle this unit in different
ways and at different levels.
Study Guide A:
Questions about technology and
innovation
Study Guide B:
Survey and discussion of the use of colour
in advertising
Study Guide C:
Questions about the chemistry of the
Perkin story
Two practical investigations are
followed by a group problem-solving
exercise during which students share
'snippets' of chemical information in an
attempt to correlate the colours with the
given dye structures. Finally students are
asked to suggest uses for the dye mixture
before comparing their ideas with the
In part 1 students are asked to make a
survey of pain killers including their
availability, purchase and use. In part 2
students take a closer look at the
properties of mild analgesics and
consider their appropriateness for people
suffering from different conditions.
Students use their knowledge of organic
oxygen compounds, patterns of solubility,
acid-base equilibria and enzyme action to
answer questions about aspirin.
Students, in the role of geological
consultants, are asked to assess the
hazards which may affect the lives and
economy of those living near a volcano
in a Far Eastern state. They are then
asked to make recommendations to the
government of the state.
Students take measurements from maps,
analyse the data, and explore the
relationship between the damage to
buildings and the underlying subsoil
conditions. They then discuss the
implications for planning controls and
building regulations.

Unit number and title
20 Energising an Indian village
21 Energy from the wind
22 Prospects for wind energy
23 Stick or slip?
24 X-rays and patients
25 Why 50Hz?
SATIS 16 - 19 General guide page 12
What the unit is about
This unit is based on a UNESCO paper
showing how a village assembly arrived
at a plan for a sustainable energy
economy based on biomass and other
local resources
This study of wind power explores the
practicalities and potential of wind
power on a domestic scale with the help
of data about commercially available
wind generators.
This unit complements unit 21 and
explores the potential of wind power as
a source of electricity for the national
grid. The unit includes notes and
illustrations which students might have
collected together when taking notes in
preparation for writing an article on
the subject.
This unit explores the physics of friction
and adhesion drawing on core ideas in
physics syllabuses. The unit looks at two
of the models used to explain friction.
This unit starts with a letter from a
patient who has had a leg X-ray and
then goes on to describe the way in
which X-rays are produced and used in
radiography. A BBC School Radio
tape is available to supplement the
information in the text.
The unit examines the factors which
determine the higher and lower limits
for a practicable mains frequency. The
implications of running an a.c. mains
grid are considered and international
comparisons made. The frequencies
used in other contexts such as aircraft
are also mentioned.
Activities for the students
Students are asked to evaluate the
proposals and prepare a case arguing
that the government should provide funds
to enable the villagers to implement
their plan. A BBC School Radio tape
is available to give students a feeling for
the context in which the decisions were
made (see page 19).
The unit consists of a series of qualitative
and quantitative problems providing
opportunities for physics students to
apply their specialist knowedge of
energy transfer and mechanics.
Students are asked to use the information
in the unit to write an article about the
feasibility, environmental impact and
suitability of wind power as a renewable
resource.
Students investigate the science of
'tribology' with the help of a series of
simple investigations with everyday
materials such as Sellotape,clingfilm,
Blu-tack and glues. They have to apply
their knowledge of forces: the resolution
of forces, forces between atoms and
molecules, and energy transfer by
working through questions. These ideas
are related to industrial applications
including adhesives, lubrication and
powder handling.
Students explore the reactions of people
to a medical technology including their
perception of the risks involved. They
also study in some detail the design of
an X-ray tube using their knowledge of
physics to answer questions about the
heating effect of an electron beam and the
selection of materials for the anode
target. There is also an opportunity for a
practical investigation designed to
discover an effective way of cooling the
anode in an X-ray tube.
The unit includes opportunities for
practical investigations, as well as
reading, questions, data analysis and an
exercise in which students advise a bank
manager about the merits of the claims
made by an entrepreneur hoping to set up
a company called 'Optimum Electricity
Ltd'.
 SATIS 16 - 19 General guide page 1

