science_process_skill

DELIVER: Developing Independent Learning in

Vibrant Environment

: : LECTURER’S GUIDE : :

SCIENCE PROCESS SKILL

Centre of Excellence in
Teaching

Copyright CoET KMS 2015



KOLEJ MATRIKULASI SELANGOR
KementerianPendidikan Malaysia,
MukimJugra,
42700 Banting,
Selangor DarulEhsan.

All rights reserved. No part of this publication may be reproduced or distributed in any
form or by any means, or stored in a database or retrieval system, or transmitted in
any form or by any means, electronic, mechanical, photocopying or otherwise, without
the prior written permission of the publisher.

Copyright © 2015 by KolejMatrikulasi Selangor
Published 2015

ISBN (______________)
Introduction to Case Based Learning

Printed in Malaysia
(printing company)



“ KMS
sebagai Penjana Unggul pelajar

Bumiputera berkualiti ke
Institusi Pengajian Tinggi dalam

bidang sains, teknologi dan
professional menjelang tahun

2020 ”

“ Membangunkan potensi
pelajar bumiputera dalam
bidang sains, teknologi dan
professional melalui pendidikan
pra-universiti yang berkualiti
untuk melahirkan modal insan

yang cemerlang ”

Contributors iv
Preface v
Foreward vi

About this guide 1
Rationales: Why science process skills? 3
What is science process skills? 8
Test your SPS understanding 13
Science process in practice 24
Implementation of SPS in KMS 27

EXPERIMENTAL DESIGN WORKSHEET: PHYSICS 29
Experiment 7: Simple harmonic motion (SHM) 31
Experiment 9: Sound Waves 33
Experiment 11: Ohm’s law 35
Experiment 15 : Geometrical Optics
37
PRE-LAB QUESTION: BIOLOGY 37
Experiment 4: Transport across membrane 38
Experment 15: Biocatalysis 38
Experiment 16: Cellular respiration
Experiment 17: Photosynthesis

Soal Selidik Pelaksanaan PLC
Bibliografi

iii

CONTRIBUTORS

Advisor : Dr Hjh Rosnah Selamat
: Tuan Haji Mustaffar Musa, K.M.N (until October 2015)

Editorial Advisor (1) : Encik Mohamed Salleh Ahmad
Encik Hussain Hitam (until 16 July 2014)

Editorial Advisor (2) : Cik Turasima Marjuki

Editorial Boards : Norhayati Johari
Coordinator : Amir Bin Mohamad
Head of Editor : Mohd Fadhil Bin Masron
Editor : Salbiah Mohd Som
Panel of Writers
Hjh Hanita Ghazali
Roslan Abu Bakar
Nur Ul-Huda Mohd Asmoni
Mohd Rohit Bin Safuan

Proof Reader : Vanitha a/p Veloo

iv

PREFACE
Kolej Matrikulasi Selangor (KMS) has been entrusted by the Matriculation Division,
Ministry of Education Malaysia (BMKPM) as a Centre of Excellence in Teaching (CoET) since
its official opening in 2010. In relation to this, a few official committees have been appointed
to be responsible for making KMS a centre of excellence in teaching that develop independent
learning among students. As the Centre of Excellence in Teaching (CoET), KMS further strides
to produce many excellent lecturers in teaching and learning and developing autonomous
learners.
To realise this, several initiatives have been designed and implemented to strengthen
the competence of lecturers on an on-going basis. Among the initiatives is to provide a
reference source package "DELIVER: Lecturer’s Guide" that includes a teaching standard, a
perspective on self-study, guide to the implementation of professional learning community
(PLC) as well as the implementation of teaching and learning strategy that aim to develop self-
directed attitude among learners.
The name DELIVER, acronym for Developing Independent Learning in Vibrant
Environment, was chosen to reflect the way lecturers should implement the teaching and
learning processes thorough various strategies and among those strategies are active
teaching and active learning, cooperative learning, case based study, mobile learning,
integration of higher order thinking skills (HOTs) and science process skills. It is hope that
lecturers will get better insights about various approaches to teaching and learning so as to
promote independent learning in classrooms.
Publishing "DELIVER: Lecturer’s Guide" is also expected to help implement workplace
training and further foster a culture of PLC in accordance with the wishes of KMS Education
Development Plan, MECC (2013-2025). Hopefully this initiative can be utilized by all citizens
and residents, particularly at KMS, as well as lecturers form other matriculation colleges.

Hj Mustafar Musa
Director

Kolej Matrikulasi Selangor
Kementerian Pendidikan Malaysia

v

FOREWORD

One of the most pervasive goals of Matriculation College is to prepare students
with vast knowledge, skills and beneficial qualities. No doubt all subjects should share
in accomplishing this overall goal. However, science contributes its unique skills by
emphasizing on hypothesizing, manipulating the physical world and reasoning from
data. Various terms have been used in describing these skills but now it is best known
as "science process skills".

The basic process skills are observing, inferring, measuring, communicating,
classifying and predicting which provides a foundation for learning the integrated skills.
Integrated skills are controlling variables, defining operationally, formulating
hypotheses, interpreting data and experimenting. During practical sessions, students
will be exposed to these skills as well as manipulative skills such as handling
apparatus before and after experiments. Despite this, moral values are also instilled
into students in order to train students to get an accurate and trustable result out of
the experiments.

Implementation of science process skills would benefit students by developing
their mind and move towards better understanding on the subject itself. This is
because reading and activity-oriented science emphasizes the same intellectual skills
and are both concerned with thinking processes. When a lecturer helps students
develop scientific processes, reading processes are simultaneously being developed.
So, by in-cooperating science process skills into the science subjects a better learning
chance will be obtained by student.

