1.

0 MAGIC SCIENCE

Objectives

1. To attract students interest in learning science.

2. To encourage teachers to practice hands-on activities in their teaching and
learning process.

Rationale

1. To relate certain learning outcomes to daily life.

2. To make teaching and learning process more fun.
3. To enhance students understanding of science concepts.

Strategy

1. The teacher can apply this method, Magic in Science in any of their lesson
either at the beginning or at the end of the lesson.

Notes

1. These activities are just a few examples only.

2. Teachers are encouraged to use other means or strategies to enhance a
meaningful and interesting lesson.

1
1.1 WATER AND SOLUTION
1.1.1 WEATHER INDICATING FLOWER

Curriculum Specifications Link

Theme : Matter in Nature

Learning area : Water and Solution
Learning outcomes:
Describe the physical characteristics of water to indicate the presence of
water

Introduction

This activity is to indicate the humidity of air. The weather-indicating flower can be
used to detect the changes in the humidity of the air . The weather changes will be
shown by the colour change of cobalt chloride (the petals of the flowers).

Materials
Cobalt chloride (about 20g)
Blotting paper/ filter paper
Cotton thread
Flower stick (about 15cm)
Scissors
Sewing needle
Button
Leaf
Hair -drier
Water sprinkler
Modeling clay/ plasticine
A clay pot

What Do I Do?

2
 1. A small sheet of blotting paper/ filter paper is cut into the shape of a flower.
2. Then, the flower is tied with cotton thread to the thick wire.
3. Add about 20g of cobalt chloride into a bowl of water to form a strong solution.
4. The blotting paper flower is dipped in this solution and dried using a hair
drier.
5. The weather-indicating flower is placed in a pot which filled with modeling
clay/ plasticine to hold it.
6. The weather-indicating flower is ready. Hair -drier is used to create the
condition of dry weather and water sprinkler is used to sprinkle water as rain.
7. If the colour of the flower turns pink, it indicates the humidity is high and if the
colour remains blue, it indicates is low or dry weather.

What is Happening?

The cobalt chloride can be used as an indicator to detect the presence of water and
water vapour by changing the colour of cobalt chloride from blue to pink. So, the
changes in colour of the flower indicates the presence of water vapour in the air.

It is interesting and can attract the attention of the students. Suitable to

use as an activity for science society, science week and programme
after PMR.

3
1.1.2 MAGIC SOLUTION

Curriculum Specifications Link

Theme : Matter in Nature

Learning area :Water and Solution
Learning outcomes: Identifying the properties of acid and alkali

Magic solution
(Phenolphthalein
solution)
Wiped with Wiped with
acid alkali

Beaker A Beaker B Beaker C

Introduction

This activity is to introduce one of the properties of acid and alkali which can change
the colour of Phenolphthalein solution. Phenolphthalein solution can be used as an
indicator to indicate the presence of acid or alkali.*

Name of indicator Colour in acid Colour in alkali

Phenolphthalein colourless pink
(colourless)

Materials and Apparatus

2 beakers (100ml)
1 beaker (250ml)
Acid
Alkali
Cotton
Forceps
Phenolphthalein solution

4
What Do I Do?

1. Using cotton, wipe the inner surface of each 100ml beaker with acid and
alkali respectively (use forceps to hold the cotton).
2. Leave both beakers to dry.
3. Fill the 250ml beaker with magic solution (Phenolphthalein solution).
4. Ask two students to hold each beaker.
5. Ask a question to both students. Example:
Is there anything inside the beaker?
Is the beaker clean?
6. Tell the students that the magic solution can show whether the student are
correct or not.
7. If the colour of the magic solution changes the student that hold the
beaker is wrong.
8. Then, teacher pour the colourless magic solution into each beaker (50ml).
9. All the students are asked to observe the changes occur.
10. Then teacher explains what actually happen.

What is Happening?

When the magic solution (Phenolphthalein) is poured into the beaker which is wiped
with acid, it does not changed colour but when it is poured into a beaker which is
wiped with alkali, the solution turns pink.

This activity is suitable for set induction to introduce acid and alkali.

