FINAL EXAMINATION
Instructions: All answers should be:
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
Comprehensive
o Complete: Address all aspects of each question
Clear
o Formatting - Use bold and underline to highlight points
o Structure - Use tables, short paragraphs, and bullets to highlight points
o Specific - Give specific examples demonstrating pedagogical content knowledge
Concise
o Focus - Stay focused on the question.
o Don't ramble - Don't include extraneous material.
(2) ADMINISTRATION / MANAGEMENT
(2.a) List and explain the factors an instructor should consider when planning a science lesson.
(A) Major Concepts: what unit, topics, and concepts will be addressed.
(B) Performance Objective and Content Standards
 What will students be able to do when the lesson is complete?
 What levels of reasoning (cognitive goals) will be developed or used?
 What are the state or district content standards that will be learned?
 What are the behavioral objectives for the students?
(C) Materials and Equipment
 What equipment and supplies are necessary?
 When and from where will the equipment and supplies be acquired?
(D) Outline of Lesson (provide a general time frame for each step)
(1) Anticipatory Set: Warm-up or Dispatch Activity (activity for students to work on while you
are taking role)
(2) Introduction and purpose
 Purpose or objective of lesson
 Relationship to previous lesson and standards: How does today's lesson relate to past
lessons?
(3) Lecture/discussion (Input, direct instruction and teacher modeling)
 lecture notes: description
 diagrams and images
 overhead transparencies
 handouts
1.6.1 Final Examination Questions
 reference pages in text
 reference time in video or frame numbers in laser discs
 demonstrations
 quest speakers
 field trips
(4) Activities – group practice
 laboratory experiments
 group projects
(5) Independent practice
 worksheets
 activities
(6) Closure
 summary
 assessment of learning
(7) homework
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

readings
questions and problems sets
projects
1.6.2 Final Examination Questions
(2.b) Write a safety contract for a laboratory science class in chemistry, biology, physics, or earth
science.
Student Science Safety Contract
School: ____________________________ Teacher: ___________________ Date: ____________
Student’s name: ______________________________________________________________________
The student has received specific instruction regarding the use, function, and location of the following:
Aprons, gloves ❑
Chemical-spill kit ❑
Eye-protective devices (goggles, face shield, safety shield) ❑
Eyewash fountain, drench spray, and drench shower ❑
Fire extinguisher ❑
Fire blanket ❑
First-aid kit ❑
Heat sources (burners, hot plate, microwave) and techniques in their use ❑
Material safety data sheets (MSDSs) ❑
Waste-disposal containers for glass, chemicals, matches, paper, wood ❑
The student will abide by the “Safety Regulations for Science Students” to prevent accidents and injury to herself or
himself and others and will:
• Follow all additional instructions given by the teacher.
• Conduct herself or himself in a responsible manner at all times in the laboratory.
List below any special allergies or sensitivities (e.g., to plants, animals, pollen, foods, chemicals, bee stings) that may
affect the student’s safety in the laboratory or on field trips:
__________________________________________________________________________________
Check this box if the student wears contact lenses: ❑
Student’ s Statement
I have in my possession and have read the “Safety Regulations for Science Students” (pages 143–44) and agree to
abide by them at all times while in the laboratory. I have received specific safety instruction as indicated above.
_______________________________________________ _______________________
Signature of student
Date
Parent’ s or Guardian’ s Statement
I have read the “Safety Regulations for Science Students” (pages 143–44) and give my consent for the student who
has signed the preceding statement to engage in laboratory activities using a variety of science equipment and
materials, including those described. I pledge my cooperation in urging that she or he observe the safety regulations
prescribed.
_______________________________________________ _______________________
Signature of parent or guardian
Date
Return the completed and signed form to _______________________________ by _______________ .
1.6.3 Final Examination Questions
(3) DEVELOPING REASONING SKILLS
(3.a) Describe the differences between active and passive learning with respect to the processes
involved and the eventual outcomes. =>
Active learning events are student-centered activities that require participation rather
than mere observation. Researchers have determined that active-learning events, such
as classroom games are much more effective in promoting student learning than
“passive learning” events such as teacher-centered lectures. In addition, research
illustrates that most students prefer active learning events.
Student-centered, engaged  teacher-centered
Constructive noise  deadly silent, destructive noise
Interactivity  one-way delivery of knowledge
Student feedback
In contrast, active learning is base on constructivism (Johnson, 2005), from which
knowledge is seen as a subjective entity constructed by individual as he/she interacts with
the objective environment. From this perspective, learning is an inner activity that uses both
objective and subjective knowledge to constantly build and revise our cognitive structures.
The purpose of schools is to help students construct knowledge and develop the skills they
need to live in their worlds successfully. Teaching is a matter of creating conditions
whereby students are able to transact with knowledge. Thus, learners need to play an active
role to make connection between new information and their prior knowledge in their
learning process. In short, active learning is the process of integration new knowledge into
cognitive structure.
Describe 5 specific methods or techniques for creating an "active" learning environment.
1. Have students develop graphic organizers during and after instruction
2. The Interactive Presentation is one that incorporates explanation of concepts (rather than recitation of
3.
4.
5.
6.
7.
8.
definitions) with visual aids, demos and student activities.
The Original Socratic Method is where the teacher asks the student questions and the student verbalizes
possible answers and solutions and, eventually (hopefully) the student converges on a solution -- without
the instructor providing the answers.
inductive reasoning activity
Problem-based teaching
Having students explain concepts with using analogies.
Study group are extremely successful for engendering student verbalization, and thus active learning.
Jigsaw learning is kind of study group, but each group is assigned different task and teach other groups.
