Science (SCI019)

The Maldives National UniversityFaculty of Education

Subject Name: Science for Beginners

Subject Code: SCI 019

Credit Points: 12

Contact Hours: 4 hours per week:lectures, tutorials & Workshops

Pre-requisites: None

Co-requisites: None

Minimum Qualifications and Experience Required by Instructors/Lecturers:

Maximum Class Size per Instructor: 25

Modes of delivery: Lecture/ tutorials/workshops

Introduction

Science for Beginners is a unit offered at the Foundation Level, developed for students

enrolling in Primary Teaching courses, without any formal science background.

This unit is aimed to develop students’ knowledge and understanding of basic science

concepts, skills and attitudes, which are of relevance to learning other science units

offered at the faculty of education. It also helps develop an awareness of the place of

science in modern society.

In this subject, science is viewed as a method of knowing, through which humans try to

understand the physical, material and biological components of their world. Doing

science is viewed as a means by which these components of our world are investigated

systematically through questioning and testing of ideas, by measurement and observation,

discussion and debate on validity and worthiness of ideas.

The above philosophy is used to guide the teaching strategies applied within this unit.

Learning through investigations is emphasized. However, teacher-led demonstrations,

library research and lectures are used where deemed appropriate.

© Faculty of Education, MNU, Maldives

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The learning activities provided consider the relevance of curriculum content to the

students’ lives and aim to challenge the students to think and apply the scientific

understanding they have gained in the unit and from their personal experience.

Development of an attitude of curiosity, interest and inquisitiveness towards

understanding of our world is encouraged.

Learning objectives and outcomes

On completion of this subject students should be able to:

1. demonstrate a knowledge and understanding of the science concepts taught within

the subject;

2. appreciate that science is a human endeavour and its importance in our daily life;

3. demonstrate an understanding and appreciation of the role of investigations and

practical work in science;

4. demonstrate a knowledge of contextually relevant science activities, content, skills

and scientific attitudes suitable for learning further science;

5. ability to select and organize information relevant to certain science topics and to

communicate this information coherently;

6. Demonstrate an interest for learning science and confidence and enthusiasm for

deepening and strengthening these science concepts.

Subject structure and organization

This subject will be delivered through a combination of lectures, workshops, practical

activities, and laboratory work and student presentations.

Classes will be offered twice a week (2, 2 hour slots per week), for 15 weeks.


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Wk Hrs Topics

1 2 Introduction to the unitProcess Skills: Observation skills

2 Process Skills: Measurement and Conversion (length, time, mass and temperature, using variety of equipment to measure these quantities)

2 2 Process Skills: Measurement and Conversion (Volume – regular objects, irregular objects and floating objects, usage of different equipment to measure volume)

2 Process Skills: Classification

3 2 Controlling variables2 Interpreting and analysing data, Drawing and interpreting graphs* (line graphs, bar

graphs, histograms and pie charts)4 2 Interpreting and analysing data, Drawing and interpreting graphs* (line graphs, bar

graphs, histograms and pie charts) continued… 2 Practical Work in science (Experiments, Investigations and Project Work)

5 2 Atomic structure and the periodic table

2 Trends across the Periodic Table

6 2 Elements, Compounds and Mixtures

2 Particulate Nature of matter-states of matter and state changes

7 2 Diffusion and reversible and irreversible changes in matter.

2 Bonding & formula writing: bonding in substances and writing chemical formula.

Quiz 1 (On materials covered in Sessions 1 to 10).8 2 Characteristics of living things and characteristics of a general living cell

2 Movement in and out of cells –Osmosis and Diffusion

9 2 Organs and their functions 2 Classification of Living things; dichotomous key

Quiz 2 (On materials covered in Weeks 5 to 6)10 2 Life Cycle

2 Food, Health and Nutrition.

11 2 Units of measurement2 Density – (solids and liquids, calculations based on this and experimentally determining

density of provided substances)Quiz 3 (On materials covered in Weeks 8-10).

12 2 Kinematics (definitions and simple calculations of distance/displacement, speed/velocity and acceleration)

2 Introduction to linear line graphs of kinematicsNewton’s Laws of Motion and Introduction to types and examples of Forces

13 2 Electrostatics

2 Waves, Electromagnetic Spectrum14 2 Light and its properties

1 Sound and its properties1 Quiz 4 (On materials covered in Weeks 11 to 14).


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Detailed outline of the lectures/tutorials/workshops:

Lecture/Workshop 1: Process Skills: Observation Skills

Outcomes:

At the end of the lessons, students should be able to: Understand that scientists need to use many process skills to understand and explain

natural phenomena Explain observation as a process skill used in science using suitable examples Demonstrate the observation skills

Content: Observation skill – definition and some examples Practical activities on demonstrating observation skills

Some suggested Activities: Power-Point Presentation on the topic. Activities on observation such as:

o Spot the difference

o Observing a candle ( lit and unlit) and recording the observation

o Observing a covered object and using the senses to identify the object

o Observing and recording of colours on adding methyl orange to a set of given

solutions.

