PSC1501 Assignment 3 (COMPLETE ANSWERS) 2024 - DUE 5 July 2024
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Grado
Practical Science for the Classroom (PSC1501)
Institución
University Of South Africa (Unisa)
Book
Practical Work in School Science
PSC1501 Assignment 3 (COMPLETE ANSWERS) 2024 - DUE 5 July 2024; 100% TRUSTED workings, explanations and solutions. for assistance Whats-App.......0.6.7..1.7.1..1.7.3.9......... QUESTION 1
1. There are several types of practical activities. Demonstrate your understanding of demonstrations, experime...
Due Date: 05 July 2024
QUESTION 1 (2 ANSWERS PROVIDED)
Demonstrations
Example: Using a ripple tank to demonstrate constructive and destructive interference of
two pulses.
Role of the Learner:
In demonstrations, the learner is primarily an observer. They watch the teacher perform the
activity and engage by asking and answering questions. Learners may also be tasked with
recording observations or measurements.
Role of the Teacher:
The teacher conducts the demonstration with a clear purpose in mind. Preparation is key,
as the teacher must ensure all materials and apparatus are ready and that the
demonstration is visible to all students. During the demonstration, the teacher points out
key techniques, potential difficulties, and safety considerations.
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demonstration, the learning objectives will not be met. Additionally, linking the
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demonstration to theoretical concepts and prompting student participation through
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QUESTION 1 (2 ANSWERS PROVIDED)
In the context of science education, practical activities are paramount for fostering a
holistic understanding of scientific concepts and methods. Among these,
demonstrations, experiments, and practical investigations stand out as significant
types of activities, each with specific roles for teachers and learners, showcasing
distinct pedagogical merits and challenges.
Demonstrations
Demonstrations are teacher-led practical activities designed to visually explain
scientific phenomena or theories to learners. One classic example is using a ripple
tank to demonstrate constructive and destructive interference of two pulses. Here,
learners play a passive role, engaging primarily by observing the demonstration,
asking questions, and noting measurements or observations. Through this method,
learners get to witness scientific principles in action without hands-on engagement.
The teacher in demonstrations has a multi-faceted role. They prepare the
demonstration meticulously with a clear objective in mind, considering the alignment
with the overarching reasons for practical science education - developing practical
skills, understanding scientific approaches, motivating learners, and enhancing
theoretical comprehension. For example, while demonstrating the interference of
pulses, a teacher might emphasize the precise timing and placement of the pulses,
safety considerations, and potential real-world applications.
An essential element to consider in demonstrations is visibility, especially in larger
classrooms. Ensuring all students can clearly see and understand the procedure and
its outcomes is crucial for the effectiveness of this activity. Strategic planning and
perhaps the use of technology like projectors can help in amplifying the
demonstration's visibility and educational impact.
Experiments
Unlike demonstrations, experiments are participatory, allowing learners to engage
directly with the materials and processes. An example from the Grade 10 Physical
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
, +27 67 171 1739
Sciences curriculum includes measuring the potential difference and current in electric
circuits with resistors in series and parallel. In these activities, learners follow detailed
instructions, perform precise tasks, and record observations to verify established
scientific theories or models.
The role of the teacher in experiments is more supportive and facilitative. They
introduce the theory or model being investigated, provide clear instructions, and
ensure that all requisite materials are prepared and distributed. During the activity,
teachers move around the classroom, assisting students as needed and ensuring that
the objectives are met within the allocated time.
A critical component of experiments is the clarity and comprehensibility of the
instructions provided. Clear, step-by-step guidance ensures that all learners,
regardless of their prior knowledge, can successfully complete the tasks and achieve
a meaningful understanding of the theory being explored. Moreover, it is crucial to
allocate sufficient time not just for the activity itself but also for a concluding session
where learners can reflect on their findings and contextualize them within the broader
theoretical framework. This reflection solidifies their understanding and links the
practical experience to academic concepts.
Practical Investigations
Practical investigations are inquiry-based activities that engage learners deeply in the
scientific process. An example is a Grade 12 Physical Sciences task to investigate
conservation of linear momentum. Unlike experiments, these activities often have
broader, less defined objectives, providing learners with the freedom to exercise
initiative and creativity.
During practical investigations, learners take on a more active and self-guided role.
They engage in problem-solving, hypothesis formation, experimental design, data
collection, and analysis. Such tasks nurture a deeper understanding of the scientific
method, critical thinking, and problem-solving skills.
Teachers in practical investigations assume a role of guidance rather than direct
instruction. They may help define the problem, offer methodological suggestions,
provide necessary resources, and facilitate discussions, while allowing learners
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
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