KAS Form 1

BASIC SCIENCBEBAASHKHAIALGGLIIASAN:NSPTPEUENNDDDEIIDNDITIKKSAAMNNOMMDEEUNNLEENENGGAAHH ((BBPPMM))
MMAAJJLLIISS AAMMAANNAAHH RRAAKKYYAATT ((MMAARRAA))
KKUUAALLAA LLUUMMPPUURR

SCIENCE IS FUN & I LOVE IT SEIXVTEHNTEHDIETDIOITNION 1

BASIC SCIENCE SKILLS : STUDENTS MODULE

Basic Science Skills

1st edition (2007) prepared by: Ms Nik Zainun bt Abu Bakar
Ms Nor’ini bt. Sapuan Ms Hanita bt. Mohd Safi
Ms Juriah bt. Alias Mr Kamaruzaman b. Jaafar
Ms Noriha bt. Kassim
Mr Zakpar b. Mahput Ms Zarina bt. Abdul Naim
Ms Hanita bt. Mohd Safi
2nd edition (2008) edited by: Ms Farizah bt. Ariffin
Ms Nor’ini bt. Sapuan Mr Rozi b. Jusoh
Ms Juriah bt. Alias
Ms Noriha bt. Kasim Mr Rosli bin Mohd Kassim
Mr Kamaruzaman b. Jaafar Ms Hanita bt. Mohd Safi
Ms Sarina bt. Yusoff Mr Kamaruzaman b. Jaafar

3rd edition (2009) edited by: Ms Waheda bt. Abdul wahab
Ms Noor Adlin bt. Mohd Saroni
Ms Nor’ini bt. Sapuan
Ms Juriah bt. Alias Ms Waheda bt. Abd Wahab
Ms Noriha bt. Kasim Ms Rziah bt Hamzah

4th edition (2012) edited by: Ms Salwa bt Dalib
Mr Mohd Shahrin bin Ahmad
Mr Rosli bin Mohd Kassim Mr Md Jefri bin Abu Bakar
Ms Nor Adha bt. Yahaya Ms Nor Wahida bt Wan Omar
Ms Aslenda Bt. Basar Mr Mohammad Fairuz bin Zulkifli
Ms Noor Nasriyah bt Abdullah
5th edition (2015) edited by: Ms Zilawati Roslinda bt Mohd Zain

Mr Rosli bin Mohd Kassim Mr Azaizul bin Ahmad
Mr Noorsuhaily bin Ali @ Md Noor Ms Yuslinda bt Yusoff
Mr Che Mohamad Hasif bin Che Mat
6th edition (2016) edited by: Mr Muse Al-Ghazali bin Omar
Mr Mohd Anuwar bin Hussin
Ms Juriah bt Alias
Mr Muhammad Fauzi bin Mat Ali
Mr Muse Al Ghazali bin Omar
Mr Rakesh bin Sala
Ms Rziah bt Hamzah
Ms Zarina bt Abdul Naim
Mr Faisal bin Hj Yusoff
Mr Mohd Yusof Zaki bin Che Amat

7th edition (2019) edited by:

Ms Noor Nasriyah bt Abdullah
Mr Md Jefri bin Abu Bakar
Ms Nor Rizan bt Osman@Mohd Nor
Ms Nazura bt Ishak
Mr Ahmad Hafizul Hanis bin Mohd Shahar

SCIENCE IS FUN & I LOVE IT 2

BASIC SCIENCE SKILLS : STUDENTS MODULE

Table of Contents

Module Title Page
3
Table of contents 4-6
Introduction 7-9

Module 1 Science and I 10-18
Module 2 Caution 1 19-24
Module 3 Handle Me 25-33
34-40
Module 4 Spill It Right 41-50
Module 5 S.I 51-53
Module 6 Perfect 10 54-56
Module 7 Guess ? 57-60
Module 8 Float or Sink ? 61-67
68-71
Module 9 LSI (Laboratory Scientific Investigation) 72-78
Module 10 Looking closer 79-81
Module 11 LEGO 82-91
Module 12 Uni vs Multi 92-94
Module 13 Grab Food 95-98
Module 14 Cell turbine 99-105
Module 15 Check & Balance 106-112
Module 16 What’s The Matter ? 113-119

