Exam Q 2018, questions and answers PDF

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Exam preparation questions, definitions explained and long question answers.
Definitions
Why do we say natural science has limitations?
Distinguish between a valid and a speculative theory. Give an example of each
What should the curriculum of Natural Science comprise? Name ...

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PST202G: teaching natural sc science ience Examination Pre Preparation!!! paration!!! Question 1 20 * MCQ Who was the founder of experimental natural science? Isaac Newton The science of ancient Greeks, Arabs and Chinese… was based on their perceptions and intuitions Who proved that life cannot arise from non-life? Charles Darwin Which of the following is a speculative theory? The theory of evolution. Which of the following is a scientific action? Persevering. Which belief about nature is not compatible with natural science? Nature is infused with spirits. Who was the first person known to have developed a valid theory of atomic structure? Democritus Who was the first person known to have realised that objects always fall towards the centre of the earth? Isaac Newton Which of the following is caused by an excess of carbon dioxide in the air? Global warming Algae on the trunk of trees indicates that there is... no acid rain Which of the following is caused by CFCs? Depletion of the ozone layer The process by which a liquid becomes a gas is called... evaporation Which of the following are characteristics of learners in Gr 4-9? They cannot deal well with abstract explanations A formicarium is a laboratory home for... ants Which of the following is an infringement of a child’s rights? Assessing and recording children’s values A pH of 7 indicates that the solution is... neutral An effective natural science teacher... has a good understanding of the scientific subject content Which of the following places would a dishcloth dry the fastest? In a warm room near an open window. Science projects that are to be formally assessed should be done... individually at school

Definitions: 1. Natural Laws This is when the truth of a scientifically theory has been verified repeatedly, it is then regarded as valid/fixed. If the truth of a scientific theory is verified repeatedly to the extent that it can be regarded as generally valid, then we have natural laws 2. Microevolution This is the observation of evolutionary variation within the lineage of species. This is the observable and demonstrable evolutionary variations within a species lineage that occur both in nature and in the laboratory when a new breed of a plant or an anim al species is bred. 3. Natural Science This is a branch of knowledge that deals with the study of the physical world. It is not capricious and magical but is rationally ordered and can therefore be known and understood hence it is rooted in the belief that nature is comprehensible. 4. Factual scientific knowledge This is the actual observed data. This includes the properties and composition of various substances. This is the actual observed data 5. Scientific theories These are not facts, but explanations and interpretations of empirical data. These are not facts but explanations or interpretations of empirical data 6. Children’s science This is what children make of the natural world. These are ideas that can be wrong. This is the children’s way of making sense of the natural world 7. Mental framework These are ideas that are a combination of correct and incorrect ideas. This is how one thinks things are, and this forms one’s own personal frame of reference 8. Projects This is research done or data collected/gathered for a directed or specific task. This is the organized search, construction or task directed towards a specific purpose 9. Explanatory skills These are explanations given to learners by teachers that are scientifically correct. This refers to the teacher’s ability to give explanations that are scientifically correct, but also at the children’s level of understanding 10. Observing This is more than just seeing, have to be aware of certain details and distinguish between relevant and irrelevant information. It entails more than simply seeing it. This is to be aware of detail and to be able to distinguish between what is relevant and what is irrelevant

