Science (Workbook) Y7

Title Page

© 2012 Curriculum Development Department, Brunei Darussalam
and Marshall Cavendish International (Singapore) Private Limited

Published by Marshall Cavendish Education

An imprint of Marshall Cavendish International (Singapore) Private Limited
Times Centre, 1 New Industrial Road, Singapore 536196
Customer Service Hotline: (65) 6411 0820
E-mail: [email protected]
Website: www.marshallcavendish.com/education/sg

First edition 2012

All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system
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photocopying, recording or otherwise, without the prior permission
of the copyright owner. Any requests for permission should be
addressed to the Publisher.

Marshall Cavendish is a trademark of Times Publishing Limited.

ISBN 978-981-01-7792-8

Printed in Singapore by Times Printers, www.timesprinters.com

Foreword

Acknowledgements (BRUnei)

About the Book

This workbook is an integral part of the exciting SCIENCE Matters for Brunei Darussalam
Year 7 package that covers the latest syllabus set by the Curriculum Development
Department, Brunei Darussalam. Carefully selected experiments provide essential
guidance and support for students in understanding concepts in the textbook.
The activities in the workbook have been specially designed to help students develop
process skills, including interpreting and analysing experimental data, and making
logical conclusions.

Chapter 1:
Introducing Science

Activity 1.3•

•
Aims Using a Laboratory Gas Burner Observations stretched:
ATToopildpeeaanrntrifatyottluhigeshttwaoladbifoferaretonrtytygpaessboufrnflearmes a laboratory gas burner 1. When the spring is
. of the spring.
of It becomes you applied the of the spring.
The force that
• Laboratory gas burner 2. When the spring is compressed: .
the
Materials It becomes applied
The force that
• Box iocfem-caretcahmessticks you
• Two

lLaPababorortraAatotorryyLgiggaashstbibnuugrrnnaeerrLasaraebroeshrfaoretwoqnruyebnGetloalywsu.Bsuedrnienrexperiments. Steps to light a PD1ae.rstcBrSibheamItdhseeunlektfififecykcietndogftththheeefEofooffrtecbecaltilsninoetfaocFhtohroecfegtoshael.situations below.
Step 1: Close the air-hole.

Step 2: ahLboigoldhvtethatehmeliagbthacthrerdealn.mdatch

Step 3: fsTruuepernphlyoannwdtih.the gas Tohf ethefofrocoetbtahlal.t he applied changed the
your Yacob is pedalling faster to get home on time.

2.

Observations

Object h without oil (cm) h with oil (cm)
Coin
Wooden block Tohf ethefobrciceyctleh.at he applied changed the
Eraser

4 Introducing Science Discussion
1. a) Which object moved first?
(S)BLSSWB7_01.indd 4

b) Why did the object in (a) move first? 58 Force and Pressure 7/23/12 5:35 PM

7/23/12 5:31 PM

2. What effect did the oil have on friction? (S)_BLSS_WB7_06.indd 58

Experiments are well Conclusion Interesting and thought
illustrated with diagrams 1. State how friction affects the motion of an object. provoking activities help
and step-by-step to reinforce the learning
instructions. 2. State the effect of using a lubricant. of science in a challenging
and fun way.

56 Force and Pressure 7/23/12 5:35 PM

(S)_BLSS_WB7_06.indd 56

Activities allow students to practice interpreting and
analysing the data collected, and to make logical
conclusions. Discussion questions help to relate the
activities to the concepts learnt in the textbook.

This workbook provides students with a firm grounding in laboratory work and stimulates
their interest in scientific research.

© 2012 Marshall Cavendish International (Singapore) Pte Ltd vAbout the Book

Guide to Studying

A : Factors That Affect How Well You Study

How well you study depends on several factors.

The physical environment is an important factor that influences
how easily you study. Most people would take this advice: “No
T.V. or radio when revising.”

Play? Study? Your state of mind plays a big part in how you perform
too. If your mind is full of distracting thoughts, can
you focus on studying?

By understanding and working with these factors, you can reduce the
strain of studying. You might even find it enjoyable as you become
more skillful in working with these factors.

B : Tools to Help You Study Better

When you study, the tools you use can help you tremendously.

Paper (or notebooks) and pencil(s)/pen(s) are traditional studying tools.Still,
they are very useful in helping you to recall facts. This is because writing,
which requires the coordination between hand and eyes, involves higher level
of mental activity than merely looking.

vi Guide to Studying © 2012 Marshall Cavendish International (Singapore) Pte Ltd

For example, you can sketch out a mind map of what you have
learnt in a theme on paper. Mind maps are a way of organising
ideas. You can use colours and draw pictures in your mind maps.
You can then compare your mind maps with the concept maps
found at the end of each textbook chapters to determine if you
have missed anything out.