(3.b) Generate one test question at each of the six major cognitive levels (according to Bloom)
for one of following topics: (a) momentum; (b) chemical periodicity; (c) plate tectonics; (d)
osmosis; (e) cardiac functioning; .
(3.d) What is deductive reasoning? Design and describe a lesson in your discipline that develops
deductive reasoning skills. =>
1.6.4 Final Examination Questions
Deductive reasoning is the logic of drawing specific conclusions from general
principles or premise. A premise is a previous statement or proposition from which another
is inferred or follows as a conclusion. The conclusions from deductive reasoning are certain
provided the premises are true.
Comparison of relative sizes of atomic radii:
Premise 1: Atomic radii within a series are getting smaller as the atomic number
increases.
Premise 2: Atomic radii within a family are getting bigger as the atomic number
increases.
Inference: Using this information, the biggest atom can be located in the last series of
the first family in the periodic table.
(3.f) Describe five or more instructor-mediated factors that may stifle higher level reasoning.
Which one do you think you might be most prone to adopt if you are not careful? Explain
how you can guard against this.
1. Heavily rely on the lecture-base classes => I need to prepare lesson plans in advance in
which incorporate students activities such as group works and experimentations.
2. Tests that ask students to recall factual knowledge.
3. Short wait time while asking students questions.
4. Call on the specific students when asking students questions.
5. Having students conduct activities that requires the fill-in-the-blank.
1.6.5 Final Examination Questions
(4) PRESENTING CONCEPTS
(4.a) Discuss the value of each of the following in science instruction:
wait time gives students an opportunity to come up with their own ideas or solutions, which
helps them be active learners and develop reasoning skills. Researchers have found that teachers
generally do not allow more than two seconds of silence after asking questions of their classes.
Many students do no think about teacher questions, waiting simply for one of the "regulars" to
provide an answer. "Wait-time" encourages great student involvement and more
thoughtful and developed responses.
(a)
(b) leading questions are a type of questions that are worded so as to elicit particular
information or a particular answer. They help teachers assess students’ understanding
and students figure out answers to the questions. As science educators, one of the
ways we can encourage an output-oriented approach to learning is by modeling such
an approach in the classroom. The Socratic method of instruction is one such approach
that is effective in encouraging student output and participation. The instructor asks
leading questions of the class to guide them in review and discovery. Students in such
classes eventually learn to ask questions of themselves in a similar manner, and thus
become self-monitoring, output-oriented learners.
(c) Integrated questions are types of questions that ask student to use creative thinking
to express and apply their knowledge or understanding to new situations.
(d) advance organizers are used to provide support for new information. Woolfolk
argued they can "direct your attention to what is important in the coming material; they
highlight relationships among ideas that will be presented; and remind you of relevant
information you already have". Advance organizers that serve to make appropriate
prerequisite knowledge available to the learner by providing new information are called
expository organizers. Advance organizers that serve to build external connections with
existing knowledge that is relevant to the new information by reminding the learner
about prior knowledge are called comparative organizers.
*(4.c) Cognitive scientists and professional educators agree that analogies are a very potent
vehicle in the learning process. When attempting to communicate abstract scientific
principles or phenomena, well chosen analogies can bridge serious gaps in student
understanding. Develop and explain in detail an analogy for one of the following:
(b) the features and components in common electric circuitry (include in your discussion:
current, resistance, potential difference, capacitance, open circuits, closed circuits,
conductor, non-conductors)
DC Circuit / Plumbing system analogy: Electricity is an important topic in physics and vital feature of
everyday life, yet is difficult to understand because it can not be seen or handled. To conceptualize this
important concept, it is helpful to draw an analogy between DC electric circuits and plumbing systems. In
such an analogy, electricity is the primary target, and the plumbing system is the primary analogue, but
there are numerous other targets and analogues that will be discussed as the analogy is developed. Like
all analogies, the relationship between the target and analogue are limited to the features discussed, and
one should not draw conclusions about the nature of electricity by extending the analogy.
1.6.6 Final Examination Questions
Target concept: In a direct current (DC) circuit, the voltage (V, volts) of a battery is a measure of the
available energy per unit charge which drives the electric current (I, amperes) around a closed circuit.
Increasing the resistance (R, ohms) proportionately decreases the current.
Analogue concept: In a plumbing system, the pressure difference (P,kPa) generated by a pump is a
measure of the energy per unit volume which drives the flow of water (F, cm3/s) through a building.
Increasing restriction in the pipe increases resistance (R) proportionately decreases the flow.
Relevant features / Mapping:
Battery ↔Pump: A battery converts chemical energy to electrical energy to drive an electric current
through a conductor just as an electric pump converts electrical energy to kinetic energy to move water
through a conduit. The strength of a battery is measured in volts while the strength of a pump is measured
in pascals. A battery takes in charge at low voltage, performs work on it, and releases it high voltage. This
is analogous to a pump that takes in water at low pressure, performs work on it, and releases it at high
pressure
Voltage (Potential Difference) ↔Pressure: Voltage (potential difference) is a
measure of the energy per unit charge available to drive charges through a closed
circuit. This is analogous to fluid pressure which is a measure of the energy per unit volume available to
drive water through the closed plumbing circuit. If all other factors are held constant, an increase in
voltage causes an increase in current just as an increase in pressure causes an increase in the flow of
water. Voltage is measured in volts (joule / coulomb) while pressure is measured in pascals (joule / cubic
meter), both of which express the energy available per unit to be pushed.
