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South Korea-Tanzania Collaboration Workshop

On 7 - 9 August 2017 At DIT Mwanza in Tanzania

Hosted by : HSOT(Hands on Science Organization Tanzania), Korea Science Teachers Association Meeting

Sponsored by : Korea International Cooperation Agency(KOICA)

Contents

Ⅰ. Prepare a workshop ········································································ 1

Preface 2

Invitation 4

Cooperation Official letter 6

Workshop promotion Poster 7

Tanzania Teacher Activity Photos 10

Korea Teacher Activity Photos 11

Ⅱ. Workshop schedule ······································································· 13

Workshop Time table 16

Experiment Topics 17

Ⅲ. Experiment Topics ·········································································· 19

1. Make a Sierpinski Pyramid(SONG YOUNG IL) 21

2. Make a Yoshimoto Cube(AUM YOUNGJIN) 27

3. All About the Electric Motor(LEE SUNHEE) 31

4. Real and virtual images formation by the mirrors(LEE KISOON) 39

5. Visualizing of Wave(HWANG YO HAN) 47

6. Experience circle circular motion(KIM JIYOUNG) 53

7. Determine acid and base using indIcator(KIM EUI SUNG) 67

8. Making periodic table(HAN MOON JUNG) 75

9. Combustion and 3 species of gas(CHUNG HAENGNAM) 81

10. Dagaa dissection(KIM KYEONG SOON) 87

11. Yeast fermentation and mock inquiry(KIM MIJUNG) 99

12. What is the Digestive System?(LEE YONG KOO) 105

13. The Science Education in Korea(SEO IN HO) 109

Ⅰ. Prepare a workshop

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Preface 1

Children are the mirrors of mankind.Just as the history of mankind has been showing our insignificance, we must be keenly aware of the weakness of our children.But just as mankind has fought against this insignificance by developing civilization, children have been constantly curious about information and knowledge.When our society is fraught with difficulty, the image of darkness is reflected to children. But when our society moves dynamically, our children grow healthy and strong.Children are our survival, civilization, enlightenment and our universe.As a teacher, I sometimes fall into despair, but most of the time, I learn more hope from them.I wanted to quit school for a while. The more I knew about my children, the more I felt that I was unable to do anything for them. But paradoxically, when I thought that there was nothing I could afford, I began to see things I could do. Through it all, my colleagues walked by my side with the same challenges, and through our conversations we were able to build a new path forward. It is always a joy to meet teachers who try for greater things. When I speak with these teachers, the problems we face are ever clearer, and the path forward is ever brighter.I think that Tanzania faces difficulties, too. I’m sure that the teachers of Tanzania often face this helplessness as well. But if we cooperate head to head, wouldn’t it be a good idea?There is a Korean proverb says, ‘Even a piece of paper is lighter together.’ Any task would be easier with cooperation. Sometimes the impossible become possible. For struggling teachers, colleagues could bring them to an oasis. We would like to meet the teachers of Tanzania. We would like to share our problems and concerns. Together, we want to talk about what we can do in our situation. Through it all, we, teachers, simply want to give our children better future._____________________LEE SUNHEERepresentative of participating teachers in Korea, Members of Science Sharing for SARANGJUNE,2017.

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Preface 2

The Government of Tanzania has decided to intensify its effort to expand

science education by building laboratories in all secondary schools in order

to meet the high public demand for this level of education; this resulted

from the increase of enrolment at primary school. Also in 2004, Secondary

Education Development Plan (SEDP) was launched which increased number

of students in secondary schools and new community schools was

established.

Despite of these effort, teaching and learning Science in Tanzania has

continued to face a number of Challenges which contribute to inadequate

of good performance in science subjects. Some of these challenges are lack

of teaching materials in science, good teaching methodologies in crowded

classes, inadequate skills of science teachers. These inadequacies have a

direct impact on performance of teachers in facilitating the learning

process. Lack of practical knowledge and skills in science subjects reduces

achievement in learner’s expected competencies.

HANDS ON SCIENCE ORGANIZATION T ANZANIA (HSOT) has prepared to

respond to the deficiencies noted in the teaching and learning science

subjects. Members have had case study related to good teaching

methodologies in science.

HANDS ON SCIENCE ORGANIZATION TANZANIA (HSOT) meant to equip

the teachers with adequate skills and knowledge, hence promoting the

teaching and learning of science in the country. It is my hope that, science

teachers in Tanzania will have a great benefit in their professional through

HANDS ON SCIENCE ORGANIZATION TANZANIA (HSOT).Other science

education stakeholders are school inspectors, examiners, curriculum

developers and college tutors.

_____________________

DAN KITAMBALA IBRAHIM

CHAIRMAN

HANDS ON SCIENCE ORGANIZATION TANZANIA

JUNE,2017.

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Invitation

6

Cooperation Official letter

8

Workshop promotion Poster

10

Tanzania Teacher Activity Photos

11

Korea Teacher Activity Photos

13

Ⅱ. Workshop schedule

16

Workshop Time table

7(Mon) 8(Tue) 9(Wed)

Room R1 R2 R3 R4 R5 R6 R1 R2 R3 R4 R5 R6 R1 R2 R3 R4 R5 R6

07:30 ~ 8:00 Arriving time08:00 ~ 8:30 chai time

08:30~ 9:50

NO of Topics

Open ceremony1 3 5 7 9 11 2 4 6 8 10 12

Group C A B F D E B C A E F D

Break

10:10~11:30

NO of Topics 1 3 5 7 9 11 2 4 6 8 10 12 1 3 5 7 9 11

Group A B C D E F C A B F D E D E F A B C

11:30~12:30Presentation1 by HSOT

Case Study – Visual Demonstration for Chemical Digestion of food in

human beings

Presentation2 by HSOTCurrent problems of Science

Education in TanzaniaAssesment

12:30~13:30 Lunch Lunch

Farewell Party13:30~14:50

NO of Topics 2 4 6 8 10 12 1 3 5 7 9 11

Group A B C D E F B C A E F D

15:00~16:00Special lecture: Understanding of

Appropriate TechnologyPresenter: Dr. Dowon Kim (Vice President of I-DREAM)

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Experiment Topics(Teacher Workshop, Student Experiment Booth)

NO of

Topics

name 12 TOT of TZ Experiment Topics(for Teacher)

Experiment Topics(for student)

1 SONG YOUNG IL Abel NestoryAndrew Lyangunga

Make a Sierpinski Pyramid

Making Tessellation Bookmarks

2 AUM YOUNG JIN Illuminata Paschal Make a Yoshimoto Cube

Symmetrical shape key chain

3 LEE SUN HEE Mtapya Jickson All About the Electric Motor Static Electricity

4 LEE KI SOON Kisinza MalebaReal and virtual images

formation by the mirrors

A double rainbow, critical angle

5 HWANG YO HAN Majani Joseph Visualizing of Wave Korean Culture (topping)

6 KIM JI YOUNG Lata Salumu Mayombya Experience circle circular motion

Making Straw Model Drive using

Archimedes Principle

7 KIM EUI SUNG Yustina Shija Determine acid and base using indicator Surface tension

8 HAN MOON JUNG Heartman Mnema Making periodic table Making Stereo Periodic Table

9 CHUNG HAENG NAM Sala Samwel Combustion and 3 species of gas

Paper chromatography–

paper flower

10 KIM KYEONG SOON Ferdinard Kakulilo Dagaa dissection fish dissection

11 KIM MI JUNG Samwel Muharagi Yeast fermentation and mock inquiry

Making business cards with diffraction

film

12 LEE YONG KOO Happiness Justian What is the Digestive System? Show capillary flow

13 SEO IN HO The Science Education in Korea

Korean folk song_ jindo Arirang

2017 Experiments Topics(Teacher Workshop, 학생부스)

교사명 수업주제(교사) 부스주제(학생)

1 SONG YOUNG IL 시어핀스키 피라미드 만들기 Making tessellation bookmark

2 AUM YOUNGJIN 요시모토 큐브 만들기 대칭도형 열쇠고리

3 LEE SUNHEE 전동기의 모든 것 정전기

4 LEE KISOON 거울이 만드는 실상과 허상 Rainbow & disappearing picture in the water

5 HWANG YO HAN 눈으로 보는 파동 한국문화(팽이치기)

6 KIM JIYOUNG 원운동 경험하기_원심력과 구심력 Making straw model diver

7 KIM EUI SUNG 지시약을 통한 산∙염기 구별 Surface tension

8 HAN MOON JUNG 주기율표 만들기 Making periodic table

9 정행남 연소와 3종 기체 Paper chromatography

10 김경순 Dagga dissection fish dissection

11 김미정 효모 발효와 가상탐구 Making business cards with diffraction film

12 이용구 What Is Digestive System? Show capillary flow

13 서인호 한국과학교육소개 Korean folk song_ jindo Arirang

Ⅲ. Experiment Topics

Science and Math Workshop 2017

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01. Make a Sierpinski PyramidTeacher's Guide

Ⅰ. IntroductionA fractal is a geometrical figure where each part has the same shape of the

whole. It has characteristics of 'self-similarity' and 'recursion'. The shape of the

same shape continues to combine to form the same figure. You can find

examples in the world around us such as coastlines, lightning, branches, brains,

ferns, and Matryoshka dolls. Fractal shapes include Koch snowflakes, Sierpinski

triangles, and Menger sponges. Fractals can be said to be similar shapes.

Creating one yourself is an opportunity to learn what a fractal is, and further

explore its structure.

Ⅱ. Learning Objectives∙ Make fractal cards and identify the repeated parts.

∙ Draw a Sierpinski triangle and solve related mathematical problems.

∙ Make a Sierpinski pyramid.

Ⅲ. Materials 2 colored A4 papers, scissors, glue, A4 paper, ruler, colored pencils,

Cellophane tape, Sierpinski Pyramid 5 Level planar figure.

Ⅳ. Program Overview

Order Activity Topics Time(min)

1 Make fractal cards. 40

2 Draw a Sierpinski triangle and solve problems. 20

3 Make a Sierpinski pyramid 40

Ⅴ. Procedure

Activity 1 : Make fractal cards1, 2Objective : Make fractal cards and identify the repeated parts.

Materials : 2 colored A4 papers, scissors, glue

Activity Procedure 1

01. Make a Sierpinski Pyramid

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1) After folding the paper in half, cut the fold from the center of the bottom line by half the height and fold the left side up.

2) Fold out the left part of 1), fold it inward, and cut it by half the height. Cut the same length for the other side.

3) Fold each left side.

4) Fold out the left side of 3) and fold it in. Cut half the height from the center of each side.


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Activity Procedure 2

1) Fold the paper in half.

2) Make 2 cuts that divide the folded side into 3 equal parts. Cut half of the height for the cuts. Fold the middle part up.

3) Repeat step 2) for each fold line: cutting, folding up, putting back and folding inward.

4) Repeat steps 2) and 3) as many times as possible and open the paper.

Result and Conclusion

1) A Sierpinski pyramid was made by a fractal card.

2) The cube is made of two squares.

Lesson Tips

01. Make a Sierpinski Pyramid

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Activity 2 : Draw a Sierpinski triangle and solve problems.Objective : Draw a Sierpinski triangle and solve related mathematical problems.

Materials : A4 paper, ruler, colored pencils

Activity Procedure

1) Draw a regular triangle.

2) Connect the middle point of each side of the triangle and make 4 regular

triangles. Remove the regular triangle in the middle.

3) Repeat 2) for the other triangles.

4) Repeat endlessly.

<Level 0> < Level 1> < Level 2> < Level 3>

Think and solve

1) When the number of regular triangles in Level 1 is 3, and the number of regular triangles in Level 2 is 9, how many regular triangles are there in Level 4?

2) When the circumference of the first regular triangle is 1, what is the sum of the circumferences of all regular triangles in Level 4?

3) When the area of the first regular triangle is 1, what is the sum of the areas of all regular triangles in Level 5?


1) Express the sequence of the sum of the circumference of all regular triangles in Level n, when the circumference of the first regular triangle is 1.

2) Express the sequence of the sum of the area of all regular triangles in Level n, when the area of the first regular triangle is 1.

Lesson Tips

http://m.blog.naver.com/fldkstpgml/90180437726


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02. Make a Yoshimoto CubeTeacher's Guide

Ⅰ. IntroductionYoshimoto Cube invented in 1971 when Naoki Yoshimoto studied how to jointly

divide a cube. Eight cubes are connected to form one, it is possible to do a circular folding which is solved by itself and then rejoined. The biggest feature of the Yoshimoto Cube is that you can create an empty space in the cube, and you can overlay the same size polygons into a single cube. This cube has a mathematical principle to form this shape. This cube can be applied in various ways, and is a cube suitable for finding and creating principles in a given situation.

