KAS Form 1

BASIC SCIENCE SKILLS : STUDENTS MODULE

MODULE 7

GUESS ?

LEARNING STANDARD

Every student is able to:

1. Estimate the length, area, mass or volume of an object before taking actual
measurement

2. Explain with examples innovations of various type of measuring instruments through a
multimedia presentation

SCIENCE IS FUN & I LOVE IT The science of today is the technology
of tomorrow.

EDWARD TELLER, 1908-2003
Physicist

51

BASIC SCIENCE SKILLS : STUDENTS MODULE
WORKSHEET 7.1: ESTIMATE BEFORE ACTUAL

Carry out all activities in all 5 station

Estimated the length of a white board using text book
Station 1

Estimated the mass of a marble using triple beam balance

Station 2 Mass of empty beaker =
Mass of 20 marble =
Mass of 1 marble =

Estimated the area of a palm using graph paper
Station 3

Estimated the volume of plasticine using measuring cylinder

Station 4 Initial volume = KAS Info
Final volume = 1 ml = 1 cm3
Volume of plasticine =
1 ml = 1 cm3

Estimated the volume of cork using measuring cylinder

Station 5 Initial volume =
Final volume =
Volume of cork =

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BASIC SCIENCE SKILLS : STUDENTS MODULE
Complete the table below

Area Formula Volume Formula
Rectangle
Cube
Circle Prism
Triangle Sphere
Trapezium Pyramid

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BASIC SCIENCE SKILLS : STUDENTS MODULE

MODULE 8

FLOAT OR SINK

LEARNING STANDARD

Every student is able to:
1. Arrange sequentially materials based on density.
2. Predict whether the materials will float or sink according to density
3. Define operational definition of density.
4. Calculate density using formula.
5. Explain the phenomena related to the density difference in everyday life.

SCIENCE IS FUN & I LOVE IT Science is acceptance of what works and the
rejection of what does not. That needs more
courage than we might think.

JACOB BRONOWSKY, 1908-1974
Biologist

54

BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 8.1: Density investigation.

Density of a material can be defined as mass per unit volume and can be measured by using
equation of :

Where:
is density,

m is mass,
v is volume,

and the unit for density is gcm-3

You as a scientist, need to identify the density of each material that been provided to you by
using your previous knowledge on measuring volume and mass for each material.

8.1.1 Complete the result of your measurement in the table below.

No. Materials Mass (g) Volume (cm3) Density (gcm-3)

1. Salt solution
2. Plain water
3. Cooking oil
4. Egg
5. Pebble
6. Styrofoam

8.1.2 Arrange the material according to a descending order of density.

Highest lowest

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BASIC SCIENCE SKILLS : STUDENTS MODULE

8.2.1 Will the egg sink or will it float?

 By using three 1.5 litre beakar, fill one beaker with plain water and the other one
with salt solution.

 Place the egg the inside the beaker with plain water and record your observation
in the table below.

 Then, place the same egg inside another beaker with salt solution and record
your observation in the table below.

 Lastly, mix salt solution and cooking oil in the last beaker. Place the same egg
inside the beaker and record your observatio in the table below.

Tick (√) in the table below based on your observation. Observations
No. Experiments

1. Egg inside the beaker with plain water

2. Egg inside the beaker with salt solution

3. Egg inside the beaker with Mix cooking oil
and salt solution.

8.2.2 complete the sentence below to show the conclusion of your experiment.
A higher density material will _________________ .
meanwhile, a lower density material will ___________________

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BASIC SCIENCE SKILLS : STUDENTS MODULE

MODULE 9

LSI

LEARNING STANDARD

Every student is able to:
1. Differentiate each science process skill.
2. Make a sequence on the steps of carrying out a scientific investigation in the correct

order.
3. Conduct a scientific investigation to solve a simple problem

SCIENCE IS FUN & I LOVE IT ‘Our great weakness lies in giving up.
The most certain way to succeed is
always to try just one more time ’

- Thomas A. Edison -

57

BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 9.1

You are required to carry out an experiment to investigate how the length of pendulum affects
the time taken for 10 complete swings as the following steps.

