Science in Society Investigation
A video on your phone says "Wind turbines are killing every seabird off the west coast!" Another says they are completely harmless. Who is right, and how could you find out without being a bird expert? That is exactly what the Science in Society Investigation (SSI) asks you to do. By the end of this page you will know what the SSI is and how to work through it step by step.
What the SSI is
In Junior Cycle Science you work like a scientist over three years. You ask scientific questions, plan and conduct investigations, analyse data, draw valid conclusions and reflect on the process. Two Classroom-Based Assessments (CBAs) let you show this. The Science in Society Investigation (SSI) is the second one, in Third Year.
Here is what the specification says about the SSI:
| Question | Answer from the specification |
|---|---|
| What do you do? | Research a socio-scientific issue, analyse the information/secondary data collected, evaluate the claims and opinions studied, and draw evidence-based conclusions about the issues involved. |
| How long? | Over a three-week period. |
| With whom? | With support/guidance by the teacher. |
| When is it completed? | End of first term or early in the second term of Third Year. |
| How is it presented? | In a report, which may be presented in a wide range of formats, for example a hand-written or typed report, model building, a multimodal presentation, a podcast or a webpage (the list is not exhaustive). |
| Review | One review meeting (the SLAR meeting, a school review of student work). |
Notice the difference from the first CBA, the Extended Experimental Investigation (EEI). In the EEI you test your own hypothesis and generate primary data at the end of second year. In the SSI you work with information that already exists: secondary data.
Two more facts you should know:
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You should receive a copy of the features of quality as early as possible, so you know what high-quality work looks like. Ask your teacher for them.
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Your SSI work may also be used as part of an entry to a local or national science fair.
There is also the Assessment Task. It is a written task done in class, not marked by your class teacher, and sent to the State Examinations Commission (SEC). It is worth 10% of the marks used to determine the SEC grade. It is set by the NCCA and is related to the learning outcomes behind the second CBA, which is the SSI. Its content and format can change from year to year.
Details such as the suggested length of the report are in a separate Assessment Guidelines document. Always check the current guidelines from your teacher or the SEC. Schools can also put reasonable accommodations in place for students with a specific physical or learning difficulty.
The glossary of action verbs tells you what examiners expect:
| Verb | What you should be able to do |
|---|---|
| Research | Inquire specifically, using involved and critical investigation. |
| Analyse | Study something in detail, identify parts and relationships, and interpret information to reach conclusions. |
| Evaluate (ethical judgement) | Collect and examine evidence to make judgements, describe how evidence supports or does not support a judgement, and identify the limitations of the evidence. |
| Justify | Give valid reasons or evidence to support an answer or conclusion. |
| Discuss | Offer a considered, balanced review with a range of arguments, supported by appropriate evidence. |
Read each statement about the Science in Society Investigation (SSI) in Junior Cycle Science. Write TRUE or FALSE. If a statement is false, correct it using what the…
Read each statement about the Science in Society Investigation (SSI) in Junior Cycle Science. Write TRUE or FALSE. If a statement is false, correct it using what the specification says.
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The SSI is carried out over a three-week period.
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In the SSI you design your own experiment and generate your own primary data.
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The SSI is completed at the end of second year.
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The SSI report must always be a hand-written report.
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You carry out the SSI with support and guidance from your teacher.
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The Assessment Task is marked by your class teacher.
- b) In one sentence, name the four main things a student does during the SSI.
- c) Name three formats in which an SSI could be presented.
- d) The specification does not give the exact length of the SSI report. Where should you look for that kind of detail?
Choosing an issue and a question
Not every topic works. "Plastic" is too wide. "Which colour of jumper looks best?" is not science. A good SSI question has three features:
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It involves science. You need evidence, not only feelings.
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People can disagree. There are different claims and opinions to study.
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You can research it with sources that already exist, in about three weeks.
Compare:
| Too broad | Focused |
|---|---|
| Vaping | What does current evidence say about the health effects of vaping on teenagers, and how reliable are the claims made on social media? |
| Energy | Should Ireland build more offshore wind farms? What do the data say about energy produced and the effects on seabirds? |
| Plastic | Did the plastic bag levy reduce plastic bag use in Ireland, and what limits our confidence in that conclusion? |
Questions that start with "Should…" are common in socio-scientific issues. To answer one, you need both science (data, mechanisms) and judgement (costs, fairness, risks).
