Sunday, June 9, 2013

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Tuesday, March 5, 2013

Rocketry Experiments Apologia Science Curriculum

Every action triggers an equal reaction in the opposite direction. There are many experiments that can use this principle, and it's my goal to take you beyond your Apologia science curriculum experience, by making science fun and easy for you.

Have you ever kicked a brick wall? Off course you ended up hurting your toe. As strange as it may sound, when you kicked the brick wall, the stationary wall exerted an equal reaction force in the opposite direction, and therefore you felt the pain. Kick harder and it will hurt more- equal reaction force, you see?
 
This law has been explained by Sir Isaac Newton centuries ago, and came to be known as his Third Law of Motion. This is the same law that is at work when rockets are launched. If you have searched for cool rocketry experiments in the Apologia science curriculum and other homeschool programs, you will be glad that you found me. Let me show you a fun way of using balloons to simulate the launching of rockets.

Single-Stage Balloon Rocket: Take a twenty-foot long nylon fishing line and tie one end to a window or something strong. Pass the free end of the line through a plastic drinking straw and tie the free end to another strong object such as another window or a bed. The fishing line must be stretched and not left hanging loose. Now blow a long balloon and secure the mouth with a clothespin. Tape this balloon to the straw in such a way that the length of the balloon is parallel to the length of the straw.
 
Now remove the clothespin and observe what happens. When you remove the clothespin, air is pushed out of the deflating balloon with great force in one direction. Therefore an equal force is exerted on the balloon in the opposite direction, and the balloon moves. The same principle is used in launching rockets into the air.
 
If your Apologia science curriculum experience stopped here, let me take you further. Some rockets that need to go higher use double fuel tanks or double stages. In the next experiment, I will teach you how to make a cool double-stage balloon rocket.
 
Double-Stage Balloon Rocket: This experiment is similar to the single-stage balloon rocket experiment; only pass the fishing line through two straws instead of one. Make a one-inch ring out of a Styrofoam coffee cup by removing the base of the cup. Now blow a long balloon just enough so that it can fit snugly inside this Styrofoam ring with the rounded head of the balloon extending a little beyond the ring. Secure the mouth of this balloon with a clothespin. Tape this balloon to the straw on the left hand side with the balloon head pointing to the right.
 
Now inflate and tape a second long balloon lengthwise to the straw on the right hand side. Twist the mouth-end of the balloon to form a one inch tail. Now pass this tail through the Styrofoam ring and under the first balloon. The air pressure of the first balloon will keep the second balloon from getting deflated.
 
Bring these two connected balloons to the left hand side of the fishing line and remove the clothespin from the first balloon. What happens?

Rocketry Experiments Apologia Science Curriculum

To get great science experiments and activities,  visit the free "Homeschool Parent's Guide to Teaching Science" at the link below.

Rocketry Experiments Apologia Science Curriculum
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A great free resource for really cool science experiments and activities is the Homeschool Science Experiment Guide.

Another good homeschool resource for science ideas, experiments and activities, is the homeschool science blog (just click on the Blog link). Definitely worth bookmarking.

Have Fun!

About the Author Aurora Lipper has been teaching science to kids for over 10 years. She is also a mechanical engineer, university instructor, pilot, astronomer, a real live rocket scientist (You should see the lab in her basement!) and a mom. She has inspired thousands of kids with the fun and magic of science.