Materials and apparatus:

Wooden block, retort stand with clamp, pendulum bob, string, stopwatch, metre ruler

Steps/Procedure:

1. Tie a pendulum bob with string. Measure the length of the string to the hook of the
pendulum as 50.0 cm.

2. Hang the pendulum bob to the retort stand. Refer to the following diagram.

3. Pull aside and release the pendulum bob so it’s swing freely.
4. Simultaneously, turn ON the stopwatch and take the time for the pendulum to make 10

complete swings.
5. Repeat step 3 and 4 to get the average time for the pendulum to make 10 complete swings.

Average time for 10 complete swings = 1st reading + 2nd reading + 3rd reading
3

6. Calculate the time for one complete swing by using ;
Time for one complete swing, T = the average time for 10 complete swings
10

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BASIC SCIENCE SKILLS : STUDENTS MODULE

7. Calculate T2 (Using your scientific calculator)
8. Repeat the experiment for length of pendulum bob 40.0 cm, 30.0 cm, 20.0 cm and 10.0 cm.
9. Record the data into the following table.

Length of Time taken to complete 10 swings (s)
pendulum
bob (cm) 1st 2nd 3rd T (s) T2 (s2)
reading reading reading
Average

50.0

40.0

30.0

20.0

10.0

10. Plot a graph of T2 against length of the pendulum bob on a graph paper.

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WORKSHEET 9.2: IDENTIFYING STEPS IN EXPERIMENT REPORT 1
Activity 1
Arrange the steps below by numbering it in the correct order.

Steps in scientific investigation
Controlling the variables
Collecting data
Planning the experiment
Identifying the problem
Making a hypothesis
Writing a report
Making a conclusion
Analysing and interpreting data

Activity 2

Prepare a written laboratory report which includes:-

Problem statement

I. Hypothesis
II. Aim
III. List the all variables
IV. List of Materials and Apparatus
V. Draw the set-up of apparatus
VI. Procedure
VII. Collect and tabulate the data
VIII. Plot the graph
IX. Discussion.
X. Conclusion. [State whether hypothesis is accepted or rejected. Support your

conclusion with the appropriate hypothesis]

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MODULE 10

LOOKING CLOSER

LEARNING STANDARD

Every student is able to:

1. Identify and state the functions of apparatus.
2. Demonstrate the preparation of slides of animal cells and plant cells using the correct

procedures.

SCIENCE IS FUN & I LOVE IT A fact acquires its true and full value only
through the idea which is developed from it.

JUSTUS VON LIEBIG,1803-1873
Chemist

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BASIC SCIENCE SKILLS : STUDENTS MODULE

Light microscope : Parts and functions

Microscope is a devise used to observe tiny objects that cannot be seen clearly by naked eyes.
It functions to magnify the specimen so that we can see the it more clearly.

Today you are going to use light microscope to observe cells. Let’s get to know your light
microscope.

The bottom part that is used to support the microscope is called the base. It has a switch to turn
it on and off, and the electrical parts of microscope.

On top of the base there is an illuminator, a steady light source to illuminate the objects. If the
microscope has a mirror, it is used to reflect the light from external light source.

Moving up, there is a diaphragm, a rotating disk that has a hole and used to control the intensity
of light that is projected through the slide.

Above the diagram, we can see a flat platform called stage. Stage is used to place the
specimen slide with the help of stage clips so that the slide is kept in place. You will be able to
move the slide around by turning two knobs. One moves it left and right, the other move it
forward and backward.

The arm support and connects the upper part of microscope to the base.

Objective lens enlarge the specimen according to their magnification power. Usually there are 3
or 4 objective lense, with magnification power of 4X, 10X, 40X and 100X.

The top of it consist of eyepiece lens that we use to look through the enlarged objects. It also
has magnification power of 10X.