Ⅱ. Learning Objectives ∙ Make a Yoshimoto Cube using an exploded view of Yoshimoto Cube. ∙ Understand the mathematical principles inherent in the Yoshimoto Cube and

discover various ways to use the Cube

Ⅲ. Materials 2 colored thick papers, scissors, boxcutter, ruler, scotch magic tape, exploded view of the Yoshimoto cube (16 in the same form)



1 Make a Yoshimoto Cube 80

2Find the mathematical principles inherent in the

Yoshimoto Cube Discover the different ways to use the Yoshimoto Cube

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Ⅴ. Procedure

Activity 1 : Make a Yoshimoto Cube

Objective : Make a Yoshimoto Cube using an exploded view of Yoshimoto Cube.

Materials : 2 colored thick papers(180g), boxcutter, ruler, scissors, scotch magic tape,

exploded view of the Yoshimoto cube (16 in the same form)

02. Make a Yoshimoto Cube

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Activity Procedure

1) Prepare the exploded view of the Yoshimoto cube 16 in the same form. It is also

possible to make larger size by adjusting the ratio. Prepare a total of 16 of 8 sheets

in 2 colors.

2) Attach the spreadsheet prepared for the thick color paper and cut the paper

along the line.

3) Fold all the solid lines.

4) Tape the two squares with the corners away from the spreadsheet.


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5) Tape the nearest triangles together. Let the corners meet.

6) Tape the distant triangles together. Let the corners meet.

7) Stick to each other as shown in the picture.

8) In the same way, make another one using different color paper.

02. Make a Yoshimoto Cube

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Activity 2 : Assemble the Yoshimoto Cube and play with it.

Objective : 1. Understand the mathematical principles inherent in the Yoshimoto

Cube

2. Discover various ways to use the Cube.

Materials : Yoshimoto Cube manufactured by us

Activity Procedure

1) Assembling Yoshimoto Cube after unfolding : Two sets of different colors are laid out to fit each other and then joined together. How do you combine them?

2) Play with Yoshimoto Cube

Think and solve

1) How to change the surface color of the Yoshimoto Cube?

2) Is it possible to separate two sets of different colors and make a star with each one?

Yoshimoto Cube is a cube that can be separated into two cubes.

3) Let's compare the assembled form and development. What is the length of the sides of the developed map?


1) Explain the mathematical principles inherent in the Yoshimoto Cube.

2) Describe the various ways to use cubes.

Lesson Tips

Ⅵ. Referenceshttps://youtu.be/mLDNUoZPqx8


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03. All About the Electric Motor(from motor to generator)

Teacher's Guide

Ⅰ. Introduction Electricity and magnetism are very similar to one another. Like poles push each other,

opposing poles are pulled together, force is reduced as the distance from the source

increases. For a long time, people tried to tie the phenomenona together, but failed.

In 1820, there was one experiment in which electricity and magnetism were bound

together. Oersted(1777~1851) found that a compass swayed gently when placed close

to a current-carrying wire. He confirmed that an electric current induces a magnetic

field based on his experiment. His discovery led to Faraday and Maxwell‘s work, and

finally, electromagnetism was complete. In this lesson, we will deal with the evolution of

electromagnetism. In the final process, using one small electric motor, we will review

the theory of electromagnetism.

A magnetic field is invisible. But various phenomena let us know about the existence of

the magnetic field. Lessons are the same. Let's show the phenomenon before an

explanation. Let the students explain why this happened, just like scientists.

Ⅱ. Learning Objectives The students will be able to

✔ identify the magnetic field generated by the current.

✔ explain the force that the current receives in the magnetic field.

✔ explain the principle of electric power generation.

✔ explain the principle of operation of electric motors and the principle of electric

power generation by using electric motors

Ⅲ. Materials

No. Product spec unit Quantity unit price price Remarks

1 dry cell AA 40ea set 5 8,900 44,500

2small bulb, Bulb socket,

battery holder

1.5V용, AA1구용 ea 100 700 70,000

iron powder plate(showing plate magnetic

field line)

237*190*21 ea 20 35,900 718,000

Bar magnet ea 100 6,000 600,000

03. All About the Electric Motor

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3 compass Φ20 ea 100 300 30,000

4 magnet 40*25*5 ea 100 200 20,000

5 magnet 23.5*13.5*5 ea 200 40 8,000

6 ND magnet Φ15mm, 5t ea 100 350 35,000

7 ND magnet Φ10mm, 15t ea 100 450 45,000

8 electric wire Φ0.6mm, 3color, 200m ea 1 45,000

45,0002,500

9 enamel wire 0.3mm, 1kg ea 4 19,00076,0002,500

10 plastic pipe Φ15mm*500, 10ea set 2 2,200

4,4003,000

11 마개 20cm, 10ea ea 20 770 15,400

12 모터 1.5V ea 100 30030,0002,500

13 LED3Φ, red ea 100 30

3,0002,500

3Φ, blue ea 100 30 3,000

14 plastic cup 50ea set 2 2,9005,8002,500

15 tape12*30m,

12ea set 10 17,300173,0002,500

16 scissors 　 ea 100 1,200 120,000

17 awl 　 ea 100 550 55,000

18 Stripper 　 ea 10 5,00050,0002,500

total 853,600 빨간색 셀은 포함안함


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② Faraday's extension : What if the wire turns in a circle ?

이미지 출처: http://www.electronics-tutorials.ws/

Teacher's guide

An electromagnet is a magnet that runs on electricity.

Unlike a permanent magnet, the strength of an electromagnet can easily be changed

by changing the amount of electric current that flows through it. The poles of an

electromagnet can even be reversed by reversing the flow of electricity.

③ What happens when a current flows in a magnetic field?

⇒

Let's talk about the interaction of "magnetic field by a current" and "magnetic field

a magnet".

(compare)

< Forces on current in magnetic fields >

When a current-carrying wire is placed in a magnetic field, there is an interaction

between the magnetic field produced by the current and the permanent magnetic

field, which leads to a force being experienced by the wire.


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Fig 3-1. What will happen to the wire?

Fig 3-2. In which direction will the metal rod be deflected?

Activity 3. Determine the magnetic field around current

Place the needle of the compass to point north and south, placed side by side and the needle under the wire. Which direction points to the N-pole of the needle bar when the current is flowing in the wire?① East ② West ③ South ④ North

Activity 4. Determine the magnetic field around a circular wire

When a current flows in the coil, which direction would the magnetic needle (a) and (b) move to?

(a) (b)

Activity 5. The magnetic force on a wire(=current) in the magnetic field


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Read about the idea of FaradayThe first electric motors - Michael Faraday, 1821

From the Quarterly Journal of Science, Vol XII, 1821

Each cup is filled with mercury. In the left cup, the magnet is attached to the bottom with a piece of thread and left free to move, while the metal wire is immobilized. On the right side, the magnet is immobilized and the suspended wire is free to move. When the battery is connected to A and B(A to (+), B to (-)), Draw the direction of the current. Predict what would happen when the current flows .

Activity 6. Application of Faraday's motor

1. With one end of the wire put on your finger, bend the wire so that it

balances.

2. Place one end of the wire on the top of a battery and like the 2nd picture

below make the other end come into contact with the Nd magnets. See what

happens!


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2) If a current makes a magnetic field, What is the opposite? Faraday confirmed that a current is forced from a magnetic field coming in. He

thought that this would work the other way around. If a force generated by the current, wouldn't there be a current caused by the force? When God created the world, Faraday thought that there was symmetry, He thought that there would be an opposite or symmetrical case.

If current flowed, what would happen?

VS.

If the magnet was pushed, what would happen?

Activity 7. Confirming the generation of electricity.

4. Electromagnetic theory confirmed by an electric motor. ① Disassembling a motor: - Guess what's inside a motor? - Use the awl to dismantle the motor. Turn the back of the folded metal part of the

motor. Be careful with the sharp awl! Let's take a closer look at the parts, and write down the role of each component.

Activity 8. Disassembling a motor

Open the lid with an awl

the separated motor

<Write the roles of each component>


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② Turning the rotor of the motor - Create a plastic cup as follows [fig 1.]: Raise the rotor.(Think about where and

which direction to put the rotor)

wirewire

A

B

[fig 1.] Rotor of the motor - What do I need to do to rotate the rotor? How do I use each material? What will the connection do?Activity 9. Turn the rotor of the motor

Completed form of rotor spin

To complete the circuit (Place the rotor on the right place, and connect the battery and switch.)

Turn the switch on to let electricity flow, Using a magnet let the rotor spin. - How can it be made faster? - How can the direction of rotation be changed?

③ Assembling the motor - Assemble the motor to its original shape. Be careful not to damage the brush. Attach the rotor to motor lid, put in a

bucket. By connecting the battery to the motor, check if it is working properly. When

assembled correctly, close the lid by bending the metal of the lid.

④ Lighting a bulb with a motor Can you light up a bulb with the motor? After discussing with your friends about how to turn on the light, let's try it!Activity 10. Generating electricity with a motor.

To turn on a motor using a motorTurning on a bulb using a motor


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04. Real and virtual images formation by the mirrorsTeacher's Guide

Ⅰ. IntroductionWhen we look in the mirror, we do not really see ourselves in the mirror. It

is an ‘image’ made by a mirror. So, how is an ‘image’ made? Depending on the

way it is made, it is largely divided into 'real images' and 'virtual images'. The

plane mirror we use every day makes a 'virtual image'. The 'virtual image' means

'an image formed by the extension line when the reflected light from the mirror

is extended backwards'. That is, no light is gathered at the image position. In

contrast, concave mirrors can create a 'real image' that is an image created by

actually gathering light. In other words, the light is actually gathered at the

position where the 'image' is formed (note: the actual image is created when the

object is located outside the focal length of the concave mirror. When the

object is located inside the focal length, a virtual image is made). The real

reason is that the concave mirror can gather light. Therefore, a plane mirror that

can’t collect the light can’t make a real image even if the mirror and the

position of the object are adjusted.

In order to distinguish whether the image formed by a mirror is a real

image or a virtual image, you can construct a path of the line using the law of

reflection of light. But what is the way to distinguish this from the experimental

situation more specifically with our eyes? If you think in terms of the real and

virtual image, you can think of a way to check whether the image is on the

screen when the screen is placed at the position of the image. It is a real image

if the image is on the screen. Because the real image is the image formed by

the actual gathering of the rays, the light is gathered on the screen and the

image is formed. However, if the image created by the mirror is virtual, no

image is formed on the screen no matter where the screen is placed. Because a

virtual image is not formed by the gathering of light. In this study, we try to

experience the distinction between real and virtual images through actual

experience by confirming whether the images formed by concave mirrors and

plane mirrors are real or virtual using this screen.

04. Real and virtual images formation by the mirrors

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Ⅱ. Learning Objectives∙ The definition of real and virtual can be explained.

∙ It is possible to explain and carry out a method of distinguishing real and

virtual images by experimental methods.

Ⅲ. Materials Concave mirror(Diameter: about 10cm), plane mirror (about 10cm × 10cm),

tape measure (about 2m), black paperboard (A4, two sheets), oil paper (about

A4 size, one sheet), doll(height: about 4cm), LED flashlight, battery (used for LED

flashlight), candle, match (or lighter), cutter knife, scissors, plastic ruler (about

30cm), Scotch tape.

Ⅳ. Hazards and Safety∙ Be careful not to cause a fire or an injury when using candle light or

cutter knife.

∙ Be careful not to let the strong light of the LED light come into direct

contact with the eyes.

Ⅴ. Program Overvieworder Activity Topics Time(min)

1 Theoretical Background and Method Introduction 52 Activity 1

The real image created by the concave mirror

and the virtual image created by the plane mirror

(The object is a light source (candle))

5

3 Activity 2

The real image created by the concave mirror

and the virtual image created by the flat mirror

(The object is a doll)

30

4 Result and conclusion 5


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1) Was there a position of screen where an image was focused in the above 'activity

procedure 5)'? Explain what kind of image the concave mirror form if there is an

object outside the concave mirror focal length through experimental results.

2) Was there a position of the screen where an image was focused in the above

'activity procedure 6)'? Explain what kind of image the plane mirror made through

experimental results.

Lesson Tips

Because this experiment is relatively simple, it can be used not only as a group

experiment but also as a demonstrative experiment, so students can visually confirm

the difference between reality and illusions. The following points should be noted

during the experiment.

