NST2601 Assignment 2 (ANSWERS) 2026 - DISTINCTION GUARANTEED

Comprehensively structured NST2601 Assignment 2 (ANSWERS) 2026 - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED. Prepared to a distinction standard with detailed and well-developed responses.. DEPARTMENT OF SCIENCE AND TECHNOLOGY EDUCATION 2026 NST2601 Natural Science and Technology for the classroom III ASSESSMENT 02 ASSIGNMENT DUE DATE: 05 June 2026 ASSIGNMENT TOTAL MARKS: 100 HONESTY DECLARATION Your exam script will not be marked if this is not completed. I, ………...………………………………………………………. (Name & Surname) Student number: ………………………………………………. Module code: ………………………………………………….. Hereby declare the following: I understand Unisa’s policy on plagiarism. This examination is my original work produced by myself. I have duly acknowledged all other people’s work (both electronic and print) through the proper reference techniques as stipulated in this module. I have not copied the work of any other person and handed it in as my own. I have also not made my work available to any fellow students to submit as their own. Signature: …………………………………. Date: ………………………….. QUESTION 1 (10) Answer the following questions: 1.1) Define the term “particle” as used in physical science. 1.2) Identify the subatomic particle that was discovered by J.J. Thomson. 1.3) Recall the scientist who proposed the billiard ball model of the atom. 1.4) State the electrical charge of a neutron. 1.5) Determine the maximum number of electrons that can occupy the second energy shell. 1.6) Recognize the atomic model that proposes fixed energy level orbits for electrons. 1.7) Write the symbol that represents a proton. 1.8) Indicate the atomic number of chlorine on the periodic table. 1.9) Recall the scientific term for atoms of the same element that have different numbers of neutrons. 1.10) Identify the part of an atom that is described as the positively charged center. QUESTION 2 (20) Provide answers to the following questions. 2.1) Explain why cathode rays bend toward a positively charged plate. 2.2) Describe how Rutherford’s gold foil experiment led to the rejection of the plum pudding model. 2.3) Define the concept of electron configuration in an atom. 2.4) Illustrate the relationship between the atomic number and the number of electrons in a neutral atom. 2.5) Explain why isotopes of the same element have similar chemical properties. 2.6) Differentiate between protons and electrons in terms of charge and location in an atom. 2.7) Describe what is meant by valence electrons and their significance. 2.8) Explain why paired electrons are considered less stable than unpaired electrons in an orbital. 2.9) Compare the shapes and locations of s- and p-orbitals in an atom. 2.10) Provide a real-life example of how carbon dating is applied in science. QUESTION 3 (20) 3.1 Critically discuss why a teacher may choose to teach westernized knowledge over indigenous knowledge. Criteria Marks Guidelines Understanding of key concepts /5 Shows clear understanding of both Westernised and Indigenous Knowledge. Reasons for preferring Westernised knowledge /5 Provides logical, well-explained reasons (e.g., curriculum, training, resources). Comparison or reflection on implications /5 Discusses consequences for teaching and learning; includes some critical insight. Use of examples /3 Gives at least one relevant example from a school or classroom context. Structure and clarity /2 Writing is clear and logically organised. QUESTION 4 (20) 4.1 Discuss the relationship between input energy and output energy, and provide 3 examples. (10) 4.2 A coal power station in Mpumalanga uses coal to generate electricity for nearby towns. Apply your understanding of energy systems to describe the sequence of energy transformations that take place from the burning of coal to the delivery of electricity to homes. Illustrate your answer using a flow diagram or labelled steps. (10) QUESTION 5 (20) You are asked to plan a lesson on subatomic particles where the teacher spends 10 minutes explaining the various concepts and then the learners are involved in group work for 30 minutes. Suggest the teacher (10) and learner (10) activities in this lesson. This is not a lesson plan. (20) Teacher Activities (10 Marks) Criteria Marks Guidelines Content accuracy and clarity /5 Are the teacher’s explanations correct, clear, and focused on subatomic particles? Relevance and learner engagement /5 Do the activities match the topic and involve learners meaningfully? Learner Activities (10 Marks) Criteria Marks Guidelines Suitability for group work /5 Are the group activities well explained and promote interaction and participation? Link to learning objectives /5 Do the activities help learners understand subatomic particles through application? QUESTION 6 (10) Design an energy system for a rural community in South Africa that has limited access to electricity. Your design should combine at least two different energy sources (renewable or non-renewable), and explain how energy will be generated, transformed, and distributed to meet the community's basic needs. Include the advantages of your chosen system. (10) © UNISA 2026