Describe how you would monitor the progress of your students in the elaborate phase to ensurethat they have conceptual development in ST3-7MW-T ‘A student explains how the properties ofmaterials determines their use for a range of purposes’ and how you would use this information tomodify future learning experiences in science education.

Experiment Risk Control Measures Level of RiskChange state of ice toliquid to gasFrostbiteSteam burnPicking up beakerwith bear handsHeating a crayon tochange stateStudent eats crayonBurn from hot crayonHair dryer shortcircuitChemical reactionbetween vinegar andbicarbonateVinegar gets a 3rddegree burn to skinMassive explosionVinegar fumesIodine and cornstarchsolution (change ofcolour)Iodine explosionStudent eatscornstarchStudent snortscornstarch throughstraw/noteExperiments that useglassware such asconical flasks,thermometers andbeakers.Cut from broken glassHot glassHot plate Electrical hazardsBroken heat guardHot surfaceQuestion 2 (Max 500 words)Explain how the Tomlinson (2008) model of differentiated instructions applies to a student whosuffers 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 ensurethat they have conceptual development in ST3-7MW-T ‘A student explains how the properties ofmaterials determines their use for a range of purposes’ and how you would use this information tomodify future learning experiences in science education.