Instructor: Winston Massam
Course Title: Special Topics in Teaching Science
EDUC 490 – Introduction – Course Information
Weekly readings
Week 1
Week 01- Potential strategies for creating relevance in your class
Week 01 – Effective teaching
Week 01 – Translating relevance of science
Week 01 – Why should we teach science
Week 2
Week 02 – Ways to Integrate Curriculum
Week 02 – Curricular Connections
Week 3
Week 03 – Contextual Factors in Teaching and Learning
Week 03 – Teaching Large Classes
Week 03- Arguments for making Large Classes Seem Small
Week 03- Contextual Factors of the Classroom -2
Week 03 – Contextual Factors-AdaptationSuggestions
Week 4
Week 04 – Fifteen importance characteristics and qualities of a good text
Week 6
Week 06 – What are the benefits of hands-on activities
Week 8
Week 08 – Teaching problem solving skills
Week 08 – Dogru 2008 – Prolem solving
Week 9
Week 09 – Classroom assessment in science
Week 10
Week 10 – Reflective teaching
Week 10 – Critical_Reflection_on_Teaching_and_Learning
ACTIVITY 1
Dear students,
Now we are good to go.
This week we have four readings (Week 1 readings). Given that we are beginning our course in the mid of the week, I would like you to concentrate on handout no. 1 and no. 2, and respond to activity 1 in summary. Read the two handouts thoroughly, select a topic, subtopic, or a concept, and summarize how you are going to teach it in a manner in a manner that students will appreciate its relevance and use to their everyday lives. For instance a concept of Separation of mixtures in chemistry or a topic on magnetism in physics. I prefer this activity to be done in a group of two or three.
Your summary should include/attempt to respond to but not limited to the seven “strategies for creating relevance in your class” mentioned in handout no. 2.
In responding to this activity, these are some of the hints:
• State the learning objectives you will set
• How are you going to demonstrate relevance to students’ academic lives or professional lives
• Or how are you going to connect the topic/concept or idea to students’ real-world
• Which strategies/techniques are you going to use in order to tap into their motivation and interest to learn science through the topic/concept or idea? (and so on…)
TOPIC:SEPARATION OF MIXTURES
SUBTOPIC:separation of potassium nitrate from its solution
OBJECTIVES: To obtain crystals of potassium nitrate from its solution
To identify potassium nitrate crystals on cooling
procedure
1.Add about 5g of powdered potassium nitrate to 10cm3 of water in a boiling tube.heat the solution until all the solid dissolves.
2.Allow the solution to cool.
3.record your observation
Introduction
crystallization- is the process of formation of crystals from a solution.
Discussion
potassium nitrate dissolves in hot water, on cooling solid forms, crystals formed are different shapes some are flat others are needle like shapes.
Conclusion
the skill of measuring 5g of kno3 shows how subjects and courses are interdependent hence mathematics and chemistry are interlinked which enables you develop careers, for instance, medicine, nutrition, physician as well as extraction of metals from the ground.
Application
1.extraction salts from oceans
2. proper planing and in advance preparation of activities
3.Health improvement by heating water to kill micro-organisms to avoid water born diseases such as cholera, typhoid and bilhazia.
4. Recipe preparation to obtain correct balance diet
5. Students to avoid excess heating when cooking foods to prevent evaporation of minerals and vitamins.
I think the application should come first then conclusion. once you conclude an idea or a concept then that means the end of everything.That is opinion otherwise good work Abdimahat. It is wonderful
Well done Yusuph.
The objective and what you wanted your students to apply after the lesson is also clear. However, I wanted you instead of writing a lesson plan, tell us what you would do and what would your students do to appreciate the relevance of the idea or the concept you presented to them to their everyday lives. Good work.
AHMED BARE SHURIYE UBC STUDENT NO: 92966143
FEISAL MOHAMED MUKTAR UBC STUDENT NO:
ACTIVITY ONE
TOPIC: CLASSIFICANTION OF ORGANISMS
SUB-TOPIC: ISOLATION OF FUNGUS SPECIES- Rhizopus from bread and pawpaw moulds
OBJECTIVES
By the end of the lesson the learner must be able to:
1. Identify fungal species from the bread mould and pawpaw mould fruits
2. Make slide preparation of the specimen
3. Use accurate and efficiently observe the specimen under microscope
4. Draw a well labeled diagram of the specimen being observed
MATERIALS
Bread mould, pawpaw mould, slide, cover slip, stains, mounting needle, microscope, hand lens and dropper.
METHODOLOGY
PROCEDURE;
I. Add a drop of stain first on a glass slide with a dropper
II. Extract a small portion of fungal species provided with a mounting needle and transfer onto a glass slide with lactophenol stain
III. Put cover slip carefully on top on the preparation avoiding air bubbles
IV. Observe the preparation under 10x and 40x magnification
V. Draw a well labeled diagram of the specimen observed
APPLICATION
It is through science that helps us to understand ourselves and our environment better. We maintain personal hygiene and protect ourselves from attack various disease causing microorganisms including fungi. The study of biology as a science forms an important background for us to undertake careers such as agriculture, human medicine, animal medicine, nutrition, food technology e.t.c. From here you can understand how learning science has greatly contributed to our lifes.
However, fungi have economic importance our life as human being as well as plants. We us fungi as food, production of medicine such as antibiotics, and in the production of synthetic hormones. Plants too, absorb nutrients decomposed by fungi. Fungi decompose organic matters and enhance soil fertility.
Ahmed and Feisal,
It was a nice choice of a lesson. However, we would like to here more about what exactly would you and your students do to make this lesson more interesting, relevant and attractive to students. Was this a demonstration, what would you do and what would your students do? What kind of questions would you or your students raise in order to attract a discussion about relevance of the topic to students’ everyday lives?
In the application stage, I would rather go for you telling us about the application rather that note taking from text book.
Hi everybody, after Shuiriye and I tied our heads together and discussed first week’s activity, that is what we thought is worth posting and you can go through it. Any comments, suggestions adds and inputs are highly welcomed and appreciated.
Thanks
Abdimahat, shurie and feisal, this is good work, your applications are worthwhile but is it possible that you incorporate everything in the relevance strategies mentioned in handout 2 than incorporating the strategies in the lesson .
Hi shurie and feisal nice work, to shurie my aim was to develop the lesson in the best way i can to make it relevant to my students, there was technical error i couldnt manage to rectify issues of lesson format.
UNIVERSITY OF BRITISH COLUMBIA
SAHAL AHMED BASHIR
STUDENT NO 92958140
EDUC 1490: SPECIAL TOPICS IN TEACHING SCIENCE
TOPIC: WHAT HAPPENED WHEN HYDROGEN GAS IS PASSED OVER HEATED COPPER(11) OXIDE
Physical materials that i used as a teaching aid.
1. Bunsen burner ( source of heat ).
2. Boiling tube
3. Delivering tube
4. Stand
5. Porcelain boat for holding copper(ii)oxide
Class objectives/goals.
By the end of the lesson, the student should;
a) Identify the color of copper(ii)oxide and that of copper metal.
b) Understand the concept of reactivity series of elements.
c) Clearly observe color changes of elements and compounds.
d) Name the oxidizing and reducing agents
e) Define the terms oxidation and reduction
INTRODUCTION
In our last lesson, We had learnt how elements do compete for combined oxygen and concluded that elements do compete for combined oxygen in relation to their reactivity series. The higher reactive elements do react with oxygen that is already combined with least reactive elements. for instance, when zinc metal react with copper (11) oxide, it oxidizes itself and reduce copper(ii)oxide to copper metal. This means that zinc is more reactive than copper and react with oxygen that is already combined with copper. The same applies to our lesson today that when hydrogen is passed over heated copper(ii)oxide, it reduces to copper metal and itself oxidized to water.this is also true in redox reactions which involves transfer of electrons from reducing agent to oxidising agent
I would have wanted my students to understand how do elements compete for combined oxygen. I chose this topic because it?s an interesting to the learners and really captures the learners attention. This is because when a higher reactive element(metal) reacts with an oxide of a lower reactive metal, then the compound of least reactive metal is reduce to a metal and the color changes. For instance, when hydrogen is passed over heated copper(ii)oxide which is black, hydrogen reduce to it to copper metal and oxidized itself to water.
Copper(ii)oxide +hydrogen ___________ copper + water
(black) (red-brown)
I asked the students to state elements and compounds that behave in the same way and they stated lead and iron. I as well help them by involving them during the reaction. Students have also noted the color changes. The color changes from black to red-brown and this shows that copper(ii)oxide was reduced to copper metal which is red brown in color.
In the above reaction, hydrogen reduce copper(ii)oxide to copper metal and this shows that hydrogen is a reducing agent while copper(ii)oxide oxidized hydrogen to water and thus copper(ii)oxide is a oxidizing agent.
Oxidation is the addition of oxygen to a compound or to elements while reduction is the removal of oxygen from a compound. Students were very much interesting in this concept of competing the combined oxygen and how physical properties of compounds and elements changes. The resources I had used was the copper(ii)oxide, hydrogen gas and anhydrous calcium chloride. I used CaCl2 to test for presence of water. I would have planned my lesson differently, if my students were of different age and abilities to suit for their level of concept comprehension. The students have comprehend the concept well because they answered all the questions I asked with total confidence.
APPLICATION
a) extraction of reactive elements
b) electroplating
c) galvanizing
d)purification of metals
Bashir,
This sounds nice.
So did you allow your students to give more examples related to oxidation and reduction from their everyday experiences, beside the ones you mentioned? What was the reaction? I assume this is a lesson you taught to your students sometimes ago.
Well done Bashir.
TOPIC AIR AND COMBUSTION
SUBTOPIC COMPOSITION OF AIR.
Ahmed Omar Ibrahim
student no:92941146
topic:separation of mixtures
sub- topic:how can a mixture of sodium chloride and iodine be separated?
Requirement
1:glass beaker
2:spatula
3:tripod stand
4:mixture
5:source of heat
objective
1: the learners should describe the appearance of the mixture
2: what is observed inside the beaker as heating continues
3: should state the colour of the solid in the beaker
procedures
1:place a spatula full of the mixture in 100 ml glass beaker
2:heat the beaker gentle until there is no further change
3: examine the solid being left out
disscussion
the mixture contains white and shiny black crystals, as the beaker is heated, apurple vapour is observed.on cooling, the purple vapour forms shiny black crystal on the surface white crystals remains in the beaker.
the shiny black crystals sre iodine crystals the white crystals are sodium chloride
it is separated in aprocess called sublimation
sublimation is the process where substance change directly to vapour when heated
Ahmed,
This is a nice topic to create relevance of science in class. Please state your objectives clearly so they may help you to plan out your lesson. Having demonstrated this, emphasize on the application of this concept at homes, the (the concept of separation of mixtures). Include such processes as hand picking, winnowing, recantation, sieving, filtering, and so on. Don’t you think this would draw your students’ attention, interest and motivation??
TOPIC .AIR AND COMBUSTION.
SUB TOPIC COMPOSITION OF AIR.
OBJECTIVES.
-state the composition of air.
-determine experimentally the percentage of air that supports combustion.
-define combustion.
-state how different gases separated using fractional distillation process.
MATERIALS IN THE EXPERIMENT.
1.a trough
2.small candle.
3.acork.
4.gas jar.
5.sodium hydroxide solution.
6.match box.
PROCEDURES.
-put a dilute sodiumhydroxide solution in the trough.
-placd a small candle on a cork and float the solution and cover it with a gas jar.
-remove the gas jar and light the candle.
-gently cover the burning candle with gas jar and mark on the gas jar the level of the solution.
-After the candle goes off measure the height of the air column.
-measure the the final level of the solution once more.
-record all the observation.
CONCLUSION/APPLICATION.
-dilute sodium hydroxide solution is preferably used to absorb carbondioxide gas that was initially in the gas jar and the one that produced during combudtion.
-Fractional distillation method is used in separation of various gas mixtures in some industries.
-among several gases ,only oxygen supports combustion.
-combustion is aprocess by which substances burn with oxygen in the production of heat.
Abdullahi,
This is a nicely prepared lesson. The only thing that it misses is that you didn’t tell us how are you going to create relevance to students’ real life. I mean, tell us the actual engagement in class that will create relevance and draw students’ attention and interest to learn science.
NAMES: SAID HIRSI ALI
TOPIC: AIR AND COMPUSTION
SUB-TOPIC: RUSTING.
OBJECTIVES INCLUDE:
1. Understanding how rusting is formed.
2. Listing conditions necessary 22 for rusting to occur.
3. able to understand how to prevent Rusting.
INTRODUCTION.
In our last lesson i remember we have discussed the mixtures of Air and i have mention that oxygen is the most active part of the air .
who can try to mention all the mixtures of Air and their occupying percentage?
i gave the students chance to free discuss the question asked considering all the ideas of the students.
Ok now we are going to our Topic of today and it’s about “Rusting”.
Is there anyone who has an idea of what Rusting is ? this question will help bringing the students attention back to this less then i will given the sometime to respond.
Showing the students two iron nails when with a rust and another new one then I asked the students to show me the difference? one of them has a brown coating on its surface while the other one has no brown coating on its surface.
Make sure u have to know that the nail that has a brown coating is what we called RUSTING, that nail has Rusted.
Rusting can be explained as a corrosion of Iron due to its reaction with atmospheric oxygen and moisture. Rust forms a brown coating on the surface of iron material, and once object starts to Rust the process continue until the object is completely destroyed.
CONDITIONS NECESSARY FOR RUSTING TO OCCUR
This are Five boiling tubes 1,2,3,and 4 respectively.
tube 1; contains tap water and 2 nails.
tube 2 : contains 2 nails with boiled tube and oil.
tube 3 : contains 2 nails with salty water.
tube 4: contains 2 nails only.
after some time like three days it’s found that tube one will rust because the presence of both water and oxygen.
In tube 2 rusting will not take place because boiled water doesn’t contain oxygen because dissolved gases were expelled to the atmosphere and the oil covering will prevent re-entry of air hence this process will lack oxygen.
Rusting was more intense in tube 3 due to the presence of dissolved sodium chloride.
In tube Rusting will take place but in smaller extent because of the presence of some moisture in the air.
According to this experiment it shows that the presence of water and oxygen are thus necessary for Iron to rust.
when you go back to home today observe all the environment around you, notice if you can see an iron which has Rusted, does any one of you saw a vehicle which has stopped working for some time, what did you see?
Rusting is more expensive because it destroys working machines, equipments and roofs made up of iron.
CONCLUSION.
Remember PREVENTION of Rusting is very important and this are some of the ways that can prevent Rusting to occur:
1. Painting e.g. Cars, roofs , marine vessels and others
2. Oiling and greasing: this method is mostly used in moving engine parts where other methods cannot be used due to friction.
3. Coating with other metals, this can be done through galvanization and electroplating.
4. Alloying: this can be done through mixing iron with one or more metals to produce a substance which don’t rust. This process is used to produce mobile screen touches.
5. Sacrificial protection: In this arrangement, a more reactive such as zinc or magnesium is attached to iron structure; the more reactive metal will corrode instead of the iron. This kind of method is applied in ships, water and oil pipes.
I did accidentaly some spelling and grammertical errors when i was writting hope u can udestand when reading my comments. Thanks ur ideas are very important. Please contribute
Said,
Very well done. This is what I wanted you guys to think about and tell us. One little thing…At the conclusion stage, it would be good if it is your students who mentioned the applications you outlined.
Good work Said.
Hi. guys, This is very good work, i really appreciated your in depth knowledge in science,
Con grants to the following student teachers: MW. shuirie, class rep Feisal, Host community Sahal and Mohamed Omar as well as Ahmed Husein and finally Said Hirsi.
UNIVERSITY OF BRITISH COLUMBIA
EDUC 490: Special Topics In Science.
Names: MOHAMUD SAID HARUN
STUDENT NO: 92944140
YUNIS ALI SHEGOW
STUDENT NO: 92967141
TOPIC: SEPERATION OF MIXTURES.
SUBTOPIC: SEPERATION OF SALT, SAWDUST AND IRON.
Objectives:
By the end of the lesson the student should be able to:
1. Seperate the three constituent materials in the same amount that went into mixture.
2. Practice important seperation technique to isolate three components.
MATERIALS needed
• Salt, Sawdust and iron mixture.
• Magnet
• Beaker filled with water
• Spoon
• Small heat source
PROCEDURE
Step one
Use the magnet to pick up all the iron. Iron is the only magnetic substance in the mix, so the magnet will seperate out only the iron. The remaining mixture should have only sawdust and salt.
Step two
Dump the mixture into a beaker or other container filled with water and wait. The salt will dissolve into the water, while the sawdust will float on top .
Step three
Using a spoon or similar tool, scoop up the sawdust from the surface of the water. Now the only substance in the water of the original three is the salt.
Step four
Heat the water to boil and wait for it all to boil away. Only the salt will remain in the beaker, becouse its melting point is higher than that of water. Now all three substances are seperate.
Warning
Becareful using the heater. The heat source and boiling water may burn you.
Application
Separating a mixture by physical means has many important applications. For example, if a toxic chemical is spilled into a reservoir the EPA must have a means of extracting it so that the water is safe to drink again.
Evaporation can be used to obtain some pure salt from salty water while a magnet can be used to separate iron from salt.
Good lesson Harun,
Just make sure it is students who give out the examples of various mixtures and explain how those mixtures could be separated. And these should be coming from their real life experiences. The essence here was to try to think how you and your students would create relevance of science in the course of learning.
Well done.
ACTIVITY 2 – Due by Friday 9th October.
Dear students,
Like last week, this week’s activity is in your course outline (Class 2 – Activity 2). Read the two Class 2 handouts (1. Curriculum connections and, 2. Ways to integrate curriculum) before you attempt to do the activity.
The activity is simplified here-under:
Activity2: Navigate through the two syllabi of your subject specialization. Identify areas of conceptual connections between or within the three science subjects. Do you think it is important to illuminate these conceptual connections as we teach? How can this be organized? What roles do you think this has in science learning?
In other words, do the following:
1. Tell us what topics or concepts connect between the two subjects or within a subject – For example:
Within subject connection – The topic of Magnetism and Electromagnets in physics OR the topic on Types of reaction versus the topic on Elements, Mixtures and Compounds.
2. Tell us how/why are these topics or concepts connected – For example:
You cannot teach the concept of electromagnetism before you teach about properties of magnets. OR for students to be able to understand various types of chemical reactions, they need to learn about compounds, how are they formed, types of compounds etc. etc. before they learn how different compounds combine together to form other compounds, hence, chemical reactions and types of reactions.
3. Comment on whether it is important to let your students know about these conceptual connections during teaching.
NAME:FEISAL HUSSEIN FARAH
UBC NO:92959148
NAME:ABDI OMAR MOHAMUD
UBC NO:92987143
ACTIVITY 1
TOPIC:EFFECT OF ELECTRIC CURRENT ON SUBSTANCE
SUB-TOPIC:ELECTROLYSIS
OBJECTIVES
By the end of the chapter the learner should be able to:
(a)Define the term conducters,Non-conductors,Electrolyte,Non-electrolyte,current and electrode
(b)differentiate electrolyte from conductors in terms of the particles they contain
(c)explain the process of electrolysis and define the term anode and cathode
(d)state the products of electrolysis of binary compounds
(e)state some applications of electrolysis
INTRODUCTION
In our previous lesson we have learnt electrical conductivity of substances in molten and aqueous states where we have clearly stated the arrangement of apparatus used to investigate the electrical conductivity of molten and aqueous substances.we mentioned the two solid conductors named electrodes,the anode and the cathode,we as well mentioned some of the substance that conduct electricity in molten and aqueous states .I hope you remember why” Graphite rodes” are frequently used as electrodes .
Students today in this sub-topic ” Electrolysis”,the effect of an electric current on substances in the molten state will be investigated.anyone who can tell as what Electrolysis is?any attempt from the students are welcomed.this question brings back the students attention to this topic.
WHAT PRODUCTS ARE FORMED WHEN AN ELECTRIC CURRENT IS PASSED THROUGH MOLTEN LEAD(11)BROMIDE
Materials required
I. Graphite electrodes
II. Pipe-clay triangle
III. Cruicible
IV. Asource of heat
V. Wire and bulb
PROCEDURE
a. Fill the crucible upto athird with lead(11)bromide
b. Dip the two electrode
c. Connect the two electrode with the wire at the anode and cathode
d. Connect abulb
e. Close the switch and heat lead(11)bromide until it melts
f. Record the observation
OBSERVATION
Ared vapour of bromine gas and agray beads of lead metal are formed at the anode and cathode respectively as the result of decomposition of lead(11)bromide by the electric current.i have made the students alittle pit familiar with the term electrolyte by showing them substance i.e lead(11)bromide practically which when dissolved with water conducts an electric current and gets decomposed in it,hence the lerm electrolyte. And the process of decomposing an electrolyte by passing an electric current through it is colled Electrolysis.
ELECTROLYSIS HAS SO MANY APPLICATION
They are applied in such processes as:
i. Extraction of metals such as sodium,magnesium and aluminium by electrolysis of their molten compounds.
ii. Purification of metals.
iii. Electroplating of metals such as iron to improve their appearance and prevent corrosion
iv. manufacture
of pure chemicals such as hydrogen gas,chlorine gas and sodium hydroxide.
Feisal and Mohamud,
This lesson sounds good. What did you expect your students to say when you asked them what is electrolysis? and perhaps an electrolyte? In the end, at the application stage, make sure it is students coming out with examples and not you mentioning the application of what they have learned.
Good work.
NAME: DOW MOHAMED IBRAHIM stdt no: 92950147
MOHAMED ABDI SHEIKH stdt no: 93008143
TOPIC: MEASUREMENT
SUB-TOPIC: ESTIMATION OF VOLUMES OF IRREGULAR OBJECTS
Goal: To teach the learners how to measure the volume of irregular objects
Methodology: lecture, discussion, experiment, observation, questions and answers.
Task: measure the volume of a stone whose shape is irregular.
REQUIREMENTS: a stone, a piece of thread 40cm long, Eureka can, basin, measuring cylinder, beaker, water.
EXPERIMENT: Procedure
Following the procedure below carry out the experiment below and estimate the volume of the stone.
1. Place the Eureka can in the basin
2. Using the beaker fill the Eureka can carefully with water to the brim ensuring no water spills into the basin
3.Using one end of the thread, tie the stone to the thread.
4. Holding the tip of the other end of the thread, lower it into the Eureka can with water until it settles down to the bottom and wait until the overflow of the water stops.
5. Transfer the water in the basin to a beaker and then into the measuring cylinder and note the volume of the water.
DISCUSSION
The volume of irregular objects can be estimated by use of the above experiment unlike the objects with regular shapes whose volume can be calculated by use of their formula for finding their volumes. For example, volume of a cuboid is given by l*w*h.
Therefore, the volume of the stone in the above experiment equals to the amount of water displaced when the stone is immersed into the water.
Study question: using a padlock (instead of the stone in the above experiment), estimate the volume of the padlock?
Interesting lesson Adow and Mohamed.
Where else do you think your students would apply this knowledge…of measuring the volume of irregular bodies? Make sure you let your students think about this (guide them) so that they come up with real examples.
SALAT ABDI MSULWA
STUDENT NUMBER 92957142
ACTIVITY ONE
TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES
SUB-TOPIC: SEPARATION OF COLOURED SUBSTANCES
Normally occurring substances may contain several pigments ( colours ). For example green grass has several pigments.
CLASS ACTIVITY: HOW CAN A MIXTURE OF PIGMENTS BE SEPARATED?
OBJECTIVES: By the end of the lesson the learner should be able to
1. Identify naturally occurring substances that contain several pigments or colours
2. Separate a mixture of pigments from substances.
3. Apply the knowledge to real life situation.
MATEREALS/REQUIREMENTS: green leaves or grass, mortar, pestle, propanone, beaker, filter paper, a dropper.
PROCEDURES
-Crush some green leaves or grass in a mortar using a pestle.
-Add propanone as you continue crushing the leaves .
-Decant the extract into a beaker by placing a filter paper on top of an empty beaker.
-Using a dropper place one drop of the extract at the center of the filter paper and allo it to spread as far as possible.
-Add a second and third drop at the same spot. Each time allow the extract to spread as far as possible.
-Once the spot of the extract has stopped spreading , add the solvent drop – wise each time allowing the solvent to spread.
-Continue adding the solvent until it spreads out close to the edge of the filter paper.
-Draw the diagram of the filter paper showing the results obtained.
DISCUSSION
The colouring matter in green leaves is composed of different substances.
The propanone is used to dissolve the colouring matter.
Each coloured substance has a different solubility in propanone and a different extent of adsorption on the filter paper (adsorbent material).
As the propanone spreads the pigments which are more soluble and less adsorbed are carried furthest while the less soluble and more adsorbed are left behind as a resultseparation takes place.
The furthest point where the solvent reaches on the adsorbent material is called the solvent front .
This method of separation is called chromatography
Chroma means colour and chromatology is the study of colours.
The coloured matter in leaves separates into two distinct pigments; a green colour due to a substance called chlorophyll and a yellow colour due to xanthophylls.
The dry filter paper showing the separated pigments is called chromatogram.
