Hard to Teach – Secondary Science using ICT
Using ICT to teach and assess the understanding of a particle model with lower set pupils (H2T Science)
Pete Hoskins, Westborough High School
The use of different types of graphical software are used to help pupils with poor literacy skills to express their ideas about difficult science concepts. The example described here produced work which was peer assessed by others in the class and lead to higher levels of attainment than that expected from formal assessment methods.
Curricular Context
Pupils were following a unit on ‘Particles Model of Solids, Liquids and Gases’. This was linked to the year 7 teaching objectives from the secondary framework for science:
Describe a simple particle model for matter, recognising: the size, arrangement, proximity, attractions and motion of particles in solids, liquids and gases; the relationship between heating and movement of the particles. Use the simple particle model to explain: why solids and liquids are much less compressible than gases; why heating causes expansion in solids, liquids and gases; why diffusion occurs in liquids and gases; why air exerts a pressure; why changes of state occur
Framework for teaching science: Years 7, 8 and 9 (2002)
The abstract nature of the topic, and the requirement for pupils to be able to ‘describe a model for matter.....’ was viewed as very challenging for pupils within the class. To this end a range of ICT activities were identified in order to firstly, engage pupils in their learning and, secondly, allow pupils to visualise and describe a particle model.
ICT Approach
Three different ICT approaches were used in the teaching and learning of particle models. These included the use of digital photographs and the ‘Comic Life’ program in an investigation on viscosity; the use of the ‘Scratch’ program to produce animations of particles in solids, liquids and gases; and, Windows MovieMaker blue-screening to produce a news report on Cyclone Sidr. [Not featured in the programme]
The outcomes of these activities also formed part of a pilot ‘Assessing Pupil Progress’ project with QCA. What was evident from this approach was that pupil engagement with science was increased. Pupils were very keen to use ICT in the context of the subject and it was evident that levels of participation were high. Similarly, understanding of the subject matter was enhanced. Whereas, pupil attainment on a written test covering aspects of this work showed most pupils working at Level 3, the outcomes of the ICT work when assessed by the APP criteria showed all pupils to be working at Level 4. It was clear, through discussion with pupils, that they had a good understanding of a particle model and that the use of ICT had been critical in developing this. Indeed, pupil interviews yielded the following responses:
In response to questioning about using ‘Comic Life’:
Pupil 1: ‘I enjoyed it really much.....I never did that in my life’
‘I learnt something new’
‘It helped me quite alot to remember my stuff’
Pupil 2‘I enjoyed it.....it helped me to remember alot’
Pupil 3:‘It was much easier.....gives you an idea of how you are going to present.....like how you are going to put it into order, like what’s first.....’
In response to questioning about using Scratch:
Pupil 1: ‘I learnt a little about IT.....what to do, how to use it, how to use computers.....how to use programs.....like Scratch’
‘It’s better for me because it’s helped me alot in my work’
‘Animation was quite easy for me.....it can help me’
Pupil 2: ‘It helped me understand it better’
Pupil 3: ‘It’s better.....on the computer, showing different animations and it’s moving around and it’s making you understand, giving you some understanding of how it’s moving’
In response to questioning about using Windows MovieMaker and blue-screening:
[Not featured in the programme]
Pupil 1:‘I learnt quite alot.....’
On seeing the finished video:
‘I was quite proud.....my parents will be happy with me’
‘The news report was better for me because I found it quite easy.....I really enjoyed it.....I enjoyed answering questions and the Bangladesh background’
Pupil 2: ‘I learnt that the particles are moving really fast’
‘I got to work with other pupils’
To summarise, the level of pupil engagement in lessons (from anecdotal observations); the outcomes of APP assessments; and, pupil interviews would seem to vindicate the use of ICT in this context.
School Context
The school is an 11-16 community school in West Yorkshire, with just over 900 pupils on role. Approximately 65% of pupils are from minority ethnic backgrounds, whilst the percentage of pupils who speak English as a second language is 60%.
In September 2007, the school’s Science Department became involved in the ‘Assessing Pupil Progress’ (APP) in Science pilot project run by QCA. APP involves classroom assessment, often quite informal, that gains credibility through processes of discussion and moderation. The APP project focus was to use formative assessment to drive pupils' progress - the APP approach being recognised as one which could make a real difference. The APP science project itself was developed from similar projects for English and mathematics and from Assessing Progress in Science.
