Year: 11 Module: Theories and Laws Nitish Navitesh Prakash 18413306

Unit Description Duration

30 hrs 6 weeks
The term ‘science’ comes from the Latin scientia, which means ‘a knowledge based on demonstrable and reproducible data’. Reproducible data is used by
scientists to develop theories and laws to explain and describe phenomena. Theories provide a coherent understanding of a wide range of phenomena. A law is
usually a statement that can be expressed as a mathematical relationship. It describes phenomena in nature, with no exceptions, at a point in time. Testing
scientific theories drives scientific breakthroughs and questions current understandings.
Students examine how complex models and theories often require a wide range of evidence, which impacts on society and the environment. In this module,
students engage in practical and secondary investigations that are related to major theories or laws and their application.

Working Scientifically Focus

In this module, students focus on analysing and evaluating data to solve problems and communicate ideas about the development of theories and laws.
Students should be provided with opportunities to engage with all Working Scientifically skills throughout the course.

Skills Outcomes Knowledge and Understanding Outcomes

Related Life Skills outcomes: SCLS6-(1-7) A student:
Questioning and predicting › analyses and evaluates primary and secondary data and information
SCLS6-1 poses questions and hypotheses for scientific investigation INS11/12-5
Planning investigations › solves scientific problems using primary and secondary data, critical
SCLS6-2 plans an investigation individually or collaboratively to obtain primary thinking skills and scientific processes INS11/12-6
or secondary data and information › communicates scientific understanding using suitable language and
Conducting investigations terminology for a specific audience or purpose INS11/12-7
SCLS6-3 participates in investigations individually or collaboratively to collect › describes and assesses how scientific explanations, laws and theories have
primary or secondary data and information developed INS11-11
Processing data and information Others included not from module
SCLS6-4 collects and represents qualitative or quantitative data and INS11/12-3 conducts investigations to collect valid and reliable primary and
information using media as appropriate secondary data and information
Analysing data and information INS11/12-2 designs and evaluates investigations in order to obtain primary
-SCLS6-5 develops conclusions from primary or secondary data and and secondary data and information
information INS11/12-1 develops and evaluates questions and hypotheses for scientific
1
Problem solving investigation
SCLS6-6 uses strategies to solve scientific problems INS11/12-4 selects and processes appropriate qualitative and quantitative
Communicating data and information using a range of appropriate media
SCLS6-7 communicates information about an investigation using scientific
language and terminology
SCLS6-10 explores models and descriptions of phenomena

Focus / Topics Key inquiry questions

1. Introduction to scientific theories and laws 1- What are the differences and similarities between scientific theories
and laws?
2. Development of a theory
2- What leads to a theory being developed?
3. Development of laws 3- What leads to the acceptance of a scientific law?
4. Application of theories and laws in science 4- How are theories and laws used in science?

Assessment overview
Assessment for Learning Assessment as Learning Assessment of Learning
Constantly Feedback and reflections on student presentations No Assessment in this unit but any of the activities
Kahoot Quizzes drawing on prior knowledge in class using the feedback slips (my resource) can be formatted to be assessment of learning.
Students presentations models etc. demonstrate should be used wherever students do
their understanding presentations.
Questioning used to begin discussions and
responses for mind maps also measure student’s
prior knowledge.

2
Literacy Focus Numeracy Focus ICT Focus
Research skills, referencing, sourcing valid and Graphing and Tabulating Phet Colorado
reliable information, analysing information. Uncertainty Youtube Animations
Vocabulary, speech, presenting Mathematical modelling Creating presentations so using Prezi and
Analysing Data PowerPoint, iMovie, Meme maker,
Other visual representations include a Sankey
diagram

K& U Content Descriptor Working Scientifically Teaching and learning strategies Extension or Resources
Outcomes Adjustment
Topic: Introduction to Scientific Theories and laws
Inquiry Question: What are the differences and similarities between scientific theories and laws?
Collect primary data to • INS11/12-3 Group Brainstorming activity A review on chemical Experiments that can be used in
investigate the Law of • INS11/12-5 reactions in an the class room (chemistry)
• INS11/12-6  Describe what meaning of “Primary engaging manner can
conservation of mass
• INS11/12-7 Data” (first-hand data) then students be conducted using  Potassium iodide and lead
brainstorm list the types of data that can Kahoot (original nitrate.
fall into the category of Primary Data. resource) allows for  steel wool and sulphuric acid
Then students’ group the suggestions formative assessment.
into appropriate heading such as lab https://create.kahoot.it  barium chloride and sodium
work, field work, creation, data analysis, /share/chemical- sulphate
product creation, practical investigation. reactions/e05af2f5-  Calcium carbonate and
Generate a table and identify the 41c9-4715-ac36- hydrochloric acid.
advantages and disadvantages of each 5576a4ce8576
type of collection method. YouTube video on examples of the
law of conservation of
 Draw into the laboratory practical as a masshttps://www.youtube.com/
method of collecting first hand data. watch?v=P15T1QnX1qE
Without telling the students that the Law
of Conservation of Mass is being looked
at. Conduct a couple of different
experiments for collection of primary
data.