Current ↔Volume flow rate: Current is the rate of flow of electric charge through a conductor just as
volume flow is the rate of flow (current) of fluid through a conduit (pipe). Current is measured in
coulombs/s (amps) while volume flow is measure in m3/s
Conductor ↔Conduit: The flow of charge in an electrical conductor is analogous
to the flow of water in a conduit (pipe). As the names imply, both conduct, or move, things from one region
to another. Increasing the diameter of a conducting wire increases the flow of electricity just as increasing
the diameter of a pipe increases the flow of water. Electricity will flow through a wire made of conductive
material (e.g. copper or aluminum) but will not flow through a wire made of nonconductive matgerial (e.g.
plastic or nylon), just like water will flow through a open pipe, but not through a clogged pipe.
Closed circuit ↔Closed loop: Breaking a circuit with a switch in an electrical circuit is analogous to
breaking the flow of water in a loop by closing a gate valve. A closed switch in an electrical circuit is
analogous to an open valve in the plumbing analogy. An open circuit has voltage but no current because it
has infinite resistance, just as a closed faucet has pressure behind it but no flow due to infinite resistance.
Resistance ↔Restriction: Electrical resistance is the opposition to the flow of electricity. Appliances (e.g.
toasters, refrigerators, etc.) offer resistance and are referred to as loads on the line. Resistance to electric
current by an appliance is analogous to the resistance of flow caused by an appliance (e.g. water wheel).
Resistance to electric current caused by a thin wire is analogous to resistance caused by a small pipe.
Voltage Drop ↔Pressure Drop: The electrical resistance of an appliance or resistor is so great compared
to the copper wire that delivers the current that the voltage drop for a circuit is seen primarily across the
appliance. This is analogous to the pressure drop across a water-powered appliance or pipe restriction.
Ammeter ↔Flowmeter: An ammeter is placed in series in a circuit to measure the current just like a
flowmeter is placed in series in a pipe to measure the flow. Electrical ground Reservoir: A ground wire
supplies charge to a circuit while holding the voltage of the adjacent wires steady at the voltage of the
earth. This is analogous to a reservoir that supplies water to a plumbing system while holding the pressure
of the adjacent pipes at the pressure of the reservoir. A ground provides a voltage reference for a system
1.6.7 Final Examination Questions
but is not part of the circuit, just as a reservoir provides a pressure reference for a plumbing loop, but is
not part of that loop.
Speed of electricity↔speed of water: Electricity travels at the speed of light, but electrons do not. Water
in our circuit appears instantly the moment we open a spigot, but the water molecules are not traveling
very fast. Since the pipe is filled with water, and water is relatively incompressible, when water is pushed
by the pump, molecules near the pump push into their neighbors, and these molecule push into the next
ones so that water leaves the spigot nearly instantly, but the water that does is not the water that just left
the pump. Likewise, electrons leaving a batter y displace their neighbors, and so on so that electrons a
current is monitored almost instantly at the ammeter.
Limitations of Analogy: Although this is an excellent and time-tested analogy, it has many limitations. For
example, if a pipe is cut, water will flow out, but if a wire is cut, electrons will not flow out. In addition, the
current in a pipe results from the flow of the contents of that pipe. By contrast, the atoms of copper stay
put in a copper wire, even though electricity flows through it.
1.6.8 Final Examination Questions
1.6.9 Final Examination Questions
(4.d) Describe common mistakes made by science instructors when using overheads, videos, and
computer presentations. Explain how these media may used most effectively to stimulate
student involvement and reasoning.
OHP: Some teachers don’t create transparency by themselves and use the transparency
accompanied with the textbook. Usually, those OHP materials have too much information
to be paid attention by students. Transparency with simple content and limited number of
colors are more effective to be learned. You may need to prepare template for students and
fill in it with your students. You can add a clear film to the original material and add
information by writing and coloring on it, and then remove the clear film and ask questions
to students about the transparency. You can present a transparency in any position and ask
students how it should be positioned and why, which helps students understand the
structure of topic presented in the transparency. To keep and organize the OHP teaching
material, you need to make a folder according to your lesson plans. These days, you can
save your material to your computer and print it on transparencies whenever you want.
1.
2.
3.
4.
5.
clarity, good quality of sheet,
color coding
clear sheet on top – reusable, rapid assessment
simple, non-cluttered graphic => allowing focus
Template(handout) for students => have students fill in and add colors with teacher
explaining => active learning
6. black and white => reproducible
7. dynamic => solve real time =>write down the process of solving problems with students
8. don’t copy notes
9. Think aloud to model teacher’s thinking process
10. use a pen with fine tip => to make writing neat and readable.
11. pattern => organizing information that shows meaningful pattern
Video: Some teachers just show a video clip to students. In the case, students don’t realize the
objectives of watching it and fall asleep. Thus, we need to make bookmarks and skip some
part to save time. Sometimes, you can mute the sound and show only visual part to make it
easy for students to focus on the scenes. When students watch a whole video, you need to
tell them the objectives and prepare a handout that asks some questions relevant to the
video. If you use DVDs, prepare the bookmarks to make it easier to search for specific
clips, slow motions and single frame viewing.
Computer presentations (Power point):
1. Use only key terms and phrases: Use a limited amount of text. Single words and
brief phrases are easier to read and remember than sentences or paragraphs. Make all text
readable: The text should be of a size that all can read and should be in a color that
contrasts with the background.
2. Use the presenter tools: the detailed teacher’s note should be put on the presenter
tools.
3. Reveal text progressively: Animate text so it appears only when you are ready to
discuss it. This allows students to track with your thoughts. Revealing all of the text at
once may prevent you from asking relevant questions because the answers are already on
the screen.
1.6.10 Final Examination Questions
4. Use clear graphics: Use graphics that illustrate your points and are large enough and
clear enough that all can see the details you describe.