A socio-scientific issue is a topic that involves science but also people's values, choices or disagreements. a) Classify each question as S (socio-scientific issue), P…
A socio-scientific issue is a topic that involves science but also people's values, choices or disagreements.
- a) Classify each question as S (socio-scientific issue), P (purely scientific question) or N (not suitable for a science investigation). Give a short reason for each.
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What is the boiling point of water at sea level?
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Should Ireland build more offshore wind farms along its coast?
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Should a new data centre be allowed near a town if it uses a lot of electricity?
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How many protons are in a carbon atom?
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Should the tax on sugary soft drinks be increased?
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Which colour of school jumper looks nicest?
- b) The topic "Plastic" is too broad for a three-week investigation. Use this checklist to write one focused research question about plastic:
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It involves science.
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People could disagree about the answer or about what to do.
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You could research it using information that already exists (secondary sources) in about three weeks.
Write your question and tick off each point of the checklist with a short explanation.
Planning your three weeks
Three weeks goes quickly. A plan keeps you on track. Your teacher will give you the exact dates, because the SSI is completed at the end of first term or early in the second term of Third Year.
A simple structure:
| Week | Focus |
|---|---|
| 1 | Choose and focus the question, find and check sources, and note what each one says. |
| 2 | Analyse the information and secondary data: tables, percentages, trends and comparisons. Evaluate the claims and opinions. |
| 3 | Draw conclusions, reflect on the process, and produce the final piece in your chosen format. |
The specification lists formats such as a hand-written or typed report, model building, a multimodal presentation, a podcast and a webpage. Pick the one that suits your question and your strengths. A podcast suits a debate between opinions. A model suits a physical system. A webpage suits comparing data. Whatever you choose, the same skills are assessed.
Good habits (check your school's rules):
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Keep a source log: title, author, date, web address, what it says, how reliable it is.
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Be safe online. Do not share personal details, and ask your teacher before contacting anyone outside school.
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Say where each piece of information came from.
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Ask your teacher for guidance at fixed points, for example when you have chosen your question and when you have your first draft.
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Read the features of quality at the start, not at the end.
You will plan your own investigation. The specification says the SSI is done over a three-week period, with support and guidance from your teacher. Choose one issue: (i)…
You will plan your own investigation. The specification says the SSI is done over a three-week period, with support and guidance from your teacher. Choose one issue:
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(i) Radon gas testing in Irish homes
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(ii) Data centres and electricity use in Ireland
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(iii) Vaccine uptake and herd immunity
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(iv) Algal blooms in lakes and farming
Write a plan with these parts:
- a) A focused research question. It must involve science and allow different views.
- b) Three sub-questions that help answer your main question.
- c) Four sources of different types (for example a government statistics page, a research summary, a charity website, a news article). For each, say what you hope to learn from it and one possible weakness.
- d) A three-week timetable. Copy and complete it (add as many bullet points as you need):
| Week | What I will do |
|---|---|
| 1 | |
| 2 | |
| 3 |
- e) A presentation format chosen from the formats named in the specification (for example a report, model, multimodal presentation, podcast or webpage). Justify your choice in two sentences.
- f) Two points of safe and responsible research (this is good practice, so check your school's rules). For example, think about online safety, privacy, and acknowledging where your information came from.
- g) Two moments when you will ask your teacher for guidance.
- h) Score your own plan with this practice rubric (1 = not yet, 2 = partly, 3 = fully):
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Question: focused, scientific, open to different views.
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Sources: varied, relevant, with weaknesses noticed.
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Timetable: realistic for three weeks and includes time to analyse and conclude.
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Format: suited to the question and justified.
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Safety and responsibility: specific, not general.
Give one sentence of justification for each score and one improvement you would make.
Sources, claims and data
Anyone can post anything online. Before you use information, sort it out.
Evidence, claim or opinion?
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Evidence: something that can be checked by counting or measuring. Example: "186 of 300 households burn turf".