3
K& U Content Descriptor Working Scientifically Teaching and learning strategies Extension or Resources
Outcomes Adjustment
 Students still in the dark about the law.
Have the students develop their own rule
to describe “what is happening to the
mass during the experiments”. Then with
everyone’s ideas noted down reveal that
the Law of Conservation of Mass will
hold true under all circumstances and
can be represented mathematically. Use
some sort of chemical model kit to
demonstrate the rearrangement of
atoms in the chemical reactions that
were done.
Class Discussion
 identify all the implications of the Law of
Conservation of Mass such as:
o Matter is not created or destroyed
o The running out of resources to
burning of fossil fuel and global
warming.
Collect secondary- • INS11/12-2 Research task For students who need Somewhere for students to start
sourced data to • INS11/12-4 a refresher on plate
• INS11/12-5  Analysing evidence for and against the tectonics.
https://www.bbc.com/bitesize/gu
investigate the theory of ides/zss8rwx/revision/1 provides
• INS11/12-7 theory of plate tectonics then develop a https://docs.google.co
plate tectonics portfolio on the evidence. a revision a video and then a test
m/presentation/d/1X8Y
Sl-cA- https://www.khanacademy.org/sc
bSg4FIN8bohggyYk7UK ience/cosmology-and-
KSuPRZuRMN2exLY/edi astronomy/earth-history-
t?usp=sharing topic#plate-techtonics goes
through every aspect of plate
tectonics such as structure of
earth, convection currents etc.
4
K& U Content Descriptor Working Scientifically Teaching and learning strategies Extension or Resources
Outcomes Adjustment
great for a refresher as well.
compare the • INS11/12-1 Activating prior knowledge Another activity that Resources
characteristics of • INS11/12-5 can be done is a Venn
• INS11/12-6
Class Discussion
diagram between law  Theory vs Law what is the
theories and laws
• INS11/12-7  Focusing on the terms Law and Theory and theory. The original differences and is one more
what are the various meanings of the resources near the end important than the other
two terms “what comes to mind when of the document has a Youtube clip by ted ed
you think of law or theory”. How are layout to aid in https://www.youtube.com/w
these terms use in students’ everyday reducing unnecessary atch?v=GyN2RhbhiEU
lives? For example law is looked as a rule, cognitive load.
regulation idea or a belief. But in science
it is used to explain through
mathematical relationship (models,
equation) as well as an understanding of
different phenomena tested and
evidence is provided to justify it.
Brainstorm
Teacher then poses a mind map and asks
students to identify common theories or
laws. Students listen and draw up the mind
map in their books.
Topic: Development of a Theory
Inquiry Question: What leads to a theory being developed?
Gather secondary- • INS11/12-4 What at the different stages that lead to a In the original A video on germ theory by Bill
sourced data to • INS11/12-5 theory being developed? resources near the end Nye The Science guy
investigate the • INS11/12-7 of the document there https://www.youtube.com/watch
Use the scaffold from the original resources
is a table for students ?v=KSLCkT2ttXQ
supporting evidence and and get students to investigate and write
to use in the
development of theories, down their summaries of each stage
investigation as a way
including but not limited Oxygen theory of Combustion.
Students work together in groups to present to reduce cognitive Thoughts of scientist at the time
to: information that shows evidence how the load
5
K& U Content Descriptor Working Scientifically Teaching and learning strategies Extension or Resources
Outcomes Adjustment
following theories were developed: Combustion and the Attack on
 germ theory Phlogiston
 Germ theory such as Pasteur, Koch etc.
https://www.acs.org/content/acs/
 oxygen theory of  oxygen theory of combustion en/education/whatischemistry/la
combustion
The presentations must include: ndmarks/lavoisier.html
 The historical evidence of the theory
summarised.
 What is the evidence this theory was
based on
 description of the actual theory
 How this theory was developed the
experiment conducted and data analysis.
 What technologies was used or needed
to be developed to allow for this theory
to further develop.
Germ Theory Video
Oxygen Theory of Combustion (Lavoisier)
Gather secondary- • INS11/12-1 Students use different types of secondary Scaffolding for your Some resources provided more
sourced data to • INS11/12-4 sources to create a presentation that research for Geocentric can be added on.
investigate how aspects • INS11/12-5 highlights the evidence that led to the model can be found in Geocentric Theory
• INS11/12-7 development of the stated theory choosing the Resources at the
of a theory can be
from any of the following: Geocentric end of the document  Quick summary of how the
disproved through the geocentric theory was
theory, Theory of inheritance of acquired
collection of evidence, developed.
characteristics, Dalton’s atomic theory, and
including: https://www.khanacademy.or
steady state theory. Then coming to the
g/partner-
disproving of the theory due to better
content/nasa/measuringuniv
technology and as a result new knowledge
 Geocentric Theory erse/spacemath1/a/the-
and a new theory to better fit the evidence
(of the solar system) geocentric-universe
presented.
6
K& U Content Descriptor Working Scientifically Teaching and learning strategies Extension or Resources
Outcomes Adjustment
 Theory of Examples of what students can do for their  Summary on Ptolemy and
Inheritance of presentations. how the model was disproved
Acquired Things such as Timeline of development, http://www.skwirk.com/p-
Characteristics PowerPoint, Narrative piece, Prezi, Youtube c_s-11_u-94_t-218_c-
video (like asap science or picture story) for 729/early-
 Dalton’s atomic
students who want a more numerical or theories/nsw/science-
theory
literacy base presentations provide technology/out-in-
 Steady State Theory additional resources. space/what-is-the-universe-
of the Universe (in
cosmology)  Based on the size of the class students  A video that goes through
can be grouped and each group can take geocentric theory called how
on a topic. Collaborative learning can be we figured out that earth
used to conduct the task. goes around the sun for visual
learners.
https://www.youtube.com/w
atch?v=khIzr6610cQ
Theory of Inheritance of
Acquired Characteristics
Short summary of Lamarck and
Darwin. The theory of inheritance
of acquired characteristics
 https://www.bbc.com/bitesiz
e/guides/zt4f8mn/revision/4
Dalton’s Atomic Theory
Everything from what the model
is to who John Dalton was his gas
law’s etc.
https://www.universetoday.com/
38169/john-daltons-atomic-
model/
Steady state theory of the
7
K& U Content Descriptor Working Scientifically Teaching and learning strategies Extension or Resources
Outcomes Adjustment
Universe
What it is and the problems
associated with the theories.
http://www.skwirk.com/p-c_s-
4_u-138_t-402_c-1413/steady-
state-theory/nsw/steady-state-
theory/the-big-bang-and-our-
universe/the-formation
Topic: Development of Laws
Inquiry Question: What leads to the acceptance of a scientific law?
Gather secondary- • INS11/12-4 If there are many
Group Work  Newtons first law
sourced data to • INS11/12-5 students in class some
Students split into groups and take on one Video on inertia by
investigate and assess • INS11/12-7 of which that are GAT
law per group. Veritasium
students
the evidence that Give students a set amount of time. They https://www.physicsclassroo
The law of Gravity can
supports scientific laws, are required to research and prepare a m.com/class/newtlaws/Lesso
be explored.
including but not limited presentation to the class. Give students As well as Newton’s n-1/Newton-s-First-Law
to: enough time so that they gain a deep First and Third laws. https://www.youtube.com/w
understanding and then share to the rest atch?
of the class. Students then take notes An experiment sheet v=_Z0X0yE8Ioc&list=PLAB27A
 Newton’s Second and Provide feedback on their peers as has been set up in the 3C12C31E663&index=7
Law of Motion well as feedback from the teacher. resources at the end for
 Newtons Second Law:
 Avogadro’s Law Students may also conduct a demo of the Newton’s second law of
law they are demonstrating as a part of motion. It is used to https://www.physicsclassroo
 Law of superposition their presentation. This is very easy for determine acceleration m.com/class/newtlaws/Le
 Mendel’s Law of Newtons 3 laws. To incorporate more ICT due to gravity so it an sson-3/Newton-s-Second-
Dominance the students can create a video of them example of quantitative Law
demonstrating it too. evidence supporting https://www.youtube.com/w
For the presentation part. Students can the law. atch?v=iwP4heWDhvw
use various digital platforms of their video on the second law
choice show all that are available to  Newtons third law
8
K& U Content Descriptor Working Scientifically Teaching and learning strategies Extension or Resources
Outcomes Adjustment
them. Podcast, movie maker, iMovie, https://www.physicsclassroom.
Prezi etc. com/class/newtlaws/Lesson-
Feedback can be as simple as before I 4/Newton-s-Third-Law
knew… after I learnt… and I would like  Avogadro’s Law
to know more about…
Video on gas law or
Also you can do 3 things that worked Avogadro’s law by Crash
well, 3 things for improvement, 3 course
changes for the future. https://www.youtube.com
/watch?v=BxUS1K7xu30
Outline of Avogadro’s law
https://www.thoughtco.com/
definition-of-avogadros-law-
605825
 Law of superposition:
Definition of superposition
https://study.com/academy/les
son/law-of-superposition-
definition-lesson-quiz.html
Rocks and layers
https://pubs.usgs.gov/gip/fossil
s/rocks-layers.html
Mendel’s Law of Dominance:
Law of dominance
http://www.interactive-
biology.com/3879/mendels-
law-of-dominance/
Law of inheritance and video
on both
https://courses.lumenlearnin