Notes are short pieces of information. While concept maps in the
textbook present meaningful relationships between concepts,
good notes help you to remember easily what you have learnt. In
class interactions, whether they are teacher-student or student-
student, you may like to jot down notes.

You can also make notes at home. Read a
chapter and jot down notes. Break big concepts
into small parts. Use your own words. Put
them in point or numbered form.

C : Regular Revision

For revision to be effective, revise on a regular basis. Do not worry if you
revise a piece of work and then find that you have forgotten most of it some
days later. This is because most of what you have learnt went into short-term
memory (Fig. 1). The next time you revise, more of the learning will go into
long-term memory. So, regular revision increases long-term memory (Fig. 2) .

on e ts remem ere

on e ts remem ere Revise

Revise

Revise Revise

Revising

Short-term Revising
memoryShort-term
o ong-term memory
memory
o ong-term memory

Fogetting

Fogetting

ys

ys

Figure 1 Figure 2

© 2012 Marshall Cavendish International (Singapore) Pte Ltd Guide to Studying vii

Safety In The Laboratory

You need to be prepared and be equipped in basic laboratory skills before you can ensure
success and safety in the laboratory.

Lighting a Bunsen burner or using a pair of tongs are
some of the essential skills that, when done improperly,
can pose dangers to yourself as well as others. Learn
these skills, and ask for guidance from your teacher
where necessary. Ensure that you know the location of
safety equipment in the laboratory.

Simply having safety equipment in the laboratory is
not sufficient preparation for an emergency. Make sure
that you know how to use the equipment should the
need arise.

! Report all injuries, breakage and spillage to your teacher immediately.

Are you ready for the laboratory?
Personal Protective Equipment
• Students are required to wear safety goggles
when heating and mixing substances.
• Avoid loose garments, e.g. ties.
• Avoid long, loose hair styles.
• When Bunsen burners are in use, be more vigilant.
Keep long hair away from the flame.

Are you breaking any laboratory rules?
Student Use of the Laboratory
• No entry without permission from your teacher.
• No unauthorised experiments.
• No eating or drinking in the laboratory.

Are you aware of the proper laboratory conduct?
Testing of Odours
• Do not smell the flask directly.
• If you must test the odour, carefully waft the vapour
from the flask toward your nose with your hand.

Heating of Test Tubes
• Keep the flask a distance from your face.
• Make sure that the test tubes are not
directed toward yourself or your classmates.

Acids and Water
• Do not add water to concentrated acid.
• The heat generated may cause splattering.

viii Safety in the Laboratory © 2012 Marshall Cavendish International (Singapore) Pte Ltd

• If it is necessary to prepare certain solutions, add acid to water instead.
• Always wear eye protection.

Use of the Fume Hood
• Use the fume hood for reactions that give off vapours.
• The draft of the hood will sweep away vapours so that the
laboratory maintains a reasonable air quality.

What do you do if something is broken?
Broken Glass
• Report the breakage to your teacher.
• Sweep away the broken glass using a broom and a dustpan.
• Place the broken glass in a container designated for sharp objects.

Do you know what to do in case of an emergency?
Common Safety Equipment in the Laboratory

Fire Extinguisher What is the importance of
There are two main types of fire extinguishers: the sand and empty bucket?
• carbon dioxide
• dry chemical (powder)

Fire Blanket
• Remove the blanket from the container.
• Wrap it around the victim to put out the fire.

Eye-wash Apparatus
• If an object enters your eye, remove it from your eye immediately.
• Run fresh water over your eye for several minutes.
• If a substance enters your eyes, flush your eye immediately with water
for several minutes. If redness or irritation continues, consult a doctor.

First Aid Kit
• Items in the kit may be used temporarily for small injuries.

Safety Shower
• Position yourself (or your laboratory partner) under the safety shower.
• Pull the handle to release the flow of water.
• Flames will be rapidly extinguished.

Empty Bucket Sand Bucket

Are you ready to leave the laboratory?
• Throw all used solutions into the sink.
• All solid waste should be thrown in a dustbin.
• Wash all apparatus and return them to their original locations.
• Always wash your hands thoroughly before and after every practical lesson.

