Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Repeat examination Students wil be offered the opportunity to resit the written examination and be reassessed in coursework. |
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Description B.Ed. students will be introduced to and build a conceptual understanding of key science topics: the big ideas of science. They will relate these to the natural world and consider them in the context of school curricula and the functions of science education in general. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Identify the progression of science topics covered in this module through current primary curricula. 2. Describe and identify states of matter and explain changes using simple particle theory, energetics and simplified quantum mechanics. 3. Distinguish between materials as they are found in nature and human-made systems. 4. Construct an understanding of observed phenomena in nature 5. Identify common properties and everyday applications of forms of energy. 6. Link key ideas regarding conservation of energy and of matter to the module content. 7. Link the scientific content of the module within inquiry-based science education (IBSE) approaches and other methodologies and school curricula. 8. Explore the use of ICT in science education | |||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Newtonian Physics versus the modern paradigm: forces and particle mechanicsNewton's contribution to the historical understanding of forces and other links to the History of Science e.g. evidence for ancient civilizations' use of levers, pulleys, etc.; forces in respect to the human skeleton; Newton's laws of motion; types and effects of forces; floating, sinking, and density; friction, gravity, and air resistance; pressure in air and liquids; levers; everyday links, applications and simple calculations; animal life in the ocean.Energy, matter: laws of thermodynamicsConservation of energy and mass; energy conversions; everyday examples; energy conservation and natural resources; links to module content; links to plant and animal (nutrition, motion, photosynthesis; links to environmental awareness and care, recycling of matter, energy movement through the food web, biodiversityLight and soundLight travels; sources and transmission; the speed of light; shadows; colour and the visible spectrum; dispersion of light; reflection and refraction; lenses (the eye as an example); links to the history of science e.g. Hooke and the microscope; telescopes. Vibrations and sound; factors affecting pitch; transmission of sound; the speed of sound; echoes and reflection of sound; sound detection and hearing; sound levels and environmental impact; sound and light compared. Functions of the ear.ElectricityStatic electricity; current as a flow of charge. Conductors and insulators; earthing and lightning conductors; fuses and circuit breakers; Electric circuits and magnetism; Simple circuits; series and parallel; functions of a switch; common household appliances and how they work; electricity generation, renewable and non-renewable sources; electromagnets; properties and uses of magnets. Links to history of science, e.g. Bell, Edison, Faraday.The particle universe, wave-particle theory and quantum mechanicsProperties of solids, liquids, and gases; particle theory as an explanatory model; changes of state and heat transfer; latent heat; elements, compounds; mixtures and separation techniques; properties of water, water in the environment. Links to history of science e.g. Boyle, Heisenberg, Einstein, Higgs.The biosphere: “Evolve or Entropy”Evolution of Life from simplest forms: evolution of the concept of evolution. History of science link: Lamarck, Darwin, Gould, Dawkins, Gaylord-Simpson, the role of genetics. The relationship between the laws of thermodynamics as they relate to living things. Photosynthesis and respiration as energetic (physics) and biochemical (chemistry) systems. The process of discovery of photosynthesis over 200 years. The discovery of Respiration as a Physico-chemical system. Energy consumption is a limiting factor to the environment and our relationship with it, e.g., climate change, emissions, and carbon utilization. “Ex Ovo Omnia” - life cycles as a concept and their use in education. Aristotle and the life-cycle of the chicken experiment. Biodiversity and its organization: Linnaeus and his ‘sexual system’/ floral formulae and diagrams and how they relate to evolution / What is a life-form?The Theory of Science and in EducationThe practical experiment. Observation is more than ‘looking’. The mind of a scientist. Inclusivity of science | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||