Monday, February 25, 2013

The Six Essential Elements of Child Development

As a caring and involved parent, you want to assist your child's development in any way you can. Why not acquire educational toys geared toward encouraging growth in all of the developmental areas? Authorities differ slightly on how to organize these domains. However, a good standard to follow is that set by Drs. Dorothy and Jerome Singer of Yale University, who identify six essential elements of developmental play that can be cultivated through the use of age-appropriate educational toys:
Motor development: the development of gross motor skills that use large muscle groups for activities such as running, kicking, balancing, jumping, hopping, lifting, climbing, and swinging, and the development of more delicate fine motor skills, such as the pincer grip of thumb and forefinger. Eye-hand development and vision: the development of keen powers of perception and of the ability to use the eyes and hands together in coordination to perform a task. Cognitive learning: the development of the ability to learn new knowledge and to process, understand, and apply this knowledge to different ends. Developing this area helps a child improve his or her capacity for mental activities such as reasoning, interpreting, comparing and contrasting, evaluating, judging, inferring, predicting, sequencing, and visualizing. It also helps children master specific content knowledge relating to vocabulary, mathematics, science, and so forth. Hearing, Listening, and Voice: the development of skills relating to the senses and communication. Developing this area allows a child to discriminate between different types of sensory input, processing those that are important and screening out ones that are not. Social/Emotional: the development of skills relating to how one interacts with other people and how one behaves oneself. Creative/Imaginative: the development of skills relating to pretending about the world and using the imagination to explore new ideas and possible solutions to problems.

Which Educational Toys to Get

To develop gross motor skills, look for toys that require large, yet controlled movements from your child. As they begin to stand and walk, provide younger children with wooden push and pull toys. As they gain more control over their muscles, get them wagons, play strollers and shopping carts, tricycles, and kid-powered ride-on cars such as the Plasma Car. Look for toys that develop more specific gross motor skills, such as hopscotch sets (hopping), jump ropes or the Spin Master Stomp Rocket (jumping), or hula hoops (rotating body). Sports equipment also promotes the development of more varied gross motor skills.

The Six Essential Elements of Child Development

To develop fine motor skills, look for toys that require your child to perform precise, controlled hand movements. For example, get lacing cards or activity books or boards that have the child perform life skills such as buttoning, tying laces, zipping, snapping, cutting, and locking and unlocking.

To promote eye-hand development and vision, seek out toys that require children to use keen perception in concert with hand dexterity. For example, get nesting and stacking toys such as the Melissa and Doug Geometric Stacker; blocks and other building sets; peg boards; puzzles; and art activities such as drawing, cutting, painting, sculpting, or lacing beads. Also look for toys that increase your child's sense of perception, such as I Spy books or puzzles that require children to differentiate between different sizes or colors of the same object.

To develop cognitive skills, look for toys that require the use of logic, identifying patterns, finding solutions, and solving puzzles. For example, get games that require children to use clues and deductions to solve problems, such as the classic board game Clue or FoxMind Games's Logix I. Or get science and nature kits that develop children's powers of observation and investigation, such as Battat's Bug Catcher Set. Or get toys and games that teach content skills and problem-solving skills, such as Melissa and Doug's See and Spell. Or get building sets or model sets by makers such as Meccano that require children to think about how pieces can and should fit together.

To develop hearing, listening, and voice, look for toys that appeal to the senses. Get musical instruments such as shakers, drums, whistles, triangle, tambourines, and xylophones to encourage children to play with and compare different sounds. You can also get toys that help children discriminate between different sounds, such as sound puzzles.

To develop social and emotional skills,look for toys that require your child to interact with other people. For example, games such as FoxMind Games' Babylon teach skills like taking turns and good sportsmanship. Building toys such as wooden unit block sets or Legos encourage skills such as cooperation and sharing as children work together to construct something.

To develop creativity and imagination, look for toys that encourage your child to create things or to pretend or role-play scenarios. For example, Uberstix construction systems can be used to build an infinite variety of structures. Art and craft supplies give children practice with making things. Dolls, dollhouses, Battat toy vehicles, and toy dinosaurs can all be used as props to make up stories and recreate real-life scenarios. Costumes, props, and copies of real-life objects can all also be used in imaginative play.

The Six Essential Elements of Child Development
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About Kids Toy Club
Kids Toy Club is an online provider of educational toys that is dedicated to adding value to the money its customers spend. Understanding that educational toy purchases are an investment in a child's future, Kids Toy Club makes the effort to provide quality products and useful information about the relationship between toys and child development.

