GSC201 Final Term Solved Papers

GSC201 Final Term · GSC201 Solved Final Temp Papers · GSC201 final term · Total 27 questions, 10 MCQ’s and 17 subjectives

Q1. How can a teacher teach matter to students? 2 marks

Q2. What is the purpose of teaching science? 2 marks

1. a) Helping Children Observe
2. b) Helping Children to Ask Questions
3. c) Helping Children To Hypothesize
4. d) Helping Children To Plan and Conduct Investigations
5. e) Helping Children to Interpret and Analyze
6. f) Helping Children to Communicate

Q3. What is the role of students in structured inquiry? 2 marks

Q4. How can students calculate the volume of a cuboid? 2marks

Volume = Length × Width × Height

Q5. Why do solid objects float on water?2 marks

Q6. What are the affects of Evaporation? 2 marks

1. To bring down temperature 2. Recycle water (b) It makes the atmosphere cool

and etc.

Q7. In a scientific experiments how do students form hypotheses? 3 marks

When scientists do an experiment, they very often have data that shows their starting ... educators can assign a quiz to test student understanding of hypotheses.

Q8. Write any 3 steps of recording the investigation in your own words? 3 marks

Q9. What are three general phases of matter? 3 marks

Matter normally exists as either a solid, a liquid, or a gas. We call this property of matter the phase of the matter

Q10. What preparation does a teacher need to do before students start measuring density

of water? 3 marks

Q11. What are scientific practices? 3 marks

Scientific knowledge is acquired through a series of practices/abilities which together constitute scientific inquiry. These include: Making predictions base on the tentative explanations or hypotheses

r critical review

Q12. What is the relationship between prior knowledge and learning? 3 marks

Prior knowledge affects how the learner perceives new information. There is widespread agreement that prior knowledge influences learning, and that learners construct concepts from prior knowledge (Resnick, 1983; Glaserfeld, 1984). Prior knowledge affects how a student organizes new information. The goal of learning is to incorporate new information into the existing organization of schema. A student uses that existing structure to assimilate new information.

Q13. What is the importance of prior knowledge and learning in teaching of science? 5

Building upon prior knowledge is a very important part of teaching and learning. The prior knowledge of students affects their learning therefore educators must keep this in mind when they design a lesson. Teachers need to be aware of children’s prior or existing ideas, of the learning goals and the nature of the difference between the two when they are planning and teaching so that they can take appropriate steps to bridge the gap. Children develop ideas, based on their everyday experiences, about natural phenomena before they are taught Science in school.

Q14. Matter is made up of tiny particles that cannot be seen, how can teacher explain the

properties of matter to students? 5 marks

The Properties of Matter. The general properties of matter result from its relationship with mass and space. Because of its mass, all matter has inertia (the mass being the measure of its inertia) and weight, if it is in a gravitational field (see gravitation).

Q15. Write a brief note on types of graph? 5 marks

Making graph is very important skill in science. It isone of the most powerful ways of putting information down and shares it with people. Forunder standing the graph paper, firstly we want to know about the vertical and horizontal Line coming from top to down is vertical and going from left to right is called horizontal line. Pictograph ::a pictograph uses an icon to represent quantity of data value in order to decrease the size of graph A key must used to explain the icon. handles large data sets easily to using icons, visually appealing, easy to read, difficult to handle partial icons Bar graph::A bar graph display discrete data in column can easily compare two or three data sets.uses only discrete data Circle graph/pie chart:A pie chart displays data as a percentage or friction of whole visually appealing ,hard to compare two data sets Line Graph:A line graph is used to record continuous data with time usually on horizontal axis .show range,maximium and manimium, gaps and clusters, suitable for small data set,not so appealing visually When there are a lot of equal blocks of vertical and horizontal lines it is called a “grid”.

Q16. Write a brief note on how the students learn while measuring length? 5 marks

In the class activity teacher introduced the length notion. For the measurement of length we use the metric rule.

Q17. What understanding do students need to develop mass and volume? 5 marks

Mass and volume are two units used to measure objects. Mass is the amount of matter an object contains, while volume is how much space it takes.

1. difference between boiling and boiling point. 2

Boiling is a process through which the water changes its state. And temperature at which boiling takes place is called boiling point.

2. two uses of bar graph.2Bar graphs are used to display data in a similar way to

line graphs. However, rather than using a point on a plane to define a value, a bar graph uses a horizontal or vertical rectangular bar that levels off at the appropriate level.

3. role of students in structured approach. 2

4. untis of measuring mass.

Mass depend on the material and volume of the substance or object The metric unit of mass commonly used are a kilogram or gram.one kilogram is equavilant to thousand gram The measuring instrument is characterized by range of values it can measure e.g 0 500g or 0 to 1kg in the case of electronic balance

5. define raising question in your own words. 2

Raising questions about an object, event or phenomena is called questioning.

6. what is condensation. 2

Condensation means when a gas changes into liquids

7. when pie chart is used.3

Pie charts are generally used to show percentage or proportional data and usually the percentage represented by each category is provided next to the correspondingslice of pie. Pie charts are good for displaying data for around 6 categories or fewer.

8. difference between liter and mili liter. 3

Liters and milliliters volume units conversion factors are listed below. To find out how many milliliters in liters, multiply by the factor or use the converter below. 1 Liter = 1000 Milliliters Liter (litre in british english) is a volume unit which equals to 1 cubic decimeter. It is commonly used in daily life to measure the fluids. 1 liter of water has a mass about 1 kilogram. The abbreviation is "l". Milliliter (millilitre in british english) is a volume unit in metric system. The abbreviation is "ml".

9. how teacher helps the students to enhance their observational skills. 3

Science teachers spend time helping students develop their observation skills. Inferring and observing are closely related, but they are not identical. Observation is what one sees, inference is an assumption of what one has seen. Observation can be said to be a factual description, and inference is an explanation to the collected data. It's not a guess. If an observation can be termed as a close watch of the world around you through the senses, then inference can be termed as an interpretation of facts that has been observed. Teachers can start out providing simple observations: Observation: The grass on the playground is wet. Possible inferences: It rained. The sprinkler was on. There is morning dew on the grass. Observation: The line at the water fountain is long. Possible inferences: It's hot outside. The students just came in from recess. As you're working to develop these skills, encourage your students to incorporate their scientific vocabulary into their statements. " From what I observe on the grass, I inferthat…"

10. find density of 200 grams mineral whose volume is 10 ml.3

D=200g/10ml D=20ml

11. what are process skills. 3

The ability to make good observations is also essential to the development of the other