5
1.2 AIR PRESSURE
1.2.1 AMAZING GLASS

Curriculum Specifications Link

Theme : Technological and Industrial Development in Society

Learning area : Air pressure
Learning outcomes :
Explain the existence of air pressure with reference to the Kinetic Theory,

Introduction

This activity shows how a glass full of water being held upside down without
losing a drop of water.

Materials and Apparatus

a glass, cardboard/hard plastic sheet, water

What Do I Do?

1. Fill a glass full with water.

2. Place a piece of cardboard/hard plastic sheet on top of the glass.
3. Invert the glass and see what happened.

What is Happening?

The cardboard/hard plastic sheet does not fall in spite of the weight (force) of water
pushing it downwards. This shows that there is a greater force which acts upward, to
support the cardboard/hard plastic sheet.

Note : The air pressure exerted on the card is strong enough to support the weight of
the water in the glass.

6
1.2.2 MOVE A COIN ON A BOTTLE

Curriculum Specifications Link

Theme : Technological and Industrial Development in Society

Learning area : Air pressure
Learning outcomes :
Explain the factors affecting air pressure.

Introduction

This activity shows that the heat from our body can be used to increase the air
temperature inside the bottle. Thus, it moves the coin.

Materials and Apparatus

A coin, a glass bottle

What Do I Do?

1. Wipe the mouth of the glass bottle with water.

2. Place the coin on the mouth of the bottle.
3. Rub both palms until they becomes warm.
4. Hold the bottle immediately with both hands.
5. Observe what happens to the coin.

What is Happening?

The heat from the hands increased the temperature of air inside the bottle that
causes the coin to jump up.
Comment: Teacher can also use ping-pong ball instead of coin.
1.3 DYNAMIC

7
 1.3.1 REMOTE CONTROL ROLLER

Curriculum Specifications Link

Theme : Force and Motion

Learning area : Dynamics
Learning outcomes : (i) State that a force is a push or a pull
(ii) Explain the effects of forces

Introduction

This activity shows that once youve rubbed the balloon on your hair, it will attract
other things towards it. Apart from balloon, other materials like comb, plastic ruler,
plastic bottle can also be used.

Materials

Empty soda can, blown up balloon, your hair

What Do I Do?

1. Put the can on its side on a table or the floor (any place that is flat and
smooth). Hold it with your finger until it stays still.
2. Rub the balloon back and forth on your hair really fast.(we can used other
material to produce electrostatic force such as cotton wool,silk)

8
 3. Hold the balloon about 2 to 3 cm in front of the can. The can will start to
roll, even though you are not touching it.

4. Move the balloon away from the can slowly and the can will follow the
balloon.
5. If you move the balloon to the other side of the can, the can will roll in the
other direction.
6. How fast will the can roll?
How far can you roll it before the can stops?
Will it roll uphill?
7. If you have some friends with cans and balloons you can have a race
across the room or down the side walk.

What is Happening?

When you rub a balloon on your hair, it ends up loaded with electrons (negative
charges). These electrons attract:

1. the protons (positive charges) in the soda can,

2. the protons (positive charges) in a trickle of water,
3. the protons (positive charges) in your hair

This shows that there is electrostatic force.

9
 1.3.2 SPIDER SLIDER

Curriculum Specifications Link

Theme : Force and Motion

Learning area : Dynamics
Learning outcomes : Explain the effects of forces (frictional force)

Cardboard

Toothpick

1 toothpick
long
Folded part

2 toothpick
long
Blue tacks/ plasticine

(i) Cut out a piece of cardboard (ii) Press the toothpick on to the blue tack/
into a strip as shown above plasticine across the middle of the strip.
Fold up a small piece (about 5mm) at
both ends of the strip.

Thread

Needle

(iii) Glue the card (iv) By using a needle, thread

onto through the middle of each
the back of the spider fold of the strip

10
 (v) Hold the thread tight between your hands, with one hand above the other.
Then let the thread go slack. Observe what happens.

Introduction

This activity shows that when an object moves across a surface, it is slowed down as
the two surfaces rub against each other. This force is called friction. Some surfaces
have more friction than others.

