Teaching of General Science
(EDU- 512 )
Uzma Shahzadi
BS-Regular
WEEK-1,2
Science
• The word science originated from the word
“scientia” meaning knowledge.
• Science is the branch of study that deals with
knowing, understanding and predicting about
the world we live in
• Science deals with creation of knowledge and
exploring the truth about the world
Science
• Science helps people in knowing the
phenomenon, understanding the
phenomenon and predict abut the
phenomenon around them.
• Science provides empirical
evidences(Concrete) for some phenomenon
• Science generates theories, laws, principles
and practices
Knowledge
• Knowledge is the comprehension of the
realities of the world.
• Knowledge is familiarity gain by experience.
• facts, information, and skills acquired through
experience or education; the theoretical or
practical understanding of a subject.
• Knowledge is basically facts.
Types of Knowledge
1. Literature report three main categories of
knowledge
2. Theoretical, practical and scientific
3. theoretical knowledge is knowledge
acquired through thinking and intellectual
reasoning
4. practical knowledge is acquired through
experience, practice and performing some
task
Cont.
• Scientific knowledge is the body of knowledge
that can be rationally , logically and
scientifically approached and explored .
• Scientific knowledge is systematic in nature
• It is organized
Science and knowledge
• Science is known to work for knowledge
– By addressing knowledge (facts)
– By creating knowledge
– By predicting
• By Using empirical evidences
Science Disciplines
• Broadly classified into main two
– Pure Science
• Also known as basic science
• Concerned with basic facts and principles
• Natural Science, Physical Science, Chemical Science etc.
– Applied Science
• Deals with application
• Application of facts, principles, laws and theories
generated from basic science
Cont.
• Applied science is the application of
existing scientific knowledge to practical
applications, like technology or inventions in
almost all fields of life and across the globe.
Features of Science
•?
Sources of Knowledge
•
•
•
•
•
Divine and Supernatural power
Intuition: Sixth sense – I just know it
Beliefs: Personal Conviction
Tenacity: Verification over years
Tradition: Practice through years and
generations
Cont.
• Personal Experience: personal testing and
experience
• Authority: orders by some one higher in
position, experience etc
• Reason and Logic
– Inductive and Deductive
Cont
• Inductive Reasoning
– Taking specific information and making a broader
generalization
– Inductive reasoning has its place in the scientific
method.
– Scientists use it to form hypotheses and theories.
Cont
• Deductive Reasoning
– Taking general information and conclude
– Deductive reasoning is a basic form of valid
reasoning. Deductive reasoning, or deduction,
starts out with a general statement, or hypothesis,
and examines the possibilities to reach a specific,
logical conclusion
Cont.
• All children are innocent
– Atika is a child
– She is innocent
For deductive reasoning to be sound, the hypothesis
must be correct. It is assumed that the premises, “all
children are innocent" and “atika is a child" are true.
Therefore, the conclusion is logical and true.
In deductive reasoning, if something is true of a class of
things in general, it is also true for all members of that
class.
Task
• Sources of Knowledge
• Inductive Reasoning
• Deductive Reasoning
– (10 examples of each)
– To be submitted on 19th Mach 2020
Scientific Method
• https://www.youtube.com/watch?v=yi0hwFD
QTSQ
Scientific Method
• A method used by scientists to explore world
around them
• A systematic approach that helps in exploring
the world and solving the problem.
• A step wise approach used to solve daily
problems around us and about us.
Cont
• A procedure that starts from observation
about us and around us and results in drawing
conclusions is known as scientific method.
Steps of Scientific Method
Five basic steps
•
•
•
•
•
•
Make an observation.
Ask a question.
Form a hypothesis, or testable explanation.
Make a prediction based on the hypothesis.
Test the prediction.
Iterate: use the results to make new hypotheses
or predictions.
