Registry
Module Specifications
Archived Version 2020 - 2021
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Description Students will be introduced to and build their conceptual understanding of key physics and chemistry topics, whilst considering them in the context of primary school curricula and the functions of science education in general. Students will take this course in second year. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate a basic knowledge and understanding of key physics and chemistry concepts. 2. Identify the progression of physics and chemistry topics covered in this module through current primary curricula. 3. Link the scientific content of the module within inquiry based science education approaches (IBSE). 4. Identify key concerns in science education both nationally and internationally. 5. Identify and analyse common ideas held by children and adults in areas of scientific content covered in this module. 6. Identify and critically analyse key theories and modes of learning in science e.g. IBSE; constructivism. | |||||||||||||||||||||||||||||||||||||
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 Electricity and safety:Static 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.Changes of state:Properties 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. Links to history of science e.g. Boyle.Forces:Newton's contribution to contemporary understanding of forces and other links to History of science e.g. evidence for ancient civilizations’ use of levers, pulleys etc.; 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.Light and sound:Light travels; sources and transmission; speed of light; shadows; colour and the visible spectrum; dispersion of light; reflection and refraction; lenses; links to history of science e.g. Hooke and the microscope; telescopes. Vibrations and sound; factors affecting pitch; transmission of sound; speed of sound; echoes and reflection of sound; sound detection and hearing; sound levels and environmental impact; sound and light compared.Energy and matter:Conservation of energy and mass; energy conversions; everyday examples; energy conservation and natural resources; links to physics and chemistry module content.Materials and change:Review of simple Bohr model of atomic structure and periodic table; ionic and covalent bonding in common materials; water and organic molecules, properties and relevance to life; acids, alkalis and common chemical reactions.Conceptual progression:Analysis of physics and chemistry module content in relation to primary curricula.Practical skills:Observation, question-raising, prediction, investigation, measurement, calculation, data analysis and communication.Teaching and learning in school science:Theories of learning, especially constructivist theories; social constructivism; children's ideas and the impact on science teaching and learning; inquiry-based science education; links to scientific literacy. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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