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The purpose of Assignment 2A is for you to gain practical experience with using Science processing skills. This will help to support how and why you will be including Science processing skills in your...

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The purpose of Assignment 2A is for you to gain practical experience with using Science processing skills. This will help to support how and why you will be including Science processing skills in your planning forAssignment2B.Assignment2A links toAssignment2B because you will be identifying the Science processing skills that you use to explore a collection of objects. In 2B you will be developing learning plans that use Science processing skills as you explore technology with children. A folio is a demonstration of your professional growth and improvement as a teacher as well as a useful place to store and curate ideas, examples and a place for critical reflection.

Related learning outcomes

This assignment assesses the following unit learning outcomes:

  1. Distinguish fundamental science and technology concepts and how to promote concept development across the curriculum.
  1. Develop and critique explicit and systematic teaching approaches to science and technology appropriate to the content area and levels of understanding of the children they teach.
  1. Create opportunities for design, technology and digital technologies to be integrated with science and learning experiences.Assignment 2A of your portfolio should comprise the following:
    • Compilation of a collection of artefacts with an analysis of Science processing skills (1500 words).

    Part 2A of yourAssignmentfolio requires you to create a collection of found objects. The idea of collecting has been woven through this Science and Technology unit with activities and provocations drawn from the textHow to be an Explorer of the World (PDF 6.0 MB)(Links to an external site.)Links to an external site.by Keri Smith. ThisAssignmentis an interesting way of focusing on Science processing skills, fine-tuning your observation and opening up to the scientific and creative opportunities that can be found in everyday objects.

    Your collection and research could be made up of things that you may be attracted to or that interest you, and exist for free, such as natural and waste materials. They should be things that are readily available or found, not purchased. They should be objects that you experience in an embodied way through movement, seeing, feeling, smelling and wondering about. They should therefore not include digital objects from the Internet, like a collection of photographs, as the purpose of this experience is to think and research in an embodied way, using both mind and body.

    This is also a useful and minimal cost approach that can be included in Science teaching.

    You'll need to write an account of a collection of everyday objects, in your discussion include relevant readings and references from the unit and additional resources from your research, a suggested format is included below:

    DISPLAY

    • Gather and create a collection of at least 15 found objects – this can be anything, but think about how it can align with Science and this criteria on a deeper level. Display your collection in an interesting way and include a photograph or photographs in your report. This is a photograph of the whole collection, not separate images, although you may include more images if you want to highlight particular features of your analysis.

    OBSERVE

    • Compare the objects in your collection – even if they are all the same object, such as white stones, there will still be subtle differences and similarities.
    • Can you see or sense patterns within your collection such as shading, similarities, differences, function, form or texture?
    • Notice key points about your collection – will they link to other ideas, materials or enable you to think about something in a different way?

    ANALYSE

    • Analyse your choice of objects with more depth, their history, where they were found, why you are attracted to them and how they link with understandings of science and technology.

    REFLECT

    • Reflect on your collection.
      • What have you learned from this experience?
      • What would children learn and how could this idea be integrated into a Science curriculum for young children (you may choose which age group you target here, early childhood or primary)?
      • What are the benefits of collecting everyday objects?
        1. Compilation,display and observations of a collection of everyday found objects.
        2. Analysis and reflection of collection of everyday found objects.
        3. Academic expression and referencing.

        Your work will be assessed using the following marking guide:

        CriteriaNo PassPass
        50-59%
        Credit
        60-69%
        Distinction
        70-79%
        High Distinction
        80-100%
        Compilation, display and observations of a collection of everyday found objects.
        (45%)
        Did not meet criterion.Collection of found objects has been gathered and documented with photographic evidence of the key requirements of the task such as science processing skills.As per Pass and: Observations are made about patterns.As per Credit and: Comparisons made show a deeper level of understanding of science processing skills. The display shows careful consideration. The collection is aesthetically appealing, and it cultivates young children’s interest and curiosity in science.As per Distinction and:
        Identifies the alignment of the collection with science concepts and processing skills using diverse sources of citation.

        Analysis and reflection of collection of everyday found objects.(45%)

        Did not meet criterion.Analysis and reflections are implied and are aligned with an understanding of science and technology.As per Pass and:
        Analysis reflects a depth of thinking and reflection about the collection, and supported with academic literature.
        As per Credit and:
        Demonstrates critical engagement with the ideas of collecting and science processing skills.
        As per Distinction and:
        Presents an in-depth understanding of the alignment with everyday objects and building scientific understandings.
        Academic expression and referencing.
        (10%)
        Did not meet criterion.Contains some extraneous information and /or repetition that reduce the clarity of the discussion.
        There are minor errors and/or inconsistencies with grammar, spelling and expression.
        APA referencing has been attempted.
        Contains little by way of excess information or repetition and is generally clear in both purpose and execution.
        The writing is mostly free of errors with grammar, spelling and expression.
        APA referencing has been adhered to on most occasions.

        Only minor errors with grammar, writing conventions, spelling and expression are evident.
        APA referencinghas been adhered to consistently.

        There is evidence of independent learning and the understanding of writing conventions.
        The writing is free of any errors with grammar, spelling and expression.
        APA referencing has been adhered to consistently with no errors.


Answered 21 days AfterNov 09, 2017

Solution

David answered on Nov 30 2017
35 Votes
Display
The 15 objects selected for this project were pillow cover, bed sheet, mattress, bed stand, led bulb, WI FI router, phone charger, electric socket, mobile phone, room door, window pane, electric wire, water bottle, study table and window curtain. Purposely, these objects were selected within a single room finding i.e. the collection was made with an objective to see how much individuals are attached with scientifically driven objects in their personal living sphere.
Observation
In terms of identifying the objects and their proper analysis, things within the room were identified in two categories. These categories included the weight and properties of the objects taken for analysis. For example, there was similarity in the pillow cover and bed sheet cover because they were of same color along with having same print on them. It was made of fine fa
ic and it had velvet touch at the borders. It gave my thinking a way to explore the nature and properties of thread as how they are made and what possible nature they can share as per their structure and texture. I could see that the thread was used in knitting the two objects, their elasticity level was also same, however, in terms of density of the thread, beds sheet had a little bit expanded density in term of pillow covers; pillow covers were denser, if compared to the bed sheets. It also led me to the thought that China was the first place where the official production of the textile mills was introduced and since then, the production of thread has seen several revolutionary changes including the textile revolution in the 17th century America. The modern form of fa
ic is a refined mix of several threads which are durable and have more stretchable nature than before. The window curtain in this lost of objects was also made of fine fa
ic which was slightly lighter in weight, if compared to the pillow cover and bed sheet. It was attached to the stretchable spring, causing a swinging motion given to the curtain in the desired directions.
Next observation went to the mattress and its fixing ability with the bed stand. Mattress was made of foam, a spongy component which takes space within its structure so that air bu
le can be fixed to give springing effect. Sponge has the ability to soak the liquid with effect especially when the dilution of the liquid is high. The mattress was also covered with a piece of cloth so; it was more like a combination of fine thread with the spongy piece. Most importantly, I could view that the large pieces of sponge were woven...
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