Saturday, February 16, 2013

6th Grade Science Experiments Made Fun and Easy

6th grade science experiments are fairly easy to come up with. All you need to do is come up with a topic that interests you. Originality is not the key factor here. The judges want to see that you are capable of performing an experiment on your own, writing up a report on it and present your findings in an organized and easy to understand way. There is nothing wrong with doing an experiment that has already been done and making it your own.

One interesting topic for a sixth grade science project is eggs. There are tons of experiments that can be done with eggs, such as why raw eggs do not spin as well as hard boiled eggs? Or, when you place an ordinary egg into a jar of water will it sink or float? Will adding salt or sugar change whether it sinks or floats? Building a container that the egg can be placed in that will protect it if you were to drop the container. This project is a little more advanced than the other, but just as much fun.

You could also try a sixth grade science project on music vs. noise. Why do people enjoy listening to loud music, but get bothered by loud noise? What's the difference? You could also go with the tried and true volcano project; however, this project should only be done if you have a genuine interest in volcanoes and other geothermal phenomenon, otherwise it's just going to look like an easy out because it has been done so many times in the past.

6th Grade Science Experiments Made Fun and Easy
6th Grade Science Experiments Made Fun and Easy
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For more 6th grade science experiments and step-by-step instructions, visit www.easy-kids-science-experiments.com. Be sure to check out the site for tons of simple science projects elementary science experiments, middle school, and high school science.

© Copyright 2008. Feel free to reprint this article on your site as long as the article is not modified in any way and the resource information (about the author) is listed as above.

Wednesday, February 6, 2013

Interesting Facts About Forensic Science

Forensic Science is broad spectrum of science to answer legal queries or solve criminal cases. This method is frequently used in Hollywood or other foreign cinemas. But as a matter of fact, forensic science was there in our lives for many centuries. The recent development in technology has made it quite popular method for acquiring legal justice. Forensic science mainly revolves around the presence of DNA to confirm the human association with any criminal act or otherwise. This method is quite capable of getting the microscopic details of DNA from fiber, clothes, fingerprints, dust or any other object.

The history of forensic science can be traced back in the 287-212 BC. The "Eureka" legend of Archimedes can be considered an early use of forensic science. It so happen that to determined the fraudulent golden crown; he evaluated the density of the object (gold) by measuring its displacement and the weight. The history is full of such evidences where forensic methods were used to solve different criminal cases to protect the innocent.

With the advent of new technology, there has been a massive development in forensic science which is not only interesting but improved and advanced. The future of this filed is bright as scholars from every field is keen to know more about forensics and are looking it as a career option. Students from law and medical are showing utmost interest in forensic science to become a successful professional. Moreover, journalists and litigation lawyers are enrolling into forensics course to add an extra degree and enrich their experiences. Forensic science has the ability to benefit the society in different ways. But to be a master of forensics, we must be an expert with different branches of science.

Interesting Facts About Forensic Science
Interesting Facts About Forensic Science
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Pauline Go is an online leading expert in education. She also offers top quality articles like:
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Sunday, February 3, 2013

30 Points, How Science Has Changed Our Lives

If we look life 100 years ago, and compare that with the today's life, we will notice that Science has dramatically changed human life. With the dawn of the Industrial Revolution in the 18th century, the effect of Science on human life rapidly changed. Today, science has a profound effect on the way we live, largely through technology, the use of scientific knowledge for practical purposes.

Some forms of scientific inventions have changed our lives entirely. For example the refrigerator has played a major role in maintaining public health ever since its invention. The first automobile, dating from the 1880s, made use of many advances in physics, mathematics and engineering; the first electronic computers emerged in the 1940s from simultaneous advances in electronics, physics and mathematics. Today we have extra high- speed super computers with 100 % accuracy.

Science has enormous influence on our lives. It provides the basis of much of modern technology - the tools, materials, techniques, and sources of power that make our lives and work easier. The discoveries of scientists also help to shape our views about ourselves and our place in the universe.

