Teachers Community of Learning Bangalore South Block 3 Science Workshop 2 2014 15

From Karnataka Open Educational Resources
Revision as of 19:03, 2 August 2016 by Rakesh (talk | contribs) (Created page with "=Overview of the science programme= #To build a community of science teachers for building a shared understanding of aims, challenges and methods of science teaching-learning ...")

(diff) ← Older revision | Latest revision (diff) | Newer revision → (diff)
Jump to: navigation, search

Overview of the science programme

  1. To build a community of science teachers for building a shared understanding of aims, challenges and methods of science teaching-learning
  2. To fully activate science labs in the schools; develop the use of experiments as a method of learning science
  3. Integrating technology for setting up experiments/ exploring and investigating
  4. To develop deeper understanding of science and science education amongst the community of teachers

Details of science programme

Block level workshops

Aug 31 - Sep 2
  1. Experimentation as a method of science learning
  2. Exploring paths of conceptual learning in science; assessments in science
  3. Integrating technology
Nov 11-12
  1. Exploring paths of conceptual learning in science
  2. Integrating technology
  3. Designing formative assessments for science

Agenda

Day 1, Aug 31 (Physics)
  1. Session 1 - Challenges in science teaching learning - how to build concepts
    1. Key misconceptions
    2. Examples of how to explain
    3. What role can experimentation/ demo play?
    4. Examples - motion, velocity (take example problems), electromagnetism
  2. Session 2 - Role of experimentation - How to set up an experiment? (Physics)
    1. What are the objectives of experimentation?
    2. How can we set up experiments
    3. Example of a simple pendulum experiment (discuss)
    4. Watch videos of experiments and discuss how this can be used for conducting a lesson

Lunch

  1. Session 3 - Demonstration of experiments(Physics)
    1. Refraction of light
    2. Image formation in lens
    3. Image formation in mirrors
    4. Simple pendulum
    5. Newton's laws
    6. Electromagnetic induction
Day 2, Sep 1 (Chemistry, Biology)
  1. Session 1 - Challenges in science teaching learning - how to build concepts
    1. Key misconceptions
    2. Examples of how to explain: periodic table, chemical bonding, heat and temperature
    3. What role can experimentation/ demo play?
  2. Session 2 - Role of experimentation - How to set up an experiment? (Chemistry)
    1. What are the objectives of experimentation?
    2. How can we set up experiments
    3. Example of an experiment to study double displacement reaction/ hardness of water
    4. Watch videos of experiments and discuss how this can be used for conducting a lesson

Lunch

  1. Session 3 - Demonstration of experiments (Chemistry/ Biology)
    1. Food adulteration
    2. Identification of food groups
    3. Acid-Base test
    4. Chemical Reactions
    5. Electrolytic effect
Day 3, Sep 2 (Physics, Chemistry, Biology)
  1. Session 1 - Reflections on experimentation
    1. Experimentation for inquiry based science teaching
    2. How to take it forward in schools
  2. Session 2
    1. Use of simulations for understanding phenomena/ investigating
    2. Developing lessons; integrating physical experiments and simulations

Lunch

  1. Session 3
    1. Assessments in science - what and how?
    2. Developing Formative Assessments

Work done by Teachers

What do you think will happen? What happened (observation) How it happened? Why it happened? Inference
Chemical reactions of metals

Reaction of sodium with water Magnesium – burning in air (cb sand cnn)

Some may think sodium wont react with water. Some may think it may dessolve. Some may think no changes will happen. Sodium vigorousily moved in water with a hissing noise.

Sodium disappeared gradually with the liberation of gas.

Because sodium reacts with water.
Chemical decomposition

KMnO4 heated ( Shobha GHS Yadiyur Ratna GHS Dommalur)

  1. Some change in reactants.
  2. Smoke will come out
  3. Smell
  1. Unknown gas released.
  2. Gas tested with glowing incense stick burn with flame.
KMnO4 when heated decomposed in to K2MnO4 MnO2 and O2

2KMnO4 ---> K2MnO4+ MnO2 + O2

Diffusion and Osmosis

(Vijayalakshmi and Nishatunnisa)

Colour change

Burning of agarbathi preparation of sweets

Gradually the colour of water changes completely with the substance taken (KMnO4 or ink)

spreading of odour

The particles of KMnO4 or ink moves into the water The particles of agarbathi mixes with air The smell of sweets spreads

Water is colourless, so it takes the colour of ink or KMnO4

It has a strong smell, so it mixes with air and spreads

Inference: Diffusion is a process in which movement of molecules from a region of higher concentration to a region of lower concentration

KMnO4 or ink has higher concentration where as water has lower concentration

The place where the lightened agarbathi kept has high concentration , it mixes with air

Monocot leaf and dicot leaf (cross section)( thilaka mani and Shoba jayaram) Cells of different shapes They observed vascular bundles and their arrangement As the vascular bundles are arranged circularly in dicot and scattered in monocot
Confirmatory test for starch

(GHS Gottigere)

Change in colour Change in colour due to chemical reaction Change in chemical composition