1. When used as a demonstrative experiment, the concave mirror and the size of the

candle should be large to increase the effect.

2. Before the experiment, explain the theoretical background to students briefly as

follows:

“The 'image' formed by the mirror is divided into 'real image' and 'virtual image'. The

'real image' is 'the image actually made of light'. That is, the light is actually gathered

at the position where the 'image' is formed. The 'virtual image' means 'an image

formed by the extension line when the reflected light from the mirror is extended

backwards'. That is, no light is gathered at the image position. Therefore, when the

screen is placed on the position of real image, the image actually appears on the

screen, but the virtual image does not appears on the screen.”

Figure 3 Images by plane mirror and concave mirror

3. Experiments can also be added to determine if the image is on the screen when

the object is placed within the focal length of the concave mirror.


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Activity 2 : The real image created by the concave mirror and the virtual image created by the plane mirror (The object is a doll)

Objective : We can explain how to distinguish real and virtual images easily

through experimental methods.

Materials : Concave mirror(Diameter: about 10cm), plane mirror (about 10cm ×

10cm), tape measure (about 2m), black paperboard (A4, two sheets), oil paper

(about A4 size, one sheet), doll(height: about 4cm), LED flashlight, battery (used

for LED flashlight), cutter knife, scissors, plastic ruler (about 30cm), Scotch tape.

Activity Procedure

1) Create a box with one side open with blackboard as shown in [Figure 4].

At this time, the width of the box is about 1.5 to 2 times the diameter

of the concave mirror, and the length is the distance to the center of the

concave mirror and the floor of the experimental table, and the depth is

about 2 to 3 cm larger than the radius of the concave mirror.

2) Attach the doll upside down on the inside of the box as shown in [Figure

5] and attach oil paper for the screen to the outside of the box top.

Figure 4 making a black paper box

Figure 5 Attaching a doll and a screen to box

3) Position the doll so that the doll faces the concave mirror at twice the

focal length of the concave mirror (to find focal length, see Activity 1,

Activity procedure 3) to 4)). Adjust the height of the concave mirror so

that the top of the box is flush with the center of the concave mirror

(principle axis). Also, when looking at the concave mirror from the back

of the box, make sure that the doll in the mirror is standing upright on


44

the top of the box.

4) As shown in [Figure 6], use a LED flashlight to illuminate the doll and

make sure that the screen attached to the top of the box is upright and

that the image is focused on the screen.

5) As shown in [Figure 7], replace the concave mirror with a flat mirror and

change the position of the screen to check that the image is focused on

the screen.

Figure 4 Observing the image of the doll

made by the concave mirror

Figure 5 Finding the image of the doll made

by the plane mirror


1) Did the image of the doll come onto the screen in the above 'Activity

Process 4)'? Explain what kind of image the concave mirror forms through the

experimental results.

2) Was there a point at which the image of the doll appeared on the screen

in the above 'activity procedure 5)'? Explain what kind of image the plane

mirror forms through the experimental results.


45

Lesson Tips1. In this experiment, we used dolls instead of light sources because we usually see

things that are not light sources but the objects in the mirrors.s This has the

advantage of considering the experience in the real world, but at the same time it

has a big problem. Since the object is not a light source, It is impossible to observe

the image formed on the screen merely by reflecting the natural light. To overcome

this problem, strong LED light was applied to the doll to make the light reflected

from the doll stronger. It is possible to improve students' thinking ability and

experiment design ability by inducing students to this problem and overcome

methods through questions instead of presenting them to students unilaterally.

2. A strong LED light can damage vision, so be careful not to let the LED light shine

directly into your eyes.

3. Before the experiment, the type and position of the image according to the

position of the object are briefly mentioned through the following construction. In

particular, emphasize the image created when the object is located at a distance of

twice the focal distance from the center of the concave mirror as in the following

figure 8 (2) is a real image with the same size as the object and the opposite

direction is created. Also briefly mention that the concave mirror creates a virtual

image if the object is located within the focal length.

Figure 5 Formation of an image by a concave mirror

4. If the convex mirror can be used, it can be confirmed that the convex mirror can

only form a virtual image, since it cannot collect light like a plane mirror,

Ⅶ. ReferencesMoon, H.(1999). The truth of concave mirror. Science Dong-A, 167, 188-190.

Hallyday, D., Resnick, R., & Walker, J.(2011). Fundamentals of Physics(9th ed.).

Hoboken: John Wiley & Sons, Inc.


46


47

05. Visualizing of WaveTeacher's Guide

Ⅰ. IntroductionWhen we say waves, we usually think of light and sound. Thus, it is hard to

take into consideration the characteristics and related variables that cannot be

heard or seen. By making waves using motors, yarns, and objects that change

their center of gravity we can see what conditions change the waves. Let's

make a standing wave.

Ⅱ. Learning Objectives∙ Understand and explain the waves.

∙ Describe scientific concepts such as crests, troughs, wavelength, frequency

and amplitude.

∙ Explain the reason why the waves appear differently by various variables.

∙ Solve a question together to respect each other's opinions in the process

of establishing and testing hypotheses and hypotheses.

Ⅲ. Materials Slinky, laptop or smart equipment, mini motor(3V, more 20000RPM or 1.5V,

5000RPM), AA battery 2ea, rubber stopper, piping thread, insulating tape,

gimlet(owl), scissors, film case, battery holder(connected switch and wires),

stationery knife, cotton work gloves

Ⅳ. Hazards and Safety∙ When using electronic devices, do not play games or other activities in

addition to the links you use.

∙ Do not play with a sling key.

∙ Do not hold the core of the motor by hand while the turntable is

running.

∙ During the test, the motor may become hot due to overheating.

∙ Be careful not to get hurt when you use anchor, gauge or knife.

05. Visualizing of Wave

48


1 Understand wave figure using smart pad 102 Making longitudinal wave and transverse wave using slinky 153 Making standing wave using mini motor 304 Compare standing wave by variables 155 Identify features of wave and standing wave 10

Ⅵ. Procedure

Activity 1 : Understand wave figure using smart padObjective : You can explain the waves through making and manipulating waves

directly in an HTML-structured program

Materials : Smart pad or smartphone, or laptop per each group

Activity Procedure

1) Run a PhET interaction simulation program with a laptop or smart device.

2) Students will explore for themselves how the shape of the waves will change if

conditions are changed for each of the Oscillate and Pulse menus.

3) Students explore the changes of the waves as the end changes.

4) Presenting the results of the investigation, find out what the conditions for the

standing wave and the conditions for changing the standing wave are.


1) Unless it is an infinite wave, a Fixed End must be provided to create a standing

wave.

2) Standing waves are different according to the frequency and the damping and

tension of the medium.


49

Lesson TipsThe HTML page provided by the University of Colorado is appropriate to describe the

formation of waves.

https://phet.colorado.edu/sims/html/wave-on-a-string/latest/wave-on-a-string_en.html

Activity 2 : Making longitudinal wave and transverse wave

using slinkyObjective : Using the sling key, we can find a way to make the longitudinal

and transverse waves propagate well and appear as a whole.

Materials : Slinky

Activity Procedure

1) Show students how the sect and transverse waves are different with the

slinky.

2) Use a slinky for each student group to explore how longitudinal and

transverse waves are different according to the movement of both ends.

3) Fill in the explanations on the blackboard.


1) Explain the shape and nature of longitudinal and transverse waves

through slinky activity.

2) Explain that both ends must be fixed or changed in order to make waves

appear correctly through the handheld inquiry activity.

Lesson TipsSlinky activities can hinder learning by making it easier to pursue a little fun. In order

to lead it well, it is easy to proceed with the class if we make a mission (a form

necessary for learning) taking the video.


50

Activity 3 : Making a standing wave using a mini motorObjective : It can be designed to output standing waves using mini motors

and thread.

Materials : mini motor, AA battery 2ea, rubber stopper, piping thread,

insulating tape, gimlet(owl), scissors, film case, battery holder(connected switch

and wires), stationery knife, cotton work gloves

Activity Procedure

1) conducting with 1 pair of 2 people or 1 pair of 4 people

2) Receive threads of different thickness or receive different weights

3) Making a standing wave experiment device using a mini motor


1) Find out the condition in which the standing wave appears best with the

experiment material that an individual has.

2) Make a standing wave and calculate the frequency.

Standing Wave

A vibration that does not move the spots or the position of the ship

spatially.

Two waves of the same amplitude are synthesized.

Lesson Tips

Making process movie : http://tvpot.daum.net/v/rydDt14r9Tg%24


51

Activity 4 Explain the variables of standing waveObjective : Describing the variables to make standing wave.

Materials : blackboard or projector.

Activity Procedure

1) Analyze how the waves are different depending on the materials received

in groups or each groups.

2) Students groups present their results analysis and conclusions.


1) If you use a new oscillator, it will be different (time clock, massager, etc.).

2) If the center point or weight of the weight is different, it will be different.

3) Different density(mass) of thread is different.

Lesson Tips

Activity 5. Identifying the properties of standing waves and wavesObjective : We can tell what kind of property the standing wave or wave has

in activities

Materials : blackboard or projector.

Activity Procedure

1) summarize the nature of wave based on the contents of each group.

2) summarize the properties of standing waves on the basis of the contents

announced in each group.

3) Perform basic lecture on waves - Lecture on floor, bone, amplitude,

frequency


1) Vibration: An object moves repeatedly around a point as it moves over

time


52

2) Wave: A phenomenon that the vibration generated in one part spreads

sequentially along a material or a space

3) Types of waves

A) Transverse wave: The direction in which the wave propagates and the

direction in which the medium vibrates are perpendicular to each other

B) Denominator: The direction in which the wave propagates and the

direction in which the medium vibrates are parallel to each other

4) The appearance of wave.

A) Crest: Point of convex top of wave

B) Trough: Point of concave valley of wave

C) Wavelength: Floor to floor or distance to goal and goal

D) Amplitude: Distance from center of vibration to floor or goal

E) Frequency: Number of oscillations per second, in hertz [Hz]

F) Cycle: Time to vibrate once, unit: second [s]

Lesson Tips

The theory that students need to deduce can be explained earlier.

Wave Song Link: LG Science Land. - Newly produced with Tanzanian teachers

http://lg-sl.net/product/sciencesong/sncsong/readSncsong.mvc?sncsongId=SONG2009080002

Ⅶ. ReferencesUniversity of Colorado Boulder. PhET Interactive Simulations.

https://phet.colorado.edu/sims/html/wave-on-a-string/latest/wave-on-a-string_en.html

https://en.wikipedia.org/wiki/Crest_(physics)

Jaehyun Da’s Blog. Principles of stringed instruments. http://soryro.tistory.com/102

Doosan Encyclopedia. Doopedia.co.kr

2012 Daegu Department of Education's university-affiliated science gifted program

development project book

Charm Science website-mini standing wave experiments equipment kit

Daum portal site TV pot’s Charm Science - http://tvpot.daum.net/v/rydDt14r9Tg%24

http://soryro.tistory.com/102


53

06. Experience circle circular motionTeacher's Guide

Ⅰ. Introduction

Have you ever watched someone rotate dough when making a pizza? This is to make the pizza bigger and thinner using centrifugal force. Circular motion is one example of a phenomenon that can be easily seen in our lives. So, what are some examples of circular motion that we can see around us?There are numerous examples: computer disk drives, carousels, laundry machine(dehydrators), bicycle wheels, and the blades of a helicopter, as well as the circular motions of clock hands and fan blades. Almost all machines used by humans have components that rotate around axes, such as wheels, motors, gears, and pulleys. The oldest wheel in the world was found as the wheel of a chariot from Mesopotamia. We know that the wheel was made of wood and is least from B.C. 3500. The invention of the wheel is a very important event in history. Wheels are used in thousands of ways in many machines. If you want to work in an industry relating to machines, knowing the laws and terms of circular motion becomes very important. Koreans play the Jwibulnori at the first full moon of the lunar new year. We make some holes in an empty can and tie some wires through the corners of the can. We put some small pieces of wood and pine cone in the can. We light the wood and pine cone inside the can then start spinning the can around us. It looks beautiful at night. People also create some fires on their lawn. If people are worried about starting an accidental fire, they use LED Jwibulnori in the city. When you turn the can, most people think that the pieces of wood and pine cone would fall out of the can, but they don't. Why not?