30 Points, How Science Has Changed Our Lives

Research in food technology has created new ways of preserving and flavoring what we eat. Research in industrial chemistry has created a vast range of plastics and other synthetic materials, which have thousands of uses in the home and in industry. Synthetic materials are easily formed into complex shapes and can be used to make machines, electrical, and automotive parts, scientific, technical and industrial instruments, decorative objects, containers, packing materials and many other items.

1: The use of science in daily life has helped us a good deal in solving problems, dealing with the maintenance of health, production and preservation of food, construction of houses and providing communication and trans-portational (related to transport) facilities. With the help of Science we have controlled epidemics and much other kind of diseases. Now we know the basic structure of DNA and Genetic Engineering is conducting research to find out the right and correct Gene Therapy to overcome all the diseases.

2: Science has changed the people and their living, life style, food habits, sleeping arrangements, earning methods, the way of communication between people and recreational activities. All kinds of music systems, computer games, electronic video games, DVDs, cinema entertainment and communication have been brought to our door with the help of Science. The life of man was very different from what it used to be 100 years back. Science has given ears to the deaf, eyes to the blind and limbs to the crippled. Science has adequately, energetically and productively advanced, changed, civilized, enhanced and progressed human life. Science has brought sophistication to human life.

In short science has changed, improved, enhanced, modified and refined human life in all ways.

3: Today with the help of Science we can explain what was strange and mysterious for the people of the past. The Science of Genetics opening new doors of understanding the human gene and cell.

4: Now human beings have become more critical and less fearful than our fore-fathers and ancestors.

5: Two hundred years ago death rate among children was very high. In those days seven out of eight babies died before their first birthday. Now with the help of vaccines, medications and proper health care system life expectancy has improved. Now people live longer and safe lives as compared to 200 years ago. Biochemical research is responsible for the antibiotics and vaccinations that protect us from infectious diseases, and for a wide range of other drugs used to defeat specific health problems. As a result, the majority of people on the planet now live longer and healthier lives than ever before.

6: After that and up to the age of 12 one used to fall in a prey to diseases like small pox, measles, whooping- cough, scarlet fever and diphtheria. Now Science has defeated these diseases.

7: At a later stage again one was under constant threat of yellow fever, malaria, typhus, cholera, typhoid and influenza. Today we have vaccines and medical aid to cope with these health problems. Further research is underway to find out the causes and treatment of these and other diseases.

8: From one person the disease used to spread among the other people. It is called Epidemics. Now with the help of Vaccines and Medications we have defeated these diseases. But still Science has to do more research and has to fight with other arenas of diseases.

9: Life was uncertain. It was rare to see to somebody thirty years old because due to diseases many people died earlier than the age of thirty. These conditions were prevailing just a short while ago.

10: In everyday life, we have to communicate with different friends and relatives, various official people and for general purposes. And many people to be contacted can be at very far off distances. However, time and distance both have been conquered by Science. Whether we want to communicate or travel, both are possible quickly, briskly and expeditiously.

11: These days there are very little chances of babies catching diseases, because births normally take place in hospitals under the supervision of a team of specialist doctors. Science has invented vaccines for young babies to protect them against future life illnesses.

12: Young people are also given medical treatment in time and these days the man lives for about seventy years.

13: Science and scientific methods have helped in finding out the cause of disease and its prevention.

14: Sanitary condition in the past was deplorable. Now we have better sanitary systems.

15: The city streets were unpaved; there was no proper drainage system. Garbage and other refuse was seen everywhere. Pigs were seen wandering through the streets. People got water from filthy wells. Now filtered mineral water is available to overcome diseases. Solid waste management is not a problem now a days, it is the duty of the city municipal committees to manage and dump it with the latest machinery and equipments

16: Now all these defects have gone. There is cleanliness everywhere. It is illegal to throw garbage into the streets. There is a proper drainage system and new and improved methods for solid waste management as it has been told earlier. There are separate departments that bother about sanitary condition of the towns.

17: A century ago for house hold purposes water was carried from wells outside in buckets. It sometimes proved injurious to human health. Moreover, it was insufficient for the daily needs. But now water filters have become a thing of common usage.