5. Resize graphics to conserve memory: Resize graphics so they are appropriate for
the size of your display. Digital cameras and scanners produce files many times larger
than is necessary for projection. Large files require extra memory and may slow your
computer.
6. Provide notes: Provide users with notes that show the contents of your slides.
Encourage students to add their own notes to the framework you have provided.
7. Employ multimedia: Electronic presentations should make use of text, graphics,
movies, sounds, animations and web-links. Such resources should be relevant to your
topic.
8. Interact with your audience: The main cause of "death by PowerPoint" is that
presenters do not interact with their audiences, proceeding dutifully from one slide to the
next. Invite student comments and write down key notes on the screen, whiteboard, or
overhead as you go. Master the navigation controls so you can access any slide, webpage
or document as appropriate. Do not be constrained by the linear sequence in which your
slides are arranged.
9. Use the appropriate technology! Your electronic presentation is not the teacher,
but you are. Use it as a tool to illustrate your points. Skip slides that are unnecessary, and
use other media as appropriate. The overhead, whiteboard, chalkboard, and digital visual
presenter are generally better than electronic presentations when teaching equations, and
problem solving. Such media all for a more flexible presentation and allow students to
see your thought processes as they develop, rather than those you used when you made a
slide show hours before.
(4.e) Describe how each of the following technologies may be used to improve science
instruction.
(a) Video microscope; You and your students can observe something together with video
microscope, and then you can take a picture and save it to the computer for later uses.
You can edit to add information on the picture and use the picture in your test
questions. You can share your video with other students explaining the features.
(b) Laserdisc; It’s very similar to DVD.
(c) Probe ware: Probeware refers to educational applications of probes, interfaces and
software used for real-time data acquisition, display, and analysis with a computer or
calculator. Probeware is also known as Microcomputer Based Labs or MBL. By
connecting probes to a computer running suitable software, students can observe data
displayed in a variety of formats as it is being collected. When used in an inquirybased learning context, this capacity can significantly increase and speed learning.
(4.g) Specify a subject you intend to teach, and prepare a persuasive essay to your students
illustrating the importance of this field to them and society. Include at least seven specific
examples of why your field is important for them and/or society. (STS)
1. Development of medicine. => It helps a human lead a healthy life.
2. Development of batteries. => It helps a development of portable electronics, environment
friendly automobiles and more durable medical instruments such as pace maker.
1.6.11 Final Examination Questions
3. Inventions of new fabric. => It helps human live comfortably.
4. Development of shape memory alloys. => It helps reduce the problems of car distorted in
accidents.
5. Development of technology to reuse the plastics. => It helps reduce the waste
management problem and save the petroleum.
6. Development of doping highly integrated circuits on the semiconductor board enables
human to invent portable communication tools such as cellular phone, laptop computer
and PDP.
(4.h) What are discrepant or counter-intuitive demonstrations? Select a particular discrepant
event and explain:
A discrepant demonstration is a demonstration or activity that produces unexpected
results, causing the observer to ask questions. Students tend to pay more attention to
details if something does not behave the way they expect it to. Educators employ
discrepant events in an effort to capture student interest and curiosity, and provide the
parameters in which students will naturally develop a “need to know.”
An attention getting, thought-provoking approach to initiate inquiry is through the use of
discrepant events. A discrepant event puzzles the observer, causing him or her to develop
the need to know. These situations leave the observer at a loss to explain what has taken
place. Discrepant events influence equilibration and the self-regulatory process, according
to the Piagetian theory of intellectual development. Situations that are contrary to what a
person expects cause him or her to wonder what is taking place, resulting in cognitive
disequilibrium. With proper guidance, the individual will attempt to figure out the
discrepancy and search for a suitable explanation for the situation. When a person arrives
at a plausible explanation for a discrepant event, he or she will establish cognitive
equilibrium at a new level. The individual is now better equipped mentally to approach
new situations that cause curiosity and puzzlement (Piaget, 1971).
An inquiry session initiated with a discrepant event can begin with a demonstration,
preceded by directions to focus students’ attention on what they are about to observe. The
discrepant event approach receives support from cognitive psychologists, because of its
potential impact on learning.
Discrepant events are one form of anomalous data that help students focus on their prior
conceptions, a step that is thought to be necessary if students are to alter their conceptions so that
they become closer to the accepted scientific view. During the exploration phase of the learning
cycle, students may confront anomalous data, or such data may be included in instruction based
on real-world situations. Just because students view or experience something that is discrepant
does not guarantee that they will learn from the situation. Students may ignore or reject it. In
order to maximize its effectiveness, the anomalous data must be credible and unambiguous. A
recommended strategy for effective instruction includes the following steps: 1) consider a
physical scenario of unknown outcome; 2) predict the outcome; 3) construct one or more
theoretical explanations; 4) observe the outcome; 5) modify the theoretical explanation; 6)
evaluate competing explanations; and 7) repeat the previous steps with another discrepant event
illustrating the same theory or concept.
1.6.12 Final Examination Questions
Steps one through five may be carried out in various ways. Research on the effective use of
discrepant events suggests that teachers should neither confirm nor deny students' tentative
explanations of the event but provide guidance and cues so that they can make explanations on
their own. The social interaction from small-group and whole-group discussions, and from letting
children interact with the materials, appears to facilitate conceptual understanding.
The properties of the alkaline metals
(a) why it is counter-intuitive;
1. Many students believe that all metals are not dissolvable in water because most cooking
tools are made of undissolvable metals such as iron, aluminum and copper.
2. Many students have prior knowledge that all metal are strong and have high melting
points.
(b) why it behaves the way that it does;
1. Alkaline metals have the largest size of atoms in their series (periods), and thus the
weakest metallic bond compared to the transition metals.