Question 2 1. Why do we say natural science has limitations? 2 – ON12 + MJ14 Because it can address neither ethical questions nor philosophical or religious questions about the origins, destiny and purposes of their universe and life 2. Distinguish between a valid and a speculative theory. Give an example of each. 4 – ON12+13+14, MJ14 Valid theory – Describe and therefore correspond with the way the natural world really is. It implies neither an exhaustive nor final description of a natural phenomenon. A theory is valid as long as there is no evidence to dispute it. Speculative theory – Interpretations/extrapolations of observed factual data, but the extrapolation itself cannot or has never been successfully verified. These theories are only possibly true or possibly false. Considers matters that are not physically observable and/or measurable and/or not repeatable events. A valid theory can be experimentally verified and /or applied technologically for example the theory of aerodynamics whilst speculative theories are extrapolations from observed data but the extrapolation itself cannot or has never been successfully verified for example the theory of evolution. 3. Why should all children learn natural science? 2 – ON12+13+14 Provides experiences that can lead to the development of basic scientific literacy • Creates a basic understanding of nature and everyday technological devices • Develop a spirit of enquiry necessary for life-long learning • Create an awareness, sensitivity and concern for nature and the environment Children must learn science so that they can learn about natural science and how it affects their lives, their community and their environment. 4. What should the curriculum of Natural Science comprise? Name two components. 2 – OB12 + MJ14 Life sciences and physical science 5. Identify 5 criteria for meaningful activities. 10 – ON12 + MJ14 Any five of the following The activities should be appropriate to the age and grade of the learners and the knowledge and skills that they have already learnt. If relevant, the scientific concepts should be related to the children's experiences and interests. The learners should have sufficient and correct prior knowledge to understand the activity. Such knowledge must be taught prior to the activity. The teacher must clearly explain the purpose of the activity. The teacher must control the whole class the whole time so that unproductive playing, towards which children are naturally inclines, is prevented.

The teacher must point out and explain what the learners must attend to. On their own, children's investigations tend to be unsystematic and they often concentrate on trivial and/or irrelevant matters. Without the teachers' guidance, the children may not discover and learn what they should; they may even make false ``discoveries'

6. Discuss the main differences between the focus of the natural science founders. 4 – MJ13 • •

Ancient Greeks, Arabs and Chinese: Reasoning was based on intuitive ideas and perceptual experiences Sir Francis Bacon: Tested the intuitive ideas and perceptual ideas against reality.

7. Explain why science cannot address religious questions about origin, destiny and life. 4 – MJ13 Science is limited to a study of • Processes in the natural world • Physically observable or measureable things • Repeatable events. Natural science has limitations because it can neither address ethical questions nor philosophical or religious questions about the origin, destiny and purpose of the universe and life. The answers to these questions must be found beyond the confines of science. 8. Explain the following scientific theories: 2 each – MJ13 •

Newton’s theory of gravity: Falling objects always fall to the centre of the earth’s surface.

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The theory of magnetism: Opposite magnetic poles attract one another and like magnetic poles repel one another. That two opposite magnetic poles exist or can be induces in some materials.

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The kinetic molecular theory: Substances expand or contracts when heated or cooled.

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Mendel’s theory: Inherited characteristics recur.

9. Identify: 6 – ON13+14 •

3 scientific skills – pg 9 ➢ Observing ➢ Classifying ➢ Measuring and checking ➢ Recording data ➢ Communicating ➢ Inferring ➢ Predicting ➢ Experimenting

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3 scientific attitudes which children should learn – pg 10 ➢ An enquiring mind ➢ Inventiveness ➢ Creativity ➢ Critical thinking ➢ Being seld-critical ➢ Perseverance ➢ Environmental awareness

10. Discuss how you will help children with LEP. ON14 + MJ13+14

• Use listening-speaking-reading-writing sequence • Use multisensory hands-on activities • Pair LEP learners with bilingual learners • Place LEP learners in cooperative learning groups • Speak slowly and use short sentences • Check if learners understand by asking questions • Avoid idiomatic expressions • Use a chalkboard to write key concepts • Repeat key words during the lesson as you are teaching • Make whatever you refer to as concrete as possible