18: Now there is sufficient supply of water in cities. For example Los Angeles gets water through pipes from Colorado River, which is 340 miles away. This water is supplied to Los Angeles after the proper water filtration process.

19: With the help of science there is change in our food also. We get varieties of food. In the past, food could not be preserved. But now the quick freezing methods have made possible preservation possible. Due to modern technologies like dehydration and sterilization there is no chance of food poisoning. We get all kinds of fruits, meats and vegetables. Even those fruits and vegetables which are out of season.

20: Not only our eating habits are changed, but also there are improvements in our houses. Means of transport has also undergone a big improvement and change.

21: Science has also changed our attitudes. Superstitions have been discarded, because there is no scientific basis for them. Now people do not fear cloud thunders.

22: Now people no more believe that diseases are caused by evil spirits.

23: Astrology and fortune- telling have lost popularity as compared to 100 years ago. Nobody now fears black cats, broken mirrors and the number 13. Because science has proved that these kinds of fears are un-scientific and illogical.

24: Science has changed the longstanding false notions of the people, which are not supported by Scientific Facts.

25: Research in the field of science and technology has made people open-minded and cosmopolitan, because the Scientist does not like to travel on the beaten track and he always tries to find out new things, new explorations, new discoveries and new inventions.

26: Science has also brought medical equipments that help to save human life. The kidney dialysis machine facilitates many people to survive kidney diseases that would once have proved fatal, and artificial valves allow sufferers of coronary heart disease to return to active living. Since the 1980s, lasers have been used in the treatment of painful kidney stones. Lasers are used when kidney stones fail to pass through the body after several days, it provides a quick and low-pain way to break up the stone and allow the stones to be easily passed through the body. This technique is called Lithotripsy.

27: Arthroscopic surgery is a technique using fiber optics to probe complex joints such as knee, shoulder, ankle and wrist to evaluate injury. It is a minimally invasive operation to repair a damaged joint; the surgeon examines the joint with an "arthroscopy" while making repairs through a small incision.

28: 200 years ago nobody even knows that human body parts can be replaced or transplanted. Now kidney transplant is widely used to save human lives around the globe. Dr. Christian Bernard first of all invented the method of heart transplant. Eye transplant techniques are used in these days to see again this beautiful world, for those who have lost their eyes. These all are the blessings of Science.

29: Ultra-high-frequency (UHF) waves are allocated for variety of uses, including television, cellular phones, public safety radios, business radios, military aircraft communications, military radar, cordless phones, baby monitors, etc. So, whether someone is watching over-the-air TV, talking on cell phone, having police/fire/ambulance dispatched to an emergency they are experiencing, or having national airspace protected by military aircraft, they all are benefitting from the science that has allowed the use of UHF waves. Even it is used to treat some illnesses.

30: For communication, now we have fixed wire telephones, moveable wireless phone sets, cordless phones, mobile phones, wireless, video conferencing, Internet, Broad Band Internet, E-mail, Social Networks, Satellite Communication and many other ways to communicate. These all are blessings of Science. Today we are better aware of what is happening around the globe due to satellite television channels. The benign and benefits of science for human life are endless.

30 Points, How Science Has Changed Our Lives
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Tuesday, January 29, 2013

Arousing Interests of Science Subjects in Secondary Schools in Tanzania

BASIC ASSUMPTIONS
Motivating young people to become more interested in science subjects in Tanzania raised the debate since the government decided to exercise authority in education sector at take-off independence. The driving un-implemented strategies are restructuring instruction into learner-centered approach, improving curricular materials and ensuring teaching and instructional personnel. There is no way to a single theory to govern this paper rather than eclectic approach being employed to help to draw-in important philosophical concept to the intended perspective.

The theories adopted in guiding this paper therefore are observed in how motivation can be employed in arousing learners' interest in science subjects. The theories include motivation as propounded by prominent behaviorist Abraham Maslow, learning theory by prominent constructivist paradigm including Piaget and Vygotsky and the theory of social cognition by its prominent proponent Albert Bandura.

