The questions are:
Re-create the below risk assessment matrix on the teaching of ST3-6MW-S ‘A student explains the
effect of heat on the properties and behaviour of materials’ [solids, liquids and gases], justifying
your changes, adding missing information, and commenting on the legal implications of using a
poor risk assessment such as the below. Note: Include mitigation strategies. (It is a table)
Experiment Risk Control Measures Level of Risk
Change state of ice to
liquid to gas
Frostbite
Steam burn
Picking up beaker
with bear hands
Heating a crayon to
change state
Student eats crayon
Burn from hot crayon
Hair dryer short
circuit
Chemical reaction
between vinegar and
bicarbonate
Vinegar gets a 3rd
degree burn to skin
Massive explosion
Vinegar fumes
Iodine and cornstarch
solution (change of
colour)
Iodine explosion
Student eats
cornstarch
Student snorts
cornstarch through
straw/note
Experiments that use
glassware such as conical flasks, thermometers and beakers
Cut from broken glass
Hot glass
Hot plate Electrical hazards
Broken heat guard
Hot surface
Question 2 (Max 500 words)
Explain how the Tomlinson (2008) model of differentiated instructions applies to a student who
suffers from dyslexia in providing appropriate experiments for the teaching of contact and noncontact
forces
(ST2-9PW-ST).
Question 3 (Max 500 words)
Describe how you would monitor the progress of your students in the elaborate phase to ensure
that they have conceptual development in ST3-7MW-T ‘A student explains how the properties of
materials determines their use for a range of purposes’ and how you would use this information to
modify future learning experiences in science education
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