Methods of Teaching Science
FINAL EXAMINATION - Name: Miha Lee
(3.c) Explain the value of seven or more teaching techniques that may be used to stimulate
higher-order reasoning among students.
1. Inquiry-based teaching is to develop creativity and inductive reasoning.
2. Discovery-based teaching is to provide students with learning environment that
specifically enhance inductive reasoning to recognize meaningful patterns of information.
3. Problem-based teaching is to develop creativity and deductive reasoning.
4. Black-box science is a process of science teaching in which students look at input and
outputs to make a guess or inference based on evidences and observations. Making
inference develops high level thinking skills.
5. Analysis of commercial advertisements is used to build up critical thinking by
differentiation of facts and claims.
6. Making a story from pictures and comparing it with other groups can be employed to
build up creativity and critical thinking because this activity shows people can make
different inference with the same evidence.
7. Drawing graphs and graphic organizers such as conceptual grids, concept map, and flow
charts promotes analysis, evaluation, and synthesis reasoning skills and creativity and
inductive reasoning.
8. Using pictorial riddles helps students develop critical thinking, analysis, application and
evaluation skills.
9. Using analogies helps students enhance analysis and synthesis reasoning skills.
10. Using number and logic games assists in developing critical and scientific reasoning
skills such as analysis, evaluation and synthesis.
1.6.1 Final Examination Questions
(3.e) What is inductive reasoning? Design and describe a lesson in your discipline that develops
inductive reasoning skills.
Inductive reasoning is the logic of developing generalizations, hypotheses and theories from
specific observations and experiments. The observations support the conclusion or
generalization, but do not insure it. Usually, discovery–based laboratory instruction focuses
on this skill because it helps students develop a general understanding of the underlying
concepts by studying specific examples of phenomena and finding meaningful patterns from
them.
Ideal gas law – this concept can be drawn from observations of experiments in which the
volumes of a gas are measured according to variations in temperatures or pressures. When
students draw a graph that shows the relationship between the pressure and the volume at a
constant temperature, they can notice the pattern in which the volumes of gas are inversely
proportional to the pressure of gas. If they conduct another experiment at a different
temperature, they can draw the graph below and make generalizations. The volume of gas is
proportional to the temperature and inversely proportional to the pressure. When they
measure the volume, temperature, pressure, and amount (mole) of a gas, they can find the gas
constant (R).
1.6.2 Final Examination Questions
(4.b) Many students find chemistry and biochemistry difficult because they are based upon an
understanding of atoms and molecules --- abstract objects that students will never see. Explain
how you can introduce the concept of atoms and/or molecules to your students in a convincing
manner using five easily observed phenomena (not models) that lend credibility to the atomic
theory.
1. Atoms or molecules are particles, so there is empty space among particles. If we mix two
substances that have different sizes of particles, the mixed volume of two substances is
always lesser than the sum of two separate volumes because the smaller particles fill the
space among the larger particles. e.g.) dissolving sugar to water.
2. Flame reactions and line spectrum of hydrogen gas show discrete energy levels of each
atom.
3. Thomson's discovery of the electron: Cathode ray shows the existence of electrons. It
was observed that under some conditions that the glass tube would glow itself at the
positive (anode) end. This glow was attributed to the transmission of a ray from the
negative cathode at the opposite end of the device, and so were named cathode rays.
William Crookes developed a modification of the Geissler tube into what is known as the
Crookes tube to demonstrate and study these rays, later determined to be a stream of
electrons. This device was further developed into the cathode ray tube with applications
in electronics development and diagnosis, and in radar and television displays.
4. Rutherford's discovery of nucleus: the structure of the atom was revealed by shooting
alpha particles (positively charged helium ions; helium nuclei) through very thin foils of
gold and other metals. Most of the incoming alpha particles passed through the foil either
undeflected or with only a slight deflection, as would be predicted by the Thomson
model. However, there were some startling occurrences in which the alpha particles were
deflected at large angles and, at times, right back in the direction from which they had
come! Rutherford explained these results by proposing that the atom is mostly empty
space (which explains why most of the alpha particles pass through undeflected) with
positive charges concentrated in a dense central core (which explains why positively
charged alpha particles are occasionally deflected or reflected).
5. Diffusion of perfume through the holes in a balloon shows how small molecules are.
6. Scanning Tunneling Microscopy (STM) is a microscopy technique which allows you to
see individual atoms on a surface.
A Charge density plot of Benzene on Graphite (40K)
1.6.3 Final Examination Questions
(4.f) Students often don't see the relationship between academic knowledge and the professional
applications of that knowledge. Identify 5 professions that require an understanding of the
concepts you teach. For each profession, give a clear example of how a specific concept
(for example, torque, specific heat, PCR, triangulation, or proposition 65; not mechanics,
thermodynamics, bioengineering, seismology or consumer health) that you introduce is
used on the job to solve a specific problem.
1. Electrolysis – producer of chemicals such as pure elements, producer of nonferrous
metals, a plater.