Xanthophyll is more soluble and less adsorbed.
Chromatography can be used to determine the presence of a substance in a mixture by comparing it with a pure substance.
The suspect mixture is placed on an adsorbent medium alongside the pure substance on the same baseline .
The paper strip is then placed in a beaker containing a solvent.
The solvent is allowed to ascend to the top (solvent front) and the paper is then removed and allowed to dry. The position of the spots from the mixture and the pure substance are noted and compared.
If any of the spots in the mixture moves the same distance as the spot in the pure substance , then the mixture contains the pure substance as one of the components.
This procedure is known as ascending paper chromatography.
APPLICATIONS
1. In sports is used to identify banned substances, for examples steroids in urine or in blood samples.
2. In pharmceutical industry, to test purity of drugs.
3. In food industry , to identify contaminants in foods and drinks.
4. In the cosmetic industry, to identify harmful substances.
NB: In groups of four you arrange the students to do the above activity and ask the to present their findings infront of the class and compare their results and come up with the best conclusion.
Well done Salat!
I like the way you organize the lesson.
Don’t forget to let your students think about the application, rather that you telling them about this.
Good job.
ACTIVITY ONE
NAME: MOHAMED ABDI AHMED
UBC NO. 92945147
NAME: MOHAMED ABDI ALI
UBC NO. 93013143
NAME: HUSSEIN ABDULLAHI ISSACK
UBC NO. 92984146
TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES.
SUB-TOPIC: EXTRACTION OF OIL FROM GROUNDNUTS.
OBJUCTIVES
By the end of the sesson the learner should be able to:
i) Identfy the use of propanone in this experiment.
ii) Why water was not used as a solvent in the extraction of oil
iii) Name the process of oil extraction.
REQUIREMENT
– Groundnuts of 20g
– Motar and pestle
– Propanone
– Filter paper
PROCEDURE
-Crush 20g of groundnuts using motar and pestle
– Add propanone little at a time.
– Decant the solution in evaporating bassin.
– Leave the solution in the sun light for some time
– Put a drope of the residual liquid on a filter paper and hold it againest the sun light
DISCUSSION
The groundnuts are frist crushed to increase the surface area in contact with the solvent and added pronone wich is a suitable solvent. water is not used as a solvent because it does not disolve in oil.
Ones the oil has disolved in the propanon the solution is left in the sun for the solvent ( propanone) to evaporate since propanone has low boiling point then oil.
A pure oil leaves a permanent translucent patch on filter paper when it’s hold aginest light.
APPLICATIONS
1-Extraction of oil from groundnuts and seeds.
2-Extraction of natural dyes from plants.
3-Exraction of some herbal medicine from plants.
Mohamed and Hussein,
It is a nicely outlined lesson.
Please check to see if objectives i and ii are realistic. Then narrate to us what will happen in class to create relevance and tap to students’ motivation and interest to learn science.
Topic: air
sub-topic: oxygen support burning
objectives: by the end of lesson the student should be able to:
Demonstrate how oxygen support burning.
Carry out the experiment
state uses of oxygen
Requirements:
Bunsen burner.
clips
beaker
water
Discussion:
Lit the bunsen burners and allow to burn for 30min, then turn the beaker upside down or invert upside down.
Wait for 15min and observe what has happened to the burning bunsen burner
note the observation made and explain what have seen
Conclusion
the bunsen burner burns with red glowing for the first 30min before the beaker is inverted upside down but after inverted the beaker red glowing burning goes down and colour changes to red black
the burning goes off after a while that’s when little oxygen is used.
If the beaker is placed in water when burning goes off the colour of water change into white that’s the presence of carbon dioxide.
clips
beaker
Feisal,
Nice short experiment…but where is the application. It is good to discuss this with your students before the end of each science lesson. Students should be able to see the use/application of every concept they learn in class into their everyday lives. Remember science is all about what we experience everyday. Let your students connect whenever possible.
mr fesial good work but little correction The presence of carbondioxide gas is tested wth lime water(calciumhydroxide thus white suspensions is formed if carbondioxide is present, not wth water as u hv mentioned.
Name: Leilo Abdi Hussein
UBC NO: 92954149
ACTIVITY 1
TOPIC: Chemical properties of alkali metals.
Sub-topic: How do alkali metals react with chlorine.
Methodology: Experimental method:
MATERIALS USED:
– Sodium
– Deflagrating spoon
– Chlorine
– Gas jar.
OBJECTIVE:
By the end of the lesson, the learner should be able to:
– State and observe what happens when a piece of sodium metal is lowered into gas jar.
– State what is formed when a sodium metal reacts.
– Write an equation for the reaction.
PROCEDURE:
– Cut a small piece of sodium.
– Place the sodium in a Deflagrating spoon.
– Warm it and quickly lower it into a gas jar of chlorine.
– Record observation.
CAUTION: Experiment should be done in a fume chamber or open place. Chlorine is poisonous gas.
When sodium metal is lowered into chlorine gas, the metal bursts into flames. White fumes of sodium chloride is formed.
Sodium + Chlorine———– Sodium chloride.
Good attempt Leilo.
Add some application or connection to students’ real life.
Thank u Mr Ahmed Hussein for your correction and it do appreciate, it was longtime to read chemistry book. Thank alot
Feisal you have a good job but you forgot to write your full name and student number……
Need for clarification is there a problem if i don’t write my admission number
That one have gone, then what is the best solution. Where can I put my admission number. Your advice is important Bro.
NAME: NOOR OMAR SHALLE
UBC STUDENT# 92953141
ACTIVITIY: INVESTIGATING THE GAS PRODUCED DURING FERMENTATION
REQUIREMENTS
. BOILING TUBE
.MEASURING CYLINDER
.TEST TUBE
.GLUCOSE SOLUTION
.THERMOMETER
.YEAST
.OIL
.MEANS OF HEAT
PROCEDURE
.Boil about 20cm3 of glucose in a tube, cool to 40’C and add some yeast
.pour some kerosene or oil
.leaf this for a bout 45 minutes
.put some calcium hydroxide and connect the test tube to a boiling tube using delivery tube and rubber stopper
CONCLUSION
. Carbon dioxide , water and energy is produced
APPLICATION
. Making of beverages such as alcohol, wines, yoghurt etc
Noor,
The topic you chose has a lot of relevance.
During the actual teaching, make sure students are well involved in creating the connection between what they learn in class with what they experience in their everyday lives. It would also be interesting if you could narrate to us the actual happenings in class.
UNIVERSITY OF BRITISH COLUMBIA
STUDENT NAME: SAHAL AHMED BASHIR
STUDENT NO: 92958140
EDUC 490: SPECIAL TOPICS IN TEACHING SCIENCE.
NATURE OF INTEGRATION : INTERDISCIPLINARY
SUBJECT: CHEMISTRY.
INTEGRATED TOPICS: ELECTROCHEMISTRY AND METALS
INTRODUCTION
Almost all science subjects that we teach and/or learn in learning institutions have an element of connectivity within themselves. This is also true in topics within science subject for instance, in chemistry topics like energy changes and reaction rates, electrochemistry and metals seems to relate in that learning one of this topics will give hint of another. this helps the students to identify link between the ideas, processes and as well develop critical thinking by anticipating the content of the preceding topics. Today I would have wanted to elaborate more on how electrochemistry and metals relate and as well shade more light on how knowledge and skills acquired from of this topics will aid students to comprehend the other.
CONTENT IN ELECTROCHEMISTRY.
Electrochemistry put more emphasis on redox reactions. A redox reaction is a reaction in which oxidation and reduction take place simultaneously. Such reactions involves electron transfer where the reducing agent loss electrons and oxidizing agent gain electrons. For instances, if copper(11)sulphate and zinc metal reacts a colourles solution and a red brown solid is formed. The blue colour of copper(11)sulphate fades as a colourless solution is formed. The colourless solution is zinc(11)sulphate and red brown solid deposited is copper metal. This means that zinc metal reduce copper (11) ions to copper metal which is solid and oxidizes itself to zinc ions. Zinc metals loss electrons to ionize while copper (11) ions gains electrons to solidify. The process of losing electrons is called oxidation and the element/species that loss electrons is called reducing agent . gaining of electrons is called reduction process while species that gain electrons is called oxidizing agents.
Electrochemical cell and electrolysis are other component of electrochemistry where electrolytes are involves in transfer of electric currents and electrons. Carbon/graphite is the most electrolytes used even though metallic electrolytes like copper and zinc are used in some instances. A positive electrolyte is called anode while a negative electrolyte is called a cathode. During electrolysis cat ions migrate to cathode while anions migrate to anode and electrons with low electrode potential is preferentially discharge and thus anode – cathode reaction take place.
CONTENT IN METALS .
Most Metals occur as compounds even though others occur as free state/ as uncombined elements . those metals that occur in compounds are extracted by electrolysis. Just like “redox concept” which was explain above, cathode- anode reaction take place. For instance, sodium metal is extracted by down cell where molten sodium chloride is electrolyzed. Sodium ions are attracted by cathode while chlorine anions are attracted to the anode and thus sodium atom is discharged in the cathode while chlorine gas is discharged in the anode. This means that redox concept is also implemented in the down cell process.
Important of linking concepts in science.
Provides hint of the preceding topics.
Provides knowledge and skills that will be helpful to the students.
Built conceptual framework of science subject
Makes ideas and process quite presentable
Instill student’s mind a practical skills of knowing and making inquiries.
Organization
The concept in science are organized from simple to quite complex for easier comprehension. As well this can be planned according to the interest, need and capabilities of the students in question.
Roles of science in learning
Science is a practical subjects which demands for practical aspects in concept delivery. It may enhance deep and meaningful learning in the following ways;
Easy memorization as it is long lasting
Easy comprehension
Systematic inquiry
encourages free and fair investigation
this is for activity two (2). am sory for not indicating in my draft.
activity2
TOPIC : CONCEPT CONNECTION IN SCIENCE SUBJECTS AND TOPICS
SUBJECT. CHEMISTRY.
HOW COMPOUNDS ARE FORMED FROM ELEMENTS.
Introduction.
Generally science subjects have interlinked concepts connection both in class room situation and in the world,which provides accurate and relevant illustration that will enable the learners easily understand and grasp the concept covered in the content.
forexample
-In biological science research Knowledge of chemistry is used to understand the nature of soils(Acidity and Alkalinity) determines which types of crops are suitable to be grown in which soils.
-in physics engineers used Chemistry knowledge in the manufacture of materials of various strength to be used at very high temperatures or pressure.
This CONCEPT CONNECTIONS helps the student to relate application of one subject to another inorder to slove Environmental problems ,Such as Shortage of food and pollutions.
-It also provides at various instances to guide and approperiately explain concept to students which helps to understand more in the world of Science and Scientific principles ,such as conducting research in the study of Relationship between Organisms in relation to their living and non-living components ,whose relation is very important and results in stable perpetuating system.
TOPIC CONNECTION .
This connection is very vital element in learning ,because learning is a process that starts from simpe to complex/ known to unknown.the learners should have concept of knowing general subject matter before learning the Specific concepts.
FOREXAMPLE
IN the Topic of CHEMICAL REACTION IN CHEMISTRY ,the learners need to have a Concept in the CONSTITUENT OF MATTER , which includes
-Atoms.Compounds.Ions.Elements .Molecules.
The teacher should relate the general physical properties to the Chemical properties of different chemical compounds.eg Combustion of Carbon in a Limited and Excess supply of Oxygen that forms different Carbon compounds.
-Reaction of Halogens with various metals that form theri respective compounds.During the Discusion the teacher states and explains different types of Halogens elements that form the compound , they do so.by combining in different prportion .eg Reaction of chlorine wth Mg metal,one atom of chlorine reacts wth two atoms of Mg metal to form acompound of Mgcl2.
Representation of how various elements combines to form the new compound ,using names of the substances should involve in the discussion.
COCEPTUAL CONNECTION DURING TEACHING.
this connection is useful to apply in teaching sessions , beacuse it helps the learners the following ways.
-It helps to organised and design course of study of the subject ,chapter ,Topic and sub topic.
-It helps to develope perfect Manipulation on skills Of Observations,Recording and Conclusions in Subject Knowledge.
-It helps the learners to achive both the General and Specific Objectives.
-Helps the learner to understand and realize his/her ability on acertain Concept in the subject.
-Helps the learner to draw a conclusion on subject mastery.
-Makes the learner to develop in personal interest in the concept.
-Cocept connection helps the learners to have deep knowledge of the subject
-Helps learning by joining together difgerent concepts and apply them to the real world situation.
By AHMED HUSSEIN ABDULLAHI.
STUDENT NO.92962142
ACTIVITY 2
AHMED BARE SHURIYE
FEISAL MOHAMED MUKTAR
AREAS OF CONCEPTUAL CONNECTION BETWEEN BIOLOGY AND CHEMISTRY
Understanding biology requires little knowledge of chemistry. It is very import to understanding aspects of chemistry to make biology simple and something which can be understood easily by everyone of us, but it is not important to go into details chemistry application to understand biology.
The two syllabi, biology and chemistry, of my subjects of specialization have areas of conceptual connections in them. Biology overlaps with chemistry in explain the structure and the function of all cellular process at the molecular level. Also biology is the study of life while chemistry is the study of processes or changes taking place in the everyday life. The processes/ reaction/changes in life could be explained by chemistry. Biology gives a preview of different process while chemistry gives a deeper explanation for it.
How are topics in biology connected to chemistry?
In the structural composition, living organisms begin with atoms making molecule and compound, the molecule and compound form organelles, organelles forming cells, cells forming tissues, similar tissues with similar functions for organs, organs functions to form system and system form the molecular organisms such as fungi to plants, and plants to animals.
We need to understand that every activity that sustains life on the planet takes place only because of chemical properties of the atoms, molecule and compounds involved. Whether it is a plant undergoing photosynthesis by removing carbon dioxide from the atmosphere in order to create glucose and oxygen for aerobic respiration in animals or the complex ionic dances of sodium and potassium pump that allows nerves to transmit information, every living thing depend upon chemistry for life on earth to continue. Biology cannot be understood without chemistry hence there are greater connection between the syllabi.
It is important to let our students these conceptual connections between the two science subjects. Biological concepts like how life came into existence as explain by scientist cannot be taught successfully without the knowledge of atoms, compound and molecules in chemistry therefore students need to understand the chemistry principles that underlie this. We know it is realistic to have high expectations of academic achievement from nearly all students if we restructure our learning materials and teaching to match their learning style, and use conceptual connections to help them learn during teaching. It conveys many concepts from different syllabi or disciplines taught in class in which students can use and retain knowledge and skills. The two subject interconnected build up knowledge and the teacher can communicate better to students who wonder about the reason for, the meaning of, and the relevance of what they study.
93043140
Jama Ahmed mohamed
topic reaction of priod three elements with water
requirements
.beaker
.water
.universal indicator
.sodium metal
objective
by the end of the topic the learner should be abale to
1:to describe how each of the elements in period 3 react with water
2:explain why the reactivity varies across the period
3: write equations for the reaction between
i) sodium and water
ii) magnesium and water
discussion
sodium reacts violently with cold water to form sodium hydroxide and hydrogen gas
magnesium reacts very slowly with cold water to form magnesium hydroxide and hydrogen gas
aluminum doesn’t react with cold water normally because the presence of a coating of aluminum oxide which prevent further reaction
the reactivity of the metal with water decrease from sodium to aluminum
sodium is morw active beacause it loses its valency more readily than magnesium and aluminum
non metals don’t displace hydrogen from water but chlorine is exceptional since it reacts with water to form hydeichloric acid and chloric(1) acid
Jama,
Is this activity 1 or 2?
UNIVERSITY OF BRITISH COLUMBIA
SALAT ABDI MSULWA
UBC STUDENT’S NUMBER : 92957142
ACTIVITY TWO ( 2 )
SUBJECTS: BIOLOGY AND CHEMISTRY
AREAS OF CONCEPTUAL CONNECTIONS: STRUCTURE OF THE ATOM AND THE PERIODIC TABLE AND STURCTER AND BONDING
As a teacher you cannot teach the leaerners the topic structure and bonding if the learners do not know about the structure of an atom and the periodic table. This is because the two topics depend on each other,interdisciplinary aproach or within the subject area. For example the student should have the knowledge and skills pertaining to the electrons , neutrons and also proton. This is very important for the learners to understand the concepts very eassily as we all know that student learn from known to unknow. These two concepts can be integrated by the teacher and teach the learners as one topic so this will help in sequencing of the scientifics ideas and can save time for both the teacher and learners as whole, it can also help in syllabus coverage since the two concepts intergrated in one chapter.
UNIVERSITY OF BRITISH COLOMBIA
ACTIVITY TWO (2)
NAME: MOHAMED ABDI AHMED
UBC NO. 92945147
NAME: MOHAMED ABDI ALI
UBC NO. 93013143
WITH IN SUBJUCT AREA-INTERDISCIPLINARY APPROACH
SUBJUCT: BIOLOGY
TOPICS: CELL AND CELLPHYSIOLOGY
An interdisciplinary approach is where two or more diffrent but related topics in one subject area are intrrgrated.
According to this approuch we intergrate cell and cellphysiology.
Cell is the basic unit of an organism which makes up the sructure of a living organism and responsible for carring out the various biological processes while Cellphysiology is the study of a cell structure to its function such as Osmosis, Diffution and Active transport.
The learner to understund the physiological processes ( Osmosis, Diffusion and Active transport) he or she must have a basic concept of the structure of a Cell. Therfore it is neccessary the teacher to intergrate these two concepts and teach the learners as two coherent topics. This will help the learners to comprehend it as well the teacher to cover the sylibus on time
ACTIVITY2
Abdimahat Ahmed Yusuf-92937144
Mohamed Addi omar-92970145
Combination: Biochem
Areas of conceptual connections
Within subject areas:Process of photosynthesis and the external and internal structure of a leaf.
Theses are some of the areas that got conceptual connections and according to the syllabi and the curriculum of my context before teaching the process of photosynthesis the prerequisite for the process of photosynthesis should be acknowledge therefore the external structure of a leaf should come first then internal structure then the chloroplast organelle which will be connected with the stages of the process of photosynthesis, this is because this simplifies the need and shows gradual development of concepts hence encourages student imagination and arouses enthusiasm.This should be couple with an item of environmental conservation through infusion integration.
furthermore i therefore recommend the importance of letting our students know the connection between subject areas or rather between different subjects, this can gear them towards smooth moving, gradual development and acquisition of skills, good implementation of concepts taught as well as relating themselves to their immediate environment.
UNIVERSITY OF BRITISH COLUMBIA
EDUC490- SPECIAL TOPICS IN TEACHING SCIENCE
ACTIVITY 2
NAME: MOHAMUD SAID HARUN
STUDENT NUMBER: 92944140
NAME: YUNIS ALI SHEGOW
STUDENT NUMBER: 92967141
NATURE OF INTEGRATION: INTERDISCIPLINARY
SUBJECT: BIOLOGY
INTEGRATED TOPIC:
GASEOUS EXCHANGE IN ANIMALS AND RESPIRATION
INTRODUCTION
Science subjects that are taught and learnt in institution have aspects of connectivity within themselves. This is also the same in topics within science subjects for example the cell and cell physiology, gaseous exchange and respiration. They seem to relate with one another whereby teaching one with give a hint of the other. This is helpful to students in identifying link between ideas, processes and also develop critical thinking by anticipating the content of the preceding topics.
Here we will discuss in details how gaseous exchange and respiration relate as well as highlight on how knowledge and skills acquired from this topics will help students to comprend the other.
CONTENT IN GASEOUS EXCHANGE
The process by which the respirotory gases (oxygen and carbon(IV)oxide) are passed across the respiratory surface is known as gaseous exchange. This brought about by a concentration gradient that exist between the body living organims and the surrounding medium. In simple organisms , oxygen is absorbed by the exposed surface of the body bysimple diffusion. In more complex organisms, there are special organs such as lungs or gills which absorp oxygen and remove carbon(IV)oxide from the body. The importance of gaseous exchange in the living organisms is to promote oxygen intake for respiration and facilitate carbon(IV)oxide removal from the body as wasted product of metabolism.
CONTENT IN RESPIRATION
Respiration is the process by which food substances are chemically broken down in all living cells to release energy, carbon(IV)oxide, water or alcohol. Respiration takes place slowly and is controlled by many differrent types of respiratory enzymes so that energy is produced contiously and in small amounts. All living organisms require energy all time. The energy is obtained from food substances which are either taken in or manufactured during photosynthesis. Examples of foods which can provide large amounts of energy are carbohydrates (like starch and glucose) and fats. The energy derived from this food substances as a result of respiration is used for such activities as muscular contraction, conduction of nerve impulses, secretion of enzymes, growth, repair of worn out tissues, functioning of body organs like kidney, heart and brain.
Areas of connection
Respiration should not be confused with gaseous exchange. Note that whereas respiration is a chemical process taking plce inside tissue cells, Gaseous exchange is a purely physical process which takes place at respiration surface. The two topics involve the coming in of oxygen into the body and the removal of carbon(IV)oxide from the body. Concepts in science are organised in such away that teachers teach pupils from simple to complex for easier comprehension regarding connectivity for example students are taken through gaseous enchange in living organisms before they learn respiration of living orgsnims.
The importance of linking topics in science is that it gives hint of the preceding topics and exposes students to knowleng and skills of great scientific significance to them in a chronological order. Builds conceptual framework of science subjects and make ideas and processes quite presentable. It also envokes students creativity and makes students develop a practical skills of knowing and making inquiries.
Roles of science in learning
Science as apractical subject requires practical aspects in concept delivery. It also builds learners in the following way:
Activitates students creativity, helps them develop sharp obversation skills, systematic inquiry and proper and professional investigation.
This is good one Harun! Well done.
Feisal A iman
student number 92949149
subject: biology
topic:transpiration, respiration and gaseous exchange
nature of integration: interdisciplinary
Science is a universal subject which both teacher’s and learners need to get real concept and skills to explore. Science is subject which have a lot of integration of which if a leaner didn’t get one well is hard to understand other concept, therefore, it is important as teachers to teach sciences with relevant. practical work as science is more of practical than theory.
Transpiration, respiration and gaseous exchange have integration in the following ways:
Transpiration is the process by plant loss water as vapour into the atmosphere. Water is lost through tiny pores known as stomata or sometime lenticular or cuticle
Respiration is a process of movement of oxygen from outside air to the cells within the tissue and transport of Carbon dioxide in opposite direction. It is physiology process
Gaseous exchange is process by which respiratory gases (oxygen and carbon dioxide) are passed across the respiratory services it will be facilitate by concentration gradients of respiratory gases within and outside.
Both gases are important for survival of organism.
Furthermore when teaching science or integrated topics should be carefully handled to avoid confusion of students because if students ones confused in certain concept is hard to them to understand later but understanding well on first concept will simplify the second concept. I mean two intergenerational topics if student get first one well it will simplify the second one.
Feisal,
This is good. Then you could tell us more about how the two, gaseous exchange and transpiration relate, for example, what would be the confusion if one wasnt learned well? Which one do you think was supposed to be taught before the other?
leilo abdi Hussein
Ahmed omar Ibrahim-92941146
AREAS OF CONCEPTUAL
CONNECTION BETWEEN
BIOLOGY AND CHEMISTRY
An understanding of
biology requires a
little knowledge of
chemistry, and an
understanding of
chemistry requires a
little knowledge of
mathematics?that’s
where we draw the line. It is important
to know aspects of chemistry to make
biology come alive, but it is not
important to go into detailed
mathematical applications to understand
the principles of biology?so we won’t!
Modern biology overlaps with chemistry
in explaining the structure and function
of all cellular processes at the molecular
level. Several important chemical
concepts are treated in detail in the
sections that follow. When applied in
later sections, these chemical concepts
will allow you to construct greater
meaning of the more complex biological
principles. Carbohydrates are
organic compounds
that are organized as
ring structures and
are always composed
of the elements
carbon, hydrogen,
and oxygen.
Carbohydrates are
truly hydrates of
carbon because the
ratio of hydrogen
atoms to oxygen
atoms is always
nearly 2:1, as in
H O.
They also have many
functions. Most of
the energy you
receive comes from the carbohydrates
that you eat. Plants make carbohydrates
such as wheat, corn, and potatoes.
Carbohydrates are normally consumed
by animals either by eating the plant
that manufactured it or by eating other
animals. Humans also receive
carbohydrates from whole grains, fruits,
vegetables, milk, candy, soft drinks, and
pasta.
Insects manufacture the carbohydrate
chitin as a tough exoskeleton for
protection, and lobsters and crabs use
chitin for their shells. Finally, cellulose is
probably the most widely used
carbohydrate compound, comprising wood
and wood products, such as paper.
Good insights Leilo,
But how then are these concepts/issues in science connect with one another when it comes to teaching? How do we address them during teaching. which one should precede the other in your experience.? In other words think of a sequence in which these conceptions would be taught to make their learning easy but also meaningful to the learners.
Activity 3 and 4 – Due by Friday 16th
Dear students,
This week I want you to read handout No. 4 from class 3: Teaching Large classes, and the handout for class 4: 15 Important characteristics and qualities of a good text book.