Module 17 Physicals or Chemicals ?
Module 18 Spread Up
Module 19 Ice, ice, water

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BASIC SCIENCE SKILLS : STUDENTS MODULE

Basic Science Skills (BSS)

Introduction

Science is a way of learning about the natural world. Science is a process; hence
emphasis of teaching science should be placed on methodology. The process of teaching and
learning science should be carried in the climate that allows hands-on student activities which
involve inquiry process and scientific method. In inquiry-based classrooms, students are
provided with hands-on opportunities and are more actively involved and subsequently more
responsible for their learning. This is in line with the most important ideas that come from
Piaget’s work that children at this Formal Operational stage of cognitive development need
concrete, hands-on experiences. At this stage science lesson is activity – based experience.
Children also need to be able to share their experience with others and to consider other
viewpoints so that they can move beyond themselves.

During the first three months transition period of secondary education, students should be
allowed to develop skills in handling laboratory apparatus/instruments, carrying out experiments
and be exposed with learning experiences that require less guidance and fewer teacher
interventions in the next stage of their learning.

BSS is designed to develop students who are competent in both science knowledge
and manipulative skill. This module provides lesson plans, worksheets and suggestions as a
guide to implement the teaching and learning of BSS program.

BSS focuses on developing skills in handling basic science apparatus, developing science
process skills and to instill enthusiasm and positive attitudes in learning science. The teaching
and learning process in this programme should enable students to acquire knowledge, master
basic science process skills and develop scientific attitudes in an integrated manner. Teaching
and learning approaches will be implemented through various methods such as experiments,
discussions, simulations, small projects, and field trips. It is hope that the use of hands-on
activities can result in substantial improvements in science process skills and creativity, increase
performance on language development and improve attitudes towards science.

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BASIC SCIENCE SKILLS : STUDENTS MODULE

Student’s achievement in this program is assessed through several evaluative tools. A pre
test is carried out before class begins. The pre test is a hands–on test which is based on student’s
knowledge and skills acquired in their primary school. A survey on student’s attitude towards
learning science is also conducted. Continual monitoring of students progress during
implementation of the module is done by teacher’s observation of students while they engage in
their science investigations. A formative test is administered in the middle of the module to
provide feedback for teachers about students’ understanding. Students are also assessed on their
project work and laboratory report. A post test at the end of the module is administered to
evaluate the students’ knowledge and skills. The post test consists of two parts. The first part is a
hands-on practical test based on the manipulative and science process skills they have learned in
the module. The second part is a written test which consists of objective and structured questions
based on the content area covered in the module.

Objectives

1. To develop the skill of knowing the functions and limitations of various instruments /
apparatus, and being able to select and handle them appropriately for various tasks.

2. To develop positive attitudes towards learning science like having interest and enjoyment
in learning science, disposition to try and innovate and attempt creative solutions,
disposition not to jump to conclusions, and willingness to have their own ideas
questioned.

3. To develop the basic science process skills such as making hypothesis, determining
variables, taking measurements, making observation, sort and classify, compare and
contrast, record, analyse and communicate experimental findings.

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BASIC SCIENCE SKILLS : STUDENTS MODULE

4. To fulfill the objectives of School Based Assessment (SBA) , which are:

I. To enhance the meaningfulness of assessment where the focus is more on
pupils’ development and growth in learning rather than merely on their
achievements in the form of scores or grades;

II. To reduce the over-reliance and over-dependence on data (grades and scores)
obtained through central examinations in getting information about pupils in
the school system;

III. To empower the school and teachers to conduct quality assessment of and for
learning, involving their own pupils. Therefore school assessment will be
given its due recognition and acknowledgement, and a significant place in the
overall assessment system; and,

IV. To ensure the performance of pupils is comparable to accepted world
standards in various areas of knowledge, skills, and competence, with the
introduction of Standard-Referenced assessment in PBS.

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BASIC SCIENCE SKILLS : STUDENTS MODULE

MODULE 1

SCIENCE AND I

LEARNING STANDARD

Every student is able to:

1. Relate daily activities to Science.
2. Generalise the meaning of Science.
3. Summarise the importance of Science in everyday life.
4. Describe the fields of Science.
5. Communicate about careers in Science.
6. Relate subjects to be studied with Science careers of interest.
7. Describe innovation in technology.