In order to focus the object, you can move the stage by using two knobs. Coarse focus knob
enable you to move the stage up and down quickly to bring the specimen into general focus
when using low power objective lens. Fine focus knob on the other hand tune the focus to make
small focus adjustment when using high power adjustment.

Be careful in handling and carrying the microscope, make sure you hold the base and the arm
while carrying it.

Steps in using a microscope: 62

i. Switch on microscope and control brightness of light.
ii. Place the slide onto the stage.
iii. Adjust the coarse focus control to focus on the specimen
iv. Adjust the fine focus knob until the specimen can be seen clearly.

SCIENCE IS FUN & I LOVE IT

BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 10.1: LIGHT MICROSCOPE

Diagram shows a light microscope. Label the diagram using the words given below.

Eyepiece Coarse focus knob Objective lens Fine focus knob

Stage Diaphragm Illuminator Base Stage clip Arm

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Appendix 10.1
Procedures:

Preparing slide of plant cells (onion epidermal cell)

1. Peel off the transparent epidermis from the inner surface of the onion scale.

2. Place a drop of water on the middle of the slide using a glass dropper.

3. Then, place the epidermis in the drop of water. The epidermis must not be folded.
4. Cover the specimen with a cover slip at an angle of 45o. With the help of a mounting needle,

the cover slip is lowered slowly to ensure that air bubbles are not trapped under the cover
slip.

5. Add a drop of dilute iodine solution onto one side of the opposite end of the cover slip to
allow the iodine to spread through the epidermis.

6. Absorb excess iodine using a piece of filter paper.

Preparing a slide of animal cell (human cheek cells)
1. Scrape gently the inner lining of the cheek using the blunt end of a clean toothpick.
2. Place the scraping in a drop of water on a clean slide.
3. Cover the specimen with a cover slip.
4. Add a drop of methylene blue to one side of the cover slip.
5. Place a filter paper at the opposite side of the cover slip to allow the methylene blue solution

to spread through the specimen.

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WORKSHEET 10.2: LOOKING CLOSER
Prepare slides of onion epidermal cells and human cheek cells. Examine the cells that you have
prepared under light microscope. Draw and label what you see in the space provided.
You are also will be given with prepared slides of animal and plant cells. Observe the prepared
slide and draw your observation.

Animal cell at magnification 10 X 10 Prepared slide of Animal cell at
magnification 10 X 10

Plant cell at magnification 10 X 10 Prepared slide of Pant cell at
magnification 10 X 10
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BASIC SCIENCE SKILLS : STUDENTS MODULE

Worksheet 10.3
Activity 1: The parts of microscope and the functions.

Match the parts and their functions Rotating dial that control the light passage
Base through the stage

Mirror Contain lens to view the enlarged object

Stage clip Move the stage up and down quickly to bring the
Diaphragm specimen into general focus when using low
Coarse Focus knob power objective lens
Fine Focus knob
Objective lens Support the microscope and contains the
electronics

Magnify the image according to their
magnification power
Tune the focus to make small focus adjustment
when using high power adjustment

To fix the position of the slide on the stage

Eyepiece Gather light from the specimen to produce a real
image

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Activity 2: Prepare slides of onion cells.

Arrange the steps by stating the number of steps.

No. Steps Number

1. Add a drop of dilute iodine onto the end of the cover slip.

2. Peel off the transparent epidermis from the inner surface of the onion scale.

3. Absorb excess iodine using a piece of filter paper.

4. Cover the specimen with a cover slip slowly with the help of mounting
needle to ensure the air bubbles are not trapped under the cover slip.

5. Then place the epidermis in the drop of water. The epidermis must not be
folded.

6. Place a drop of water on the middle of the slide. 1

Activity 3 : Using microscope properly. Number
No. Steps 1
1. Switch on the electrical microscope.
2. Turn the low power objective lens until you hear the ‘click’ sound.
3. Place the slide onto the stage.
4. Adjust the stage to place the slide under the lens.
5. Adjust the coarse focus knob to focus on the specimen.
6. Adjust the fine focus knob until the specimen can be seen clearly.