2. Reaction rate - producer of explosives. Producer of time released medicine.
3. Flame reactions - producer of firework.
4. Reverse Osmosis – producer of water purifier.
5. Oxidation-reduction: battery maker.
6. Vapor pressure-perfume maker, autoclave maker.
1.6.4 Final Examination Questions
(4.j) Explain the potential value of graphic organizers. Develop a graphic organizer (conceptual
grid, Venn Diagram, flow chart, mind map or concept map) for one of the following.
Graphic organizers are diagrams or maps that show the relationship between new and existing
concepts, thereby enhancing meaningful learning of new ideas. Conceptual grids, Venn diagrams,
flow charts, mind maps, and concept maps are some of the more common graphic organizers
used to introduce science concepts and assess student learning.
Graphic organizers present information in a logical manner to facilitate encoding into short and
long term memory. They promote integration of new concepts with familiar ones. Particularly,
concept maps and conceptual girds facilitate meaningful learning by providing a template by
which knowledge is structured and encoded. Graphic organizers provide teachers with a valuable
window to probe students’ prior knowledge and assess their understanding by evaluating studentgenerated graphic organizers. Conceptual grids and Venn diagrams are helpful when comparing
and contrasting scientific concepts. They help students understand the similarities and differences
of the records. Mind mapping is a brainstorming technique in which a radial map is developed
showing the relationship of a central idea to supporting facts and concepts. A concept map is way
to visualize the relationship between different concepts and propostions.

Classification of matter
Matter
How many kinds of molecules
does the matter have?
More than one?
No
Yes
Pure
substance
Mixture
More than one phase?
How many kinds of atoms does
the molecule have? More than
one?
No
No
Yes
Yes
Homogeneous
mixture
Element
Heterogeneous
mixture
1.6.5 Final Examination Questions
compound
(5.b) In American education we tend to make curricular divisions between biology,
chemistry, physics, and the earth sciences. Such artificial divisions can hamper student
learning. Select one of the following concept pairs and show how an understanding of the
first concept will help explain the second one.
(c) Coulomb's law (physics) --------> electrolysis (chemistry)
The electric force acting on a point charge q1 as a result of the presence of a second
point charge q2 is given by Coulomb's Law:
where ε0 = permittivity of space. Coulomb's law is a vector equation and includes the fact
that the force acts along the line joining the charges. Like charges repel and unlike charges
attract. Coulomb's law describes a force of infinite range which obeys the inverse square
law.
In chemistry, electrolysis is a chemical reaction that is used to separate bonded
elements and compounds by passing an electric current through them. When an direct
electrical current is applied between a pair of inert electrodes immersed in an liquid
solution of an ion or an electrolyte, each electrode attracts ions which are of the opposite
charge because of the Coulmb’s law. Therefore, positively charged ions (called cations)
move towards the cathode, while negatively charged ions (termed anions) move toward the
anode. The energy required to separate the ions, and cause them to gather at the respective
electrodes, is provided by an electrical power supply. At the probes, electrons are absorbed
or released by the ions, forming a collection of the desired element or compound. The
anode is where oxidation occurs. The cathode is where reduction occurs.
1.6.6 Final Examination Questions
(6.e) Many principles in science are geometric in nature. Demonstrate how one of the
following geometric relationships explains two or more important phenomenon in science.
 surface area to volume ratio => Two- and three-dimensional parameters of organisms
(i.e., surface area and volume) do not necessarily increase or decrease proportionally to
increases or decreases in one-dimensional, or linear, parameters (i.e., length).
The surface area and volume of a cube can be found with the following equations:
and
where S = surface area (in units squared), V = volume (in units cubed), and l = the length
of one side of the cube.
The equations for the surface area and volume of a sphere are:
and
Thus, the ratio of surface area to volume,
clearly decreases as the size of an object increases (without changing shape).
1. The ratio between the surface area and volume of cells and organisms has an
enormous impact on their biology. For example, many aquatic microorganisms
have increased surface area to increase their drag in the water. This reduces their
rate of sink and allows them to remain near the surface with less energy
expenditure.
2. Materials with high surface area to volume ratio (e.g., very small diameter, or
very porous or otherwise not compact) react at much faster rates than monolithic
materials, because more surface is available to react. Examples include grain
dust; while grain isn't typically flammable, grain dust is explosive. Finely ground
salt dissolves much more quickly than coarse salt. High surface area to volume
ratio provides a strong "driving force" to speed up thermodynamic processes that
minimize free energy.
3. Individual organs in animals are often based on the principle of greater surface
area. The lung is an organ with numerous internal branchings that increase the
surface area through which oxygen is passed into the blood and carbon dioxide is
released from the blood. The intestine has a finely wrinkled internal surface,
increasing the area through which nutrients are absorbed by the body. This is
done to increase the surface area in which diffusion of oxygen and carbon dioxide
in the lungs and diffusion of nutrients in villi of the small intestine can occur.
4. An increased surface area to volume ratio also means increased exposure to the
environment. The many tentacles of jellyfish and anemones are the result of
1.6.7 Final Examination Questions
increased surface area for the acquisition of food. Greater surface area allows
more of the surrounding water to be sifted for food.