Materials

Cardboard, scissors, cotton thread (half metre), needle, toothpick, glue, blue
tack/ plasticine, coloured paper and pencil colours.

What Do I Do?

1. Cut out a piece of cardboard into a strip as shown in the diagram in (i).
2. Press the toothpick on to the blue tack/ plasticine across the middle of the
strip.
3. Fold up a small piece at both ends of the strip.
4. Draw a spider shape on a coloured paper. Make sure the spider is bigger than
the strip.
5. Cut out the spider shape.
6. Draw eyes and fangs using pencil colours.
7. Glue the strip onto the back of the spider.
8. By using a needle, thread through the middle of each fold of the strip.
9. Hold the thread tightly between your hands, with one hand above the other.
Then let the thread go loosely.
10. Observe what happens.

11
What is Happening?

When the thread is held taut, it touches the toothpick. This causes friction between
the toothpick and the thread. This is strong enough to stop the spider from moving
down the thread. But, when you let the thread go slack, it no longer touches the
toothpick. This means there is less friction, so the spider slides down easily.

It is interesting and can attract the attention of the students

The model must be prepared before teaching and learning process
Suitable to use as an activity for science society

12
1.4 STABILITY
1.4.1 CENTRE OF GRAVITY

Curriculum Specifications Link

Theme : Technological and Industrial Development in Society

Learning area : Stability
Learning outcomes: Determine the point of equilibrium in regular and
irregular shapes.

Introduction

This activity is to determine the point of equilibrium in regular and irregular

shapes.

Materials and Apparatus

Walking stick/ meter rule/ pencil

What Do I Do?

1. Hold the walking stick at both ends with hands such in the picture above.
2. Slowly, move your right hand towards the left hand until they meet.
3. The point where both hands meet is the centre of gravity of the walking stick.
4. Put the walking stick on your palm at the centre of gravity

What is Happening?

When the right hand is moved towards the left hand, the walking stick will be
balanced automatically on both hands at its centre of gravity.Once the centre of
gravity is located, we can balance the walking stick on our palm.(Refer to 2 nd picture)

It is interesting and can attract the attention of the students

13
1.4.2 AYER ROCK

Irregular
shape rock

Flat surface

Curriculum Specifications Link

Theme : Technological and Industrial Development in Society

Learning area : Stability
Learning outcomes : Relate the centre of gravity to the stability of objects.

Introduction

This activity is to relate the centre of gravity of the irregular rock to its stability.

Materials and Apparatus

Irregular shape of rock

What Do I Do?

1. Stand the irregular shape rock with the bigger surface area at the bottom.
2. Try to balance it on a flat surface till it stays upright without any support.
3. Student explains the observation.

What is Happening?

When the bigger base area of the rock is placed at the bottom, this will lower its
centre of gravity. So the rock will achieve stability and could stay upright for a longer
period

14
1.4.3 VEGGIE-HANG

Curriculum Specifications Link

Theme : Technological and Industrial Development in Society

Learning area : Stability
Learning outcomes: Suggest ways to improve the stability of objects around
them.

Introduction

Through this activity, student build models by applying the concept of stability.

Materials and Apparatus

Carrot, wooden stick, potatoes (or any other fruit/ vegetables)

What Do I Do?

Step 1
1. Students are given a task to balance a carrot on their forefinger.
(Student might find difficulty to balance the carrot. Discuss why it is difficult the
carrot on their forefinger).

Step 2
1. Using the materials provided, students are asked to improve the stability of
the carrot on their forefinger.
2. They can stick the wooden sticks to any part of the carrot.

What is Happening?

The use of the wooden sticks is to widen the base area of the carrot. While, the
potatoes are used to lower its centre of gravity. So the carrot will achieve stability
and could stay upright on the forefinger.

Carrot

Potato

Wooden
stick

1.4.4 CLOWN BOB

15
Curriculum Specifications Link

Theme : Technological and Industrial Development in Society

Learning area : Stability
Learning outcomes: Suggest ways to improve the stability of objects around
them.