SCIENCE IS FUN & I LOVE IT “ Indeed, Allah will not change the condition of a
people until they change what is in themselves. ”

[Holy Quran, 13:11]

7

BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 1.1 : UNDERSTANDING SCIENCE AS PART OF EVERYDAY LIFE
1. Based on the diagram below, which are natural phenomena ? Mark (√ ) for the correct
answer and mark ( X ) for wrong answer .

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BASIC SCIENCE SKILLS : STUDENTS MODULE
WORKSHEET 1.2: carrier in science according to field of science.

CAREER IN SCIENCE

PHYSIC BIOLOGY CHEMISTRY GEOLOGY

Eg : teacher Eg : teacher Eg : teacher Eg : teacher
-

MY AMBITION IS

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BASIC SCIENCE SKILLS : STUDENTS MODULE

MODULE 2

CAUTION ME

LEARNING STANDARD

Every student is able to:

1. Identify and state functions of the apparatus
2. Identify symbols and examples of hazardous materials in the laboratory.
3. Draw and label apparatus commonly used in the laboratory and classify based on

how it is used
4. Justify the regulations and safety measures in the laboratory.

SCIENCE IS FUN & I LOVE IT Progress is made by trial and failure; the
failures are generally a hundred times more
numerous than the successors; yet they are
usually left unchronicled.

WILLIAM RAMSAY, 1852-1916
Chemist

10

BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 2.1

Content Standard 1.2 Your science laboratory
Learning Content
Justify the regulations and safety measures in the laboratory

PICTURES OF GOOD PRACTICES IN THE SCIENCE LABORATORY
Underline the correct action.

Fan slowly/quickly the gas when detecting gas Prevent/Allow your hair or clothes near fire.
odour

Wear/Remove safety goggles w Inform your teacher/friend when any
hen doing experiment glassware is broken

Clean/Store glassware after experiment Read/Ignore the label on the reagent bottle to
make sure the correct chemicals is used.

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BASIC SCIENCE SKILLS : STUDENTS MODULE

Content Standard WORKSHEET 2.2
Learning Content
1.2 Your science laboratory
Justify the regulations and safety measures in the
laboratory

PICTURES OF THE BAD PRACTICES IN THE LABORATORY
INFORM YOUR TEACHER IF YOU SEE ANY OF THESE ACTION
Fill in the blanks

Justification:

Justification:

Justification: Justification:
Justification:
Justification:
12
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BASIC SCIENCE SKILLS : STUDENTS MODULE

Content Standard WORKSHEET 2.3:
Learning Content
1.2 Your science laboratory
Identify symbols and examples of hazardous materials
in the laboratory.

Introduction to Laboratory Safety
Match the example and handling procedure of each symbol.

Symbol and meaning Examples Handling procedure

Corrosive Store alcohol away from flame. Store sodium in
Highly Flammable paraffin. Store phosphorous in water. Example:
Alcohol, sodium and phosphorous
Explosive
Toxic / Poisonous Handle acid and alkali carefully when using it. Avoid
spilling on your clothes or skin. Example:
Concentrated acid and alkali

Do not store gas cylinder containing hydrogen in the
laboratory. Hydrogen explode when lighted in air
Store potassium in paraffin. Example: Hydrogen,
potassium

Keep these chemicals in locked cupboard. Do not
use these chemicals unless asked by the teacher.

Example: Mercury, Carbon tetrachloride

Radioactive Avoid from sniffing the gas. Use the gas in the fume
cupboard. Example: Bromine, Ammonia
Harmful
Do not use or go near these substances. These
SCIENCE IS FUN & I LOVE IT substances give out rays that will kill human cells.
Examples : Carbon 14, Plutonium

13

BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 2.4

Laboratory apparatus

Content Standard 1.2 Your science laboratory
Learning Content
1.2.1 Identify and state functions of the apparatus
1.2.3 Draw and label apparatus commonly used in the

laboratory and classify based on how it is used

Connect the dot to draw the outline diagram for each apparatus and match with its uses.