As Maslow (1954) says, "If we are interested in what actually motivates us and not what has or will, or might motivate us, then a satisfied need is not a motivator." According to him and to other various theories, motivation may be rooted in the basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object, hobby, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, morality, or avoiding mortality. Motivation is of particular interest to Educational psychologists because of the crucial role it plays in student learning. However, the specific kind of motivation that is studied in the specialized setting of education differs qualitatively from the more general forms of motivation studied by psychologists in other fields. Motivation in education can have several effects on how students learn and how they behave towards subject matter as for science subjects in our case. It can direct behavior toward particular goals; Lead to increased effort and energy; Increase initiation of, and persistence in, activities; Enhance cognitive processing; Determine what consequences are reinforcing and; Lead to improved performance. Because students are not always internally motivated, they sometimes need situated motivation, which is found in environmental conditions that the teacher creates.

Arousing Interests of Science Subjects in Secondary Schools in Tanzania

There are two kinds of motivation: firstly, intrinsic motivation which occurs when people are internally motivated to do something because it either brings them pleasure, they think it is important, or they feel that what they are learning is significant, and secondly extrinsic motivation which comes into play when a student is compelled to do something or act a certain way because of factors external to him or her like money or good grades (Wikipedia, 2008). Young people can be motivated to perform science subjects as pleasure when they are supplied with quality, enough materials and sufficient facilitating situation through competition, science clubs, and any other situations where awards and prizes are provided for best achievers. Externally successfully scientists and best students in science subjects can be invited in science celebrations and exhibitions to demonstrate their achievements.

There are cognitive views of motivation by constructivists which stress that human behavior is influenced by the way people think about themselves and their environment. The direction that behavior takes can be explained by four influences which include; the inherent need to construct an organized and logically consistent knowledge base; one's expectations for successfully completing a task; the factors that one believes account for success and failure; and one's beliefs about the nature of cognitive ability (Biehler/Snowman, 1997). The impact of cognitive development view is based on Jean Piaget's principles of equilibration, assimilation, accommodation, and schema formation. Piaget proposes that children possess an inherent desire to maintain a sense of organization and balance in their conception of the world (equilibration). A sense of equilibration may be experienced if a child assimilates a new experience by relating it to an existing scheme, or the child may accommodate by modifying an existing scheme if the new experience is too different. In our case then love of science can be build to young people since their childhood through directing and provision of simpler experiments and observations on various matters and organisms.

In addition, individuals will repeatedly use new schemes because of an inherent desire to master their environment. This explains why young children can, with no loss of enthusiasm, sing the same song, tell the same story, and play the same game over and over and why they repeatedly open and shut doors to rooms and cupboards with no seeming purpose. It also explains why older children take great delight in collecting and organizing almost everything they can get their hands on and why adolescents who have begun to attain formal operational thinking will argue incessantly about all the unfairness in the world and how it can be eliminated (Stipek, 1993). This allows the room for these habits to be turned into science learning and observation interests.

Social cognition theory proposes reciprocal determination as a primary factor in both learning and motivation. In this view, the environment, an individual's behavior, and the individual's characteristics (e.g., knowledge, emotions, and cognitive development) both influence and are influenced by each other two components. Bandura (1986, 1997) highlights self-efficacy (the belief that a particular action say for science [as our case goals], is possible and that the individual can accomplish it) and self-regulation (the establishment of goals, the development of a plan to attain those goals, the commitment to implement that plan, the actual implementation of the plan, and subsequent actions of reflection and modification or redirection.

EDUCATION POLICY IMPLEMENTATION
The first strategy is to deal with the policy effective implementation. Tanzania education policy (Education and Training Policy - ETP) highlights on: Access that encompass participation, gender and equity issues; Quality in internal efficiency, relevance and external effectiveness; and Management includes governance, decentralization and resource management. It is one of the best policies in Sub-Saharan Africa (SSA) as pointed by World Bank (2005); with well established strategic plans but had not yet been able to be implemented effectively.