Introduction

Through this activity, student build models by applying the concept of stability.

Materials and Apparatus

Ping pong ball, plasticine , manila card, coloured wool, scissor, glue and
marker pen

What Do I Do?

1. The idea of this activity is to make a clown that can bounce back to its upright
position when it is pushes from any direction.
2. First, cut the ping pong ball into two halves.
3. Then filled one half of the ping pong ball with plasticine to make the base of
the clown.
4. Decorate the body and head of the clown using a marker pen, wool and
manila card .
5. Adjust the height of the clown if it cannot bounce back.

What is Happening?
The taller clown will bounce back slower than the shorter clown because of the
position of the centre of gravity is higher. The centre of gravity affects the stability of
an object.

16
1.4.5 A DOZEN NAILS

Curriculum Specifications Link

Theme : Technological and Industrial Development in Society

Learning area : Stability
Learning outcomes:-
1) Relate the point of equilibrium as the centre of gravity of an object
2) Relate the centre of gravity to the stability of an object
3) Relate how the weight affect the stability of an object
4) Relate the size of base area to the stability of an object
5) Suggest ways to improve the stability of an object

Introduction

This activity shows the relationship between centre of gravity and the stability of an
object. This activity shows that you can balance 11 nails on a single nail as shown
in the picture above.

What Do I Need?
A dozen iron nail of the same size(4-5 inches)
A wooden board ( to stand the nail)/ plasticine
A hammer

What Do I Do?

1. Hammer an iron nail into the wooden board /plasticine and ensure it stand
still.
2. Arrange another 9 iron nails on one iron nail with all the heads of iron nails
arranged next to each other on the table. (5 iron nails on one side and another
4 on the opposite side)
3. Place the last iron nail on the top of the iron nails that have been arranged.
4. Lift all the arranged nails and place them on top of the hammered nail.
5. Then, adjust the structure to stabalise on a single iron nail.

17
What is Happening?

When the iron nails are arranged in a pattern of two sides comb on top of a single
nail, the distribution of weight happened. The distribution of the weight throughout
the structure is to make them stable.

18
2.0 MISCONCEPTIONS

RATIONALE

1. Many misconception occur during the teaching and learning processes of certain
topic in science

2. These misconceptions are transferred by the teachers to students which will

eventually affect their perception towards the actual concept.

3. Teachers generally are unaware of these misconceptions and needs to be

identified earlier.

OBJECTIVES

1. To provide teachers with examples of misconceptions.

2. To help teachers to be more aware of the misconceptions which are frequently

passed on to students without realising it.

STRATEGIES

1. Before starting this topic, teachers are advised to go through the examples given
to get a clear picture of some of the misconceptions.

2. Teachers are encouraged to identify other misconceptions that might occur in

other topics.

SUGGESTIONS

Teachers are encourage to find other misconceptions that might occur during
teaching and learning processes. Some examples are given below.

19
2.1 WATER AND SOLUTION

2.1.1 EVAPORATION OR BOILING?

Theme : Issue:

Matter in Nature Students are still not able to differentiate the differences between
evaporation and boiling.

Learning Area: Misconception:

Water and solution The misconception here is that both processes refer to the same
changes in the state of water from liquid to gas.

Learning Actual concept:

Objectives:
Teachers must stress on the different temperatures involve in
Analysing the both processes.
process of
evaporation of Boiling only takes place at a constant / fixed temperature for a
water specific substance.
i.e. Distilled water boils only at 100oC

Evaporation of distilled water can occur at any temperature

between 100oC (Boiling point) and 0oC (Freezing point)
Learning
Outcomes:
Suggestions:
Compare and
contrast between 1. The word point refers to a specific temperature.
evaporation and 2. Evaporation does not have a specific temperature or point.
boiling 3. Encourage students to use Graphic Organiser to identify the
similarities and differences.
Boiling Evaporation
Similarities

Differences

20
2.1.2 CONCENTRATED OR SATURATED?

Theme : Issue:

Matter in Nature When ask to explain the difference between concentrated and
saturated solution, students often misunderstood that when a
solute is added to a concentrated solution, a saturated solution is
automatically formed even if the solute is still able to dissolve in
it.