Science and technology in society

Project director Editorial team Contributors to this tile Design

Andrew Hunt Tessa Carrick Mike Adams Ken Vail Graphic Design,
Anabel Curry Alan Attwood Cambridge
John Holman Isabella Baldwin
Andrew Hunt Trevor Brown
Graham Lenton Tessa Carrick
Bryan Milner Anabel Curry
David Sang Martin· Degg
Joan Solomon Ken Gadd
Julia Swift Nick Glass
Mike Tuke John Gregory
Mary Whitehouse John Holman
Andrew Hunt
Graham Lenton
Pauline Lowrie
R.W.Mackie
F.Mason
Bryan Milner
Frank Mugglestone
David Sang
Peter Severs
Joan Solomon
MikeTuke
Susan Wells
Andrew Wing

The material which is included in this file may be reprod~ced without infringing copyright provided reproduction is for
student use within the purchasing institution only. The permission of the publisher must be obtained before reproducing the
material for any other purpose.

First published 1990 by The Association for Science Education, College Lane, Hatfield, Herts AL 10 9AA
(Telephone: 0707 267411)

© The Association for Science Education 1990

ISBN: 0 86357 123 9
 SATIS 16 - 19 General guide page 2

Contents of this file

A general guide to SATIS 16 -19

Introducing SATIS 16 - 19 page 3
The design and use of SATIS 16 - 19 units page 5
Outlines of the units in this file page 9
Activities in SATIS 16 - 19 units page 13
Units for general education page 14
Biology units page 15
Chemistry units page 16
Earth science units page 17
Physics units page 18
Other sources of ideas and information page 19
SATIS 16 - 19 people page 20

SATIS 16 - 19 units
Each unit starts with 'Notes for guidance'. printed on
coloured pages. The 'Study guide' and 'Information sheets'
are printed on white pages. Most units end with a
'Commentary' printed on a second colour.

1 The retrial of Galileo

2 Emptying the bucket
3 Do We need a Europlug?
4 R&D at MUPCorp
5 Animal rights and animal wrongs
6 DNA fingerprinting
7 Kidney transplants
8 Problems with embryos
9 Cattle and chemicals
10 The Quelea problem
11 Seeds - will they germinate?
12 Trouble with CFCs
13 Aluminium in tap water
14 William Perkin - founder of the synthetic dyestuffs
industry
15 A problem of dyeing
16 Over the counter drugs
17 Aspirin
18 .Volcanic hazards
19 The Mexican earthquake
20 Energising an Indian village
21 Energy from the wind
22 Prospects for wind energy
23 Stick or slip?
24 X-rays and patients
25 Why 50~z?
 SATIS 16 - 19 General guide page 13

Activities in SATIS 16 - 19

Most SATIS 16 - 19 units include some reading, questions 15 A problem of dyeing

and discussion. Units are only listed below if they place 23 Stick or slip?
particular emphasis on the various activities. Most units 24 X-rays and patients
appear under several headings. 25 Why 50Hz?
Other SATIS 16 - 19 units now on trial include activities
which do not feature in this first file including: reading text
Preparing and giving a talk or oral report
3 Do we need a Europlug?
in a foreign language, use of statistical methods, taking
4 R&D at MUPCorp
photographs, making a video, devising and using a
questionnaire, fieldwork, research in libraries and public Problem solving and decision making
records, research with the help of computer data bases, 3 Do we need a Europlug?
computer programmes or models, and games. 10 The Quelea problem
12 Trouble with CFCs
Brainstorming and speculation
18 Volcanic hazards
2 Emptying the bucket
19 The Mexican earthquake
4 R&D at MUPCorp
20 Energising an Indian village
7 Kidney transplants
25 Why 50Hz?
15 A problem of dyeing

