Mashangwane koketso

Student number: 68894139

PSC1501 Assignment 5

Question 1

1, Modelling( page 37 unit 4 section 4.2

Modelling should be understood as utilising physical objects to represent academic ideas. Scientists
use these in their research as well as science teachers now and then . Models are used to help
envision something that is spoken about. Consider specifically PSA 4 about mixing molecules. There
are two types of molecules , so we can model these by two different colours of beads. You start with
two separate containers of beads and say the other colour is maybe blue which represents water
molecules in liquid water. The beads are not organised in any specific way but they are all in contact
with some other beads of the same colour . The other container has a similar number of beads of
another different colour perhaps red. These characterises alcohol molecules in liquid alcohol . They
have no specific arrangement and are all in connection with other beads of the same colour. These 2
containers of beads show how liquid is imagined state as water and of alcohol, both of which are
shown as pure substances . Models of molecules are being mixed to represent how we think about
the mixing of the two fluids in PSA 4 . Water and alcohol combined completely to form a
homogeneous combination. Beads were combined to get a uniform mixture of beads to model this.
For some learners, being able to see this as a demonstration makes the idea clearer and simpler.

2, Art( page 39 unit 4 section 4.3)

Learners are inclined to art in its numerous forms. Learners do not only want to learn how to do art
but also to express themselves. A science teacher who is aware of student with such class interests
can use these by suggesting science topics as subjects of the art work . These can be general topics
such as the impact of plastics on the environment or of the burning of fuels on climate but can also
be abstract topics such as those related to the particle Big ideas. Artwork should be sketched with
any medium preferred or have admission to support the Big idea and make it the subject. Some
students may be better at art then the others and some may be better at science than the others as
well. Teachers may get particularly good synergy by proposing sets of different learners to work
together .

3, Field trips ( page 40 unit 4 section 4.5)

It is an example of ancillary activity where in students visits industries where they witness the
manufacturing process, packing process and the process whereby the product reaches the
customer.

4, Invention ( page 21 unit 3 section 3.3.1)

It can be explained as a process of designing/ creating something ) a device, a process that has never
been done/made before. Invention is a unique method, composition, idea or process. It may be an
improvement upon a machine , product or process for increasing efficiency or lowering costs. It can
also be an entirely new concept. If an idea is unique enough either as a stand alone Invention or aa a
significant improvement over the work of others. It can be patented. A patent, if granted gives the
inventor a proprietary interest in the patent over a specific period of time which can be licensed for
financial gains.
Question 2
2.1

1, Big ideas of science

-Big ideas of science Indicate some fundamental Principles in science which are very important to
explain certain natural phenomena and help us to connect certain natural phenomena with each
other. There are 10 big ideas of science which are listed as follows

1, In the universe, all substances are made up of minute particles.

2, Two objects placed at a certain distance can affect each other.
3, By applying a net force, the movement of an object can be changed.
4, During certain processes the energy can be transferred from one place to another. However, the
total energy of the universe is always the same.
5, The shape of the earth’s surface and the climate depends on the composition of the earth, the
atmosphere, and the process that occurs in the earth and atmosphere.
6, Solar system is a very minute part of the universe, which is formed by millions of galaxies.
7, The organism can be classified on a cellular basis.
8, All organisms requires a certain amount of energy and materials( for instance food) to sustain
themselves on earth. For this, they either depend on or compete with other organisms.
9, Genes are very important in defining the characteristics of an organism. In organisms , genetic
information is generally transferred from one generation to another. This phenomenon is called
genetic inheritance.

10, The diversity of organisms is a result of evolution.

2.2 The big idea of science is a set of scientific nations that defines the world and allows one to
conceptualise the connection between distinct natural phenomena. These concepts condense the
body of knowledge in science into ten guiding principles that we can apply to a wide range of
scientific occurrences. The big idea of science comes from analysing and conceptualising a particular
scientific problem or phenomena. The idea behind this is to provide the world with a simple
explanation of the reason behind the phenomena and to use the knowledge produced by analysing
science in various different fields like technology, medical care and many more to serve the needs of
humans.

2.3
Ancillary Activities can be defined as those activities which are used by teachers is a support system
to teaching students to teach students in an interesting interaction in child friendly way. A
comparison of different ancillary activities that helps students with better understanding is
mentioned below.
Modelling Art Drama Field trips
In modelling the In art, the teacher In drama, the Field trips Refers to
teacher uses different uses flowcharts into teachers present taking students to the
materials, blogs or drawings for a better different characters specific industry
structures that will understanding of the to make students which will help
 help students to students. explain the concepts. students to
understand the understand the
concept practicality. process of
manufacturing and
production.
For example : Using For example: The For example: The For example: A field
Small tubes and concept of teachers use trip to the chocolate
connecting both end evaporation can be characters to explain manufacturing
of the tubes with explained by drawing the mode of industry, The
object weighing flowchart which show transmission of students get an idea
lighter on one side the evaporation of disease is through about how the
and heavier on water from bodies indirect and direct chocolate is
another side. The and then contact with the processed before
whirling of the lighter condensation Of the students . reaching the
weighing object gives water in form of rain. customer.
an idea about
centripetal forces.

Question 3

The importance of practical work is discussed below

1. The students get an opportunity to learn performing several activities and engaging in
activities in the educational process.
2. The student will get acquainted with elementary things like electronics, electricity, sanitation
etc which in able them to become independent.
3. Practical week aids in acquiring scientific information and scientific viewpoint which are the
two primary goals of science instruction.
4. Students learn how to handle and operate equipment through conducting practical
experiment
5. Students pick up numerous positive habits through practical work .
6. Students are inspired to learn more about science by doing practical experiments.

STUDENTS DOING PRACTICAL EXPERIMENTS

STUDENTS LEARN HOW TO HANDLE AND OPERATE PRACTICAL EXPERIMENTS

STUDENTS GET ACQUAINTED WITH ELEMENTARY THINGS LIKE ELECTRICITY, FIRE

AND MANY MORE

STUDENTS PICK UP POSITIVE HABITS THROUGH PRACTICAL WORK LIKE COOPERATION AND MANY
MORE

Practical wake aid in acquiring scientific information in a scientific viewpoint.