Science process skills can also upgrade students’ ability toward independent
learning as experiments are individual tasks. Beside benefits discussed earlier,
educators can use science process skills to make the laboratory activities more
meaningful for students as it will lead them towards their own findings. The outcome
they get when a theory is proven is not just a finding but an achievement for them.

Mohamad Salleh Ahmad
Editorial Advisor

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Developing Independent Learning in Vibrant Environment

ABOUT THIS GUIDE

Introduction
Process skill learning has become an important component of science curricula at all levels.
Acceptance of this view is reflected in curricula developed in recent years with an emphasis
on the science process skills.Teaching students’ scientific facts is important, but it is even
better to help them develop their scientific skills as it will help them learn science on their own.
Young students who are taught and equipped with sound scientific skills are able to retain
them for future use.

In line with the goals of the matriculation program that prepares students for science and
technology coursers at tertiary education, the matriculation program offers pure science
subjects namely Biology, Chemistry and Physics. These three subjects have practical
sessions conducted in a laboratory. Through hands-on lab activities, students will enhance
their scientific skills acquisition and proficiency.

Aims
This guide aims to impart the fundamentals of the teaching and learning of science. This guide
should be able to form a strong foundation for lecturers to guide students to enrich their
science process skills (SPS) acquisition. Matriculation lecturers should be able to learn
independently and optimize the working environment available in order to keep improving their
knowledge and skills to enhance students SPS.

Objectives
After following this guide, lecturers should be able to:

• Develop a critical appreciation of integrated science process skills and practice
in the teaching of science;

• Demonstrate competence in designing approaches that support students in
developing their science procedural skills and understanding;

Conduct research related to science process skills to enhance the effectiveness of
the implementation teaching and learning processes in matriculation program.

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How to use this guide
• This guide serve as the basic knowledge on science process skills focusing on
integrated science process skills based on the assumption that matriculation
students have mastered the basic science process skills.

• Begin with reading the rationales of SPS in science education. Rationales give
some back ground about the SPS and its importance. Only through a deep
understanding of the rationales, lecturers will appreciate and value the
importance of implementing SPS in teaching and learning.

• Next part of the guide is the description of each skill of integrated SPS. Read
the description of each skill. Lecturer will get basic understanding about each
skill before implementing it in the teaching and learning. While learning the
process skills, lecturers may think about how that experience will help them how
to teach the skills.

• To aid lecturers understanding, self-check questions are provided. Do all the
questions.

• The experimental design worksheet is developed to test the mastery level of
SPS among matriculation students. Before using the worksheet to test students
SPS mastery level, lecturers must demonstrate the knowledge and skills
themselves. Lecturers are encouraged to simulate the experimental design
activity provided and to develop their own. The worksheet is designed for small
group study or individual. Lecturers are encouraged to work cooperatively as
working together may help in better process information, practice skills and
have more fun learning.

• Experience with the self check and experimental design worksheet will help the
lecturers to make consideration on how to assess their own students’ abilities
to use the SPS.

Refer the lab manual and identify the SPS involved in each experiment such as
determine the variables, suggest the statement of hypothesis, describe the
operational definition and so on.

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RATIONALES: WHY SCIENCE PROCESS SKILLS?

Why should the matriculation program emphasize science process skills? There are important
reasons to implement science process skills in matriculation program:

Science process skills have a close relationship with creativity.
According to Dass (2004), Torrence (1950) defines creativity as,
“the creativity is recognising the gaps in the problem or the
information, creating ideas or hypotheses, testing and
developing these hypotheses, and transmitting the data”. Dass
also states that studies show that students have the high science
process skills are more creative.

The process skill approach focuses on teaching broadly
transferable abilities that are appropriate to many science
disciplines and are reflective of the behavior of scientists
(Padilla, 1990). The process based learning which is
student-centered learning reduces the dependence of
students to lecturers and also make them more
independent. Through process-based learning and
student-centered learning, students have the opportunity to
apply science process skills such as identifying variables,
hypotheses, testing hypotheses, interpret data, conclusion

Chiappetta (1997) states that "the acquisition and frequent use
of these skills can better equip students to solve problems,
learn on their own, and appreciate science". Activity-centered
classrooms encourage student creativity in problem solving,
promote student independence, and help low ability students
overcome initial handicaps (Shymansky & Penick, 1981).

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Studies on the relationship between science process
skills and academic achievement have shown positive
relationships. Students who master the science process
skills have better academic achievement as compared to
students who do not master the science process skills.
The research on strategies and methodologies for
teaching science in schools has produced clear evidence
that students in process-approach programs learn more
than do students in traditional textbook-based programs
(Bredderman, 1983). The research indicates that the
process-approach programs of the sixties and seventies,
Elementary Science Study (ESS), Science Curriculum
Improvement Study (SCIS), and Science-A Process
Approach (SAPA), were more effective in raising student

Giving experiences in generating hypotheses and planning
experiments, will make the students more independent later
when they no longer have authorities standing by at every turn
of their lives (Robert C. Knott, Ed.D. Science Curriculum
Improvement Study 3, University of California, Berkeley).

Malaysian science curriculum of primary and secondary
schools has given emphasize on the science process skills
since 1990’s. However, students entering the matriculation
program might have different level of acquisition in the skills.
Thus, SPS implementation in matriculation program is
appropriate as it provide the continuation and as to strengthen
the acquisition of science process skills amongst students.

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Matriculation Division Ministry of Education Malaysia provides
the Laboratory Manual as guidance for the students to carry
out the experiment required by the Biology, Chemistry and
Physics courses. Integrating the science process skill will
avoid the feeling of pointless by just going through the motions
of a lab procedure without understanding its purpose,
materials, or underlying concepts amongst students. Thus,
enhance the effectiveness of the laboratory session.