References: Johnson, K. et al. (1994) Spotlight Science: Teachers Guide 7.; StanelyThornes

(Publishers) Ltd Young B. L. (1995) Teaching Primary Science. Longman Lancour, K.R. (n.d) Process Skills for Life Science: Teaching Guide: retrieved June

19th, 2011 from: .www.tufts.edu/as/wright_center/.../pslsl_training_hammond.pdf. Unknown. (n.d). Teaching the Science Process Skills: retrieved June 19th, 2011 from:

www.longwood.edu/cleanva/images/sec6. processskills .pdf . Unknown. (n.d). Practical Activity in Science: retrieved June 19th, 2011 from:

www.cemca.org/Malaysia/ Science / science text.pdf . Padilla, M.J. (1990). The Science Process Skills: retrieved June 19th, 2011 from:

http://www.educ.sfu.ca/narstsite/publications/research/skill.htm.Lecture/Workshop 2: Process Skills: Measurement and Conversions-1

Outcomes:At the end of the lessons, students should be able to:


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http://www.educ.sfu.ca/narstsite/publications/research/skill.htm

http://www.cemca.org/Malaysia/Science/sciencetext.pdf

http://www.longwood.edu/cleanva/images/sec6.processskills.pdf

Explain measurement as a process skill used in science using suitable examples Explain basic quantities basic units; Explain the S.I units and derived units for the basic quantities; Convert measurements into S.I units; Use different measuring equipment. Demonstrate the measurement skills

Content: Measurement skill – definition and some examples Practical activities on demonstrating measurement skills Six basic quantities: mass, length, temperature, amount of substance, time and electric

current. Six basic SI units: kilogram, metre, Kelvin, mole, second and amperes. Conversion of units:

Some suggested Activities: PowerPoin Presentation on the topic. Activities on measurement involving mass, time, temperature and length:

o Measuring the length, breadth and perimeter of given everyday objects ( such

as books, paper, pencil etc) using ideal units and a variety of equipment ( such as ruler, screw gauge, micro meter, meter rule etc) and convert them into standard units

o Measuring the mass of given everyday objects ( such as a spoonful of salt,

paper, pencil etc) using ideal units and a variety of equipment ( such as top pan balance, or scale etc) and convert them into standard units

o Measuring the time taken to do a given activity ( such as solve a

mathematical/logical problem etc) using ideal units and a variety of equipment ( such as stop watch, hand watch etc) and convert them into standard units

o Measuring the temperature of given solutions ( such as heating some water

etc) using ideal units and a variety of equipment ( such as mercury thermometer) and convert them into standard units


(Publishers) Ltd Young B. L. (1995) Teaching Primary Science. Longman

Lecture/Workshop 3: Process Skills: Measurement and Conversions-2

Outcomes:© Faculty of Education, MNU, Maldives

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At the end of the lessons, students should be able to: Explain measurement as a process skill used in science using suitable examples Explain derived quantities basic units; Explain the S.I units and derived units for the basic quantities; Use different measuring equipment. Demonstrate the measurement skills is measuring volume using given set of

equipment

Content: Measurement skill – definition and some examples Practical activities on demonstrating measurement skills Six basic quantities: mass, length, temperature, amount of substance, time and electric

current. Six basic SI units: kilogram, metre, Kelvin, mole, second and amperes. Conversion of units:

Some suggested Activities: PowerPoint Presentation on the topic. Activities on measurement for volume:

o Measuring volume of a regular object and stating its units in appropriate units

and SI unitso Measuring volume of an irregular object ( using equipment such as beakers,

measuring cylinders, bottles etc) and stating its units in appropriate units and SI units

o Measuring volume of a floating object ( using equipment such as beakers,

measuring cylinders, bottles etc) and stating its units in appropriate units and SI units



Lecture/Workshop 4: Process Skills: Classification Skills


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Understand that scientists need to use many process skills to understand and explain natural phenomena

Explain classification as a process skill used in science using suitable examples Demonstrate the classification skill

Content: Classification skill – definition and some examples Practical activities on demonstrating classification skills

Some suggested Activities: PowerPoint Presentation on the topic. Activities on classification such as:

o Classifying a given set of objects (such as a variety of leaves, buttons, shapes,

animal pictures, etc) and identifying the criteria used to do the classification.




www.longwood.edu/cleanva/images/sec6. processskills .pdf . Unknown. (n.d). Practical Activity in Scince: retrieved June 19th, 2011 from:


http://www.educ.sfu.ca/narstsite/publications/research/skill.htm.

