Good science education should be 'true to the child', implies that science we teach should
relate to the environment of the child
convey significant aspects of science content
be understandable to the child
engage the child in learning process skills
While teaching the correct method of measuring volume of a solid using a measuring cylinder, Kavita mentions the following steps (not in correct sequence) to be followed.
(i) Note the reading of level of water in the cylinder.
(ii) Suspend the solid with a thread inside water in the cylinder.
(iii) Record the least count of the measuring cylinder.
(iv) Put sufficient water in the cylinder and note the reading.
Which one of the following is the correct sequence of steps for the said purpose?
(i), (ii), (iii), (iv)
(iii), (ii), (iv), (i)
(iii), (iv), (ii), (i)
(iv), (ii), (iii), (i)
Vandana is interested to focus more on acquisition of process skills of science by students of Class VIII. Which of the following combination of methods should she prefer to teach the topic on 'Micro-organisms'?
Assignment-cum-questioning method
Project-cum-laboratory method
Home assignment-cum-science quiz method
Home assignment-cum-questioning method
National Curriculum Framework, 2005 recommends that science education at upper primary stage should focus on
helping students to connect classroom learning to life outside the school
helping students to acquire international standards in learning of science
minimising social disparities in the students
promoting human values and knowledge base for peaceful society
Which one of the following is the key expectation from teaching and learning of science at upper primary stage?
To acquire questioning and inquiring skills
To create literary
To appreciate the inter-relationship between science and art
To acquire academic excellence for competitive examinations
Cognitive validity' of science curriculum. at upper primary stage implies that it should
convey significant and scientifically correct facts
be age appropriate
use appropriate pedagogical processes in teaching
enable the child to view science as a social enterprise
The topic 'Separation of Substances' in Class VI can be taught most effectively by
in-depth explanation of related concepts
using hands-on activities to be performed by students
using good home assignments
orgainising more group discussions on different sub-topics
The term 'constructivism' in relation to science education means that children should be
given complete information about science
actively involved in the process of learning science
discouraged to raise questions in the 'classroom
given latest information on scientific developments
Anjali asks the following tasks to be performed by students of Class VII while making an electromagnet (not in correct sequence).
(i) Place some pins near the end of a nail.
(ii) Switch on the current and observe what
(iii) Wind a copper 'wire tightly around an iron nail.
(iv) Connect free end of the wire to the terminals of a cell.
Which one of the following is the correct sequence of task to be performed to achieve the desired result?
(i), (ii), (iii), (iv)
(iii), (iv), (i), (ii)
(iii), (i), (ii), (iv)
(iv), (ii), (iii), (i)
B.
(iii), (iv), (i), (ii)
An electromagnet works in the magnetic effect of current. This is described below.
1) Wind a copper wire tightly around an iron nail.
2) Connect free ends of the wire to the terminals of a cell.
3) Place some pins near the end of a nail.
4) A current passes through the coil and produces a magnetic effect.
While teaching the topic on 'Motion and Time' to Class VII students, Savita gave examples of different kinds of motion to the students. Which one of the following examples was quoted by her incorrectly?
Motion of a boy sitting in a moving car in relation to the car
Motion of a boy sitting in a merry-go-round
Motion of the hammer of an electric bell
Motion of a cricket ball hit by a batsman