9
K& U Content Descriptor Working Scientifically Teaching and learning strategies Extension or Resources
Outcomes Adjustment
g.com/boundless-
biology/chapter/laws-of-
inheritance/
https://www.youtube.com/watch
?v=x0ksaQhAl-g
Design and collect To add something to Phet Colorado simulation of ohms
 INS11/12-3  Students conduct research and find
primary data to show the beginning as an law can be used to collect data.
examples of the following laws Ohm’s law
that results can be  INS11/12-4 engage activity a https://phet.colorado.edu/en/sim
and the law of conservation of energy.
 INS11/12-5 Kahoot quiz on energy ulation/ohms-law
predicted by laws, Students then share it with the class.
can be played. (original
including but not limited  INS11/12-7 resource)
to: An experiment that can be
 Working collaboratively students are to https://create.kahoot.it
adapted to the classroom
perform and collect data from a range of /share/energy/15954b demonstrating the conservation
experiments. The aforementioned data bd-5e97-4c2e-962c-
 Ohm’s Law of energy wine bottle experiment.
should both qualitative and quantitative. f3ba0fb771d9 It shows energy transfer from one
 Law of conservation Places to obtain the data from the bottle to the other.
of energy resources but they aren’t limited to just https://www.youtube.com/watch
those. ?v=Q_TWBWiycGI
Students come back and report their findings
making sure data qualitative and quantitative
is expressed appropriately for example tables
graphs etc.
Topic: Application of Theories and Laws in Science
Inquiry Question: How are theories and laws used in science?
Investigate how the law https://www.thoughtco.com/mai
 INS11/12-1 Brainstorm and review on law of the
of conservation of energy conservation of energy. n-energy-forms-and-examples-
is applied in different  INS11/12-4 609254 Has all the types of
“ENERGY” what does It mean use class
science disciplines  INS11/12-5 energy with definition and
discussion. Class works together to make
example.
through primary and  INS 1/12-7 a definition “energy is the ability to
secondary-sourced work”. According to the law of
conservation of energy nothing would Youtube video on Sankey
10
K& U Content Descriptor Working Scientifically Teaching and learning strategies Extension or Resources
Outcomes Adjustment
research, including but change. Like Newtons First Law of Motion Diagrams
not limited to: that without energy nothing will change https://www.youtube.com/watch
and no work will occur. ?v=uTNQSdfMmG8
Next split the class up for each Discipline
 Chemistry
Chemistry, Physics, Biology, Earth and Google slides on Sankey diagrams
 Physics Environmental. Then have the groups (my developed resource) slides
 Human Biology make a mind map of the instances where 34-48 are for energy systems and
energy makes work possible in that 41-48 are dedicated to Sankey
 Earth and discipline. Groups should then present diagram.
Environmental their finding to the class. For example in https://docs.google.com/presenta
Science physics energy use in forces acting on a tion/d/1gGISKtm6i2n-
car. Potential chemical energy to thermal xQeMaDSO8KhHjWeFGz7775Uwg
energy in combustion to mechanical gCr_CQ/edit?usp=sharing
allowing for the car to move from rest. https://www.energy.gov/sites/p
Brainstorming on types of energy can be rod/files/2014/07/f17/acts_d
used to recall knowledge from stages 4 urow_homeefficiency_315.pd
and 5. f What makes a home energy
Another activity to do after the first efficient. It’s an investigation
brainstorm. Each group chooses the type worksheet which does
of energy associated with the discipline. require students to get some
Students should be pre-work. Such as getting bills
Then conduct a primary or secondary
encouraged on trying for energy and heat.
investigation. Generate quantitative data
on energy transformation and transfer in to find a way to
the process but not lost. Sankey diagrams generate quantitative
can be used to show this a set of google data. Scaffolding can be
slides made can be linked to the students provided in weaker
for recalling Sankey Diagrams. areas