Apparatus Outline diagram Match the uses

For evaporating a liquid
from a solution

Tripod stand

For supporting apparatus
during heating

Measuring Cylinder

Retort Stand For containing or heating
Evaporating Dish small amounts of
substances

For supporting apparatus
during experiments

Test tube For measuring a volume
of liquid to an accuracy of
SCIENCE IS FUN & I LOVE IT 1 cm3

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BASIC SCIENCE SKILLS : STUDENTS MODULE

Apparatus Outline diagram Match the uses

Boiling tube For separating an
insoluble solid from a
liquid using a piece of
filter paper

Filter funnel For containing
Beaker chemicals or collecting

Conical Flask liquids

For containing
chemicals used in
preparing gases when
no heating is required

For containing or
heating substances

For containing
chemicals or collecting
liquids

Flat bottom flask

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BASIC SCIENCE SKILLS : STUDENTS MODULE

Apparatus Outline diagram Match the uses

xxxxxxxxxx To distribute heat evenly
to the container being
heated

Wire gauze

Gas jar For measuring a volume
Burette of liquid to an accuracy
of 0.05cm3
Pipette
For collecting gases
SCIENCE IS FUN & I LOVE IT
For measuring very
accurately a specific
volume of liquid (25 cm3,
50 cm3)

16

BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 3.2

Content Standard 1.2 Your science laboratory

Learning Content Draw and label apparatus commonly used in the

laboratory and classify based on how it is used

Diagram of Laboratory apparatus

Label the diagram below.

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BASIC SCIENCE SKILLS : STUDENTS MODULE

STUDENT CONTRACT

LABORATORY RULES AND SAFETY MEASURES

You must always follow these rules when you are working in the science laboratory

Teachers Permission Accidents

1. You must not enter the science 1. You must report any accident or any injury to

laboratory without your teacher’s your teacher at once

permission 2. Any chemical / heavy metals spilled on your

2. You must not carry out an experiment body or clothing must be washed thoroughly
without your teacher’s permission with water

3. You must not take out any apparatus 3. Any chemical / heavy metals which enters your

or chemicals from the laboratory eyes accidentally must be washed with plenty

of water

4. You must not play with electrical appliances

Safety Cleanliness

1. You must not taste any chemicals 1. You must always keep the science laboratory

unless instructed by your teacher clean

2. You must always check the label on 2. You must always clean and wash the apparatus

a bottle before using the chemical in used and return them to their proper places

it. Wastage

3. You must not use a piece of paper to 1. You must not waste water, gas, electricity or
light a Bunsen burner chemicals

2. Turn off tap water and gas or switch off
electricity when it is not used

AGREEMENT

I will always obey the laboratory rules of the school when I am using the facilities in the laboratory

________________________ ________________________

Signature student Date

[]

Ensure your safety first for yourself and your friends

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BASIC SCIENCE SKILLS : STUDENTS MODULE

MODULE 3

HANDLE ME

LEARNING STANDARD

Every student is able to:

1. Identify and state functions of the apparatus.
2. Justify the regulations and safety measures in the laboratory.

SCIENCE IS FUN & I LOVE IT Progress is made by trial and failure; the
failures are generally a hundred times more
numerous than the successors; yet they are
usually left unchronicled.

WILLIAM RAMSAY, 1852-1916
Chemist

19

BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 3.1: Handling chemicals
Procedures:
Students are asked to work in group of 3 . Each group need to carry out 6 activities provided in
6 different stations.

STATION 1

Transferring a solid using starch, salt or sand
1. Use spoon or ………… to transfer solid (starch powder, table salt and calcium
carbonate) from a reagent bottle into 50 ml beaker.

STATION 2

Pouring reagent from reagent bottle
1. Hold the reagent bottle by covering the label with your ……………..
2. Pour the solution from reagent bottle (copper(II) sulphate solution) into the
test tube.

Step 1 Step 2

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BASIC SCIENCE SKILLS : STUDENTS MODULE

STATION 3

Pouring reagent from reagent bottle to a beaker
1. Use ………………….. to transferring reagent (iron (II) sulphate solution) from
the bottle to a beaker.