In conclusion, based on the studies that had been carried out before, it is shown that science
process skill has positive relationship with creativity and academic achievement and makes
students become more independent learner as shown in Figure 1. So it essential to implement
science process skills and it is important for matriculation students to master the skills.

Creativity

SPS Skills

Independent learner Academic Achievement

Figure 1

The best way to learn science is by "doing" science. When students teach our students these
skills, students are actually providing them skills that they will use in their future lives.
The term “science process skills”, was popularized by the curriculum project “Science _ A
Process Approach” by the American Association for the Advancement of Science, AAAS
Commission on Education.

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The skills are defined as a set of broadly transferable abilities, appropriate to many
science disciplines and reflective of the behavior of a scientist (Padilla, 1990). Bilgin
(2006) defined science process skills as an understanding of methods and procedures of
scientific investigation (Bilgin, 2006). Harlen (1999) described science process skills include
abilities relating to identifying investigable questions, designing investigations, obtaining
evidence, interpreting evidence in terms of the question in the inquiry, and communicating the
investigation process.
Science process skills consist of basic and integrated skills. The basic science process skills
provide the foundation for learning integrated skills, which are more complex. The basic
science process skills include observing, classifying, measuring and using numbers,
making inferences, predicting and communicating.
The integrated science process skills are the working behaviors of a scientist. These skills are
the skills that will lead students to experimenting. After acquiring these skills, students will
have the tools to design their own investigations to test their ideas. The integrated science
process skills include space-time relationships, interpreting data, defining operationally,
identifying and controlling variables, formulating hypotheses and experimenting. Table
1 give the simple descriptions of the science process skills.

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Table 1: Description of Science Process Skills

Basic Science Process Skills Description

Observing Using the sense of hearing, touch, smell, taste and sight to find out
about objects or events

Classifying Using observations to group objects or events according to similarities
or differences

Measuring and using numbers Making quantitative observations by comparing to a conventional or non-
conventional standard

Making inferences Using past experiences or previously collected data to draw conclusions
Predicting and explain events

Making a forecast about what will happen in the future based on prior
knowledge gained through experiences or collected data

Communicating Using words or graphic symbols such as tables, graphs, figures or
models to describe an action, object or event

Integrated Science Process Description
Skills

Using space-time relationship Describing changes in parameter with time. Examples of parameters are
location, direction, shape, size, volume, weight and mass

Interpreting data Giving rational explanations about an object, event or pattern derived
Defining operationally from collected data

Defining concepts by describing what must be done and what should be
observed

Identifying and Controlling Naming the fixed variables, manipulated variable and responding
variables variable in an investigation. The manipulated variable is changed to
observe its relationship with the responding variable. At the same time,
Making hypotheses the fixed variables are kept constant

Making a general statement about the relationship between a
manipulated variable and a responding variable to explain an
observation or event. The statement can be tested to determine its
validity

Experimenting Planning and conducting activities to test a hypothesis. These activities
(design a fair test) include collecting, analyzing and interpreting data and making
Conclusions

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WHAT IS SCIENCE PROCESS SKILL?

Space-time relationship
Interpreting Data & Drawing Conclusion
Defining Operationally
Identifying & Controlling Variables
Formulating Hypotheses

INTEGRATED SCIENCE PROCESS SKILLS

Space-Time Relationship

Space-time relationship is a skill that involves the ability to discern and describe directions,
spatial arrangements, motion and speed, symmetry, and rate of change.

It is a process to describe changes in parameter with When students describe
time. Examples of parameters are location, direction, changes in parameter with
shape, size, volume, weight and mass of an object. It is time, they are using the
important for the students to master this skill because it space-time relationship
shows them that changes occur in relation to time. Also it skill.
helps students to arrange events in chronological
sequence.

When students describe the shape of the moon throughout the month as seen from Earth,
they are using the space-time relationship skill. The parameter in this example is the shape of
moon.

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Interpreting Data and Drawing Conclusion

When do students need to interpret data? When students do an experiment to test their
hypothesis, they need to collect data. After collecting the relevant data, they need to analyse
and interpret the data and determine whether their data supports their hypothesis. If the data
supports their hypothesis then they can accept their hypothesis.

What do students do when they are interpreting data? To interpret means students are making
sense of the information. They have to look for patterns or trends in the data and try to find a
relationship between the variables.

In experiments students are investigating the effect of one variable upon another variable.
There are several ways to record the data collected from the experimental result or
observations. The data collected during the experiment can then be put into table and then
drawn using the line graph, bar chart, pie chart or histogram to visually represent the
relationship between variables.

In other word, data tables, bar charts, histograms, graphs and pie charts are tools that students
may use to present and interpret their data.

To represent the type of relationship between the two

variables by drawing line graph, students do not Students are interpreting data when they
connect all the points on the graph but draw the best- are able to:
fit line. This "smoothed" line does not have to touch (a) Identify trends and relationships in
all the data points, but they should at least be close
to most of them. recorded observations and
measurements by suggesting links

In conclusion, interpreting data is a skill whereby between these

students make sense of the information, look for (b) Make relevant inferences to get the

patterns or trends in the data and try to find the conclusion

relationship between the variables. (c) Evaluate their investigation

Students should report their conclusion in writing. To (d) Answer questions related to the
write a good conclusion in their report, students observations collected
should reflect and answers important questions such
as: (e) Establish scientific theory to draw
and justify conclusions

• What was the purpose of the experiment?
• Was their hypothesis supported the data?

