Enhancing Learning with Effective Practical Science 11–16

Description

Enhancing Learning with Effective Practical Science begins with an exploration of the reasons why practical work is often less effective than it could be. It provides 72 full and clear lesson guides for effective practical lessons in biology, chemistry and physics for students aged between 11 and 16. Each lesson guide presents the practical work to be undertaken, the apparatus and materials required and the ideas to be explored. Health and safety issues are also covered. Essential reading for trainee science teachers, and practising teachers looking to enhance their teaching through effective use of practical work, especially if teaching outside their science specialism. Cover Contents Notes on Contributors How to Use This Book, Ian Abrahams and Michael J. Reiss 1 The Role of Practical Work in Science Education, Ian Abrahams and Michael J. Reiss 1.1 Introduction 1.2 Previous studies into the role of practical work 1.3 Five generic aims for the use of practical work 1.4 The role of practical work in enhancing the learning of scientific knowledge 1.5 The role of practical work in motivating students 1.6 The role of practical work in teaching laboratory skills 1.7 The role of practical work in developing scientific attitudes 1.8 The role of practical work in developing insights into and expertise of the scientific method 1.9 Current perspectives on the nature and purpose of practical work 2 Effective Practical Work: ‘Hands on’ and ‘Minds on’, Ian Abrahams and Michael J. Reiss 2.1 The ‘hands on’ and ‘minds on’ model that we advocate 2.2 Using the model in practice 2.3 Pre-training observations 2.4 Post-training findings 2.5 Conclusions and implications for undertaking practical work 3 Biology: Session Guides 11–14, Indira Banner and Mark Winterbottom 3.1 The structure of plant and animal cells 3.2 Investigating the effect of antiseptic on microbial growth 3.3 Effect of exercise on heart rate 3.4 Investigating respiration in plants and animals 3.5 Measuring forces exerted by different muscles 3.6 Investigating the effect of different nerve pathways on reaction times 3.7 Investigating variation within and between species 3.8 Extracting DNA from plant tissue 3.9 Determining the population size of a plant species on the school field 3.10 Investigation into how seeds are dispersed by the wind 3.11 Investigating responses of woodlice usingchoice chambers 3.12 Investigating photosynthesis by the presence or absence of starch in a leaf 4 Biology: Session Guides 15–16, Indira Banner and Mark Winterbottom 4.1 Investigating diffusion and surface area in agar blocks 4.2 Comparing the energy content of foods 4.3 Investigating the factors that promote decay 4.4 Investigating the effect of amylase on starch 4.5 Investigating the structure and function of the breathing system 4.6 Investigating Daphnia heart rate in response to caffeine 4.7 Investigating the presence and absence of light on photosynthesis using algal balls 4.8 Comparing stomatal density on leaves 4.9 Measuring transpiration rates from leaves in different conditions 4.10 Observing turgor and plasmolysis in onion cells 4.11 Root tip preparation and the mitotic index 4.12 Investigating the effects of evolution using a model 5 Chemistry: Session Guides 11–14, Ann Childs and Elaine Wilson 5.1 Separating the colours in black ink 5.2 Which is the most reactive halogen? 5.3 What substances cause hard water? 5.4 What salts are present in sea water? 5.5 What is the most reactive metal? 5.6 The difference between elements, mixtures and compounds 5.7 The extraction of metals from their ores using carbon 5.8 Plants as indicators 5.9 Diffusion of ions in solution – the case of lead(II) iodide 5.10 Using universal indicator to illustrate the process of neutralisation 5.11 Analysis of combustion products when a candle burns 5.12 The thermal decomposition of copper carbonate 6 Chemistry: Session Guides 15–16, Ann Childs and Elaine Wilson 6.1 What ions are present in an unknown ionic solid? 6.2 Transition metal ions as catalysts – which works best? 6.3 Modelling the formation of igneous rocks 6.4 How does the concentration of a reactant affect the rate of reaction? 6.5 How does changing the temperature of a chemical reaction affect its reaction rate? 6.6 Electrolysis of ionic compounds in solution 6.7 Electricity from pairs of metals 6.8 Making an iodine clock or a Landolt Clock 6.9 Cracking hydrocarbons 6.10 Emulsifiers 6.11 Making nylon rope 6.12 Thermometric titration 7 Physics: Session Guides 11–14, James de Winter and Michael Inglis 7.1 Measuring the speed of moving objects 7.2 Motion graphs 7.3 Relationship between force and extension for a helical spring 7.4 Observing the appearance of the Moon over time 7.5 Thermal conduction 7.6 Thermal insulation 7.7 Comparing the energy content of fuels 7.8 The law of reflection 7.9 The law of refraction 7.10 Filters and colours 7.11 Investigating the magnetic field around a bar magnet 7.12 Factors that affect the strength of a simple electromagnet 8 Physics: Session Guides 15–16, James de Winter and Michael Inglis 8.1 Circular motion 8.2 Efficiency and energy transfer 8.3 Personal power 8.4 Specific heat capacity 8.5 The pressure law 8.6 Estimating absolute zero/Charles law 8.7 Critical angle and total internal reflection 8.8 Finding the focal length of a lens and making a telescope 8.9 Potential difference and current characteristics for an Ohmic resistor 8.10 Resistance of a wire 8.11 Electromagnetic induction 8.12 Electrolysis 9 Additional Effective Practical Work, Ian Abrahams and Michael J. Reiss 10 Conclusions, Ian Abrahams and Michael J. Reiss References Index