Science and
Society
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3.1 Students relate some of the ways that people
of various historical and cultural backgrounds construct and communicate
their understandings of the same natural phenomena. |
3.2 Students recognise the need for quantitative data when describing
natural phenomena. |
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Different ways of constructing and
communicating understanding: ·
approaches
of different cultural groups to problem solving ·
different
beliefs about the formation of the Earth which stem from traditions,
religious beliefs, superstitions ·
naming
of stars and constellations by different cultural groups ·
ways
different cultures use natural resources to meet their needs — food,
clothing, shelter, medication ·
use
of story, dance, ritual |
Importance of quantitative data: ·
difference
between quantitative and qualitative data ·
communication
of information ·
comparison
— not open to personal opinion Collection of quantitative data: ·
measurement ·
use
of appropriate tools for taking different measurements — telescope,
microscope, meters, gauges ·
correct
use and care of tools ·
appropriate
display of data for identification of patterns ·
need
to repeat experiments |
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3.3 Students
make predictions about the immediate impact of some applications of science
on their own community and environment, and consider possible pollution and
public health effects. |
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Impact
of applications of science on the community: ·
changed
disease patterns — immunisation, health awareness, improved hygiene ·
water
treatment ·
local
industry practices — air and water quality, cost of products to the consumer ·
packaging
of materials — more environmentally friendly, easier to use, child-safe, cost
of products to the consumer ·
impact
on building — research leads to changed approaches and better materials ·
caring
for the environment — breeding threatened species, conserving areas where
threatened species live |
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