1. In less than ten sentences, tell us at least the two bullets (the points that the writer outlined) that interested you most in handout No. 4. and why?
2. Having read the important characteristics and qualities of a good text book, make a quick review of one of the science text book you are using and comment on its quality referring to any of the fifteen characteristics you have read.
NB: This is an individual assignment.
ABDI OMAR MOHAMUD
STUDENT NUMBER: 92947143
FEISAL HUSSEIN FARAH
STUDENT NUMBER: 92959148
UNIVERSITY OF BRITISH COLUMBIA
EDUC490:SPECIAL TOPICS IN TEACHING SCIENCE
ACTIVITY ( 2 )
NATURE OF INTERGRATION: INTERDISPLINARY
SUBJECT: BIOLOGY
INTEGRATED TOPIC: ROLE OF DIFFUSION AND OSMOSIS IN ANIMALS AND PLANTS
plants and animals have distinctive features that are similar but also different on their mode of nutrition; animals are said to be heterotrophic which means they dont manufucture their own food but enirely depend on an already manufuctured food this is simply because animals the green colouring matter ( chloropyll) which traps sunlight for the process of photosynthesis to take place and as such they resort to wait food from plants, on the other hand plants are said to autotrophic meaning they manufucutre their own food using the light energy from the sun through a process known as photosynthesis. plants use osmosis for instance like root hair cells of plants draws water from its neighbouring into its body likewise animals use osmosis for example the transportaions of fluids in renal tubules of the kidneys use osmosis to carry out their functions. plants use diffusion as means of gasious exchange for instance during the day plants take carbon (iv) oxide and release oxgen as a by- product of photosynthesis similarly at night no photosynthesis is taking place therefore, oxgen is taken in and used for respiration while carbon(iv) is exhaled as a waste product. Animals use diffusion as a means of excretion for example some unicellular organisms like Amoeba have its body close to the environment thereby it exposes large surface area to the surrounding environment; for instance most unicellular organisms live in an aquatic environment therefore they need to get rid of the excess water and in this way they use osmosis as a means of excretion
Abdi and Feisal,
Now that you have shown those relationships, the question is, how do you think we can teach the concepts in such a way that students learn them easily by relating them. In other way in which sequence do think the concepts would be taught so that students would connect easily?
dear instructor i am call Abdi omar mohamud with student number 93947143 i wish to inform u that i worked with mr Feisal Hussein farah with student number 92959148 and we made a slight mistske with the student number it was suppose to be 92947143 but we wrote like 92987143 which was wrong. Tnks
NAME STUDENT NO.
ADOW MOHAMED IBRAHIM 92950147.
ACTIVITY 2
TOPIC: INTERCONCEPTUAL LINKAGE BETWEEN LITERATTURE AND HISTORY.
SUB-TOPIC:ORAL NARRATIVES TO STUDY THE ORIGIN OF KENYAN COMMUNITIES.
First and foremost, when the teacher wants to teach a given subject area which can be used to explain or or better understand another subject area, the teacher has to come up with an effective and efficient lesson plan that incorporates these intercontextual linkage of the two subjects by clearly the goal of the lesson and the strategies of delivery for example using oral narrative eg a myth that explains the origin of a given community like kikuyu in Kenya to enables to better understand and interact with the culture of this community. The teacher therefore in this case uses oral narratives to teach history topic( the origin of Kikuyu community) by using literature piece relevant to the history topic under study.
During teaching and learning, the students can be formed into groups that work together to give them an opportunity to discuss amongst themselves at their own desecration. This allows critical thinking, criticism and instills analytical skills of the topics. This also helps withdrawn students to be engaged since it is their peers that they have to discuss with and ask questions.
The teacher should also give learning activities as an assignment fore example by sending learners on research on the history of Lou community by interacting the culture of this community provided by their literature by, for instance, listening to elders narrating stories during storytelling sessions. This keeps the students engaged and enthusiastic.
By using such integration method, the learners understand the topics better and their relationship in the real world.
Adow,
I wonder if this is history or science?
93043140 Jama Ahmed mohamed
assignment 2
AREAS OF CONCEPTUAL
CONNECTION BETWEEN
BIOLOGY AND CHEMISTRY
Every activity that sustains life on
the planet takes place only because
of the chemical properties of the
atoms, molecules and compounds
involved.
Explanation:
There is a saying that claims that
Biology only works because of
Chemistry and Chemistry only works
because of Physics.
Biological processes of living
organisms depend upon the
interactions of the atoms, molecules
and compounds that make up living
tissues and the environment in which
life takes place.
The structural composition of living
organism begins with atoms making
molecules and compounds, molecules
and compounds forming organelles,
organelles forming cells, cells forming
tissues, similar tissues with similar
functions for organs, organs function
to form systems and systems form
the multicellular organisms that roam
the planet from fungi to plants and
plants to animals. Not to mention all
of the unicellular organisms that also
interact in the living systems that
sustain life on this planet.
We can begin with the fact that the
earth’s biosphere is about 75% water
and living cells are also 75% water.
Water is composed of an atom of
Oxygen bond to two hydrogens by
sharing an electron with each
Hydrogen in a molecular bond that
creates a slightly higher positive
charge on each hydrogen and a
slightly higher negative charge on the
Oxygen. This arrangements of the
atoms and their charges make water
a polar molecule. The fact that water
molecules are polar gives them unique
properties of adhesion (they like to
adhere to surfaces) and cohesion
(they like to join together).
These properties properties of water
make is the universal solvent , capable
of dissolving almost any material.
Makes water less dense as a solid (ice)
then as a liquid (water), which is why
ice floats in a refreshing glass of
iced tea. Water’s polarity creates
spaces between the molecules to hold
dissolved materials like salt in the sea
water.
Water is the primary material in
cytoplasm and blood which allows for
the transport of materials in both
unicellular and multicellular organisms.
Water is the Hydrogen donor in the
energy exchanges that take place in
photosynthesis and cellular
respiration. The hydrogen and
hydroxide molecular bond of water
makes it act as both an acid and a
base providing Hydrogen ions and
hydroxide ions for an infinite number
of chemical reactions that take place
at the cellular level.
Basically, this is a long winded answer
that hopefully gets each of us to
understand that every activity that
sustains life on the planet takes place
only because of the chemical
properties of the atoms, molecules
and compounds involved. Whether it is
a plant undergoing photosynthesis by
removing carbon dioxide from the
atmosphere in order to create glucose
and oxygen for aerobic respiration in
an animal or the complex ionic dance
of the sodium and potassium pump
that allows nerves to transmit
information, everything living thing
depends upon Chemistry for life on
earth to continue.
Good connection Jama,
One thing is, you were supposed to tell us further how would you teach these connections in class using a specific topic or concept in your syllabus.
However, this is a good work!
NAMES: SAID HIRSI ALI
UBC NO: 92939140
HUSSEIN MOHAMED GUHAT. UBC NO: 92938142
ACTIVITY TWO
Topic: Teaching Biology class in connection with chemistry.
Sub-Topic: Chemical Reaction in the body.
It is very important to have the knowledge of chemistry when someone wants to study biology. Asking the students some of the areas that integrates the chemical reaction in the body in the light of Biology and chemistry. Giving some time to the student to freely discuss and respond to their capacity, recording all the answers of the students on the chalkboards before giving them the answers this will really motivate the students in to this topic of integration.
Remember our entire body is run on chemical reactions e.g. hormones are chemicals and react in a certain way, an array of enzymes break down food in our body. It is very important students to understand what are Hormones first. Is there any student who can define hormones? A student responded that, “Hormones are chemical messengers secreted from the ductless endocrine glands directly into the blood stream. Hormones have distinct structures that can sometimes be synthetically replicated to provide hormone replacement therapy in people who have certain types of hormone deficiency,” well done, I congratulated, now bring your attention to this that Hormones are made up of protein so u have to know the chemical formulas of all the hormones and remember your knowledge of chemical reaction in chemistry will help you when it comes to this, please write down in your exercise books the chemical structure of protein? What is the chemical formula of amino acid? This two question will help the student to understand the link between biology and chemistry in the light of chemical reaction.
It is also very important to understand this integration of biology and chemistry through respiration. Respiration is learnt both in chemistry and biology…in chemistry (eg glucose+ oxygen -> carbon dioxide + water (ATP energy). This entire reaction entire reaction is a series of chemical reactions. Is is good first to involve the students in this topic and give them chance to define What respiration is? You should know that there a good number of areas for example there is an area of science called biochemistry which looks at chemical reactions in living things……
Hence biology and chemistry are connected you may be able to study the chemical composition of living things, analyze the complex chemical combinations and reactions involved in metabolism, reproduction, growth, and heredity. Biochemists and molecular biologists do most of their work in the field of biotechnology, which involves understanding the complex chemistry of life.
In our next lesson we will further go into deeply to explain how this chemical reaction occurs in order to bring the knowledge of both biology and chemistry on the table. Please students do this when you go home, look what we have discussed today and write in your exercise books some of the areas that are connected in biology and chemistry when it comes to chemical reaction in the body?
Well done Said and Hussein. Good work!
NAME:ADOW MOHAMED IBRAHIM.
STUDENT NO.92950147
ACTIVITY 3:TEACHING LARGE CLASSES.
Teaching large classes one of the challenges that face Dadaab teachers both at primary and in secondary levels. Effective teaching and learning in such scenario requires the use of relevant teaching strategies that are learner friendly in a way that is inclusive according to the learners? abilities. Despite existence of challenges in the management of large classes, the there are advantage that come with for example, there exists rich diversity of ideas. There are some other advantages as follows which includes: fun and excitement and punctuality and preparation on the part of the teaching and participation.
Some of the challenges that a teaching may encounter when teaching large classes include: lack of intimacy, difficulty in monitoring performance in class lessons and assignment, distraction, noise, congestion and inadequacy of resources and facilities.
Having mentioned the difficulties in classroom management of large classes,according to the handout given in the link, coping strategies exist which are useful for the teacher at Dadaab setup which are as follows:
a) The teacher can use the chalkboard to write the notes which all the learners can see.
b) Use of spare classroom if available.
c) Encouraging competition.
d) Participation grading.
e) Creating trust and confidence by know students? names
f) Asking questions and enforcing late policy in advance.
The use of the above strategies is helpful for both the teachers and the learners at Dadaab setup.
This is interesting Adow!
Can you think of some ways to minimize those challenges anyway? Despite the context?
NAME: ADOW MOHAMED IBRAHIM
STUDENT NO.92950147
ACTIVITY 4
TOPIC: CHARACTERISTICS AND QUALITIES OF A GOOD TEXTBOOK.
1. Having read the Qualities and Characteristics of a Good Textbook, I was attracted by:
a) The book serving the psychological requirements of the learners at different stages. This is very essential for both the teacher and the students for it makes easier for the teacher to teach effectively and help the learners to get their psychological needs. Such book adopts inclusive approach that addresses the expectations of the students hence maintains their attention and interests at different levels of learning and teaching.
b) The book should also contain charts, maps and diagrams. The helps the learners to better understand the content being taught. The provides summary, paraphrasing and connections between various ideas or process stages and procedures.
2. The books I use have useful qualities designed for the better understanding of the content for example, they have charts showing the illustration of processes e.g. Solvay Process which is used in large scale extraction of sodium carbonate. The books also have diagrams showing the structures under study e.g. the structures of graphite and diamond. In this regard the learners can better explain why the diamond is the hardest and graphite used as lubricant to reduces friction of surfaces that move against each other.
Ok,
Just curious, are there diagrams or pictures obtained from students’ real life environment? So to make the textbook more relevant?
STUDENT NAME: JAMA AHMED MOHAMED
REGISTRATION NO: 93043140
ACTIVITY -3
TEACHING LARGE CLASSES
Teaching large classes has many challenges specially in Dadaab refugee camps whereby both secondary and primary are critical conditions of large populations specially in the classes therefore, challenges we came across as we teach are as follow:-
1. congested classes
2. no availability of classes
3. adequate of well trained teachers
4. mismanagement of the stock holders
TOPIC: INTRODUCTION TO BIOLOGY
SUBTOPIC: characteristics of living things
Learning objectives
• definition of the word biology
• describe the characteristics of living things
• compare and contrast the characteristic of living of none living things
• encourage the children to observe and appreciate their environment
definition of biology:- biology is the word derived from two greak words bios and logos.
Bios means life while logos means knowledge.
Therefore,biology is the study of living things. The aim of biology is to explain the living world in to specific principles.
Practical activity
To observe living and non living things
Requirement
1. a small animals such as grasshopper in a jark or a rat in a cage, appropriate fed for the animals,a piece of stone and a piece of stick or a ruler.
2. appreciate the feeding of the animals
Procedure for practical
1. place the food near the animals and observe it
2. disturb the animals using a piece of stick or a ruler.
CAUTIONS
Do not hart the animals observe the animals for five minute.
The characteristics you have observed on the animals are same on the characteristics of living things.
These are :-
• movement
• feeding
• response to stimuli
• gaseous exchange
• excretion
• growth and development
• reproduction
• irritability
the teacher is supposed to use the following tools of trade to implement a good curriculum delivery
• scheme of work
• unit plan
• lesson plan
• lesson note
• progressive record
• personal time table
• attendance register
• teaching and learning aid
• using projector for presentation of lessons specially for universities
as we in the refugees we have accounted and copping strategies which are useful for teachers at Dadaab refugee set up
• creating confident by knowing student names
• encouraging students for asking questions among them selves
• the teacher can use chalkboard for writing notes
• use of spare class rooms if there is availability vacancies
• asking questions is the best policy for a teacher to teach to achieve his/her objectives
the following are the teaching and learning out comes
by the ending of the lesson the learner should be able
• to demonstrate characteristics of living things
• to explain the meaning of biology
• outline the characteristics of living organism
Ok Jama.
However, the lesson you inserted in the middle wasn’t necessary! It kind of misses connection with what you were trying to tell us.
REGISTRATION NO: 93043140
ACTIVITY -4
CHARACTERISTIC AND THE QUALITY OF TEACHING THE CONCEPT IN CLASS BY USING A GOOD TEXT BOOK OR REFERENCE
TOPIC: LIVING THINGS
SUBTOPIC: GROWTH AND DEVELOPMENT
The book you are using when you are teaching a class or a subject should also contain charts, maps and diagrams, thins means it helps the learners for better understanding the content taught.
The book or the reference should have a useful qualities design for the capacity understanding of the learners.
When a teacher teaching and want to do a lesson presentation and teaching technique.
The teacher should apply the following methods
• lecture method
• experimentation
• question and answer
• assessment and evaluations
• role play
• group discussion methods
• dramatization
• open ended questions
• use of projector
• use of hand on teaching a learning
• use of radio
• use of pocket board
• use of field trips / exposure trips
• use of motivation method
• use of story telling method
the following are also necessary in order to improve content delivery ( teaching concept class)
• use of teaching aids ( talking walls )
• use of local available materials ( Talula ) Talula means teaching and learning using local available materials
• consider the variety ability of learners eg: specially need learners
• consider class room organization
• consider the age,sex and the gender or interest of the learners
• consider attendance or the performance of the learners
• develop health record book in order to access learners health conditions
Interesting observation and suggestions Jama.
However, I wonder if all these are suggested in your text book. If it is an addition of what is suggested in your textbook, then that is good.
UNIVERSITY OF BRITISH COLUMBIA
SALAT ABDI MSULWA
UBC STUDENT NUMBER 92957142
ACTIVITY THREE ( 3 )
The points that that the writer outlined that interested me most in handout no. 4 and the reasons as to why are as follows:
In the advantages of teaching large classes the points are:
1. Timing . In fact you will rarely find yourself finshing your activities in large classes be cause time goes quickly and you will need to accomplish them in your next lesson.
2. Participation. It is true that always you won’t miss somebody to respond to your questions in large class. Eventhough it might not be correct one.
In the challenges of teaching large classes , the following point interested me most:
1. Distractions. In fact you won’t miss distractors like noisemakers and latecomers in large class something which worries me a lot. But am always trying to minimise it to my level best.
2. Student needs. Surely it is very dificult to meet each and every learner’s needs in a large class and therefore teachers like me we try to give learners an extra time out side the class in order to cater for the slow learners in the class.
NB: others are like Intimacy, Anxiety, Marking , Space, Textbooks and resources, etc.
Ok Salat.
So what would you do in the first point (Timing)?
Good job.
UNIVERSITY OF BRITISH COLUMBIA
SALAT ABDI MSULWA
STUDENT’S NUMBER 92957142
ACTIVITY NO. FOUR ( 4 )
Having read the importanct characteristics and qualities of a good text book , I would like to make a quick review of one of the science text book I am using by commenting on its qualities referring to any of the 15 characteristics I have read.
BOOK NAME: COMPREHENSIVE SECONDARY CHEMISTRY BOOK TWO.
YEAR OF PUBLISH : 2009
AUTHOR: KENYA LITERATURE BUREAU
APPROVED BY THE MINISTRY OF EDUCATION.
The book has six main chapters which are arranged in a chronological order. The book cater for all the individual needs of the student. This book has illustrations such as pictures and diagrams which help to boost the understanding of the concepts which the learner has to meet with them by the end of each topic. The themes of the book are straight forward and has questions which suit the individual needs of the learner at the end of every topic. The book is not bulky and therefore it is easily carried by the students . The cover is attractive in order to motivate the individual learner. This book therefore I can say that it meets all the requirements/ qualities of agood book.
SAID HIRSI ALI; STUDENT NO: 92939140.
ACTIVITY THREE (3)
The school which I teach here in has large classes, this gives teachers hard time to handle them, although as already mentioned, it includes;
Classes with many students may be noisy, this very true because in my class noise making is a big problem sometimes I use hard measures and it is also time consuming Classes go by quickly . But remember I come to notice that majority of the students here like large classes the reason behind this is its fun and exciting. There is always someone who is willing to answer questions even if they are just guessing. Remembering all the names of the students is very challenging especially the class I handle I suffer this. Resources are not enough especially textbooks not all the students have a textbook as this will be a big challenge to their performance. Marking is a big problem when it comes to the class am handling which is a large class, you will need more time to complete marking or checking students responses.
Things which I do to cope with my class and I found in this note is. I encourage class and group competition, like I divide Students in small groups and promise an award for the best group, the students like this and this make the class more interesting hence helps in students performance. Some times I find another space like a bigger class when needed.
( Sorry that i forgot this and added it)
Said,
I like the fact that you connected it with your experience.
Hahaa, that large classes are fun and exciting!
Well done.
NAMES : SAID HIRSI ALI; UBC NO 92939140.
ACTIVITY FOUR (4).
Text-books that I use in my school is useful for the students as well as teachers. They help students psychologically and they are designed in away to serve the purpose of the teacher as well as students. The size of the book s can be handle easily by the students and they are not mostly bulk. It should be possible for the students to carry them properly. The text-books that I use for teaching contain charts, maps, diagrams and other important drawings this helps our student to develop mental pictures immediately after seeing this. Books are Printed and they look interesting and attractive. They are easily feasible and don’t require hard looking. The textbook has an exterior o picture which looks attractive like drawing for example chemistry book form one has a cover with a drawing of students in a school doing practical in the laboratory this makes students to like the book. And mostly this books are accurately written. They serve the purpose of the subject- matter as well as the aims and objects of teaching. The text-books should contain all the necessary and relative material required for a particular stage of education. This Text-books are free from prejudice. The present¬ation of the subject-matter are unbiased. They don’t target a certain group of people or are not involve in discrimination of a minority group. The text books here have question after every chapter for revision purpose and also the textbook has a good number of question at the of the book, this gives the students more understanding of what they have learnt. One weakness which I can give to our textbooks here in Kenya is that the text books are not updated. As I have read the notes that Every day we find new researches which have been made in the field of Geography. Up to date knowledge of Geography are not much considered here.
What a good observation Said. I like it.
So my question to you is, do you take some time to update yourself, when you observe that something in your textbook is outdated? For instance, reading and extracting some additional materials from elsewhere to enrich your teaching, say from internet or so?
Name: Feisal Abdullahi Iman
student number: 92949149
Activity: 3
large classrooms or congested classrooms is difficult to attend or teach in the whole world especially in Dadaab refugee camp. large classrooms are very rumpant in Dadaab camps, this is due to the large population and poor funding system. effective teaching and learning it should be the way in which the ministry of education planned. Due to the situation the refugees are in it has both advantages and disadvantages, the following are advantages and disadvantages:
– Due to the emergency it allows large number of students to benefit.
– Reduces insecurity in the camps as all youth engaged on education.
Disadvantages include the following:
-poor transition of students from secondary to university
-Difficult in monitoring academic performance of students.
-congestion, thus spread of communicable diseases
-high rate of truancy
-inadequacy of resources
-in attendance of Sne students
Having mentioned all those challenges that arise on teaching large classrooms, it is very clear to the link on handout given. The following strategies should be used:
1. participation grading
2. ensure right sitting arrangements, hence use the chalkboard to write where all learners can see
3. Question and answer strategy should be used when teaching or variety of teaching methods.
4. use spare or large classrooms if available to reduce spread of diseases.
5. proper time use or time management.
6. Get fully prepared.
7. get strategies to reduce truancy.
All above mentioned strategies is important for teachers and students in Dadaab refugees.
Very well said Feisal!
NAME:IBRAHIM MOHAMED WARSAME
UBC STUDENT NO: 92964148
ACTIVITY 3-TEACHING LARGE CLASSROOM
some of the points that attracted my attention in handout number 4 and the reasons as to why they interested me are as follows.
Timing- time is a very essential factor to consider when teaching. time goes faster in large clsssroom due to engagement from diverse students through questions compared to small class where there is no more questions to answer.
Student needs-its a complicated task for a teacher to meet different needs of many students in a classroom.
marking-recording and marking exams of large classroom learners is realy tideous and time consuming exercise unlike small classroom work which requires little time. and for both of the cases the teachers pay is constant
small group discussions-its good to encourage learners in large classroom to do class work inform of groups rather than an individual basis which is suitable for small classroom.
Ok Warsame,
So if someone asked you, why did all these points interested you personally? Do you have something to tell? In connection to your context?
Name: Feisal Abdullahi Iman
student number: 92949149
Activity: 4
After being reading keenly on fifteen features on the handouts send I have precisely reviewed one of biology books tought in secondary schools in Kenya
Book Name: comprehensive secondary biology book
Author: KL
year buplish: 2010
The book has good design which is not bulky or it is hand in. The book has eight (8) chapter which are arranged in sequence. The theme of the book is straight forward. It also has activities after every chapter which boost students individual needs and promotes individual evaluation
the book has illustration, pictures and diagrams which simplify students to understand the follow of concepts. It also shows concept integration of which getting first will simplify the other. lastly it has interrelationships or interconnections with upper primary books
All mentioned features that the book have shown will assured it is good qualities for teaching secondary students
Ok Feisal,
But do you want to tell us that the book does not have any thing wrong with regard to qualities of good textbook? I would love to hear about this!
ACTIVITY 2
AREAS OF CONCEPTUAL CONNECTS BETWEEN THE 3 SCIENCE
SUB-TOPIC: PRESSURE FLOW IN PHLOEM (BIOLOGY)
As a teacher when teaching this concept he/she is required to explain the term pressure in reference to the pressure in physics. Let the student review their previous knowledge on pressure that they learned in their physics lesson as “the force applied perpendicular to the surface of an object per unit area over which that force is distributed”. When the teacher is explaining the concept of “pressure flow in phloem” should also link that pressure flow with the pressure flow of water in our water tapes.
The water from the xylem moves in by osmosis hence creating pressure/ the flow of this water creates more force when flowing down the phloem. This two concepts are connected because they are both involved force/pressure. The importance of this conceptual connections are that, the students can understand the concept more deeply and there is a retention of the concept.
I like this Amina.
It is short, straight forward, and to the point.
Nice one!
AHMED OMAR IBRAHIM
STUDENT NO 92941146
ACTIVITY THREE
some of the points that attracted
my attention in handout number
4 and the reasons as to why they
interested me are as follows.
Timing- time is a very essential
factor to consider when
teaching. it helps us to reach our goal in the state manner
Student needs-its a complicated
work for a teacher to
cater for the holistic need of every child inthe class
intimacy building good relationship with students can be challange and issue related with naming
managing noise in large classes and building trust were some of the realistic things I realized the large classes in our school I appreciate
ways of coping techniques.
Okay Ahmed,
What ways then do you use/ or do you think you can use in order to cope with such situations? Think about this.
UNIVERSITY OF BRITISH COLUMBIA
EDUC490: TEACHING SPECIAL TOPICS IN SCIENCE
NAME: MOHAMUD SAID HARUN
STUDENT NO: 92944140
ACTIVITY THREE
The two points that interested me most in handout no.4 and why they interested me are:
1. Noise level: the noise of large classes can become out of hand. This is true a challenge in Dadaab primary and secondary classes since the number of students in a class exceed 50. It becomes cumbersome for me to control particularly when they are doing group work , the noise that comes from my students do not only interrupt my facilitation but also the next classes. The same noise also comes from the next class and has the same impact on my class. Once you want to make a point, it is hard to draw their attention.
To get a solution for this, I have made some copying mechanisms such as some norms like waving my hand which means keep quit and pay attention.