Case studies Reading

Most units include passages of information but those listed
6 DNA Fingerprinting
here include structured guidance to help students study the
7 Kidney transplants
information carefully.
17 Aspirin
7 Kidney transplants
24 X-rays and patients
9 Cattle and chemicals
Data analysis
9 Cattle and chemicals
Role play and drama
1 The retrial of Galileo
12 Trouble with CFCs
6 DNA fingerprinting
13 Aluminium in tap water
25 Why 50Hz?
19 The Mexican earthquake
24 X-rays and patients Structured discussion
5 Animal rights and animal wrongs
Designing and - possibly - making
3 Do we need a Europlug? Surveys and interviews
14 William Perkin - founder of the synthetic dyestuffs
Discussion based on an audio tape
industry
4 R&D at MUPCorp
16 Over the counter drugs
6 DNA fingerprinting
7 Kidney transplants Watching and discussing a video
9 Cattle and chemicals 7 Kidney transplants
13 Aluminium in tap water 14 William Perkin - founder of the synthetic dyestuffs
20 Energising an Indian village industry
21 X-rays and patients
Writing a technical report
Drawing up a chart or poster 9 Cattle and chemicals
7 Kidney transplants 18 Volcanic hazards
19 The Mexican earthquake
Interpreting maps, diagrams and charts
20 Energising an Indian village
6 DNA fingerprinting
22 Prospects for wind energy
10 The Quelea problem
25 Why 50Hz?
18 Volcanic hazards
19 The Mexican earthquake Writing for a 'popular' or non-specialist audience
8 Problems with embryos
Planning and/or carrying out a practical
9 Cattle and chemicals
investigation 24 X-rays and patients
2 Emptying the bucket
11 Seeds - will they germinate?
 SATIS 16 - 19 General guide page 14

Units for general education in file 1

This list shows how the units in this file relate to topics in Energy resources
courses of general education. The list will be updated and
extended when more SATIS 16 - 19 files are published. 20 Energising an Indian village
Units primarily intended for use in specialist science courses 21 Energy from the wind
are not included here but are listed in the lists which follow. 22 Prospects for wind energy

The nature of science Environmental issues

1 The retrial of Galileo 10 The Quelea problem
13 Aluminium in tap water
18 Volcanichazards
The nature of technology 20 Energising an Indian village
2 Emptying the bucket 22 Prospects for wind energy
3 Do we need a Europlug?
4 R&D at MUPCorp Health and medicine
7 Kidney transplants
8 Problems with embryos 5 Animal rights and animal wrongs
9 Cattle and chemicals 6 DNA fingerprinting
14 William Perkin - founder of the synthetic dyestuffs 7 Kidney transplants
industry 8 Problems with embryos
9 Cattle and chemicals

Decision making in society related

Industry
to science and technology
4 R&D at MUPCorp
5 Animal rights and animal wrongs 14 William Perkin - founder of the synthetic dyestuffs
6 DNA fmgerprinting industry
7 Kidney transplants 16 Over the counter drugs
8 Problems with embryos 22 Prospects for wind energy
9 Cattle and chemicals
18 Volcanichazards
20 Energising an Indian village
22 Prospects for wind energy

Agriculture and horticulture

5 Animal rights and animal wrongs
9 Cattle and chemicals
10 The Quelea problem
11 Seeds - will they germinate?
 SATIS 16 - 19 General guide page 15

Biology titles in file 1

This list shows how the units in this file relate to topics in Skills
specialist biology and social biology courses. The list will be
updated and extended when more SATIS 16 - 19 files are Analysing and interpreting data, including tables,
published. graphs and charts
6 DNA fingerprinting
Themes and contexts 9 Cattle and chemicals
10 The Quelea problem
Agriculture and horticulture 11 Seeds - will they genninate?
9 Cattle and chemicals
10 The Quelea problem Discussing biology
11 Seeds - will they germinate? 5 Animal rights and animal wrongs
6 DNA fingerprinting
Applied genetics 7 Kidney transplants
6 DNA fingerprinting 9 Cattle and chemicals
9 Cattle and chemicals
Planning, carrying out, evaluating and reporting
Economic aspects of biology on a practical investigations
9 Cattle and chemicals 11 Seeds - will they germinate?
11 Seeds - will they germinate?
Reading about biological topics and issues
Health and medicine 7 Kidney transplants
7 Kidney transplants 9 Cattle and chemicals
10 The Quelea problem (commentary)
Human effects on the environment
10 The Quelea problem Writing about biology
7 Kidney transplants
Social and ethical issues 8 Problems with embryos
5 Animal rights and animal wrongs 9 Cattle and chemicals
6 DNA fingerprinting
7 Kidney transplants
8 Problems with embryos Syllabus topics
9 Cattle and chemicals
Angiosperm form and function - growth and
development
11 Seeds - will they germinate?