2. The weakest metallic bonds lead to low melting points and softness.
3. It has the lowest first ionization energy, so it is easy to be oxidized by even hydrogen in
water molecules.
(c) how you would use it in your curriculum.
1. When the concept of metal is taught, this will be used to challenge students’ prior
knowledge that is mentioned earlier.
(4.i) During the course of the semester, you were exposed to a variety of experiments and
demonstrations. The instructor will select two or more of these demonstrations and you
will be asked to:
(a) Describe how the demonstration is performed;
(b) Explain the principles involved;
(c) Describe two other phenomena which can be explained with an understanding of these
principles.
**** This question will occur more than once! ****
(5) CURRICULAR ISSUES
(5.a) Summarize the major initiatives and "reform" movements: Select one reform specific
reform initiative and discuss its potential benefits and problems,
1.6.13 Final Examination Questions
(a) National Science Education Standards,
National not federal => guideline
Process oriented
Less emphasis on memorization, more on reasoning
The National Science Education Standards are designed to guide our nation
toward a scientifically literate society. The Standards describe a vision of
the scientifically literate person and present criteria for science education
that will allow that vision to become reality. Why is science literacy
important? First, an understanding of science offers personal fulfillment and
excitement--benefits that should be shared by everyone. Second,
Americans are confronted increasingly with questions in their lives that
require scientific information and scientific ways of thinking for informed
decision making. And the collective judgment of our people will determine
how we manage shared resources--such as air, water, and national forests.
Science understanding and ability also will enhance the capability of all
students to hold meaningful and productive jobs in the future. The business
community needs entry-level workers with the ability to learn, reason, think
creatively, make decisions, and solve problems. In addition, concerns
regarding economic competitiveness stress the central importance of
science and mathematics education that will allow us to keep pace with our
global competitors.
Why National Science Education Standards?
The term "standard" has multiple meanings. Science education standards are
criteria to judge quality: the quality of what students know and are able to
do; the quality of the science programs that provide the opportunity for
students to learn science; the quality of science teaching; the quality of the
system that supports science teachers and programs; and the quality of
assessment practices and policies. Science education standards provide
criteria to judge progress toward a national vision of learning and teaching
science in a system that promotes excellence, providing a banner(기치)
around which reformers can rally.
A hallmark of American education is local control, where boards of
education and teachers make decisions about what students will learn.
National standards present criteria by which judgments can be made by
state and local school personnel and communities, helping them to decide
which curriculum, staff development activity, or assessment program is
appropriate. National standards encourage policies that will bring
1.6.14 Final Examination Questions
coordination, consistency, and coherence to the improvement of science
education: They allow everyone to move in the same direction, with the
assurance that the risks they take in the name of improving science
education will be supported by policies and practices throughout the system.
Some outstanding things happen in science classrooms today, even without
national standards. But they happen because extraordinary teachers do what
needs to be done despite conventional practice. Many generous teachers
spend their own money on science supplies, knowing that students learn
best by investigation. These teachers ignore the vocabulary-dense
textbooks and encourage student inquiry. They also make their science
courses relevant to students' lives, instead of simply being preparation for
another school science course.
Implementation of the National Science Education Standards will highlight
and promote the best practices of those extraordinary teachers and give
them the recognition and support they deserve. School principals who find
money in their budgets for field trips, parents whose bake-sale proceeds
purchase science equipment, and publishers who are pioneering authentic
assessments despite the market for multiple-choice tests will also be
recognized and encouraged.
The Standards help to chart the course into the future. By building on the
best of current practice, they aim to take us beyond the constraints of
present structures of schooling toward a shared vision of excellence.
Goals for School Science
The goals for school science that underlie the National Science Education
Standards are to educate students who are able to

experience the richness and excitement of knowing about and understanding the natural world;

use appropriate scientific processes and principles in making personal decisions;

engage intelligently in public discourse and debate about matters of scientific and technological
concern; and

increase their economic productivity through the use of the knowledge, understanding, and skills of
the scientifically literate person in their careers.
These goals define a scientifically literate society. The standards for
content define what the scientifically literate person should know,
understand, and be able to do after 13 years of school science. The separate
standards for assessment, teaching, program, and system describe the
1.6.15 Final Examination Questions
conditions necessary to achieve the goal of scientific literacy for all students
that is described in the content standards.
Schools that implement the Standards will have students learning science by
actively engaging in inquiries that are interesting and important to them.
Students thereby will establish a knowledge base for understanding science.
In these schools, teachers will be empowered to make decisions about what
students learn, how they learn it, and how resources are allocated(배치되는,
할당되는). Teachers and students together will be members of a community
focused on learning science while being nurtured by a supportive education
system.
Students could not achieve the standards in most of today's schools.
Implementation of the Standards will require a sustained, long-term
commitment to change.
(b) Project 2061,
Project 2061 of the American Association for the Advancement of Science is
a long-term initiative to reform K-12 science education. The project is
creating coordinated reform tools and services in the form of books, CDROMS, and online resources. Established in 1985, Project 2061 provides
support to enable all Americans to become literate in science, mathematics,
and technology. A 1989 publication, Science for All Americans, provided
recommendations for what all students should know, and be able to do, in
science, mathematics, and technology by the time they graduate from high
school.
"In 1985, as Halley's Comet last neared the earth, Project 2061's creators considered the scientific and
technological changes that a child just entering school would witness before the return of the Comet in
2061-hence the name. Since then, Project 2061's two landmark reports-Science for All Americans and
Benchmarks for Science Literacy-have greatly influenced the national reform movement by articulating
principles to guide their efforts and setting specific goals for student learning. In particular, Project 2061's
work has been essential to the development of the national science content standards released in 1996 by
the National Research Council.