Jwibul nori (source: Local Culture

Festival)

Jwibul nori of the city (source: world

news) The Jwibulnori can has a constant velocity. The magnitude of the velocity is the same but the direction changes. This is an accelerated motion. The

06. Experience circle circular motion

54

Jwibulmori is a kind of accelerated motion that uses centripetal force. The centripetal force acts towards center of the can. Also, inertial force acts in the opposite direction of centripetal force. We call this inertial force centrifugal force. The pieces of wood and pine cone don't fall out from the can. The same

mechanism also applies to a roller coaster. When the roller coaster rotates 360

degrees during a loop, it doesn't fall off. The reason for this is that gravity

wants to make the roller coaster fall off but it goes against the centrifugal force

which pushes from the outside of the circle, acting perpendicularly.

When you go to Oktoberfest in Germany, you can see a server spinning a

tray with a string. The tray has glasses full of beer. You would think they would

fall off, but they don’t. Why don’t the beer glasses fall off? The circular motion

is at constant velocity and changes direction continuously. Centripetal force and

centrifugal force work together when the servers rotate the tray. I'd like to

introduce and teach an experiment about centripetal force, P.E, math and

AT(appropriate technology). When students get to experience and understand

circular motion in our lives, they will become stimulated with interest, learn

about the spirit of inquiry, and know how beautiful science is.

Ⅱ. Learning Objectives ∙ Describe the centripetal force and centrifugal force acting on an object

moving at constant velocity.

∙ Experiments can be designed and performed to explain the factors that

affect the cycling of circular motion objects.

Ⅲ. Materials Cotton cones (24 pieces), CD case, plastic cup, water, paper boat

Ballpoint pens, erasers (or rubber stoppers) of various sizes, Thread of

various thicknesses (eg, yarn, cotton cone), weights, swords, Stationery knife,

scales

Ⅳ. Hazards and Safety∙ Use a plastic cup to rotate the water cup and perform a pilot test in a

large area.∙ When rotating an object during the exploration process, wear gloves or

use an object of soft material to prevent the object from hitting the student's hand.


56

Materials : Ballpoint pens, erasers (or rubber stoppers) of various sizes, threads

of various thicknesses (eg, yarn, cotton cone), weights, swords, Stationery knife,

scales

Activity Procedure

<Hypothesis-deduction learning cycle model>In the hypothesized deductive learning cycle model proposed by Lawson,

students set up hypothetical alternative explanations by posing causal questions on a given phenomenon at the exploration stage. It is a teaching model that determines the rejection and acceptance of hypotheses based on experimental results.

1) Let's write a discussion of factors that affect the cycle of circular motion.


57

2) Select one of operational factors and set a hypothesis that 'B will change

if A changes.' Let's determine controlling factors

- Independent variables: Factors affecting experimental results① Operational variables: Factors that the experimenter intentionally changes② Control variables: variables that should be kept constant- Dependent variables: Factors changed by independent variables.

<Setting a hypothesis>

<A variable that must be kept constant>

3) Based on the hypothesis we select the materials that can prove the hypothesis and design the experimental process. (draw if there is necessary picture.)

<Experiment preparation>

<Experimental process>(1)


58

Lesson Tips■ 2) Example<Hypothesis setting>The heavier the weight of the weight, the shorter the rotation period of the

circular motion object.

<Variables that should be kept constant>Length and thickness of thread, mass of eraser, radius of rotation

■ 3) Example<Experimental preparations>Pen, eraser, thread, measure, 5 weights of 10 gram, stopwatch

<Procedure>1) Tie an eraser at one end of the thread.2) Take out the wick, spring and tap in the pen, and leave only the pen

holder and the lid.3) Put the thread that binds the eraser into the pen holder with the lid.4) Tie the weight to the thread coming out of the bottom of the pen.5) Mark the thread so that the length of the thread between the eraser

and the tip of the pen is kept constant at 30cm.6) Hold the pen holder and rotate the eraser while changing the weight of

the weight to 10g, 20g, 30g, 40g, 50g. 7) Measure the time it takes for the eraser to turn 10 times with the

stopwatch, and calculate the period of one rotation.

4) After performing the experiment according to the process designed for each group, let's summarize the results of the research in a table or graph. (However, measuring the time taken for 10 rotations, calculate the period of 1 rotation.)

The results of the research

<The table>

<the graph>

5) Let's summarize the facts that we have learned newly by interpreting the results of the research.

http://goo.gl/pbRsP9


64

Singida Wind Power Project To Be Connected To Tanzania National Grid By 2017

December 26, 2015

East African Wind Energy Limited (EAWEL), a newly incorporated company to be involved in the renewable energy sector in East and Central Africa, has recently announced that Singida Wind Power Project, the first wind farm to be connected to Tanzania’s national grid, will start operating by end of 2017 at a capacity of 100 MW.

The wind farm is being developed in the Singida Municipality in the country’s central region at a total investment of USD 285 million of which the International Finance Corporation (IFC), Aldwych International from UK and Six Telecoms from Tanzania are currently providing USD 18 million.


65

The total investment will completed by a further USD 71 million equity by EAWEL and the Tanzanian government through the National Development Corporation (NDC). The announcement was done by EAWEL’s Director of Business Development, Mr. John Chagama, who explained that the wind farm will attract more investment to Singida region due to its high wind power generation potential. This investments will support other economic activities and boost employment to benefit the municipality’s population calculated in 300,000, he added.

Tanzania has areas of high wind potential that cover more than 10% of its land or an area equivalent to Malawi’s size with a potential greater than that from the US State of California, reason why the World Bank undertook the Energy Sector management Assistance Program (ESMAP) to construct an energy map by using satellite images and that so far has invested USD 2.8 million in the country.

Tanzania accounts for most of the wind power projects installed in Sub Saharan Africa (SSA), which represent 22% of the total 647 MW installed out of 14,700 MW of large-scale RE power projects in development stage in SSA since 2013.

In Tanzania only 38% of the population has access to electricity. With this and further renewable energy projects the country expects to raise the access to 50% by 2025 and 70% by 2035.

Ⅶ. References

Koryo Publishing, Mathematics 10- I Guidebook, page 227;

Future Ann Publishing, Physics II textbook.

Kim Jung Sik Huh Myung Sung's science love, http://www.sciencelove.com/1891

Physics classroom of Yoon Je Han, http://yjh-phys.tistory.com/150

The New Year's Eve, 'Jubbulori' is also a science, New Science, 2016.12.28

2015 Revised Curriculum Science Teaching and Learning Materials, Ministry of

Education

"Experimentation" Teacher's Guide, Mini Vacuum Cleaner

The CAVA Science Fair, http://edtech2.boisestate.edu/angelacovil/506/scientific_process.html

There is no electricity ... Jinsha of manual machines, Hankook Ilbo, 2015.09.20.


66


67

07. Determine acid and base using indicatorTeacher's Guide

Ⅰ. Introduction In red cabbage, there is a purple chemical called anthocyanin. Anthocyanin means blue flower in Greek, and because it is soluble in water the chemical can be easily extracted from the cabbage. Also, because it is very sensitive to acids and bases, the color of the solution changes easily. Usually, it changes to red in the presence of acid and changes to green in the presence of base. Because of this characteristic, by using red cabbage, which contains anthocyanin, we can determine whether it is acid, base, or neutral. In other words, this chemical called anthocyanin acts like an indicator to distinguish acids and bases.

Because this cabbage solution is easily perishable and inconvenient to make every time, it is convenient to make ‘paper cabbage indicator’ using filter paper.

An acid is a substance that gives off hydrogen ions (H+) when in an aqueous state. Usually, the feature of acid is sourness, but soft drinks that contain carbonic acid (H2CO3) don’t taste sour. Therefore, not all acids taste sour. Lemon juice (citric acid), vinegar (acetic acid), and soft drinks (carbonic acid) are the typical examples of acid.

A base is a substance that gives off hydroxide ion (OH-) when in an aqueous state. In general, bases taste bitter and soapy. Baking soda and soap are typical examples of bases.

Basic terms ∙ Acid: a substance that gives off hydrogen ions (H+) when in an aqueous

solution

∙ Base: a substance that gives off hydroxide ions (OH-) when in an aqueous solution

∙ Indicator: A substance that can distinguish acids and bases. The most common indicators are phenolphthalein, B.T.B, and M.O. The colors of the indicators at different states are as follows:

Acid Neutral BaseLitmus paper Blue litmus to red Red litmus to blue

Phenolphthalein Colorless Colorless RedB.T.B Yellow Green BlueM.O Red Orange Yellow

Phenol red Yellow Red Red

07. Determine acid and base using indIcator

68

Ⅱ. Learning Objectives ∙ You can make a natural indicator by using the plants around us

∙ You can distinguish acid and base by using indicators

∙ You can check the acidity of a solution by using indicators

Ⅲ. Materials Red cabbage(or red egg plant or purple sweet potato), burner, knife(or scissor), beaker, cotton gloves, 5 mL Spuit bottle, Spuit, filter paper(or kitchen towel), pincette( tweezers), plate, Acetic acid, sulfuric acid, Distilled water, ammonia water,

sodium hydroxide, vinegar, Powdered soap, 8 transparent plastic cups(or beakers), natural indicator (cabbage indicator, natural flower indicator), indicator (phenolphthalein, BTB), label sticker, oily pen(name pen), Phenol Red, Spuit, straw

Ⅳ. Hazards and Safety ∙ Wear safety goggles or glasses as reagents can splash to the eyes. ∙ When the reagent comes into contact with your body, wash it off with water

immediately.


1 Making natural indicator 30

2 Determine acid and base using indIcator 20

3 Magic 15

4 Demonstration 35

Ⅵ. Procedure

Activity 1 : Making a natural indicatorObjective : You can make a natural indicator

Materials : Red cabbage(or red egg plant or Purple sweet potato), burner, knife(or scissor), beaker, cotton gloves, 5 ml Spuit bottle, Spuit, filter paper(or kitchen

towel ), pincette( tweezers)

Activity ProcedureⅠ. Cabbage indicator

1) Slice the cabbage into small pieces. (If you are using egg plant, use the skin only)

2) Put the pieces of cabbage into the pot and pour some water in it. (too much water might dilute the solution, so pour until it is just submerged)


69

3) Boil the pot until the pigment comes out. Turn off the Bunsen burner and wait for it to cool.

4) Put only the liquid in a 5 ml Spit bottle (Cabbage indicator)

5) Label appropriately.

6) Put the filtering paper into the beaker and dry the filtering paper.

6) Afterwards cut the paper into size of 4cm*1cm.

Ⅱ. Flower indicator1) Prepare a dark purple petal (purple grape skin).2) Cut the petals into 5mL spit bottles.

3) Add water (not too much). Close the bottle cap and shake to extract the pigment from the petal.(Natural flower indicator)

4) Label appropriately.

Result and Conclusion1) What color is the cabbage indicator?

2) What color is the natural flower indicator?


70

Activity 2 : Distinguish acids and bases using an indicatorObjective : You can distinguish acid and base by using indicator.

Materials : plate, Acetic acid, sulfuric acid, Distilled water, ammonia water, sodium

hydroxide, vinegar, Powdered soap, 8 transparent plastic cups(or beakers), Spuit,

natural indicator (cabbage indicator, natural flower indicator), indicator

(phenolphthalein, BTB), label sticker, oily pen(name pen)

Activity Procedure

1) Dissolve the substances (A~B, D~E, G) in the table below into the water to

make solution.

IndexA

(Acetic acid)

B(Diluted sulfuric acid)

C(Distilled water)

D(ammonia

water)

E (Dilute sodium

hydroxide)

F(vinegar)

G(soap water)

H(unknown solution)

1 (Cabbage indicator)

2(Flower

indicator)

3(Phenolpht

halein)

4(BTB)

Index Solution Chemical formula Index Solution Chemical formula

A Acetic acid B Diluted sulfuric acid

C Distilled water D ammonia water

EDilute sodium

hydroxide F vinegar ?

G soap water ? H unknown solution ?

2) Add 1~2 drops of prepared solution into each column (A~H) of plate. [column(A): Acetic acid, column(B): Diluted sulfuric acid, column(C): Distilled water, column(D) ammonia water, column(E): Dilute sodium hydroxide, column(F): vinegar, column(G): soap water, column(H): unknown solution,

3) Add 1 drops of indicators listed into each row of the plate.

[1st row: cabbage, 2nd flower indicator, 3rd phenolphthalein, 4th BTB]


71

IndexA

(Acetic acid)


C(Distilled water)

D(ammonia

water)

E (Dilute sodium

hydroxide)

F(vinegar)

G(soap water)

H(unknow

n solution)


2(Flower

indicator)3

(Phenolphthalein)

4(BTB)

4) Try dropping the unknown solution (the solution of acidity you want to know) on the dried 'cabbage indicator paper (Activity I-1-6)' (it will be an easy indicator of the solution's acidity).