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• Why do they think their results happened as they did?
• What was their major finding? (the relationship between the independent and

dependent variable)
• What other factors might be affecting their result.
• How did their finding compare with someone else’s or with information in the

textbook?

Defining Operationally

Students make measurements during an experiment. However, before making the
measurements, they must decide how to measure each variable.

When students specify a procedure for To operationally define a variable means to
measuring a variable, they are making an decide how they will be used in the
operational definition. experiment. Thus, an operational definition
tells students what is observed and how it
is measured.

Why is it important to define the variable operationally before doing an experiment? It is
important because then students will know exactly what and how to observe and measure the
variable. In doing so, students will be collecting the relevant data needed to answer their
questions.

What makes operational definition different from conceptual definition? If students look up for
the definition of acid in the science book, it says, “Acid is a chemical that can produce hydrogen
ions when dissolved in water”. From this conceptual definition, students are not able to
observe the process. However, if students define acid as “a chemical that turns blue litmus
paper to red” they can observe this using their senses. So when students define acid as the
chemical that turns blue litmus paper to red, they are making an operational definition of the
acid.

In conclusion students define operationally a variable if students want to clearly specify how
to observe or measure it. But in the context of an experiment, students define the variable
before starting to collect the data. They could also define a concept operationally when they
want to communicate to others, so that they can visualise the concept correctly by describing
the physical characteristics

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Identifying and Controlling Variables

What is variable?
A variable is something that can change or vary. Variables are the components of an
experiment that change or could be changed. In science, variables refer to factors or
conditions that can change or vary during the course of an experiment.
There are three types of variables in an experiment. The manipulated variable is the variable
that students are testing or manipulating while the responding variable is the variable students
are measuring. The manipulated variable is sometimes referred to as an independent variable
and the responding variable as the dependent variable. The variables that students have to
keep the same are called controlled variables.

Manipulated/ independent
variables:

The variables that students
are testing or manipulating

Three types of variables Responding/ dependent
variables:

The variable students are
measuring.

Controlled variables:
The variables that students

have to keep the same

What is a Fair Test?
It is important for an experiment to be a fair test. Students conduct a fair test by making sure
that students change one factor at a time while keeping all other conditions the same.

Formulating Hypotheses

What is a Hypothesis?
A hypothesis is a tentative statement that proposes a possible explanation to some
phenomenon or event which then can be proved by doing an investigation. Hypotheses are
predictions about the relationships between variables. So if students start the experiment with
the hypothesis, it will guide them about what data to collect.

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A testable hypothesis predicts
a relationship between a
manipulated variable and a
responding variable.

Why do students have to know how to hypothesise?

It is simply because the hypothesis is the core of experimentation which in turn provides

students with the ultimate opportunity to utilise critical thinking as a scientist. Being able to

hypothesis allows students to focus on the specifics of a relationship. It limits the focus to just

two things at a time, the manipulative and the responding variables. Furthermore, students

can make logical conclusions if students looked at the hypothesis again.

Experimenting

Experimenting is the activity that puts together all of the other science process skills. To
experiment, we need a problem to investigate. An experiment may begin as a question. Then,
the steps in answering the question may include constructing a hypothesis, identifying and
controlling variables, operationally defining variables identified, designing a fair experiment,
conducting the experiment, interpreting the results of the experiment and writing the report.

Experimenting means knowing what problem to solve, how to solve it (designing the
experiment), conducting the experiment, analysing the data collected and coming to a
conclusion or getting the answer to the problem.

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TEST YOUR SPS UNDERSTANDING

This part consists of self-check questions. Refer to Appendix 1 for answers.
A.
1. Identify the variables in these statements

a) The time it takes to run a kilometre depends on the amount of daily exercise
a person gets

b) The higher the temperature of water, the faster the egg will cook
c) An investigation was conducted to see if keeping the light on for different

amounts of time each day affected the number of eggs chickens laid

2. Identify the independent variables (IV) and dependents variables (DV).
a) Will the number of nails picked up by an electromagnet be increased if
more batteries are put in the circuit?
IV:
DV

b) More bushels of potatoes will be produced if soil is fertilised more.
IV:
DV

3. Write few ways to operationally define the variables
1 Amount of evaporation
2 Solubility of salt
3 Heat loss

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B. Read the questions. Suggest your answer and identify the type of process skill
involve. Give suggestion for modification if you have.

1. Ali wanted to know whether the factors that affect growth bean seeds. He wrapped green
beans with wet tissue paper and stores them in a test tube. He prepared two test tubes
that way. One test tube was placed at the edge of casement that makes contact with
sunlight. Another test tube was placed in a cool dark box. After one week, the length of
the seed was measured. Which of the following factor affects the growth of bean seed?
A Temperature and humidity
B Humidity and length of test tube
C Light intensity and temperature
D Light intensity and the entire period of childhood seed grows

Answer: Suggestion for modifications
SPS:

Question 2 to 4
Illegal deforestation activities have destroyed the trees in one area. Some agricultural officer
plans to use the area to study the effect of different grass types on soil erosion. Agriculture
officials had selected ten plots of land in the area of equal size and receive equal quantities of
sunlight. They planted grass into ten different types of land plots. Each plot also possesses
the same soil type and slope is equal. Erosion measurements performed every week for four
months.

