The UK National Curriculum - Essay Example

Teacher s for UK NC KS2 Sc4-3b (UK National Curriculum Key Stage 2: Sc 4-3b) The UK National Curriculum at Key Stage is designed for primary school pupils aged The knowledge, skills and understanding specified for Science under section 4 (Physical processes), on Light and Sound (3b) requires pupils to be taught “that light cannot pass through some materials, and how this leads to the formation of shadows” to be familiar with the everyday effects of light. The National Curriculum also specifies cross-curricular skills to learn, practice, combine, develop and refine. The skills of enquiry are particularly applicable to science. In addition, communication, working with others, improving own learning and problem solving are relevant. However, within this context and on the topic in question, these notes serve to identify and develop the following two groups of specific skills: (1) Observation (2) Indentifying and controlling variables Other process skills include raising valid questions, and recording and predidting results. What is common in all these skills is that they all deal with processes. Thus, we see that these processes are essential parts of the overall scientific methodology. It is important that students are first aware and secondly can actively participate in these various processes. This will ensure that they have acquired the expertise necessary to engage in the scientific methodology. Practical activity Equipment required to demonstrate the curriculum objective whilst developing the process skills named above: (1) Light source such as a torch or candle (2) Holed cards to form a ray (3) A variety of transparent and opaque objects. For example: transparent: glass, clear plastic, water opaque: stone, ball, book, wooden objects, metal objects, non-transparent plastic objects Environment required: A darkened environment will ensure clarity in observations. Note: If translucent objects are required to show that restricted light can pass through certain objects, tracing paper and frosted glass can be used. Experiment 1: Can light pass through? The different objects will be placed in turn where indicated in the diagram above. The holed cards will ensure that light is directed as a single ray to pass through the object. The students will need to observe the wall to see whether the light ray managed to pass through the object or not. They should come to the conclusion that opaque objects block light so that light cannot pass through it. On the other hand, transparent objects allow light to pass through them because the passage of light is not blocked. Experiment2: Is a shadow formed? Opaque objects will be placed where indicated in the diagram above. The distance of the object from the light source will be varied to study the effect of distance on the size of the shadow. The students will observe the shadow formed on the wall. (1) The skill of observation Observation is what links the observer to the thing being observed, in this case the ray of light or the shadow. The skill is essential because the strength of the observation will lead to accurate results and conclusions. Besides, observation is a critical component of the scientific methodology that precedes results and conclusions. The purpose of the experiment is to show students that light can go through certain objects and not through others. And, that we call the former transparent and the latter opaque. More intelligent students will observe that light passes through air, though they cannot see air. And, they will know why shadows are not seen at night. Hopefully, this focus on observation will make the students recognise the characteristics of transparent and opaque objects and be more observant of shadows. Students may very well have seen shadows before, but through closer observation of the science behind it, they may enjoy playing with shadows, for example by using their hands and making sundials. (2) Identifying and controlling variables The process of observation will most likely be easy for students. Identifying and controlling variables requires more thought. This skill is essential because it makes students aware of the finer points of the experiment i.e. that different results can be obtained if certain changes are made, in other words, that they can control the outcome by making these changes. In these experiments, students should be able to identify the following variables: (1) In experiment 1: The variety of materials used. (2) In experiment 2: The conditions required to form a shadow The physical properties of the object The distance between the object and the light source The angle at which the light is made incident on the object More intelligent students will be quick in observing the variables, demonstrate confidence in controlling them, and be able to make correct predictions of the outcome. Hopefully, this focus on variables will make the students recognise that experiments are designed; that results depend on the condition under which the experiment is conducted and can therefore be controlled. Questioning Questioning students ensures that their minds are engaged in the experiment, that they are aware of what is going on and are actively learning. The following are possible questions that can be posed to test each skill: (1) Testing observation: Can you recognise an opaque from a transparent object (and vice versa)? Do you notice if the ray of light is passing through or not (and how do you know this)? Can you see the shadow on the wall or not? (2) Testing the correct identification of variables: What would happen if… type questions. See what happens to the shadow if you move the object closer/further from the light. Can you tell me what we could do differently? Health and safety issues The general health and safety statement for key stage 2 applies particularly to science because pupils have to work with tools, equipment and materials whilst engaging in practical activities. It mentions for instance that they are taught about and learn to recognise hazards and risks and can take steps to control these as well as manage their environment to ensure health and safety. As far as the practical activities above are concerned, the following hazards and risks are identified: Pupils will be working with a range of objects for testing whether light can pass through them. This includes transparent objects such as glass, which may have sharp edges and can crack if not handled carefully. If a candle is used as the light source, care must be taken as a naked flame is involved, which can lead to a risk of things catching fire. Pupils will need to create a darkened environment for observing shadows. So they must be warned in advance of this, any obstructions must be cleared and they should not need to move around so much to put themselves at risk. Reference: Website of the UK National Curriculum authority (1) Science topic: http://curriculum.qca.org.uk/key-stages-1-and-2/subjects/science/keystage2/sc4-physical-processes/index.aspx (2) Key skills: http://curriculum.qca.org.uk/key-stages-1-and-2/learning-across-the-curriculum/skillsacrossthenationalcurriculum/index.aspx#page2_a (3) Health and safety: http://curriculum.qca.org.uk/key-stages-1-and-2/general-teaching-requirements/index.aspx#page3_a Read More