1) Write down the color of the solution.

2) What colors do the cabbage indicator and natural flower indicator show

when the solution is acidic, basic, and neutral?

∘cabbage indicator : Acid( ), Neutral( ), Base( )

∘ flower indicator : Acid( ), Neutral( ), Base( )

3) What is the acidity of vinegar and soap water? ∘ vinegar : Acid ( ), Neutral ( ), Base( ) ∘ soap : Acid( ), Neutral( ), Base( )

4) Write the ionization equation for A, B, D, and E in aqueous solution.

IndexA

(Acetic acid)


C(Distilled water)

D(ammonia

water)

E (Dilute sodium

hydroxide)

F(vinegar)

G(soap water)

H(unknow

n solution)


2(Flower

indicator)

3(Phenolpht

halein)

4(BTB)


72

A : ( )(aq) ⇌ ( ) + ( )

B : ( )(aq) ⇌ ( ) + ( )

D : ( )(aq) ⇌ ( ) + ( )

E : ( )(aq) ⇌ ( ) + ( )

5) What are the ions in common in Solutions A, B, and F?

6) What are the ions in common in Solutions D, E, and G?

7) What is the acidity of the unknown solution?

Lesson Tips

∘ Hidden principle : The acidic aqueous solution contains H3O+(H+)ions in common,

and the basic aqueous solution contains ions in common.

Activity 3 : MagicObjective : The neutralization reaction can be understood

Materials : Transparent plastic cup, ammonia water., Phenol Red, Spuit, straw

Activity Procedure 1) Pour about 1/5 of water to the plastic cup and add 1 ~ 2 drops of a

diluted ammonia water. 2) In step 1, add 2-3 drops of phenol red. What is the color of the solution? 3) Put the straw in a plastic cup and blow into it. Does the color of the solution

change? 4) Did the color of the solution changed to yellow? If so, explain why.

Lesson Tips∘ The dilute aqueous ammonia solution is basic and is red by the indicator

phenol red. Blowing(CO2+H2O→H2CO3) here, the carbonate(H2CO3) reacts with the ammonia water and the solution turns acidic from neutral. The solution is yellow.

→


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Activity 4 : DemonstrationObjective : The color change of the solution (acid or base) using the indicator

can induce students' interest.

Materials : 4 transparent plastic cups(or 4 beakers ), Dilute sodium hydroxide,

Diluted sulfuric acid, indicator (phenolphthalein, BTB)

Activity Procedure

1) Prepare two diluted aqueous sodium hydroxide solutions (A, C) and two dilute

aqueous sulfuric acid solutions (B, D) in four plastic cups.

2) Add 2 to 3 drops of phenolphthalein to the cups A and B of step 1. What is the

solution?

3) Add 2 to 3 drops of B.T.B to the C and D cups of step 1. What is the solution?

4) Mix the solution in A and B cups in step 2. What color did the solution changed

to?

Lesson Tips∘Make the diluted sulfuric acid concentration slightly darker than the dilute sodium

hydroxide sulfuric acid concentration

∘ Hidden principle :

In step 2, the A cup (base) is colorless -> colorless -> red with a

phenolphthalein indicator and B cup (acidic) is colorless -> colorless.The C cup

(base) of the process 3 is B.T.B, and the solution changes color from blue to blue

and D cup (acid) to colorless to yellow. In Process 4, the neutralization reaction

takes place because the A cup (basic) and the B cup (acid) are mixed, and the

liquid of the A cup becomes neutral or acidic, and the color of the solution

changes from red to colorless.


74


75

08. Making periodic tableTeacher's Guide

Ⅰ. IntroductionAll of the animals, plants, and materials that exist on the earth are

composed of about 100 elements. The systematic sorting of the elements, starting from Lavoisier, was completed by Mendeleev and Moseley. Through the activity of classifying virtual elements according to their properties, students can understand the process by which the periodic table was created. After that, let’s make a creative periodic table.

Ⅱ. Learning Objectives∙ Understand the process by which the periodic table was created.∙ Create a periodic table and describe its features.

Ⅲ. Materials(Activity1) character card, character card placement board(Activity2) plastic periodic table, namepen, scissors, oven toaster, punch, cellphone rope, gloves, stereoscopic periodic table paper


order Activity Topics Time(min)

1classifying virtual elements according to their

properties50

2 making periodic table 50

Ⅴ. Procedure

08. Making periodic table

76

Activity 1 : Classifying virtual elements according to their properties

Objective :

∙ Discover the regularity on the virtual character card

∙ Predict the character of undiscovered element according to regularity.

Materials : character card, character card placement board

Activity Procedure

1) Cut the element character cards and prepare 17 cards and an empty card

2) Observe the 17 element character cards, divide them into several groups, and find

out the regularity.

3) Arrange the cards according to their regularity on the board.


1) What are the grouping criteria? How did you classify the cards?

2) Find out where the 18th card should go. In order to get into that position, let's

deduce the the character that the card should have, and create an empty card

character yourself.


77

[character card]


78

[character card placement board]


79

Activity 2 : Making periodic tableObjective :

∙ Understand the characteristics of the periodic table while making various

periodic tables.

Materials : plastic periodic table, namepen, scissors, oven toaster, punch, cellphone rope, gloves, stereoscopic periodic table paper

Activity Procedure

1) Making plastic periodic table

① write the elements with a namepen on the plastic periodic table frame.

② Cut out the periodic table and make holes for punching.

③ Bake the plastic periodic table in the oven toaster.

④ Take it out of the oven toaster and hook it up. (Be careful not to burn yourself

because it is hot when you take it out.)

2) Making stereoscopic periodic table

① Cut along the cutting lines of the periodic table set.

② Fold and attach s, p, d, f according to the instructions and put in the iron core.

③ Finish by inserting the iron core in the woodrock plate.


80


Show your own periodic table and explain its features.


82

Activity Procedure

1. Collecting a Gas1) Collect your exhalation in a cup- What is in the cup? - How can you find it?

a. Turn the cup upside down and put it on the water surface. Burn a wood stick inside the cup.

b. Put the cup into the water until it is completely submerged and exhale into the cup with a bendy straw.

c. When the cup is filled with your exhalation, turn the tip of the straw and let it sink in the water. Cover the cup and take it out of the water.

d. Light a wood stick and put it in the cup of exhalation- What is the difference burning a wood stick between inside and outside the cup?

2) Collect water-soluble Gas Water-soluble gas cannot be collected from water. How can you collect the gas?

a. There is a heavier gas than air. How can you collect it?b. There is a lighter gas than air.How can you collect it?

3) Is the gas in the lighter heavier than air or lighter?

a. Collect the lighter’s gas in the cup which is upside down and burn the gas.

- What happens? b. Collect the lighter’s gas in the cup

which is not upside down and burn the gas.

- What happens? Therefore, is the lighter’s gas heavier or lighter than air?

2. Which candle is burning longer? 1) Pour water, one centimeter deep into the tray. Then, cover each candle with two

plastic bottles cut at in different sizes; one should contain a bigger volume of air than the other.

- Which candle goes out first? Why?


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2) Light up the candles again. Cover each candle with

two plastic bottles cut a tin the same height; one’s

top should be opened. The other one should be

closed.


3) Light up the candles again. Cover each candle with

two plastic bottles cut at in the same height size; one

bottle should have a hole at the bottom, and the

other should not.



1. Describe methods for collecting gases.1)When you collect your exhaled air, why should the

process 1-1)-cbe done?

: “turn down the tip of the straw and let it sink in the water”

2. Describe a way you can keep the candle to burning as long as possible.

3. Think scientifically 1) What is a common feature of the fireplaces in thepictures below? What are they

used for?

[Various jikos]

2) How can you make a furnace keep burning, not dying out for a long time?

3) What is the role of the chimney in the picture below?

Activity 2 : Preparation and Properties of Hydrogen, Oxygen, and Carbon Dioxide

Objective :

• Generate hydrogen, oxygen, and carbon dioxide using materials in daily life.


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• Know how to identify hydrogen, oxygen, and carbon dioxide.

Materials:

Activity Procedure

1) Put vinegar, baking powder, hydrogen peroxide in each test tube.2) Put a few drops of vinegar in baking powder. - What happens?

3) Put two or three drops of vinegar in baking powder. - What happens?

4) Put magnesium ribbon in vinegar and block the entrance with a stopper right away. Then, put another test tube on the stopper to collect a gas.(The stopper should have a hole with a tube)

- What happens?

5) Light up a candle, and ignite a wood stick.6) Place the burning wood stick in carbon dioxide. - What happens?7) When the wood stick starts to go out, place it in oxygen. - What happens?8) Repeat the process 6 and 7 - What happens?

9) Cover the entrance of the test tube with hydrogen with your palm, take it over the burning candle and release hydrogen caught in the test tube by removing your palm.

10) There will be water in the test tube.


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- How can you prove that the liquid is water?

Result and Conclusion1. There are four types of chemical reactions: 1) synthesis reaction : A + B → AB 2)decomposition reaction: AB → A + B 3) substitution reaction : AB + C → AC + B 4) double decomposition reaction : AB + CD → AD + CB

2. Connect each experimentof producing gases to the types of chemical reactions.

1) synthesis reaction

2) decomposition reaction

3) substitution reaction

4) double decompositionreaction

Ⅶ. ReferencesBusan amenity Kim Ok-ja science experimenthttp://blog.naver.com/PostView.nhn?blogId=kshdk97&logNo=130092560701http://100.daum.net/encyclopedia/view/24XXXXX44591

http://blog.naver.com/PostView.nhn?blogId=kshdk97&logNo=130092560701

http://100.daum.net/encyclopedia/view/24XXXXX44591


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87

10. Dagaa dissectionTeacher's Guide

Ⅰ. IntroductionDagaa, a vertebrate animal, has characteristics such as solid bones, scales, fins,

gills, and jaws that are common features of bony fish. Dagaa, a small fish that

is easy to find, can be dissected to observe the characteristics of the interior

and exterior of the fish. Also, we can look at the plankton that remains in the

stomach of dagaas, check what dagaas are eating, and draw a food web

including dagaas in the ecosystem.

Ⅱ. Learning Objectivesl Dissect a dagaa to observe the external and internal structure of the fish

and understand it in relation to each function.

l Observe the undigested plankton remaining in the dagaa’s stomach.

l Draw a food web including dagaas using the provided data.

Ⅲ. MaterialsDried dagaa, Dissection tools sets(2 forceps, 2 dissecting needles, scissors), petri dish, beaker, optical microscope, stereoscopic microscope(or magnifying glass), cover glass, slide glass, dropping pipettes, hot water, filter paper

Ⅳ. Hazards and Safety• Be careful not to cut your hands with the dissection tools.

Ⅴ. Program Overview


1Observing the external and internal structure of a

dagaa50

2 Observing food in the stomach of a dagaa 50

10. Dagaa dissection

88

Ⅵ. Procedure

Activity 1 : Observing the external and internal structure of a dagaa

Objective

• Dissect a dagaa to observe the external and internal structure of the fish

and understand it in relation to each function.

Materials

Dried dagaa, Dissection tools sets(2 forceps, 2 dissecting needles, scissors), petri dish, beaker, optical microscope, stereoscopic microscope(or magnifying glass), cover glass, slide glass, dropping pipettes, hot water, filter paper

Activity Procedure

1) Observing the main external features: Observe and sketch the main external features

you can see on a dagaa. Label the eye, gill cover, dorsal fin, pectoral fin, belvic fin,

anal fin, and caudal fin.

2) Dipping in boiling water: add boiling water to the beaker and immerse the dried

dagaas for 5 to 10 minutes.

3) Head and body separation: Separate dagaas into head and body.

4) Observeing the brain by separating the head: use the forceps to gently tear the

dagaa’s crown to remove the brain.

Dipping in boiling water

→

Head and body separation

→

Separating the head

5) Observing the otolith: observe the otolith removed from both parts of the brain.

6) Observing eyes and optic nerve: Observe eye and optic nerve, lens, iris and cornea.

7) Gill observation: Cut the gill of a dagaa and observe the gill.

Gill filaments – the site of gas exchange


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Gill Rakers – filter feed tiny prey; appendages along the front edge of the gill arch

Gill arches – support the gills

8) Observing dagaa teeth

9) Carefully cut the abdomen of the dagaa so that the intestines are not damaged, and

then observe the heart.

10) Carefully tilt the black feather-shaped pyloric Caeca with forceps and observe the

stomach.

※ Pyloric Caeca are fingerlike pouches located near the junction of the stomach and

the intestines. Its function is not entirely understood, but it is known to secrete

enzymes that aid in digestion.