© 2012 Marshall Cavendish International (Singapore) Pte Ltd ixSafety in the Laboratory

Contents

Chapter 1 Introducing Science

Activity 1.1 Laboratory Safety 1
Activity 1.2 Identifying Laboratory Apparatus 3
Activity 1.3 Using a Laboratory Gas Burner 4
Activity 1.4 Measuring Time Using a Stop clock or a Stopwatch 6
Activity 1.5 Measuring Length 7
Activity 1.6 Estimating and Measuring Length 8
Activity 1.7 Measuring Area 9
Activity 1.8 Measuring Volume 11
Activity 1.9 Measuring Density 14
Activity 1.10 Measuring Temperature 15
Activity 1.11 Plotting a Graph 16
Activity 1.12 The Scientific Method 18

Chapter 2 Classification 20

Activity 2.1 Constructing a Classification Key 26
27
Chapter 3 Matter 28
30
Activity 3.1 Diffusion in Liquids
Activity 3.2 Mixing Compounds 33
Activity 3.3 Breaking Down Compounds 35
Activity 3.4 Making a Mixture and a Compound 36
38
Chapter 4 Water 40
42
Activity 4.1 Boiling
Activity 4.2 Melting 43
Activity 4.3 Separating a Mixture of Sand and Salt 47
Activity 4.4 Separating Water from a Mixture 49
Activity 4.5 Paper Chromatography 51
Activity 4.6 Water Conservation

Chapter 5 Cell Structure and Organisation

Activity 5.1 Microscope
Activity 5.2 Examining Animal Cells
Activity 5.3 Examining Plant Cells
Activity 5.4 Digestive System

x Contents © 2012 Marshall Cavendish International (Singapore) Pte Ltd

Chapter 6 Forces

Activity 6.1 Observing the Effects of Friction on Motion 55
Activity 6.2 Investigating the Effects of Forces 57
Activity 6.3 Investigating the Effects of Forces on a Spring Balance 60
Activity 6.4 Investigating Pressure 63

Chapter 7 Energy 64
66
Activity 7.1 Forms of Energy 68
Activity 7.2 Energy Transformation 70
Activity 7.3 Principle of Conservation of Energy 71
Activity 7.4 Fruit Battery
Activity 7.5 Conserving Energy 72
74
Chapter 8 Magnetism 75
76
Activity 8.1 Magnetic Force
Activity 8.2 Investigating Magnets
Activity 8.3 Magnetic and Non-magnetic Materials
Activity 8.4 Drawing Magnetic Fields

© 2012 Marshall Cavendish International (Singapore) Pte Ltd Contents xi



Chapter 1 Activity 1.1
Introducing Science
Laboratory Safety
Aims

• To recall and identify hazard symbols
• To identify the dos and don’ts in the laboratory

1. Many substances in the laboratory are hazardous. For such substances,
hazard symbols are shown on the container. Draw lines to match the
symbols below with the nature of the hazard.

Symbol Hazard

Flammable
The substance catches fire easily.

Corrosive
The substance corrodes
(eats away) other substances.

Explosive
The substance reacts violently
when heated or struck.

Toxic
The substance is harmful in small
doses.

Biohazardous
A poisonous substance of
biological nature.

Irritant
The substance produces vapours
or fumes that irritate the eyes,
nose and throat.

Radioactive
The substance emits harmful
radiation.

1Introducing Science

2. The following are some dos and don’ts in the science laboratory.
For each picture shown, indicate in the box given a tick (�) if it is a ‘do’

and a cross (�) if it is a ‘don’t’.

Play or run around in the laboratory. Store, prepare or consume food and
drink in the laboratory.

Tamper with electrical sockets. Wash your hands thoroughly after
all practical work.

Wear safety goggles when mixing, Familiarise yourself with the
heating or handling chemicals. standard evacuation procedure.

Pour solid waste and corrosive Point the mouth of the test tube
liquids into the sink. towards another person when
heating substances.

2 Introducing Science

Chapter 1
Introducing Science

Activity 1.2

Identifying Laboratory Apparatus

Aims

• To identify the functions of some common laboratory apparatus
• To draw cross-sectional diagrams of the laboratory apparatus

The following are photographs of commonly used apparatus in the laboratory.
Identify each apparatus and draw its cross-sectional diagram in the space
provided. Write down the function of each apparatus.

Apparatus Apparatus

Photo Cross- Function Photo Cross- Function
sectional sectional
diagram diagram

Name: Name:

Name: Name:

3Introducing Science

Chapter 1
Introducing Science

Activity 1.3

Using a Laboratory Gas Burner

Aims

• To learn to light a laboratory gas burner
• To identify the two different types of flames of a laboratory gas burner

Apparatus

• Laboratory gas burner

Materials

• Box of matches
• Two ice-cream sticks

Part A Lighting a Laboratory Gas Burner
Procedure

Laboratory gas burners are frequently used in experiments. Steps to light a
laboratory gas burner are shown below.