➢ Use a listening-speaking-reading-writing sequence in teaching whenever possible. Listening lays the foundation for the other language skills. It is easier to speak what we have first heard, read what we have spoken and write what we have read. Use multisensory, hands-on teaching methods whenever you can. Concrete materials, investigations, demonstrations, audio-visual media, graphs, diagrams and so forth, are more likely to foster meaningful learning than studying printed matter. One great advantage of hands-on science over most other subjects is that the actual doing demands little verbal ability. Most speaking occurs before and after the event. Pair LEP learners with bilingual partners who can supply brief translations as needed. But coach these partners to focus on teaching English words and phrases for actions taken or objects observed during investigations. For a good pattern, have them say the word or phrase referring to an action or object and have the LEP child repeat it immediately. Place LEP learners in cooperative learning groups to increase chances for frequent, lowanxiety, informal interactions with other children. Speak slowly, use short sentences and rephrase what you say if a child seems unsure rather than repeat what you have said. Use body language, props, pictures and sketches to clarify your words. Check more specifically whether a child understands by asking questions answerable by yes or no, or by having the child do something you can observe, such as point to an object. Avoid idiomatic expressions; they can be confusing when taken literally: e.g., ``it is as easy as pie'' or ``please take your chair''. Make whatever you refer to as concrete as possible use what you know the children have done or observed in the past. Give observable examples in the present as well: ``the handle of this pencil sharpener is also a lever.'' To help learners build schemata, write key concepts and vocabulary used during a lesson on the chalkboard. Often make a concept map to outline what is to come in a lesson or to summarise the content of a lesson.

Emphasise and repeat key words of the lesson as you teach. This cues the child about what to remember and how the words sound.

Question 3 1. List three environmental problems that occur in the vicinity of your home or workplace. 3 – ON12 + MJ14 3.1. Environmental problems Air pollution

3.2. Causes • Smoke from factories • Generating of electricity • Using leaded fuel instead of unleaded

Water pollution • Oil spillage • Waste dumpage • Washing and bathing in dams and rivers Land pollution • Litter • Dumping of waste

Examples of environmental problems are - Water pollution, air pollution, soil pollution, oil pollution 2. Describe what people do to cause these problems. 3 – ON12 + MJ14 Examples of what people do Water pollution- industrial waste; air pollution-traffic; soil pollution-rubbish; oil pollution-oil 3. How would you make learners aware of environmental problems and the need to address and solve such issues? 4 – ON12 + MJ14 By ensuring that the lesson that integrates environmental education adheres to the following criteria: The lesson must therefore expand or reinforce the children's scientific knowledge and/or skills. The lesson must not be too elementary or too advanced for the specific grade. All prerequisite and/or new scientific concepts must first be explained. Do not expect independent learning from children or that they re-invent the wheel. Follow-up learning activities must not involve too much independent research from the learners. • Take learners on a fieldtrip where they can see what environmental problems can do to the environment • Create posters concerning environmental problems • Show learners documentaries and movies concerning environmental problems • Design a play involving environmental problems

4. Discuss the greenhouse effect and its possible impact on the earth’s climate which you may teach to learners. 4 – MJ13 • •

Greenhouse effect: This is when the heat is being trapped near the surface of the earth, due to several cases The impact on the earth’s climate: Increase in temperature, it will become extremely hot.

5. Explain how you will identify the issues concerning the ozone layer from the greenhouse effect to your learners. 4 – MJ13 • •

Ozone layer: Upper layer in the atmosphere. Ozone absorbs many of the harmful ultraviolet rays emitted by the sun. What is the connection: The gasses that are present during the greenhouse effect destroys the ozone layer which creates an opening for the ultra-violet rays to escape

6. Distinguish between knowledge and mental frameworks. 4 0 ON13+14 • •

Knowledge is limited to correct ideas – what one knows Mental framework is how one ‘thinks’ things are – correct and incorrect ideas

7. Explain what is meant by ‘child science’. ON13+14 This is the children’s ways of making sense of the natural world. This refers to explanatory ideas of natural phenomena that children construct for themselves, but these ideas may be wrong. 8. Discuss the explanatory skills of an effective natural science teacher. 10 – ON`13+14 • • • • •