11) Observe the small intestine, large intestine and gonads. Now the remaining part of

the body is the small intestine, large intestine and gonads. At the end of the small

intestine there is a bifurcated or bifurcated gonad, so be careful to remove it.

Separate the digestive system

→

Observing

→

Soaking in water

Observing the stomach Observing the stomach


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Testis, large intestine,

small intestine

Ovary Large intestine

12) Observe the vertebrae and the swim bladder. There is a thin membrane attached to

the gonads or near the anus, and this is the swim bladder. It may also be attached

to the lower part of the spine.

※ Swim bladder: bony fish-specific organs, white or silver-white soft pouch on the back of digestive tract. Buoyancy control, pronunciation, hearing aid, etc., depending on the fish.

Vertebrae Swim bladder


1. Observe and sketch the main external features you can see on a dagaa.

Label eye, gill cover, dorsal fin, pectoral fin, belvic fin, anal fin, and caudal fin.

2. Sketch the characteristics of the internal organs of the dagaa observed and

write down the characteristics.


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Brain otolith Eye

Gill Tooth Heart

Stomach and pyloric Caeca Intestine and Gonad Vertebrae

3. Describe where the heart is located and explain why it is located there.

식물 플랑크톤의 개체 수가 감소하면 동물 플랑크톤의 개체 수가 감소할 것이고, 따라서 동물 플랑크톤을 먹고 사는 멸치의 개체 수도 감소할 것이다.

4. Draw and label the central nervous system of a dagaa.


92

식물 플랑크톤의 개체 수가 감소하면 동물 플랑크톤의 개체 수가 감소할 것이고, 따라서 동물 플랑크톤을 먹고 사는 멸치의 개체 수도 감소할 것이다.

5. Which organ surrounds the dagaa’s stomach? What role does the organ

play?

6. What is the structure of the dagaa's respiratory organs? Describe what

features are observed related to the role of the respiratory system.


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[ Anchovy dissection picture for coating]

1. Brain

2. Otolith

3. Eye and Optic nerve


94

4. Gill

5. Tooth

6. Heart, Stomach, Small intestine, Large intestine


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7. Stomach and pyloric Cacae

8. Small intestine, Large intestine, Gonad

9. Vertebrae


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Activity 2 : Observing food in the stomach of a dagaa

Objective :

l Observe the undigested plankton remaining in the dagaa stomach.

l Data can be used to draw food nets including dagaas in ecosystems.

Materials:

Dried dagaa, Dissection tools sets(2 forceps, 2 dissecting needles, scissors),

petri dish, beaker, optical microscope, stereoscopic microscope(or magnifying

glass), cover glass, slide glass, dropping pipettes, hot water, filter paper

Activity Procedure

1) Place 2 ~ 3 stomachs of the dagaa on the slide glass and make an incision.

2) Add 1 ~ 2 drops of water to mix well with the contents in the stomach.

3) Slice the stomach contents so that they do not clump together, cover the

cover glass, and observe the undigested food with an optical microscope.


1. Draw the creatures observed in the stomach of dagaa. How do they live with

energy?

2. The following table shows the prey and predators of the creatures living on

the Western coasts of South America.


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Food Source Predators

Anchovy Seaweed, Algae Penguin, Sea Lion, Killer Whale

Sardine Seaweed, Algae Penguin, Sea Lion, Killer Whale

Vampire Bats Penguin Killer Whale Anchovy, Sardine, Sea Lion

Sea Lion Anchovy, Penguin, Sardine Killer Whale

Decomposer Penguin, Sea Lion, Killer Whale, Vampire Bats

2-1. Draw the food web of this ecosystem.

2-2. If the Penguin were to become extinct, what will happen to the food web?

Ⅶ. Referenceshttp://egloos.zum.com/yonggulee/v/3328421

https://en.wikipedia.org

http://www.pskf.ca/sd/

https://www.jove.com/video/1717/dissection-of-organs-from-the-adult-zebrafish

http://egloos.zum.com/yonggulee/v/3328421

http://www.pskf.ca/sd/


98


99

11. Yeast fermentation and mock inquiryTeacher's Guide

Ⅰ. Introduction The respiration of an organism is the process of obtaining energy. Many organisms breathe using oxygen for respiration. But there is also anaerobic respiration like fermentation. Yeast is a representative organism for fermentation. Yeast fermentation plays an important role in bread dough and wine production. Yeast produces ethanol and carbon dioxide during the fermentation process. The role of yeast in the production of liquor and bread is very important. Therefore, searching for conditions for fermentation of yeast is a major task in industry and life beyond scientific knowledge.

In addition, in order to develop scientific thinking, it is important to discover problems and solve them by means of scientific design. This is a class designed to discover the problems around you and to experience the experience of designing and testing based on scientific facts through the process of yeast fermentation. It is supposed to carry out a mock inquiry, but it should be possible to make a plausible basis for persuasive presentation to others. Through these exercises, it is effective to improve reasoning based abilities, communication ability to persuade opponents, and problem solving abilities.

Ⅱ. Learning Objectives ∙ Through inquiry design and prediction for problem solving through mock

inquiry, students can develop scientific thinking ability and problem solving ability.

∙ Yeast fermentation experiments can be conducted on a design basis and the results can be collected and analyzed

Ⅲ. Materials Big paper, Marker pen, yeast, sugar, water, KOH, balloon, plastic bottle, water tank

Ⅳ. Hazards and Safety ∙ Be careful not to touch KOH directly or touch skin.

∙ Be careful not to eat the materials used in the experiment.

11. Yeast fermentation and mock inquiry

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1 Mock inquiry of Yeast fermentation 35

2 Yeast fermentation experiment 35

Ⅵ. Procedure

Activity 1 : Mock exploration of Yeast fermentationObjective : Hypothesis - Among the scientific inquiry methods, it is possible to

utilize the deduction method to conduct a virtual inquiry about the

fermentation of yeast and to evaluate the activity

Materials : Large paper, A4 paper, oil-free pen, marker pen

Activity Procedure

1) Lay the paper horizontally, fold it into three parts as shown below, and write

down the title by dividing the session.

2) Write the problem in relation to the yeast fermentation condition and write the reason for setting the problem in the 'Purpose' column.

3) Analyze the problem and write a hypothetical answer to the question in the 'Hypothesis' box.

4) Identify variables for inquiry design and think of control methods.

5) Illustrate the experimental process according to design concept in chronological order, and then paste it on the upper part of the center cell.

6) List the experimental materials and the experimental procedure at the bottom of the figure.

7) Write the expected results in a table or graph and write them in the "Results" column.


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8) Find the hidden regularities based on the results and compare them with the hypothesis and write them in the 'Conclusion' column.

9) Fold the posters as shown in the following figure, and use them to present the inquiry process in order.


1) Let's write what was the most difficult step in the mock inquiry process and why.

2) Write down what knowledge you need to know in advance to proceed with a

scientific inquiry.

Lesson Tips∘ An example of 'purpose' is 'I want to know the proper concentration of sugar and the amount of yeast needed to ferment the bread quickly'.

∘ Hypotheses must be directed to reveal both cause and measurable results.

∘ When displaying the results, instruct them to anticipate the process of change over time.

∘ Having a question and answer time after the presentation helps discover scientific errors.


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Activity 2 : Yeast fermentation experiment

Objective : You can find the most effective sugar concentration in yeast

growth.

Materials : Plastic bottles, balloons, Dry Yeast (for baking), glucose or sugar

Activity Procedure

1) Before you start experimenting, answer the following questions and design

your experiment.

∘ How will the control be set up in the experiment? Why?

∘ What are the independent and dependent variables of this experiment, respectively? - independent variables:

- dependent variables :

∘ How do you measure the degree of yeast growth?

2) Dissolve food ingredients in each plastic bottle according to the design to make a mixed solution.

3) Add the same amount of yeast into a plastic bottle and mix well.

4) Insert the balloon into the entrance of each plastic bottle.

5) Put each plastic bottle in a warm water bath and observe and record the changes.

6) Put water and KOH solution into two plastic bottles, insert the gas balloon, shake the plastic bottle, and observe the change of the rubber balloon.


1) Let's summarize the experimental results in tables and graphs.

http://www.asm.org/images/Education/K-12/WhichFoodYeastFINAL.pdf

http://www.asm.org/images/Education/K-12/mda-taste testbwpdf.final.pdf


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12. What is the Digestive System?

106

Activity 1 : Making FecesObjective :

∙ Trace the path of food through the organs of the digestive system.∙ Understand the function of each of the organs.

Materials : one 9m string, one large plastic bottle, food (eg. bananas), five small plastic (or paper) cups, five plastic bags, one piece of cloth (about 30×30 cm), one pair of nylon stockings, one sheet of A4 sized paper, one pen, one sticky tape

Activity Procedure

1) Mouth

① Chew the food in the mouth. (Put the prepared food, such as bananas, in a

bowl and tear or crush them by hand.)

② Secrete saliva. (Mix a small plastic bottle containing liquid―saliva.)

③ After chewing the food, send it to the stomach. (Put it in a plastic bag.)

2) Stomach

① Mix a soupy mixture (called chyme) by the stomach movement. (Put it in a

plastic bag and shake it.)

② Secrete gastric juice. (Mix a small plastic bottle containing liquid―gastric juice)

3) Small Intestine

① Mix chyme and movement by peristalsis and segmentation. (Show peristalsis and

segmentation using a plastic bag.)

② Secrete pancreatic juice, bile, digestive juices of small intestine. (Mix a small

plastic bottle containing liquid―pancreatic juice, bile, digestive juices of small

intestine.)

③ Absorb digested nutrients. (Filter chyme using stockings.)


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4) Large Intestine

① Absorb most of water in chyme called feces or stool. (Place it on a piece of

cloth and remove water.)

② Pass feces to the outside of the body through the anus. (Put feces in a plastic

bag and send them into a hole of a plastic bag).


1) What are the roles of the mouth, stomach, small intestine, large intestine?

2) What are the roles of the saliva, gastric juice, pancreatic juice, bile, digestive juices

of small intestine?

3) What should I do to help my digestion?

Activity 2 : Draw Digestive SystemObjective : ∙ Know the location of the digestive system and draw.

∙ Describe the roles of the digestive system.Materials : one sticky tape, two sheets of A0 sized large paper, one

permanent black, blue, and red marker


108

Activity Procedure 1) The large paper is given to each group. (Use two sheets of paper to draw

from head to toe, or use one sheet of paper to draw the digestive system.)

2) One person lies on the sheet of paper and the other members draw the person’s body outline. At this time, take off your coat for drawing the body line.

3) Draw the digestive system and organs that aid digestion on a silhouette of a person.

4) Write the names and functions of the digestive system and organs that aid digestion.

Result and Conclusion 1) Present the information from each group activity. (Share each present part

of roles, such as who the presenter is, who holds a chart, etc.)

2) When other teams present, correct the wrong information, and present new

ideas.


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13. The Science Education in KoreaTeacher's Guide

Ⅰ. The Educational Status Quo in Korea

Korea is a peninsula extending south from the northeast Asian mainland.

The total area of the Republic of Korea(South Korea) is about 99,900 square

kilometres, and the population is about 48.500,000. Korea is relatively

homogeneous in terms of the ethnicity of its people, and the native language is

invariably Korean called by ‘Hanguel’.

The world is now keeping an eye on Korea. About 60 years ago, Korea was

just one of the poorest countries in the world. However, according to GDP

index in 2017, South Korea has the world's 11th largest economy, and it is now

the stronghold of “Korean Wave”, a coinage to describe the global popularity of

Korean culture around the world that captivates the young people of the world.

And also, South Korea has transformed itself into a country that provides

economic aid to the country where economic aid is supported. Then, how could

it be possible for a poor country with meager natural resources to achieve such

a remarkable growth within a short period of time? The secret lies in its

investment in human resources through education.

Education policy in Korea aims to achieve the following goals;

l to provide high-quality education to everyone;

l to expand chances to foster dreams and talents of every students;

l to support social weak class in need of consideration;

l to provide practical education, putting emphasis on equality and

universal values.

It is no exaggeration to say that the future of Korea depends on its human

resources. In order to foster promising talents of the future and to enhance the

necessary education system to harmonize much more actively with the rest of

the world, the Korean government has kept on making steady efforts.

1. The Education Growth in Korea∙ Both of Quantitative and Qualitative Growth through the Expansion of Free


110

Education

After Korea’s liberation(1945) from Japanese occupation, the Korean

government started to implement in free education for different stages of

education. Korean government has been continuously expanding the scope of

free education from the elementary education(1959) to the middle school (1985

~ 2005). It is also preparing to expand the range of free education to high

schools(2017).