Project 2061's focus for more than a decade has been on reforming the science, Science, and technology
curriculum, and our recommendations reflect that unique perspective. The project's goal of science
literacy for all Americans goes far beyond high scores on tests, more hands-on activities for students, or
more attractive textbooks, particularly if none of these reflect curriculum and classroom teaching that are
designed to promote science literacy."
(c) SS&C Integrated Science. : Scope Sequence and Coordination project, integrated science,
spiral curriculum, every science, every student, every year
1.6.16 Final Examination Questions
(d) California Science Content Standards
Content standards were designed to encourage the highest achievement of every student, by defining the knowledge,
concepts, and skills that students should acquire at each grade level.
*(5.c) Students rarely see the relationship between their science classes and the rest of what they
are learning in the secondary schools. Fortunately, there are many opportunities to bridge
these gaps and integrate instruction without deviating from one's curriculum. Select one of
the following pairs, and clearly explain five concepts in the second field using principles
from the first field.
(b) chemistry------>national & international politics
1. Greenhouse gas control
2. Alternative energy - Hybrid car
3. CFC control to prevent stratospheric ozone from destruction.
4. Recycling – cans, plastics, paper and glass
5. Heavy metal control – ban on using cadmium yellow for playthings.
*(5.d) In recent years there has been much discussion about the S/T/S
(Science/Technology/Society) theme in science education. What is the S/T/S approach?
Give 10 examples of how recent discoveries or findings in your subject area have resulted
in, or are likely to result in, major innovations.
the process of science is carried out within the context of a selected theme. The advantages of this
approach are the presentation of science knowledge, skills and understanding in a personal/social context.
STS is a worthwhile and powerful way to educate students on more levels than merely discrete bits of
content.
STS approach provides a wide perspective regarding science to students. It emphasizes the significance
of science to the development of technology and society. It also stresses the relevance of science to our
life and society. It helps students see the importance of science to science-related careers.
1. Liquid crystal has introduced us to flat monitors, TVs and mobile TVs.
2. Fiberglass helps the development of communication with high speed such as internet and
international conversation by telephone.
3. Glybec is used to combat leukemia.
4. Synthetic fabrics help people enjoy convenient life.
(5.e) List the levels of structural organization in biology (e.g. cellular, tissue, etc.) and give one
or more examples of structures from each level. Why is it valuable to introduce these early
in a course and review them periodically?
ANALOGY
LEVEL
Subatomic
EXAMPLES
Proton, electron, neutron
1.6.17 Final Examination Questions
SCIENCE
Physics, chemistry
Atoms
Carbon,
hydrogen,
oxygen,
sulfur, chemistry
phosphorus, iron….
Molecules
Amino
acids,
glycerol,
fatty
acids, chemistry
monosaccharides
*
Macromolecules
Protein, lipid, carbohydrates
Biochemistry
Membranes
Single, double
Biochemistry
Organelles
Mitochondria, Golgi, lysosome
Cytology
Cells
Red blood cell
Cytology
Tissue
epidermis
Histology
Organs
Liver, lung
System
Circulatory system, reproductive system, Anatomy
Digestive System ·
Respiratory and
Circulatory System · skeletal System ·
Nervous System, lymphatic system,
excretory system
Organism
human
population
city
Community/biome
plants, animals, and soil organisms
Ecosystem
Rainforest, tundra,
Biosphere
The earth
This organization provides students with perspectives about domains of science.
1.6.18 Final Examination Questions
*(5.f) The following topics are the chapter titles from a popular physical science text. Divide
them in logical units, and arrange them in a pedagogically sound sequence. Explain and
defend the rationale that you have employed for your organization.
electricity
solar system
organic chemistry
atmosphere and hydrosphere
ions
geology(지질학)
magnetism
solutions
the universe
the nucleus
the atom
periodic law
energy
force
gravitation
the stars
motion
earth history
crystals
waves
the changing crust
Unit 1 – force, motion, gravitation, Energy => mechanical energy
Unit 2 – electricity, magnetism, waves
Unit 3 – The nucleus, The atom, periodic law, ions
Unit 4- Crystals, solutions, The organic chemistry
Unit 5- Geology, atmosphere and hydrosphere, earth history, the changing crust
Unit 6- solar system, the stars
1.6.19 Final Examination Questions
*(5.g) The following topics are the chapter titles from a popular biology text. Divide them in
logical units, and arrange them in a pedagogically sound sequence. Explain and defend the
rationale that you have employed for your organization.
chemical control, biochemistry, basic chemistry
human body structure, nutrition & digestion, circulation, excretion, respiration, nervous systems
Heredity, genetics, evolution
Cells, cell reproduction, animal reproduction, plant reproduction,
classification, the protests(원생생물 fungi, viruses), vertebrates, invertebrates
biomes, the environment, animal behavior, transport in plants, plant growth
*(5.i) Outline the approach you would use to introduce a unit on the periodic properties of the
elements. Make sure that your approach is logical so that students really grasp the reasons
for chemical periodicity. Explain the logic of your approach.
1. The atomic structure is taught to help students understand the regularity of electronic
configurations of atoms.
2. The Coulomb’s law is reviewed to help students understand the interactions between the
nucleus and electrons and among electrons.
3. Then the attraction of the nucleus to the valence electrons is explained by the atomic
structure and the Coulomb’s law.
4. The atomic size is illustrated by the attraction between the nucleus and the outer electrons.
1.6.20 Final Examination Questions
(6) TEACHING PROBLEM SOLVING SKILLS
* (6.a) Students will have less difficulty with science "word problems" if they can translate
everyday words into mathematical symbols and operations. Fill in the following chart with
words or expressions that generally translate into the specified operations.