STATION 4

Pouring reagent from reagent bottle to a measuring cylinder.
Pouring reagent from reagent bottle (coloured solution) to measuring ……………….

Step 1 Step 2

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BASIC SCIENCE SKILLS : STUDENTS MODULE

STATION 5

Transferring harmful reagents
1. Use glass tube to transfer chemicals which are corrosive (concentrated ……..
and alkali).

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BASIC SCIENCE SKILLS : STUDENTS MODULE

STATION 6

Transferring solution to another container.
i. Transferring coloured solution from one test ………. to another

ii. Transferring solution coloured solution from one …………. to another

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BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 3.2: Safety Equipments Usage
Discuss in group and complete the table

Safety Equipment

Fire Extinguisher 24
Fire Blanket

Fume cupboard
Lab coat

Safety goggles

SCIENCE IS FUN & I LOVE IT

BASIC SCIENCE SKILLS : STUDENTS MODULE

MODULE 4

SPILL IT RIGHT

LEARNING STANDARD

Every student is able to:

Identify and state functions of the apparatus
.

SCIENCE IS FUN & I LOVE IT Science is not only a disciple of reason but,
also, one of romance and passion.
STEPHEN HAWKING, 1965-1995
Physicist

25

BASIC SCIENCE SKILLS : STUDENTS MODULE APPENDIX 4.1
Parts of the Bunsen burner.

Barrel Gas inlet
Collar
Air-hole

Base

Interesting facts: Air hole is
Non-luminous Flame is opened
the blue flame when air
hole is opened. It does not Yellow flame
give out soot and suitable
for heating Air hole is
closed
Interesting facts:
Luminous Flame is the
yellow flame when air hole
is closed. It does give out
soot and not suitable for
heating

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BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 4.1

Content Standard 1.2 Your science laboratory
Learning Content
Identify and state functions of the apparatus

1. Write the number in the table to show the correct steps to light up a Bunsen
burner.

Steps Action
3 Light a match and hold it over the barrel.
2 Turn the collar to close the air-hole.
1 Join the burner to a gas tap with the rubber tubing.
5 Open the air-hole.
6 Start heating using blue flame
4 Turn on the gas tap with your free hand / click on the trigger of a flame starter as
you turn on the gas tap (if the match goes out before the burner is lit, turn off the
gas tap).

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BASIC SCIENCE SKILLS : STUDENTS MODULE

2. Diagram below shows two different thermometers. State the type of thermometer
in the box provided.

Clinical thermometer

Laboratory thermometer

Discuss the difference between both thermometers and fill in the answer in the table below.

Clinical thermometer Criteria Laboratory thermometer
To measure human body Function To measure the temperature
temperature
Short Length Long
350C – 420C
Present Scale -100C – 1100C

Bent joint /Narrow Constriction Not present

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BASIC SCIENCE SKILLS : STUDENTS MODULE ACTIVITY 1

Aim : To investigate the room temperature change during class
Procedure:

1. Read the thermometer as shown in the diagram below.

2. Repeat step 1 after completing Worksheet 4

Initial Temperature Final Temperature

3. Does the temperature change? State your reason.

_________________________________________________

_________________________________________________

_________________________________________________

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BASIC SCIENCE SKILLS : STUDENTS MODULE
Worksheet 4

Diagram below shows the thermometer reading taken during an experiment.

Initial reading Maximum reading

Determine the following temperature:

Initial temperature : ___________________________________________

Maximum temperature : ____________________________________________

Temperature change : ____________________________________________

SCIENCE IS FUN & I LOVE IT 30

BASIC SCIENCE SKILLS : STUDENTS MODULE Appendix 4.2
Using a Burette

A) Cleaning a Burette
1. Pour about 10 ml water into the burette using a small beaker.
2. Use a filter funnel at the top of the burette to avoid spills when pouring the water

from the beaker.
3. Allow a few drops of the water to flow through the tip by opening the stopcock.
4. Then remove the burette from the clamp and rotate horizontally so that the entire

interior surface of the burette has been rinsed with the water.
5. Dispense the water through the tip of the burette.
6. Repeat step 1-5 using the required solution.