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This refers to the teachers abilty to give explanations that are scientifically correct, but also at children’s level of understanding This skill is very important and part of a teachers duty to teach It is your duty as a teacher to prepare the children’s minds for an activity and/or any research they must do A teachers job and moral duty is to teach It is important that teachers always bear in mind that academic subject matter is seldom mastered by children without a good teacher who takes the responsibility to teach Good explanations are not always verbal but are based on the following: o Practical activities o Graphic organisers and summaries that indicates the key words and the relationships between the facts

9. Hands-on activities are the ideal method for teaching natural science. Explain by referring to primary school science teaching. 10 – ON13+14 •

Knowledge gained during well-structured hands-on activities is better remembered than verbal explanations

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Knowledge gained in familiar context is better understood Hands-on activities has to be guided by the teacher When learners do it on their own, their observations are unsystematic It is difficult to get the learners to attend to the right things Learners do not approach activities with empty minds

10. Discuss the hands-on teaching strategy under the following headings: •

How the teacher can be in control of the learners at all times cannot leave the class even for a moment must supervise specimen distribution and collection from the front of the class without turning his or her back on the group until the work has begun must keep a close watch on what each learner is doing during the lesson should have a prearranged signal (bell) to indicate when all talking should stop should have an emergency plan for stopping the lesson if the class fails to cooperate

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How the teacher can help learners attend to relevant things The teacher should clearly state: The purpose of the activities The things to be attended to The things to be looked for

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The duties of the science teacher during hands-on activities He or she must ensure that the learners have acquired the necessary prior knowledge so that they can understand the purpose of the activity. The teacher must help and guide the children. In other words, a learning activity must not involve too much independent effort from the learners. They still lack the knowledge, research skills and/or perseverance to learn without a teacher's guidance and help. The teacher must give clear instructions to the learners. The teacher must carefully structure the lesson and the learning activities and guide the children's attention to the relevant matters. The teacher must be in control of the whole class the whole time in order to prevent unproductive playing around towards which children are naturally inclined.

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The draw-backs of the hands-on teaching strategy There are, however, serious drawbacks on hands-on learning if it is not carefully structured and guided by the teacher. When done on their own, children's observations and investigations are often superficial and unsystematic. The problem with hands-on activities is usually not one of getting the learners to attend, but to get them to attend to the right things. The focus that the teacher intends is not always the one adopted by al the learners. Consequently, without teacher guidance, the learners may not make the discoveries that they are supposed to make; in fact, they may make ``discoveries'' that are not true. Furthermore, learners do not approach an activity with empty minds. They have often already constructed their own explanations regarding the subject matter in this learning area - natural phenomena. If children have wrong ideas in their minds and these are not corrected by the

teacher prior to the activity, they cannot learn what they should learn. The learners will link the activity to their wrong ideas and will, consequently, integrate and/or apply the new concepts incorrectly.

Question 4 1. What should natural science teachers pay attention to in order to promote successful learning of science? 6 – MJ13+14 New information should be explained in terms of the knowledge that learners have already acquired (the principle of teaching from the known to the unknown). Conscious efforts to help pupils recognise relationships between old and new, that is, between existing mental schemata and new information, facilitates the construction of an organized mental structure of related concepts and ideas. Scientific ideas and concepts (the subject matter) should be related to learners' everyday world of experiences and interests. Exploring the natural world as it is seen through pupils' eyes helps them make sense of new scientific explanations that may conflict with their own preconceptions (child science). To promote optimal learning, use examples and deal with problems that pupils may have had in the past, or are likely to have in the future. This implies that one should not ignore the social and environmental setting within which learners live, but should ensure that our teaching takes into account the environment of the school so that local needs and problems are addressed. Rote learning, that is, memorisation without understanding, should be avoided. To determine whether or not pupils understand what they have been taught, learners should be expected to explain their answers, even if an answer is correct. Never ridicule, ignore or simply condemn pupils' incorrect ideas. Do not be dictatorial. Listen to learners' ideas so that you can determine what it is that they misunderstand 2. Identify 3 reasons why correcting misconceptions is important. 3 – MJ13+14

First, learners who are not empowered with true scientific unde...