Lecture/Workshop 5: Process Skills: Controlling Variables



Differentiate between independent and dependent variables Explain the need to control variables and how this is done in a science investigation Identify the variables involved in a given scientific investigation or inquiry

Content: Controlling variables – definition and some examples Definitions and examples of independent, dependent and controlled variables.


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Some suggested Activities: PowerPoint© Presentation on the topic. Activities/worksheet on identifying and controlling variables:

o Given some scientific investigation topics, identify the variables involved,

define them and identify the controlled, dependent and independent variables.







Lecture/Workshop 6: Process Skills: Interpreting and Analyzing data



Methods of presenting and analyzing data in different types of graphs; Drawing the most suitable graphs for a given set of data ( use of Excel to draw the

graph is highly encouraged) Identify the type of graph that would best represent a set of data collected in a science

investigation Interpret and make generalised conclusions on trends and patterns represented by a

graph

Content: Methods of presenting and analysing data in different types of graphs; Drawing (using Excel) and interpreting graphs.

Some suggested Activities: PowerPoint© Presentation on the topic. Draw different types of graphs from given and generated data Interpret graphs and draw conclusions from them.


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Draw different types of graphs using given data and analysing these Activities/worksheet on drawing graphs using Excel







Lecture/Workshop 7-8: Practical Work in Science


Explain the nature and role of practical work in science; Differentiate between a practical activity and an investigation; Describe the relationship between practical work/ science investigations and subject

knowledge; Discuss the role of practical work in teaching and learning of science;

Content: Use of practical work in science; Difference between a simple practical activity and an investigation; Relationship between science investigations and subject knowledge; Role of practical work in teaching and learning of science;

Some suggested Activities: Brainstorm on “what is practical work?” and “Relationship between

investigations/practical work and subject knowledge” Activity to distinguish between a practical activity and an investigation. E.g.

observing diffusion vs. designing an experiment to determine the effect of temperature/other factors on diffusion.


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Brainstorm on the “Role of practical work in teaching and learning of science” ( refer to http://www7.nationalacademies.org/bose/Robin_Millar_Presentation_Jun_04.pdf )

Listing/Tabulating variety of practical activities and discussing their outcomes and examples (Refer Dawson)

References: Dawson, C. (1994). Science Teaching in the Secondary Schools. Longman House Johnson, K. et al. (1994) Spotlight Science: Teachers Guide 7.; StanelyThornes

(Publishers) Ltd Millar, R. (2004) The Role of Practical Work in Teaching and Learning of Science

retrieved March 29th, 2010. http://www7.nationalacademies.org/bose/Robin_Millar_Presentation_Jun_04.pdf

Bentley, D. and Watts, M. (1989). (Chapter2 pp 21-41). Learning & Teaching in School Science: Practical Alternatives. Philadelphia: Open University PressPadilla, M.J. (1990). The Science Process Skills: retrieved June 19th, 2011 from: http://www.educ.sfu.ca/narstsite/publications/research/skill.htm.

Lecture/Workshop 9: Process Skills: Planning a Science Investigation



Plan and conduct a scientific investigation on a given topic.

Content: Planning and conducting an investigation: identifying the variables, defining them,

and writing the procedure for the investigation.

Some suggested Activities: PowerPoint© Presentation on the topic. Activities on planning the investigation:

o Given a topic ( eg: does chewing a chewing-gum increase or decrease its

mass), plan an in-class investigation.




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http://www7.nationalacademies.org/bose/Robin_Millar_Presentation_Jun_04.pdf

http://www7.nationalacademies.org/bose/Robin_Millar_Presentation_Jun_04.pdf

Lancour, K.R. (n.d) Process Skills for Life Science: Teaching Guide: retrieved June 19th, 2011 from: .www.tufts.edu/as/wright_center/.../pslsl_training_hammond.pdf.

Unknown. (n.d). Teaching the Science Process Skills: retrieved June 19th, 2011 from: www.longwood.edu/cleanva/images/sec6. processskills .pdf .

Unknown. (n.d). Practical Activity in Scince: retrieved June 19th, 2011 from: www.cemca.org/Malaysia/ Science / science text.pdf .

Padilla, M.J. (1990). The Science Process Skills: retrieved June 19th, 2011 from: http://www.educ.sfu.ca/narstsite/publications/research/skill.htm.