B) Remove air bubbles
1. Clamp the burette to the retort stand.
2. Fill in the burette with solution by using a small beaker. Allow the solution to drain

so that it is beneath the calibrated markings on the side of the burette.
3. Check the tip of the burette to make sure there is no air bubble.
4. You may need to tap the burette to remove the bubbles.
5. If a drop hangs on the end of the burette before you make your initial reading,

dislodge it by touching it to a beaker.

C) Filling the burette
Fill in the burette with liquid.

1. Take an initial reading of the burette at the correct eye position to the meniscus.
2. Read to the appropriate number of significant digits.
3. Dispense the appropriate volume and take a new reading.
4. Then, empty the burette.
5. Rinse the burette with distilled water several times by following the methods in

(A).
6. Store upside down on the retort stand using the burette clamp.

CAUTION:
In many experiments you will have to dispose of a liquid chemical at the end of a lab. Always
ask your teacher for the correct method of disposal. In many instances, liquid chemicals can be
washed down the sink’s drain by diluting them with plenty of tap water. Toxic chemicals should
be handled only by your teacher.

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BASIC SCIENCE SKILLS : STUDENTS MODULE Appendix 4.3
Instruction to use pipette
Pipette
Wet upper end pump
after rinsing it
with distilled Insert
water

A Press 1.Simultaneously

Press press until bulb
bulb fully deformed

2.Release the “A”
before releasing

the bulb

Immerse tip The bulb will stay
in water deform (no longer
round) after this
E
step
S
Press on E to pump
Press on S to suck out
liquid
SE
The bulb will
become rounder Liquid flows out as
the “E” is pressed
after this step
32
SCIENCE IS FUN & I LOVE IT

BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 4.2

Content Standard 1.2 Your science laboratory
Learning Content
Identify and state functions of the apparatus

You are required to determine the volume of 1 drop of water from the burette. Record your data
with correct decimal place in Table 9.1

Activity Volume / cm3
a Final reading of burette, Vf
b Initial reading of burette, Vi
c Volume of 10 drops of water, Vf - Vi
d Volume of one drop of water ( Vf - Vi ) / 10

Table 9.1

DISCUSSION

a) Where is the zero scale located on burette?
__O__n_t_h_e_t_o_p_o_f_b_u_r_e_tt_e________________________________________________

b) What is the relationship between the reading of burette and the volume water flows out of
the burette?
_R_e_a_d_i_n_g_o_f_b_u_r_e_tt_e_i_n_c_re_a_s_e__a_s_t_h_e_v_o_lu_m__e_o_f_w__a_te_r_f_lo_w__in_g_o_u_t_i_n_c_re_a_s_e__________
50 cm3 burette

CONCLUSION
1. Volume of liquid can be measured accurately using ________________________

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BASIC SCIENCE SKILLS : STUDENTS MODULE

MODULE 5

S.I

LEARNING STANDARD

Every student is able to:
1. Identify and use the correct units for different physical quantities.
2. Identify the symbols and values of prefixes use in measurement.
3. Convert base quantity units for mass, length and time.

. ]

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BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 4.1:

UNITS AND PREFIX

Content Standard 1.3 Physical quantities and their units.

Learning Standard Identify and use the correct units for different physical quantities.
Identify the symbols and values of prefixes use in measurement.
Convert base quantity units for mass, length and time.

What is physical quantity?

1. A physical quantity is ……………………………………………………………..
2. List five physical quantities, S.I units and their symbols in the following table.

Base Quantity Symbol S.I. Unit Symbol for S.I. Unit
Length
Mass
Time
Current

Temperature

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BASIC SCIENCE SKILLS : STUDENTS MODULE

The definition of base units.

Base unit Definition

The metre is the length of the path traveled by light in vacuum during a time

Meter interval of 1 of a second
Kilogram
299792458

The kilogram is the mass of a prototype cylinder of platinum-iridium alloy that is kept
at the International Bereau of Weights and Measures.

Second The second is 9192631770 periods of a specified radiation from Cesium-133 atoms

The ampere is the current carried by two long parallel wires placed one meter apart,
Ampere when the attractive force per unit length between two wires is 2 x 10-7 N m-1.