∙ The Full Support of Government from Lifelong Education to Multi-cultural

Education

The Korean government has been proactively responding to various social

demands. With the promotion of lifelong education system to prepare for the

oncoming era of centenarians, the participation rate in the lifelong education

from which students can get high-quality education has been on the rise. And

in response to the fast transition into a multi-cultural society, the government

grants the full benefit of the public education system to children from

multi-cultural families. The government also provides various support to the

vulnerable members of society, including students with disabilities and students

from low-income families.

∙ The Excellent Teacher Training System

The high-quality teacher training system and the standardized teacher

certification examination, teachers' skills and competences are thoroughly

evaluated before they are certified to teach at a school.

∙ Educational Aspiration and Education for Everybody

In Korea, education is not only a major driving force enabling people to get

over their plights of the past and to head for a brighter future, but also a

fundamental right for all. Koreans' strong aspiration for education was fully

supported by the government’s responsive education policies, including its

efforts to implement cost-effective strategies such as maximizing the class size

(1950s-1970s), running multiple shifts of classes a day (2-3 shifts), operating

late-night schools, and so on.

2. The National Development and Education in Korea


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∙ Expanding Elementary education and Laying the Foundation of Economic Growth through Literacy education(1948~1960)

- Generalization of Elementary Education by Compulsory Education.

- Improving Welfare of Backward Rural Areas Using Elementary School Infrastructure.

- National Efforts to Eradicate Illiteracy.

- Contribution to the national development and light industries.

∙ Generalization of Secondary Education and Invigoration of Vocational One (1960~1980)

- Generalization of secondary education

- Expanding educational finance and enhancing the role of private schools to meet the increased demands on secondary education

- Pushing forward the policy to vitalize vocational education

- Preparing for the economic take-off stage by training scientific and technical personnel

- Nurturing the suitable manpower for export-led economic structure


112

- Introduction of technical high schools to train skilled technicians

∙ Reinforcing vocational education and expanding opportunities for higher education (1981~1997)- Training R&D manpower necessary for cutting-edge industries

- Supplying sufficient manpower for cutting-edge science and technology by fostering specialized junior colleges and science and engineering departments in universities

- Expanding opportunities for higher education

∙ Development of higher education to create necessary knowledge for a knowledge-based society (1998~present)- Changing the system to foster talents for preparation of knowledge-based

society

- Education of specialized and professional industrial manpower

- Social integration and consolidating university competitiveness

Ⅱ. The School System in KoreaThe educational system in Korea is a centralized school system coordinated

through the Ministry of Education(MOE). The basic pattern of the school system is a 6-3-3-4 model; elementary school (ages 6 through 11), middle school (ages 12 through 14), high school (ages 15 through 17), and four years of college or university. Education is compulsory for nine years of elementary and middle schools. In addition to this backbone of the educational system, other schools are also available for higher education. There are four-year universities of education, two-year junior colleges, the air and correspondence university, open universities, and others such as theological colleges and seminaries.

The academic year, which consists of two semesters, begins in March and ends in February. The minimum number of school days for the completion of one academic year is established by the law. Two-hundred and twenty school days are required for primary and secondary schools, with a 10% increase or decrease at the discretion of each school’s principal. For higher education institutes, 30 weeks of school attendance are required. School is in session from Monday through Friday.

The laws concerning education articulate the goals and objectives of education at each school level. To ensure a standard quality of education, the laws prescribe the curricula for each school level and the criteria for the development of textbooks and instructional materials. The MOE provides the ‘Curriculum.’


113

Since all primary and secondary schools are required to follow the curricula, these are essentially national regulations enforcing the teaching objectives and the contents.

■ The School System in Korea

■ The School Curriculum

∙ Elementary School Curriculum(2015)


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sortation 1~2 year 3~4 year 5~6 year

subject

Korean

Korean 448Mathematics256Correct Life 128Wisdom Life192Joyful Life 384

408 408

Social Studies /Ethics 272 272

Mathematics 272 272

Science/Application 204 340

Physical Education 204 204

Art(Music/Fine Arts) 272 272

English 136 204

subtotal hours 1,408 1,768 1,972

Creative Experience Activities 336Secure Life 64 204 204

Total class hours 1,744 1,972 2,176

∙ Middle School Curriculum(2015)

sortation 1~3 year

subject

Korean 442

Social Studies(including History)/Ethics 510

Mathematics 374

Science/Technology.home/Information 680

Physical Education 272

Art(Music/Fine Arts) 272

English 340

Choice Subject 170

subtotal 3,060

Creative Experience Activities hours 306

Total class hours 3,366


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∙ High School Curriculum(2015)

Subject

Category

Subject(group

)

Common

Subject

(Units)

Required

Acquisitio

n units

Autonomous

Organization

units

Subject

(group

)

Basics

Korean Korean(8) 10

Organization

Considering the

student's

attitude and

aptitude

MathematicsMathematics

(8)10

English English(8) 10

Korea HistoryKorea History

(6)6

Inquiry

Social Studies

(including

History/Ethics)

Combine

Social

Studies(8)

10

Science

Combine

Science(8)

Science

Inquiry

Experiment(8)

12

Physical

Education

& Art

Physical

Education10

Art 10

Life.

Liberal Arts

Technology&

home/

Secondary

language/

Chinese

writing&Liber

al Arts

16

Subtatol unit 94 86

Creative Experience Activities units 24(408 hours)

Total class units 204

*1unit = 17 hours

Ⅲ. Science curriculum in Korea


116

gradeSubject

(group)

C ommon

Subject

Elective SubjectGeneral Choice

SubjectCareer Choice

SubjectElementary

School3~6

Science

Science

Middle School

1~3Scienc

eScience

High School 1~3

Combine Science Science Inquiry

Experiment

P h y s i c s Ⅰ , ChemistryⅠ,BiologyⅠEarth science Ⅰ

P h y s i c s Ⅱ , chemistryⅡBiologyⅡEarth scienceⅡScience HistoryLife and ScienceI n t e g r a t e Science

1. Science

(from elementary school 3~6grades to middle school 1~3 grades)

PartKey

ConceptGeneralized Knowledge

Force and

Motion

Time-space and

movement

Changes in motion of an object are described by Newton's

law of motion.

Force There is a lot of force between objects.

Mechanical

energyMechanical energy is retained in the absence of friction.

Electricity

and

magnetism

Electricity

Electrical force operates between the two charges.

Electrical circuits are formed by electromotive force in the

electrical circuit.

magnetism

Current forms form a magnetic field.

Materials are classified into magnetic particles and magnetic

particles according to their own characteristics.

Heat and

Energy

Thermal

equilibrium

The temperature becomes equal when the temperature of

another object hits.

Depending on the type of substance, there is different

thermal properties.

Thermodynami

c law

Energy is not consumed or created during the transition

process.


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Energy

conversion

Energy exists in various forms and can be converted into

different forms.

Wave

Types of

Wave

Sound waves are pulses transmitted through a medium.

Electromagnetic waves, including light, are waves that cause

electromagnetic waves to spread into space.

The nature of

a wave

The pulse has the properties of reflection, refraction,

interference, and diffraction.

Structure

of matter

Composition

particles of

matter

Matter consists of particles

Properties

of matter

Physical

properties and

chemical

properties

Matter has its own properties.

The compound consists of several pure substances.

The mixture may be separated by the unique nature of the

substance.

State of

matter

Matter exists in various states.

Matter depends on the condition of the physical properties.

The state of matter depends on the movement of the

particles.

A change

of matter

state change

of matter

Material changes according to temperature and pressure.

Material enters energy during state change.

chemical

reaction

Chemicals change from chemical reactions to other

substances.

Rules are found in chemical reactions.

Chemistry and our lives are closely related.

Energy entry Changes in materials involve energy entry.

Life

Sciences

/Human

Life

BiotechnologyBiotechnology contributes to human life, such as disease

treatment and food production.

Structure

and

energy of

living

Constituent

units of life

Life consists of cells.

Cells are surrounded by cell membranes and have cell

membranes.

Structure and

function of

animals

Bones and muscles function to support or move the body.

It absorbs nutrients through the digestive tract and

discharges waste through the excretion organs.

Replace carbon dioxide with oxygen through respiratory


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organs and circulation organs

Structure and

function of

plants

Plants consist of roots, stems and leaves.

The water from the roots travels through the stem to the

leaves.

The nutrients made from the leaves are moved and stored

in each part of the plant through stem cells.

Photosynthesis

and

respiration

Through photosynthesis, light energy transforms into

chemical energy.

Use respiration to obtain the energy needed for life

activities.

Constancy

and

control of

body

Stimulus and

reaction

The reactions of sensory organs and nervous systems react

to various stimuli.

The function of the endocrine system and the nervous

system maintains homeostasis.

Continuity

of life

Procreation

Organisms preserve their species through sexual

reproduction or asexual reproduction.

Multicellular organisms create a mate and produce objects

through fertilization and processing.

heredity

Biological traits are transmitted to progeny by heredity

principle.

Forms of living appear in genetic information stored in the

genes.

Evolution and

Diversity

Living organisms adapt to changes in the environment.

Various forms of life appear through evolution.

Various forms are grouped according to classification

schemes.

Environme

nt and

Ecosystem

Interaction

with

ecosystem

The components of an ecosystem are closely related to

each other and affect each other.

Within the ecosystem, the substance circulates, and energy

flows.

Solid earth

Earth System

and Field

The earth consists of land, water, air, life, and outer space,

each of which interacts with each other.

The structure and condition of the earth is determined

through seismic waves, gravity, and magnetic fields.

Plate tectonics The surface of the Earth consists of several plates, and


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various variations of tectonic plates occur, such as volcanoes

and earthquakes.

Earth

composition

material

Perception consists of various minerals and rocks, and some

of them are used as resources.

History of the

Earth

The history of the earth is studied through the records of

the geological strata.

Through geological times, the earth's environment and life

have changed constantly.

Atmospher

e and sea

The property

and circulation

of sea water

Water consists of seawater and fresh water, depending on

seawater temperature and salinity, depending on the water

temperature and salinity.

Sea water exercises and circulates through various factors,

such as wind and density differences.

The

movement

and

circulation of

the

atmosphere

Air is stratified, and due to differences in heat balance due

to differences in latitude, atmospheric circulation occurs.

Various meteorological phenomena are generated by

atmospheric temperatures, humidity, and air pressure.

the

universe

The

composition

and

movement of

the solar

system

The solar system consists of various celestial bodies, such as

the sun, planets, and satellites.

Various phenomena occur due to the motion of the solar

system.

Characteristics

and Evolution

of Star

There are numerous stars in the universe, and are classified

according to physical quantities such as surface temperature,

brightness, etc.

The structure

and evolution

of the

universe

Our galaxy consists of stars, interstellar matter, etc.

The universe is expanding and expanding into various

galaxies.


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2. Science Curriculum in Elementary School

First and second grades in elementary school take a course called ‘Wise Life.’ Wise Life is an integrated course of science and social studies. Three lessons with 40 minutes each per week are allotted for Wise Life.

For grades three to six, the pupils take an integrated subject, ‘Science’. Three lessons per week are also allotted for Science in elementary school.

Science is a compulsory course for pupils of grades three to ten. In the Science course, scientific inquiry skills, fundamental scientific concepts, and scientific attitudes are emphasized.

The objectives of the course are itemized as follows:

· to understand fundamental scientific concepts through inquiry and apply them to everyday life

· to develop the ability to inquire about natural phenomena scientifically and utilize them in everyday life

· to build interest and curiosity in natural phenomena and learning science, and to develop scientific attitudes to solve everyday problems

· to understand that science influences technological development and social progress

The content of Science consists of two areas: knowledge and inquiry. The knowledge includes subjects such as energy, matter, life, and earth. The inquiry consists of inquiry processes and inquiry activities. The inquiry processes included are observing, classifying, measuring, predicting, inferring, making hypotheses, controlling variables, transforming data, interpreting data, drawing conclusions, and making generalizations. The inquiry activities include discussion, experimentation, investigation, field trips, and projects.

3. Science Curriculum in Middle School

Science education at the middle school level aims to enrich and advance the scientific knowledge acquired at the elementary school and provide the basis for the high school science education. The course at this level is also named ‘Science.’ Three lessons with 45 minutes each per week are allotted in seventh grade. Pupils in eighth and ninth grades take four science lessons per week. Although concepts in chemistry, physics, biology, and earth science are encouraged to be taught as a combined science at this level, the units of the course are clearly divided into the four disciplines.