Placing known noise makers in different seats of the class to minimize their noise and engage them with activities. Raising my voice to make sure it reaches all students.
2. Small group discussions: this is a very interesting point for me and is an activity use in my class. In the group composition, I consider slow learners, gender and age so that they all participate and learn from each other. One person among them does the presentation on behalf of them and it works well for me and for the pupils.
This is good one Harun.
I like the fact that you a saying this is the way you handle the situation in your class. Keep it up!
UNIVERSITY OF BRITISH COLUMBIA
EDUC490: SPECIAL TOPICS IN TEACHING SCIENCE
ACTIVITY FOUR
NAME: MOHAMUD SAID HARUN
STUDENT NO: 92944140
After having read the 15 characteristics and qualities of a good text book, I wish to make a quick review of one of the science books I use by highlighting on its qualities referring to any of the 15 characteristics.
BOOK NAME: KLB BIOLOGY BOOK TWO (THIRD EDITION)
Publisher: Kenya literature Bureau and world reader.
The book was last released in 2013 and has 202 pages. The book has four chapters which are written in a chronological order.The text book contains chart, map and diagram which makes the subject matter of geography to be contains all the necessary and relative material for teaching form two students Biology. This biology book I use also continues to keep the interest of the students alive in the subject matter. The book is also handy which means it is not bulky and students can carry with ease.
There is also at the end of every chapter certain questions that is used for revision by the students. The exterior of the picture is attractive and motivates the students to carry and keep them.
Good one Harun,
So what do you mean by chapters being written in a chronological order. Can you explain further? For the benefit of others?
What makes the book continue to keep the interest of your students? Tell us more about this.
AHMED OMAR IBRAHIM
STUDENT NO : 91921146
ACTIVITY FOUR
QUALITIES OF A TEXT BOOK
biology form three
author klp
Text-books should be so designed that on the one hand they may be written according to the
(1) psychological requirements of the’ students and on the other they should serve the purpose of the teacher who wish to impart knowledge to the students in a successful and interesting manner.
(2) The size of the book was handy and easily portable to every where
(3) Printing was interesting and attractive. They were printed in the letters that they do not require strain on the eyes of the students. On the other hand they were correctly and neatly printed.
(5) They served the purpose of the subject- matter as well as the aims and objects of teaching.
(6) They are accurately written.
(7). the text book contained pictures and diagram which were visible
(8). the text had continunity and builded each other.
Good assessment Ahmed!
So, do you mean the chapters are built upon one another in your last point?
If so, do you teach the topics in the same sequence? or you need to modify a little bit? Just curious!
UBC NO. 92951145
ACTIVITY 3
TEACHING LARGE CLASS
Education is one of the vital rights for human being and since we are advocating ‘EDUCATION FOR ALL’, the enrollment of the students in our school has been increasing year by year in Dadaab setup due to the campaign on the importance of education for our children. The challenges mentioned in the handout is existing in our area and to add one that was not mentioned in the handout is that the class is so congested to an extend there are some students sitting next to the blackboard where the teacher stands and again the teacher can’t reach those seated at the back due to lack of walking space in the classroom. The strategies that I can copy from the handout and administer in my class are:
1.create a participation grade where the teacher grades the students on how they are doing their work.
2. Encourage competition where students competes in groups and award the winning group.
3. Relax. This one encourages me to prepare lessons in advance and not rushing the last minutes before the lesson begins. And also ‘a spare’ lesson plan that can be used if the prepared on can’t be used at the moment.
4. Enforce a late policy. Here the teacher should lay down a classroom rules/ norms where students should follow strictly and religiously and whoever breaks those rules should face the consequences.
5. Use a teacher’s notebook. The teacher uses a notebook to write down the errors students makes while their work as you are supervising them and later corrects all these mistakes as a whole.
6. The teacher should have a visible blackboard whereby all the students whether he/she sits on the front desks or on the last desk should see clearly.
The activities to use in such a class that I can borrow from the handout are:
1.Team spelling contest. here if a student spells a ward correctly the team will get a point.
2. Questionnaires. Here the teacher guides the student to frame their own questions and then asks his/her fellow classmate and later to report the answers she received.
3. Write the question. The teacher says an answer and the students have to frame a question for that answer and whoever writes a correct question gets a point .
It is good to hear you are using some of these strategies Amina.
Do they really work? Just curious!
Good work.
ACTIVITY 4
UBC NO.92951145
All the qualities given in the handout are what we should factor in when purchasing a book. The two bullets that interests me most are: The first one, style of the books should also serve the psychological requirement of the students of different stages and the second one, the exterior of the pictures should be attractive. The first one describes how the textbooks should be designed according to the child’s stage of learning and development for instance the one for primary school should be written in a story form, use colored pictures and should have so many pictures in that textbook and the second one tells us the outer cover of the textbook should be eye catching because human being likes beautiful thing hence students will be eager to know what that book is all about.
BOOK NAME: KLB CHEMISTRY BOOK FOUR
1. The textbook is complimentary to the other books of different stages but of the same subject because the book has an extended content of the other books.
2.The textbook keeps the interest of the students alive in the subject matter. The language used here is to the level of the students, simple and clear.
3.The textbook contains all the necessary and the relevant materials required at this stage of education.
4.The textbook is small and portable hence can be carried easily.
5. The exterior picture of the book is attractive and eye catching.
6. At the end of every chapter there are revision questions that helps the student to examine himself/herself whether she understood the concept or not.
7.The printing of the chapter(letters) are visible and neatly arranged.
Okay Amina!
What are the examples of these relevant materials you mentioned in point number 3?
Well done.
these are lab materials that meets the standard and safety of the students.
TOPIC .MANAGEMENT OF LARGE CLASS ROOM.
STUDENT NO 92962142.
ACTIVITY3.
Generally managing and controling large class room is challenging especially where the age of the leaners is below age of 18yrs.
The teachers who teach in large classes will encounter some of the following challenges.
-Difficult of knowing the strength and weakness of each learner.
-Can not learn and recognize the different ability and talents of leaners.
-difficult in monitoring and controling durung lesson hours.
-Having congestion and lack of space to attend students with special need.
-Difficult in marking assignments and exams .
-Leaners will develop undeserable behavious such as absentisem and cheating of exams.
ADVANTAGE OF LARGE CLASSES.
-Active participation of class during learning .
-Quick time frame for the teacher.
-Development of SPATIAL intelligence -having good development of mental images to slove problems.
-Development of personal intelligence -includes interpersonal feeling of others and intrapersonal intelligence which is the ability to understand one’s own feeling .
CHARATERISTICS OF GOOD TEXT BOOK.ACTIVITY4
KLP BOOK CHEM F1.
The book has the following good qualities
-An attractive layout which greatly enhances Readability.
-Employs simple language with clear introduction to the topic followed by easy to understand explanations and prcise instructions for practical activities .
-Well applied colour schemes with clear diagrams and high quality photographs to aid comprehension.
-Well chosen end topic revision questions and topic summary to assist self evaluation.
-Use of local examples and infusion of emerging issues to enliven the leaners.
-Totally new section of examination style questions and answers.
Ahmed,
Do you encounter some of those challenges you mentioned in activity 3. How do you go about handling them?
The qualities of text book you mentioned-I wish you gave some vivid examples to support your points
Otherwise this is a good observation.
NAME:IBRAHIM MOHAMED WARSAME
STUDENT NO:92964148
ACTIVITY 4: QUALITIES/CHARACTERISTICS OF K.L.B CHEMISTRY FORM ONE.
with reference to the important qualities and characteristics of a good text learnt in activity four. i would like to briefly comment about the features of the forementioned science book.
1. it meets both teacher and the learner needs since its written with simple and clear language which can be understood easily.
2.its portable-the book is not bulky and hence the learners can ferry to anywhere they like.
3.attractive cover-the physical appearance of the book attracts the learners therefore they will develop positive attitude towards it.
4. the book also contains numerous charts,maps and drawing for easy understanding of concepts by both learners and teachers.
Nice one Warsame.
Short and clear!
UBC NUMBER:92937144
TOPIC: SMALL CLASSES VERSUS LARGE CLASSES
Small classes are rare to be found in Dadaab set up but can be consider in-terms of optional subjects for secondary schools, this way it is worthwhile due to the fact that the following can be achieve with ease: for instance, class control,monitoring of learners progress and sharing of the resources available, on the other hand large classes are tendency known with students at Dadaab camps hence the challenges captured in hand out 4 is the true picture that teaching and learning in the camps is facing: intimacy,shortage of resources including computers, reference books, photocopier machine as well as distractions are not exceptional, i will therefore implement all the ways of overcoming challenges mentioned in the handout including: encouraging healthy competition, relaxation before conducting a class or a practical since anxiety plays a negative impact in achieving educational goals. The only thing i discovered cant be implement is enforcing late class policy because of the cultural background and the socio-economic factors prevailing in my context, this is justified with 2/3rds of the class coming late hence implementation of this measure will lead to confrontation with the school administration and the rest of the community who have negative attitude towards secular education, in connection to this sharing of emails is also not applicable since learners have no access to computers, smartphones and technological advancement. My perception is not paramount.
I understand what you are saying Yusuf!
I like your observation.
MOHAMED OMAR ABDI
UBC ID: 92970145
ACTIVITY 3
TEACHING LARGE CLASSES
Large classes are common in my context as a host community we are expressing similar challenges of handling large classes., due to either lack or shortage of teachers which forces us to integrate classes therefore the challenges listed in the handout number four are common, for instance, noise marking, anxiety, distructions, as well as preparation it is difficult print handout for learners since photocopier machine is lady bird’s egg rare to be gotten one. I was then thinking ways of improving the number of challenges we are experience but for now through the strategies stated in the handout number 4 hopefully I will implement it to reinforce teaching and learning instructions at context this includes: relaxation, noise management, creating competition and using teacher’s note book for evaluation.
Wow,
Good to hear you plan to use the strategies mentioned in the handout to overcome some of the challenges. I like the attitude.
Well done Abdi.
NAME: ABDI OMAR MOHAMUD
STUDENT NUMBER:92947143
ACTIVITY: (3)
TEACHING LARGE CLASS
In the contex of refugee camps it is a culture that classes are overpopulated; in the maximum point of view each class should accommodate
about forty pupils/students but things are different in the refugee camps, this relatively coincides with influx of refugees of different nationalits such as; Somalis, Ethiopians, Sudanese and Congolese due to the esclating violence back at home. It is therefore necessary that teachers handle classes under such a scenarios. Teaching a large class has both advantages and disadvantages this may include:
(i) Encourages group work. when a class is relatively populated the teacher can employ such an strategy of group work which simplifies his or her work since it is not possible to attend and check the work of every learner.
(ii) Enhances interaction between learners. when a teacher uses the group work strategy which is as a result of increased population, learners tend to interact since they ask questions and answer to one another.
(iii) spread of some diseases. some diseases most commonly air borne diseases find their way in overpopulsted areas therefore schools that have more learners tend to be a breeding ground for such diseases.
(iv) Noise making. usually when classes are overpopulated they are characterised with a lot of noise and this brings about poor delivery of the content by the teacher which hambers the learners understanding and results to his failure in exams.
Nice observation and reflection Abdi.
My question is,,,do you apply some of these strategies in your situation. I am curious!
MOHAMED ABDI AHMED
UBC NO. 92945147
ACTIVITY THREE (3)
TEACHING LARGE CLASSES
Large classes are common here in Dadaab refugee camps where we have more then 100 students in certain small class.
Then, most of the challenges stated in the handout no.4 are clearly evident in our schools and as a teacher you need to come up some strategies for coping such kind of challenges.
The two points that intrested me in handout no.4 teaching large classes and need to be implimented in my classes are;
1- Relax- This point intrested me becouse as a teacher you need to find enough and humble time to prepare your lesson note before you step on in your class so that you don’t feel anxious.
2- Managing noise- This point intrested me since I have large and congested classes which makes more noise that hinder the delivery of my lesson content well.
As a teacher to handle such problem you need to introduce some norms in the frist day so that students accustomed it i.e. Waving your hand up to draw back the student’s attention.
Short and clear Ahmed.
Hope this is what you are doing in your class.
Well done.
MOHAMED ABDI AHMED
UBC NO. 92945147
ACTIVITY FOUR (4)
After I have read the 15 characteristics and qualities of good tex-books. I would like to make a quick review on KLB form form one Chemistry tex book by highlighting on some of its good qualities in relation to the 15 characteristics and qualities of good text book..
BOOK NAME:KLB CHEMISTRY BOOK ONE.
(FITH EDITHION)
PUBLISHER: KENYA LITRATURE BUREA.
The above named book contains almost all the qualies of good tax book.
The book is desingned in a useful way that fits the learner’s level of undrestunding ability. The content of the book keeps the intrest of the learner high.The book has drawings, charts and digrams.
It is portable and not heavy. The book has revision questions at the end of every chapter.
Okay Ahmed.
So can you give us some vivid examples from the book to support what you said?
For instance, what is it that makes your students’ interest kept high?
MOHAMED ABDI ALI
UBC NO. 93013143
ACTIVITY THREE (3)
TEACHING LARGE CLASSES
According to Dadaab set up. we have large classes and all the challenges mentioned handout no.4 exisites it.
The two bullets that I intrested with most are;
i) Encourage compogition- I intrested this becouse I have large and congested class and one way of managing is to create compotition by motivating learners who participate activly in the class there fosg learners will try to be attentive and understood the concept.
ii) use teachers note book; Am intrested this point becouse when monitaring group activities of large class you ssuppose to write down the errors and rectify them later to avoid confision.
Okay Ali.
MOHAMED ABDI ALI
UBC NO. 93013143
ACTIVITY FOUR (4)
Having read the 15 characteristics and qualites of good tax book let me mention some qualites of KLB FORM TWO CHEMISTRY.
PUBLIAHED BY; KENYA LITRATURE BUREAU
The book has all the qualites of a good text book.
i) The book is not bulky and posible for the students to carry them probarly.
ii) The book is free from prejudice
iii) The text has Charts, Tables and diagrams
iv) At the end of evey chapter the tex-book revison questions related the topic.
Good observation Ali.
So what do charts, tables, and diagrams help?
Well done in this.
Activity 5&6 is just one activity — due by Saturday 24th October.
Write a brief outline of an outside-of-classroom hands-on practical lesson plan (Not involving laboratory chemicals or equipment) to address a topic of your choice.
For instance, in teaching a topic on change of states (of matter), I would ask my students in groups to bring hot water in a thermos flask, solidified soda (any beverage drink in a glass bottle), a transparent glass, a small cooking pot and its cover, and a local kerosene jiko, to demonstrate such concepts as evaporation, condensation, sublimation, melting, freezing, and deposition.
NB:
1.) The essence of this activity is for you to think of a teaching environment where there is neither the laboratory nor the required laboratory chemicals and/ or equipment
Again your lesson plan should include all the necessary components of a good lesson plan such as:- Topic, subtopic, desired learning outcomes (clearly stated objective(s)), Activities, materials required, assessment mechanisms (of students understanding) and so on.
2.) Having done this activity, I will assume you are done with activity 5 and 6 (Good for you??
UNIVERSITY OF BRITISH COLUMBIA
UBC ID: 92937144
ACTIVITY 4
REFERENCE BOOK: K LB BIOLOGY BOOK2
TOPIC: STRUCTURE AND FUNCTION OF THE HEART
This book is set according to Kenyan syllabus, it also agreed the fifteen importance and qualities of a textbook captured in the hand out, therefore if you keenly observe the presentation of the topic above in this book you find the concept is complimentary to the structure and function of heart in primary science book 7, also the exterior of the picture is attractive – the combination is green and yellow and students performing a practical, this colour is appealing to the eyes hence students develops interest of either reading or at least holding, if you look at concept development you realize gradual progress of concepts because in primary valve was mention but at this stage they are categories, for instance: tricuspid and bicuspid. On top the material is portable and the subject matter is relevant with standard diagrams as well as revision questions are spread across the topics to serve the purpose of evaluation.
Well done Yusuf.
Short and clear.
MOHAMED OMAR ABDI
UBC ID: 92970145
ACTIVITY 4
BOOK: KLB BK1 CHEMISTRY
TOPIC: SEPARATION OF MIXTURES
This is book is prepared according to the sylabus, simply because the tobic stated above has some of its parts taught earlier in primary, for example separationof misciple and immiscible liquids this that the auther used complimentry approach for progressing concepts from known to unknown, inconection to this the book is handy and attructive this two qualites inculcates intrestin reading the material. the content is not boring and bulky and complex, it is one that can enhance curiosity.
Okay Abdi.
Good observation.
Feisal Mohamed Muktar
Studet NO: 93042142
ACTIVITY THREE (3)
• Participation: There is always someone who is willing to answer questions even if they are just guessing. Make sure to take answers from a variety of students.
Here in the Dadaab context, public schools are always overpopulated leading to large classes therefore This bullet interested us becouse writing from experience, class participation in a large class is always active. It is true that in alarge class students are always willing to react on questions you ask even if they don’t have a clue in it.
• Space: There is limited space in a classroom for energetic activities such as role-playing.
The capacity of a normal class here in Kenyan schools has to be forty students in contrary to what is happening here where the classes are filled to capacity and students are congested due to the limited space. Here such a class a teacher can’t even group his students for proper group discussions.
ACTIVITY FOUR (4)
After reviewing one of the science text books I use in my classes and at the same time referring to one of the fifteen characteristics that I have read and that being “The size of the book should be handy”.
The size of the form four chemistry book published by the Kenya Literature Bureau (KLB) is not bulky as such. This encourages students to carry the book any where they feel like and motivates them to revise the whole book in a fixed period of time.
This is interesting Feisal.
So how do you overcome the challenge of overpopulation in your class? just curious!
NAME: ABDI OMAR MOHAMUD
STUDENT NUMBER: 92947143
ACTIVIY(4)
CHARACTERSTICS AND QUALITIES OF A GOOD TEXT BOOK.
FORM ONE HISTORY KLB.
Having read about the handouts there are alot of features of a text book that one should consider before puting the book in to use. The following are the characteristics of a good text book:
(i) It should be comprehensive. the fact remains that a text book which is too irrelevant contributes nothing to the learners but failure therefore, a text book should be comprehensive enough to cover all the needs of the learners.
(ii)A text book should contain diagrams, drawings and chats. for ease and better understanding of the content for instance the form one history has drawing of early man and the other animals for example when learning about domestication of animals a student is there to see the pictures of a cow, sheep,camel and goats.
(iii) Use of simple language. A text book that is written in a complex language with a lot of vocabularies tend to confuse students and reduses their appetite towards reading the book as such, the authors should regard students level when preparing the text book so as to encourage learners atitude toward the book.
(iv) A text book should be cohesive. When designing and preparing a text book it should be contained in a simple volume than can enance content coverage therefore saving time.
Abdi,
You have a good observation.
My question is, are these characteristics present in the book you mentioned?
AHMED BARE SHURIYE
STUDENT NO: 92966143
ACTIVITY THREE (3)
• Monitoring students: Teachers may find it difficult to keep students on task as they monitor pair and group work.
This is true that I have personaly felt this challenge in my class. When I give my class work like balancing a chemical equestion in my class, after the students do that on their text books individually, it is my duty to go round the class mark and monitor each one of the students’ exercise books. Due to the limited time and numerous figure of the students it is always dificult for me fulfill those duties.
• Marking: Grading assignments and tests can be very time consuming.
Due to the large number of students in our classes, during exam time it is really tiresome for a teacher to mark and grade all the papers of his/her class with the given period of time. With less or no motivation, this hard tasks stresses teachers and makes them feel cursed in this Dadaab context.
ACTIVITY FOUR
Having read the fifteen important characteristics and qualities of good text-books and reviewed the science text books we use in our schools here in Dadaab, Text books Printing and get-up of the books are interesting and attractive.
This is done in away that text books are written in a flowing way, by saying that I mean topics are opened with what students know to what they don’t know: like how this topic is related to another another topic that they have learnt in a lower grade. This makes them learn the subject interesting and attractively.
Well done Shuriye.
Hi winston,
please comment on my previous activities
Regards
Name: Leilo Abdi Hussein
UBC No: 92954149
Activity 3
Having read on hand out number 4 the following points attracted my attention when dealing with large class and the reasons why are interested are as follows;
1: participation- when dealing with a class there is always some one who is able to answer question even if they don’t know they will try or you may get a variety of answers.
2: Noise level- when teaching a large class then the class can become out of hand hence needs more control. this mostly occurs when learners are working in groups.
3: Timing: it is neccessary to consider time when dealing with a large class.
Okay Leilo,
But, do you then apply these in your class?
Amina splendid work and Leila precise and to the point keep up go ahead to the next activity.
On behave of the professor.
Best wishes
Haha..
Thanks Yusuf for this!
thnx Abdimahat I really appreciate ur concern
Name: Leilo Abdi Hussein
UBC: 92954149
Activity 4
Characteristics of a good text book.
KLB Biology Book 2
After reading the 15 charteristics of a good text book and reviewed a biology book we were using in the school which was published on the Kenyan system. I come up with the following characteristics.
1- A good text book contain charts, maps and diagrams. this enables learners to understand the concept well.
2- The size of the book is handy hence learners are able to carry.
3- the text book has revi understanding sion question at end of each chapter and term work.
4- It is written in simple language that is according to the learners level nd .
5- It is written in cohesive manner .
Good observation Leilo.
Just curious, what do you exactly mean by cohesive manner?
THE UNIVERSITY OF BRITISH COLUMBIAstudents, EDUC490:SPECIAL TOPICS IN SCIENCE
CANDIDATE’S NAME: YUNIS ALI SHEGOW
UBC NO:92967141
ACTIVITY 3
About the hanndout no.4 from class3: Teaching Large Classes, the following bullets did interest me mostly with reasons in brief details:
Intimacy :Whereby recalling students’ names can take long time.This is true because a new employed teacher may find hard to remember the names of outnumbered class.Such situation most commonly known to us in Dadaab schools (both primary and secondary).Particularly the school I was attached for teaching practice,the Form 1 and 2, classes over 80 learners.These classese were very congested to an extent that I failed to check the last row students’ work.
Marking: Since the class is highly populated,grading assignments and tests can be very energy and time consuming making you too tired to finish them and your pay will generally be the same as for the smaller class teacher.This is common and even worser in our schools whereby only national staffs are mostly considered in terms of allowances,health, life rescue and higher payment than the incentive staffs.
Reduce marking and preparation time: Come up with possible strategies that can use your lesson period/time economically e.g. designing guizzes to mark them as you don’t be exhausted in correcting all grammatical errors in bulky written assignments in class,but give short comments on your students’ assignments.
UNIVERSITY OF BRITISH COLUMBIA
EDUC 490: Special Topics In Science
NAME: YUNIS ALI SHEGOW
STUDENT NO: 92967141
ACTIVITY 4
After having read the handout for class 4:15 Important characteristics and qualities of a good textbook, I made a quick review on one of the science textbook I use to teach. And now willing to comment on its quality referring to some of the fifteen characteristics I have read from the handout class 4.
DETAILS OF THE BOOK I USE:
BOOK NAME: New syllabus, Secondary Biology Form Two Students’ Book (Third Edition)
PUBLISHER: Kenya Literature Bureau (KLB)
Deep Comments on the qualities of this text book referring to some of th 15 characteristics I have read.
Secondary Biology form Two Students’ Book is well written biology book that aims at equipping students with knowledge attitudes and skills that can enable them exploit the environment responsibly.It is the second book in the secondary biology series published by Kenya Literature Bureau. The book adopts the IUPAC system of naming chemical substances.
The content is in four broad topics namely; Transport in plants animals, Gaseous exchange, Respiration and Exretion, and Homeostasis. Topics are introduced in a simple and precise language and related to the knowledge gained earlier.
To enhance easier understanding of concepts, terminologies are defined before use. Emerging issues such as environmental conservation and substance abuse are also dealt with where they are relevant. Neat and precise illustration have been widely used to enhance learning. Practical activites and study questions are integrated with in sub-topics at their relevant teaching points.
This biology text book contains charts, maps, diagrams e.t.c relevant for effective understanding of its concepts related to the subject-matter of Biology.
Also, at the end of each topic, there are revision questions that assist the learners to evaluate themselves. Answer to all qeastions are provided in the accompanying Teachers’ Guide. The Teachers’ Guide gives a logial approach to the teaching of each of the topics. The Students’ Book together with the Teachers’ Guide provide an excellent interpretation of the current 8.4.4 syllabus.
Very well done Yunis.
I like your work.
STUDENT UBC NO: 93043140
Activity 5/6
Lesson plan for form three chemistry class.
TEACHERS NAME: JAMA AHMED MOHAMED
CLASS: FORM THREE
SUBJECT: CHEMISTRY
TOPIC: QUANTITY OF HEAT
SUB TOPIC: ENTHALPY CHANGES
DATE: 20/10/2015.
CLASS ROLL 43
VENUE: OUTSIDE FORM 3B CLASS
LEARNING OBJECTIVE: At the end of the lesson student should be able to derive enthalpy changes formula.
RESOURCES: hot water in a thermos flask ,three jugs, 5litres of cold water, two pieces of thermometer and a cooking sufuria.
Time Content and teacher activity Student activity Teaching Resources
10 min Put students into groups of five.