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MODULE 11

LEGO

LEARNING STANDARD

Every student is able to:

Communicate about each structures in cells with their functions as well as compare and
contrast animal cells with plant cells.

SCIENCE IS FUN & I LOVE IT With a bucket of Lego, you can tell any story.
You can build an airplane or a dragon or a
pirate ship. It’s what ever you can imagine.

CHRISTOPHER MILLER

68

BASIC SCIENCE SKILLS : STUDENTS MODULE

KSSM : Project based learning (PBL)
In group of 4, you are asked to build a model of animal cell or plant cell, showing the structures
that are present in the cell. You may use any materials such as plasticine, tissue paper,
cardboard, box or others. Bring all your materials to the lab and build up your model of cell in
this coming lesson. Present your model of cell and explain the structures inside the cell and
their functions to the class.

Your project will be evaluated and the marks will contribute 20% of your final semester 1 marks.
The criteria of the evaluation are as follows:

1. Design :Plan in detail the design and materials to be used
2. Process : Use the correct steps in completing the project
3. Application :Use skill and strategy to complete the project
4. Presentation : Communicate actively to deliver the idea of the project
5. Knowledge :Show the adequate understanding towards the project

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Appendix 11.1(PBD)
Structures of animal cell and plant cell

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Worksheet 11.1
Activity 1
Match the cell structures with their correct functions.

Cell structure Function

Nucleus Site for producing energy
Cytoplasm
Cell membrane Contains cell sap made up of dissolve minerals
Cell wall
Chloroplast Medium for biochemical reactions

Vacuole Site for photosynthesis
Mitochondria Control the movement of substance into and out of

cell
Controls activities of the cell by storing the genetic

information (DNA)
Protect, support and maintain cell shape

Activity 2
Use “√” if the structure is present and “X” if the structure is absent.

Structure Plant cell Animal cell
Cell membrane

Nucleus
Cell wall
Cytoplasm
Vacuole
Chloroplast

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MODULE 12

UNI vs MULTI

LEARNING STANDARDS

Every student is able to:
1. Explain with examples the characteristics of unicellular and multicellular organisms for

animal cells and plants cells.
2. Differentiate the types and functions of animal cells and plant cells.
3. Conceptualise the formation of a plant and an animal with reference to the sequence

of cell organisation:
Cell, Tissue, Organ, System, Organism

4. Appreciate and be amazed by the existence of various organisms.

SCIENCE IS FUN & I LOVE IT Science can only ascertain what is, but not what
should be, and outside of its domain value
judgements of all kinds remain necessary.

ALBERT EINSTEIN, 1879-1955

Physicist

72

BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 12.1

Name the microorganism, state whether unicellular (U) OR multicellular (M) organism,

and state their visible features.

Micoorganism Name U/M Visible features

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Worksheet 12.2

1. Match each type of human cell with its structure and function correctly

STRUCTURE FUNCTION

WHITE BLOOD CELL Protect the body against infection
MUSCLE CELL Absorption of nutrient

Enables movement

EPITHELIAL CELL Send nerve impulses to every
SPERM CELL part of the body
NERVE CELL
Produce new organism
RED BLOOD CELL
Carries oxygen to every part of
SCIENCE IS FUN & I LOVE IT the body

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2. Match each type of plants cell with its structure and function correctly

STRUCTURE FUNCTION

Absorbs water and mineral
salt

EPIDERMIS CELL

PALISADE MESOPHYLL CELL Carry out photosynthesis

SPONGY MESOPHYLL CELL Prevent water loss
XYLEM
Transport water and
PHLOEM mineral salts

ROOT CELL Transport organic
substances from
SCIENCE IS FUN & I LOVE IT photosynthesis

Control size of stoma

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BASIC SCIENCE SKILLS : STUDENTS MODULE
3. Match each type of human system with its structure and function correctly