Observation
Ask a question
Form a hypothesis
Make A prediction
Experiment/Test prediction
Iterate(Use results to make new
hypothesis or conclude)
Task
Look around and Think about five problems
and follow scientific method steps to draw
conclusions
WEEK-3,4
Scientific Knowledge
• Science is involved in creation of knowledge.
• This knowledge is known as scientific
knowledge .
• Scientific knowledge is theories, laws and
principles that results from applying the
scientific method
Cont.
• these different kinds of explanations are tested
by scientists through
additional experiments, observations,
modeling, and theoretical studies.
• It is the reason scientific knowledge is ever
increasing in the volume and it is build upon
previous knowledge
Cont.
• Scientific knowledge helps us to understand
phenomenon, natural laws and processes
around us. It enhances our understanding
about the world
• One of the hallmarks of scientific knowledge is
that it is subject to change, as new data are
collected and reinterpretations of existing
data are made.
Cont.
• Major theories, which are supported by
multiple lines of evidence, are rarely
completely changed, but new data and tested
explanations add nuance and detail.
Reading Task
Big Bang Theory
Why should we trust science
• Write a paragraph please
Unit 2
Science Education
• A distinct field within education that deals
with the designed provision of teaching and
learning experience in the field of science /
subjects of science.
• It aims at
– Students thinking ( scientific thinking)
– Learning abilities in science (scientific attitude)
– Student understanding of science and scientific
method
Cont.
• Student creative thinking skills
• Students critical thinking skills
• Improving students abstract thinking
Blooms Taxonomy
Cognitive Domain
Cont.
Cont
•?
Task
• Formulate 10 objectives of teaching general
science
Instructional Objectives
• Holistic Development of Learner by
developing well-defined abilities of knowing,
doing and
Cont.
• Teaching of general science should also
nurtures the ability to explore and seek
solutions
of
problems
related
to
the environment and daily life.
• the learning of Science in schools is primarily
to augment the spirit of enquiry, creativity and
objectivity.
Examples
• know the facts and principles of science and
its applications, consistent with the stage
of cognitive development
• acquire the skills and understand the methods
and processes that lead to generation and
validation of scientific knowledge
• develop a historical and developmental
perspective of science and to enable
hem/her to view science as a social enterprise
Cont.
• relate to the environment (natural
environment, artifacts and people), local as
well as global
• appreciate the issues at the interface of
science, technology and society
• acquire the requisite theoretical knowledge
and practical technological skills to enter the
world of work
Cont.
• nurture the natural curiosity, aesthetic sense
and creativity in science and technology
• imbibe the values of honesty, integrity
• cooperation, concern for life and preservation
of environment.
• cultivate ‘scientific temper’
• -objectivity, critical thinking and freedom from
fear and prejudice
Teaching General Science
• science teaching is an approach that reflects
the ways in which science can be interpreted
(concepts) in classroom or during teaching
learning experience.
• An effective science teaching is when teaching
practice of a teacher is in line with the student
achievement.
Effective Science Teacher
Cont.
• In science teaching classrooms focus is on
developing future leaders in science and
technology by fueling their curiosity and
encouraging further exploration into topics of
interest.
• Prime focus is on development of scientific
attitude
Cont.
• Teaching science requires hands-on experiments
and investigation, providing students with
opportunities to learn science concepts through
multimedia materials, field trips, and nonconventional teaching approaches.
• It is the teacher’s job to implement appropriate
curricula and foster an active learning
environment that encourages student
participation.
Task
• What is your opinion about science teaching?
WEEK 5
Unit 2
Matter and Forces
• Makeup of the universe(Living and non living)
• Matter is any thing that takes place(space)
and have weight(mass)
• The basic unit of universe is atom.
• Matter is made up of molecules that results
from the combination of atoms
• The atoms are combined by potential energy
known as chemical energy
Characteristics of matter
• With reference to characteristics or properties
of matter, there are physical properties of
matter and chemical properties of matter
• The physical properties of matter discuss its
nature of existence
– density, color, odor, melting point, solubility,
boiling point, and electrical conductivity.
