Forces and Motion Past Paper PDF

**FORCES AND MOTION (Investigating What Causes Things to Move)** Children's Thinking About Forces: The Research Base Research into the cognitive psychology of younger learners (7 to 9-year olds) has revealed that many children equate a force with the strength (Duit, 1984). It leads to confusion w...

**FORCES AND MOTION (Investigating What Causes Things to Move)** Children's Thinking About Forces: The Research Base Research into the cognitive psychology of younger learners (7 to 9-year olds) has revealed that many children equate a force with the strength (Duit, 1984). It leads to confusion when the word is used in conversation like, People force other people to do things. May the force be with you is a statement that equates force with energy. Children may perceive force as causing things to move, but not as being involved in objects that are not moving (Driver, 1984) **Teaching Implications of the Research** It is important that you assess your children's understanding of force before you begin any investigation into the area. Children have difficulty in understanding forces because forces can only be observed by their effects. Suggestions to help children understand that forces act in pairs: 1. by presenting a series of events (such as people interacting with playground equipment), and asking these questions: What is puling? What is pushing? 2. Providing children with some examples involving motion and some involving non-motion. Moving objects can include: - Ball rolling down a ramp - Person swinging on a swing set - Person blowing up a balloon and letting it go - Two people on a seesaw going up and down Stationary (non-motion ) situation can include: - Book resting on a table - Person sitting on a chair - Two playing cards, resting against one another in the shape of a tent - Tug of war when both sides are equal - Two people on a seesaw perfectly balanced The investigation experiences will help children to understand that - Forces act in pairs. - Forces are invisible. - When forces are balanced, there is no motion - When forces are unbalance, there is motion - Some forces are greater than others. **Science Background** -Forces are that which cause motion. Since forces are invisible, we can only observe the results of the forces, not the forces themselves. There are gravitational forces and electromagnetic forces. Gravity is the attraction between all matter Gravity decreases with distance, and increases with mass. That means that the farther an object is from something else, the less is its gravitational attraction. The effect of gravity is most easily seen by dropping something. It falls down, not up. -You can help children understand electro-magnetic forces by giving them experiences such as rubbing a balloon against someone's sweater, and holding the balloon against someone's long hair. The electrostatic effect will pull the hair toward the balloon. Help them to build the idea that an electrostatic force gets smaller with distance by trying the balloon investigation at greater and greater distances from the hair. -Your children can also use the balloon to observe the effect of a lesser force (couple of rubs) on the sweater on the same direction to a greater force (many rubs on the sweater in the same direction). To help children build their understanding of how magnets work, give them bar magnets with the poles marked on the ends. Let the children experiment with the magnets to find out what the different poles do to each other. **Teaching Science in the Elementary Grades (Physics, Earth, and Space Science)** **CONTENTS** 1. **Physics** +-----------------+-----------------+-----------------+-----------------+ | A. **FORCE AND | | | | | MOTION** | | | | +=================+=================+=================+=================+ | **GRADE 3** | **GRADE 4** | **GRADE 5** | **GRADE 6** | +-----------------+-----------------+-----------------+-----------------+ | What cause the | When motion is | Measuring the | Gravity and | | things move | applied on an | distance | Friction | | | object, its | travelled and | | | | motion, size or | time of travel | | | | shape can be | | | | | changed | | | +-----------------+-----------------+-----------------+-----------------+ | **B. ENERGY** | | | | +-----------------+-----------------+-----------------+-----------------+ | Identifying the | Light, heat and | How object | Energy exist in | | different | sound travel | interact with | different forms | | sources of | from the | light, heat and | and it can be | | light, heat, | source; | sound and | transformed | | sound and | | electricity | from one form | | electricity and | Demonstrate how | | to another; | | their uses | they travel | Identify poor | Demonstrate how | | | using | and good | energy is | | | activities | conductor of | transformed | | | | electricity | using simple | | | | | machines | +-----------------+-----------------+-----------------+-----------------+ 2. **Earth** +-----------------+-----------------+-----------------+-----------------+ | A. **GEOLOGY** | | | | +=================+=================+=================+=================+ | **GRADE 3** | **GRADE 4** | **GRADE 5** | **GRADE 6** | +-----------------+-----------------+-----------------+-----------------+ | What makes up | Classifying | Infer that the | Process that | | the environment | soil; | surface of the | alter the | | beginning with | | earth changes | surface of the | | landforms and | Identifying | | earth -- | | bodies of water | sources of | | earthquake and | | | water; | | volcanoes | | | | | eruption | | | Importance of | | | | | water | | | +-----------------+-----------------+-----------------+-----------------+ | B. **METEOROLO | | | | | GY** | | | | +-----------------+-----------------+-----------------+-----------------+ | Identify the | Measuring the | Describe the | Collect weather | | local weather | components of | effects of | data and | | | weather | typhoon | interpret the | | | | | data | +-----------------+-----------------+-----------------+-----------------+ 3. **Space