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Claim: a statement that something is true or will happen, and that needs evidence. Example: "Rewetting bogs will cut emissions."
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Opinion: a personal view or value judgement. Example: "Turf is the best fuel."
Primary or secondary data? Primary data is data you collect yourself, such as measuring pH. Secondary data was collected by someone else, such as a table of river nitrate results from a public website. The SSI is built on secondary data.
Checking a source. Ask:
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Who wrote it? Are they an expert? Do they gain from you believing it (bias)?
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What evidence do they give? Are the data and the method shown?
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When was it written? Is it still up to date?
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Why was it written: to inform, to sell, to persuade?
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Does it agree with other independent sources?
A biased source is not useless. A company press release tells you what the company claims, which is a claim to evaluate, but you should not use it as your only evidence.
(The survey data in this task are invented for practice.)* A student is researching turf cutting on raised bogs in the Midlands. She collects these statements: 1. The…
(The survey data in this task are invented for practice.)
A student is researching turf cutting on raised bogs in the Midlands. She collects these statements:
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The bog in the photograph covers 450 hectares.
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Rewetting bogs will cut Ireland's emissions by half.
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I think turf smells lovely, so people should be allowed to keep cutting it.
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A survey of 300 households in one parish found that 186 of them burn turf.
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Turf is the best fuel for a cold Irish winter.
- a) Label each statement E (evidence that could be checked by measuring or counting), C (a claim that needs evidence) or O (an opinion or value judgement). Give a reason for each.
- b) For statement 4, calculate the percentage of households that burn turf.
- c) Classify each source of information as primary or secondary data:
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(i) You measure the pH of three local streams.
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(ii) You download a table of river nitrate levels from a public website.
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(iii) You read a newspaper article about turf cutting.
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(iv) You survey 20 classmates about their heating at home.
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(v) You watch an online video that explains a graph.
- d) The specification says that in the SSI you "analyse the information/secondary data collected". Why is secondary data suitable for a socio-scientific issue that you cannot test in the school lab?
(The sources below are invented for practice.)* A student is investigating the question: "Should Ireland build more offshore wind farms?" She finds four sources: |…
(The sources below are invented for practice.)
A student is investigating the question: "Should Ireland build more offshore wind farms?" She finds four sources:
| Source | Type and date | Who wrote it | What it says | Evidence given |
|---|---|---|---|---|
| A | Press release, 2024 | Blue Horizon Energy (a company that wants to build wind farms) | "Offshore wind will power 1 million homes with no risk to wildlife." | None |
| B | Leaflet, 2023 | Irish Seabird Watch (a nature charity) | "Wind farms are killing our seabirds." | One study of 3 turbines in another country |
| C | Summary of a research paper, 2022 | A marine research group at a university | Survey of 14 offshore sites in northern Europe: on average 0.8 birds collided per turbine per year. Careful choice of site reduced the risk. | Method, sample size and data are shown |
| D | Social media video, 2024 | An influencer | "Wind turbines cause cancer." | None, no sources named |
- a) Copy and complete this table. Rate the reliability of each source as High, Medium or Low and give a reason that refers to the author, the evidence or possible bias.
| Source | Reliability (High/Medium/Low) | Reason |
|---|---|---|
| A | ||
| B | ||
| C | ||
| D |
- b) Which two sources would you use first? Justify your choice.
- c) Source A is biased. Explain why it might still be useful in your investigation.
- d) Explain why it is better to use several sources, not just one.
Analysing information and secondary data
Raw numbers do not speak for themselves. Analyse means looking at the parts, finding relationships and interpreting what they mean.
Steps for a table of secondary data:
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Understand it: what is measured, in what units, by whom, over what period?
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Organise it: add a column for percentages or rates if the totals are the same each year.
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Compare: look for trends, the biggest and smallest values, and years that do not fit.
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Interpret: what could explain the pattern? What else could have changed?
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Limits: how many data points are there? Could chance or other variables matter?
Use percentages to compare fairly, and percentage points for the difference between two percentages. If a value goes from 60% to 64%, that is 4 percentage points. As a relative change it is $\dfrac{4}{60} \times 100 \approx 6.7\%$.