Chemical Properties of Matter
• Chemical properties of matter are related with
its behavior in a specific circumstances i.e.,
• How it acts ?
– It includes acidic /basic properties , reactivity and
combustibility
 Physical Properties can be observed in natural
environment in which matter exists but for
chemical properties of matter to be explored it is
required to make an attempt for a chemical
change/reaction.
Cont.
• It is pertinent to mention that characteristics of
matter do not depend upon the amount of
matter as well as its shape.
• Furthermore, some conditions that can change
the properties of matter are
–
–
–
–
–
Heat/temperature
Pressure
Electromagnetic energy
Nuclear processes
experiment
Substance
matter with a specific
composition and
chemical
characteristics is called
substance. H2O
a substance is simply a
pure form of matter. In
other words, a
substance is matter that
contains only one type
of atom or molecule.
Cont.
• Substance exists in two forms
– Elements
– Compounds
Elements
• Elements are the simplest form of matter, which
means they cannot be broken down into smaller
components physically or chemically.
• An element is a substance whose atoms all have
the same number of protons: another way of
saying this is that all of a
particular element's atoms have the same atomic
number. Elements are chemically the simplest
substances and hence cannot be broken down
using chemical reactions.
Cont.
• All elements are listed on the periodic table,
and there are at least 118 of them known to
man!
• Examples of elements include carbon (C),
hydrogen (H), oxygen (O), and sodium (Na),
just to name a few
Compounds
• Compounds, on the other hand, are made up of
two or more different elements held together by
chemical bonds and functioning as a unit.
• While compounds are also pure substances, they
differ from elements because compounds can be
broken down into simpler components (the
elements that make up the compound).
• Some examples of compounds are carbon dioxide
(CO2), rust (Fe2O3), and table salt (NaCl)
Cont.
• For Example
– Silicon
Because silicon has only one type of atom and it can
not be broken down into more atoms that’s why it
is known as pure substance
Every pure element is a substance
Every pure compound is a substance
Mixture
• Non substance is a mixture
• Its composition and properties are not fixed
• It depends upon either its natural existence or it may
be composed as per need of the humans
Salt water is not a substance. It is a mixture of two
substances - sodium chloride and water. Its
composition and therefore its properties are not fixed.
Similarly
Gasoline is not a substance. It is a mixture of
hydrocarbons and, depending on the composition of
the gasoline mixture, gasoline's properties can vary
Phases of Matter
• Three known states/phases of matter are
most commonly known
• Solid—holds shape and has a fixed volume
• Liquid-- does not hold shape but has a fixed
volume
• Gas—no shape rather shape of the container
as well as volume of the container(Capacity)
Cont.
• Another state of matter is plasma. Plasma is
mixture of electrons and nuclei i.e., protons
and neutrons
• Plasma is phase of matter that exists at a very
high temperature
(Encyclopedia Britannica,2011)
Cont.
• Additional source to know about phases of
matter and its changes please view
– https://www.youtube.com/watch?v=CMUmQRgJA
o0
Change in Matter State
• Any change in heat, pressure and
electromagnetic forces can bring change in
the state of the matter.
Increase
in temp.
Solid
Liquid
Gas
Cont.
• When heat is given
– Solid to a liquid =Melting
– Liquid to a gas =Evaporation
– Solid to a gas =Sublimation( Smoke from ice)
When heat is removed
Liquid to Solid= Freezing
Gas to Liquid = Condensation
Gas to Solid =Deposition
WEEK- 6,7
Atom
• Smallest particle of this universe is an atom
• Made of shells that carry electrons and
nucleus that has protons and neutrons
• Both electrons and protons are charged
particles
• Neutron, as it is clear from name is neutral
particle without any charge
Cont.
• Additional Information can be viewed here
https://www.youtube.com/watch?v=LhveTGblG
HY
the video has information about
Democritus atomos (400BC)
Cont.
