1. Year 10 Science
Term 4 2013
The Climate ‘Debate’
Due Date: Thursday 7th of November 2013
Weighting: 20%
Teacher: Ms Lawrence
Length: 1-2 pages (including bibliography, not including articles) (size 12, standard margins)
Background
Over the last several decades the media has created a ‘debate’ around whether climate change is
occurring. Many articles, on either side of this argument, have claimed that aspects of the climate
science support them. So who’s right?
Task Description
You will need to find two recent media articles (newspaper/online news) on the topic of climate
change. One article must agree that climate change is occurring, and the other must disagree with
the phenomenon. Please check with your teacher that your article is appropriate for this task!
Select 2 claims made by each of the articles you have chosen. These claims should refer to
specific aspects of climate science. You will need to evaluate each claim in terms of the science
involved.
You will also need to include a statement on the general debate within the media – why is there a
‘debate’ regarding scientific evidence? Who are the stakeholders on each side? How do regular
people find out about this issue?
You should include a copy of your articles with your report, as well as a full bibliography.
What will it look like?
You will present your findings in the form of a report. You may use the dot points below as a
guide to the different sections of your report. Each section has a rough guide to the expected
length.
1. Introduction – a brief description of each article you chose, stating the position and key
arguments. (2 paragraphs)
2. Evaluation of claims – an analysis of 4 scientific claims made by the articles (2 each),
detailing both the claim and the science it claims to refer to. It may be appropriate to
quote the section of your article in which the claim was made. (2-3 paragraphs for each
claim)
3. Media debate – Why is there a ‘debate’ regarding scientific evidence? Who are the
stakeholders on each side? How do regular people find out about this issue? (2-3
paragraphs)
4. Bibliography – fully reference your two articles (author, publisher, date, etc), as well as
any other research you may have used. (1 paragraph, dot points acceptable)
5. Articles – Provide a copy of each of the articles you chose to examine, to be submitted
with your report. (not included in length of report)

2. Marking Guide
By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions
about the properties of elements. They explain how chemical reactions are used to produce particular products and
how different factors influence the rate of reactions. They explain the concept of energy conservation and represent
energy transfer and transformation within systems. They apply relationships between force, mass and acceleration
to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and
between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe
and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students
analyse how the models and theories they use have developed over time and discuss the factors that prompted their
review.
Students develop questions and hypotheses and independently design and improve appropriate methods of
investigation, including field work and laboratory experimentation. They explain how they have considered
reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used
to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions,
they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the
validity and reliability of claims made in secondary sources with reference to currently held scientific views, the
quality of the methodology and the evidence cited. They construct evidence-based arguments and select
appropriate representations and text types to communicate science ideas for specific purposes.
Describe and analyse interactions and cycles within and between Earth's spheres.
Investigate how human activity
affects global systems.
Explain the causes and effects of
the greenhouse effect.
Investigate the effect of climate
change on sea levels and
biodiversity.
Investigate currently occuring
changes to permafrost and sea ice
and the impacts of these changes
Analyse how the models and theories they use have developed over time and discuss the
factors that prompted their review.
Consider the role of science in
identifying and explaining the
causes of climate change.
Consider how computer
modelling has improved
knowledge and predictability of
phenomena such as climate
change and atmospheric pollution.
Evaluate the validity and reliability of claims made in secondary sources with reference to
currently held scientific views, the quality of the methodology and the evidence cited.
Research the methods used by
scientists in studies reported in the
media.
Judge the validity of sciencerelated media reports and how
these reports might be interpreted
by the public.
Construct evidence-based arguments.
Construct evidence based

3. arguments and engaging in debate
about scientific ideas.
Select appropriate representations and text types to communicate science ideas for specific
purposes.
Presenting results and ideas using
formal experimental reports, oral
presentations, slide shows, poster
presentations and contributing to
group discussions.
Use a range of representations,
including mathematical and
symbolic forms, to communicate
science ideas.