Variables and fair comparison. You cannot control the world like a lab, but you can ask what else changed between the things you are comparing. If you compare two years, did the number of sites, the method or the weather change? These are confounding factors.
(The data are invented for practice.)* A student is investigating nitrate pollution in rivers. She finds a table of results from a public monitoring programme. The same…
(The data are invented for practice.)
A student is investigating nitrate pollution in rivers. She finds a table of results from a public monitoring programme. The same 200 river sites were tested each year. A site counts as "satisfactory" if its nitrate level is below a set limit.
| Year | Sites monitored | Sites with satisfactory nitrate level |
|---|---|---|
| 2018 | 200 | 120 |
| 2019 | 200 | 124 |
| 2020 | 200 | 126 |
| 2021 | 200 | 123 |
| 2022 | 200 | 128 |
- a) Calculate the percentage of satisfactory sites for each year.
- b) Describe the trend. Include the overall change from 2018 to 2022 in percentage points, and mention any year that does not fit the trend.
- c) A headline reads: "Irish rivers are now much cleaner than five years ago!" Evaluate this claim. Does the data support it fully, partly or not at all? Give two reasons.
- d) Rainfall can wash more fertiliser into rivers. Explain how this could affect the results and why it makes the comparison between years less fair.
- e) Name two limitations of using this table as your only evidence, and say what extra information you would look for.
Evaluating claims and drawing conclusions
To evaluate claims, ask: how well does the evidence support this claim, and what are the limits of the evidence? A good conclusion uses three parts, often called claim, evidence, reasoning.
Strong conclusions are balanced. If two claims conflict, say which is better supported and why, and where both are partly right. For socio-scientific issues, science is not the only factor. Cost, fairness, jobs and values also matter, so you can discuss these as well. Do not hide your judgement. Make it clear, but support it.
(The data are invented for practice.)* A student is investigating the question: "Did the plastic bag levy reduce plastic bag use?" She finds this table: | Year | Plastic…
(The data are invented for practice.)
A student is investigating the question: "Did the plastic bag levy reduce plastic bag use?" She finds this table:
| Year | Plastic bags used per person per year |
|---|---|
| 2001 (before the levy) | 320 |
| 2003 | 21 |
| 2008 | 18 |
| 2014 | 14 |
She writes this conclusion:
"The levy worked because bag use dropped. Everybody agrees plastic is bad. So the government should put a levy on everything."
Use this practice rubric (it is not the official features of quality; your teacher will give you those).
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Claim: 0 = no claim. 1 = vague claim. 2 = clear claim that answers the question.
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Evidence: 0 = no data used. 1 = data mentioned but no numbers, or wrong numbers. 2 = accurate numbers from the table.
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Reasoning: 0 = none. 1 = some link between evidence and claim. 2 = clear explanation of how the evidence supports the claim.
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Limitations: 0 = none. 1 = a vague comment. 2 = a specific limitation of the data or the conclusion.
- a) Score the student's conclusion on each criterion (0 to 2). Justify each score with a quote or a comment.
- b) Calculate the fall in bags per person between 2001 and 2003, as a number and as a percentage of the 2001 value (one decimal place).
- c) Rewrite the conclusion in about 60 to 90 words as claim, evidence, reasoning and limitation. Use your numbers from part b).
- d) Score your own rewritten version using the same rubric.
(The figures are invented for practice but have a realistic size.)* A student is investigating the issue: "Are electric cars better for the climate than petrol cars?"…
(The figures are invented for practice but have a realistic size.)
A student is investigating the issue: "Are electric cars better for the climate than petrol cars?" She finds two claims.
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Claim A (online comment): "Electric cars produce zero emissions."
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Claim B (online comment): "Electric cars are no better than petrol cars because making the battery uses so much energy."
She also finds a table of estimated emissions over the whole life of each car, averaged per km, in grams of carbon dioxide equivalent per km (g CO₂e/km). The electric car is charged from a grid that mixes wind, gas and other sources.
| Vehicle | Making the car (g CO₂e/km) | Driving (g CO₂e/km) |
|---|---|---|
| Petrol | 40 | 170 |
| Diesel | 42 | 150 |
| Hybrid | 50 | 110 |
| Electric | 70 | 60 |
- a) Calculate the total for each vehicle. By what percentage is the electric car's total lower than the petrol car's (one decimal place)?