• experiments drying salts from sea water was
carried out since ancient times
• Jabir bin hayyan in 700 AD gives new concept of
filtration , vaporization and vapor collection in
cooling lead to great scientific achievement
• In 1700 AD husband wife A.Levoiser and Marie
.A.Paulze taken up the research of arab
predecessors and found that substances can be
broken down into smallest particles by chemical
reactions
Cont.
• For example water can be changed to steam
and then can be converted to hydrogen and
oxygen but hydrogen and oxygen were not
further reduced to simpler gases
• With this concept the scientists start searching
and listing elements and periodic table was
developed
Cont.
• In 1800 John Dalton discovered law of
multiple proportions
– For example in carbon monooxide there is 1 g of
carbon and 1.33 gram of oxygen
– In carbon dioxide there is 1 g carbon and 2.66
gram oxygen
He said that there is tiny indivisible unit that is
known as atoms
Task
• Watch the rest of the video and record
discoveries that forwarded knowledge about
atom.
Structure of an Atom
Atoms consist of three
basic particles: protons,
electrons, and neutrons.
The nucleus (center) of
the atom contains the
protons (positively
charged) and the
neutrons (no charge).
The outermost regions
of the atom are called
electron shells and
contain the electrons
(negatively charged).
Molecular Structure
Molecular geometry, also
known as the molecular
structure, is the threedimensional structure or
arrangement of atoms in a
molecule.
Understanding
the molecular structure of
a compound can help
determine the polarity,
reactivity, phase of matter,
color, magnetism, as well
as the biological activity.
Force and Types of
Force
In science, force is the
push or pull on an
object with mass that
causes it to change
velocity
(to
accelerate).
Force represents as a
vector, which means it
has both magnitude
and direction
.
Cont.
In equations and
diagrams, a force is
usually denoted by the
symbol F. An example
is an equation
from Newton's second
law:
F = m·a
where F = force, m =
mass, and a =
acceleration.
Velocity
• Velocity is movement in one direction with
some speed at a certain time.
Cont.
• Where acceleration is the rate of change of
the velocity of an object with respect to time
Units of Force
The SI unit of force is the newton (N).
Other units of force include
• dyne
• kilogram-force (kilopond)
• poundal
• pound-force
Forms of Forces
• Fundamental Forces
– The strong nuclear force holds protons and neutrons
together in the atomic nucleus. The electromagnetic
force is responsible for the attraction of opposite
electric charge, repulsion of like electric charges, and
the pull of magnets.
• Non-fundamental forces are also encountered in
everyday life.
– Friction is a force that opposes motion on surfaces.
– Other examples of non-fundamental forces include
the elastic force and tension
Motion
• Changing position
• the action or process of moving or being
moved
• In physics, motion is the change in the
position of an object over time. Motion is
mathematically described in terms of
displacement, distance, velocity, acceleration,
speed, and time.
Equation of Motion
• The equations of motion relate the
displacement of an object with its velocity,
acceleration and time.
• The motion of a particle can follow many
different paths, but in the following sections
we will focus on motion in a straight line, i.e.
in one dimension.
Cont.
• If there is no acceleration, we have the
familiar formula:
𝑠=𝑣𝑡s=vt
– where 𝑠s is the displacement, 𝑣v the (constant)
speed and 𝑡t the time interval in which motion
occurred.
Cont.
• Equation of motion, mathematical formula
that describes the position, velocity,
or acceleration of a body relative to a
given frame of reference.
• Frame of reference is in context of body that
is changing its position. Its latitude,
magnitude, longitudinal location etc.
Laws of Motion
• Newton's laws of motion are three physical
laws that, together, laid the foundation
for classical mechanics.
• First Law of Motion
– In an inertial frame of reference an object either
remains at rest or continues to move at a
constant velocity unless acted upon by a force.
