Profiles Team (Ireland)

(L-R): Noel Brett, Declan Kennedy and John Lucey.

Declan Kennedy graduated from University College Cork with a BSc in Chemistry, a Postgraduate Diploma in Education and an MSc in X-ray crystallography. He subsequently studied science education at the University of York, England and graduated with a Masters Degree in Education and a PhD in Education. He spent over 20 years teaching science in Colaiste Muire Secondary School, Cobh, Co Cork. He was appointed lecturer in science education at University College Cork in 1998 and was promoted to senior lecturer in 2006. His main work involves training of student science teachers, providing continuing professional development courses for practising science teachers and carrying out research in the area of science education. He is the programme co-ordinator of the Professional Diploma in Education (Science), Masters Degree in Science Education, BSc in Science Education and the Postgraduate Certificate/Diploma in Primary Science at University College Cork. He is external examiner for the University of Brunel, London. He has served as the Irish representative on the OECD science committee for the Programme for International Student Assessment (PISA) and also on the PISA National Committee of Ireland. He has written several science textbooks and numerous journal articles in the field of Education. He is very involved in the Irish Science Teachers Association (ISTA) at local and national level and is the Membership Secretary of that organisation.

John Lucey is a former Deputy Director of Second Level Support Services in Ireland. In this position he was responsible for leading and developing all aspects of CPD support services for second level teachers across the post primary curriculum in Ireland. Prior to this John was National Co-ordinator of the National Biology Support Service and Education Officer for Senior Biology in the National Council for Curriculum and Assessment. He has completed over 25 years as a practicing second level teacher in the Patrician Academy, Mallow. From 2008 to 2010 John was Chairman of the Irish Science Teachers Association. In 2011 he was awarded Pharmachemical Ireland Science Educator of the Year 2011. John is currently a part-time lecturer, supervisor and tutor in the School of Education, University College Cork.

Noel Brett is the UCC coordinator of the Eureka Centre for Inquiry Based Education in Science and Mathematics. He is a former external examiner in Physics for the European Schools and is currently the Chief Advising Examiner in Physics with the State Examinations Commission (SEC).

Learning Materials

1. Does It Give You Wings?

The activities in this module allow pupils to work as a team in an investigative setting to examine the use of energy drinks and in sports and exercise. It requires pupils to investigate the current popularity of both legal and illegal performance-enhancing aids in sport. The aim is then to use this information to evaluate energy drinks available and design their own drink based on the information they have gathered. There are three groups arranged with set tasks. All pupils can do these tasks sequentially or the class can be divided into groups at the discretion of the teacher.

2. Enzmyes - Are They Really Needed?

Enzymes are essential to life. Without them, biochemical reactions would not be able to proceed at a rate which is suited to the requirements of the organism. The main aim of this task is to research different enzymes and to test their functions in different environments. The outcome of the task is to acquire an understanding of the importance of enzymes, what they do and how they do it and to relate enzymes to everyday applications. Also to investigate the consequences of an enzyme deficiency to discover whether enzymes are really needed?

3. Getting Things Moving

In a modern technological society, electronic media are used to move of information, social interaction, innovation and commerce. However, the physical transportation of goods, people and services continue, and the principles by which this can be carried out must be understood. As well as improving understanding of how physical processes work, the processes will be placed in a relevant context, in terms of how to get objects moving, and how this may be achieved in the future, with reference to how we produce and use energy. The module is also intended to give access to higher level Physics apparatus and practical tasks and the ability to plan investigative work, with a view to encouraging further studies in the physical sciences as highlighted in the Rocard Report and PISA studies in Europe.

4. Grip It Or Slip It

The purpose of this series of activities is to allow pupils to join an investigative team which will examine the factors that cause a car tyre to slip on the road. Students will work in groups to discuss, design and carry out their own investigation into one factor that affects a tyre’s ability to grip the road. This module is designed to be student focused with each group deciding what factor they would like to investigate and how they would like to do so. It is envisaged that the teacher’s roll in the class will be that of a guide and mentor.