Addition
1 sum
2 together
3 total of
4 combined
5 increased by
6 more than
7 plus
Subtraction
1 decreased by
2 deduct
3 delete
4 take away
5 take from
6 remove
7 lose
Multiplication
1 fold
2 times
3 product of
4 percent of
5 by a factor of
6 repeat
7 double
Division
1 over
2 reciprocal
3 quotient of
4 ratio of
5 half of
6 percent
7 split
Power or Root
1 cubed
2 exponent
3 power of
4 square root
5 sci. notation
6 squared
7 order of
magnitude
*(6.b) Explain the principle of dimensional analysis. Apply this technique to explain how a
student could calculate the following. Carry out the calculations: (actual problems may be
different).
(a) Calculate the mass of silver metal deposited if a 10.00 amp current is passed through a
silver nitrate solution for 15 hours. (1 mole of electrons = 96,500 coulombs; MW of
silver = 108 grams per mole).
(a) Calculate the total number of red blood cells pumped through the heart in a lifetime
assuming an average stroke volume of 50 ml, an average life-span of 65 years, an
average red blood cell density of 5,000,000 cells per cubic centimeter, and an
average pulse of 60.
(6.c) Identify 10 of the most commonly measured quantities within your discipline. For each
quantity, give the most commonly used units and express this in fundamental units. The
following is an example:
1.6.21 Final Examination Questions
Measurable Quantity
Common Unit Symbol
Fundamental Units
time
seconds (s)
s
potential difference
volt (V)
V
s
kg.m2
C . s2
energy
Joule
E
kg·m2/s2
concentration
M
C
103mol/m3
volume
L
V
10-3m3
pressure
atm
P
Kg·m/s2
Electric charge
C
Q
A·s
Distance
m
d
m
mass
kg
m
kg
temperature
K
T
K
*(6.d) Introduce a technique for balancing chemical equations. Carefully explain the logic
behind this technique. You will be asked to demonstrate this technique using a problem like
one of the following:

O2 
(1)
NH3 +
(2)
C7H6O2 +
(3)
FeS2 +
(4)
Ca3(PO4)2 +
(5)
Al(NO3)3 +
(6)

KClO3 
(7)
NH3 +
(8)
C18H38 +
(9)
C6H12O6
(10)
N2 +
N2 +
H2O
 CO2 +
O2 
H2O
 Fe2O3 +
O2 
SiO2 +
SO2

C 
CaSiO3+

H2SO4 
KCl +
Al2(SO4)3 +
O2

Cl2 
N2H4 +

O2 
H2O +


C2H5OH +
 NH3
H2 
1.6.22 Final Examination Questions
NH4Cl
CO2
CO2
CO +
HNO3
P4
*(6.f) Some students are quite competent at solving equations, and yet have no intuitive idea
about what those equations mean. Give a conceptual explanation of one of one of the
relationships expressed as an equation below. Describe the influence and significance of each
factor in the relationship.
(a) Logistic growth curve for populations:
I=
r(K-N)
N
k
K= carrying capacity; N= population size; r=intrinsic rate of increase; r=b-d; b=average
birth rate; d=average death rate; I=the rate of change in the number of individuals in
a population.
(b) Universal law of gravitation:
FG
m 1m 2
r2
F= force; G=universal gravitation constant, m1=mass of one object; m2=mass of second
object; r=distance between their centers of mass.
Two objects that have masses exert attraction force between them. The gravitational
attraction between two objects is proportional to the product of their masses, and inversely
proportional to the square of the distance between their centers of mass. The proportional
constant G is extremely small, so to feel the force at least one object has a tremendous mass
like that of the moon, the earth or the sun. The distance has square exponent, so the
influence is relatively large to masses. For example, the moon is far lighter than the sun, but
it is located much closer to the earth. The tide is more affected by the moon than the sun.
(6.h) Anatomy and physiology are often taught as two separate units, and as a result, students
often fail to see the relationship between form and function. Clearly discuss this important
relationship with five examples from one of the following areas: (c) digestion,
1. Teeth are structures found in the jaws of many vertebrates that are used to tear, scrape, and chew
2.
food. The shape of an animal's teeth is related to its diet. For example, plant matter is hard to
digest, so herbivores have many molars for mastication. Carnivores, on the other hand, need
canines to kill and tear meat.
Stomach is a bean-shaped hollow muscular organ of the gastrointestinal tract. Stomach produces
and secrets gastric acid from glands located at the epithelium that forms rugal folds. Gastric acid
breaks down large molecules (such as from food) to smaller ones so that they can eventually be
absorbed from the small intestine. These rugae can unfold depending on the amount of food
contained. They provide the stomach with a more surface area for food, and thus enhance
digestion. In humans, the stomach has a volume of about 50 mL when empty. After a meal, it
generally expands to hold about 1 litre of food, but it can actually expand to hold as much as 4
litres.
1.6.23 Final Examination Questions
3. The small intestine is the site where most of the nutrients from ingested food are absorbed. In
humans over 5 years old small intestine is approximately 7 m long and can vary from 4-7 m. It is
covered in permanent wrinkles which are called plicae circulara from which project microscopic
finger-like pieces of tissue called villi. The purpose of these long length, wrinkles and projections
is to increase surface area for absorption of nutrients.
(6.i) Chose a particular topic within your discipline (for example: cytology, geomorphology, the
lymphatic system, Newtonian mechanics) and specify 10 important terms that are common
to that topic. List the meanings of all of the root words in each term, and give examples of
other words (excluding variations of the original term) which use the same roots. The
following is an example of how this question should be answered.