Distributing resources to students in their various groups.
Students registering their names according to their groups. Hand outs
20min Tell students aims of the experiment
Giving students instructions on how to perform the experiment.
Students carrying out different tasks as assigned by their teacher. Mixing hot water and cold water. students working in pairs Hand outs
10 min Feed back- one good point and noting areas of improvement from each group. Watch and listen and ask questions. Hand outs
10 min
Conclusion- brief recap of today’s lesson and whether the objective of the day was met. Listen Hand outs
BENEFITS OF HANDS-ON LEARNING
There are a plethoria of benefits that teachersand curriculum developers as a whole adduce to hand-on learning to justify the approach in the schools.
Benefits to student includes: increased learning, increased motivation to learn, increased motivation to learning and enjoynment of various lessons students under take.
There is also increased proficiency of skills amongst learners including; communication skills.
There is also increased independent thinking and discussion making base on direct evidence and experiences and also increased perception and creativity among the students.
Hands on approach enables students to retain a subject/content better than normal methods used it also provide students with a sense of accomplishment. They can apply their knowledge to solve need life situations.
Hand-on learning works well in teaching students having difficulties such as; behavioural interference, difficiencies etc.
Teachers can pay their personal attention to every student.
JUSTIFICATION
Hand-on approach supports the nation of multifaceted bombardment of information so that the reduction level in student is improved. It is fun both teachers and students.
Classroom Centred- the teacher should encourage students creativity in problem solving, promoting students independents and help lower ability students overcome initially handicap.
Okay Jama.
I wish you had explained a little bit about the very experiment. I mean the exact activities you would do with your students. But this is fine.
Activity 5 and6
Names: Feisal A iman ID: 92949149
mohamed Omar Abdi ID:92970145
Adow Mohamed Ibrahim ID:92950147
Abdimahat Ahmed Yusuf ID: 92937144
RESPONSIVE LESSON PLAN
CLASS: Form 1
Time: 40minutes
Teacher: Abdimahatat Ahmed Yusuf Student ID: 92937144 Date: 24/10/2015
Subject: chemistry
Topic/subtopic :changes of matter
s
Curriculum Objectives (Which objective is the focus for your instruction?)
By the end of the unit learners should be able to use similarities and differences in what they observe
Develop interest in science
Learning Goals (What do you want the students to know or be able to do at the end of the lesson?)
By the end of the lesson the learner should be able to:
I. State change of matter
II. Classify forms of matter
Accommodations Prior Knowledge
Providing conducive environment that fits the needs of children
Using child friendly methods of teaching Ask learners about the previous lesson for example liquids, solids and gases
Materials Key Questions
Manila papers, teacher?s guide, chemistry science Book 1, charts, photograph showing changes of matter as well as realia. ? What is matter?
? Do they feel matter?
? Do you know how matter changes from one state to another?
Instructional Strategies (Which teaching strategies will you use? How will you group the students?)
Teaching strategies imitation, visits, outside class activities, grouping, questions and answer and demonstration
Instruction (Engage, Explore, Explain, Elaborate, Evaluate)
Duration Activity/Task
5 minutes Introduction (How will you engage and motivate the students?)
The teacher should group learners in small by giving the charts, photographs showing different states of matter. The teacher introduce one state at a time
The teacher says the states and show the picture, the teacher fixes pictures on the walls, hang them where all students can see.
The teacher to review the previous taught lessons so that he can connect this lesson to the previous lesson. Ask oral questions about the previous lesson to show the links between the lessons and to bring the attention of the learners to the subject matter on board.
25 minutes Lesson Steps (Explore, Explain, Elaborate and Demonstrate)
The teacher gives out picture of states of mater for example solid state, liquid state and gases state. Let students work together with the pictures given to them. The teacher observes and listens to students as they interact. Let students record in their exercise books what they saw in the picture.
Explain what states of matter, giving examples in each case, the teacher explains characteristics of particles in various states, the teacher to explain further the concept of matter using hands on learning to stimulate the learning environment hence learners is on board and understanding is enhance. Now explain how particles move in respective states therefore particles in solids are more compacted than those found in liquids while particles in gaseous state are far apart hence less compacted, therefore they are loosely attached and can move randomly in all directions therefore particles in gaseous state are freely spaced.
Demonstrate using real life situation/realia here the teacher selects representative students from respective groups, they should come forward and demonstrate the partical?s state of movement through teacher?s instruction, ask the students to discuss on what they saw as their colleagues demonstrated, guide them to write short notes. The teacher asks the learners list importance of matter. Let learners discuss how changes of matter is important in our daily life activities e.g. ice cream venders and carbon dioxide gas to be place in containers to prevent products going bad, and salt placed in refrigerators or ice processing factories to either aid in producing ice or provide cool environment to the ice being processed.
Teacher goes round in the class to see what students write on their exercise; how they draw the particles in different states of matter. Give one or two questions to be tackle by the learners. Compare and contrast their work and their responses about the questions given. Ask questions which state of matter are particles save to move randomly in all directions?
5 minutes Lesson Consolidation (How will you wrap-up the lesson?)
? Ask learners to share what they have learnt
? Repeat important points you covered in the lesson
? Ask learners some questions on what they learnt
? Give students short questions about the lesson
Assessment (How will you know that the students have achieved the learning goals?) (5 minutes)
? Brainstorm
? Giving open ended questions for students to discuss
? Let them share ideas
? Challenge their responses
? Ask other students in the class to comment in each group?s suggestions
RESOURCES: teacher?s guide, Chemistry Student?s book 1,realia, manila papers showing different types of matter changes, charts shows movement of particles in different states of matter
This is excellent guys.
Well done!
SALAT ABDI MSULWA
UNIVERSITY OF BRITISH COLUMBIA
STUDENT’S NUMBER : 92957142
ACTIVITY 5/6
LESSON PLAN.
DATE SUBJECT FORM TIME DURATION ROLL AV
23/10/15 CHEM F1 8:40 40 MIN 45 14
9:20
TOPIC: Simple classification of Substances.
SUB TOPIC: Separation of sand from water.
OBJECTIVES: By the end of the lesson the learner should be able to separate sand from water through filtration method.
REFERENCE: KLB Cheimistry Book One page 22 to 24
MATEREALS: A piece of cloth, traparent plastic water bottle, water and sand.
INTRODUCTION:
The teacher introduces the lesson by asking the students to highlight different methods of separating mixtures.
TEACHER/STUDENT’S ACTIVITIES.
5MIN: Teacher asks the learner to state the different methods of separating mixtures and the student states the methods of separating mixtures.
25MIN: Teacher asks the student to cut transparent plastic bottle at the top carefully using a razor blade or a knife to get a funnel and the lower part of the bottle to act as a beaker, the student does as directed by his/her teacher.
Teacher ask the student to mix the water and sand to obtain a mixture and the student does as directed by his /her teacher.
The teacher tells the student to place the piece of cloth onto the funnel and place it onto the other part of the bottle( beaker ) and the learner does the way has been directed by the teacher.
Teacher tells the learner to carefully to pour the mixture onto the funnel in order the to allow the water to pass through and the sand to remain on top of the funnel and the student does exactly the way the teacher explains to him/her.
Teacher discuss the results of the experiment and the learner participates in the discussion.
DISCUSSION:
Fine sand particles are trapped and collect on the filter paper ( piece of cloth ). The solid particles that are left on the piece of cloth are called RESIDUE. Water collected in the bottle is clear because the piece of cloth does not allow solid particles to pass through. The liquid collected in the bottle is called a FILTRATE. And this method of separation is known as FILTRATION.
APPLICATION:
Filtration is used on large scale in water purification and plants. Dirty water is allowed to pass through a filter bed made of layers of gravel and sand. suspended particles are trapped by the gravel and sand while the water passes through. The domestic water filters use the same principle.
LAST 10 MIN:
The teacher gives the learner to jot down some notes and conclude the lesson by summarising what the lesson was all about.
This is very well done Salat.
Nice work.
NAME : SAHAL AHMED BASHIR
STUDENT NO : 92958140
ACTIVITY 3 : TEACHING LARGE CLASSES.
Most teacher agree that teaching large class is both interesting and challenging. It is interesting as it may encourage participation i.e involvement during classroom instruction, timing i.e one may not have regular clock checks as he/she is busy engaging the students and excitement which may enhance deep and meaningful classroom instructions.
Teaching large class may as well be challenging as it may involve destructions i.e latecomers and charting during classroom instructions, congestion i.e limited space in the teaching–learning classrooms, text books and other teaching –learning resources may not be proportional, preparations i.e photocopying examination materials may be quite cumbersome . effective and learning in such scenario requires inclusive appropriate and relevant teaching strategies that create a classroom climate of understanding which are also mentioned in hand out given in the blog. This may include:
a) Use of teachers note book, remembering errors committed by all students during classroom activities is quite hectic therefore, note book aid teachers to remember mistake made by students either in groups on in individuals.
b) Use of chalkboards /whiteboards, teachers can on boards where all learners can see.
c) Noise management, teachers should signal to their students when they are on the verge to an inappropriate behaviors
d) Creating confidence and trust i.e by knowing students’ names
e) Asking questions and enforcing late policy in advance
The aforementioned approaches are helpful in our context to create teaching- learning environment .
ACTIVITY 4: CHARACTERISTICs AND QUALITIES OF A GOOD TEXTBOOK.
NAME : SAHAL AHMED BASHIR
STUDENT NO : 92958140
Book review
Subject Name: chemistry
Form : three
Author : Kenya literature bureau (www.klb.co.ke)
ISBN 978-9966-10-007-8
No of pages : 244
The book is handy and convenient to carry as it mentioned in the hand out give in the blog .
The book is accurately printed and easy to read to. This intrigue an interest in students so that they often read
The subject matter of the book is well displayed and spread in sequence for easy comprehension.
The exterior pictures of the book is quite attractive and students prefers to carry around.
After each and every chapter a revision questions were provided to help students to practice the subject content of the book
book can also serve as the psychological requirements of the learners at various stages. This is very essential for both the teacher and the students as it makes easier for the teacher to teach effectively and help the learners to get their psychological needs. Such book adopts inclusive approach that addresses the expectations of the students hence maintains their attention and interests at different levels of learning and teaching.
All the points that are mentioned in the hand out are the ones we experienced in science text books that we teach every day.
You have a nice work in both activities Sahal.
Well done.
STUDENT NO.92962142.
SUBJECT.CHEMISTRY.
TOPIC.ACID,BASE AND INDICATORS
SUB TOPIC.ACIDS AND ITS PROPERTY.
OBJECTIVES.
-AT end of the chapter ,the leaner should able to.
-Define indicator,Acid,Base and PH.
-Prepare and use plant extract as Acid ,base indicators.
-Describe and use the PH scale .
-Use indicators to identify Acid and base
-Name different acids and Bases .
-State the use of Acids and base.
-State and Explain the effect of Acids on a substances.
DEFINATION OF TERMS ON THE TOPIC.
1ACID-acids are substance which has sour taste and when dissolve in water forms hydrogen ion (H*) as the only postive ion.
2 BASE -Substance which has bitter taste and when dissolve in water forms hydroxile ion (HO-) as the only negative ion.
3 INDICATORS -Is substance that used to identify Acid and Base by showing definite different colours in acid and base .
4 PH SCALE.It is A scale that shows the rate of Acidity and Akalinity of substance.
EXAMPLES OF ACIDS AND BASES
ACIDS
They are Strong acids and base.
SULPHURIC ACID
HYDROCHLORIC ACID.
NITRIC ACID.
STRONG BASE.
SODIUMHYDROXIDE.
POTASSIUMHYDROXIDE.
CALCIUMHYDROXIDE.
IN this topic the leaners should able to be cautious about the corrosiveness of acids especially the strong acids and they have be diluted with water before they are used for reactions.
PH scale chart which shows different colours and PH values should be used to explain the strenght of solutions eg strong acids,weak acids, Strong Base ,weak base and as wel as neutral substance.
The PH scale values shows that substance having a value From 0-4 is strong acids.
PH value Above 4-to just less than 7 shows weak acids.
At PH value 7 shows neutral substances.
at PH value above 7-10 shows weak base.
at PH value from 11-14 shows strong base.
REACTIONS OF DILUTE ACIDS WITH SOME METALS.
Dilute acids reacts with metals that above hydrogen in the reactivity series and they produced Salt and hydrogen gas as the product.
e.g
metals * dilute acids-salt* hydrogen gas.
Ahmed,
Did we say that we don’t have to use lab chemicals and equipment in activity 5&6? Please check out this.
this is activity 5& 6
Ahmed omar ibrahim
student no 92941146
activity hands on learning
to investigate the rate of transpiration from leaf surface
requirements
leaf shoots glasssl ide elastic band stop watch apair of forceps
procedure
select one broad healthy leafon apotted plant growing outside the laboratory
using apair of forcep pick two large anhydrous cobalt (11) chloride paper and quickly place each piece on the two surface of the leaf
quickly cover them with the dry glass slide and note the time
secure the slide with the rubber band
observations
it has been observed that droplets of liquid in the piece of the slide
the colour of the paper change
conclusion
the anhydrous cobalt (ii) chloride paper changed to hydrated pink
this confirms that liquid was water
during the day plants do transpire releasing droplets of water
Ahmed,
It is a good experiment but we wanted you to avoid as much as you can, the use of lab chemicals and equipment.
Dear students,
1. In your course outline, I want you to read about activity 7 and reflect upon the last two activities you did. Have we covered the issues stated in this activity? Do your own reflection. You are not supposed to submit anything from this activity.
2. Activity 8 – You will submit this by Wednesday, 4th November.
Read handout 1 in Class 8 in your course outline named: Teaching problem solving skills (3 pages)
Create a simple problem from the subject of your choice. Using Wood’s problem-solving model, explain how you would help your students to go about solving that particular problem (It is not necessary that you follow all the procedures in wood’s model. You can create your own as well.)
Good luck
Winston
Course instructor
MOHAMED ABDI AHMED
UBC ID NO. 92945147
LEILO ABDI HUSSEIN
UBC NO. 92954149
MOHAMED ABDI ALI
UBC NO. 93013143
ACTIVITY 5&6
LESSON PLAN
28/10/15 CHEM F1 8:00-840am
TOPIC: SIMPLE CLASIFICATION OF SUBSTANCES
SUB-TOPIC: SEPARATION OF SOLID-SOLID MIXTURES
OBJUCTIVES:
By the end of the lesson the learner should able to;
i)Diffrenciate the colour of iron fron sulphur
ii)To separete iron fron sulphur.
REFRENCE:
KLB CHEM BOOK ONE PAGE NO. 18-19
MATERIALS USED:
Apeice of white paper
-iron flings
-sulphur
-magnet.
INTRODUCTION
(5mint) The teacher intoduces the lesson by doing a recup to the previous lesson and ask the learners to state the diffrent methods of separating solid-solid mixtures.
(30mint) The teacher ask a student to place the mixture provided on a peice of white paper and spread it out by notting carefully its appearance. Hold a magment above the mixture and observe what happens.
DISCUSSION
The mixture provided is grey-yellow in colour. When magnet is held above the mixtire, the grey particles(iron) are attracted towards the magnet leaving behind a yellow powder(sulphur) on the paper.
Amixture of iron and sulphur can be separated by use of a magnet becouse iron is magnetic whereas sulphur is not.
APLICATION.
This method is applied in industries such us;
iron recycling
Glass recycling
flour mills to remove iron particles.
(10mints) The teacher concludes the lesson by doing a summry explanation to the lesson. And gives the learners short summary note of the lesson.
EXERCISE
1-Discribe the colour of the mixture.
2- which subatance is attracted towards the magnet. Explain.
2- State two application used separation of magnet.
.
ACTIVITY 5&6.
TOPIC: AN OUTLINE OF AN OUTSIDE-OF-CLASSROOM HANDS-ON PRACTICAL LESSON PLAN
Teacher’s name: Yunis Ali Shegow
9296141
Teacher’s name: Mohamud Said Harun
Number: 92944140
Week :7 …..lesson:10.
Date : 8/10/2015
Time : 9:00am-9:45am
Form: Two(2D)
Subject: Chemistry
Chapter5: Water and Hydrogen
Topic : Sources of water
Sub-Topic: Water as a product of burning organic matter
Objectives: By the end of this lesson, the learner should be able to identify the essential products (water,carbon,carbon (iv) oxide …) formed when burning organic matter and practically explain how the formation of these products can occur.
Teaching & learning materials/resources:
ü Candle
ü Ice col water
ü U-tube
ü Improvised sidearm tube
ü Improvised funnel and delivery tube.
Lesson development
(.time i n minutes)
Content & teaching activities
Learning activities
Assessment mechanisms
10 minutes
Introduction: the teacher should first relate the current lesson to the previous one as he/she can then introduce the current topic/lesson to the class,and that they need to do a practical outside of the classroom and ask to get locally available materials required to ‘’investigate product of a burning candle”
The learners should improvise the required materials to carry out the practical.
Oral questions:The teacher can ask the clas to briefly explain the steps and outcomes of the practical and so on.
15 minutes
Having got the equipment,the teacher should instruct the students to set the practical by themselves.
The students should follow the steps as per the teacher’s instructions to do the practical and do observation as they record it.
Also the teacher to write other relevant questions on the board for them to answer in groups while the other questions for individual activity as the teacher marks it in next period
10 minutes
Explanation: the teacher should explain what happens when the candle burns
Students should carefully listen and observe how things are produced
Close & open-ended questions: the teacher can also develop relevant questions about the essence of this practical
5 minutes.. Conclusion: After clear observation the teacher can deduce that when a candle burns, water and carbon (iv) oxide are produced.
The students make note of this reliable results and as they summarise their recordings.
NAMES: SAID HIRSI ALI
STUDENT NO 92939140
ACTIVITY 5 AND 6.
TOPIC: FLAME
SUB-TOPIC: TYPES OF FLAME.
Objectives include:
Understanding different types of flames.
Understanding which flame is hotter.
Able to know their function.
INTRODUCTION (5 MINUTE): Today we are going to discuss about The two types of flame. we need a lot of concentration when dealing with this practical. I remember I told u to come with a the following, hope u have it JIKO CANDLE AND MATCH BOX and the students responded“yes”. Is there anyone who has an idea of this, the students has presented different views? DISCUSSION (30 MINUTES) here with me is a candle and a jiko. We will use this to identify the different types of flame. Using match box to light on the candle after a flame is produced I asked the students to draw the type of flame they see, I pick a paper on top of the flame produced by the candle. On the lower part of the paper a black sooth is formed. The fame produced is LUMINIOUS FLAME. Now let us try to understand how these zones are formed. When a candle is lighted, the wax melts, rises up the wick and due to heat gets converted into vapors. These vapors burn in the air producing a flame. The inner dark zone is formed by unburnt vapors of the wax. It is black due to the presence of unburnt vapors of the wax in it. This zone is least hot. The middle luminous zone contains free carbon particles which are formed due to incomplete combustion of paraffin wax. The outer zone of the flame is blue in color and contains the products of paraffin combustion, namely water vapor and carbon dioxide. In this region, complete combustion takes place due to plenty of air present around it. This region has the highest temperature in the flame. As the carbon particles from the middle zone move to the outer zone is less luminous and has higher temperature than the middle zone.
I pick the jiko and open the air hole found in the lower part of the jiko, put the jiko some charcoal and remember this supply of oxygen is sufficiently large, the combustion is complete and fuel burns with a blue flame. This type of flame does not give much light and is called NON-LUMINOUS FLAME. I asked the students to draw the flame produced by the jiko. I asked the student to pick a paper the flame has four zones and it is used for heating.
CONCLUSION 5MIN I checked the students drawing in their exercise books and their drawing was amazing, I corrected some of their mistakes. APPLICATION. The process above is used for heating and lightning.
STUDENT NAME: JAMA AHMED MOHAMED.
REG:UBC NO:93043140
Activity 8: analysis of stoichiometric problems in chemistry among students and strategies of solving the problem.
. In many schools across the country students have a problem with stochiometric equations, the problem arises from the way many students approach the topic. The success of every student in this topic depends entirely on his/her ability to interpret mole concept and the related mathematical equations. It’s a topic in chemistry that calculates the quantity of a product that can be obtained from a reaction by assuring that the reaction is the only one involved and that the entire product is collected, it also cuts across many sub disciplines of chemistry such as analytical physical and organic chemistry. Students who do not fully understand the subsequent topics so to improve their problem solving skills.
I also believe heavy emphasis should be placed on concept understanding of the topic whereby students can learn by different angles of a concept. since chemistry by its very nature is a highly conceptual subject a students should not practice rote learning because it does not guarantee the actual understanding of concepts because real understanding involves bringing together of concepts sequentially.
I also believe in the strategy of introducing extra instructions to students during experiments because it makes students link the particular nature of matter of chemistry with the real learning and in turn makes understanding better.
Another strategy is to enhance organizational skills in students so that they can organize their ideas vis avis the working space in their brains lest it be overloaded. Failure to organize ones work leads to rote learning which do not guarantee understanding of concepts.
Since language influences thinking process necessary to tackle any task, the whole area of language including use of representational symbols needs to be carefully thought by the teacher. I therefore believe another strategy I will deploy is making sure the learners have an easy understanding of the language I use in my chemistry class. I will also my learners an opportunity to verbalize and discuss the ideas I give them correctly as they appear and as the way I teach them.
ACTIVITY 8
NAMES
Names: Feisal A iman ID: 92949149
Mohamed Omar Abdi ID:92970145
Adow Mohamed Ibrahim ID:92950147
Abdimahat Ahmed Yusuf ID: 92937144
PROBLEM: WHY HYDROGEN IS CONSIDERED AS A REDUCING AGENT? AND APPLICATION OF WOOD?S MODEL AS STRATEGY FOR SOLVING THE PROBLEM
Loss of oxygen
Metal oxide+hydrogen=metal +water
Introduction gain of oxygen
Hydrogen is a gas found in the atmosphere, it is an important gas used as fuel when hydrogen burns it produces more energy per gram than other fuels it is consider as a source of pollution-free energy, the heat energy generated is converted to electrical energy in a fuel cell and used to drive rockets also used in the manufacture of HCL gas in which H2 reacts with cl and dissolves in water to form HCL gas.
In the equation above is used to demonstrate how hydrogen is consider as a reducing agent in metal oxides, therefore equation has got known parts and unknown parts. The known parts are: metal, oxide and hydrogen gas hence the reaction of the known parts can be a solution to the unknown parts. On top there will be a number of symbols we will be using in this either the equation or using other examples of how hydrogen reduces metal oxides, the symbols are as follows: lead-Pb, Oxygen-O2, hydrogen-H2,
Discussion
When a steam of hydrogen gas is passed over some heated metallic oxides, two elements are competing for oxygen, i.e., the metal and hydrogen. If the metal wins, it retains its oxygen and no reaction takes place. If the hydrogen manages to grap, the oxygen from the metal. Remember, the water is an oxide of hydrogen. Because gains oxygen, so it is reduced.
The complete equation is captured below
Metal oxide+ hydrogen= metal+water
The following are other examples which follow similar principles
Lead oxide+hydrogen=lead metal+water
Other symbols are use of colours
1. Red indicates loss of oxygen
2. Green indicates gain of oxygen
3. Equal sign indicates direction of the product
Reflective Questions
Brainstorm
? Giving open ended questions for students to discuss
? Let them share ideas
? Challenge their responses
? Ask other students in the class to comment in each group?s suggestions
Conclusion
Remember hydrogen is able to reduce oxides of the relatively nonreactive metals such as copper, lead and nickel. This also depends reactivity series of metals and non-metals, hence hydrogen cant reduce oxides of strong metals, you should also bear in mind that the reactivity series appear in the order of their reaction with oxygen those that reacts vigorously appear first in the order and towards the end of the order is less reactive metals like copper and non-metals for instance carbon. The list with most reactive metals is given below.
Potassium>sodium>calcium>magnesium>aluminum>carbon>zinc>iron>lead and copper
Dear Students,
Here is our final weekly activity due by Wednesday 11th November
1. Take time to read week 9 handout titled: Classroom assessment in science. You will not submit anything from this handout. Yet, make sure everyone of you reads it!
2. Read week 10 handout titled: Reflective teaching. This is a very short reading. Answer the following questions briefly and post on the blog
i) What is reflective teaching
ii) Why do you think reflective teaching is important to us as teachers?
iii) Explain briefly at least 3 ways you would use to help you do a critical reflective teaching.
(Reading the other week 10 handout would be of advantage to you in responding to these questions)
AHMED BARE SHURIYE student id: 92966143
ACTIVITY 3 : TEACHING IN A LARGE CLASS, CASE OF DADAAB REFUGEE CAMPS
Teaching in large classes is a challenge to teaching in Dadaab secondary schools and a privilege to refugee children who could not have access to education if the large numbers in class are reduced. Teaching a large class is a multi-facial, it has both advantage and disadvantage to the large community in Dadaab refugee camps. It is advantageous to the community in the following ways:
1. It benefits large number of refugee children
2. Reduces number of street children in the camps
Sharing of different ideas in class due to large number
On the other hand, it has disadvantage to both teacher and the student in the following:
1. It difficult for the teacher to monitor a large class
2. There are a lot of distractions i.e noise during lesson delivery hence difficult to manage
3. A lot time is wasted in controlling the crowded class
4. There is high rate of truancy
There might be spread of communicable disease
A teacher can apply these relevant strategies to reduce challenges faced when teaching a large class. Proper time management, calling class register to curb truancy, giving more attention to children with special, proper sitting management and grouping students during assignments are the strategies that can help a teaching to reduce challenges faced when teaching a large class.