5. Mouthwash - Does Alcohol Really Make A Difference

This series of tasks allows students to form an investigative team to examine whether mouthwash containing alcohol is more effective at killing bacteria than mouthwash that doesn’t contain alcohol. Students will work together to design and carry out their own investigation as to whether alcohol based mouthwash is better at killing bacteria than non alcohol based mouthwash. This module is designed so that the teacher is seen as a guide rather than a leader.

6. Organ Donation - Opt In Or Opt Out?

Scientific literacy enables all citizens to play an active role in decision-making concerning scientific and technological issues. In order to develop scientific literacy, science teachers need to promote the development of scientific knowledge and competences for analysing the consequences and problems related to rapid scientific and technological growth. The goal of this module is to enable students to learn about organ donation and to develop an ability to apply their knowledge and understanding so that they are to make an informed evaluation of the bioethical issues involved in meeting the demand for organs. The subject of organ donation is highly sensitive and should be handled with care. The module aims at promoting thinking competences, attitudes and values that enable students to play a constructive, participative and responsible role in society. There is currently a severe global shortage in the number of donor organs available for transplantation. Although Ireland has one of the highest rates of organ donation (per million population) in the world, the number of people on transplant waiting lists is on the rise. At present, Ireland operates an opt-in system where people are asked to sign an organ donor card. However, in order to reduce transplant waiting lists other options are being explored which all have significant social, ethical and economic implications. This teaching module enables students to join an investigative team to assess the potential impact of an opt-out system for organ donation in Ireland and report on their findings.

7. Sweaty Betty – Which Is The Best Antiperspirant/Deodorant

The design of this project gives students the opportunity to investigate deodorants and antiperspirants. It allows them to work as part of a research team collecting information and sorting it. The students make a homemade version of a deodorant and in the ultimate activity trial known brands against each other. The best deodorant should then be determined. It is hoped that the title of the project will provide a motivational incentive. An everyday product was chosen as part of a STS approach to teaching science. An inquiry-based learning and teaching environment should accompany these activities. It may be the case that the projects deviate from the predetermined set of instructions given. Freedom to modify the classes should be granted and be at the teacher’s discretion.

8. That Makes Me Sick

This series of activities allows students to form an investigative team to consider the microorganisms we encounter on objects that we use as part of our everyday lives. These activities also encourage students to research the different types of microorganism, devise procedures to examine the microorganisms in their immediate environment, determine the best disinfectant to use and the most effective hand washing technique.

9. Which Antacid Remedy Is the Most Effective In Dealing With Excess Stomach Acid?

This set of activities allows students to work together as a team to investigate which antacid remedy is the most effective in treating excess stomach acid. It involves researching what the word effective means in the context of antacid remedies, is it the fastest acting remedy, is it the one which  neutralises the most acid ?or is it the remedy which results in the greatest pH change?. It allows students to design and carry out experiments to determine which the most effective antacid remedy is. Students get the opportunity to compile and analysis their results and then put forward a scientific argument to justify their choice. It reinforces the role that acids and bases play in our everyday lives and shows that by knowing the Chemistry of a common medical problem it becomes easier to deal with.

10. Body At War

The activities outlined here invite students to investigate 1) how the body defends itself against disease and 2) how vaccines and antibiotics help the body’s immune system. The students will research what the immune system within our body does to fight diseases. Both the General and Specific Defence systems will be discussed. The students investigate the role of vaccines, antibiotics and immunisations. They will explore various diseases given on a work sheet. The students will be presented with cases of individuals suffering from a certain diseases and as a group they will try to find out the disease associated with each case and propose a treatment. Using antibiotic discs they will be able to see the zone of inhibition on bacterial agar plates. The students will discuss the newspaper article given and devise a PowerPoint presentation on the information that they have learned throughout the module.