( An inertial frame of reference may also be called
an inertial reference frame, inertial frame, Galilean
reference frame, or inertial space)
Where there is no external cause to the system.
Cont.
• 2nd Law of Motion
– In an inertial frame of reference, the vector sum of
the forces F on an object is equal to the mass m of
that object multiplied by the acceleration a of the
object: F = ma. (It is assumed here that the
mass m is constant
Cont.
• 3rd Law of Motion
– When one body exerts a force on a second body,
the second body simultaneously exerts a force
equal in magnitude and opposite in direction on
the first body.
Energy
• the strength and vitality required for sustained
physical or mental activity.
• power derived from the utilization of physical
or chemical resources, especially to provide
light and heat or to work machines
• Energy is a conserved quantity; the law of
conservation of energy states that energy can
be converted in form, but not created or
destroyed.
Energy and Work
• the concepts of work and energy are closely
tied to the concept of force because an
applied force can do work on an object and
cause a change in energy.
• Mathematically, work is W = F · x, where F is
the applied force and x is the distance moved,
that is, displacement. Work is a scalar. The SI
unit for work is the joule (J), which is
newton‐meter or kg m/s 2.
Types of Energy
Law of conservation of energy
• In physics and chemistry, the law of
conservation of energy states that the
total energy of an isolated system remains
constant; it is said to be conserved over time.
It means
energy can neither be created nor destroyed;
rather, it can only be transformed or
transferred from one form to another.
Cont.
• For instance, chemical
energy is converted to kinetic energy when a
stick of dynamite explodes.
– Task: find examples that reflect the transfer of
energy?
WEEK-8,9
Heat and Light
Why sun is needed in this universe?
Differentiate
• Can you differentiate between Temperature
and heat?
Temperature and
Heat
•Two different
things
•Because of heat
temperatures
changes
•Temperature talks
bout the
measurement of
heat
•Heat is a form of energy
•Known as thermal energy
•Science defines heat as
the flow of energy from a
warm object to a cooler
object. ...
•Heat energy is the result
of the movement of tiny
particles called atoms,
molecules or ions in solids,
liquids and gases.
Heat: Forms of Heat
Transfer of Heat
Transfer of Heat
Change in State
Thermal Expansion
Light
Mid Term
• Title page ( Title, Name, Roll no, Session,
Submitted to teacher name, Logo , Department
of Education )
• Fly Page
• Content List
• Introduction ….objectives
• Review of Related Literature
• Conclusion/Summary
• References -10
Light
• Light, or Visible Light, commonly refers to
electromagnetic radiation that can be
detected by the human eye
• The entire electromagnetic spectrum is
extremely broad, ranging from low energy
radio waves with wavelengths that are
measured in meters, to high energy gamma
rays with wavelengths that are less than 1 x
10-11 meters.
Cont.
• Electromagnetic radiation, as the name
suggests, describes fluctuations of electric and
magnetic fields, transporting energy at the
Speed of Light (which is ~ 300,000 km/sec
through a vacuum).
Light
• Light can also be described in terms of a
stream of photons, mass less packets of
energy, each travelling with wavelike
properties at the speed of light.
Cont.
• A photon is the smallest quantity (quantum)
of energy which can be transported, and it
was the realization that light travelled in
discrete quanta that was the origins of
Quantum Theory.
Task
• Is light particle or wave
Cont.
• Visible light is not inherently different from
the other parts of the electromagnetic
spectrum, with the exception that the human
eye can detect visible waves.
Cont
• this in fact corresponds to only a very narrow
window of the electromagnetic spectrum,
ranging from about 400nm for violet light
through to 700nm for red light.
• Radiation lower than 400nm is referred to as
Ultra-Violet (UV) and radiation longer than
700nm is referred to as Infra-Red (IR), neither
of which can be detected by the human eye.
Cont.