NAME: NOOR OMAR SHALLE
UBC# 92953141
ACTIVITY 3:TEACHING LARGE CLASSES.
Teaching large classes one of the challenges that
face Dadaab teachers both at primary and in
secondary levels. Effective teaching and
learning in such scenario requires the use of
relevant teaching strategies that are learner
friendly in a way that is inclusive according to
the learners? abilities. Despite existence of
challenges in the management of large classes,
the there are advantage that come with for
example, there exists rich diversity of ideas.
There are some other advantages as follows
which includes: fun and excitement and
punctuality and preparation on the part of the
teaching and participation.
Some of the challenges that a teaching may
encounter when teaching large classes include:
lack of intimacy, difficulty in monitoring
performance in class lessons and assignment,
distraction, noise, congestion and inadequacy of
resources and facilities.
Having mentioned the difficulties in classroom
management of large classes,according to the
handout given in the link, coping strategies exist
which are useful for the teacher at Dadaab setup
which are as follows:
a) The teacher can use the chalkboard to write
the notes which all the learners can see.
b) Use of spare classroom if available.
c) Encouraging competition.
d) Participation grading.
e) Creating trust and confidence by know
Since most of dadaab schools are overpopulated, this technique is very essential
NAME: NOOR OMAR SHALE
UBC NO. 92953141
ACTIVITY TWO.
INTERDISCIPLINARY
APPROACH
TOPICS: CELLPHYSIOLOGY AND THE CELL
An approach where two or
more diffrent but related topics in one subject
area are intrrgrated is known as interdisciplinary.
in this approuch we intergrate cell
and cellphysiology.
Cell is the basic unit of an organism which
makes up the sructure of a living organism and
responsible for carring out the various
biological processes while Cellphysiology is the
study of a cell structure to its function such as
Osmosis, Diffution and Active transport.
The learner to understund the physiological
processes. he or she must have a basic concept
of the structure of a Cell. Therfore it is
neccessary the teacher to intergrate these two
concepts and teach the learners as two coherent
topics. This will help the learners to
comprehend it as well the teacher to cover the
sylibus on time
NAME: NOOR OMAR SHALE
UBC# 92953141
ACTIVITY 4 .REFERENCE BOOK: BIOLOGY BOOK 2
TOPIC: STRUCTURE AND FUNCTION OF THE
HEART
This book is set according to Kenyan syllabus, it
also agreed the fifteen importance and qualities
of a textbook captured in the hand out,
therefore if you keenly observe the presentation
of the topic above in this book you find the
concept is complimentary to the structure and
function of heart in primary science book 7,
also the exterior of the picture is attractive ? the
combination is green and yellow and students
performing a practical, this colour is appealing
to the eyes hence students develops interest of
either reading or at least holding, if you look at
concept development you realize gradual
progress of concepts because in primary valve
was mention but at this stage they are
categories, for instance: tricuspid and bicuspid.
On top the material is portable and the subject
matter is relevant with standard diagrams as
well as revision questions are spread across the
topics to serve the purpose of evaluation.
NAME: NOOR OMAR SHALLE
UBC # 92953141
TOPIC: CLASIFICATION OF SUBSTANCES
SUB-TOPIC: SEPARATION OF SOLID-SOLID
MIXTURES
OBJUCTIVES:
By the end of the lesson the learner should able
to;
i)Diffrenciate the colour of iron fron sulphur
ii)To separete iron fron sulphur.
REFRENCE:
CHEM BOOK ONE PAGE NO. 18-19
MATERIALS USED:
Apeice of white paper
-iron flings
-sulphur
-magnet.
INTRODUCTION
(5mint) The teacher intoduces the lesson by
doing a recup to the previous lesson and ask the
learners to state the diffrent methods of
separating solid-solid mixtures.
(30mint) The teacher ask a student to place the
mixture provided on a peice of white paper and
spread it out by notting carefully its
appearance. Hold a magment above the mixture
and observe what happens.
DISCUSSION
The mixture provided is grey-yellow in colour.
When magnet is held above the mixtire, the
grey particles(iron) are attracted towards the
magnet leaving behind a yellow powder
(sulphur) on the paper.
Amixture of iron and sulphur can be separated
by use of a magnet becouse iron is magnetic
whereas sulphur is not.
APLICATION.
This method is applied in industries such us;
iron recycling
Glass recycling
flour mills to remove iron particles.
(10mints) The teacher concludes the lesson by
doing a summry explanation to the lesson. And
gives the learners short summary note of the
lesson.
EXERCISE
1-Discribe the colour of the mixture.
2- which subatance is attracted towards the
magnet.
NAME: NOOR OMAR SHALLE
UBC # 92953141
ACTIVITY; REFELECTIVE TEACHING
A)Refelective teaching is a process carried by the teacher to evaluate the teaching process. It is done during teaching and after teaching by the teacher himself or a fellow teacher.
B) Refelective teaching is important in the following ways
1. It enables the teacher to determine whether the lesson wa successful or not
2. It helps the teacher to change methodologies depending on the findings of Refelective assessment
3.it helps the teacher to improve his planning.evalution skills
4 . reflective teaching helps the teacher create good rapport with the students
5.it helps the teacher grow professionally
C) reflective teaching can be done in the following ways
.1- using sound recorders or video recorder
2- using peer observation by inviting a friend to do some writing
on the lesson progress
3- asking pupils questions and analysis the responses
4. sharing your challenges and plans with fellow teachers and accommodating their insights
Ahmed Bare Shuriye says:
October 20, 2015 at 12:44 am
AHMED BARE SHURIYE
STUDENT NO: 92966143
ACTIVITY THREE (3)
• Monitoring students: Teachers may find it difficult to keep students on task as they monitor pair and group work.
This is true that I have personaly felt this challenge in my class. When I give my class work like balancing a chemical equestion in my class, after the students do that on their text books individually, it is my duty to go round the class mark and monitor each one of the students’ exercise books. Due to the limited time and numerous figure of the students it is always dificult for me fulfill those duties.
• Marking: Grading assignments and tests can be very time consuming.
Due to the large number of students in our classes, during exam time it is really tiresome for a teacher to mark and grade all the papers of his/her class with the given period of time. With less or no motivation, this hard tasks stresses teachers and makes them feel cursed in this Dadaab context.
ACTIVITY FOUR
Having read the fifteen important characteristics and qualities of good text-books and reviewed the science text books we use in our schools here in Dadaab, Text books Printing and get-up of the books are interesting and attractive.
This is done in away that text books are written in a flowing way, by saying that I mean topics are opened with what students know to what they don’t know: like how this topic is related to another another topic that they have learnt in a lower grade. This makes them learn the subject interesting and attractively.
Reply
NAME:NOOR OMAR SHALLE
UBC # 92953141
ACTIVITY 8
TOPIC. PROBLEM SOLVIG
PROBLEM: using sugar and water demonstrate the process of diffusion
SOLUTION
Students will collect a beaker . a litter of water, four teaspoonful of sugar
– students will pour the water in the beaker and add the sugar
– students will observe what happens and record their observation
FINDINGS
-When the sugar is added into the water in the beaker,
-it settles at the bottom
-in 40 seconds. It begins do solving
-the concentration of the sugar changes from the bottom of the beaker to the surface of the water in the dissolving process
CONCLUSION
– The movement of sugar particals from a high concentrated region to a low concentrated region is known as diffusion
MOHAMED ABDI AHMED
UBC NO. 92945147
LEILO ABDI HUSSEIN
UBC NO. 92954149
MOHAMED ABDI ALI
UBC NO. 93013143
ACTIVITY EIGHT (8)
TEACHING PROBLEM-SOLVING SKILLS
TOPIC: CHEMICAL EQUATIONS
SUB-TOPIC: Balancing chemical equations
This is the process of making the number of each kind of atoms on both sides of the equation equal.
A chemical equation is correct if it is balanced.
– Balamced equation is a equation that has the number of attoms in each type of the reactant is equal to that on the product side.
the folliwing guidelines should be observed when balancing chemical equation.
i) the learner has to know the chemical symbol represented the elements both English or Latine.
ii) The learner need to know the end product formed when acid react with either Metals, Carbonates, Hydrogen carbonates and Base.
– therefore this will help the learmer to state the correct atoms in both reactants and product side.
– The teacher has to guide the learners by giving them a simple formula that can easy for the learners to understand well.
i.e. Acid+metal-salt+hydrogen gas
Discussion
After writing the correct chemical symboles the number of attoms has to be same number of atoms in both sides. If not a multiple number should be introduced to make both sides to have the same number of atoms.
lastly for a chemical equation to be said balanced, the correct physical state symbole is indicated in bracket bothe reactants and the product side.
N/B.
The learner should know the physical state of a solid (s), Liquid (l), gas (g) and aqueous (aq).
Example
a) write a balanced chemical aequation of Zinc granules react with dilute hydrochloric acid?
Solution
Zn(s) +2HCL(aq)-ZnCl2+H2(g).
the above chemical equation is well balanced because it has all the steps of balanced chemical equation.
AHMED BARE SHURIYE STUDENT NO.92966143
ACTIVITY 10: REFLECTIVE TECHING
1. WHAT IS REFLECTIVE TECHING?
Reflective teaching is a situation where the teacher observes and evaluates his or her way of teaching a lesson in a class. The teacher does this by collecting information about what goes in a classroom then analysis and evaluates this information to help him identify his strength and weakness. When weakness are identified the will try to improve his or her way of teaching.
2. WHY DO WE THINK REFLECTIVE TEACHING IS IMPORTANT TO US?
It helps the teacher to:
I. Identify what went wrong during a lesson
II. Correct mistaken done before reflective teacher was carried out
III. Improve methods and way of teaching
IV. Determine whether lesson was delivered successfully or not
A critical teaching can be done by preparing diary where the teacher after each lesson writes in a note book what happened during that lesson. Reactions and feeling on the part of student is also recorded. Then the teacher pose question about what he or she has observed and tries to find answers orsolution for those problems.
It can also be done recording video or sound and later on watch or lesson them what was happeng in the class during that lesson
You can invite a colleague to observe what goes in your class and tell him to take notes on you behalf on the lesson’s progress.
NAME: AHMED BARE SHURIYE NO#92966143
NAME: FEISAL MOHAMED MUKTAR NO#93042142
ACTIVITY EIGHT {8}: PROBLEM SOLVING
TOPIC: IDENTIFICATION OF ORGANISMS
SUBTOBIC: Construction of dichotomous key
A dichotomous is a biological key or tool for identifying unknown organisms up to some taxonomic level. The word dichotomous means separating or branching into two. The key is constructed as a series of couplets each consisting of two contrasting statements describing characteristics of a particular organisms or group of organisms. A choice between the statements is made that best fits the organism in question. By reading the two statements of each pair, you progress through the key from typically broad characteristics to narrower and more specific ones until only a single choice remains.
N/B: this last single choice gives the identity of the unknown organism.
Rules used in constructing a dichotomous key
1. Use morphological characteristics e.g. type of leaf
2. Start with the major characteristic that will place the organisms in to two broad groups
3. Select a single characteristic at a time
4. Use identical forms of words for the two contrasting statements e.g. leaf simple, leaf compound
5. The statements should always be written in positive form, however where negative statement cannot be avoided, the first statement should be positive e.g. animal with wings first then animal without wing
6. Avoid generalization or overlapping variation such as short plant or tall plant
CONCLUSION
Nowadays taxonomists have devised a way of finding where unknown organisms can be classified. They have constructed keys which use phylogenetic characteristics to place organisms in various categories. The most common identification is the dichotomous key
AHMED OMAR IBRAHIM
STUDENT NO :92941146
ACTIVITY 8
TEACHING PROBLEM SOLVING SKILL
WHAT HAPPENS WHEN A VUSKING TUBE CONTAINING STARCH IS PLACED IN HYPOTONIC SOLUTION
requirement
.visking tube
.string
.starch
iodine
beaker
procedure
1.put small starch in the visking tube and note the colour
2.imerse the solution in a beaker with iodine solution
what happen
the iodine solution moves from a region of low concentration to aregion of high concentration across a semi permeable membrane
this process is called osmosis
the colour changes to blue black confirming the presence of starch solution.
it has been solved that starch changes to blue black when is immersed with iodine solution
UNIVERSITY OF BRITISH COLUMBIA
FEISAL HUSSEIN FARAH
UBC STUDENT NUMBER 92959148
ACTIVITY THREE(3)
TEACHING LEARGE CLASSSES
Schools we teach here in Dadaab camps comprises relatively large classes that gives teacher hard time maintain, usually large classes have such challenges teachers encounter in their teaching processes like noisy; in a class that is not conducive, effective teaching and learning can not be achieved .due to the large number of the learners ,a teacher may not reach all students i.e. those at the back or far ends, therefore, the teacher can only use the chalkboard to satisfy every learner by writing the notes where all the learner can see and also ensuring right setting arrangements.
Large classes tend to have distracters, hence some learner feel forgotten. these can be minimized by creating competition that are uniform in your class this will help you to attract their attention and go with your lesson as well encouraging uniform participation in class. large classes have problems when it comes to sharing resources in the school i.e. taxtbooks,geometrical sets and so online the other hand large classes have some advantages they include: creating stiff competition ,being fun and enjoying
UNIVERSITY OF BRITISH COLUMBIA
FEISAL HUSSEIN FARAH
STUDENT NO:92959148
ACTIVITY 4
Having read the important characteristic and qualities of a good textbook, the text books we use in our school are useful for the teacher as well as our students, they are designed in such away that they serve the purpose of the teachers as well as the students, which helps students psychologically ,the textbooks we use contains chats,maps,diagrams and as well contain other important drawings which help students develop mental picture is retained in their memory that lasts forever. the exterior of the book has a drawing which attracts the eyes hence students carry it all the time, this helps students for their revision.the chapters are arranged in chronological order.it cater for all the individual needs,it contains question after every topic that help students revise well.the book is not bulky hence students can carry it.the printed pages are understandable therefore don’t need had look.it contains no prejudice .the textbooks contain all necessary and relative material needed in every stage of education but need updating with the day to day changes. therefore almost all te books we use in our school meets the characteristics and qualities needed in agood textbook.
SALAT ABDI MSULWA
UNIVERSITY OF BRITISH COLUMBIA
STUDENT’S NUMBER: 92957142
ACTIVITY NO. EIGHT ( 8 )
TEACHING PROBLEM SOLVING SKILLS.
PROBLEM: DRAWING AND SHOWING ELECTRON ARRANGEMENT OF GIVEN ATOMS.
Most students find it very hard to master the electron arrangement concept at the beginning. Therefore with the help of the teacher or instructor they can acheive their goals.
For my students to understand how to draw and show electron arrangement in given atoms I will ensure that first and foremost they understand energy levels. I will expain to them that the electrons in an atom always occupy regions that are around the nucleus and these regions are what we call ENERGY LEVELS.
Electrons occupying the same energy level have approximately the same amount of energy .
These energy levels are numbered 1, 2, 3, . . . Starting with the one closest to the nucleus. Therefore , each energy level can only accommadate a given maximum number of electrons.
The first energy level can only hold a maximumof two electrons and the second energy level a maximum of eight electrons.
The third energy level accommodates electrons for the first twenty elements.
Having expained that I will ask my learners to mention some of the first twenty elements with their number of electrons, for instance Hydrogen=one, Helium = two , Lithium = 3, Magnesium = 12 and Sulphur = 16.
This means Hydrogen will have one electron in the first energy level. Helium will have two electrons in the first level which is filled up.
When an energy level is full , additional electrons occupy the next enegy level until is completely filled up.
Therefore , Lithium with three electrons, will have two electrons in the first energy level and one electronin its second energy level.
This distribution of electrons in the energy levels of an atom is referred to as ELECTRON ARRANGEMENT ( ELECTRON CONFIGURATION ).
This can be as follows:
Hydrogen ( H ) is 1
Helium ( He ) is 2
Lithium ( Li ) is 2.1
Oxygen ( O ) is 2.6
Neon ( Ne ) is 2.8 and so on and so forth.
NB: Electron arrangement may also be represented by a diagram in which electrons will be represented by crosses ( x ) or dots ( . )
Having explained these to my studends with help of diagrams I will ask them to demonstrate theremaining elements such as Magnesium , Sulphur , Phosphorus , Potassium and Calcium their electron arrangements and see how well they have understood the problem so that I can do corrections where necessary.
With that I will let learners to discuss about the problem and let them reflect what they have understood from the problem.
UNIVERSITY OF BRITISH COLUMBIA
COURSE TITLE:SPECIAL TOPICS IN TEACHING SCIENCE
STUDENT NAME:YUNIS ALI SHEGOW
UBC NO;92967141
STUDENT?S NAME: MOHAMUD SAID HARUN
UBC NO: 92944140
ACTIVITY 8:TEACHING PROBLEM-SOLVING SKILLS?
PROBLEM: HOW CAN WE SOFTEN HARD WATER TO GET PURE WATER ?
Models & Strategies:Defining the problem
Hard water is high in minerals,usually calciam and magnesium.
Characteristics o f hard water:
· These minerals leave behind deposits that can clog drains,stain glass and tile,
· prevent soap from sudsing and
· leave a residue on hair and skin.
NOTE: Studies have not found any health risks or medical reeasons for softening water, but it is an inconvenience nevertheless.
(Carrying out plans for durable solutions to the problem ?Hard water?):
Logical ways to soften hard water and get pure water
Part one of three
Application: Softening water for the kitchen
1. Boil your water; boiling water only removes some types of hardness (temporary hardnss ).So it will not work for
all homes. Try these to see if works for you.
· Bring the water to boil for a few minutes
· Let it cool for a couple hours .White minerals should settle to the bottm of the pot.
· Siphon or scoop up the top of the water, leaving the minerals behind.
· Optional: before drinking,remove ??flat?? flavor by pouring back and forth between two containers.This restores air lost to boiling.
2.Buy a small ion exchange filter.Some models attach to a kitchen faucet,while others come in pitchers for you to store drinking water.The soften water often has a better taste, but the effect depends on the exact minerals in your water.
· This ??filter?? does not actually remove most contaminants,unless the device has a secondary filter (such as carbon filter or reverse osmosis).
· Most coffee fanaticss dislike the taste of soft water coffee.Look for a faucet model with a switch-off valve,so you can keep your hard water.
Part two of three
Softening water for Laundary
1. Add non-precipitating water conditioner to you laundary.
These products trap some of the minerals in your water during the wash.Make sure the product is ??non-precipitating? ? avoid ?precipitatating?? conditioner,which leaves scale on fabric and washing machines.
2.Treat hard water spots with vingar.
Distilled white vingar can remove white spots on fabric, drain, or porcelain from mineral buildup.Apply plain or dilute with an equal amount of water,scrub away the problem, then rinse.This temporary solution can get tedious if scale buids up quickly.If your water is only slightly hard it might be a cost-effective approach.
· Towels can also become stiff due to hard water. So treat them the same way.
· Vinger can bleach some types of fabric and stoneware.
· Some people add ½ (120ml) vingar to the rinse cycle in their water, while others claim this damage the rubber seals on your machine.Consider checking with your machine manufucturer.
Part three of three
Softening Water for the Whole Household
1.Measure your water hardness.Look online for cheap test strip, or a more accurate water hardness test kit.
2.Find the right size softener.Most test kits in the United States measure the hardness in ??grains per gallon??.Multiply this results by the galoons of water your household uses each day, on average (according to your water bill).This is the number of ??grains?? of hardness the device would soften each day.Choose a softener labeled for about 10 times this number of grains.This means it will work for about ten days before it needs some downtime.
· The average US resident uses 100 gallons of water a day(70 glns when softening indoor water use).
· For example,your household water hardness has 9 grains per gln. You use 300glns per day,so 9 x 300 =2,700 grains per day.A softener in 27,00gr range (2,700 x 10) is about the right size.
3. Choose a type of softener
Ion exchange softeners are by far the most effective home softener. Most other devices are much less effective, or even just scams.
Reflection: Students should be encouraged to look back the possible solutions strategised as they ask the following questions:
· How best strategies made?
· Do these make sense?
· Are they suitable for all households at any where?
· Are there other logical strategies for solving this problem of hard water ?
· Did we arrive satisfactory answers to the question ?
· What did we learn by solving this problem?
The essence/ importance of softening hard water
A water softening system can save you money, and in the long run the device may drain clothes and repair.It restores the household items original look and ensures safe water for drinking, bathing and washing clothes.
UNIVERSITY OF BRITISH COLUMBIA
COURSE TITLE:SPECIAL TOPICS IN TEACHING SCIENCE
STUDENT NAME:YUNIS ALI SHEGOW
UBC NO;92967141
STUDENT?S NAME: MOHAMUD SAID HARUN
UBC NO: 92944140
ACTIVITY 8:TEACHING PROBLEM-SOLVING SKILLS?
PROBLEM: HOW CAN WE SOFTEN HARD WATER TO GET PURE WATER ?
Models & Strategies:Defining the problem
Hard water is high in minerals,usually calciam and magnesium.
Characteristics o f hard water:
· These minerals leave behind deposits that can clog drains,stain glass and tile,
· prevent soap from sudsing and
· leave a residue on hair and skin.
NOTE: Studies have not found any health risks or medical reeasons for softening water, but it is an inconvenience nevertheless.
(Carrying out plans for durable solutions to the problem ?Hard water?
Logical ways to soften hard water and get pure wate
Part one of three
Application: Softening water for the kitchen
1. Boil your water; boiling water only removes some types of hardness (temporary hardnss ).So it will not work for
all homes. Try these to see if works for you.
· Bring the water to boil for a few minutes
· Let it cool for a couple hours .White minerals should settle to the bottm of the pot.
· Siphon or scoop up the top of the water, leaving the minerals behind.
· Optional: before drinking,remove ??flat?? flavor by pouring back and forth between two containers.This restores air lost to boiling.
2.Buy a small ion exchange filter.Some models attach to a kitchen faucet,while others come in pitchers for you to store drinking water.The soften water often has a better taste, but the effect depends on the exact minerals in your water.
· This ??filter?? does not actually remove most contaminants,unless the device has a secondary filter (such as carbon filter or reverse osmosis).
· Most coffee fanaticss dislike the taste of soft water coffee.Look for a faucet model with a switch-off valve,so you can keep your hard water.
Part two of three
Softening water for Laundary
1. Add non-precipitating water conditioner to you laundary.
These products trap some of the minerals in your water during the wash.Make sure the product is ??non-precipitating? ? avoid ?precipitatating?? conditioner,which leaves scale on fabric and washing machines.
2.Treat hard water spots with vingar.
Distilled white vingar can remove white spots on fabric, drain, or porcelain from mineral buildup.Apply plain or dilute with an equal amount of water,scrub away the problem, then rinse.This temporary solution can get tedious if scale buids up quickly.If your water is only slightly hard it might be a cost-effective approach.
· Towels can also become stiff due to hard water. So treat them the same way.
· Vinger can bleach some types of fabric and stoneware.
· Some people add ½ (120ml) vingar to the rinse cycle in their water, while others claim this damage the rubber seals on your machine.Consider checking with your machine manufucturer.
Part three of three
Softening Water for the Whole Household
1.Measure your water hardness.Look online for cheap test strip, or a more accurate water hardness test kit.
2.Find the right size softener.Most test kits in the United States measure the hardness in ??grains per gallon??.Multiply this results by the galoons of water your household uses each day, on average (according to your water bill).This is the number of ??grains?? of hardness the device would soften each day.Choose a softener labeled for about 10 times this number of grains.This means it will work for about ten days before it needs some downtime.
· The average US resident uses 100 gallons of water a day(70 glns when softening indoor water use).
· For example,your household water hardness has 9 grains per gln. You use 300glns per day,so 9 x 300 =2,700 grains per day.A softener in 27,00gr range (2,700 x 10) is about the right size.
3. Choose a type of softener
Ion exchange softeners are by far the most effective home softener. Most other devices are much less effective, or even just scams.
Reflection: Students should be encouraged to look back the possible solutions strategised as they ask the following questions:
· How best strategies made?
· Do these make sense?
· Are they suitable for all households at any where?
· Are there other logical strategies for solving this problem of hard water ?
· Did we arrive satisfactory answers to the question ?
· What did we learn by solving this problem?
The essence/ importance of softening hard water
A water softening system can save you money, and in the long run the device may drain clothes and repair.It restores the household items original look and ensures safe water for drinking, bathing and washing clothes.
NAME: FEISAL MOHAMED MUKTAR
UBC Student NO: 93042142
NAME: AHMED BARE SHURIYE
UBC Student NO: 92966143
ACTIVITY 5&6
LESSON PLAN.
Date: 0611/2015
Subject: CHEMISTRY
Class: Form 1B
Time: 8:40
Duration 40 MIN
TOPIC: Simple classification of Substances.