Kelvin The kelvin is 1 of the thermodynamic temperature of the triple point of water
273.16

S.I units » The International System of Units (Système Internationale d’Unitès)

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BASIC SCIENCE SKILLS : STUDENTS MODULE

STANDARD FORM / SCIENTIFIC NOTATION
The distance from the earth to the sun is 150 000 000 000 m.

The mass of a hydrogen atom is 0.00000000000000000000000167 g.

One of the number is TOO BIG and the other is TOO SMALL !!!!!

 To make it simpler and easier to read and write, we write them in the STANDARD FORM of

a x 10n where 1≤ a  10 and n is an integer.

Example: 150 000 000 000 m = 1.5 x 1011 m
0.000 000 000 000 000 000 000 001 67 g = 1.67 x 10 –24 g

1. Write the following quantities in standard form :
a) Size of a particle = 0.000 03 m = ………………………………………………………………..
b) Diameter of an atom = 0.000 000 072 m =

…………………………………………................
c) Wavelength of light = 0.000 000 55 m =

………………………………………………………..
d) Speed of light = 3 000 000 00 m = ……………………………………………………………...

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BASIC SCIENCE SKILLS : STUDENTS MODULE

PREFIXED FORM
 We can also write physical quantities in the PREFIXED FORM if the value is too big or too

small as shown in the diagram below.

Prefix Symbol Multiplier
tera T 1012
giga G 109
mega M 106
kilo k 103
deci d 10-1
centi c 10-2
milli m 10-3
micro µ 10-6
nano n 10-9
pico p 10-12

Diagram 4.1

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BASIC SCIENCE SKILLS : STUDENTS MODULE

Exercises 4.1
1. Complete the table below:

Prefix Symbol Value
tera 1 000
c
kilo

milli m

2. Rewrite the values of these measurement using prefixes:

a) 80 000 g = ................ kg SCAN ME

b) 11 300 m = ................ km To view converting
units of base quantity
c) 500 s = ................ ms
d) 0.73 A = ….................. A

e) 0.02 g = ................ mg

f) 0.044 Mbyte = ................ byte

3. Write the following numbers in standard form:

a) 0.00008 m = ………………………………………………
b) 5300 g = ………………………………………………
c) 0.0068 cm = ………………………………………………
d) 567.13 kA = ………………………………………………
e) 345.2 x 104 m = ………………………………………………
f) 0.000078 x 10-6 s = ……………………………………………...

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BASIC SCIENCE SKILLS : STUDENTS MODULE

SCIENCE IS FUN & I LOVE IT 40

BASIC SCIENCE SKILLS : STUDENTS MODULE

MODULE 6

PERFECT 10

LEARNING STANDARD

Every student is able to:

1. Use the right measuring instrument and use it in the right way
2. Use measuring instruments with higher accuracies and compare the measurements in

terms of accuracy, consistency and sensitivity..
3. Explain how to overcome systematic errors and random errors..

. “And give full measure when you measure, and weigh with
an even balance. That is the best [way] and best in result.”
SCIENCE IS FUN & I LOVE IT
[HOLY QURAN, 17:35]

41

BASIC SCIENCE SKILLS : STUDENTS MODULE
MEASURING INSTRUMENT

WORKSHEET 6.1:
THE USE OF RIGHT MEASURING INSTRUMENTS

Content Standard 1.4 The use of measuring instruments, accuracy, consistency, sensitivity
and errors

Learning Standard Use the right measuring instrument and use it in the right way, to
measure accurately and consistently the quantities of length, mass,
time, temperature and electric current.

1. State the suitable measuring instrument for the physical quantities in the table below.

No. Physical Quantity Measuring Instrument
1. Time
2 Length To view about mearing
3. Mass instrument
4. Voltage
5. Electric current 42
6. Volume of water

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BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 6.2:
Activity 1
INSTRUCTION
1. Form a group of 3 – 4 members
2. Based on the following picture, choose the correct position of eye when taking the reading

of the apparatus. Mark on the box provided.
a) b)

√
√

c)
√

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BASIC SCIENCE SKILLS : STUDENTS MODULE

3. You are required to carry out the following activities in the stations stated.
4. Repeat the activities at each station for three times and record your measurement

readings in Table 6.1. Your answer must be written with the correct decimal place.