• However, advanced scientific detectors, such
as those manufactured by Andor, can be used
to detect and measure photons across a much
broader range of the electromagnetic
spectrum, and also down to much lower
quantities of photons (i.e. much weaker light
levels) than the eye can detect.
WEEK-10,11
Light interaction with Matter
• It is no accident that humans can ‘see’ light.
Light is our primary means of perceiving the
world around us. Indeed, in a scientific
context, the detection of light is a very
powerful tool for probing the universe around
us.
Cont.
• As light interacts with matter it can be become
altered, and by studying light that has originated
or interacted with matter, many of the properties
of that matter can be determined.
• It is through the study of light that, for example,
we can understand the composition of stars and
galaxies that are many light years away or watch
in real time the microscopic physiological
processes that occur within living cells.
Cont.
• Matter is composed of atoms, ions or
molecules and it is through their interactions
with light which gives rise to the various
phenomena which can help us understand the
nature of matter.
Cont.
• The atoms, ions or molecules have defined
energy levels, usually associated with energy
levels that electrons in the matter can hold.
Light sometimes be generated by the matter,
or more commonly, a photon of light can
interact with the energy levels in a number of
ways.
Internal Reflection
• Total internal reflection (TIR) is the optical
phenomenon in which the surface of the
water in a fish-tank (for example) when
viewed from below the water level, reflects
the underwater scene like a mirror, with no
loss of brightness.
Cont
• In general, TIR occurs when waves in one
medium reach the boundary with another
medium at a sufficiently slanting angle,
provided that the second ("external") medium
is transparent to the waves and allows them
to travel faster than in the first ("internal")
medium. Oblique
Cont.
• TIR occurs not only
with electromagnetic waves such
as light and microwaves, but also with other
types of waves,
including sound and water waves.
Internal
Reflection
Underwater plants
in an aquarium, and
their
inverted
images
(top)
formed by total
internal reflection
in the water-air
surface.
Lenses
• A lens is a transmissive optical device that focuses or
disperses a light beam by means of refraction.
• Refractive index … angle that a medium offers to the wave
because of its surface density or other property
• Mirror is reflector (Surface)
• Lens is refractor (Surface)
– Light %age Absorb
Simple Lens
• A simple lens consists of a single piece of transparent material,
while a compound lens consists of several simple lenses
(elements), usually arranged along a common axis.
Cont.
• Lenses are made from materials such as glass
or plastic, and
are ground and polished or molded to a
desired shape.
• A lens can focus light to form an image, unlike
a prism, which refracts light without focusing.
Cont.
• Devices that similarly focus or disperse waves
and radiation other than visible light are also
called lenses, such
as microwave lenses, electron lenses, acoustic
lenses, or explosive lenses.
Mirror
A mirror or reflector is an
object such that each narrow
beam of light that incides on
its surface bounces in a single
direction.
This property, called specular
reflection, distinguishes a
mirror from objects that
scatter light in many
directions, let it pass through
them, or absorb it.
Cont
• Most mirrors behave as such only for certain ranges of
wavelength, direction, and polarization of the incident
light; most commonly for visible light, but also for
other regions of the electromagnetic spectrum from Xrays to radio waves.
• A plane mirror will yield a real-looking undistorted
image, while a curved mirror may distort, magnify, or
reduce the image in various ways.
• 400nm-700nm
• UV-IR
Photon
Mirror and Reflector
• The terms "mirror" and "reflector" can be used
for devices that reflect other types
of radiation according to the same laws.
An acoustic mirror reflects sound waves, and may
be used for applications such as directional
microphones, atmospheric studies, sonar, and sea
floor mapping(Kallistratova,1997).
• An atomic mirror reflects matter waves, and can
be used for atomic inter-ferometry and
atomic holography
• Suggested Reads
– Mark Pendergrast (2004): Mirror Mirror: A History
of the Human Love Affair With Reflection. Basic
Books. ISBN 0-465-05471-4
WEEK-12,13,14,15,16
Student presentations
on
Assigned Tasks