Ecology - population studies

10 The Quelea problem

Genetic control and inheritance

6 DNA fingerprinting

Mammalian form and function - excretion

7 Kidney transplants

Mammalian form and function - growth and

development
8 Problems with embryos
9 Cattle and chemicals

Mammalian form and function - nervous system

7 Kidney transplants

Practical techniques in biology - electrophoresis

6 DNA fingerprinting
 SATIS 16 - 19 General guide page 16

Chemistry units in file 1

This list shows how the units in this file relate to topics·in Syllabus topics
specialist chemistry courses. The list will be updated and
extended when more SATIS 16- 19 files are published. Atomic structure and bonding
12 Trouble with CFCs
Themes and contexts 15 A problem of dyeing

Economic aspects Carbon chemistry - halogen compounds

12 Trouble with CFCs 12 Trouble with CFCs

Chemical technology in industry Carbon chemistry - nitrogen compounds

14 William Perkin - founder of the synthetic dyestuffs 14 William Perkin - founder of the synthetic dyestuffs
industry (study guides A and C) industry
15 A problem of dyeing
Carbon chemistry - oxygen compounds
Chemistry in living things 17 Aspirin
17 Aspirin
Chemical techniques - chromatography
Colour chemistry 15 A problem of dyeing
14 William Perkin - founder of the synthetic dyestuffs
Equilibrium
industry
13 Aluminium in tap water
15 A problem of dyeing
17 Aspirin
Environmental chemistry including pollution and
Periodic table - group 3
its control 13 Aluminium in tap water
12 Trouble with CFCs
13 Aluminium in tap water Solubility
13 Aluminium in tap water
Medical and health aspects of chemistry 17 Aspirin
13 Aluminium in tap water
17 Aspirin States of matter - colloidal systems
13 Aluminium in tap water
Mineral and water resources
13 Aluminium in tap water Types of chemical reaction - acid / base
13 Aluminium in tap water
Skills·
Types of chemical reaction - complex formation
Analysing and interpreting data, including tables, 13 Aluminium in tap water
graphs and charts
12 Trouble with CFCs
Types of chemical reaction - free radical
12 Trouble with CFCs
13 Aluminium in tap water

Calculations - amount of substance Types of chemical reaction - hydrolysis

13 Aluminium in tap water 13 Aluminium in tap water
17 Aspirin
Molecular modelling
17 Aspirin Types of chemical reaction - ionic precipitation
13 Aluminium in tap water
Practical investigations
15 A problem of dyeing

Talking about chemistry

15 A problem of dyeing
 SATIS 16 - 19 General guide page 17

Earth and environmental science titles in file 1

This list shows how the units in this file relate to topics in Syllabus topics
specialist geology and environmental science courses. The
list will be updated and extended when more SATIS .16 - 19 Control of populations including pest control
files are published. 10 The Quelea problem

Themes and contexts Energy resources

20 Energising an Indian village
Economic aspects 22 Prospects for wind energy
18 Volcanic hazards
20 Energising an Indian village
Igneous processes
18 Volcanic hazards
22 Prospects for wind energy

Engineering geology Plate tectonics

19 The Mexican earthquake
19 The Mexican earthquake

Human etTectson the environment Seismology

19 The Mexican earthquake
10 The Quelea problem
20 Energising an Indian village
22 Prospects for wind energy

Land use and planning controls

18 Volcanic hazards
19 The Mexican earthquake
22 Prospects for wind energy

Natural hazards
18 Volcanic hazards
19 The Mexican earthquake

Skills
Analysing and interpreting data, including maps,
tables, graphs and charts
18 Volcanic hazards
19 The Mexican earthquake
20 Energising an Indian village
22 Prospects for wind energy

Discussion
19 The Mexican earthquake

Writing about earth and environmental science

topics and issues
18 Volcanic hazards
19 The Mexican earthquake
20 Energising an Indian village
22 Prospects for wind energy
 SATIS 16 - 19 General guide page 18