STRUCTURE

REPRODUCTION SYSTEM RESPIRATORY SYSTEM SKELETAL SYSTEM

LYMPHATIC SYSTEM INTEGUMENTARY
SYSTEM

NERVOUS SYSTEM

DIGESTIVE SYSTEM BLOOD CIRCULATORY MUSCULAR SYSTEM
SYSTEM

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EXCRETORY SYSTEM ENDOCRINE SYSTEM

Digest food FUNCTION Removes waste
Produces products

reproductive

cells

Enables gaseous Defends the Enables body
exchange body against movement

disease

Send impulses Support body Produces
hormone

Transport liquid Barrier to protect
substances the body from
outside

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BASIC SCIENCE SKILLS : STUDENTS MODULE
WORKSHEET 12.3

Arrange the pictures below to show the correct sequence of cell organization in
the human body.

P QR

S T →
→ →→

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MODULE 13

GRAB FOOD

LEARNING STANDARDS

Every student is able to:
Communicate about the process of photosynthesis
(Carry out experiments to show photosynthesis needs light energy, carbon dioxide,
water and chlorophyll to produce glucose and oxygen.)

SCIENCE IS FUN & I LOVE IT If your experiment needs statistics, you
ought to have done a better experiment.

ERNEST RUTTHERFORD, 1871-1937
Physicist

79

BASIC SCIENCE SKILLS : STUDENTS MODULE

Worksheet 13.1

Plants make their own food through photosynthesis. Food made by the plants is kept in the form
of glucose known as starch. Light energy, carbon dioxide, water and chlorophyll are needed for
photosynthesis.

Based on the above situation, conduct a laboratory experiment to study the effect of light
intensity and carbon dioxide concentration on the photosynthesis rate.

At the end of the experiment, you should write a report includes the following aspects:

 Problem statement

 Aim of investigation

 Hypothesis

 Variables

 List of apparatus and materials

 Procedure

 Result

 Discussion

 Conclusion Elodea sp.

Diagram 13.1

List of materials Table lamp, ruler, 2% sodium bicarbonate, Elodea sp., distilled water, retort
and apparatus stand, boiling tube, paper clip measuring cylinder and stopwatch.
Procedure of the
experiment 1. Set up apparatus as shown in the Diagram 13.1.
2. Measure 20 ml of 2% Sodium bicarbonate by using measuring cylinder.
Questions
Then, pour the solution into boiling tube.
3. Fix boiling tube at the retort stand.
4. Cut 10 cm Elodea sp. and clip at one end of the Elodea with paper clip.
5. Place apparatus at 10 cm to the light source.
6. Count the air bubbles released from the Elodea sp. within 5 minutes
7. Repeat the step 1-6 at 30 cm and 50 cm distance between apparatus

and light source.
8. Repeat the step 1-6 by using distilled water.
9. Record data in the table.
1. What are the requirements for photosynthesis?
2. What are the product for photosynthesis?
3. What is the word equation for photosynthesis?

What are the factors that affect rate of photosynthesis?

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BASIC SCIENCE SKILLS : STUDENTS MODULE
WORKSHEET 13.2
Diagram shows chloroplast involve in photosynthesis. Fill in the blanks with the correct answer.

LT NG N
O
CB
OD

WR LC E

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MODULE 14

CELL TURBINE

LEARNING STANDARDS

Every student is able to:
1. Communicate about the process of cellular respiration
2. Communicate about the process of photosynthesis
3. Differentiate the process of cellular respiration and photosynthesis
4. Explain how the process of cellular respiration and the process of photosynthesis

complement each other.

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

82

BASIC SCIENCE SKILLS : STUDENTS MODULE

Worksheet 14.1

Plants need carbon dioxide and oxygen in their daily functions. Carbon dioxide is needed for
photosynthesis while oxygen is needed for respiration. Plants absorb and release these gasses
through their stomata. The by-product of photosynthesis is oxygen and the by-product from respiration
is carbon dioxide. The diagram shows a tomato plant in a Green House during three different times in a
day. You are required to attach carbon dioxide stickers according to the amount of carbon dioxide in
the Green House.