Step 1: Close the air-hole.

Step 2: Light a match and
hold the lit match
above the barrel.

Step 3: Turn on the gas
supply with your
free hand.

4 Introducing Science

Part B Luminous or Non-luminous flames

Procedure

There are two different types of flames in a laboratory gas burner, the
luminous flame and the non-luminous flame. Below are the steps to take to
obtain both types of flames.

A luminous flame A non-luminous flame
1. Light a laboratory gas burner 1. Light a laboratory gas burner

according to the instructions according to the instructions
given. given.

2. C lose the air-hole. Describe 2. O pen the air-hole. Describe
the colour of the flame. the colour of the flame.

. .

The flame you see now is The flame you see now is
called a luminous flame. called a non-luminous

flame.

3. Is the flame steady or 3. Is the flame steady or
unsteady? unsteady?

. .

4. With a pair of tongs, move 4. W ith a pair of tongs, move
an ice–cream stick across an ice–cream stick across
the flame ten times. What the flame ten times. What
happens to the stick? happens to the stick?




. .

5. Does the stick burn quickly? 5. Does the stick burn quickly?

. .

Conclusion

Why do you think the non-luminous flame is used for heating in the laboratory?

.

Note: If you need to be away from the laboratory gas burner it is safest to close the
air-hole to obtain a luminous flame so that other students can see it easily.

5Introducing Science

Chapter 1
Introducing Science

Activity 1.4

Measuring Time Using a Stop Clock or a Stopwatch

Aim

• To measure time using a stop clock/stopwatch

Apparatus

• A stop clock/stopwatch

Materials

• A feather
• 4 × 4 cm cloth
• 4 × 4 cm paper
• 4 × 4 cm tissue paper

Procedure

1. Drop the feather from the top of your laboratory bench.

2. Start the stop clock with your free hand.

3. Stop the stop clock when the feather reaches the ground.

4. Repeat steps 1–3 for the cloth, tissue paper and paper.

Discussion

1. Write down the time taken for each object to reach the ground in the
table below.

Object Time taken to reach the ground (s)
Feather
4 × 4 cm cloth
4 × 4 cm tissue paper
4 × 4 cm paper

2. Arrange the objects, in an increasing order, according to how fast they
reach the ground.



.

6 Introducing Science

Chapter 1 Activity 1.5
Introducing Science
Measuring Length
Aim

• To correctly measure the lengths of different objects

Materials

• A pen
• A ruler
• An eraser
• An iron nail
• A paper clip

Procedure

1. Study the picture below to find out how to read a ruler accurately.

Step 1: Place the side of your ruler
against the object you wish to
measure.

Step 2: Make sure that the zero
mark of the ruler is directly in
line with the point you wish to
start measuring.

Step 3: Look at the ruler right
above the point you wish to read.

2. Follow the steps above and measure the lengths of the following objects.
Fill in the table below.

Results

Object Length (cm)
Pen
Eraser
Iron nail
Paper clip

7Introducing Science

Chapter 1 Activity 1.6
Introducing Science
Estimating and Measuring Length
Aims

• To estimate length
• To accurately measure length

Materials • Measuring tape
• 500 cm3 water bottle
• Stool
• 30 cm ruler
• Teacher’s table

Procedure

1. Estimate the length of each of the following items and then use the
appropriate instrument to obtain its accurate measurement.

2. Record your answers in the table below.

Results

Item Estimated Measured Measuring
length length instrument used

Height of a height
500 cm3
water bottle

Height of height
a stool

Length length
of your width
teacher’s
table
Width
of your
teacher’s
table

Note: Remember to include your units when you write down your answers.