5. Cells can get around having a low surface area to volume ratio by being long and
thin (nerve cells) or convoluted (villi).
6. Increased surface area can also lead to biological problems. More contact with the
environment through the surface of a cell or an organ (relative to its volume)
increases loss of water and dissolved substances. High surface area to volume
ratios also present problems of temperature control in unfavorable environments.

Inverse square law (surface area of a sphere) => Any point source which spreads its
influence equally in all directions without a limit to its range will obey the inverse square
law. This comes from strictly geometrical considerations. The intensity of the influence at
any given radius r is the source strength divided by the area of the sphere. Being strictly
geometric in its origin, the inverse square law applies to diverse phenomena. Point
sources of gravitational force, electric field, light, sound or radiation obey the inverse
square law.
1.6.8 Final Examination Questions

Conic sections (parabolas, ellipses, circles, hyperbolas)
=> By changing the angle and location of intersection, we can produce a circle, ellipse,
parabola or hyperbola; or in the special case when the plane touches the vertex: a point, line
or 2 intersecting lines. The General Equation for a Conic Section:
Ax2 + Bxy + Cy2 + Dx + Ey + F = 0
The type of section can be found from the sign of: B2 - 4AC
If B2 - 4AC is...
<0
=0
>0
then the curve is a...
ellipse, circle, point or no curve.
parabola, 2 parallel lines, 1 line or no curve.
hyperbola or 2 intersecting lines.
Conic sections are important in astronomy: the orbits of two massive objects that interact
according to Newton's law of universal gravitation are conic sections if their common center of
mass is considered to be at rest. If they are bound together, they will both trace out ellipses; if
they are moving apart, they will both follow parabolas or hyperbolas.
1. The celestial equator is a circular projection into space of the Earth’s equator. Astronomers use
the celestial equator to reference the position of stars and other celestial objects.
2. If a source of sound is placed at one focus of an elliptical room, the sound converges on the
other focus. For this reason, concert halls do not have this shape.
3. The “high beam” lamp in an automobile headlight is placed at the focus of a parabolar
reflecting surface, such that the emanating light reflects off the curved surface and leaves in
parallel rays, lighting the distant road.
1.6.9 Final Examination Questions
(6.g) Discuss the educational value of using pictorial riddles in science instruction. Develop and
present your own pictorial riddle and three accompanying questions with answers.
=> Pictorial riddles are riddles in graphic form. Ingeniuity is required to analyze the pictures and
arrival at reasonable solutions, so pictorial riddles facilitate the development of reasoning skills
such as analyzing, creativity, and ciritical thinking. There could be diverse answers to a pictorial
riddles.
A pictorial riddle represents scientific information on poster board, blackboard or transparency.
Students can create their own. It can be used as a center of discussion. Two general formats can
be used. One illustrates a situation under normal conditions; the other illustrates a discrepant
event (something obviously wrong in the picture). A good type of question to stimulate
discussion: “What are all the things you could ask about this picture?”
This picture was taken at 1pm. Answer the questions referencing the picture.
1. Which direction is the house facing? East
2. What time of year might it be? Summer because the lengths of shadows are shorter than
the objects and roses are fading.
3. What angle does the sun’s rays hit? About 60 degrees.
1.6.10 Final Examination Questions
The following picture shows the settings of electrolysis of water. Answer the questions
referencing the picture.
1. Is the electric current used here direct current or alternative? => Direct because it has the
fixed cathode and anode.
2. What is wrong with this picture? => The sign of electrodes need to be changed, for the
volumes of the gases tell us the sign of electrodes. Test tube A has two times lager
volume of the gas than test tube B, which means the gas in A is hydrogen gas and the gas
in B is oxygen gas. Hydrogen gas is generated at a cathod (negative electrode) and
oxygen gas is produced at a anode (positive electrode).
3. Is this experiment going on? => No. There is no bubble in the tubes, and the switch is
not connected.
1.6.11 Final Examination Questions
(6.j) One of the most practical skills that should be developed in the science classroom is the
ability to create and interpret graphs. Design a series of test questions that requires student
understanding of the following concepts: experimental design, independent variables,
dependent variables and controls. Provide sample answers to your questions, including
graphs etc.
* The graph was obtained from an experiment with the specific amount of a gas. The
temperature T2 is greater than T1. Answer the questions referencing the below graph.
1. In this experiment, when we measured the pressures of the gas as you see the red line,
what did we change? => The volumes of the gas (independent variable)
2. In this experiment, when we measured the pressures of the gas as you see the red line,
what did we keep constant? => The temperature of the gas (control)
3. When you observe the red line, what pattern did you notice? Explain the relationship
between the volume of gas and the pressure? => At constant temperature, the pressure of
the gas is in inverse proportion to the volume of gas.
PV=constant = 80 atm·mL = P’V’
4. When you see the green line, what is the constant except the amount of the gas? => the
pressure of the gas is constant of 2 atm.
5. When you see the green line or compare the red line with the blue line, what pattern did
you notice? => When the pressure of the gas is constant, the volume of the gas is in
proportion to the temperature.
1.6.12 Final Examination Questions