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ASSIGNMENT SOLUTIONS GUIDE (2014-2015)

E.S.-341
Teaching of Science
Disclaimer/Special Note: These are just the sample of the Answers/Solutions to some of the Questions given in the
Assignments. These Sample Answers/Solutions are prepared by Private Teacher/Tutors/Auhtors for the help and Guidance
of the student to get an idea of how he/she can answer the Questions of the Assignments. We do not claim 100% Accuracy
of these sample Answers as these are based on the knowledge and cabability of Private Teacher/Tutor. Sample answers
may be seen as the Guide/Help Book for the reference to prepare the answers of the Question given in the assignment. As
these solutions and answers are prepared by the private teacher/tutor so the chances of error or mistake cannot be denied.
Any Omission or Error is highly regretted though every care has been taken while preparing these Sample Answers/
Solutions. Please consult your own Teacher/Tutor before you prepare a Particular Answer & for uptodate and exact
information, data and solution. Student should must read and refer the official study material provided by the university.

Q. 1. Discuss the nature science as a process and products.

Ans. Scientists share certain basic beliefs and attitudes about what they do and how they view their work. These
have to do with the nature of the world and what can be learned about it.
The World is Understandable: Science presumes that the things and events in the universe occur in consistent
patterns that are comprehensible through careful, systematic study. Scientists believe that through the use of the
intellect, and with the aid of instruments that extend the senses, people can discover patterns in all of nature.
Science also assumes that the universe is, as its name implies, a vast single system in which the basic rules are
everywhere the same. Knowledge gained from studying one part of the universe is applicable to other parts. For
instance, the same principles of motion and gravitation that explain the motion of falling objects on the surface of the
earth also explain the motion of the moon and the planets. With some modifications over the years, the same principles
of motion have applied to other forces-and to the motion of everything, from the smallest nuclear particles to the
most massive stars, from sailboats to space vehicles, from bullets to light rays.
Scientific Ideas are Subject to Change: Science is a process for producing knowledge. The process depends
both on making careful observations of phenomena and on inventing theories for making sense out of those
observations. Change in knowledge is inevitable because new observations may challenge prevailing theories. No
matter how well one theory explains a set of observations, it is possible that another theory may fit just as well or
better, or may fit a still wider range of observations. In science, the testing and improving and occasional discarding
of theories, whether new or old, go on all the time. Scientists assume that even if there is no way to secure complete
and absolute truth, increasingly accurate approximations can be made to account for the world and how it works.
Scientific Knowledge is Durable: Although scientists reject the notion of attaining absolute truth and accept
some uncertainty as part of nature, most scientific knowledge is durable. The modification of ideas, rather than their
outright rejection, is the norm in science, as powerful constructs tend to survive and grow more precise and to
become widely accepted. For example, in formulating the theory of relativity, Albert Einstein did not discard the
Newtonian laws of motion but rather showed them to be only an approximation of limited application within a more
general concept. (The National Aeronautics and Space Administration uses Newtonian mechanics, for instance, in
calculating satellite trajectories.) Moreover, the growing ability of scientists to make accurate predictions about
natural phenomena provides convincing evidence that we really are gaining in our understanding of how the world
works. Continuity and stability are as characteristic of science as change is, and confidence is as prevalent as
tentativeness.
Q. 2. Explain the concept, advantages and limitation of Project method for teaching science.
Ans. Project is a purposeful activity which could be imparted to fulfil the requirement of the chosen project. The
examples are:

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(i) Developing solar-cooker-cum-solar-power generator.