- b) Evaluate Claim A and Claim B using the data. State clearly whether the evidence supports each claim.
- c) Predict what would happen to the "Driving" figure for the electric car if more of Ireland's electricity came from wind. Explain why.
- d) Identify two limitations of this table. For each, say how it might change your conclusion.
- e) Science is not the only thing people consider. Name two social, economic or ethical factors that would also matter in a decision about electric cars (for example, for a family in a rural area).
- f) Write a balanced conclusion of 80 to 120 words that discusses both claims, uses at least two numbers from the table and states one limitation.
Checking your own work
Students receive the features of quality early so they know what high-quality work looks like. Ask your teacher for them and use them every time you draft. While you practise, a simple rubric helps you spot weak areas. This one is a practice tool, not the official one:
| Criterion | 1 = not yet | 2 = partly | 3 = fully |
|---|---|---|---|
| Focused question | Too broad or not scientific | Partly focused | Focused and scientific |
| Use of sources | Chosen for poor reasons | Some reasons | Compared using author, evidence and purpose |
| Analysis | Information copied | Some comparison or calculation | Clear comparison and interpretation |
| Evaluation | Vague comments | Some specific points | Clear judgement and limitations |
| Conclusion | Not supported | Partly supported | Clearly supported and balanced |
| Communication | Hard to follow | Mostly clear | Clear, organised, sources named |
How to use it:
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Score a draft honestly. Write a quote from your work as proof for each score.
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Pick the two lowest criteria and fix those first.
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Write one concrete next step, for example "add two numbers to my conclusion".
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Ask a classmate or your teacher whether they agree with your scores.
Practise writing under time pressure too. The Assessment Task is a written task done in class, so being able to write a clear, evidence-based paragraph fast is useful. Check the current guidelines from your teacher or the SEC for what the task looks like each year.
Below is part of a sample SSI report written by a Third Year student. The text is invented for practice. > Question: Are data centres bad for Ireland? > > Findings:…
Below is part of a sample SSI report written by a Third Year student. The text is invented for practice.
Question: Are data centres bad for Ireland?
Findings: Source A (a news website, 2023) said data centres use 21% of Irish electricity. Source B (a national energy statistics report, 2023) said 18%. I used Source A because it was longer.
Evaluation: Data centres give jobs, which is good. Some people don't like them. Sources can be wrong.
Conclusion: In conclusion data centres are bad because they use a lot of electricity. Everybody should stop using the internet.
Use this practice rubric (it is not the official features of quality; ask your teacher for those).
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Focused question: 1 = too broad or not scientific. 2 = partly focused. 3 = focused and scientific.
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Use of sources: 1 = sources chosen for poor reasons. 2 = some reasons given. 3 = sources chosen and compared using author, evidence and purpose.
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Analysis of information: 1 = information only copied. 2 = some comparison or calculation. 3 = clear comparison and interpretation of the data.
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Evaluation of claims and limitations: 1 = vague comments. 2 = some specific points. 3 = clear judgement of how far the evidence supports each claim, with limitations.
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Evidence-based conclusion: 1 = not supported by evidence. 2 = partly supported. 3 = clearly supported and balanced.
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Communication: 1 = hard to follow. 2 = mostly clear. 3 = clear, organised, sources named.
- a) Give a score (1 to 3) for each criterion. Support each score with a quote from the report.
- b) Choose the two weakest criteria. Rewrite those parts of the report (about 50 words each) so they would score 3.
- c) Write two "next steps" you would suggest to this student, as advice from a classmate.
- d) Now apply the same rubric to a piece of your own work (a plan, a paragraph or a draft). Write your scores and one target for improvement.
Back to the start: to decide between the two videos about wind turbines, check who made each one, what evidence they give and whether independent sources agree. Look for data in a reliable summary, not just a loud claim. Then write a conclusion with a claim, evidence, reasoning and a limitation.