In the early stages of planning for APP, the Science Department took a conscious decision in developing forms of assessment activities which would be both creative, and maximise opportunities for pupils to fully show their understanding of a range of scientific concepts. To this end, a number of ICT tools were chosen to enhance pupil assessment and learning.
Class Context
The lower set group involved in this ASE project, included three pupils who were also involved in the APP pilot. However, all pupils took part in the activities described. Literacy levels were a key issue within the class and this was one reason in particular to avoid standard written assessments, where low reading and writing levels would impact greatly on the assessment of scientific understanding – raising issues related to the validity of the assessments.
The profile of the class was as follows:
Reading age range / 6 years 8 months – 10 years 4 months
(8 pupils < 8 years)
Spelling age range / 5 years 0 months – 14 years 10 months
(5 pupils < 8 years)
KS2 SATS range / All Level 3 (except 1 pupil with Level 4, though this pupil had the lowest reading and spelling ages)
NFER (CATS non-verbal) range / 78 – 93
(9 pupils < 80)
Table 1: Pupil Data
In order to judge the usefulness of the ICT based assessments, and to act as a baseline, pupils were given a written assessment at the time of the project. The results of these showed all pupils to still be working at Level 3, except for three pupils who had attained Level 4 on these SAT-style papers.
Using ‘Comic Life’ to produce a report on an investigation
Comic Life lets you create comics, picture albums and how-to’s etc.! The interface integrates with your photo collection, allowing you to drag in photos, captions, lettering text and speech balloons to produce a finished product. Templates can be used for photo layouts, whilst you can enhance the look of your photos with a range of filters. Work can be saved in standard ‘Comic Life’ format, as a picture file, .avi file or as .html, for publishing to the web.
The software is available from as a free 30-day download in both Windows and Mac versions. Prices start from £115 for a 25 seat licence.
The task
Pupils were provided with a stimulus picture of a car covered in ice and asked to suggest reasons for it not being driveable. This led on to discussions about cars being inefficient when engines are cold and this was linked to oil lubricating the engine. Pupils carried out an investigation on viscosity of oil using three different temperatures (cold, warm and hot) and timed how quickly a given volume flowed through a funnel. This was structured for these lower ability pupils. The practical worked was photographed and pupils then used these to produce a comic style report on their investigation using the ‘Comic Life’ program.
In order to do this, pupils were provided with a ‘Comic Life’ template file. Having opened this they were able to select their own digital photographs and drag and drop them into position on the provided template. Speech bubbles were added to indicate variables, apparatus and conclusions etc. The work was saved both as a ‘Comic Life’ file and jpeg file for printing (NOTE: ‘Comic Life’ also allows files to be saved in .avi and html formats).
Figure 1: Comic Life screenshot of one pupils work
Using ‘Scratch’ to produce an animation on particles in solids, liquids and gases
Scratch is a new programming language that allows users to create interactive stories, animations, games, music, and art - and share these creations on the web. It is a tile-based visual programming environment and toolkit designed for users aged 8 years and upwards.
Scratch is available as a free download from It is supported by a range of video tutorials, and instructional booklets – again, all available for download from the Scratch website.
The Task
Pupils were asked to produce an animation to describe and explain the arrangement and movement of particles in solids, liquids and gases (i.e. to model particles). The animation was produced using the Scratch program, which pupils had experience of from a previous lesson in the year.
The activity was presented in a very structured way for these lower ability pupils. They were presented with 3 particle ‘scripts’ – A, B and C. Having opened them with the program they needed to decide which script represented a solid particle, which represented a liquid particle and which one represented a gas particle. Having done this, they were then asked to add an appropriate background e.g. ice, water or steam, and then choose a sound file to fit the animation (slow, medium or fast beat). Both background and sound files were provided for the pupils. Finally, pupils were asked to add their own speech bubble to describe / explain the particles movement. In total, pupils produced three animations – one for each state of matter.
Figure 2: Scratch screenshot of one pupils work
Note to teachers
This document was not created by Teachers TV but the author has allowed us to publish it here to be used for educational purposes