Physics titles in file 1

This list shows how the units in this file relate to topics in Skills
specialist physics courses. The list will be updated and
extended when more SATIS 16- 19 files are published. Analysing and interpreting data, including tables,
graphs and charts
Themes and contexts 21 Energy from the wind
23 Stick or slip?
Historical development of scientific ideas in a 24 X-rays and patients
social context 25 Why 50Hz?
1 The retrial of Galileo
Talking about ideas in physics
Economic aspects 1 The retrial of Galileo
20 Energising an Indian village 24 X-rays and patients
21 Energy from the wind 25 . Why 50 Hz?
22 Prospects for wind energy
Planning, carrying out, evaluating and reporting
Electricity supply industry on a practical investigations
22 Prospects for wind energy 23 Stick or slip?
25 Why 50Hz? 24 X-rays and patients
25 Why 50Hz?
Energy resources
20 Energising an Indian village Reading about physics topics and issues
21 Energy from the wind 25 Why 50Hz?
22 Prospects for wind energy
Writing about physics topics and issues
Environmental problems and issues 20 Energising an Indian village
20 Energising an Indian village 22 Prospects for wind energy
22 Prospects for wind energy 24 X-rays and patients

Medical physics
24 X-rays and patients
Syllabus topics
Technological applications Electromagnetic spectrum - X-rays
21 Energy from the wind 24 X-rays and patients
23 Stick or slip?
Electricity - energy transfers
24 X-rays and patients
24 X-rays and patients
25 Why 50Hz?
Electromagnetism
25 Why 50Hz?

Mechanics - energy transfers and efficiency

21 Energy from the wind

Mechanics - circular motion

25 Why 50Hz?

Mechanics - forces
23 Stick or slip?

Properties of materials - forces between atoms

and molecules
23 Stick or slip?

Properties of materials - thermal properties

24 X-rays and patients
 SATIS 16 - 19 General guide page 19

Other sources of ideas and information

BBC School Radio Each of the many thousands of entries on NERIS take the
Trials have shown that a short sequence on audio tape can form of a record. A team of indexers at NERIS assign
greatly enhance SATIS 16 - 19 units. Following the successful descriptors (or search terms) to every record. The parts of
testing of pilot programmes, BBC School Radio have decided the record that can be searched and their descriptors include
to broadcast 80 minutes' worth of tape with sequences related educational content (CONTENT), type of material
to the following units in this flie: (MEDIA) and audience level (AGE PHASE).
4 R&D at MUPCorp The searches documepted in SATIS units are based on
6 DNA fingerprinting the Extended System of NERIS on-line. In this system the
7 Kidney transplants user builds up a search using the search screen below.
9 Cattle and chemicals
NERISDATABASE Op
13 Aluminium in tap water RETRIEVEDSET DOCS.
20 Energising an Indian village 1 .
2
24 X-rays and patients 3 ..
Two of the units, 'Kidney transplants' and 'Energising an 4 ...

Indian Village', have been written on the assumption that the

s .. . .. Retrieved set area
6
audio sequence will be used. The other units do not depend 7 .
8 ..
on having access to the tape but the sequences will allow 9.
students to listen to the latest views on the issues and so help ENTER1 ) Enter line
to promote discussion. 1 Error pointer line
] Message area
The sequences will be broadcast in two instalments on CO:Content
]