4. Science Curriculum in High SchoolHigh schools are mainly divided into academic high schools and vocational

high schools. Most pupils in academic high schools concentrate on the preparation for the application for higher education. Therefore, a major motivation to do well in academic high schools is college entrance. Eleventh graders are divided into three groups: science (natural science and engineering)


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track, non-science (humanities and social studies) track. Each group takes relevant courses, and Career track.

Vocational high schools aim at providing advanced general education as well as vocational training in agriculture, technology, commerce, and fishery.

In addition, specialized high schools such as foreign language, science, art, and athletic high schools have been founded to identify the gifted at an early age and develop their potential. Since 1984, the science high schools have been charged with the responsibility of the nation's paramount interest in advancing scientific and technological development. There are 20 science high schools across the nation now. To be qualified for entrance into a science high school, the candidates should be generally within the top 5 to 10% in the achievements of science and mathematics. The candidates should pass a two-tier entrance examination; the applicants are screened by their records first, and then they should take an oral creativity examination about science and mathematics. Those who have completed two years of courses in science high schools may enter several prestigious universities such as Seoul National University, Pohang University of Science and Technology, and Korean Advanced Institute of Science and Technology. There are thirteen courses in the science curriculum of high school: Combine Science, Science Inquiry Experiment, Chemistry I and II, Physics I and II, Biology I and II, Earth Science I and II,. Integrated Science, Life and Science, and Science History. As stated earlier, Science is a compulsory course (three lessons with 50 minutes each per week) for tenth graders. Science track pupils of grade eleven could select four courses (two lessons per week for each course) among Chemistry I, Physics I, Biology I, and Earth Science I, whereas non-science track pupils of grade eleven should select at least one of these courses (two lessons per week). Science track pupils of grade twelve could select two courses (four lessons per week for each course) among Chemistry II, Physics II, Biology II, and Earth Science II.

Ⅳ. Talking about the problem of Korean School System and Science class[1]

Competitive entrance examination system for colleges and universities

The entrance examination system for colleges and universities has become an important public issue which holds great interest for most pupils and their parents. Since it is very competitive to enter prestigious universities and colleges, many high school graduates spend one or two years in preparing for the entrance examinations in private informal schools. Many pupils also take lessons in academic subjects important in the entrance examinations(mainly Korean, English, mathematics, society and science) after school. These lessons


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are offered by tutors and/or informal schools which are predominantly privately operated. Since the annual education cost for private lessons is very high, it has become a social problem.

To overcome the problems of private education, recently a new college/university admission system was introduced. Now, school records were important in college entrance exams. Grades of subjects were the most important, also activities such as club activity, reading activity, career activity, volunteer work, and special observations by the teachers were evaluated in an important university entrance exam.

Controversies on school equalization system

In order to reduce severe competition in elementary and middle schools, an equalization policy has been introduced. After entrance examination for middle school was abolished in 1969, elementary school graduates have been assigned to the middle school nearest their respective residence. The admission process for high schools was also changed in 1974. The essential aspects of the school equalization system have not been changed since then, although the admission processes have been modified a few times. In general, each high school has its own admission process (using the scores of entrance examinations and/or achievements from middle school as criteria for admission) in non-equalized areas where the school equalization system has not been applied. In equalized areas (usually urban), the admission processes consist of two stages. First, applicants for vocational high schools choose their school and are selected by the admission process of the school. Applicants for academic high schools are assigned to a school in their residential district by lottery if they have passed the admission process.

In order to make up for the shortcomings of the school equalization system, specialized high schools such as foreign language and science high schools have been established since 1980s. Recently, however, specialized high schools have been recognized as being advantageous for entering prestigious universities by pupils and their parents. Private lessons for preparing entrance examinations of specialized high schools have become another serious problem. An intense debate is going on concerning the future of the school equalization policy.

Overcrowded classrooms

Overcrowded classrooms have been regarded as one of the most urgent problems to be solved. The number of pupils per class in 2001 was 35.6 in elementary school, 37.3 in middle school, and 39.7 in high school. The number of pupils comparably dropped to 30.9 for elementary school, 35.3 for middle


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school, and 31.8 for high school in 2006 [1]. These numbers, however, are still too high compared to those of the other OECD (Organization for Economic Cooperation and Development) countries. The government steadily carries out various projects to improve this situation within the educational environment.

Crisis of science education

Korean students are notorious for their low level of interest in and enjoyment of learning science and mathematics.

For example, among the 65 countries participating in PISA, Korean students had the second lowest level of interest in learning science & mathematics. These contradictory results led educators in Korea to make tremendous efforts to increase students’ interest in learning science and mathematics.

In this context, in 2011, the Korean Ministry of Education proposed a policy that restructures STEM education by enhancing interdisciplinary learning and adding the Arts to STEM, what has been known for STEAM.

Decreasing number of pupils taking physics and chemistry courses

Recently, many Korean pupils have tended to avoid studying science and engineering at universities, believing scientists are rewarded less in comparison with other professionals. This trend has been regarded as a serious social problem. Pupils lose their interest in learning chemistry (science) and avoid pursuing science-related careers except for medical and dental doctors, and this tendency becomes more serious as they progress through higher grades. Although pupils take earth science and biology more than physics and chemistry, the number of pupils who choose the science track has notably decreased recently.

Lecture-oriented teaching

Science education in Korea tends to be product-oriented not process-oriented. That is, acquisition of knowledge is regarded as one of the most important goals of science education and therefore lectures become the dominant teaching method. The entrance examination system for colleges and universities might be responsible for this problem.


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Ⅴ. Innovation of Science education by Korea Science Teacher’s GroupsDuring the 1980s and 1990s, Koreans developed democracy. They suffered a lot of hardship and despair. However, many people have steadily developed the desire for democratization in their workplaces. Teachers wanted to change schools by creating teachers ' organizations. The practice of teachers in the teachers ' profession lasted in the 1990s and thereafter, and contributed to the democratization of schools and helped to democratize schools. Science teacher’s group wanted to replace teacher-led classes with students-led activities; lecture-oriented teaching to activity-oriented teaching. Science teacher’s group have organized meetings to share their experiences and contribute to changing the science classes at schools. In addition, science teacher’s group organized the science event outside the school, and also participated in the science and volunteer activities for the disadvantaged in the Community. It also conducted training sessions for scientists in Asian countries such as East Timor and Vietnam for a long period of time.

1. GAKKUM‘Gakkum’ is the name of the group of science teachers who are studying the hidden meanings and values of science in South Korea. In 1997, Gakkum was formed as a sectional committee of People's Solidarity for Participatory Democracy (PSPD), a non-governmental organization in South Korea. It was separated from PSPD in 2005.Now we have about ten science teachers of middle school or high school in South Korea. We have been developing teaching materials related to the ethics and values of science and the effect of Science-Technology-Society(STS), e.g. nuclear power energy, embryonic stem cell research and environmental problems, etc.The major activities that we have been doing are as follows:

Major activities

-Workbooks for science teachersWe have produced five workbooks. Main topics are energy problems, nuclear power energy, global warming, GMO, embryonic stem cell research, water problems, and other socio-scientific issues. The workbooks contain teaching materials for each topic and the teaching materials are usually written for the discussion of students.

-Workshops for science teachersWe have held workshops several times to introduce the workbooks we made


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and to emphasize the necessity to teach the ethics and values of science. Workshops consisted of lectures of experts, professors and civil right activists. We presented teaching materials. Participants discussed several topics.

○ Teacher Training & Workshop : Science Education & EvaluationDate : August 10 & 12, 1999Location : Dongguk University in South KoreaSponsor : Uri Education (a publishing company in South Korea)

○ Workshop for Human Right Education : Science Education, Ethics, and Human Right

Date : July 24-26, 2001Location : Korea UNESCO Peace Center in South KoreaSponsor : Korean National Commission for UNESCO

○ Teacher Training & Workshop : Trying to teach the socio-scientific issues in our classes

Date : August 8-12, 27, 2011Location : Unsan high school in South Korea

○ Teacher Workshop : Introducing STS issues and teaching materialsYear : 1999, 2000, 2004, 2005 and 2006Location : Ewha Womans University in South Korea

-Writing articles for teachers and studentsWe wrote articles to present teaching materials and the socio-scientific issues in the journal for teachers or the journal for students.

-Publishing booksWe published four books. One is for science teachers which is similar with one of workbooks we made. The others are for teenagers and citizens to understand the socio-scientific issues.


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2. Teachers for Exciting Science(TES)

(1) Brief introduction of TES § Since 1991§ Name : TES (Teachers for Exciting Science)§ The biggest science teacher’s community in Korea§ Located in Seoul§ http://tes.or.kr

§ Member : about 140• Secondary school science teacher• Elementary school science teacher• University Professor (science educator)

(2) The Goals of TES § Exciting Science§ Exact Science§ Science for All

(3) Exciting & Exact ScienceRegular Research Meeting § Every Tuesday evening § about 150 min§ 2 teachers’ presentation about science education and teaching materials & discussion

http://tes.or.kr/


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(4) Science for all <Science Jamboree> § Science union camp for science clubs § Presentation of each science clubs

<Exciting Science Playground> § 3 days Science festival for kids (~800)§ Guide of science club students

<Etc>§ “Science experiments service” for children in need§ “Open! Chemistry Festival” for province children§ “Science Festival” for province children


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3. Science Sharing for SARANG(3S)

§ 3S is …

3S is a group of science teachers from Seoul and Kyeongi in South Korea. Since we started this group, we have developed "simple, small and smart" science experiment kits for education and donated them to schools located in lagged places. Our group name 3S originally means this "Simple, Small and Smart" but later we expand this meaning that is "Science Sharing for SARANG(love in Korean)".

§ Our Goal is …

• Development and Popularizing science experimental tools : The development of 3S kits(Simple, Small, Smart kits) science and supplies.

• Social contribution of science teachers: Sharing science activities for Out Areas' Children (The urban poor, Rural, Small town, New Independent States, Undeveloped countries)

§ Our Activity is …

We contribute our talents related to the science education doing following works.


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<Regular Meeting>We open regular science education seminar twice a month sharing our teaching skills and experiences with each other. We also invite experts quarterly and take lecture of special topics from them

<Local children's center Activity> We continuously volunteer to teach science experiments for children in five local welfare centers in Seoul.

<Korea-Timor Leste_Science Teacher Seminar> We have gone to Timor Leste in summer annually and organized "Korea-Timor Leste_Science Teacher Seminar" 10 times from 2007 to 2016. We give teaching materials to Timor teachers and share how to teach science with them.


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<SAGWANAMU> We made our informal school named "SAGWANAMU". This school is managed by the money which is donated from some of teachers who wanted to belong to this school. They go to legged schools where they are needed and they help the school to teach science.

Come with us … We purpose to settle the contribution of science teachers for our society and hope to share love with many people through science. 3S is 13 years old and we are still working for this hope. • Homepage address: http://3skit.org

Ⅵ. References[1] Taehee Noh and Sukjin Kang(2014), Chemical Education in Korea.[2] Ministry of Education (2016). Education in Korea 2009-2016. Seoul.

http://3skit.org/

http://3skit.org/

2017

South Korea-Tanzania Collaboration Workshop

member & writer

Subject name 소속 이메일

MATH

SONG YOUNG IL SANGDO MIDDLE SCHOOL [email protected]

AUM YOUNGJIN

SEOUL NATIONAL UNIVERSITY High School [email protected]

PHYSICS

LEE SUNHEE IN HEON MIDDLE SCHOOL [email protected]

LEE KISOON SEOULl GLOBALl HIGH SCHOOL [email protected]

HWANG YO HAN EWHA WOMANS UNIVERSITY [email protected]

KIM JIYOUNG DUKSAN MIDDLE SCHOOL [email protected]

CHEMISTRY

SEO IN HO GUAHM HIGH SCHOOL [email protected]

KIM EUI SUNG BOJEONG High School [email protected]

HAN MOON JUNG

SEOUL NATIONAL UNIVERSITY High School [email protected]

CHUNG HAENGNAM DANGSANSEO MIDDLE SCHOOL [email protected]

BIOLOGY

KIM KYEONG SOON

SEJONG SCIENCE HIGH SCHOOL [email protected]

KIM MIJUNG GIMPO HIGH SCHOOL [email protected]

LEE YONG KOO JAMSIL GIRLS HIGHSCHOOL [email protected]

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2017

South Korea-Tanzania

Collaboration Workshop

Facebook page: https://www.facebook.com/groups/214294709087331/

Participating science teachers meeting :

Sponsor : Korea International

Cooperation Agency(KOICA)

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