2. What are the factors being manipulated in this study?
A Plot of land size
B Types of grass
C The amount of land erosion
D Soil types on plots

Answer: Suggestion for modifications
SPS:

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3. Which of the below is the response variable in the study?
A Size of the land plot
B Types of grass
C The abundance of soil erosion
D Type of land plots

Answer: Suggestion for modifications
SPS:

4. What is the hypothesis tested in this study?
A Some grasses are more effective in reducing erosion land than others
B Soil erosion is influenced by the slope of the land
C Burned areas will experience more erosion than areas that still have capital
D Different grass planting will reduce soil erosion

Answer: Suggestion for modifications
SPS:

5. A greenhouse plant manager wants to speed up the tomato fruit production to meet
customer demand. He planted the seeds of tomatoes in several trays. He expected that
higher humidity would lead to the tomato seeds sprout faster. How can he conduct a
study to test this hypothesis?
A Measure the height of tomato plants after a day the plants watered
B Measure the amount of water used by tomato plants in different trays
C Count the number of tomato seeds sprout placed in each tray
D Count the number of days required for seed germination receiving different amounts
of water

Answer: Suggestion for modifications
SPS:

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6. An experiment is conducted to show the effect of auxin (IAA) on growth coleoptiI (apical
bud) corn seed. Five coleoptiles of 2 mm were immersed in IAA in a test tube. Four sets
of tubes are provided with four different concentrations of IAA solution. After 24 hours all
coleoptiles length measured in each test tube and the length recorded in Table 1.
Table 1

Test IAA Length of coleoptile
tube concentration (mm)

(mg/l)

0.1 3.4 3.0 3.3 3.3 2.8
0.2 5.1 4.9 5.2 5.1 5.0
1.0 7.0 6.8 7.0 7.2 7.1
10.0 2.1 2.1 2.3 2.3 2.1

What concentration of auxin (IAA) is most suitable for growth coleoptile seedlings?
A 0.1 mg / l
B 0.2 mg / l
C 1.0 mg / l
D 10.0 mg / l

Answer: Suggestion for modifications
SPS:

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Questions 7 to 9
The effect of light on photosynthesis can be investigated using the experimental setup
shown in Figure 1. A water plant such as Elodea pond weed is placed upside in a test tube
containing water. The pond weed is weighted down with a paperclip to ensure it remains
fixed in position. The test tube is placed in a beaker containing water. The light source is
provided by a lamp.

Figure 1

7. How did the photosynthetic rates determined in this experiment?
A By changing the distance of light source in every 5 minutes
B By counting the number of gas bubbles released within 5 minutes
C By measuring the temperature of water in every 5 minutes
D By measuring the mass of Elodea plant every 5 minutes

Answer: Suggestion for modifications
SPS:

8. Which of the below is the independent variable in the study?
A Light intensity
B Number of gas bubbles
C Concentration of hydrogen carbonates solution
D Temperature of the hydrogen carbonates solution

Answer: Suggestion for modifications
SPS:

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9. What is the hypothesis of this experiment?
A The higher the temperature, the higher the levels of photosynthesis
B The higher concentrations of carbon dioxide, the higher levels of photosynthesis
C The higher light intensity, the higher levels of photosynthesis
D The farther the light source, the lower the light intensity

Answer: Suggestion for modifications
SPS:

Questions 10 to 11
A student has designed an investigation to determine the effect of pH on enzyme activity.
The design of their investigation is shown in Table 2 below:

Table 2

Test tube Content pH Temperature

A E+S 3 20

B E+S 7 20

C E+S 12 20

D S3 20

E S7 20

F S 12 20

Key: E=enzyme S=substrate

10. Which of these can be the tested idea in the experiment?
I pH value will affect the enzyme reaction
II temperature will affect the enzyme reaction
III pH value increase, the enzyme reaction decrease
IV amount of substrate will affect the enzyme reaction increase

A I only
B I and III only
C II only
D II and IV only

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Answer: Developing Independent Learning in Vibrant Environment
SPS: Suggestion for modifications

11. What is the variable that need to be changed in this experiment?
A Content of the test tube
B pH value
C Size of the test tube
D Amount of enzyme and substrate

Answer: Suggestion for modifications
SPS:

Questions 12 to 13
A study conducted in the laboratory to test whether the quantity of Vitamin A given to mice
affects the number of the baby mice that will be born. In the study, two adult white breed mice
reared in different cage for two months. The mice in cage P were fed with 50g of food with
complete nutrient and vitamin A. The mice in cage Q were fed with 50g of food with complete
nutrient but without vitamin A. The temperature in both cages is 280C.

12. What is the responding variable in this test?
A The quantity of food given to each white mice
B Quantities of Vitamin A in nutrients supplied
C Weight of female mice
D Number of baby mice born

Answer: Suggestion for modifications
SPS:

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13. Which of the following is NOT controlled variable in the study?
A Quantity of Vitamin A
B Quantity of food
C Breed of mice
D Temperature in the cage

Answer: Suggestion for modifications
SPS:

Question 14 to 15
Mary would like to conduct an investigation to determine whether the earth and the oceans
heated by the sun at the same rate. Mary has provided a bucket filled with sand and the other
filled with water, then placed so that they have equal amount of sunshine. Temperature in
each bucket is measured every hour from 8.00 am to 6.00 pm.

14. Which statement below is tested by Mary?
A The bigger the amount of sunlight, the more water and land will be heated
B The longer the soil and water exposed to sunlight, the hotter water and land
C Different materials heated by the sun with different rates
D The amount of sunlight varies with time

Answer: Suggestion for modifications
SPS:

15. Which factor is constant quantity in the investigation?
A Type of water put into the bucket
B Temperature of soil and water
C Type of material put into the bucket
D Duration of each bucket exposed to sunlight

Answer: Suggestion for modifications
SPS:

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16. A group of Biology students have carried out an experiment to find out the relationship

between light intensity and the rate of plant growth. Table 3 shows the result they has

obtained.