Lecture/Workshop 10: Process Skills: Conducting a Science Investigation



Conduct a scientific investigation on a given topic. Recording results from a science investigation and analyzing them

Content: Conducting an investigation: recording results, analysing them and making

conclusions

Some suggested Activities: PowerPoint© Presentation on the topic. Conducting the investigation on their assigned topics.






http://www.educ.sfu.ca/narstsite/publications/research/skill.htm.Lecture/Workshop 11: Quiz 1 (On materials covered in sessions 1 to 10).

Lecture/Workshop 12: Atomic Structure

Outcomes:© Faculty of Education, MNU, Maldives

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At the end of the lessons, students should be able to: describe the structure of an atom define the terms atomic number and mass number use values for atomic number and mass number to calculate the number of protons

and neutrons in an atom explain the term isotope use isotopic symbols to describe the composition of the nucleus

Content Models of the atom: protons, electrons and neutrons, atomic number, mass number

and isotopes

Some Suggested Activities Simulation of atom builder Use of models of atoms and isotopes

References:Gallagher,R. & Ingram, P. (2000). Complete Chemistry. Oxford University Press. Pp 26-31

Lecture/Workshop 13: Trends across the Periodic Table


Explain the arrangement of the elements in the Periodic Table Explain the trends in properties of elements in the Periodic Table (basic properties

and trends in major groups)

Content: Trends across the periodic table ( atomic number, size of atoms, reactivity and

physical properties)

Some suggested Activities: PowerPoint© Presentation on the topic. Group activity on arranging elements/building up the Periodic Table

References: Gallagher,R. & Ingram, P. (2000). Complete Chemistry. Oxford University Press. Pp 32-39

Lecture/Workshop 14: Elements, Compounds and Mixtures


Explain what are molecules and compounds© Faculty of Education, MNU, Maldives

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State the difference between a compound and a mixture Name some common compounds and mixtures

Content: Elements, compounds and mixtures ( definitions and examples)

Some suggested Activities: PowerPoint© Presentation on the topic. Classifying materials into elements, compounds, mixtures and pure substances

References: Gallagher,R. & Ingram, P. (2000). Complete Chemistry. Oxford University Press. Pp 26-31

Lecture/Workshop 15: Particulate Nature of Matter


Explain particulate theory of matter Explain the three states of matter using particulate nature of matter Explain the phase changes

Content: Theory on particulate nature of matter Three states of matter and phase changes

Some suggested Activities: PowerPoint© Presentation on the topic. Use of analogies to explain the arrangement of particles in solids, liquids and gases. Practical activities on changes of state of water

References: Gallagher, R. & Ingram, P. (2000). Complete Chemistry. Oxford University Press. Pp 6-13

Lecture/Workshop 16: Particulate Nature of Matter: Diffusion

Outcomes

At the end of the lessons, students should be able to:


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Describe and explain the effect of diffusion

.explain everyday effects of diffusion in terms of particles, e.g. the spread of perfumes

and cooking aromas; tea and coffee grains in water

state qualitatively the effect of molecular mass on the rate of diffusion and explain the

dependence of rate of diffusion on temperature

Content

Definition of diffusion

Examples of diffusion

Effect of temperature and molecular weight on rate of diffusion

Some suggested activities

Demonstrate examples of diffusion

Experimenting rate of diffusion (in water using a dye) with temperature

References:

Gallagher,R. & Ingram, P. (2000). Complete Chemistry. Oxford University Press.Pp 6-7

Lecture/Workshop 17: Reversible and Irreversible changes in Matter.

Outcomes


Describe the differences between reversible and irreversible physical and chemical

changes and give examples of these.

Content

Reversible and Irreversible Physical and Chemical Changes in Matter

Some suggested activities

Demonstrate examples of Reversible Changes: Examples of physical and chemical

changes that are reversible such as changes of state, reversible decomposition such as

the heating of hydrated copper sulphate or cobalt chloride

Irreversible changes such as the decomposition of carbonates, nitrates, heating

magnesium, copper and a mixture of iron and sulphur


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References:

Gallagher,R. & Ingram, P. (2000). Complete Chemistry. Oxford University Press. Pp

132-133, 76-77

Harwood, R. (2002).Chemistry. Cambridge, Cambridge University Press. Pp 44-45

Lecture/Workshop 18: BONDING & FORMUAL WRITING: Bonding in substances

and writing chemical formula

Outcomes


Describe the ionic bond in terms of transfer of electrons and

Describe the covalent bond in terms of electron sharing

Construct “dot and cross” diagrams of simple ionic compounds and covalent

compounds

Describe metallic bonding and describe conduction of heat and electricity by metals in

terms of mobility of electrons.

