Making use of several senses noticing relevant

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making use of several senses noticing relevant details of the object and its surroundings identifying similarities and differences discerning the order in which events take place using instruments to aid the senses for studying details
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b) Classifying This is the skill of grouping objects or events according to common attributes or properties. Scientific classification involves the learning of the particular classifications which scientists employ and which are established as productive for pursuing scientific ends. For example, in Unit 6 there is practice in shifting from classifying by actual observed properties (solids have fixed shapes and size whereas .... ) to classifying by inferred properties (in solids the particles are .. whereas .... ). Such shifts from concrete / actual to abstract / inferred (from macroscopic to microscopic in this case) must be carefully taught. c) Measuring Measuring sensibly and accurately includes making decisions about what instruments to choose, over what range and interval, when and how often to measure, ways to improve accuracy and the need to repeat measurements. The concept of appropriate accuracy for a reading is also fundamental. There is, for instance, rarely a need to measure time to three decimal places, although students with digital watches often do so. d) Handling equipment and apparatus properly This includes simple practical skills, the use of various equipment and apparatus and safe handling of chemicals and live specimens needed for simple scientific investigations. For example, preparing a microscopic slide in Unit 3, dissecting an ox eye in Unit 11, distilling water in Unit 5, etc. e) Communicating Communication in science involves using various conventions of representation which help in organising information and conveying it efficiently. Symbols, tables, graphs, charts, etc. can serve this purpose and they have to be chosen to suit the particular kind of information to be handled. Communication also involves the ability to take information from written sources, to use information presented in graphical or tabular form. The different facets of communicating include: talking, listening or writing to sort out ideas and clarify meaning making notes of observations in the course of an investigation using drawings, graphs, charts and tables to convey information choosing an appropriate means of communication to suit the purpose recording of activities carried out
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f) Inferring This is the skill of interpreting or explaining observations or pieces of data. In this connection, students should be taught to respect evidence, and not to push one’s conclusions beyond the available information. g) Predicting Predictions clearly require careful inferences which in turn require careful observation first. For much of the course content the shift is slight; nonetheless training in the systematic way - (observations inferences predictions) - is invaluable. The behaviour which indicate that predicting is in action includes:
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  • Winter '16
  • Science, Education Department

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