8 Introducing Science

Chapter 1 Activity 1.7
Introducing Science
Measuring Area
Aims

• To calculate the area of a regular shape
• To estimate the areas of irregular shapes

Materials

• Textbook
• An object of irregular shape (e.g. a small stone or a leaf)

Procedure

1. Measure the length and breadth of the textbook and calculate its area.

Area of the textbook  Length × Breadth
×


2. Estimate the area of the irregular figure below.
(Each square is 1 cm by 1 cm.)



Number of ticks 

Estimated area of the figure: Note: Remember to include your units
when you write down your answers.
Number of ticks x 1 cm2
9Introducing Science
 



3. Place the object of irregular shape on top of the grid below and find its
estimated area. (Each square = 1 cm x 1 cm)

Number of ticks 
Estimated area of object 

10 Introducing Science

Chapter 1
Introducing Science

Activity 1.8

Measuring Volume

Aims

• To measure volume using a measuring cylinder and a beaker
• To find the volume of a regular shaped object
• To find the volume of an irregular shaped object

Apparatus

• Ruler
• Stand
• Water
• String
• Block of wood
• 250 cm3 beaker
• Eureka can (displacement can)
• Measuring cylinders (50 cm3 or 100 cm3)
• Irregular shaped object such as a small stone

Part A Measuring Volume
Procedure

1. Pour water into the beaker to about the height of 0.5 cm.
2. Estimate the volume of the water and record it in the table below.
3. Pour the water into the measuring cylinder without spilling any water.
4. Measure the volume and record it in the table below.
5. Repeat the procedure with different heights as shown in the table below.

11Introducing Science

Observation

Record the volumes of water from the different containers in the following
table.

Height of water Volume measured Volume measured using a
level (cm) using a beaker (cm3) measuring cylinder (cm3)

0.5

1.0

1.5

Conclusion

Is there a difference in the readings when using the measuring cylinder and
the beaker? Which container is more accurate?

Part B Volume of a Regular Shaped Object
Procedure

1. Measure the dimensions of the block of wood and record the reading.
Length of the block of wood =
Breadth of the block of wood =
Height of the block of wood =
2. Calculate the volume of the block of wood.

12 Introducing Science

Part C Volume of an Irregular Shaped Object
Procedure

1. Place the Eureka can on a stand so that the spout is directly above the
measuring cylinder.

2. Fill the Eureka can up with water until it overflows at the spout.
3. Catch the overflow with the measuring cylinder and discard this water.
4. Replace the empty measuring cylinder under the spout.
5. Immerse the irregular shaped object into the Eureka can. Record the

volume of water that has overflowed into the measuring cylinder.

Volume of the irregular object =

13Introducing Science

Chapter 1
Introducing Science

Aim Activity 1.9

• To measure the density of a stone Measuring Density

Apparatus cm3 cm3
50 50
• Electronic balance 40 40
• 100 cm3 measuring cylinder 30 30
20 20
Materials 10 10

• A stone V2 (cm3)
• A piece of string

Procedure

1. Place the stone on the electronic balance
and record its mass.

2. Partially fill a measuring cylinder with
water and record its initial volume (V1).

3. Tie the string onto the stone and lower
it into the measuring cylinder.
Write down the new water volume (V2).

4. Record your answers in the table below.

Results

1. Mass of stone (g) V1 (cm3)

2. Calculate the volume of the stone (V).


3. Density is defined as mass of a substance per unit volume. Calculate the

density of the stone.
Density of the stone = mass / volume



14 Introducing Science

Chapter 1 Activity 1.10
Introducing Science
Measuring Temperature
Aim

• To use and read a laboratory thermometer

Apparatus • Retort stand
• Rubber bung
• Beaker • Bunsen burner
• Glass rod • A mercury thermometer
• Stopwatch
• Tripod stand

Materials

• Tap water

Procedure

1. Set up the apparatus as shown. The water level in the
beaker should be two-thirds full.

2. Once the water has boiled, turn off the Bunsen burner.

3. Stir the boiling water with a glass rod gently so that
the temperature is even throughout. Stir during the
whole experiment without stopping.

4. Use a stopwatch to take note of the time at one-
minute intervals.

5. Record the time taken for the water to cool to room
temperature.

Discussion

Time taken
(mins)

Temperature
(°C)

How long did it take for the boiling water to cool down to room temperature?

15Introducing Science

Chapter 1 Activity 1.11
Introducing Science
Plotting a Graph
Aims

• To learn how to plot a graph
• To interpret data from the graph

Apparatus

• Beaker
• Electronic balance

Materials

• Ten marbles

Procedure

1. Place two marbles into a beaker and place it on the electronic balance.
Record the mass.

2. Repeat the experiment with different numbers of marbles and record
the masses in the table below.

Number of marbles Mass of beaker and
marbles (g)
2
4
6
7
8
10

16 Introducing Science

2. Plot a graph of the mass of beaker and marbles against the number
of marbles.

Mass of beaker and marbles (g)

0 Number of marbles

Discussion

1. What is the shape of the graph obtained?

2. Does this graph pass through the zero?

3. Extend the line to cut the y-axis. What does the value at this point on

the y-axis represent? Explain your answer.