Relate the type of bonding to the property of materials

Write down the chemical formula for chemical compounds (ionic and covalent) given

their names.

Write the chemical names for compounds given their chemical formula.

Content

Ionic bonds and structure of ionic compounds,

Covalent bonds

Metallic bonds

Properties of materials in relation to the type of bonding

Chemical names and formula

Some suggested Activities

Group work on classifying a given set of materials based on properties (consider

physical states, solubility, conductivity of heat and electricity)

Worksheet practicing dot and cross diagrams for ionic and covalent compounds

Worksheets on writing chemical formula and names

References:


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Gallagher,R. & Ingram, P. (2000). Complete Chemistry. Oxford University Press.Pp 42-54

Lecture/Workshop : Quiz 2 (On materials covered in sessions 12to 18).

Lecture/Workshop 19: Characteristics of Living things & Features of a general Living Cell


Define the following characteristics of living organisms: feeding/nutrition; respiration; excretion; growth; sensitivity; movement and locomotion; reproduction

Describe the cell theory Describe the basic structure of general living cell ( such as: Cell membrane,

cytoplasm, nucleus, mitochondria, Golgi apparatus and endoplasmic reticulum AND chloroplast and cell wall as features of a general plant cell).

State one function of each of the structures listed above

Content: Characteristics common to all living things and needed to maintain life including:

Respiration; feeding/nutrition; Excretion; Irritability/sensitivity; Movement/Locomotion; Reproduction; and Growth.

Organization and structure of a general cell: including cell membrane; cytoplasm, nucleus, mitochondria, Golgi apparatus and endoplasmic reticulum; At least one function of each structure/organelle., and cell wall and chloroplast in a general plant cell.

Functions of the organelles above.

Some suggested Activities: PowerPoint© Presentation on the topic. Categorization of live specimens, photographs and inanimate objects into living and

non-living things; compilation of student’s responses; Listing the characteristics/attributes. Writing definitions for each characteristic.

Use models & simple teaching materials to identify structures of animal and plant cells from diagrams or photomicrographs.

References: Pickering, S. (2000). Complete Biology, Chennai: Oxford University Press: pp 6-7

and 18-23.


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Living and Non-living Things. (n.d). Retrieved April 8th, 2010 from http://www.saburchill.com/chapters/chap0001.html

Lecture / workshop 20Topic: Organs and Functions

Outcomes:

At the end of the lesson, students should be able to:

Identify the major organs and systems of the human body.

Explain the functions of the major organs and systems of the human body

Content:

Major functions/roles and parts of the following systems:

o Skeletal system, Circulatory system, Digestive system, Respiratory system,

Nervous system

Composition of bones and how to keep bones healthy

Role of heart in the circulatory system and how to keep it healthy

Brief description of how food passes through the digestive tract (details and names of

the parts not required)

Brief description of how messages are passed through the nervous system. (details

and names of the parts not required)

Brief description of how the oxygen inhaled through the nose reaches the red blood

cells and how the carbon dioxide produced in the cells are removed from the body.

(details and names of the parts not required)

Some Suggested Activities:

Jigsaw cooperative group activity:

o Role and functions of the Skeletal system, Circulatory system, Digestive

system, Respiratory system, Nervous system

Use of models or simulations to explain the structure and functions of the systems

(check: http://www.bbc.co.uk/science/humanbody/ )

References:


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http://www.bbc.co.uk/science/humanbody/

http://www.saburchill.com/chapters/chap0001.html

Pickering, W.R. (2000). Complete Biology, Oxford: Oxford University Press: pp 22,

42-43, 64-69, 76-79, 88-98, 120-123,

Lecture/Workshop 21: Classification of Living Things


Define the following characteristics of living organisms: feeding/nutrition; respiration; excretion; growth; sensitivity; movement and locomotion; reproduction.

Classify living organisms into the five kingdoms: o Monera/Prokaryotae; Protoctista; Fungi; Plants and Animals

List the main characteristics of each of the kingdoms

Content: Characteristics common to all living things and needed to maintain life including:

Respiration; feeding/nutrition; Excretion; Irritability/sensitivity; Movement/Locomotion; Reproduction; and Growth.

Definition of classification Kingdoms and subdivision of kingdom into groups: Kingdom, phylum, class, order, family, genus and species;

Basic and simple characteristics of the kingdoms: Monera, prokaryotae, fungi, animals and plants;

Some suggested Activities: PowerPoint© Presentation on the topic.