1. Based on the text above, write down the word equation for photosynthesis and
respiration

2. Complete the chart below. +

Cellular Photosynthesis
respiration
+
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Worksheet 14.2

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CO2 CO2

CO2 CO2
CO2 CO2
CO2 CO2

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Worksheet 14.3

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CO2 CO2

CO2 CO2

CO2 CO2
CO2
CO2
SCIENCE IS FUN & I LOVE IT
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Worksheet 14.4

SCIENCE IS FUN & I LOVE IT 88

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CO2 CO2

CO2 CO2

CO2 CO2

CO2 CO2

SCIENCE IS FUN & I LOVE IT 89

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Worksheet 14.5

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Worksheet 14.6
1. Circle the correct amount of carbon dioxide released.

Time in a day Amount of carbon dioxide released
4.00 am High / Low / Very low
9.00 am High / Low / Very low
12.00 pm High / Low / Very low

2. Why do plants carry out respiration process?
______________________________________________________________________

3. At what time, does the plant release the highest amount of carbon dioxide on that day.
Explain your answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. Tick ( / ) the correct answer for each aspects.

Respiration Aspects Photosynthesis
Carbon dioxide Raw materials Carbon dioxide
Oxygen Oxygen
Glucose Product Glucose
Water Location Water
Carbon dioxide Carbon dioxide
Energy Energy
Water Water
Oxygen Oxygen
Glucose Glucose
Mitochondria Mitochondria
Chloroplast Chloroplast

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MODULE 15

CHECK & BALANCE

LEARNING STANDARDS

Every student is able to:

1. Communicate about homeostasis.
2. Explain with examples the systems involved with homeostasis in humans and animals
3. Explain with examples the systems involved in plant homeostasis.
4. Appreciate the importance of homeostasis in humans and living things.

SCIENCE IS FUN & I LOVE IT For each of us who appear to have had a successful
experiment there are many to whom their own
experiment seem barren and negative

MELVIN CALVIN,1911-1997

Physicist

92

BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 15.1

Homeostasis refers to maintenance of internal environment in the body of an organism such as
temperature, water, pH and blood pressure to be in a balanced and stable condition. While
doing a heavy task, our cells require more oxygen and glucose in the blood to produce more
energy through cellular respiration.

Based on the above situation, conduct a laboratory experiment to study how biological action
responds to pulse count.

At the end of the experiment, you should write a report includes the following aspects:
 Problem statement
 Aim of investigation
 Hypothesis
 Variables
 List of apparatus and materials
 Procedure
 Result
 Discussion
 Conclusion

List of materials Stopwatch, a group of students
and apparatus

Procedure of the 1. Choose one student from each group to carry out the activities
experiment planned which are at rest, walking and jogging for 5 minutes.

2. Then, count the pulse of each student for a minute by placing two
fingers on their wrist and record the reading after each activity.

3. Record the result in the table.

Questions 4. What is the inference?
5. What are the other observations can be seen on students after doing

heavy task?
6. Why is sweat produced when doing heavy task?

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BASIC SCIENCE SKILLS : STUDENTS MODULE
WORKSHEET 15.2

1. State whether the following statements are True or False.

(a) Homeostasis maintain the balance in the body.
(b) Homeostasis is controlled by nervous system and endocrine system.
(c) Water content in the body is regulated by the loss of water through sweating only.
(d) Body temperature is controlled by brain.

2. The diagram below shows two individuals, Khalid and Rashid in two different conditions.
Line the correct word to show the changes that occur in their skin to regulate body
temperature. Two answers are given to you.

Khalid Rashid
(a) Blood capillary in the skin ( expand / (b) Blood capillary in the skin (expand / constrict )

constrict ) and ( more / less ) blood flow. and ( more / less ) blood flow.
(c) Body loss ( more / less ) heat energy. (d) Body loss ( more / less ) heat energy.
(e) Hairs ( stand erect / lie flat). (f) Hairs ( stand erect / lie flat).

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MODULE 16

WHAT’S THE
MATTER!