17Introducing Science

Chapter 1 Activity 1.12
Introducing Science
The Scientific Method
Aim

• To plan and conduct an experiment

Background Information
Fatima found that her glass of cold lime juice is sour. She added two
teaspoons of sugar into it and stirred it with her straw for a minute.
Fatima sipped her drink and it was a little sweeter. However, there
were some sugar crystals in her mouth together with the drink. Plan an
experiment based on the above scenario.

Procedure

Part A Formulate a Hypothesis

Fatima wanted to find out if sugar dissolves faster in cold water or hot
water.

1. Provide a leading question based on the given scenario.



2. Formulate a hypothesis.



Part B Plan the Experiment

3. Plan the experiment in the space below using the apparatus provided.

List of Apparatus • Small dry towel
• Two 500 ml beakers
• Hot water • Packet of sugar crystals
• Stopwatch • Electronic balance or
• Thermometer spring balance
• Ice-cold water
• Two teaspoons

18 Introducing Science

Part C Conduct the Experiment

4. List down the steps that you need carry out to conduct your experiment.
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:

Part D Process the Data

5. Create a table to record your results.

Part E Evaluate the Results

6. State the variables that were kept constant during the experiment.

7. State the variables that were not constant during the experiment.


Part F Present your Findings

8. Draw a conclusion from your experiment.


19Classification

Chapter 2 Activity 2.1
Classification
Constructing a Classification Key
Aim

• To construct a classification key

Materials

• One manila card
• A4 papers
• Markers
• Glue
• Scissors

Procedure

1. Observe the features of the organisms given in Appendix 2A (or 2B).
2. Discuss the features of each organism with your group members.
3. In Table 1 (or Table 2), put a tick (�) if the characteristic is observed in

the organism. Put a cross (�) if the characteristic is not observed in the
organism.
4. Make a classification key to classify all these organisms.
5. Cut the pictures found in Appendix 2A (or 2B). Put all your information
used to classify the animals on the manila card.
6. Look at the classification key you and your friends have made.
7. Think of some other ways to classify these organisms. Try to come up
with different sets of classification keys.
8. Plan your ideas on scrap paper first and then draw the classification
keys on A4 papers.
9. Stick these A4 sheets on the back of the manila card.
10. Present your work to the class.

20 Classification

Observation

Put a tick (�) if the characteristic is observed in the organism. Put a cross
(�) if the characteristic is not observed in the organism.

Table 1: Set of vertebrates

Animal Legs Fur Fins Wings Feathers
(�/�) (�/�) (�/�) (�/�) (�/�)

Zebra

Penguin

Frog

Bat

Snake

Dolphin

Table 2: Set of invertebrates

Animal Legs Shell Claws Wings Body is
(�/�) (�/�) (�/�) (�/�) segmented

(�/�)

Earthworm
Spider
Lobster
Mosquito
Snail
Shrimp

Extension

1. Your teacher will give your group four animal cards.
2. Choose only one of the keys that you and your group members

have made.
3. Use the key you have selected to classify those four animals.
4. Write down the names of the animals in your classification key.

21Classification



APPENDIX 2A VERTEBRATES

Observe the features of these vertebrates.

Zebra Penguin Frog

Bat Snake

Dolphin



APPENDIX 2B INVERTEBRATES

Observe the features of these invertebrates.

Earthworm Spider Lobster

Mosquito Snail

Shrimp

Chapter 3 Activity 3.1
Matter
Diffusion in Liquids
Aim

• To investigate diffusion in liquids

Apparatus

• Two droppers
• Two 50 cm3 beakers

Materials

• Hot water
• Cold water
• Coloured food dye

Procedure

1. Prepare two beakers, A and B.
2. Pour 40 cm3 of cold water into beaker A and 40 cm3 of hot water into

beaker B.
3. Using a dropper, carefully add 2 drops of the coloured dye into the

bottom of beakers A and B. Use a separate dropper for each beaker.
(DO NOT stir the mixture.)
4. Observe how the coloured food dye diffuses (spreads) in both the
beakers.

Observation

Compare the rate of diffusion in both beakers.

Discussion

What can you conclude from this experiment?
Tick (�) the correct statement(s).

a. Matter is made up of particles.

b. Diffusion occurs faster in colder liquids.

c. The particles of matter move faster at higher temperatures.

d. The particles of matter move at the same speed in
all temperatures.

