Which of the following tasks would be least suitable for developing an understanding of the relationship of science with society among learners?

The correct answer is Concept map on sources of energy.

Explanation:

To understand the relationship between science and society, educational activities should focus on how scientific developments, technological applications, ethical questions, historical impacts, and social contributions connect with human life and communities.

Let us analyze each of the given options:

1. Debate on nuclear energy: Nuclear energy involves socio-scientific issues, such as environmental impact, safety concerns, political policy, energy needs, and ethical debates. This explicitly highlights how scientific advancement directly impacts society.

2. Group project on latest developments in science and technology: Modern technological advancements directly shape societal progress, communication, medicine, and lifestyle, helping students see the interactive link between scientific research and daily human life.

3. Poster competition on contribution of Indian scientists to the World: This activity links scientific achievements with socio-historical and cultural contexts, illustrating how individuals within a societal context contribute to global knowledge.

4. Concept map on sources of energy: Creating a concept map of energy sources primarily focuses on core scientific concepts, classifications (e.g., renewable vs. non-renewable), and logical linkages of pure scientific knowledge. While important for scientific understanding, it is a content-focused academic exercise with minimal direct engagement with societal, political, or ethical relationships compared to the other interactive or contextual options.

Therefore, a Concept map on sources of energy is the least suitable task for explicitly developing an understanding of the relationship of science with society.