Woods (2007) pointed out that the education system of Tanzania has made commendable progress in the period since 2000, especially in the introduction of free primary education, in steps taken to broaden access to secondary, and in the introduction of competence based curricula at primary and secondary levels. However, there are still challenges to improve system performance in terms of inclusion, repetition and completion at primary level, and to expand opportunity at secondary from the previously very low base. Pre-service and in-service training have lacked the necessary coherence with each other and with the demands of changes in the system, especially of curriculum and pedagogy in enhancing science and technology. Particular attention needs to be paid to equity and strengthening of financial management and mainstreaming of ongoing project and programs. These need to be pursued vigorously and implemented fully. A prioritized strategy for capacity building is required for these and all other major dimensions (World Bank, 2005). In this case there is no problem with the policy; the problem is in the implementation.

MOTIVATING TEACHING PERSONNEL
In enabling the Ministry to meet the goals the question of teachers concern should be addressed as the second strategy as the foremost activities to motivate teaching resource. Teaching resource elsewhere plays the big role in ensuring maximum success in education arena. Recognizing the unique motivational styles can also help to identify the types of educational products and problems that will satisfy respective needs (Tough, 1979). So, teachers' in-service training, teaching environment nourishment, reasonable payments and retain/recognition are important factors.

Learners are motivated by teachers so teachers should be motivated in order to transmit it to learners. Apart from sufficient pre-service and in-service training, capacity building and refresher courses provision; the availability of required teaching and learning materials in one hand build teachers' morale and motivate them. Struggle in finding teaching-learning for themselves, shortage of books and other supportive materials de-motivate teachers and encourage insufficient teaching and rote learning. Ibid (1979) remarked that someone can get easily distracted from the task at hand and become more motivated to do something else perhaps not on task.

Teachers need laboratory with recommended equipments to prepare and demonstrate practical and laboratory technician an assistant. In the past when schools were few, a science teacher needed to have a laboratory to work in and there were also a laboratory technician to work together (Guardian, 2009). Laboratory is compulsory for science subjects; there is no way, without their availability. But these days in some schools even science teachers do not have laboratories to conduct experiments and there is no laboratory technician to help the teacher.

Teaching environment improvements include housing water and sanitation. Research has shown that many teachers do not have houses, and those who do live in houses that are often in serious need of repair and most schools are in very poor physical environment. The challenges of school improvement in rural areas are associated with the presence of teachers, but many rural schools in Tanzania like other countries "serve disadvantaged populations, have great difficulty attracting and retaining qualified teachers and have management systems poorly adapted to their small size"(ADEA, 2006)

Pay reform to adequate salary in the other hand settle psychological and physical unrest of teachers and motivate them concentrate in their work accordingly. Teachers' low payment is a burning issue and recently caused periodic strikes. In most of developing countries including Tanzania, teachers' wages were considerably below the level necessary to ensure their adequate motivation (Fry, 2003). The government should revise teachers' pay reform and come up with solution otherwise academic fraud might emerge or persist. When teachers sell grades or require students to pay for private tutoring, most observers recognize it as corruption. But it is tolerated because everyone understands that it is necessary to survive (Fontana, 2008). Their practices may be interpreted by some as a reasonable adaptive response to a difficult situation. In some instances it is even tolerated by government, which sees it as the only way to maintain the number of teachers and the quality of teaching.

There is a need to train and retain enough teachers. Learning is a process of interaction between teachers and students as they both participate in the learning process, but with more weight given to teachers to show the way, for recommended number of learners in the class. Learning achievements can mainly "be determined in classroom by motivated teachers who plan for teaching, put into practice what they have learned" (ADEA, 2006). But teachers' motivation is critically ignored factor in all levels of policy choices including crowded classes (Ndawi, 1997). Motivation of teachers helps to retain them at their work places and it includes "materials and psychological needs" as pay on its own does not increase motivation among teachers; however pecuniary motives are likely to be dominant among teachers in less developed countries. In SSA, teachers' motivation is low and it has been detrimental to the quality of education" (Fry, 2003).