26 Matter

Chapter 3
Matter

Activity 3.2

Mixing Compounds

Aim

• To investigate what happens when sodium hydroxide solution and
copper sulfate solution are mixed

Apparatus

• A beaker
• A dropper
• A test tube

Materials

• Copper sulfate solution
• Sodium hydroxide solution

Procedure

1. Pour the copper sulfate solution into a clean test tube until the
solution is about 2 cm in depth. Repeat for sodium hydroxide using a
clean beaker.

Colour of copper sulfate solution:

Colour of sodium hydroxide solution:

2. Using a dropper, add 4–6 drops of sodium hydroxide solution into the
test tube containing the copper sulfate solution.

Observation

1. Shake the test tube gently. What do you observe?

2. Do you think a new compound has been formed? Explain your answer.


Matter 27

Chapter 3
Matter

Activity 3.3

Breaking Down Compounds (Teacher’s Demo)

Aim

• To observe how compounds can be broken down

Apparatus

• Two stoppers
• DC power supply
• Two dry test tubes
• Hoffman’s apparatus
• Connecting wires and crocodile clips

Materials

• Wooden splints
• Lighter/matches
• Acidified water (water with added sulfuric acid)

Procedure

Background Information
The diagram below shows Hoffman’s apparatus, which can split water
into hydrogen and oxygen gas by passing electricity through water
containing some acid. Acidified water conducts electricity better than
pure water. This process is known as electrolysis of water.

Your teacher will conduct the experiment to split water into hydrogen and
oxygen gas. Observe what your teacher does and answer the following
questions.

X

tube A tube B

carbon
electrodes

power supply

negative positive
end end

28 Matter

Observation

1. What do you observe when the electric current is turned on?



2. What is the volume of gas collected at:

a) the positive () end of Hoffman’s apparatus?

b) the negative () end of Hoffman’s apparatus?

3. Turn off the electricity. After some time, place an inverted test tube over
the top of the tube connected to the positive (+) end. Turn the tap to
collect the gas and place a stopper on the test tube immediately.

a) To test the gas, insert a glowing splint into the test tube.
Describe what you observe.



b) Name the gas.



4. Now place an inverted test tube over the top of the tube connected to
the negative (−) end. Turn the tap to collect the gas and place a stopper
on the test tube immediately.

a) To test the gas, insert a lighted splint into the test tube.
Describe what you observe.



b) Name the gas.



Conclusion
.
Water can be broken down into its constituent elements,

and by electricity. Water is not an

Matter 29

Chapter 3
Matter

Activity 3.4

Making a Mixture and a Compound

Aim

• To observe properties of mixtures and compounds

Apparatus

• Crucible
• A glass rod
• Tripod stand
• Two spatulas
• Bunsen burner
• Three petri dishes

Materials

• Iron filings
• A bar magnet
• Sulfur powder
• Lighter/matches
• Paper (to line each petri dish and to wrap around the magnet)

Part A Making a Mixture of Iron and Sulfur

Procedure

1. Place a spatula of sulfur powder in one petri dish and two spatulas of
iron filings in another petri dish. Observe the appearance and colour of
the two elements.

2. Record your observations.

3. Place the bar magnet wrapped with paper near the sulfur powder, then
the iron filings.

4. Record your observations.

iron filings sulfur powder

30 Matter

Observation Iron filings Sulfur powder

Appearance and
colour
Effect of magnet
on element

Discussion

1. Mix the sulfur powder with the iron filings and stir with a glass rod. This
is a mixture of iron and sulfur. What is the appearance and colour of this
mixture?



2. Repeating step 2, place the bar magnet wrapped with paper near the
mixture. What is the effect of the magnet on the mixture?



Part B Making a Compound of Iron and Sulfur (Teacher’s Demo)

Procedure

1. Transfer the two elements into a crucible.

2. Place the crucible over a tripod stand and heat until the iron filings turn
red-hot in the crucible.

crucible crucible

Note: A pungent, choking smell (sulfur dioxide) may be given off. Do not inhale the gas
from the crucible.