successive nights from 00.30 to 01.10 on Radio 4 FM. The ll:Title ME:Media AP:Age Phase ~ search Commands
DF:Datafile AU:Author PB:Publisher )
dates are Thursday 1st and Friday 2nd March 1990. Once ? thesaurus + truncation 1 Reminders
recorded off-air tapes, or parts of tapes, can be copied and CB:COMBINE V1:VIEW DL:DELETE ] General Commands
RF:REFRESH HE:HELP EX:EXIT ]
handed out to individuals or groups of students.
At the end of the Spring term 1990, the sequences will be
So a recommended search such as 'Industries' AND 'Role
available on a single C90 tape direct from the publications
play' AND 'Post 16' (unit 4 'R & D at MUPCorp') should be
department of the Association for Science Education. The
price will be £4.50 (including VAT, packing and postage). entered on separate lines on the above screen as follows:
Line 1 CO: INDUSTRIES
Videos 2 CO: ROLE PLAY
The SATIS 16 - 19 project does not have. the resources to 3 AP: POST 16
originate videos but the editors are collaborating with TV These separate elements can be combined to get the
companies and industry to develop programmes which will computer to recognise the precise nature of the enquiry. The
illustrate selected units. set of NERIS records retrieved by the search will only
In some cases good videos are already available, in which contain entries indexed under all of the age phase (AP) and
case they are recommended in the 'Notes for guidance' of content (CO) terms used.
the related units. In addition to AND it is also possible to link search terms
with OR or NOT. If these combinations involve more than
NERIS two commands it may be necessary to use brackets to
NERIS is the information service operating throughout the construct the required search. For example the search
UK to provide schools and colleges with details of 'Conservation' AND '(Land use OR Decision making)'.
curriculum materials and, in many instances, full teaching The publication 'NERIS Video Search Guide' provides a
and learning resources. much more comprehensive explanation of all points related
The service may be searched by using a modem to link to to searching and it is accompanied by a tutorial disc which
the computer at the Open University which holds the NERIS simulates the on-line service. Users of NERIS on CD-ROM
data base. Alternatively, it is possible to receive regularly also receive a guide to searching techniques on that system.
updated copies of the entire database on compact disc. These The individual SATIS 16 - 19 units will appear as
discs may be used with suitable CD-ROM equipment. separate records on the data base soon after publication. For
Many SATIS 16-19 units include specific references to some units the records will include parts of the text in a form
searches of NERIS in the 'Notes for guidance'. The which can be downloaded for word processing.
suggested search terms were tested at the time of publication Full details of all aspects of the service offered by NERIS
but should only be regarded as starting points for a more are available from User Support, NERIS, Maryland College,
wide ranging interrogation of NERIS because it is a rapidly Leighton Street, Woburn, Bedfordshire MK 17 9JD
expanding service. (telephone 0525 290364).
 SATIS 16 - 19 General guide page 20

SATIS 16 - 19 people

The steering committee Central team

Ronald Somerville Brown and Root (UK) Ltd In addition to the editors and group co-ordinators, a number
Steering committee chairman of teachers have attended weekend meetings to review the
John Avison Marton Sixth Form College progress of the project and to advise on policy.
Chairman, ASE Education Oliver Allen Birkenhead Sixthform College
(Research) Committee Romey Ahmad Buckinghams~ire Swann Project
Chris Burgess BPResearch John Avison Marton Sixth Form College
Anabel Curry SATIS extension project Mary Barber Huddersfield New College
David Giachardi Courtaulds Research Carolyn Barnes Bretton Woods School
John Holman SATIS project Jim Bennetts S. Martins College, Lancaster
Andrew Hunt SATIS 16 - 19 project Trevor Brown Stoke-on- Trent Sixth Form College
EdwynJames Southlands School, New Romney John Cartwright Chester College of Higher Education
Chairman ASE, 1989 Simon Decker
Giles Job Staffordshire LEA Will Deloughry St Mary's High School, Leigh
John Lewis Science in Society project Justin Donovan Westbury Centre, Barking
David Moore General Secretary ASE David Farley Deanery High School, Wigan
Malcolm Oakes Consortium for Assessment and Nick Glass Corsham School, Wiltshire
Testing in Schools Anne Hall Peers School, Oxford
Hazel Ruddle Mid Glamorgan LEA Tony Harmer ,Caterham School
Hon. Sec., ASE Primary Science Geoffrey Heywood Bede Sixth Form College,
Committee Billingham
Michael Sinden CEGB Mike Hiscock St John Rigby College, Wigan
Colin Smith Delaval County Middle School, Ian Iieland Priestley College, Warrington
Blyth Jackie Jenkins City of Stoke-on- Trent Sixth Form
John Stringer Early SATIS project College
Valerie Tracey South Glamorgan LEA Brian Jones TVEI, Staffordshire
Theresa Kinnison North London Science Centre
Co-ordinators of development groups Lynne Lewis Brynteg School, Glamorgan
Adrian Allchin North Worcestershire Teachers' R.W.Mackie Cauldon College of Further
Centre Education
Chris Bounds Christchurch College, Canterbury Angela Melamed Barnet College of Further Education
Jane Cartledge Marton Sixth Form College, Roy Millett Wigan College of Technology
Middlesbrough Dugald McFarlane Jordanhill College of Education
Sandra Evans St Paul's Girls School, London Philip Nicholson Hills Road Sixth Form College,
Alastair Fleming Keele Science and Technology Cambridge
Centre Ray Paton University of Liverpool
Andrew Hunt Association for Science Education, Chris Phillips TVEI, Leicester
Hatfield Susan Pemberton North Kensington Adult Education
North London Science Centre Institute
Roland Jackson Backwell School, Bristol Gill Pickup Putney High School
Colin Johnson University College, Cardiff John Sherwood Eastbrook School, Dagenham
Mike Malone Birkenhead Sixth Form College Phil Stanley The Regis School, Wolverhampton
Robert Morris Solihull Sixth Form College Lynda Strodder Furze Down School
GeoffPaice Centre for Science Education, John Trythall S. Martins College, Lancaster
Sheffield Polytechnic Paul Tyreman Dunraven Lower School
Paul Phillips Caterham School, Surrey Bob Watson Whitehill Secondary School
JohnRaffan University of Cambridge Susan Warman Cassio College of Further Education
DesO'Rawe Assumption Grammar School, Susan Wells Frodsham High School
Ballynahinch Lezli Weintrobe Quintin Kyneston School
Mike Tribe University of Sussex Ken Wild TVEI, Staffordshire
David Ward Salford Education Centre Ann Yates Lewes Technical College
 SATIS 16 - 19 General guide page 21