Term
(1) carbide
(2) exothermic
(3) electrolysis
(4) bivalent
(5) biocatalyst
(6) condensation
(7) hydrophilic
(8) oxidation
(9) macromolecule
(10)
chromatograp
hy
Roots
carb-ide
ExThermelectro
-lysis
bi
val
bio
cat
con
dens
hydro
phil
oxi
ion
macro
chrom
Meanings
carbon
Derived from
out
heat
electricity
breaking
two
power
life
down
together
thick
water
love
oxygen
process
large
color
other examples
carbohydrate
bromide
external
endothermic
electrolyte
hydrolysis
bicarbonate
equivalent
biology
catabolism
conduction
density
hydrogen
nucleophilic
oxide
neutralization
macroscopic
chromosome
graphy
writing
crystallography
(6.k) What is the scientific method? Develop and describe a lesson or series of lessons that
requires students to use the scientific method.
 Define research questions to be answered. => The teacher can introduce discrepant events
to students to capture their interest and generate the need to know.
 Make observations related to this question. => Care must be taken to distinguish
observations from inferences. Observation of burning candle.
1.6.24 Final Examination Questions


Form a possible explanation (hypothesis) given these observations. => brainstorming
Design and perform an experiment to test the validity of the hypothesis. => A
phenomenon has many variables, so we need to isolate variables to determine the causes of
the phenomenon we see. Change one variable at a time while controlling or keeping
constant the rest. The importance of controlling variables to evidence the hypothesis.
 Evaluate the hypothesis in light of experimental data. => the power of teamwork.
Tangram activity.
 Draw conclusions and Communicate results => inferential reasoning is important in
investigating the invisible world.
(7) SPECIAL ACTIVITIES; PROJECTS; GAMES
(7.a) Discuss the rules and objectives of a game that you would like to use to enhance your
science instruction.
Science Jeopardy is a classroom game patterned after the popular television game show by the same
name. In most games, tests, or classroom drills, students are required to provide answers to questions
posed by their teachers. In Science Jeopardy, however, students create questions to answers provided by
teachers.
The following example illustrates this difference:
Traditional method: Question first
(Teacher): What biome is found north of the taiga?
(Student): “tundra”
Jeopardy: Answer first
(Teacher): The answer is “tundra”
(Student): “What biome is found north of the taiga?”
(Student): “What cold-weather biome is dominated by grasses?”
(Student): “What biome is found in northern Alaska, Canada, and Russia?”
(Student): “What biome is characterized by permafrost, and short growing seasons?”
Science Jeopardy (figure 1) requires students to generate questions in response to answers, rather than
answers in response questions. This technique discourages the unthinking feedback of rote-memorized
“factoids(이해 검증되지 않은 체 사실로 받아들여지는 지식)” and more adequately assesses
comprehension of the concepts. Teachers and judges should realize that there is generally more than one
correct question to an answer as the example above illustrates.
Organization: As with any classroom game, alter the organization and rules to meet the specific needs of
your class. The author has found that a team size of 5 works well. Each student should eventually have
the opportunity to serve as \team captain. Rotating this position promotes maximum involvement of
students in the game.
Rules:
Beginning: A team is selected to start the game. To lowest ranked team starts first.
Selecting Questions: The team captain asks for a particular answer (e.g. “Physics
for 300, please”). All teams try to generate a question in response to this answer.
Time limits: During the first 20 seconds, only the team that made the selection has
the opportunity to respond by reading aloud their question.
Team Captain: The team captain selects an individual to answer the question for
1.6.25 Final Examination Questions
the team.
Scoring: Points are awarded for a well-phrased question that may be answered
with the answer given. No points are taken off for incorrect answers, except in
“Final Jeopardy”. The harder the question, the higher its point value.
Competing Teams: After 20 seconds have passed, other team captains may raise
their hands and respond when called upon. If two hands are raised simultaneously,
the team that has the lowest score is given priority.
Selecting Question: The first team with a correct question is given the privilege of
choosing the next answer. A team is not allowed the privilege of selecting more
than two answers in a row. After that, the lowest scoring team is given that privilege.
Incorrect Answers: There is no penalty for incorrect questions.
Terminating Jeopardy and entering Final Jeopardy: Jeopardy can be brought to
completion at any time at the discretion of the teacher.: Completion of the first
phase leads to Final Jeopardy. The teacher announces the category of Final Jeopardy before point
wagers are made.
Wager Points: In Final Jeopardy, each team may wager up to half of their current
point total. They must write down their wager on paper before the answer is revealed.
Final Jeopardy Question. The teacher reads the final jeopardy answer and all teams must write down
their questions within the two minutes allotted. Team captains use this time to build consensus and
compose the question.
Final Jeopardy points: If a question is correct, the team receives as many points as
wagered, but if the question is incorrect, they lose this number of points.
Winning: The team with the highest score wins.
(7.b) Design an attractive, informative hand-out that introduces students to a science fair. Describe: (a) requirements
for project design; (b) standards for evaluation; and (c) at least 10 specific science fair project ideas. Note:
The ideas should be good, feasible, experimental ideas.
(8) STUDENT TEACHING / PROFESSIONAL DEVELOPMENT
(8.a)What are the five professional or academic organizations related to your discipline? Which
of these organizations do you believe could assist you the most in your professional
development? Explain your reasoning.
National Science Teacher Association
California Science Teacher Association
Korean Science Teacher Association
Seoul Teachers Association for Education Policy
Korean Chemistry Teacher Association: This organization focuses on chemistry education in
Korea. We develop curriculums and experiment methods of chemistry together. Thus, I get
new ideas to teach chemistry in more diverse ways.
1.6.26 Final Examination Questions