Students can pick what they would like to

measure and teachers may provide other
11
K& U Content Descriptor Working Scientifically Teaching and learning strategies Extension or Resources
Outcomes Adjustment
resources. one is given for home energy
usage.
Demonstrate, using • INS 11/12-5 Poster/ Meme Activity .Depending on class https://imgflip.com/memegenera
evidence and examples, • INS 11/12-6 size, teachers may like tor this link can be used to help
 Students work as a class to discuss the students create their memes or
how diverse phenomena to use either the jigsaw
definition of the word ‘fact’ Thinking in
have been unified into posters
table groups and coming back to give For students who can
https://piktochart.com/formats/p
specific theories, for their ideas of what a fact is on the board. extend themselves and
osters/
example: Students note down the various ideas have e.g. GAT students.
and conceptions of a fact. From this a String theory
class definition is formed. From this development  The development of the
• atomic theory students create a Meme or poster with background, prehistory atomic model. Students
• theory of evolution their understanding of what a fact is. The and changes. identify the facts noted
• Big Bang theory definition made by the class should be http://www.sjsu.edu/fa https://www.wired.com/2009
along the lines of agreed to have culty/watkins/stringtim /09/the-development-of-the-
• plate tectonic
occurred and be correct and also verified e.htm atomic-model/. Then a
theory
by repeated observation and comprehensive analysis of
measurement. Special relativity how it changed
The following link http://large.stanford.edu/cou
 Review with students that scientific
illustrates Einstein’s rses/2017/ph241/sivulka2/ JJ
theory aims to explain phenomena
pathway to special Thompsons Plum Pudding
around us do this through cause an
relativity. model to The Rutherford
effect.
http://www.pitt.edu/~j model.
 Use secondary sources to gather and dnorton/teaching/HPS_
collate a related facts that when looked
 For plate tectonics overview.
0410/chapters/origins_
Diving into earthquakes
as a whole show evidence for an pathway/index.html
volcanoes etc.
explanation of a theory or law. Look at
https://geoetc.com/evidence/
the resources for each available
theory/law/model etc. . Some slides as well. For
review as well
https://www.msnucleus.org/
membership/html/jh/earth/pl
12
K& U Content Descriptor Working Scientifically Teaching and learning strategies Extension or Resources
Outcomes Adjustment
atetectonics/lesson1/platetec
1g.html