Table 3

Light 250 800 1000 1200 1800 2000 2400 2800 3100
intensity

Plant 2 5 9 11 12 15 13 10 5
growth
rate

Which of the following statements is the correct conclusion of the experiment?
A As the light intensity increases, plant growth also increases
B As the plant growth increases, light intensity decreases
C As plant growth increases, light intensity increases then decreases
D As light intensity increases, plant growth increases then decreases

Answer: Suggestion for modifications
SPS:

17. The graph in Figure 1 shows the changes in human population from the year 1950 to
2000.

Figure 1
Which of the following statements best describe the graph?
A The human population increases as the number of year increases
B The human population first increases, then decreases and increases again as the

number of year increases
C The human population first increases, then it remains the same and increases again

as the number of year increases
D The human population first increases, then it remain the same as the number of year

increases

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Answer: Suggestion for modifications
SPS:

18. Maniam wants to investigate the effect of temperature on the growth rate of his tomato
plants. He planted tomato seedlings in four pots. The pots were put in different glass
boxes with four different temperatures. The growth rates of the tomato plants were
recorded at the end of 14 days. Suggest how could the growth rate be measured in this
investigation?
A Count the number of leaves
B Measure the amount of water used in each pots
C Observe the difference colour of the leaves
D Measure the time for each seedling to grow taller

Answer: Suggestion for modifications
SPS:

19. Aminah wanted to know which of the three types of soil (clay, sandy and loamy) would be
the best for growing beans. She planted been seedlings in the three pots having the
different types of soil. The pots were placed near a sunny window after pouring water in
them. The beans plants were examined at the end of ten days. Differences in their growth
were recorded. Which factor do you think made a difference in the growth rate of the bean
seedlings?
A The amount of sunlight available
B The type of soils used
C The amount of water
D The size of the pots

Answer: Suggestion for modifications
SPS:

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20. Ahmad wants to find out the amount of water contained in meat, cucumber, papaya and
maize grains. He finely chopped each of the food and carefully measured 10 grams of
each. He then put each of the food in a dish and left all the dishes in an oven set at 1000C.
After every 30 minutes interval, he measured the mass of each food until the mass of the
food did not change in two consecutive measurements. He then determined the amount
of water contained in each of the food.
How is the amount of water contained in each food measured in this experiment?
A By heating the samples at a temperature of 1000C an evaporating the water
B By measuring the mass of the food every 30 minutes and determining the final
mass
C By finely chopping each food and measuring 10 grams of it at the beginning of
the experiment
D By finding the difference between the original and the final mass of each food

Answer: Suggestion for modifications
SPS:

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SCIENCE PROCESS IN PRACTICE

Science process Science serves as a good platform for students to develop
in practice their critical and logical thinking. This is the fundamental
aspects upon the interests in developing all rounder
Experimental matriculation students. There are several tools that could be
design implement to better equip the students with science process
skills. Some of the tools and description are as shown in this
worksheet section.

Report 1. EXPERIMENTAL DESIGN WORKSHEET
writing Experimental design worksheet can be used to access
students’ level of SPS acquisition. By using the worksheet,
Pre lab
question teachers can access students SPS level when students
are doing hands on activity. Example of experimental
design worksheet could be referred in appendix 2.

2. REPORT WRITING
To enhance further students SPS acquisition, students report should include:

• The statement of the problem or questions they are investigating.
• The statement of the hypothesis they are testing. They may add a statement

to explain their reasoning.
• The description of the operational definition of the variables they test, the

manipulated variables and the factors they keep constant.
• A data table that include the repeated trials and a derived quantity such as

mean or average.
• A graph (or other forms) of the data.
• A statement of the relationship observed between variables.
• A comparison of their finding with their initial hypothesis stating whether the

hypothesis was or was not supported by the data.
• A conclusion that attempts to explain what happened.

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3. PRE-LAB QUESTION
Pre-lab questions are homework that students need to complete before the lab period
(refer to Appendix 3). The questions should be based on the experiment suggested in
the lab manual. The main purpose of pre-lab questions is to motivate students to
prepare for the lab and help them connect conceptual understanding with an
experiment. This is also to avoid the feeling of pointless by just going through the
motions of a lab procedure without understanding its purpose, materials, or underlying
concepts amongst students.
The objectives of the pre lab questions developed in this program are:

• To help students understand the theories and principles addressed in the lab
procedure.

• To ensure that students know how the lab fits into the course content.
• To enhance students scientific skills especially the science process skills.
To meet the objectives, the questions created in the pre lab questions include
questions on science knowledge, science process skills and thinking skills. This format
is said to work well if well-defined questions created to help students consider some
theory or concepts related to the lab (refer Appendix 2). There are several advantages
for students in using pre-lab questions:
• Students come better prepared for the lab exercise.
• Experiments and exercises go more smoothly because students are familiar

with the processes.
• Their understanding of the material is heightened.
Pre lab questions will be uploaded to the college portal a week before the class.
Students will be informed to download the questions and discuss the answers in a
group independently.
At the beginning of the lab session, it is important to make linking between the pre
lab questions and lab activity in order to introduce the lab on the day of the lab
section. For this purpose lecturers give a short pre-lab introduction by;
• Connecting the questions and concepts addressed in the pre-lab assignment with
those that lecturers plan to address in the pre-lab introduction. This will helps make
certain that these two aspects of lab preparation complement each other.

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Developing Independent Learning in Vibrant Environment

• Using discussion of the pre-lab assignment as a starting point for the pre-lab
introduction and as a tool for introducing the lab. Lecturers will go over at least
some part of the pre-lab assignment at the beginning of the lab period. This
ensures that students have understood the material and concepts therein before
the lab exercise begins.