Science** +-----------------+-----------------+-----------------+-----------------+ | A. **ASTRONOMY | | | | | ** | | | | +=================+=================+=================+=================+ | **GRADE 3** | **GRADE 4** | **GRADE 5** | **GRADE 6** | +-----------------+-----------------+-----------------+-----------------+ | Describe the | Identify the | Familiarize | Motion of the | | natural object | main source of | themselves with | Earth: rotation | | they see in the | heat and light; | the moon and | and revolution | | sky | | stars; | | | | The Sun: It's | | Compare the | | | role in plant | Describe the | different | | | growth and | changes in the | members that | | | development, | appearance of | make-up the | | | and its effect | the moon and | solar system | | | on the | discover that | | | | activities of | the changes is | Construct | | | humans and | cyclical, and | models to help | | | animals | that the cycle | them visualize | | | | is related to | the sizes and | | | | the length of a | distances | | | | month | | +-----------------+-----------------+-----------------+-----------------+ **LESSON 3** **FORMATIVE ASSESSMENT METHODS** 1. **Observing Students**. Observation of social behavior is an effective tool to determine the level of involvement of students in groups. 2. **Asking Questions**. One of the most powerful uses of classroom questions as an assessment tool is when students are engaged in cooperative learning or laboratory activities. The role of the teacher is more on monitoring of individual works. The following techniques are useful in helping you assess students understanding: - Use of variety of questions. Try to strike a balance between a low order and high order questions. - Use wait time. Science teachers who practice waiting at least 3 seconds can create a classroom atmosphere beneficial to students' cognitive and affective learning. - Ask probing questions. Probing gives a student a chance to express his or her own understanding. - Redirecting. When you ask one student in the group a question and this student gives an incorrect answer, you then redirect by asking another student the same question. 3. **Student Questions.** Teachers should ask students: "What questions do you have?' specifying particular aspects of the learning goals. Using wait time to encourage students to ask questions can work if the teacher is willing to "wait out of the silence." 4. **Conferencing**. One of the things students appreciate about conferencing is how special they feel that they have your undivided attention, even for a brief period of time. Conferences should be used to build rapport between the teacher and the student. 5. **Monitoring Classroom Practice**. In all students activities such as: working in small teams, learning together, discussing concepts and the results of the laboratory activities, the teacher should be actively involved in monitoring the students as they interact with each other or work individually. 6. **Alternative Paper and Pencil Tests.** Most summative assessment is carried out using traditional paper and pencil test such as multiple choice, true or false, fill-in-the blanks, and short answer. An interesting strategy to raise the cognitive level that is being assessed is to use an alternative type of multiple choice questions at times. Example question is "Which of the birds listed below probably lives around ponds and eats snails and small fish? A. Hawk B. Heron C. Sparrow D. Swallow This strategy can also be used with other formats such as true or false. From the 20-25 items, you might select five items from them and add the question "What are your reasons for your choice?" 7. **Traditional Short Answer**. Short answer questions can be useful to help students organize their ideas about the concepts they are learning about, and can be useful for assessing higher level of thinking. A few minutes before the end of class, you ask the student to get a blank sheet of paper and answer a few questions related to the day's lesson. 8. **Web-Based Formative Assessments.** Using a computer program, teacher can access sets of questions through the internet browser. The questions are designed to be used after students have been exposed to the content. And then based on the answers to the questions, the students are provided with feedback about their understanding of the material. 9. **Homework**. Homework assignments that ask students to do observations, record data, or do a simple experiment at home will in the long run be more effective and help assess student competency. 10. **Student Writing**. Student writing in Science class can assess higher level of thinking. More than 70% of the writing in science classes is of two types: copying dictated notes or teacher talk, and answering worksheets, test and exam questions. 11. **Open-Ended Questions**. Open-ended questions generally do not have a single answer, and in some cases, no answer is considered wrong. Key words such describe, explain, compare, explore, or predict can help create the context for an open-ended question. For example: After having completed a biology unit on plant growth and development with a group of Grade Six students, you could ask them this question: "How would you explain photosynthesis to a small group of Grade Four students?" 12. **Content-Specific Tasks**. Students respond to content-specific task using activity sheets. For example, you asked them describe on what they have observed in an activity, or they are asked to draw on what happened based on their observation. 13. **Science Journals.** Journaling is a process of writing down thoughtful reflection and is powerful way to help students develop their knowledge, understanding and appreciation of science. Students can record reflection on science class several days a week, and report the results of investigations, including the procedures they used. 14. **Written Reports, Videos, or Multimedia Presentations**. Technology enables the students to create artifacts that demonstrate knowledge of science, while allowing them to present their products to demonstrate what they learned, and to gain feedback on their work.