Advisers to the SATIS 16 - 19 during the Printing and distribution of trial material
preparation of this tile Brian and Jill Rich The Scribes, Studley
Simon Albrecht Nature Conservancy Council Pauline Timberlake KC Secretarial, Watford
Alex Arbuckle leI Colours and Fine Chemicals
Tony Ashmore Royal Society of Chemistry Trials of tile 1 units in schools and colleges
Alan Attwood CEGB The published units owe a great deal to the criticisms and
Robert Bailey NERIS suggestions from trial teachers. The following have returned
Eileen Barrett Mineral Industry Manpower Careers questionniares about units published in this file together
Unit with comments from their students.
David Browning CREATE Sue Adamson Poynton County High
David Butler British Gas J. M. Allen Cookstown High School
AdamCade Nature Conservancy Council B. Ashworth Holy Cross College
Jack Cohen Institute of Biology Keith Aspin St Mary and St Joseph's School
Julian Coleman BBC School Radio Mary Barber HuddersfieldNew College
Paul Debenham Cellmark Diagnostics, Abingdon R.Baum Aston Comprehensive School
David Elcome RSPB J. Bawn Ridgeway School
Robert Emmett Shuttleworth College E. N. Beardmore Stoke-on- Trent Sixth Form College
Patricia Franklin John Radcliffe Hospital, Oxford S. Beer Garforth Comprehensive School
D. A. Girdler Education Service of the Plastics Pat Briley Downend School
Industry An~ew Browning Canford School
Patrick Green Friends of the Earth John Carey Meridian School
Keith Hadley Home Office Forensic Science R. J. F. Carr Queen Elizabeth's Grammar School
Training Unit M. E. Carrick North Bromsgrove High School
O. S. Heavens University of York J. M. Clarke South Park College
Carol Inskipp WWF J. C. Clarkson
Alex Jeffries University of Leicester M.D. Colman North Leamington School
Ken Jones NERIS K. M. Cooper Wirral Grammar School for Boys
Craig Johnson WWF Jim Cunningham Blackburn College
Marjorie Johnson Animals in Medicine Research A. J. Davey North Leamington School
Information Centre Kathleen Davies Havant College
R. J. Kemp GEC Transportation Projects Ltd D. Elliott Knowsley Central Tertiary College
Ken Magee ICI Colours and Fine Chemicals David Farley Deanery High School, Wigan
J. W. Meredith University of Lancaster Nicola Ferguson Bristol University
L. W. C. Miles UMIST D. Fitzpatrick Assumption Grammar
David Milborrow CEGB Linda Garratt Halesowen Tertiary College
Becky Parker Institute of Physics Anne Hall Peers School, Oxford
Dick Powell ICI Chemicals and Polymers Group Charles Hill Wymondham College
R. Price North West School of Radiography S. A. Hird Royal Grammar School,Guildford
Sarah Richardson Wye College C. J. Holland Marlwood School
John Schollar National Centre for Biotechnology John Holman Watford Grammar School
Jacqueline Southee Fund for the Replacement of R.How Bristol University
Animals in Medical Experiments Susan Howes Solihull Sixth Form College
Barbara Tomlins Institute of Biology Chris Hurst Eton College
Tony Travis Sidney Edelstein Centre, Jerusalem Gareth James Stanborough School
Brian Vmcent Bristol University Jackie Jenkins City of Stoke-on- Trent Sixth Form
Peter Ward BBC School Radio College
R. Whelan Centre for Exploitation of Science M. O. Jinks Eggbuckland School
and Technology Robin Jolly Exeter College
John Woodthorpe T & N Technology F.Jones Prior Purslove College
P.R. Wyman The General Electric Company pIc J. J. Jones Sutton Coldfield Girls
Andrew Kittow Royal Grammar School, Guildford
Susan Lee St Paul's Girls School
M. L. Lees Sutton Coldfield Girls School
Lynne Lewis Brynteg School
T. M. Lidgate Kingsway School
J. Lime Clarendon School
R.Lomax The Ridgeway School
Elizabeth Lovick Dover College
D. Luxton Ilkley Grammar School
R. Margrain Dalriada Grammar School
H. Maxine Assumption Grammar School
 SATIS 16 - 19 General guide page 22

