PSC1501
ASSIGNMENT 4
DUE DATE: 22 OCTOBER 2026
,PSC1501 ASSIGNMENT 4 PORTFOLIO 2026
QUESTION 1: PRACTICAL SCIENCE IN THE CLASSROOM
1.1 Discuss the concept of "practical science" and why it is important in teaching
Natural Sciences.
Practical science means learners learn science by doing things with their own hands
and minds, not just by listening to the teacher or reading a textbook. It includes
demonstrations, experiments, investigations and projects where learners handle real
objects, observe what happens, measure, record and explain results (Molthabane &
Basson, 2018: 7).
The study guide says practical science is important for four main reasons (Woolnough &
Allsop, as cited in Molthabane & Basson, 2018: 7–8):
Motivation -Learners become curious and want to find out. Doing science makes it
interesting and gives learners a sense of achievement when an activity works.
Developing practical skills - Learners learn how to use equipment, observe carefully,
measure accurately, record results and handle chemicals safely. These are also life
skills.
Learning the scientific approach - Learners learn how scientists work: they ask
questions, make predictions (hypotheses), design experiments, collect evidence and
draw conclusions.
Better understanding of theory – When learners see something happen for
themselves, they understand the ideas (concepts) behind it much better than if they
only read about it.
The main purpose of practical work is to help learners make a link between the real
world of objects they can see and touch, and the world of scientific ideas (Millar, Le
, Maréchal & Tiberghien, as cited in Molthabane & Basson, 2018: 11). When learners
do practical science, science becomes "fun" because they do it and understand it
(Molthabane & Basson, 2018: 7).
Molthabane and Basson (2018: 7) explain that practical science means learners do
science with their own hands and minds.
Practical work helps learners link "the domain of objects and observable things" with
"the domain of ideas" (Molthabane & Basson, 2018: 11).
1.2 Discuss the different types of practical activities that can be used in the
classroom. Give examples of each. (15)
1. Demonstrations
The teacher does the activity while learners watch. The teacher explains what is
happening and why. Learners do not physically do the activity, but the teacher can point
out good techniques, safety rules and ways of describing things (Molthabane & Basson,
2018: 14–15).
Example from the Grade 10 Physical Sciences curriculum: Using a ripple tank to
demonstrate constructive and destructive interference of two pulses. Another example
is investigating the relationship between normal force and maximum static friction.
2. Experiments
Learners follow detailed instructions to do an activity. The experiment is usually done to
verify (prove) a known theory, model or concept. The teacher explains the theory first,
then learners do the experiment to confirm it (Molthabane & Basson, 2018: 15).
Examples from the curriculum: Electric circuits with resistors in series and parallel –
measuring potential difference and current. Proving the conservation of matter
experimentally.
, 3. Practical investigations
These are learner activities with a wider purpose. Learners go through the full scientific
process: they identify a problem, form a hypothesis, design the activity, observe and
record results, and make conclusions. Learners have more freedom to take initiative
than in experiments (Molthabane & Basson, 2018: 15–16).
Examples from the Grade 12 curriculum: Investigating conservation of linear
momentum. Investigating electrolytic and galvanic cells.
4. Projects
These are the most ambitious practical activities. Learners choose a topic or problem
and plan everything themselves, the activity, the research, the report and the
presentation. Projects can include fieldwork and links with other subjects (Molthabane &
Basson, 2018: 16).
Examples from the Grade 11 curriculum: Exothermic and endothermic reactions. Snell's
Law.
Molthabane and Basson (2018: 14) explain that demonstrations are when the teacher
does the activity while learners watch.
Experiments are activities where learners follow detailed instructions to verify a known
theory (Molthabane & Basson, 2018: 15).
Projects are the most ambitious practical activities and give learners the most freedom
(Molthabane & Basson, 2018: 16).
ASSIGNMENT 4
DUE DATE: 22 OCTOBER 2026
,PSC1501 ASSIGNMENT 4 PORTFOLIO 2026
QUESTION 1: PRACTICAL SCIENCE IN THE CLASSROOM
1.1 Discuss the concept of "practical science" and why it is important in teaching
Natural Sciences.
Practical science means learners learn science by doing things with their own hands
and minds, not just by listening to the teacher or reading a textbook. It includes
demonstrations, experiments, investigations and projects where learners handle real
objects, observe what happens, measure, record and explain results (Molthabane &
Basson, 2018: 7).
The study guide says practical science is important for four main reasons (Woolnough &
Allsop, as cited in Molthabane & Basson, 2018: 7–8):
Motivation -Learners become curious and want to find out. Doing science makes it
interesting and gives learners a sense of achievement when an activity works.
Developing practical skills - Learners learn how to use equipment, observe carefully,
measure accurately, record results and handle chemicals safely. These are also life
skills.
Learning the scientific approach - Learners learn how scientists work: they ask
questions, make predictions (hypotheses), design experiments, collect evidence and
draw conclusions.
Better understanding of theory – When learners see something happen for
themselves, they understand the ideas (concepts) behind it much better than if they
only read about it.
The main purpose of practical work is to help learners make a link between the real
world of objects they can see and touch, and the world of scientific ideas (Millar, Le
, Maréchal & Tiberghien, as cited in Molthabane & Basson, 2018: 11). When learners
do practical science, science becomes "fun" because they do it and understand it
(Molthabane & Basson, 2018: 7).
Molthabane and Basson (2018: 7) explain that practical science means learners do
science with their own hands and minds.
Practical work helps learners link "the domain of objects and observable things" with
"the domain of ideas" (Molthabane & Basson, 2018: 11).
1.2 Discuss the different types of practical activities that can be used in the
classroom. Give examples of each. (15)
1. Demonstrations
The teacher does the activity while learners watch. The teacher explains what is
happening and why. Learners do not physically do the activity, but the teacher can point
out good techniques, safety rules and ways of describing things (Molthabane & Basson,
2018: 14–15).
Example from the Grade 10 Physical Sciences curriculum: Using a ripple tank to
demonstrate constructive and destructive interference of two pulses. Another example
is investigating the relationship between normal force and maximum static friction.
2. Experiments
Learners follow detailed instructions to do an activity. The experiment is usually done to
verify (prove) a known theory, model or concept. The teacher explains the theory first,
then learners do the experiment to confirm it (Molthabane & Basson, 2018: 15).
Examples from the curriculum: Electric circuits with resistors in series and parallel –
measuring potential difference and current. Proving the conservation of matter
experimentally.
, 3. Practical investigations
These are learner activities with a wider purpose. Learners go through the full scientific
process: they identify a problem, form a hypothesis, design the activity, observe and
record results, and make conclusions. Learners have more freedom to take initiative
than in experiments (Molthabane & Basson, 2018: 15–16).
Examples from the Grade 12 curriculum: Investigating conservation of linear
momentum. Investigating electrolytic and galvanic cells.
4. Projects
These are the most ambitious practical activities. Learners choose a topic or problem
and plan everything themselves, the activity, the research, the report and the
presentation. Projects can include fieldwork and links with other subjects (Molthabane &
Basson, 2018: 16).
Examples from the Grade 11 curriculum: Exothermic and endothermic reactions. Snell's
Law.
Molthabane and Basson (2018: 14) explain that demonstrations are when the teacher
does the activity while learners watch.
Experiments are activities where learners follow detailed instructions to verify a known
theory (Molthabane & Basson, 2018: 15).
Projects are the most ambitious practical activities and give learners the most freedom
(Molthabane & Basson, 2018: 16).