Gather secondary- • INS11/12-4 https://flexbooks.ck12.org/cbook

 Students come together in groups (3-4)
sourced data to • INS11/12-5 /ck-12-physics-flexbook-2.0/ link
to investigate the development of the law
investigate how scientific • INS11/12-6 can be used as a starting point on
of special relativity (E=m.c2). This should
• INS11/12-7 the theory of special relativity as
investigations of nuclear be done by making a timeline of all the
research and contributions of various well as the conservation of mass
reactions and decay
scientists as well as any significant events and energy.
changed the way in
that may have occurred.
which the law of
https://www.officetimeline.com/
conservation of mass and  Students should incorporate the
Is template that can be used to
law of conservation of following into their timeline.
begin their timelines.
energy are interpreted Starting with the latest to the newest https://timeglider.com/ this is a
with development of the law of similar application that can be
conservation of mass by Lavoisier. used to timeline the history.
Then to conservation of energy my https://library.westernsydney.edu
Mayer. .au/main/guides/referencing-
Thirdly Special relativity (E=mc2) by citation/i%3aCite This link can aid
Einstein. in the referencing of students
Then post development of to the sources showing how to reference
constructing of the atomic bomb and as well as citing in text.
nuclear reactors.
How special relativity has changed the
way mass and energy is understood by
scientists.
 Students then need to communicate
their findings –one way to do this is with
celebrity heads activity where a student
would have a theory or scientist on their

13
K& U Content Descriptor Working Scientifically Teaching and learning strategies Extension or Resources
Outcomes Adjustment
head and with the knowledge they have
gained the student uses a questionnaire
to try and solve the theory on their head.
 Student can create profiles with a Q & A
For a timeline.
 As students are going through the activity
they must note the information sources
and reference their sources too.

Evaluation (Questions you would ask yourself / students in order to assess your unit of work)
How many of the resources did I actually use?
Did doing highly inquiry based activities with group activities work why or why not?
What were some problems that occurred in the group based tasks?
Were students on track for the lessons?
Did Students naturally extend themselves when they did a topic of their liking?
Were other teachers able to understand your program?
Should there be more planning or scaffolding included?
How was the Kahoot received?
Did videos help students understand better than websites like bitesize?

Justification 919 words

Investigating Science a new addition to the science faculty as a whole has come packed with investigation. The primary way that this unit is taught is with inquiry
based learning (IBL). IBL is a type of learning that starts with a question, problem or scenario posed by the teacher. If the question is interesting enough the class
will begin with more engagement. Once this has occurred you have to continue posing questions and let the students carry out their learning whilst the teacher
acts as the facilitator. Banchi and Bell (2008) outline 4 different levels of inquiry; confirmation, structured, guided and open/true inquiry. This unit of work aims to
use all 4 levels or inquiry but expose learners more to the open/true inquiry and guided levels of inquiry. Almost every single class has students researching or
gathering evidence for their set out claims (being the theories and laws) and presenting it. IBL is more engaging than the usual spiel of facts and boring slide by
slide presentation. Not to say that that method of teaching is inadequate, but that less of it is need now since learners have access to all the information in the
world via their smart devices. Direct instruction can be applied in some scenarios and some of the PowerPoint presentations within this program are just to recall
14
previous knowledge such as the plate tectonics slides, and some are used to demonstrate skills. The Sankey Diagram slides are a skill-based lesson, students are
learning to collate data in a way that shows energy lost in an energy system.

The reason the IBL approach is used in the program is because it has many benefits for the learners. Bevins & Price, 2016; Hmelo-Silver, Duncan and Chinn, 2007
revealed that when students are given the opportunity to behave like real scientists and engage in the same kind of work scientists do, it builds independency.
Students can experience constructive collaboration (this is where students share ideas with one another) as well as self-regulatory skills. This module fits into
this, as learners are directly engaging in how theories and laws are developed. IBL also gives students the chance to take charge of their own learning. Exploring
through the many theories and laws, learners will have the opportunity to figure what they may want to do in their tertiary studies by have the chance to see
what that field may be like. The freedom of IBL is good for students. If a student has a passion for something related to a unit, such as the theory of relativity, that
student can dive further in depth with it. The program has various links as starting points for students to begin their discovery. Students are exposed to multiple
group tasks and presentations because in any job presentations are required and in their later study students will be required to do them often. Getting them
comfortable in presenting removes that barrier of fear around public speaking. The IBL approach helps develop critical thinking and problem-solving skills.