References: Pickering, W.R. (2000). Complete Biology, Oxford: Oxford University Press: pp 225-

239

Lecture/Workshop 22: Classification using Dichotomous Key


Use a dichotomous key to identify given organism Construct a dichotomous key for a given group of organism

Content:


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Drawing and using dichotomous keys

Some suggested Activities: PowerPoint© Presentation on the topic.

References: Pickering, W.R. (2000). Complete Biology, Oxford: Oxford University Press: pp 225-

239

Lecture/workshop 23 Topic: Life cycle of (butterfly, mosquito...)

At the end of the lesson, students should be able to:

Identify the kingdom, phylum, class and order for the general butterfly

Identify the kingdom, phylum, class and order for the general mosquito

Identify the general body structure of a butterfly and a mosquito

Describe the components of the life cycle of a butterfly

Draw and label the components of the life cycle of a butterfly

Describe the components of the life cycle of a mosquito

Draw and label the components of the life cycle of a mosquito

Content:

kingdom, phylum, class and order for the general butterfly and mosquito

General body structure for the butterfly and mosquito

life cycle of a butterfly

life cycle of a mosquito

Some Suggested Activities:

Group work:

o Make models of the different components of the life cycle of a mosquito

o Imaginative writing for the different components of the life cycle of a

mosquito and butterfly

Draw and label the diagram of life cycle of a mosquito and butterfly

References:

Biological notes on Mosquito(n.d). Retrieved March 28th April, 2010, from

http://www.mosquitoes.org/LifeCycle.html


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http://www.mosquitoes.org/LifeCycle.html

Miers, J. (2007). The Butterfly Lifecycle. Retrieved April 28th , 2010 from: http://www.teachers.ash.org.au/jmresources/butlifecycle/index.html

Lecture/ workshop 24 Topic: Food health and nutrition

Outcomes:


List the chemical elements that make up carbohydrates, fats, proteins

Describe test for starch, reducing sugars, protein and fats.

List the principal sources for and describe the dietary importance of carbohydrates,

fats, proteins, vitamins (C & D only), mineral salts (calcium and iron only), fibre

(roughage) and water

Describe the deficiency symptoms of vitamins and mineral salts (calcium and iron)

Understand the concept of balanced diet

Explain why diet, especially energy intake, should be related to age, sex and activity

of an individual

State the effects of malnutrition in relation to starvation, heart disease, constipation

and obesity

Discuss the problems that contribute to famine (unequal distribution of food, drought

and flooding, increasing population).

Content:

The need for food

Classes of food, diet

Balanced diet, malnutrition

Preserving and processing,

Some Suggested Activities

Practical Work: Food tests for reducing sugars, starch, proteins and fats.

Make a leaflet for dietary deficiency diseases.

References:

Pickering, W.R. (2000). Complete Biology, Oxford: Oxford University Press: pp 34-

40.


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http://www.teachers.ash.org.au/jmresources/butlifecycle/index.html

Lecture/Workshop 25: Quiz 3 (On materials covered in sessions 19 to 24).

Lecture/Workshop 26: Density


Estimate the density of some materials using regular and irregular objects; Calculate the density of solids, liquids and gases;

Content Calculate the volume and density of regular and irregular objects; Finding the volume and density of an irregular object;

Calculating Density of solids liquids and gases using the formula ρ=m

V ;

Suggested Activities Group practical and presentation;

o Finding the volume of an irregular and regular object and using them to

estimate the density of the materials from which they are made.o Finding the volume of a floating object

o Mixing liquids with different densities and determining a density gradient.

Worksheet on calculations on density.

References Pople, S. (1999). Complete Physics, Chennai: Oxford University Press. (pg 14-16). The Density of Solids and Liquids. (n.d) Retrieved March 31st , 2010 from

http://chemmovies.unl.edu/Chemistry/DoChem/DoChem012.html Density. (1996). Retrieved March 31st , 2010 from

http://www.spacegrant.hawaii.edu/class_acts/Density.html

Lecture/Workshop 27: Kinematics


Define the following basic terms associated with kinematics (Distance, Displacement, Speed, Velocity and acceleration).

Differentiate between the following terms: (Distance, Displacement, Speed, Velocity and acceleration)

Use basic formula and calculate unknown quantities from the quantities discussed above.

Interpret a simple kinematic graph ( only straight lines)


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http://www.spacegrant.hawaii.edu/class_acts/Density.html

http://chemmovies.unl.edu/Chemistry/DoChem/DoChem012.html

Draw a simple kinematic graph (straight lines only) for a given set of data.