IMPLEMENTATION OF SPS IN SELANGOR MATRICULATION COLLEGE

IMPLEMENTATION OF SPS IN
SELANGOR MATRICULATION

COLLEGE

Biology Physics

Matriculation colleges offer various science subjects to be studied mainly Biology, Physics,
and Chemistry. Each subject has discrete methods in inculcating SPS to the students owing
to different learning areas. However, different college may have different methods for any
particular subject based on the students standard. This section is showing examples of SPS
practice in Selangor Matriculation College.

APPLICATION OF SPS IN BIOLOGY
1. At the first practical session of the first semester, students were given experimental design

worksheet to assess their skill level in SPS. The data obtained was used as a reference
for lecturers to improve and enhance the SPS among students. Lecturers are encouraged
to modify the experimental design depending on the students’ mastery level.
2. Students were required to complete the “Pre Lab Questions” before each practical session.
The set of questions was to ensure that the students have established a basic knowledge
regarding the experiment about to be conducted. This would ease students to apply the
SPS while conducting the experiment.
3. Lecturers will be assessing students’ ability in applying SPS skills during each practical

session. This to ensure that students are practicing the correct skills for specific tasks.
4. After the practical session, students were required to write the practical report, expressing

their knowledge and application on SPS.

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APPLICATION OF SPS IN PHYSICS

1. Students’ ability in understanding and applying various SPS were assessed on the first
practical

session of the first semester, using experimental design worksheet. The experimental
design

worksheet was created based on the students prior knowledge from their secondary
school.

The data obtained was used as a reference for lecturers to improve and enhance the SPS
among students.
2. Another set of experimental design worksheet is applied during each experiment, based
on the syllabus specifications. Students SPS were continuously assessed throughout the
practical sessions.
3. After the practical session, students were required to write the practical report, expressing
their knowledge and application on SPS.

APPLICATION OF SPS IN GENERAL

Science process skills could also be applied to other subjects that require students to make
critical thinking, and use their knowledge to achieve the objectives of the experiments. The
skills are not limited to science subjects only, as any other experiments that are science
related and non science related also could use the skills to make the learning process a
success.

SUGGESTION FOR FURTHER RESEARCH
The impact of the implementation could only be proven by doing a scientific study in this field.
Here are some suggestions:

• Development and validation of test of integrated science process skills for
matriculation program

• Determining the level of science process skills of students in the
classrooms/colleges

• Correlation between science process skills and academic achievement
• Improving science process skills acquisition among students
EXPERIMENTAL DESIGN WORKSHEET: PHYSICS

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Experiment 7: Simple harmonic motion (SHM)

Objective : To determine the acceleration due to gravity using a simple pendulum

Apparatus : ……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………

Procedure : Based on your lab manual, summarize the procedure by using this flow chart

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Developing Independent Learning in Vibrant Environment

QUESTIONS

(a) From this experiment, identify the manipulated variable, responding variable and
a fixed variable.

[3 marks]

(b) Complete the table below.

Time taken for 20 oscillations

Reading L/ m T/ s T2/ s2

t1/ s t2/ s tave/ s

1

2

3

4

5

6

[5 marks]
(c) Plot a graph of T2 against L and determine the value of g from the graph.

[8 marks]
(d) Based on your graph, state the relationship between T2 and L.

[1 mark]
(e) What is simple harmonic motion?

[1 mark]
(f) Give another example of simple harmonic motion.

[1 mark]
(g) State one precaution that should be taken in this experiment.

[1 mark]

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Experiment 9: Sound Waves

Objective : To determine the speed of sound using a resonance tube

Apparatus : ……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………

Procedure : Based on your lab manual, summarize the procedure by using this flow chart

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Developing Independent Learning in Vibrant Environment

QUESTIONS

(a) From this experiment, identify the manipulated variable, responding variable and
a fixed variable.

[3 marks]

(b) Complete the table below.

Reading f / Hz l/m t/s

1

2

3

4

5

6

[3 marks]

(c) Plot a graph of l against 1 .



[6 marks]

(d) Based on your graph, state the relationship between l and 1.



[1 mark]

(e) From the graph, determine the values of v and c.

[3 marks]

(f) Explain why end correction, c occurs. What is its significance?

[2 marks]

(g) Compare the speed of sound waves obtained with the standard value
calculated from v = (331.5 + 0.6T) ms-1 where T is the room temperature in °C.

[2 marks]

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Experiment 11: Ohm’s Law

Objective : i) To verify Ohm’s law

ii) To determine the effective resistance of the resistors in series and parallel
combination

Apparatus : ……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………

Procedure : Based on your lab manual, summarize the procedure by using this flow chart

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Developing Independent Learning in Vibrant Environment

QUESTIONS

(a) From this experiment, identify the manipulated variable, responding variable and
a fixed variable.

[3 marks]

(b) Complete the table below.

i) Series circuit: i) Parallel circuit :

Reading V / V l/A Reading V / V l/A

11

22

33

44

55

66

[2 marks] [2 marks]

(c) Plot a graph of V against I for series and parallel circuit.
[6 marks]

(d) From the graph, deduce the effective resistance of the three resistors connected
in series and parallel.
[5 marks]

(e) State two precautions that should be taken in this experiment.
[2 marks]

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Developing Independent Learning in Vibrant Environment

Experiment 15 : Geometrical Optics

Objective : To determine the focal length of a convex lens

Apparatus : ……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………

Procedure : Based on your lab manual, summarize the procedure by using this flow chart

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Developing Independent Learning in Vibrant Environment

QUESTIONS

(a) From this experiment, identify the manipulated variable, responding variable and
a fixed variable.