SUB TOPIC: Separation of immiscible liquids (oil & water).
OBJECTIVES: By the end of the lesson the learner:
? Should be able to separate immiscible and insoluble mixtures without using the laboratory.
? Should define what immiscible liquids are
ACTIVITIES: Group Discussion
MATERIALS REQUIRED: oil, clean water, transparent bottle, funnel and bowl.
ASSESSMENT MECHANISMS: classroom evaluation by asking questions, allowing the students to conduct the experiment on their own.
REFERENCE: KLB Chemistry Book One page 32 to 33
5MIN: INTRODUCTION:
The teacher introduces the lesson to the learners by defining the term immiscible liquids; immiscible liquids are liquids that are not mutually soluble but form layers that can be separated physically.
25MIN: PROCEDURE, OBSERVATION AND DISCUSSION
With instructions from the teacher the students mixed clean water and oil in a transparent bottle. The mixture is shaken thoroughly in the transparent bottle and given enough time to settle. After seven minutes the students observed that the mixture formed two separate layers which are physically observable. Since water has more density than oil, the oil floats over the water hence allowing the students separate the mixture easily. The students then poured the oil that was on the top to a bowl. Having the water remaining in the transparent bottle and the oil in the bowl the mixture is successfully separated.
DISCUSSION:
When we conducted this practical in the laboratory we used separating funnel to separate immiscible liquids, the students realized that without using laboratory apparatus they can still conduct practical?s at home by improvising locally available materials. The liquor (oil) is poured off gently so as not to disturb the sediment (water). The mixture is settled and decanted therefore this process of separation is called decantation.
APPLICATION:
Decantation is a method of separation of substances that is used in the day to day activities. It is applied in the separation of both insoluble and immiscible mixtures; sand & water, flour & water, oil &water, oil & ethanol etc.
LAST 10 MIN:
The teacher asked the learners to define and explain the terms used in the lesson and assigned each one of them to do the same practical while he observed. He also encouraged them to do same using different substances that are either insoluble or immiscible.
1. ADEN AHMED YUSSUF
UBC NO: 92961144
2. MUKHTAR SIRAT MAHDI
UBC NO: 92952143
Activity: ONE
TOPIC: GERMINATION
SUB-TOPIC: GERMINATION OF A BEAN SEED
OBJECTIVES INCLUDE:
1. Understanding how germination of a bean seed occur.
2. Listing conditions necessary for germination of a bean seed to occur.
INTRODUCTION
In our previous lesson I told you to come with the following items: bean seeds, five containers, water and soil
Today in our lesson, we will learn germination of a bean seed. Who can remind us what germination is?
The teacher gives every student a chance to define what germination is while appreciating and motivating those who tried to define germination.
The teacher gives the correct definition of germination.
LESSON PRESENTION
The teacher groups learners into five equal groups and provides each group with containers labeled A, B, C, D and E.
Container A is perforated, has soil, water and fresh bean seed
Container B is closed, has water, soil and boiled bean seed
Container C is closed has no water, soil and fresh bean seed
Container D is perforated has soil, no water and fresh bean seed
Container E is open has soil, water and boiled bean seed
The teacher instructs all the group leaders to display their containers in the front table.
The teacher asks the class which container germination will occur.
The learners gave different answers according to their understanding
Most of the learners said that container E is one that germination occurs.
The teacher explains condition necessary for germination of a bean seed to the class and writes them on the chalkboard as shown below
• Moisture
• Oxygen/air
• Sunlight
• Soil
• Fresh bean seed
From the demonstration given above germination occurs only in container A because it has all conditions necessary for germination. In container E it has all the requirements for germination to occur but the bean seed is boiled and therefore it will not germinate.
APPLICATION
The teacher gives the groups the same task to do it at home for two weeks and return their findings in the first day of the third week to proof whether the discussion above is true.
CONCLUSION
The teacher reminds the class what germination is?
He also summarizes conditions necessary for germination of a bean seed
He demonstrates to the class how to prepare a bean seed for germination while also using a control experiment.
UNIVERSITY OF BRITISH COLUMBIA
EDUC490- SPECIAL TOPICS IN TEACHING SCIENCE
ACTIVITY 2
NAME: ADEN AHMED YUSSUF
STUDENT NUMBER: 92961144
NAME: MUKHTAR SIRAT MAHDI
STUDENT NUMBER: 92952143
NATURE OF INTEGRATION: INTERDISCIPLINARY
SUBJECT: BIOLOGY
INTEGRATED TOPIC:
CELL PHYSIOLOGY AND GASEOUS EXCHANGE IN ANIMALS
INTRODUCTION
Science as subject that is taught and learnt in learning institutions have aspects of connectivity and linkages within the entire discipline and topics within a single science discipline. Topics within science subjects for example the cell physiology and gaseous exchange are closely related with one another whereby teaching one will give a hint of the other. These are helpful to students to identifying links between ideas, processes and also develop critical thinking by anticipating the content of the preceding topics.
We will discuss in details how cell physiology and gaseous exchange relate as well as highlight how knowledge and skills acquired from these topics will help students to understand the other.
CONTENT IN CELL PHSIOLOGY
Cell physiology is the study or functioning of the cell structures. Example of cell functions include; photosynthesis, respiration and protein synthesis. These processes require row materials and waste materials released from them. This leads to flow of materials into an out of cells through the cell membrane. The cell membrane has tiny pores that make it semi permeable that allows selectively movement of materials into and out of the cells. The major functions of cell structures are to allow inhalation of oxygen and exhalation of carbon dioxide. In order to allow exchange of gases the cell is arranged in a way that facilitates exchange of these materials.
The cell has the following properties:
• The tiny pores on cell membrane allow passage of small molecules into and out of the cell, but not large molecules. This makes the cell membrane semi-permeable.
• The cell membrane is partly is made of protein and is therefore destroyed structurally by extreme temperature and PH. This affects its functioning such as passage of water by osmosis.
• The cell membrane’s bi lipid layer is polarized meaning it has positive and negative charges.
CONTENT IN GASEOUS EXCHANGE
Gaseous exchange is the physical process in which respiratory and photosynthetic gases are passed across respiratory surface. The gases get into the cells from the surrounding environment and out of cells by simple diffusion.
Importance of gaseous exchange
• Organisms need oxygen for cellular respiration to yield energy needed for growth, reproduction, thermo-regulation and transport of materials
• Organisms are able to eliminate waste metabolic gases like carbon dioxide which if left up to build up becomes toxic to the cells leading to death.
• Through gaseous exchanges, there is a balance of both oxygen and carbon dioxide in the atmosphere.
Areas of connection
Cell physiology should not be confused with gaseous exchange. Cell physiology is the cell structures that are responsible for exchanges of gases. The gases exchanged here are oxygen and carbon dioxide. The cell membrane is mechanism which is responsible for exchange of these gases. The gaseous exchange is purely physical process in which respiratory gases are passed across the respiratory surfaces. Students should therefore learn first the functions of cells before learning gaseous exchange. when they understand the structures that facilitate the exchange of oxygen and carbon(iv)oxide the concept of how these gases are exchanged become easier for them when they will be learning gaseous exchange. Concepts, processes and raw materials involved in both gaseous exchange and cell physiology are closely related. Concepts in science are organized in such a way that teachers teach pupils from simple to complex for easier comprehension regarding connectivity for example students are taken through cell physiology in living organisms before they learn gaseous exchange of living organisms.
The importance of linking topics in science is that, it gives hint of the preceding topics and exposes students to knowledge and skills of great scientific significance to them in a chronological order. Builds conceptual framework of science subjects and make ideas and processes quite presentable. It also evokes student’s creativity and makes students develop practical skills of knowing and making inquiries.
Science is a practical subject and requires practical aspects in concept delivery. It also builds learners in the following way: activates student’s creativity, helps them develop sharp observation skills, systematic inquiry and proper and professional investigation.
STUDENT NAME: JAMA AHMED MOHAMED,
STUDENT REG: 93043140
ACTIVITY 10:
FINAL WEEKLY ACTIVITY 10
Q 1. What is reflective teaching?
Reflective teaching refers to what a techer does in the classroom, teachers thinks about why he does it and as well thinks if it is works. Generally reflective teaching is a process of self obsavation and self-evaluation. Reflective teaching is therefore, professionally development which begins in a classroom setting.
Q 2. Why do you think reflective teaching is important?
• It potrays being honest and being aware of once understanding of own feeling s.
• If enhance quality teaching and learning in the classroom.
• It aims and support meeting of the individual needs.
• It helps pupils to remember previous experience.
• Pupils explore the context of planning and deliver learning using motivation strategies and assessment for learning.
• It helps to improve profession development of a teacher.
• It helps the teacher to understand if the lesson is well tought or the concept is well/successfully described.
• It helps the teacher to understand if the pupils didn’t understand the language used and if there are some points that required clarities.
• If the pupils are behaving arrogantly or misbehaving what they are doing, when and why?
Q 3. Explain three ways you can use to help develop critical reflective teaching.
• Teacher dairty- after each lesson you write in a note book about what happened. Describe your own feelings and reaction of what you observed on the part of the student
• Peer observation- invites a colleague to come into your class to collect information about your lesson. Your colleague should focuss on which student contribute most of the lesson.
• Recording lessons- video or audio recording of the lesson can provide useful information on reflective teaching.
• Student’s feedback- you can also ask your pupils what they think about what goes in the classroom , their opinion and perceptions can add a deferent valuable perspectiv.
ACTIVITY 10
NAMES
Names: Feisal A iman ID: 92949149
Mohamed Omar Abdi ID:92970145
Adow Mohamed Ibrahim ID:92950147
Abdimahat Ahmed Yusuf ID: 92937144
i) What is reflective teaching
Reflective teaching refers to self-evaluation process where the teacher monitors his/her progress, what exactly am I doing in class? Why am doing that way, is it effective and
Furthermore it indicates a systematic process of collecting, recording and analyzing our thoughts and observations from ourselves, colleagues and students hence planning, piloting, evaluating and implementing for a change.
ii) Why do you think reflective teaching is important to us as teachers?
• For evaluation purpose- here the teacher evaluates him/her self the entire teaching, the instructional methods employed, interaction between him and the students, how much is achieved from the set goals and objectives, how much is the method of delivery used is effective.
• For change where some areas are identified with either weaknesses or need for quite improvement should be tackle to revise or implement a new strategy for improvement.
• For planning –teachers prepare lesson plans, lesson note, resources e.g. reference materials and other supportive teaching aids, stratrateges, forms of assessments and classroom control measures.
• For remedial purpose- where you discover the students are not getting remedial or revision work is initiated to guide the student to attain maximum of their potential.
iii) Explain briefly at least 3 ways you would use to help you do a critical reflective teaching.
• Peer observation- invite a friend who will sit at the back of your class to observe the class, record information about the lesson or to find out which student contributes most
• Using teacher’s diary- take a note about the lessons of the day and describe your feelings and thoughts and that of the students.
• Student’s feedback- the teacher asks students s about the true picture of the class. Their perceptions and observations can be used to improve or change the strategies where necessary.
Dear professor,
kindly bear with us that we were experiencing tough and challenging situation in terms of sending the activities in time or on time. this is because there were technical errors that caused sending of the activities some times past time, due to unavoidable circumstances, for instance in accessibility of computers caused by either short, lack or use of an outdated ones or full blown virus computers ready to feed on all work, please reflect on this comparison as you taught us reflective teaching, yourself in remote area competing with the rest of the world for collecting data and working bear footed hoping to reach every corner of the world while others are flying from the other far end. therefore Canada is over hundred miles far away from Dadaab camps, yours students at Dadaab strive and manage to send the activities past time.
Voice of Dadaab students(VODS).
Dear Abdimahat Ahmed Yusuf and others,
I have never had problem with late submission at all. That is why I have always given you more time/ extended the dates for submission/ uploading your comments on the blog. You should not worry too much about this. Yet, it is in your position as students to make sure that you do not skip/ forget to submit any of the activities we have done in this course. I have, and always will keep on tracking everyone’s submission on the blog to make sure we all complete the required assignments for the course.
I hope my explanation helps.
Good luck to you all.
Winston
Course instructor
Dear students,
Reading your course outline, you will realize that we have three types of assessment.
a) Class participation (taken as participation/weekly blog postings) – 10%
b) Portfolio – 20%, and
c) Final exam – 70%
We are almost done with weekly activities/blog posts, so I would like you to begin doing your final major assignment, The Portfolio.
Here is what you are supposed to do.
Write a brief reflective summary of all weekly activities we conducted during the entire term. A minimum of half a page summary in each of the activity should be sufficient, so that I expect around five pages for the whole assignment. But there is no formula here. Do what it feels good for you. In your summary, include what is the activity, what did you learn from it, and/or what did you take away to use in your daily classroom teaching as a science teacher. (You could also include anything you learned from you fellow students’ postings on the blog).
NB:
To make your life simple, I would prefer around half a page paragraph for each of the activity. Which means I expect to receive between four and five pages assignment from each one of your.
Send the assignment to me between now and November 24th via the email that I will send to you through Whatsapp.
Good luck.
Winston
Course Instructor.
ACTIVITY 5&6
LESSON PLAN
CLASS: FORM TWO
TIME: 8:00-8:40AM
DATE: 19/10/2015
RESOURCES: KLB PHYSICS BK2, WATER CONTAINER, WATER AND STEEL NEEDDLE AND KEROSENE.
OBJECTIVES: To investigate the behavior of a liquid surface.
INTRODUCTION 5 mins:
Review the previous lesson. Ask the students behavior of water surface. there are some objects that floats and others sink. This depends on the material and the shape of the material. Now lets see how the water surface will behave when a steel needle is dropped.
LESSON DEVELOPMENT 30mins:
Procedure: fill a container with clean water to the brim. Place a dry steel needle at the age of the container and carefully push it on to the surface of the water. Take care not to break the surface of the water. After some time, put a few drops of kerosene on the water surface near the needle.
Ask the students what they observed from the experiment.
The students answered the questions orally.
Explanation: The needle floats because the surface of the water behaves like a fully stretched, thin, elastic skin. This skin always has the tendency to shrink. The force which cause the surface of a liquid to behave like a stretched elastic skin is called surface tension. This force is due to the force of attraction between individual molecules of the liquids.
CONCLUSION 5 mins: The students take down notes as the teacher makes more clarification when the need arise. The needle sinks when the drop of kerosene is put in the liquid near the needle because the kerosene reduces surface tension of the water. When the tip of the needle is pressed into the water, it pierces the surface skin and sinks.
STUDENT NO. 92951145
ACTIVITY 8
PROBLEM SOLVING PROCESS
SUBJECT: CHEMISTRY
TOPIC: ELECTROCHEMISTRY
SUB-TOPIC: Oxidation number
At the first place explain the term itself (oxidation number) as the apparent charge that an element has in a compound or an ion. This knowledge helps one to keep track of electron movement in redox reaction and to understand the naming of inorganic compounds. Review together with your students the content of valencies (in KLB BK2).
Then draw a question for them to understand more on this:
The valency for Iron is +2 what of Mg, N and HCL.
What happened when acidified hydrogen peroxide is added to iron(11)ions? The iron(11)forms a green precipitate with sodium hydroxide solution is added. Fe2+ (aq) + 2OH-(aq) forming Fe(OH)2(s) When hydrogen peroxide is added to pale green iron (11) sulphate solution, the solution turns yellow this is due to the formation of iron(11) ions. The presence of Iron(111) ions is shown by the addition of sodium hydroxide forming a brown precipitate.
Fe3+(aq) +3OH-(aq) forming Fe(OH)3(s).
Now give them the rules of assigning oxidation numbers
1.The oxidation number of uncombined element is zero(0), the oxidation number of all the atoms is zero.
2. The charge on an ion containing one element is equal to the oxidation number of that element i.e oxidation number written with the sign in front e.g Mg2+ the oxidation number is +2 for Magnesium.
3.Oxidation number of hydrogen in all compounds that contain it is+1 except in metal hydrides where it is -1.
4. Oxidation number of oxygen in all compound that contain it is -2, except in peroxide where its -1 and OF2 where it is +2
5. In compounds, the sum of the oxidation numbers of all constituents atoms is equal to zero.
6. In ions containing more than one element, the overall charge is equal to the sum of the oxidation numbers of constituent elements.
from there the teacher give the students an exercise to check whether the students grasps the content taught.
MOHAMED ABDI AHMED
UBC NO. 92945147
LEILO ABDI HUSEIN
UBC NO. 92954149
MOHAMED ABDI ALI
UBC NO. 93013143
ACTIVITY 10
Q1.
What is a refflective teaching?
It is the process of doing teacher’s persenol evaluation and observation he/she made during class room teaching.
Q2.
Why do u think reflective teaching is important to us teachers.
-It enhences your teaching methadology since you improve the teacher improves his/her area of weakness during class room teaching.
-It helps the learners to understund more since the teacher uses a language that best fits the learner’s level of ability understunding.
-It helps the teacher to gain experiance that will help you to improve the qualaty of your provision.
-It helps the teacher to know on how to handle a certain learner who mis-behave in class during lesson and and the reaaon he/she and get a solution for it.
Q3.
Explain briefly at least 3 ways you would
use to help you do a critical reflective
teaching.
i) Teacher’s diary
It is easiest way to do feflaction sice it is personal assesment. After every lesson the teacher writes in a short note on actions the students did and how he/she feel and react on things observed.
ii) Recording lessons.
it is another way of self-evaluation. The teacher records either vedio or oudio recordings to provide very useful information for reflection. This will help the teacher to know his/her language and where he/she studs and how he/she aproch the learners.
ii) student feed back.
The teacher asks the students what they think about what goes on lassroom. Their opinions and perceptions can add difrent and valuable perspactive. this can be done with simple questionnaires or learning diaries.
Name: GELGELO HUKA BELAMBEL
student no: 92955146
Subject: BIOLOGY
Topic: CELL ORGANELLES
OBJECTIVE: students will be able to:
1. Examine the structure of animal and plant cells
2. Identify similarities and differences in plant and animal cells
3. Apply the knowledge of the scientific method and scientific enquiry
4. Demonstrate the skills of preparing a wet mount and staining of cells.
5. Analyze data and apply thinking skills on a well constructed lap report
MATERIALS
-Dropper, coverslips, slides, microscope, eloda, flat tooth picks,
onion, blood, lab book
-Iodine solution, scalpel, blood staining reagents.
PROCEDURE
1. Eplain the activity to the students in previous lesson
2. Ask students to divide their lab book into two sections
3. As home work they should rewrite the procedure for the activity on
the left section of their lab book
4. Remid students that the right section of the lab book should be
used for their observation or questions
5. Explain to students about the components of their lab report and
discuss what each should intails
PREPARE SOME QUESTIONS FOR THE STUDENTS AS FOLLOW;
1. How does the structure of cheek cells compaire with the structure
of onion epithelial cells?
2. Describe the physical characteristics and functions of the red blood cells?
3. How do the staining reagents change the appearance of the cells?
4. Describe the shape and the location of the chloroplasts in the elodea leaf.
5. In which cell did you see movement of the cytoplasm?
6. Draw and label a generalized structure of a plant cell and an animal cell
7. The main function of red blood cells is to carry oxygen to
determine the tissues. Later it was discovered that RBCs do not have a
mitochondria and derived their energy from anaerobic respiration.
Explain why the absence of this organelle is to the benefit of the
tissues and the body as a whole.
Name :GELGELO HUKA BELAMBEL
student no: 92955146
Activity 2
The areas of conceptual connection between the three science subjects.
CHEMICAL BIOLOGY: is an area of discipline in which chemical and
biological concepts and tools interact synergistically in the pursuit
of new discoveries or technologies. Chemical biology is both the
application of chemical approaches and tools to biology and the
application of biological molecules and systems to chemistry.
-physics has many applications in the biological sciences. On the
microscopoc level, it helps describe the properties of cell walls and
cell membranes. On the microscopic level, it can explain the heat,
work and power associated with the human body. Physics is involved in
medical diagnosticcs, such as x-rays, magnetic resonance imaging(MRI)
and ultrasonic blood flow measurements.
-The study of matter and electricity in physics is fundamental towards
the understanding of concepts in chemistry such as the covalent bond.
– It is important to investigate the conceptual connection in terms of
eliminating misconceptions, providing meaningful learning in science
subjects.
UNIVERSITY OF BRITISH COLOMBIA
Name: GELGELO HUKA BELAMBEL
Student no: 92955146
ACTIVITY THREE
Teaching large class
The school where I teach here in dadaab camp is a large classes,
almost 100 students in one class, which give me hard time to handle
them. As already mentioned in the note, it includes, class with many
students may be noisy. This is very true because in my class, noise
making is a big problem. Some times I use hard measures and it is also
time consuming classes go by quickly. But I came to realize that
majority of the students like large classes, the reason is that it is
fun and exciting. There is always someone who is willing to answer
questions even if they are just guessing.
– Remembering all the names of the students is very challenging. In
the class I teach I always fail to this.
– Resources are not enough especially text books will be a big
challenge to their performance.
– Marking is a big problem when it comes to the class am handling
which is a large class, you will need more time to complete marking
and recording the students result.
-Monitoring student’s in a large class is too difficult when I want to
keep the students on task or group work. To minimize this difficulty I
create a compitative atmosphere with in the class by dividing the
students in small group and reward the best group. This strategy make
the class more interesting and it helps the students to perform well.
UNIVERSITY OF BRITISH COLOMBIA
Name: GELGELO HUKA BELAMBEL
Student no: 92955146
ACTIVITY FOUR
After I read the 15 characteristics and qualities of good text book,
I would like to make a quick review on Biology form one student’s
book K.L.B (third addition) by highlighting on some of it’s qualities
in relation to the 15 characteristics and qualities of good text book.
The important qualities and characteristics of this text books are as follow;
1. IT IS PORTABLE: The book is not bulk and hence the learners can
carry it to any where they go.
2. It has attractive cover: the physical appearance of the book
attracts the learners, there fore they will develop a positive
attitude towards it.
3. It meets both teacher and learners need. Because it’s written with
simple and clear language, which can be understood easily.
4. It contain numerous charts, maps and drawing for easy understanding
of concepts by both teachers and learners.
NAME:AHMED OMAR IBRAHIM
STUDENT NO:92941146
Q1.
What is a refflective teaching?
It is the process of doing
teacher?s persenol evaluation
and observation he/she made
during class room teaching.
Q 2. Why do you think reflective
teaching is important?
? It potrays being honest and
being aware of once
understanding of own feeling s.
? If enhance quality teaching and
learning in the classroom.
? It aims and support meeting of
the individual needs.
? It helps pupils to remember
previous experience.
? Pupils explore the context of
planning and deliver learning
using motivation strategies and
assessment for learning.
? It helps to improve profession
development of a teacher.
? It helps the teacher to
understand if the lesson is well
tought or the concept is well/
successfully described.
? It helps the teacher to
understand if the pupils didn?t
understand the language used
and if there are some points that
required clarities.
? If the pupils are behaving
arrogantly or misbehaving what
they are doing, when and why?
Q3 . Explain briefly at least 3
ways you would use to help you
do a critical reflective teaching.
? Peer observation- invite a
friend who will sit at the back of
your class to observe the class,
record information about the
lesson or to find out which
student contributes most
? Using teacher?s diary- take a
note about the lessons of the day
and describe your feelings and
thoughts and that of the
students.
? Student?s feedback- the teacher
asks students s about the true
picture of the class. Their
perceptions and observations
can be used to improve or
change the strategies where
necessary.
SALAT ABDI MSULWA
UNIVERSITY OF BRITISH COLUMBIA
STUDENT NUMBER 92957142
ACTIVITY TEN ( 10 )
REFLECTIVE TEACHING
1. What is reflective teaching?
This is looking at what a teacher does in the classroom, thinking about why you he or she does it, and thinking about if it works for him or her. In other words reflective teaching is a process of self observation and self evaluation ( self assessment ) by the teacher.
2. Reflective teaching is very important to us as teachers because it involves collection of information about what goes on in our classroom set up,analysing and evaluating this information. We are able to identify and explore our own practices and underlying beliefs which may lead us to changes and improvements in our day to day teaching profession.
3. Ways of doing critical reflective teaching.
( a ). Students feedback: by geting or collecting feedbacks from your student can help you as a teacher to reflect back to your lesson you have taught and know what are your strengths and weaknesses.
( b ). Peer observation: when you observe keenly how your peers ( fellow teachers ) are teaching or inviting to observe you in class while teaching can help you improve your teaching and do critical reflective teaching.
( c ). Recording lessons: when a teacher records his or her lessons they will assist him or her to use the recorded lessons for future references which inturns help him or her to reflect back to these lessons as he or she continuous with his or her teaching profession.
FEISAL HUSSEIN FARAH
UNIVERSITY OF BRITISH COLUMBIA
STUDENT NO:92959148
ACTIVITY 5/6
DATE: 14/11/2015
SUBJECT: BIOLOGY
FORM 1
TIME: 40 MIN
TOPIC: Nutrition in plants and Animals
SUB TOPIC: External structure of a leaf
OBJECTIVES
By the end of the lesson learners should be able
· To state well the different parts of a leaf
· Differentiate a monocot and dicot leaf
(5min) INTRODUCTION
Students are given brief of the previous lesson to estimate their understanding before proceeding to the next lesson.