Content: Definitions of : Distance, Displacement, Speed, Velocity and acceleration Calculations of the above mentioned units using simple equations of motion Drawing and interpreting kinematic graphs ( only straight lines)

Some suggested Activities: PowerPoint© Presentation on the topic. Worksheet questions on practicing using the equations on motion

References:Pople ,S. (1999). Complete Physics. Oxford University Press. pp 21-23

Lecture/Workshop 28: introduction to linear line graphs of kinematics, Newton’s Laws of motion and introduction to types and examples of Forces.


Explain the three Newton’s Laws of Motion Define different types of forces Draw simple free body diagrams Conduct simple calculations using the three laws of motion

Content: Definitions of the three Newton’s laws of motion Definitions of different types of forces and examples Drawing free body diagrams Simple calculations using Newton’s Laws of Motion

Some suggested Activities: PowerPoint© Presentation on the topic. Worksheet questions on practicing drawing free body diagrams and applying

Newton’s Laws of motion

References:Pople ,S. (1999). Complete Physics. Oxford University Press. pp 30-39.

Lecture/Workshop 29: Electrostatics

Outcomes:At the end of the lessons, students should be able to:© Faculty of Education, MNU, Maldives

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comment and explain the nature and origin of charges define insulators and conductors use gold-leaf electroscope to investigate the electrostatic charges, insulators and

conductors explain the dangers and uses of electrostatics

Content: Nature and origin of electrostatic charges Investigating nature of charges using the gold leaf electroscope Electrostatic induction Dangers of static electricity Uses of static electricity

Some suggested Activities: PowerPoint Presentation on the topic. Demonstration of electrostatics using the gold leaf electroscope Practical work: Investigate electrostatic induction

References:Pople ,S. (1999). Complete Physics. Oxford University Press.Pp 178-181

Lecture/workshop 30: Wave Properties and Electromagnetic Spectrum

Outcomes:


Classify waves as either longitudinal or transverse

Define electromagnetic and mechanical waves

Give examples of electromagnetic and mechanical waves

Demonstrate transverse and longitudinal waves using a slinky

Describe wave speed, frequency, wavelength and amplitude

Perform calculations using the equation v=fλ

Demonstrate wave effects using ripple tank or slinky springs

Explain the wave properties: Refraction, reflection, diffraction and interference of

waves

State and explain the properties of electromagnetic waves

Describe the electromagnetic spectrum

Explain the properties and nature of different of different types of electromagnetic

waves


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Relate electromagnetic waves and everyday experiences and uses

Content

Classification of waves as either Transverse or longitudinal waves and Classification

of waves as either Electromagnetic and transverse waves

Definitions Wave speed, frequency, amplitude and wavelength

Calculations based on Wave Equationv=fλ

Demonstration of refraction, reflection, diffraction and interference (using simulations

or using the ripple tank or slinky).

Properties of electromagnetic waves: focus on wavelength, frequency and energy

Properties of different electromagnetic waves

Uses of electromagnetic waves


Demonstration of transverse and longitudinal waves using the slinky

Worksheet on waves with calculations

Group Activity ( possible activities)

o Poster presentation on the EM spectrum and the uses of different wavelength

of light.

Demonstration of filters in action

Practical group work: addition and subtraction of colours.

References

Pople, S. (1999). Complete Physics, Chennai: Oxford University Press. (pp 123-127). Waves (1999). Retrieved April 6th , 2010 from

http://theory.uwinnipeg.ca/mod_tech/node119.html

Let’s Make Waves. (1997). Retrieved April 6th , 2010 from

http://www.eduplace.com/rdg/gen_act/ocean/wave.html

Pople, S. (1999). Complete Physics. Oxford University Press, Oxford.(pg 164 - 169)

Lecture/workshop 31: Light and its Properties

Outcomes

At the end of the lessons, students should be able to:© Faculty of Education, MNU, Maldives

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http://www.eduplace.com/rdg/gen_act/ocean/wave.html

http://theory.uwinnipeg.ca/mod_tech/node119.html

Explain that light is a form of energy

Differentiate between luminous and non-luminous objects

Differentiate between natural and artificial sources of light

Explain the properties of light

Describe and explain the white light spectrum

Describe filters, addition of colours and subtraction of colours

Content

Sources of light (classified as luminous and non-luminous; natural and artificial)

Properties of light ( light travels in a straight line, as a form of radiation, light can

travel through empty space, speed of light)

Properties of light (Just a brief introduction: diffraction and refraction)


Group/circus Activity on: diffraction, refraction, light travelling in straight line etc

An interesting activity from: http://www.josietrue.com/teachers/2-light.pdf and

http://www.tsgc.utexas.edu/spaceexplorers/activities/Light_Energy.pdf

References

Pople, S. (1999). Complete Physics, Chennai: Oxford University Press. (pp 147-175).