[3 marks]

(b) Estimate the focal length f of the convex lens.

[1 mark]

(c) Complete the table below.

Reading Object Image Image height, Magnification,

distance, u / m distance, v / m hi / m M

1

2

3

4

5

6

[4 marks]
(d) Plot a graph of M against v.

[6 marks]
(e) Determine the focal length of the lens f from the gradient of the graph.

[3 marks]
(f) Compare the values of f obtained from questions (b) and (e). Write your

comments.
[2 mark]

(g) State one precaution that should be taken in this experiment.
[1 mark]

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APPENDIX 3: BIOLOGY PRE-LAB QUESTIONS
EXPERIMENT 4: TRANSPORT ACROSS MEMBRANE

Part A.
1. What do you expect to happen to the net movement of water in the potato cells in:

a) isotonic solution
b) hypotonic solution
c) hypertonic solution
2. Construct hypothesis to relate the length /size/ mass of potato strips with the different
concentration of solution?
3. Determine the variables involved in this experiment.
a) manipulated variable
b) responding variable
c) constant variables
4. What is the operational definition for the net movement of water in this experiment?
5. You are asked to plot a graph to show the changes in weight/length of the potato strips
against molarities of sucrose solution, suggest how to determine the sucrose
concentration that is isotonic the potato cells.
6. What is the purpose of plotting the standard graph?

EXPERIMENT 15: BIOCATALYSIS

EXCERCISE 15.1
Qualitative test for catalase activity
1. What will you observe when catalase reacts with hydrogen peroxide?
2. What is the operational definition for the enzyme activity in this experiment?
3. Determine the variables involved in this experiment.

a) manipulated variable
b) responding variable
c) constant variables
4. Relate the released of bubbles with the activity of the enzyme?

Quantitative test for catalase activity
5. What is the operational definition for the enzyme activity in this experiment
6. Not all the H2O2 will be broken down. The leftover can be measured using KMNO4.

Relate the amount of KMNO4 used with the activity of catalase.

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EXCERCISE 15.2
Factors affecting the activity of catalase
7. Construct the hypothesis for each factor
8. Determine the variables involved in each experiment.

a) manipulated variable
b) responding variable
c) constant variables
9. Design an experiment to observe the effect of substrate concentration towards the
enzyme activity

EXPERIMENT 16: CELLULAR RESPIRATION
1. What is the operational definition for the redox reaction in this experiment?
2. Construct the hypothesis for this experiment in each boiling tube.

a) Boiling tube A
b) Boiling tube B
c) Boiling tube C
3. Determine the variables involved in this experiment.
a) manipulated variable
b) responding variable
c) constant variables
4. What is the purpose of boiling tube C. Explain your answer.
5. Vigorous shaking will change the yeast’s mode of respiration. Relate this activity with
redox reaction.

EXPERIMENT 17: PHOTOSYNTHESIS
1. Determine the variables involved in this experiment.

a) manipulated variable
b) responding variable
c) constant variables
2. Why different plants leaves are used in this experiment? Construct the hypothesis for this
experiment.
3. Rf value is defined as the ratio of the distance travelled by a pigment to the distance
traveled by the solvent. It measures how far the compound has moved. If a compound is
large (high molecular weight) the solubility will be less that of a compound with a low
molecular weight. Relate the Rf value (refer Table 17.1) with the molecular weight of
each pigment.
4. Predict the distance moved by the pigments if different solvent is used.

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APPENDIX 1
ANSWERS FOR TEST YOUR SPS UNDERSTANDING

A.
1. Identify the variables in these statements

a) The time it takes to run a kilometre depends on the amount of daily exercise
a person gets

b) The higher the temperature of water, the faster the egg will cook.
c) An investigation was conducted to see if keeping the light on for different

amounts of time each day affected the number of eggs laid by the chickens.

2. Identify the independent variables (IV) and dependents variables (DV).
a) Will the number of nails picked up by an electromagnet be increased if more
batteries are put in the circuit?
IV: number of nails picked up
DV: number of batteries are put in the circuit

b) More bushels of potatoes will be produced if soil is fertilised more.
IV: amount of fertiliser
DV: bushels of potatoes

3. Write few ways to operationally define the variables
Amount of evaporation : The mass difference shows the amount of
evaporation
Solubility of salt : Amount of salt dissolve in the water determine the solubility
of salt.
Heat loss : Decrease in temperature is the amount of heat loss.

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B. * Answers for SPS skills tested could be multiple for certain questions.
SPS skill shown is as one of the skill tested.

1.

Answer: C Suggestion for modifications

SPS: Identifying and
controlling variables

2. Suggestion for modifications

Answer: B

SPS: Identifying and
controlling variables

3. Suggestion for modifications
Answer: C
SPS: Making hypothesis

4. Suggestion for modifications
Answer: A
SPS: Making hypothesis

5. Suggestion for modifications

Answer: C

SPS: Measuring and using
numbers

6. Suggestion for modifications
Answer: C Suggestion for modifications
SPS: Making inferences

7.
Answer: B
SPS: Observing

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8. Suggestion for modifications

Answer: A

SPS: Identifying and
controlling variables

9. Suggestion for modifications
Answer: C
SPS: Making hypothesis

10. Suggestion for modifications
Answer: A
SPS: Making hypothesis

11. Suggestion for modifications
Answer: B Suggestion for modifications
SPS: Identifying and Suggestion for modifications
controlling variables Suggestion for modifications

12.
Answer: D
SPS: Identifying and
controlling variables

13.
Answer: C
SPS: Identifying and
controlling variables

14.
Answer: C
SPS: Making hypothesis

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