(ii) Improving bullock cart.
(iii) Working model of the solar system.
Steps of Project Method
(i) Providing a situation.
(ii) Choosing and proposing.
(iii) Execution.
(iv) Recording.
(v) Discussion and evaluation.
A project which involves activities to discover something that is not known to students is known as investigatory
project.
Merits of the Project Method
(i) Project method creates interest in science.
(ii) This method develops understanding of various scientific concepts and generali-zations.
(iii) It develops self-confidence, cooperation, leadership and emotional stability.
(iv) This method promotes curiosity and develops scientific temper, interest and appreciation.
(v) Project method develops abstract and concrete scientific skills.
(vi) It develops scientific hobbies for the right use of leisure time later on in life.
Demerits of the Project Method
(i) Project method is the most difficult method for the teacher, if s/he is not trained to use this method. It
requires more planning and effort of execution.
(ii) This method requires more materials and equipment.
(iii) Project method is very time-consuming.
(iv) It needs proper coordination as different groups of students will be working on different projects.
(v) In project method the teacher may face lot of difficulties in large classes.
To work on a project the following steps should be performed:
(1) Select a problem in cosulation with your collegues and formulate the hypotheses.
(2) You must chalk out a plan of actions for testing the hypotheses. Such as:
(i) The type of equipments to use to perform expriments.
(ii) To consult the compentent people of the field you have selected to investigate e.g. scientist, teachers,
technicians, doctors etc.
(iii) To identfy clearly.
(a) dependent and independent varibales.
(b) direct and indirect control.
(c) control and experimental groups.
(d) criteria of experimental designingvalidity of the experiment, reliability of the test and adequacy of the
experiments.
(iv) To do the experiments and record the observations and reading on tables or graphs.
(3) To process the information from the recorded data, you must be aware of different techniques. On using a
proper method, you can get a best conclusion.
Q. 3. As a science teacher, you must have realised the importance of science laboratory. Draw a lay out of
your school science laboratory and suggest improvement.
Ans. Science Cannot Provide Complete Answers to All Questions
There are many matters that cannot usefully be examined in a scientific way. There are, for instance, beliefs thatby their very nature-cannot be proved or disproved (such as the existence of supernatural powers and beings, or the
true purposes of life). In other cases, a scientific approach that may be valid is likely to be rejected as irrelevant by
people who hold to certain beliefs (such as in miracles, fortune-telling, astrology, and superstition). Nor do scientists
have the means to settle issues concerning good and evil, although they can sometimes contribute to the discussion
of such issues by identifying the likely consequences of particular actions, which may be helpful in weighing
alternatives.

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In general, the nature of science refers to key principles and ideas which provide a description of science as a
way of knowing, as well as characteristics of scientific knowledge. Many of these intrinsic ideas are lost in the
everyday aspects of a science classroom, resulting in students learning skewed notions about how science is conducted.
What are the main ideas regarding the nature of science?
1. Scientific knowledge is tentative: Although scientific knowledge is supported by a wealth of data from
repeated trials, it is not considered the final word. Scientific knowledge is at the same time stable and malleable.
Scientists continually test and challenge previous assumptions and findings. After all, science is a human endeavor,
and we know human perspective is limited and fallible. This idea of fundamental uncertainty is vital to scientific
studies and is the basis of great scientific discoveries.
2. Nature of facts/hypotheses/theories: Some key words in science are often misinterpreted.
Facts: Students often think of the pieces of scientific knowledge they learn as facts. As mentioned in the last
section, we should not refer to scientific knowledge as fact, because that would tend to perpetuate the idea that
scientific knowledge is inalterable. Scientific facts are observable phenomenon in a particular situation. Dinosaurs
were cold-blooded is not a scientific fact, because this phenomenon cannot be observed. The caterpillar is 2.6 cm
in length is an example of a fact, because the phenomenon was observed in a particular situation.
Hypotheses: If you ask a student to tell you what a hypothesis is, you will likely receive the following response:
A hypothesis is an educated guess. Although a hypothesis is partly a guess in the sense that it is an idea, this
inevitable definition is not adequate. A hypothesis is a statement, based on previous observations, that can be tested
scientifically. The idea that a scientific hypothesis must be testable often eludes students.
Theories: In the colloquial, theories are often ideas that have not been validated. In science, a theory has a much
stronger meaning. Scientific theories are broadly based concepts that make sense of a large body of observations and
experimentation. Because theories successfully tie together such a huge amount of information, they are among the
most important ideas in science.
3. Scientific methods: In the first chapter of most science textbooks, there will be a section laying out the
scientific method, a step-by-step process that apparently must be followed in order to conduct scientific studies.
The danger in this approach is not only that learning the scientific method is a bummer to students, but that it is also
quite restrictive in its scope. Scientists usually do not walk through the method sequentially. They often bounce
around, perhaps forming a new hypothesis during experimentation. Studies in which no experimentation is performed
are also valid scientific studies, but do not follow the scientific method. For example: Jane Goodall observed the
behavior of the apes in Africa and did not experiment on them, yet her research is still considered science. This
butterfly study is a good example of an observational study which does not follow the scientific method, yet students
record scientific data and create scientific conclusions.
4. Observations and inferences: It is important for students to understand the difference between observation
and inference. However, this knowledge in itself is not enough. Students should also learn to make good observations
and inferences, and understand the role that observations and inferences play in the development of scientific
knowledge.
Observations: When we describe an environment based on our five senses, it is called an observation. For
example, Upon magnification, the painted lady eggs appear bluish and barrel-shaped. Observations are direct
enough that most would make the same observation in the same situation.

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