Lecture/workshop 32: Sound and its Properties

Outcomes


Explain the origin and transmission of sound

Explain the longitudinal nature of sound waves

Describe ear and explain the functions of different parts

Identify some diseases or damages to the ear that affects hearing loss.

Measure the speed of sound using echoes

Explain interference and diffraction of sound

Calculate speed of sound

Content


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http://www.tsgc.utexas.edu/spaceexplorers/activities/Light_Energy.pdf

http://www.josietrue.com/teachers/2-light.pdf

Properties of sound waves

Transmission of sound waves as a pressure wave

Ear and functions of different parts

Diseases of the ear

Measuring the speed of sound

Interference and diffraction of sound


Using a model ear explain the functions of the different parts of the ear. ( A good

explanation and images on this can be found at:

http://www.worsleyschool.net/science/files/ear/inside.html)

Diseases of the ear

Measuring the speed of sound using echoes

Worksheet on speed of sound

References

Pople, S. (1999). Complete Physics, Chennai: Oxford University Press. (pp 123-146). Science of Sounds: Hands on Activities. (1999). Retrieved April 5th, 2010 from

http://www.smm.org/sound/nocss/activity/handson.htm

Lecture/Workshop 33: Quiz 4 (On materials covered in sessions 23 to 32).

ASSESSMENT SCHEDULE

The assessment scheme for this unit is given below:

Component Weighting Week Due

Quiz 1

Quiz 2

Quiz 3

Quiz 4

40 % Week 7 –

Week 9–

Week 11 –

Week 14–

Examination 60% Exam week

Submission of the assignment:


26

http://www.smm.org/sound/nocss/activity/handson.htm

Assignments are to be handed over to the Assignment Room on or before the due date.

If other arrangements are made, you will be advised. It is also advised that photocopies

be made of the assignment before submission. Each assignment must be accompanied

by the appropriate coversheet available from the office.

Late submission of assignments will receive a penalty of 5% per day late in accordance

with the Assessment Policy of the Faculty of Education.

Academic Misconduct:

Academic misconduct, which includes but is not limited to cheating, fabrication and

falsification, plagiarism, or facilitating academic misconduct, will not be tolerated.

Action will be taken towards such misconduct in accordance with the Assessment Policy

of the Faculty of Education.

Quizzes

Due Date: See Assessment above

Word limit (where applicable): not applicable

%Value: There will be 4 quizzes conducted and they will be worth 30% of your final mark

Details of task and criteria for marking:

Each quiz will be out of 30 marks and the time duration is 1 hour. The quiz will be conducted

during class hour, during the sessions indicated on the schedule. The Quiz paper will have 5

MCQ questions each worth 1 mark. Structured questions will be worth 25 marks.

Final Examination

Your final examination to be held in the exam week will be structured as below:

The final examination paper will be out of 100 marks and 60% of this will count

towards your final marks for the unit.

The duration for the paper is 3 hours.

There will be 4 sections, Section A, Section B, Section C and Section D.

The materials assessed and the marked allocated for these section are:

o Section A Physical World 30 marks

o Section B Living World 30 marks

o Section C Chemical World 30 marks

o Section D Science Investigation 10 marks


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Referencing requirements:

APA referencing is required in all assignments in this unit.

Suggested methodology

Lectures and workshops will be conducted in 2 hour sessions, with a total contact hours

of 6 hours per week. It is recommended that in delivering this unit, student-centred

methodologies, be utilized as much as possible.

Learning through investigations and hands-on experimentation is emphasized. However,

teacher-led demonstrations, library research and lectures are used where deemed

appropriate.

Course Regulations

Attendance:

80% attendance to the classes is required to be eligible to sit in the final examination. In

the case of missing a quiz, a medical certificate needs to be submitted. However, it does

not grant the student automatic exemption from the quiz.

Submission of the assignment:

Assignments are to be handed over to the Assignment Room on or before the due date. If

other arrangements are made, you will be advised. It is advised that photocopies be made

of the assignment before submission. Each assignment must be accompanied by the

appropriate coversheet available from the office.

Late submission of assignments will receive a penalty of 5% per day late in accordance

with the Assessment Policy of the Faculty of Education

Academic Misconduct:

Academic misconduct, which includes but is not limited to cheating, fabrication and

falsification, plagiarism, or facilitating academic misconduct, will not be tolerated.

Action will be taken towards such misconduct in accordance with the Assessment Policy

of the Faculty of Education.


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Science (SCI019)

Documents

retrieved

retrieved

retrieved

oxford university

maintain life

general plant

facilitating

simple kinematic