H. G. McAllister Assumption Grammar School Sponsors

Veronica Mee South Park Sixth Form College The main sponsor of the SATIS 16 - 19 project is:
Angela Melamed Barnet College The Gatsby Charitable Foundation.
Gill Miller City of Stoke-on- Trent Sixth Form
College We are very grateful to this foundation for its support and
P. Miller City of Stoke-on- Trent Sixth Form for the additional support of the following:
College Air Products Limited
P. W.Morgan South Park Sixth Form College Babcock International pIc
Jane Morris Acklam Sixth Form College Barclays Bank pIc
Robert Morris Solihull Sixth Form College BICC pIc
S.Mundy Chichester High School for Girls Boots Charitable Trust
Dr Myers Blackheath High School British Coal
C. A. Nash Halesowen Tertiary College British Gas pIc
Gaye Nelson Maidstone Grammar School for British Nuclear Fuels pIc
Girls _ British Petroleum Company pIc
Stuart Nuttall Royal Grammar School, Guildford British Steel Corporation
Juliet Orr Norwich High School Central Electricity Generating Board
M. O'Sullivan Regis School Courtaulds pIc
M. Page St Augustine's High School Esso UK pic
Susan Pemberton Islington Sixth Form College The General Electric Company pIc
Max Perrin Havant College GKNplc
Paul Phillips Caterham School and Nene College Hawker.Siddeley Group pIc
Gill Pickup Putney High School Humphreys & Glasgow Limited
L. Porter Gravesend Girls Grammar School IBM (U.K.) Limited
V. Puleston Simon Langton Girls' School ICI pIc
C. Putter City of Stoke-on- Trent Sixth Form Lloyds Bank pIc
College National Westminster Bank pIc
A. Ravinski Maidstone Grammar School Northern Engineering Industries pIc
Brian Robinson Queen's College, Taunton The Plessey Company pIc
Peter Robinson LOng Road Sixth Form College Rio Tinto Zinc Limited
Alastair Sandiforth Stanborough School Rolls-Royce pIc
Josie Sanigar Aston School Shell (U.K.) Limited
Peter Severs Aston Comprehensive School Trafalgar House
Philip Stanley The Regis School Unilever pIc
R. A. Stanley Beverley Grammar School United Biscuits (UK) Limited
G. Sykes Queen's College United Kingdom Atomic Energy Authority
Jane Taylor Sutton Coldfield Girls School United Kingdom Nirex Limited
Stephen Thornhill Watford Grammar School The Weir Group pIc
Mike Tribe University of Sussex Whessoeplc
J. Tully Havant College
S. J. Turrill Canford School
M.E. Twigg Halesowen College
N. Vernon Ilkley Grammar School
Sue Warman Cassio College of Further Education,
Watford
N. Willcox Halesowen Tertiary College

Design and publishing

Donna Evans Freelance editor
Jane Hanrott Association for Science Education,
Hatfield
Sally Moon Ken Vail Graphic Design,
Cambridge
Ken Vail Ken Vail Graphic Design,
Cambridge