SMSC in Science

Science is using evidence to make sense of the world. It has the ability to make us feel both enormously insignificant (compared to the scale of the visible universe) and enormously significant (we are genetically unique). It helps us understand our relationship with the world around us (how the physical world behaves, the interdependence of all living things). Making new discoveries increases our sense of awe and wonder at the complexities and elegance of the natural world. For scientists, this is a spiritual experience and drives us onwards in our search for understanding.

It concerns the emotional drive to know more and to wonder about the world and aesthetically appreciate its wonders. As science is all around us we have numerous opportunities to develop students spiritual awareness, some opportunities include:

• The impact of waves (Tsunamis and Earthquakes) in Physic
• Evolution in Biology
• The Big Bang Theory in Physics
• The development of the periodic table in Chemistry
• Exploring the values and beliefs of others
• The use of stem cells in reproductive research and the cure for inherited diseases
• Embryo selection
• The use of genetic testing for some religious groups
• The use of genetically modified crops and bacteria
• The impact of pollution on our planet
• The ethics of cloning animals
• Understanding Human feelings and emotions
• The implications of abortion
• Genetic diseases
• Human behaviour and learning

Whether it’s the ethics behind certain medical treatments, the environmental impact of industry, or how government funding is allocated to scientific projects; moral decisions are an important aspect of Science. Scientific discoveries and inventions need to be used responsibly, and decisions made based on evidence (not prejudice). As teachers, we encourage pupils to be both open minded (generating a hypothesis) and critical (demanding evidence) and to use their understanding of the world around them in a positive manner.

Our understanding of Science has allowed us to develop technology we couldn’t have imagined 50 years ago. Now however, we must start deciding if we should we do all the scientific activities we are able to or morally should we decide not to. This can be as simple as should we test medicines for humans that could save lives on animals causing them cruelty? It could be as complex as should we allow somatic or germ line cell therapy. Moral development is a vital part of any scientist’s development. Students will need to develop a good understanding of it to firstly pass exams which always comprise of ethical questions but more importantly to become a good rounded scientist. Investigating moral values and ethical issues

• Human impact upon our planet and environment
• The ethics of cloning and genetic testing
• IVF treatment
• The debate on the use of alternative energy forms (impact of wind farms or the use of biofuels)
• The safety of nuclear fuels and reactors.

recognition that discoveries in Science can have both harmful and beneficial effects (eg. splitting of the atom).

Recognising right from wrong and applying it:

• The use of cloning
• Use of fossil fuels
• Deforestation
• Animal rights in drug testing Understanding the consequences of their actions
• Staff role model the behaviour expected from their students
• The legal aspects of drug abuse
• The growing impact of rising obesity levels in Western Society

The use of chemical based fertilisers on land – eutrophication.

Scientists are collaborators. Sharing ideas, data, and results (for further testing and development by others) is a key principle of the scientific method. We encourage pupils to work together on scientific investigations and to share results (to improve reliability).

Science has a major impact on the quality of our lives. In Science lessons, pupils consider the social impact (both positive and negative) of science and technology.

Science is changing our society. The life expectancy is getting longer, people are driving more efficient and more eco-friendly cars, and more and more people are putting solar panels on their rooftops. Our society has become dependent on scientific developments which we could not have foreseen 50 years ago but also our lives are likely to change significantly in the future because of our reckless damaging activities to the environment as a human society. Students must consider their impact on the world around them and start to look at what we can do to help the next generation have a habitable planet.

Areas we specifically focus on are that of:

• Pollution, global warming and destruction of the ozone layer.
• Developing personal qualities and social skills
• The use of digital and analogue signal
• Radiation as a means of communication
• Limestone quarrying and salt mining
• Listening to the viewpoints of different scientific groups and politicians
• Developing the ability to take a full and active part in lessons Participating cooperatively and resolving conflict
• The nuclear debate pro and cons
• Fossil fuels v biofuels v nuclear fuel
• Should we carry out PGD?
• Understanding how communities and societies function
• Salt mining 
• Different cultural and societal views on genetic testing and abortion
• How science is portrayed in the media Science in the news)