This book is specially written for students sitting for the Singapore Cambridge O Level Chemistry examination. A comprehensive coverage of all the topics in the latest 2007 syllabus, as well as mid-year and final-year examination papers, enable students to study effectively and achieve success in their examinations.
This monograph develops a new way of justifying the claims made by science about phenomenon not directly observable by humans, such as atoms and black holes. It details a way of making inferences to the existence and properties of unobservable entities and states of affairs that can be given a probabilistic justification. The inferences used to establish realist claims are not a form of, and neither do they rely on, inference to the best explanation. Scientific Realism maintains that scientific theories and hypotheses refer to real entities, forces, and relations, even if one cannot examine them. But, there are those who doubt these claims. The author develops a novel way of defending Scientific Realism against a range of influential attacks. He argues that in some cases, at least, we can make probabilistically justifiable inferences from observed data to claims about unobservable, theoretical entities. He shows how this enables us to place some scientific realist claims on a firmer epistemological footing than has previously been the case. This also makes it possible to give a unified set of replies to the most common objections to Scientific Realism. The final chapters apply the developed conceptual apparatus to key cases from the history of science and from recent science. One example concerns realism with respect to atoms. Another looks at inferences from recent astronomical data to conclusions about the size and shape of those parts of the universe lying beyond that which we can observe.
This book examines the diverse use of visual representations by teachers in the science classroom. It contains unique pedagogies related to the use of visualization, presents original curriculum materials as well as explores future possibilities. The book begins by looking at the significance of visual representations in the teaching of science. It then goes on to detail two recent innovations in the field: simulations and slowmation, a process of explicit visualization. It also evaluates the way teachers have used different diagrams to illustrate concepts in biology and chemistry. Next, the book explores the use of visual representations in culturally diverse classrooms, including the implication of culture for teachers’ use of representations, the crucial importance of language in the design and use of visualizations and visualizations in popular books about chemistry. It also shows the place of visualizations in the growing use of informal, self-directed science education. Overall, the book concludes that if the potential of visualizations in science education is to be realized in the future, the subject must be included in both pre-service and in-service teacher education. It explores ways to develop science teachers’ representational competence and details the impact that this will have on their teaching. The worldwide trend towards providing science education for all, coupled with the increased availability of color printing, access to personal computers and projection facilities, has lead to a more extensive and diverse use of visual representations in the classroom. This book offers unique insights into the relationship between visual representations and science education, making it an ideal resource for educators as well as researchers in science education, visualization and pedagogy.