IBL does have its limitations such as timing, and to combat that Kahoot quizzes are used to formatively assess the students in what they know and what they
need to know. Students are indirectly taking control of their learning because they are demonstrating their understanding and this allows the teacher to skip
through things that may be repetitive and lead to disengagement (Alfieri et al., 2011; Kirschner et al., 2006; Quigley et al., 2011). Resources are provided for
students who may need a refresher while other students can jump into the work. The plate tectonics slides and Sankey diagram slides are from stage 5. To
reduce the limitation of overloading the working memory (Miller (1956)) scaffolds are made for students so that they can focus on the learning and collating of
data rather than the design of where to put what. The table used for germ theory and oxygen are an example for this. Condensing of concepts in an engaging
manner can be seen in the videos with explanations as short as 5 minutes. The programme does not really focus on the teacher but it is expected that the
teacher facilitates the students’ learning making sure students are on track. The IBL approach needs a lot more planning to cover up for its limitations and that
must be done by the educator.

Learning in schools isn’t about getting students ready for a 9-5 Monday to Friday job with bell times indicating when to eat. The world has changed and factory
work isn’t the leading job for students. Learners need to be able to think for themselves. Schools should be developing the skills that their students need to
survive in this modern world. Graphing and tabulating may seem like a simple numeracy skill but in the “real world” it is an important skill that can determine
whether a company is able to take on a client or not (in an extreme case). IBL allows for working scientific skills to become the upmost importance making sure
students are able to question the things around them and make their own evidence-based conclusions. Not just taking things at face value. We live in a society
where, now more than ever, manufactured news and fake news is a problem, Flat Earthers exist, closed minded people – situations where individuals are just
taking on information without questioning its accuracy or credibility. With IBL in Investigating Science, learners are going out into the world with very powerful
toolset that can help them see through the mist.

All references article and resources (justification) references for justification

Academy, Khan. “The Geocentric Universe.” Khan Academy, Khan Academy, 2004, www.khanacademy.org/partner-
15
content/nasa/measuringuniverse/spacemath1/a/the-geocentric-universe?fbclid=IwAR3O_pqwKzvCs5fM8e5yfzE1mDb7HVvPks0C5oANNlLAmfrVSl4EASPYM_A.

Alfieri, L., Brooks, P., Aldrich, N., & Tenenbaum, H. (2011). Does discovery-based instruction enhance learning?. Journal Of Educational Psychology, 103(1), 1-18.
doi: 10.1037/a0021017(Justification)

Allain, R. (2009, 4th September). The Development of the Atomic Model. [Weblog]. Retrieved 4 April 2019, from https://www.wired.com/2009/09/the-
development-of-the-atomic-model/

Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and children, 46(2), 26 (Justification)

Bbccom. (2019). BBC Bitesize. Retrieved 5 April, 2019, from https://www.bbc.com/bitesize/guides/zss8rwx/revision/1

Bevins, S., & Price, G. (2016). Reconceptualising inquiry in science education. International Journal Of Science Education, 38(1), 17-29. doi:
10.1080/09500693.2015.1124300(Justification)

Bolejko, K. (2015, 10th November). From Newton to Einstein: the origins of general relativity. [Weblog]. Retrieved 5 April 2019, from
http://theconversation.com/from-newton-to-einstein-the-origins-of-general-relativity-50013

Boundless. “Boundless Biology.” Lumen, 2017, courses.lumenlearning.com/boundless-biology/chapter/laws-of-inheritance/?

fbclid=IwAR3lPDm0maNVWIFxIKE4Bkf_2KKBX4SUTZxek9AY3IAXKE2OTaoIANTSapI.

Ching, new educ chow. “Simple Physics Experiment (The Conservation of Energy).” YouTube, YouTube, 11 Apr. 2013, www.youtube.com/watch?
v=Q_TWBWiycGI&fbclid=IwAR2lcANXrp2Afwpv10r275RlDw4sHVTSLCa0wpXdVl2yGnOj56jSXCTNu40.

Coloradoedu. (c2019). PhET. Retrieved 3 April, 2019, from https://phet.colorado.edu/en/simulation/ohms-law?

fbclid=IwAR2fi6v45AVThSNPJVSZdm1QFpGb4ViUaMdCVB8OhdY5wwyph0NyzUHgukI

Cox, Grant. “How to Make a Sankey Diagram.” YouTube, YouTube, 18 Feb. 2014, www.youtube.com/watch?v=uTNQSdfMmG8&fbclid=IwAR3nJ2032SKMoSTroDn-
O73_HJ5sFOmWVh_Yb0tW64hA5JcYDEgDKHSSDqo.