Learning Area:
Misconception:
Water and solution
The misconception here is that a saturated solution is formed
automatically after a concentrated solution is added with a solute.

Learning
Objectives: Actual concept:

Analysing solution A concentrated solution does not become saturated if the solute
and solubility added can still dissolved.

The solution becomes saturated when it contain the maximum

amount of solute and is unable to dissolve anymore solute in a
solvent.

Learning Suggestions:
Outcomes:
1. Students must carry out the activity suggested in the text book
Contrast and to show the ability of solutes to dissolve in a solvent.
compare between 2. Teacher must focus on the ability of the particles of a solute to
diluted solution, dissolve in the solvent and not the ability of the solvent to
concentrated and absorb the particles of the solute.
saturated solution 3. Teachers must allow students to carry out the activity
suggested in the text book first before the concept behind the
different types of solution can be discussed and understood by
the students
i.e. Dilute, Concentrated and Saturated Solution.
4. Encourage students to use Graphic Organiser to show the
similarities and differences.

21
2.1.3 SOLUBILITY

Theme : Issue:

Matter in Nature Students cannot distinguish between the factors affecting the
solubility of a solute and the factors affecting the rate of
dissolving.

Learning Area: Misconception:

Water and solution The misconception here is that students often make the mistake
of assuming that the factor that affects the solubility of a solute is
the same as the factors that affects the rate of dissolving.
When asked about the factors that affects the solubility of a
solute, students often answer stirring and the size of the solute as
the factors.
Learning
Objectives: Actual concept:

Analysing solution Teachers must stress that temperature affects both the:
and solubility i. solubility of a solute and
ii. rate of dissolving of a solute.

however :

Solubility is influenced by:

Learning i. the nature of the solvent and
Outcomes: ii. the nature of the solute.

Explain the factors while:

affecting the solubility
of solutes in water The rate of dissolving is influenced by:
i. stirring and
ii. the size of the solute.

Suggestions:

1. Teachers must first relate solubility with the activity carried out
by students on dilute, concentrated and saturated solution.
2. Students must carry out the activity to observe how solubility is
affected by the temperature, the nature of solvent and the
nature of the solute.
3. Students must also carry out activity to show how the rate of
dissolving is affected by temperature, stirring and the size of
solute used.

22
 4. Students should be able to see how temperature affects both
the solubility and the rate of dissolving.

2.1.4 WHOSE COLOUR?

Issue:
Theme :
Teachers and students often explain the neutral point in
Matter in Nature neutralisation as the change in colour of the alkaline solution
(from purple to green) instead of the change in colour of the
Universal indicator.

Learning Area: Misconception:

Water and solution The misconception here is that students refer the change in
colour of the alkaline solution but not the colour changes of the
Universal indicator.

Learning Actual concept:

Objectives:
Teachers must stress that the indicator is used to observe the
Analysing acids and colour changes to determine the neutral point in neutralisation.
alkali
The Universal indicator itself is green and will change colour to
red in an acidic medium or purple in an alkaline medium.

Teacher should stress that the changes of colour is of the

Universal indicator and not of the alkaline solution.

Suggestions:
Learning
Outcomes: 1. The word changes colour must refer to the Universal indicator
and not to the medium (Acid or Alkali)
Explain the meaning
of neutralisation

23
24
2.2 AIR PRESSURE

2.2.1 WHAT IS PRESSURE?

Issue:
Theme :
During this lesson, when students are asked to explain the
Matter in Nature application of air pressure in siphon and drinking straw, they often
explain by relating air pressure to its volume in a closed
container.

Misconception:
Learning Area:
The misconception here is that the principle of air pressure in
Air Pressure siphon and drinking straw is explained by relating the principle of
air pressure in a closed container.

Learning Actual concept:

Objectives:
Teachers must stress the concept of air exerts pressure and that
Applying the principle air moves from a higher pressure to a lower pressure.
of air pressure in
daily life In the case of siphon and drinking straw, when a higher
atmospheric pressure moves to a lower pressure area, the liquid
is pushed through the straw/siphon.