3. When the crucible has cooled down, transfer the contents onto a petri
dish. This product is a compound.

Matter 31

Discussion

1. What is the appearance and colour of the product?



The change can be represented by the following word equation:

Iron  Sulfur Iron sulfide

2. Place the bar magnet wrapped with paper near the compound. What do
you observe?



3. Was there a chemical reaction when the mixture of iron and sulfur
was heated?



4. Complete the table to compare the differences between a mixture of
iron and sulfur, and the compound iron sulfide.

Mixture of iron Compound of
and sulfur iron sulfide

Do the properties
change?
(Yes/No)

Can the constituent
elements be separated
by physical methods
(e.g. using a magnet)?
(Yes/No)

32 Matter

Chapter 4 Activity 4.1
Water
Boiling
Aim
retort stand
• To find out the effects of heating a liquid tripod stand
Bunsen burner
Apparatus

• Wire gauze
• Tripod stand
• Bunsen burner
• 150 cm3 beaker
• Retort stand with clamp
• Laboratory thermometer

Materials

• Water
• Stopwatch
• Lighter/matches

Procedure

thermometer

beaker

water
wire gauze

1. Set up the apparatus as shown in the diagram above. Record the water
temperature.

2. Heat 50 cm3 of water and record its temperature at one-minute intervals
until the water starts to boil.

3. Record your results obtained in the table.

Water 33

Observations

1. Record the temperature for three more intervals in the table below.

Time 0 1 2 3 4 5 6 7 8 9 10
(minutes)

Temperature
(°C)

Discussion

1. a) Temperature of the water at the start of the experiment

 °C

b) Temperature of the water when it starts boiling

 °C

c) Temperature of the water three minutes after boiling

 °C

2. What did you observe above the surface of the water when it boiled?





3. Your teacher will hold a piece of glassware above the beaker. What do
you see being formed on its surface?





4. State the process that caused the above observation. Explain how it
occurred.





34 Water

Chapter 4 Activity 4.2
Water
Melting
Aim

• To find out what happens to the temperature of ice when it melts

Apparatus • 100 cm3 beaker
• Laboratory thermometer
• Stopper
• Retort stand

Materials

• Stopwatch
• Crushed ice cubes

Procedure

1 Set up the experiment as shown in the
diagram above.

2. Record the temperature of the crushed ice in thermometer
the table below at one-minute intervals until beaker
all the ice has melted.

crushed ice

Observations

1. Record your results obtained in the table below.

Time
(minutes)
Temperature

(°C)

2. State the initial temperature of the crushed ice in the beaker.

3. What caused the crushed ice to melt?

4. What happened to the temperature as the crushed ice changed into water?



Water 35

Chapter 4
Water

Activity 4.3

Separating a Mixture of Sand and Salt

Aim

• To separate a mixture of sand and salt by the process of filtration
and evaporation

Apparatus

• Spoon
• Glass rod
• Filter funnel
• Tripod stand
• Bunsen burner
• Evaporating dish
• Retort stand with clamp
• Two beakers (150 cm3 and 250 cm3)

Materials

• Filter paper
• Distilled water
• Mixture of sand and salt

Procedure

1. Add water into the beaker until it is about half full.

2. Place two spoonfuls of the mixture of sand and salt into the beaker.

3. Stir with a glass rod until all the salt has dissolved.

spoon glass rod
mixture of sand
and salt

beaker

4. Fold the filter paper as shown below and place it into the filter funnel.

fold filter fold into open it up folded
paper into quarters into a cone filter paper
half shape

filter funnel

36 Water

5. Wet the filter paper with distilled water, then pour the mixture of sand
and salt solution into it.

6. Pour the filtrate into an evaporating dish.

7. Heat the evaporating dish until all the water has nearly evaporated.

8. Leave the evaporating dish to cool.

9. Note your observations.

Discussion

1. Label the diagram below to show the filtration process.


2. Based on your observations:
a) What is the residue?

b) What is the filtrate?

c) Explain why the residue is left behind on the filter paper.

3. a) Describe the solid in the evaporating dish.


b) Name the solid in the evaporating dish.


Water 37

Chapter 4
Water

Activity 4.4

Separating Water from a Mixture (Teacher’s Demo)

Aim

• To obtain a pure liquid from a mixture by the process of distillation

Apparatus • 250 cm3 beaker
• Measuring cylinder
• Stopper • Round-bottomed flask
• Condenser • Retort stand with clamp
• Tripod stand
• Thermometer
• Bunsen burner

Materials

• A coloured soft drink
• A few pieces of boiling chips (porcelain chips)

Procedure

1. Pour 100 cm3 of the soft drink into the round-bottomed flask.

2. Place a few boiling chips (porcelain chips) into the round-bottomed
flask.

3. Insert the thermometer into a rubber bung and stopper the round-
bottomed flask. Turn on the water tap. Refer to the diagram on the next
page to see how your set-up should look like.

4. Heat the mixture in the round-bottomed flask with a non-luminous
flame.

5. Place a beaker at the end of the condenser to collect the distillate.

6. Record the temperature at which the first drops of distillate are collected
in the beaker.

38 Water