Energygov. (2019). What Makes A Home “Energy Efficient”?. Retrieved 3 April, 2019, from
https://www.energy.gov/sites/prod/files/2014/07/f17/acts_durow_homeefficiency_315.pdf?
fbclid=IwAR3qDK2OVaaf5_YNYGGKtq2i7OiF54jkhvvBKYivTBQH9XVo7QhVaIGB66M

Geoetccom. (2016). GEOetc. Retrieved 3 April, 2019, from https://geoetc.com/evidence/

16
Helmenstine, A. (2018, 22th August). Name 10 Types of Energy. [Weblog]. Retrieved 1 April 2019, from https://www.thoughtco.com/main-energy-forms-and-
examples-609254

Helmenstine, A. (2018, 1th February). What Is Avogadro's Law?. [Weblog]. Retrieved 1 April 2019, from https://www.thoughtco.com/definition-of-avogadros-law-
605825

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller,
and. Educational Psychologist, 42(2), 99-107(Justification)

Imgflipcom. (2019). Imgflipcom. Retrieved 5 April, 2019, from https://imgflip.com/memegenerator?

fbclid=IwAR27UQpndD8FpJPVIGiUhAfp43GOSPjmtLbiKxs7R51a0w0nlE9c5g3RU7c

Kasprowicz, Sarah. “Conservation of Mass in Chemical Reactions.” YouTube, YouTube, 14 Jan. 2014, www.youtube.com/watch?
v=P15T1QnX1qE&fbclid=IwAR3UG0WUTe70bmBUz2cUpoy9J9rbFdKS2o9Gz0c0L5HERng_j1s_ptmQi_k.

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery,
Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86. doi:10.1207/s15326985ep4102_1(Justification)

Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. The psychological review, 63, 81-97.
(Justification)

Msnucleusorg. (c2019). Msnucleusorg. Retrieved 3 April, 2019, from

https://www.msnucleus.org/membership/html/jh/earth/platetectonics/lesson1/platetec1g.html?fbclid=IwAR1LFH0O05c2lZF2BDmuZW0CS8UhvC3F-
MKaQQby9mJYgmL0_RdMJ1-eC9M

NESA (2017). Investigating Science syllabus. Retrieved 3 April, 2019 from https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-
areas/stage-6-science/investigating-science-2017

NESA (2017). Investigating Science Life Skills Syllabus. Retrieved 3 April, 2019 from https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-
learning-areas/stage-6-science/investigating-science-life-skills-2017

News, BBC. “Natural Selection and Evolution - OCR Gateway - Revision 4 - GCSE Biology (Single Science) - BBC Bitesize.” BBC News, BBC, 0AD,
www.bbc.com/bitesize/guides/zt4f8mn/revision/4?fbclid=IwAR0tUXAuBx-uljFwkT5RcUwippnwEwBrGQtNMhepXC5Bp6j-MWe_QpO8mVo.

17
Norton, J. (2019, ). Einstein's Pathway to Special Relativity. [Weblog]. Retrieved 5 April 2019, from
http://www.pitt.edu/~jdnorton/teaching/HPS_0410/chapters/origins_pathway/index.html?
fbclid=IwAR2Qwg9sqFktqPS7EHYYIXIcwRRS50KaZXFkurbdwzwkYbeCJE2Kc6Zspms

Officetimelinecom. (2019). Office Timeline. Retrieved 3 April, 2019, from https://www.officetimeline.com/

Physicsclassroomcom. (c2019). Physicsclassroomcom. Retrieved 3 April, 2019, from https://www.physicsclassroom.com/class/newtlaws/Lesson-3/Newton-s-

Second-Law?fbclid=IwAR10j0hsHyalcULzUbwbnTuH7zk2Nv1UgV-GAELyKrjWddU1YMN8JcVWhKc

Piktochartcom. (2017). Piktochart Infographics. Retrieved 5 April, 2019, from https://piktochart.com/formats/posters/

pizzaguy719. “Germ Theory.” YouTube, YouTube, 14 May 2009, www.youtube.com/watch?

v=KSLCkT2ttXQ&fbclid=IwAR20WDuA3B36Xfk71YHp5hHvpmc7xjmIVOklsPWxZOHTMeCV9Ht_MeHoGCA.

Samuel, Leslie. “Mendel's Law of Dominance.” Interactive Biology, with Leslie Samuel, 10 Jan. 2017, www.interactive-biology.com/3879/mendels-law-of-
dominance/?fbclid=IwAR0igpHD5L9lvLn1e61qUDV13tYpuft8q2wemMHaXHt9WrN0wblRQwfrL88.

Sjsuedu. (c2019). Sjsuedu. Retrieved 4 April, 2019, from http://www.sjsu.edu/faculty/watkins/stringtime.htm?

fbclid=IwAR3ApUZKLuQ0AVYkSnOc3WdaeoQzAZ69KVY06iP4tvW2sPdfLe2RrCEq6CM

Silulka, G. (2017). Stanfordedu. Retrieved 2 April, 2019, from http://large.stanford.edu/courses/2017/ph241/sivulka2/?

fbclid=IwAR3O_pqwKzvCs5fM8e5yfzE1mDb7HVvPks0C5oANNlLAmfrVSl4EASPYM_A

Space, SciShow. “How We Figured Out That Earth Goes Around the Sun.” YouTube, YouTube, 20 Oct. 2015, www.youtube.com/watch?
v=khIzr6610cQ&fbclid=IwAR3lPDm0maNVWIFxIKE4Bkf_2KKBX4SUTZxek9AY3IAXKE2OTaoIANTSapI.