Station Activity Measuring 1 Reading Average
Apparatus 23

1 High of laboratory table Ruler

2 Length of laboratory Measuring tape

Time taken to walk from Stopwatch
3 one end to the other end of (analogue)

the laboratory

4 Temperature of tap water Thermometer

5 Mass of Form 1 Science Triple Beam
textbook Balance

6 Voltage supplied by a Voltmeter
battery in a closed circuit Table 6.1

CONCLUSION

1. We should be taken the readings for ________________ times to obtain __________
data.

2. The eye of student/observer should be ________________ to the scale of measuring
tools.

3. For the measuring cylinder and thermometer, the position of eye should be at the same
level as the _________________ of the liquids.

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BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 6.3:
Activity 2

INSTRUCTION

1. Form a group of 3 – 4 members
2. Label the part of vernier calipers below.

PARTS OF VERNIER CALIPERS

Inner jaws Outer jaws Main Scale Vernier Scales

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BASIC SCIENCE SKILLS : STUDENTS MODULE
3. Label the part of micrometer screw gauge below.

PART OF MICROMETER SCREW GAUGE

Ratchet Sleeve Thimble Spindle Anvil

4. You are required to carry out the following activities in same group.
5. Each group has to measure the thickness of the Form 1 Science textbook and record your

measurement in the Table 6.2 below. Repeat the activities for three times.

Activity Measuring instrument 1 Reading Average
Thickness of book 23
Diameter of 50 sen coin Ruler
Vernier calipers
Micrometer screw gauge

Ruler
Vernier calipers
Micrometer screw gauge

Table 6.2

CONCLUSION

The most sensitive measuring instrument is _______________________________________

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BASIC SCIENCE SKILLS : STUDENTS MODULE

EXERCISES (ii)
1. Read the vernier calliper below.

(i)

Main scale =........................ Main scale =........................
Vernier scale =.................... Vernier scale =.....................
Actual reading =.................... Actual reading =.................…

2. Read the micrometer screw gauge below: (ii)
(i)

Sleeve scale =.................... Sleeve scale =....................
Thimble scale =.................... Thimble scale =....................
Actual reading =.................... Actual reading =....................

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BASIC SCIENCE SKILLS : STUDENTS MODULE

ERRORS IN MEASUREMENT

1. In an experiment, the readings of measurement taken may have slightly difference due to
some mistakes. The difference in the readings is called ............................................…

2. There are 2 main types of error; _____________________ error and _______________
error.

3. Complete the diagram below:

__________________ Error Difference ___________________ Error

Obtain from a measuring instrument for Cause The uncertainties in measurement he caused
every measurement by observer when taking measurement
Example
 _________________________  _________________________
 Inaccurate measuring instrument Method Carelessness of observer
to  Wrong technique
 ___________________________  _______________________________
____________________________ reduce
the error _______________________________
____________________________
_______________________________
_______________________________

To view about
Error

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BASIC SCIENCE SKILLS : STUDENTS MODULE

ACTIVITY 3: INSTRUCTIONS FOR THE GAME OF THE DARTS:

1. Students are to form groups of 4.
2. Each member of the group is given a dart each.
3. Each member of the group take turn to throw the dart to the target. The idea of the

game is to get the best target, that is the middle of the target.
4. .After all the groups have completed the game, each group must analyze their

performance and determine which throw is most accurate, which throw is least
accurate, whose throws are most consistent.
5. Fill in the table ‘high’ or ‘low’ to indicate accuracy and consistency of the shot in the
different groups.

GROUP A GROUP B

GROUP C GROUP D

GROUP ACCURACY CONSISTENCY
A
B
C
D

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BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 6.4:
ACCURACY, CONSISTENCY AND SENSITIVITY

1. Accuracy : …………………………………………………………………………………
2. Consistency : ………………………………………………………………………………
3. Sensitivity : …………………………………………………………………………………

4. Diagram below shows the target board in a game. Explain the situation of shoot for each
diagram:

a) b) X
X XXX X
Target Target

XXXXX

…………………………… …………………………………..

c) d)
X
Target
Target X X XXXXX

XX

….. …..…………………… ……………………………………..

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