Understanding science
1 total work
Understanding and Applying Science
by Sandra Baggley, etc., Jennifer Gow, and Philip Noone
Published 18 June 1992
This is the fifth book in a five-year science course, which is intended to cover a wide ability range in Key Stages 3 and 4. Books 4 and 5 cover the programme of study for Key Stage 4. The pupils for which this book is designed are in the fifth year of secondary school (Year 11). Each pupil's book is accompanied by a teacher's resource book. This text is suitable for students taking intermediate level papers in examinations such as ULEAC/NEA/WJEC Science Framework, ULEAC Science, Double Award (Combined), MEG Science: Double Award and SEG Science: Double Award. The pupil's book offers three elements to cater for a wide range of abilities: the core, which is suitable for all pupils; reinforcement material, offering exercises to reinforce the core material at the same level; and extensions (one per topic), which are designed to develop material for the more able pupil. Each book is presented in a large, open format that is enhanced by colour photographs, diagrams and cartoons. They are organized into units, each dealing with an important curriculum area and are designed to encourage note-taking skills to aid in revision for Key Stage 4 assessment.
They highlight the use of information technology in practical work; stress key skills, ranging from general writing and practical skills to those involving experiment design and hypothesizing; introduce a wide range of open-ended problems and technological issues to encourage discussion; and contain regular checkpoints for pupils' assessment and to facilitate teacher control of pupils' routes through tasks.
They highlight the use of information technology in practical work; stress key skills, ranging from general writing and practical skills to those involving experiment design and hypothesizing; introduce a wide range of open-ended problems and technological issues to encourage discussion; and contain regular checkpoints for pupils' assessment and to facilitate teacher control of pupils' routes through tasks.