(30 min) DISCUSSION
Learners will be asked what they know about aleaf? The external structures of aleaf? Students will say their different ideas, correcting where necessary I will explain what aleaf is?aleaf is athin flattened organ which is attached to the stem or a branch of agreen plant. students while involving with them discuss the defferent parts of aleaf and will promp them more for them to exhaust all they know they stated leaf apex,leafmargin,midrib,leaf vein,lamina,petiole.
Practically I will bring for them a monocot and adicot leaf for them to examine the external features of a monocotyledonous and dicotyledonous leaves, asking them to mention the differences and as well the similarities.
(5MIN) CONCLUSSION
The teacher gives abrief summary of the lesson asks a few questions to test their understanding and concludes the lesson.
FEISAL HUSSEIN FARAH
UNIVERSITY OF BRITISH COLUMBIA
STUDENT NO:92959148
ACTIVITY 5/6
DATE: 14/11/2015
SUBJECT: BIOLOGY
FORM 1
TIME: 40 MIN
TOPIC: Nutrition in plants and Animals
SUB TOPIC: External structure of a leaf
OBJECTIVES
By the end of the lesson learners should be able
· To state well the different parts of a leaf
· Differentiate a monocot and dicot leaf
(5min) INTRODUCTION
Students are given brief of the previous lesson to estimate their understanding before proceeding to the next lesson.
(30 min) DISCUSSION
Learners will be asked what they know about aleaf? The external structures of aleaf? Students will say their different ideas, correcting where necessary I will explain what aleaf is…aleaf is athin flattened organ which is attached to the stem or a branch of agreen plant. students while involving with them discuss the defferent parts of aleaf and will promp them more for them to exhaust all they know they stated leaf apex,leafmargin,midrib,leaf vein,lamina,petiole.
Practically I will bring for them a monocot and adicot leaf for them to examine the external features of a monocotyledonous and dicotyledonous leaves, asking them to mention the differences and as well the similarities.
(5MIN) CONCLUSSION
The teacher gives abrief summary of the lesson asks a few questions to test their understanding and concludes the lesson.
UNIVERSITY OF BRITISH COLOMBIA
ACTIVITY 5&6
LESSON PLAN
Teacher’s name: GELGELO HUKA BELAMBEL 92955146
Week: 10
lesson: 2
Time: 8:40-9:20
subject: CHEMISTRY
Form: one
TOPIC: simple classification of substances
SUBTOPIC: separation of sand from water
OBJECTIVE: by the end of the lesson the learners should be able to
separate sand from water through filtration methods
REFERENCE: K.L.B chemistry book one, page 21 to 24
MATERIALS: piece of cloth, transparent plastic water(bottle), water,
sand and razor blade or knife.
INTRODUCTION
The teacher introduce the lesson by asking the students to state
different methods of separating mixtures
TEACHERS/LEARNERS ACTIVITIES
5MIN: Teacher asks the learners to state the different methods of
separating mixtures and they states.
25MIN: Teacher asks the students to cut a transparent plastic bottle
at the top carefully using razor blade to get a funnel and the lower
part of the bottle use as a beaker, the student does as directed by
his/her teacher.
Teacher ask the student to mix the water and sand to obtain a mixture
and the student does as directedby their teacher. The teacher tells
the student to place the piece of cloth onto the funnel and place it
on to the other part of the bottle and the learners does the way their
teachers direct them.
Teacher encourage the learners to pour the mixture carefully onto the
funnel in order to allow the water to pass through and the sand to
remain on top of the funnel and student does exactly the way the
teacher explain to him/her.
Teacher discuss the results of the experiment and the learners
participates in the discussion.
DISCUSSION
Fine sand particles are trapped and collect on the filter paper. The
solid particles that are left on the piece of cloth are called
RESIDUE.
Water collected in the bottle is clear because the piece of cloth does
not allow solid particles to pass through. The liquid collected in the
bottle is called a filtrate. And this method of separation is known as
filtration.
APPLICATION
Filtration used on large scale in water purification and plants. Dirty
water is allowed to pass through a filter bed made of layers of gravel
and sand suspended particles are trapped by the gravel and sand while
the water passes through. The domestic water filters use the same
principle
10MIN: The teacher gives the learners to write down the notes and
conclude the lesson by summarising what the lesson was all about.
UNIVERSITY OF BRITISH COLUMBIA
EDUC490-SPECIAL TOPICS IN TEACHING SCIENCE
ACTIVITY 10
NAME:Yunis Ali Shegow
UBC NO: 92967141
NAME:Mohamud Said Harun
UBC NO: 92944140
Q1.What is reflective teaching ?
Reflective teaching implies a more systematic process of collecting, recording and
analyzing our thoughts and observations as well as those of our students and going on to make changes:
§ If a lesson went well we can describe it and think about why it was successful.
§ If the students didnot understand a language point we introduced we need to think about what we did and why it may have been unclear.
§ If students are misbehaving- what were they doing, when and why?
Q2. Why do you think reflective teaching is important?
Reflective teaching is important in many ways among them are as follow:
· It is time-saving: without spending more time on focussing on or discussing what has happened, using this systematic teaching process a teacher can identify and make a final conclusion about what and why things are happening in his/her classroom by noticing only the louder students’ reaction.
· It is a self-evaluation and observational teachin-process where a teacher can look at what works best to teach and think about how and as well make possible changes.
· Reflective teaching is also a means of professional development in teaching which begins in our classroom.
· Acts as a role of problem-solving: It is a simple way of finding out problem and try resolve it by identifying and exploring our own practices in class.
Q3. Explain briefly atleast three ways you would use to help you do a critical reflective teaching.
§ Through observation and teaching diary; as a process of reflection and purely personal. A teacher’s diary is a professional document in which a teacher can prepare after an end of every class-lesson in order to identitify any weakness and strengths .This can help a teacher to understand his/her students’ learning difficulties, strategies and approaches. Not only will he/she be able to do a lot of improvement on his / her teaching method but also do a critical reflective teaching.
§ Peer observation: This process happens when a particular subject teacher asks a fellow to do voluntary assessement on his/ her teaching method so that the subject-teacher would improve through correction as the two teachers make discussion. By this way a teacher can also do a critical reflective teaching.
§ By use of feedbacks: This is also another way of doing a critical reflective teaching whereby a teacher can ask his/her students, audians, or other fellows questions about a given lesson.The teacher can do this in two simple ways: through oral or written-where he/she can give the participants (students) questionnaires to answer about the content delivered (the objectives achieved or not ).
Amina Hassan
STUDENT NO. 92951145
ACTIVITY 10
REFLECTIVE TEACHING
(i) What is reflective teaching?
This is a process of self-observation and self-evaluation. The teacher, when planning a lesson factors in what he/she will be doing in class, the reason as to why he/she is doing and thinks about if it will work effectively and at the end the teacher can evaluate the lesson smoothly.
(ii) Why do you think reflective teaching is important to us as teachers?
-It helps the teacher to plan the lesson a head and master the content very well. The teacher gathers the relevant information and go over it before disseminating to the students.
– It helps the teacher to formulate a well cleared stated objective for the lesson. The teacher considers the need and the interest of the students.
-It helps the teacher to test an apparatus or lab before using or giving to the students to use it. This helps the teachers when giving a lab lesson to the students there are enough and efficient materials to use.
(iii) Explain briefly at least 3 ways you would use to help you do a critical reflective teaching
– Peer observation- here I invite a colleague to come into class and collect an information on the lesson taught. The colleague can ask questions orally to see how far he lesson was well understood.
-Recording lesson- The teacher should record the entire lesson which provide a very useful information for reflection. The teacher can use the recorded tape to make corrections where necessary.
-student feedback- This can be done through simple questionnaire and their opinions and perceptions can add a different and valuable perspectives. The teacher can use their feedback to prepare a remedial lesson if needed.
NAMES: SAID HIRSI ALI
UBC NO: 92939140
TOPIC: PROBLEM SOLVING SKILLS
SUB-TOPIC: HOW TO SOLVE PROBLEM IN WRITING AND BALANCING CHEMICAL EQUATION.
ACTIVITY 8
I have observed that most of my students have a problem of writing and balancing chemical equations, after I set for them a formula which make them understand better and solve that problem.
After I gave my students an introduction of how it is very important to understand chemical equation in relation to chemistry, the following are the steps to follow when you want to write a well balanced chemical equation.
The first think that you need to do is Study the periodic table. Bcaeuse Atoms are the basic building blocks of chemistry. All known atoms (elements) can be found in the periodic table. A periodic table of the elements is available in most chemistry textbooks or online and contains a great deal of information. It will give you the atomic number (the number of protons in the nucleus), the atomic mass (sum of then protons and neutrons in the nucleus) and the atomic symbol for that element.
• The symbol for an element is either a capital letter or a capital letter followed by a lowercase letter. For example, C is carbon and He is helium.
The second think is to Know how to correctly describe a molecule in writing. The notation for a molecule is the sequential listing of the atoms in that molecule, with each atomic symbol followed by a subscript number to indicate how many of that particular type of atom is in the element.
• For example, a methane molecule is made from 1 carbon atom and 4 hydrogen atoms, so it is written as CH4. Other common household chemicals like ammonia (NH3) or bleach (HClO4) can be written in this manner.
The third step is to Identify the reactants in the equation. These are found on the left side of the reaction arrow. They will tell you the starting materials of the chemical reaction you are writing. These will be expressed as atoms or molecules or a combination of both.
• For the reaction: Fe + O2 –> Fe2O3, the reactants are: Iron (Fe) and Oxygen (O2).
The fourth step is to Identify the products in the equation. These are found on the right side of the reaction arrow. If you are asked what will be the resulting molecules of the chemical reaction you are writing. These will also be written as atoms or molecules or a combination of both.
• For the reaction: Fe + O2 –> Fe2O3, the product is: Ferric Oxide or Iron (III) Oxide (Fe2O3), or rust.
NOTE you must understand that the equation above is not yet balanced. The reaction of iron turning into rust (ferrous oxide) requires iron and oxygen, so the reactants would be Fe and O2 and the product is Fe2O3. Therefore the equation which represents this reaction would be Fe + O2 –> Fe2O3. This is, however, an inaccurate representation of the reaction because it is not yet balanced.
When balancing a chemical equation Remember the Conservation of Atoms. Atoms cannot be created or destroyed during a reaction (with the exception of nuclear reactions, which are beyond the scope of this article) so that means that all the atoms must be accounted for on both sides of the arrow.
• For example, the equation Fe + O2 –> Fe2O3 for rusting iron as written cannot be correct. 1 Fe and 2 O go into the reaction, but 2 Fe and 3 O come out. To correct this, adjust the quantity and proportions of the inputs. With some trial and error, it can be seen that 4 Fe + 3 O2 –> 2 Fe2O3. Four iron atoms are on both sides of the arrow and six oxygen atoms are on both sides of the arrow. It is important to use whole numbers in the equation because there is no such thing as half of a molecule so writing it as 2 Fe + 11/2 O2 –> Fe2O3 is incorrect.
At the end of the lesson the students must be able Write the final correct chemical equation. For the example reaction we have been working on (iron and oxygen react to form rust) the final correct equation will be:
• 2 Fe + 3O2 –> 2 Fe2O3.
I gave the students some assignments of how to write and balance chemical equation, I was very that the majority of the students were able to solve that.
NAMES: SAID HIRSI ALI
UBC NO: 92939140
TOPIC: REFLECTIVE TEACHING
ACTIVTY 10
1. What is Reflective Teaching?
Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works – a process of self-observation and self-evaluation.
2. Why do you think reflective teaching is important to us as teachers?
? For purpose of evaluation for example the teacher evaluates his/her students during class teaching and this will help the teacher to know if actually the goals and objectives are achieved.
? it helps the teachers to prepare lesson plans, lesson note, resources e.g. reference materials and others.
? supportive teaching aids, stratrateges, forms of assessments and classroom control measures.
Reflctive teaching also helps the teachers to correct their errors and mistakes and came up with aa better way of teaching after next classes.
3. Explain briefly at least 3 ways you would use to help you do a critical reflective teaching.
Peer observation
Invite a colleague to come into your class to collect information about your lesson. This may be with a simple observation task or through note taking. This will relate back to the area you have identified to reflect upon. For example, you might ask your colleague to focus on which students contribute most in the lesson, what different patterns of interaction occur or how you deal with errors.
Recording lessons
Video or audio recordings of lessons can provide very useful information for reflection. You may do things in class you are not aware of or there may be things happening in the class that as the teacher you do not normally see.
? Audio recordings can be useful for considering aspects of teacher talk.
? Video recordings can be useful in showing you aspects of your own behaviour.
Student feedback
You can also ask your students what they think about what goes on in the classroom. Their opinions and perceptions can add a different and valuable perspective. This can be done with simple questionnaires or learning diaries for example.
GELGELO HUKA BELAMBEL
STUDENT NO: 92955146
ACTIVITY 8
TEACHING PROBLEM SOLVING
SUBJECT: CHEMISTRY
TOPIC: CHEMICAL EQUATIONS
SUBTOPIC:BALANCING CHEMICAL EQUATION
Chemical equation is a symbolic representation of a chemical
reaction. It is a shorthand way of showing how atoms are rearranged in
the reaction. For example, when carbon(C) react with oxygen(O2), it
produce carbon dioxide(CO2). The chemical equation for this reaction
is:
C + O2 = CO2
BALANCING CHEMICAL EQUATIONS
Some chemical equations are more challenging to write. Consider the
reaction in which hydrogen(H2) and oxygen(O2) combined to form water
(H2O). Hydrogen and oxygen are the reactants and water is the product.
To write chemical equation for this reaction, we would start by
writing symbols for the reactants and product.
EQUATION 1: H2 + O2 => H2O
In chemistry equation must be balance. There must be the same number
of each type of atom in the products as there is in the reactants. In
equation 1, count the number of hydrogen and oxygen atoms on each side
of the arrow. There are two hydrogen atoms in both reactants and
products. There are two oxygen atoms in the reactants but only one in
the products. Therefore, equation 1 is not balanced.
USING COEFFICIENTS
Coefficients are used to balance chemical equations. A coefficient is
a number placed in front of chemical symbol or formula. It shows how
many atoms or molecules of the substance are involved in the reaction.
For example, two molecules of hydrogen would be written as 2H2. A
coefficient of one(1) usually isn’t written. Coefficient can be used
to balance equation 1 above as follows:
EQUATION 2: 2H2 + O2 => 2H2O
It shows that two molecules of hydrogen react with one molecule of
oxygen to produce two molecules of water. The two molecules of
hydrogen, each contain two hydrogen atoms. There are now four hydrogen
atoms in both reactants and products.
STEPS IN BALANCING CHEMICAL EQUATION.
1. Count the number of each type of atom in reactant and produces.
Does the same number of each atom appear on both sides of the arrow?
If not, the equation is not balanced and we need to go to step 2
2. Add coefficients to increase the number of atoms or molecules of
reactants or products. Use the smallest coefficients possible.
3. Repeat steps 1 and 2 until the equation is balanced.
N/B: the teacher should tell the learners to never change the
subscripts in chemicals formulas when they balance chemical equation,
becauese changing subscripts changes the substances involved in the
reaction. Change only coefficients.
Activity 5 and6
NAME : SAHAL AHMED BASHIR
RESPONSIVE LESSON PLAN
CLASS: Form 1
Time: 40minutes
Teacher: SAHAL AHMED BASHIR
Subject: chemistry
Topic/subtopic :changes of matters
Curriculum Objectives (What objective is the focus for your instruction?)
By the end of the unit learners should be able to use similarities and differences in what they observe
Develop interest in science
Learning Goals (What do you want the students to know or be able to do at the end of the lesson?)
By the end of the lesson the learner should be able to:
I. State change of matter
II. Classify forms of matter
Accommodations Prior Knowledge
Providing conducive environment that fits the needs of children
Using child friendly methods of teaching Ask learners about the previous lesson for example liquids, solids and gases
Materials Key Questions
Manila papers, teacher?s guide, chemistry science Book 1, charts, photograph showing changes of matter as well as realia. ? What is matter?
? Do they feel matter?
? Do you know how matter changes from one state to another?
Instructional Strategies (Which teaching strategies will you use? How will you group the students?)
Teaching strategies imitation, visits, outside class activities, grouping, questions and answer and demonstration
Instruction (Engage, Explore, Explain, Elaborate, Evaluate)
Duration Activity/Task
5 minutes Introduction (How will you engage and motivate the students?)
The teacher should group learners in small by giving the charts, photographs showing different states of matter. The teacher introduce one state at a time
The teacher says the states and show the picture, the teacher fixes pictures on the walls, hang them where all students can see.
The teacher to review the previous taught lessons so that he can connect this lesson to the previous lesson. Ask oral questions about the previous lesson to show the links between the lessons and to bring the attention of the learners to the subject matter on board.
25 minutes Lesson Steps (Explore, Explain, Elaborate and Demonstrate)
The teacher gives out picture of states of mater for example solid state, liquid state and gases state. Let students work together with the pictures given to them. The teacher observes and listens to students as they interact. Let students record in their exercise books what they saw in the picture.
Explain what states of matter, giving examples in each case, the teacher explains characteristics of particles in various states, the teacher to explain further the concept of matter using hands on learning to stimulate the learning environment hence learners is on board and understanding is enhance. Now explain how particles move in respective states therefore particles in solids are more compacted than those found in liquids while particles in gaseous state are far apart hence less compacted, therefore they are loosely attached and can move randomly in all directions therefore particles in gaseous state are freely spaced.
Demonstrate using real life situation/realia here the teacher selects representative students from respective groups, they should come forward and demonstrate the partical?s state of movement through teacher?s instruction, ask the students to discuss on what they saw as their colleagues demonstrated, guide them to write short notes. The teacher asks the learners list importance of matter. Let learners discuss how changes of matter is important in our daily life activities e.g. ice cream venders and carbon dioxide gas to be place in containers to prevent products going bad, and salt placed in refrigerators or ice processing factories to either aid in producing ice or provide cool environment to the ice being processed.
Teacher goes round in the class to see what students write on their exercise; how they draw the particles in different states of matter. Give one or two questions to be tackle by the learners. Compare and contrast their work and their responses about the questions given. Ask questions which state of matter are particles save to move randomly in all directions?
5 minutes Lesson Consolidation (How will you wrap-up the lesson?)
? Ask learners to share what they have learnt
? Repeat important points you covered in the lesson
? Ask learners some questions on what they learnt
? Give students short questions about the lesson
Assessment (How will you know that the students have achieved the learning goals?) (5 minutes)
? Brainstorm
? Giving open ended questions for students to discuss
? Let them share ideas
? Challenge their responses
? Ask other students in the class to comment in each group?s suggestions
RESOURCES: teacher?s guide, Chemistry Student?s book 1,realia, manila papers showing different types of matter changes, charts shows movement of particles in different states of matter
SAHAL AHMED BASHER
UBC NO. 92958140
ACTIVITY EIGHT (8)
TEACHING PROBLEM-SOLVING SKILLS
TOPIC: CHEMICAL EQUATIONS
SUB-TOPIC: Balancing chemical equations
This is the process of making the number of atoms of reactant side equal to that of product side in a given chemical chemical equation.
A chemical equations ae said to be correct if they are correctly balanced.
in chemistry unbalanced chemical equations are considered to incomplete.
the folliwing guidelines should be adhered to when balancing chemical equation.
i) the learner has to know the chemical symbol represented the elements both English or Latine.
ii) The learner need to know the end product formed when acid react with either Metals, Carbonates, Hydrogen carbonates and Base.
– therefore this will help the learmer to state the correct atoms in both reactants and product side.
– The teacher has to guide the learners by giving them a simple formula that can easy for the learners to understand well.
i.e. Acid+metal salt+hydrogen gas
Discussion
After writing the correct chemical symbols the number of atoms in both sides has to be equal . If not a multiple number should be introduced to make both sides to have the same number of atoms and thus
chemical equation is said to be said balanced.
A balanced chemical equation should have the states as solid ,liquid gas and aqueous
The learner should know the physical state of a solid (s), Liquid (l), gas (g) and aqueous (aq).
Example
a) write a balanced chemical aequation of Zinc granules react with dilute hydrochloric acid?
Solution
Zn(s) +2HCL(aq)-ZnCl2+H2(g).
the above chemical equation is well balanced because it has all the steps of balanced chemical equation.
SAHAL AHMED BASHIR
STUDENT NO 92958140
i) What is reflective teaching
Reflective teaching refers to self-evaluation process where the teacher re-imagine his/her progress, what exactly he/she doing in class? Why he/she is doing that way, is it effective? and why? Does it indicates a systematic process of collecting, recording and analyzing our thoughts and observations from ourselves, colleagues and students hence planning, piloting, evaluating and implementing for a change.
ii) Why do you think reflective teaching is important to us as teachers?
? For evaluation purpose- here the teacher evaluates him/her self the entire teaching, the instructional methods employed, interaction between him and the students, how much is achieved from the set goals and objectives, how much is the method of delivery used is effective.
? For change where some areas are identified with either weaknesses or need for quite improvement should be tackle to revise or implement a new strategy for improvement.
? For planning ?teachers prepare lesson plans, lesson note, resources e.g. reference materials and other supportive teaching aids, stratrateges, forms of assessments and classroom control measures.
? For remedial purpose- where you discover the students are not getting remedial or revision work is initiated to guide the student to attain maximum of their potential.
iii) Explain briefly at least 3 ways you would use to help you do a critical reflective teaching.
? Peer observation- invite a friend who will sit at the back of your class to observe the class, record information about the lesson or to find out which student contributes most
? Using teacher?s diary- take a note about the lessons of the day and describe your feelings and thoughts and that of the students.
? Student?s feedback- the teacher asks students s about the true picture of the class. Their perceptions and observations can be used to improve or change the strategies where necessary.
this is for activity 10
NAME:IBRAHIM MOHAMED WARSAME
UBC STUDENT NO:92964148
ACTIVITY 5 AND 6.
LESSON PLAN.
TOPIC: simple classification of mixtures
SUB TOPIC: seperating soil from water by filteration
OBJECTIVES: by the end of the lesson the learners should be able to seperate the immiscible substances(soil and water)
MATERIALS REQUIRED: thin piece of cloth, water,soil and transparent bottle
INTRODUCTION: i would have introduce the lesson by stating and explaining different methods of seperating substances i.e decantation,hand picking and evaporation.
ASSESMENT: i would have ask my student to state different methods of seperating substances as they are taught.
PROCEDURE:
1. teacher tells the students to cut the transparent bottle carefully at the top
2. teacher tells them to mix the soil and water in the bottle to obtain the immiscible mixture
3. teacher tells the learners to get another open bottle and place the piece of cloth on its top open part.
4. the teacher tells the learner to pour the mixture carefully into new covered bottle to allow passage of water as soil remains in the piece of cloth.
RESULTS:
the soil particles remain in the piece of cloth since they cannot pass through while water filters into the new bottle.
the solid left on the piece of cloth is called residue while the water collected in the new bottle is called filtrate and the method is known as filteration.
NAME:IBRAHIM MOHAMED WARSAME
UBC STUDENT NO: 92964148
ACTIVITY 8: PROBLEM SOLVING
TOPIC: CHEMICAL EQUATION
SUB-TOPIC- BALANCING CHEMICAL EQUATION
chemical equation is the symbolic representation of chemical reactions involving atoms,elements and compounds.
its a simple way of showing how atoms are rearranged in the reaction.
for example when hydrogen reacts with oxygen to produce water. the chemical equation for this reaction is H2+O2?H2O
Chemical equation must always be balanced. meaning, there must be an equal number of atoms on both sides of the equation.
for a balanced chemical equation we need to count the number of atoms of each element and equalize with the opposite side.
coefficient are used in balancing chemical equations.
coefficient is the number mostly placed infront of chemical of chemical symbol. it shows the number of atoms of substances taking part in the chemical reaction. for example two molecules of hydrogen would be written as 2N2.
N/B: coefficient of one does not exists, its not written but instead its ommited in the chemical reaction.
PROCEDURES OF BALANCING CHEMICAL EQUATION.
1.count the number of each atom in both reactant and product side.
2.add coefficient to equalize the number of each atom if equation is not naturally balanced.
N/B: unbalanced chemical equation is considered incomplete in chemistry context.
NAME: IBRAHIM MOHAMED WARSAME
U B C STUDENT NO: 92964148
ACTIVITY 10:
1. What is reflective teaching? its the process which involves what a teacher does in the classroom context i.e self observation and self assesment
2. importance of reflective teaching?
-it important as it gathers information about what happens in the classroom environment.
-we are able to identify and know our own strenths and weaknesess and make changes or improvement on them.
3. ways of doing critical reflective teaching ?
a. students response- by collecting various response from your students helps a teacher to reflect back the lesson he or she taught and finally know wher to rectify
b. peer observation- this involves observing your fellow teachers teaching methodology or even calling them to observe your style of teaching during claasrrom lessons can help a teacher improve his or her teaching and also practice reflective critical thinking.
c. recording lessons-recording lessons during teaching will help a teacher use them for future reference which also inturn assists him or her reflect back the recorded lessons.
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