TED-Ed. “What's the Difference between a Scientific Law and Theory? - Matt Anticole.” YouTube, YouTube, 19 Nov. 2015, www.youtube.com/watch?
v=GyN2RhbhiEU&fbclid=IwAR2ZPWMnVYCPLEwJNi8lbWPH3dv4ru1halJJ8PsbLZNKQXNxtd7zh6EOEyg.

Timeglidercom. (2019). Timeglidercom. Retrieved 4 April, 2019, from https://timeglider.com/?fbclid=IwAR3dJohT99D5-x9KaQjJjOv5dGQ3fHlG6vO_Mpd6aF-

faiZedH9gu05rPhU

Usgsgov. (1997). Usgsgov. Retrieved 3 April, 2019, from https://pubs.usgs.gov/gip/fossils/rocks-layers.html?fbclid=IwAR2VHs-

aXMU_FI83dYxynS1Zb80nw1r7_K5FBXnNuPFnt-F_ynCEoHM83Gw
18
Veritasium. “The Difference Between Mass and Weight.” YouTube, YouTube, 7 Feb. 2011, www.youtube.com/watch?
v=_Z0X0yE8Ioc&list=PLAB27A3C12C31E663&index=7&fbclid=IwAR3FxN80-dur0XUmcaM3Wys9vKz-6wfNA54g5K98xL0UVxmkC-1CvbYBztI.

7activestudio. “MENDELS LAWS OF INHERITANCE.” YouTube, YouTube, 3 June 2015, www.youtube.com/watch?v=x0ksaQhAl-

g&fbclid=IwAR0Eg2aOHSJeRCJJZr4afJCGaz5fzK-99WvOGNlshZyqA6p5CArmiSIcw5g.

Williams, Matt. “What Is John Dalton's Atomic Model?” Universe Today, 20 Jan. 2016, www.universetoday.com/38169/john-daltons-atomic-model/?
fbclid=IwAR3O_pqwKzvCs5fM8e5yfzE1mDb7HVvPks0C5oANNlLAmfrVSl4EASPYM_A.

Quigley, C., Marshall, J. C., & Deaton, C. (2011). Challenges to inquiry teaching and suggestions for how to meet them. Science Educator, 20(1), 55-61.
(Justification)

My Resources (Kahoots)

19
chemistry

20
Slides for the Sankey Diagram

21
22
23
24
25
26
27
Resource feedback form
What Trinity
What was good What can be improved What can be changed for the
future

28
Worksheets for certain Activities (adapt it to suit your teaching style)

Venn diagram for comparing the characteristics of theories and laws.

Theory Both Law

For Development of a theory

Look at the various stages of theory development and create a short summarized paragraph with 10 worded sentences. 3-5.
 Speculative stage
 Descriptive stage
 Constrictive stage
 Validation stage

29
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________

___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________

___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________

___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________

In the planning and research phase the following table can be given out as a little bit of a scaffold to reduce cognitive load
Germ theory
What you have Theory List of your valid
found development sources e.g.
stage journal articles.
Briefly state the
germ theory
Timeline of the
development that
occurred
Explain the data
collected from
your sources as
evidence
(qualitative,
Quantitative)
Evidence that
30
supports the
theory make
models if
necessary
Is this theory
accepted by all
What is still left
unanswered
How has
technology helped
in collecting
evidence

Oxygen theory of combustion

What you have Theory List of your valid
found development sources e.g.
stage journal articles.
Briefly state the
oxygen theory of
combustion
Timeline of the
development that
occurred
Explain the data
collected from
your sources as
evidence
(qualitative,
Quantitative)
Evidence that
supports the
theory make
31
models if
necessary
Is this theory
accepted by all
What is still left
unanswered
How has
technology helped
in collecting
evidence

Scaffolding research
Geocentric model

What was the geocentric model of the solar system?

___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
What was the heliocentric model of the solar system?
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
Why was geocentric model disproven?
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
How was the geocentric model proven?
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
Did the rise of new technologies have anything to do with the disproving of the geocentric model, and why?
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________

32
 Team Name: Members:_______________________________________________
__________________________________ ________________________________________________________
_________________ ________________________________________________________
________________________________________________________
___________________
Aim: To determine the Materials: Independent variable (what will you CHANGE
_________________________ due to  Slotted in this experiment?)
_________________________. masses and _____________________________________
holder _________________
 Helical spring _____________________________________
Hypothesis:  Retort stand _________________
__________________________________  clamp _____________________________________
__________________________________ _________________
__________________________________ Dependent variable (what will you MEASURE
__________________________________ in this experiment?)
__________________________________ _____________________________________
__________________________________ _________________
__________________________________ _____________________________________
_________________ _________________
_____________________________________
_________________
Control variable (what will you keep the
SAME in this experiment?)
_____________________________________
_________________
_____________________________________
_________________
_____________________________________
_________________

Figure 1. Diagram of
experimental setup

33