LEARNERS MOTIVATION
In motivating learners, as the third strategy, emphasis should be applied in approaches such as demonstration, case study and problem based learning. Their introduction or if have been introduced, could aim at increasing the students' interests in learning science subjects. Also a useful method of concept mapping would be given for assessment, particularly for the development of the students' self-directed learning skills and lifelong learning skills.

Demonstration as one of the approaches is very useful in arousing interest. According to Lagowski (1990) students retain 10% of what they read, 26% of what they hear, 30% of what they see, 50% of what they see and hear, 70% of what they say, and 90% of something they say as they do something. So if teachers show as many demonstrations as they can to the students as well as letting the students do demonstrations by themselves, students will learn more actively and effectively. Students also need more positive and realistic demonstrations of the scope and limitations of science and scientists.

Science historical stories are one of the methods which can be used elsewhere even in remote areas and is costless. According to Huo (2006) the development of science and technology can not be separated from the contributions of past scientists. The science stories will inspire students to overcome the difficulties and to gain success. So giving the relevant story will spark the students' inner-motivation. Only with inner-motivation will the students show their initiative and creative abilities in their learning and working processes. For instance 'Newton becomes a professor at the age of 25 years in Glasgow University and lately he formulated the law of gravitational force'.

Multimedia technology approach can be applied in areas where it allows. Although it is expensive and it requires power availability for schools that can afford is also recommended. With the development of computer technology multimedia methods are been increasingly used in teaching practice. A multimedia course can combine sound and pictures with knowledge. This reinforces the fact that students retain 50% of what they see and hear, as the use of multimedia technology gives students more information than just writing on the blackboard, and increase the chance of active learning (ibid). But on the other hand it can also makes a more boring lecture for the students, if too much useless information is given or if, when using the projector, the light in the classroom is too dim. To avoid these disadvantages the teacher can combine it with other strategies and gives students more opportunity to think and ask questions.

Case study is another interesting teaching-learning approach and also costless. Science is very relevant to our real life. It would be worthwhile to find some real cases before the teacher gives a lecture. When students find that what they will learn is useful to the society, they will be active learners (Lagowski, 1990). Case studies are capable of being delivered with a range of styles, they can be designed to complement (not replace) other teaching approaches, and focus on re-visiting topics rather than attempting to cover an entire syllabus. In addition, the contexts and delivery styles can be selected in order to be stimulating. It is crucial, therefore, to highlight the importance of science and its relevance to students' lives.

Problem-based learning (PBL) is a pedagogical approach based on recent advances in cognitive science research on human learning (Barrows, 1985). PBL has been widely used in undergraduate settings in Western countries but there is very little published on the application of PBL in science education in developing countries like Tanzania. A PBL class is organized around collaborative problem solving activities that provide a context for learning and discovery. The responsibility for learning is with the student; not with the facilitator. There are five well-defined stages in the PBL process: introduction, inquiry, self-directed study, revisiting the hypotheses, and self-evaluation (Ram 1999). This approach can be introduced in higher learning institutions although it is expensive, its return to education is more important.

Research shows that students do not like examinations and if their mark is low it may reduce their confidence to continue learning. It also can not reflect all the problems and may not show the abilities that the students have gained (Huo, 2006). It is preferable to find other methods to supplement examinations. Concept mapping is an alternative method: it can show the teacher how much the students knew and how much they didn't know; and the students can assess their own learning. I don't suggest examinations to be eliminated completely but they can be reduced in number in levels of education. Elimination of National Standard IV Exam in primary school level and National Form II Exam in O-level is the exact instance. Concept mapping was developed by Professor Joseph D. Novak at Cornell University in the 1960s. The concept map is a knowledge representation tool in the form of a graph.

Arousing Interests of Science Subjects in Secondary Schools in Tanzania
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