LEARNING STANDARD

Every student is able to:
1. State that almost everything that exist in nature is matter.
2. Prove that living things and non-living things have mass and occupy space

SCIENCE IS FUN & I LOVE IT You are living, You occupy space, You have
mass. YOU MATTER….

ALBERT EINSTEIN, 1879-1955
Physicist

95

BASIC SCIENCE SKILLS : STUDENTS MODULE
WORKSHEET 16.1 (MATTER)

1. Matter is anything that has _____________ and can occupy _______________.

2. Classify the following words into matter and non-matter

Animals Light Electric current Soil Wave

Air Water Rock Insect Human Algae Sound

Matter Non-Matter
Non-living matter
Living matter

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WORKSHEET 16.2
ACTIVITY 1
Aim : To show that air has mass and occupies space

Materials and apparatus: Balloons, pin, rope, cellophane tape, straw

Procedure :

1. Blow up two balloons and make sure there are of the same size.
2. Stick a piece of cellophane tape on one of the balloons.
3. Attach the balloons to a straw. Balance both balloons (Diagram 1)
4. Use a pin to prick the balloon through the cellophane tape. Observe any changes.

Diagram 1

Discussion:
1. What happen to the size of balloon when you blow air into it? Give reason for your
answer.

2. What makes the straw becomes balance?
3. What happen when one of the balloons is pricked?
4. Explain how this activity can prove that air has mass and occupy space.

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ACTIVITY 2
Aim : To show that sand, water and living things have mass and occupy space.
Materials and apparatus: Lever balance, beaker, soil, water, beansprouts
Procedure :

1. Weigh an empty beaker by using a lever balance. Record it as an initial mass in Table 1.
2. Fill half of the beaker with sand and weigh as in Diagram 2. Record it as a final mass in

Table 1 .

Diagram 2

3. Repeat steps 1, 2 and 3 by replacing soil with water and bean sprouts.

4. Complete the table below

Material Initial mass (g) Final Mass (g) Mass of the Can occupy

materials (g) space?

Soil
Water
Bean Sprouts

Discussion:
1. What happen to the reading of lever balance when sand, water and bean sprout are filled
into the beaker? Explain your answer.
.

2. Are soil, water and bean sprout matter? Explain your answer.
____________________________________________________________________

SCIENCE IS FUN & I LOVE IT 98

BASIC SCIENCE SKILLS : STUDENTS MODULE

MODULE 17

PHYSICALS OR
CHEMICALS ?

LEARNING STANDARD

Every student is able to:

1. Differentiate the physical properties and chemical properties of matter.
2. Classify materials by the different characteristics.

SCIENCE IS FUN & I LOVE IT Focus is a matter of deciding what things
you’re not to do.

JOHN D. CARMACK, 1970
Scientist

99

BASIC SCIENCE SKILLS : STUDENTS MODULE

WORKSHEET 17.1

Aim : To differentiate physical properties and chemical properties of matter

STATION 1

Activity 1 (Melting Point)

Materials and apparatus: Ice cube, beaker, thermometer

1. Fill half of the beaker with ice cubes.
2. Insert a thermometer into the beaker.
3. Observe the temperature of ice until it become constant.
4. Record the constant temperature in Table 1.

STATION 2

Activity 2 (Solubility)

Materials and apparatus: sodium chloride, calcium carbonate, distilled water, beakers,
spatulas, glass rod.

1. Fill two beakers half full with water.
2. Add a spatula of sodium chloride in one of the beaker and stir it.
3. Add a spatula of calcium carbonate into the other beaker and stir it.
4. Observe whether the sodium chloride and calcium carbonate dissolves in the water.
5. Record your observation in Table 1.

STATION 3

Activity 3 (Heat Conductivity)

Materials and apparatus: Vaseline, thumbtack, iron rod, copper rod, glass rod, aluminium
rod, Bunsen burner, tripod stand

1. A set-up of experiment is prepared as below.

2. Observe and arrange in ascending order the thumbtacks that fall off. 100
3. Record your observation in Table 1

SCIENCE IS FUN & I LOVE IT