Suggestions:
Learning
Outcomes: 1. Teachers must first help students recall that air exerts
pressure.
Explain with 2. Teachers must inform students that the relationship of volume
examples things that and air pressure only applies to closed container but not to
use the principle of siphon and drinking straw.
air pressure 3. Teachers must show a diagram on the movement of air
pressure from a higher pressure area to a lower pressure
area.

Higher pressure

Water flows through

25
2.3 DYNAMIC
2.3.1 What is Work done?
Issue:
Theme :
Students cannot understand why a girl standing while holding a
Force and Motion book is not considered as work done.

Misconception:
Learning Area:
The misconception here is that students do not relate distance as
Dynamics an important factor in work done.
.

Actual concept:
Learning
Objectives: Teachers must stress that work is the product of the force acting
on an object and the distance moved by the object in the
Application of work direction of the force.
Work done = Force(N) X Distance(m)

Suggestions:

Learning 1. Teacher must stress on the concept that work is only

Outcomes: considered done when a force is applied to move an object in a
specific distance, in the same direction of the movement.
Explain with 2. Teacher must give examples to compare the differences
examples how work between the situation when work is done and when work is not
is done done.
3. Teacher must help students recall and understand the unit of
force (N) when using the formula :
Work = Force(N) X Distance(m)

Distance moved (m)

26
2.3.2 WHICH DISTANCE?
Issue:
Theme :
Students do not know the correct distance to use when
Force and Motion calculating work done [ Work = Force(N) X Distance(m)].

Misconception:
Learning Area:
The misconception here is that students assume that the distance
Dynamics of stair case as the distance to be used in calculating work done.

Actual concept:
Learning
Objectives: The vertical distance (height) is the actual distance used in
calculating work done.
Application of work
Distance of
Stair case
Vertical distance

Suggestions:

Learning 1. Teachers should use diagrams to show the vertical distance of

Outcomes: stair case.
2. Teachers should inform students that the vertical distance
Explain with (height) of the stair case is the sum of the height of each stairs.
examples how work 3. Teachers must emphasised the distance moved is in the same
is done direction with the force
4. Teachers should carry out this activity on a real stair case in
schools.

27
2.4 SUPPORT SYSTEM
2.4.1 PROP ROOTS OR STILT ROOTS.
Issue:
Theme : Students are not able to differentiate between prop roots and stilt
roots.
Force and Motion
Misconception:

The misconception here is that both types of roots grow out from
the stem for additional support.

Learning Area: Actual concept:

Support System Prop roots and stilt roots do grow out from the stem of plants.
But prop roots of Maize plant grows from the nodes on the main
stem while the prop roots of Banyan tree grows from the
branches.
Nodes
Learning
Objectives:

Understanding the
support systems in
plants
Maize Plant Banyan Tree

Whereby, stilt roots of Mangrove Plants develop from the main

stem.

Learning
Outcomes:

Classify plants based

on their support
systems
Mangrove Plant
Suggestions:

1. Teachers must stress that stilt roots develop from the main
stem near the surface of the soil whereas prop roots develop
from the nodes of the stem or branches.
2. The use of diagram/pictures of plants as examples is
recommended.
3. Teachers are encouraged to take students for fieldwork.

28
2.5 OTHER EXAMPLES OF MISCONCEPTIONS

1 Mass and weight

2 Excretion and defecation (digestion)
3 Buoyancy with density

Why object float or sink with density

4 Unit of volume

Solid cm3

Liquid - ml
5 Terms of chloroplast and chlorophyll
6 Unicellular and multicellular organism

-give specific example

7 Mixture and compound
8 Tropism (thigmotropism) and nastic movement
9 Long-sightedness and short-sightedness

Different terms in English and Bahasa Melaysia

10 Is fungi a plant?
11 Plant carry out both respiration and photosynthesis
12 What is the concept of moment of force?
13 Difference between magnitude of force and force
14 Difference between diffusion and absorption
15 How to find out resistance in parallel circuit and serial circuit

3.0 GLOSSARY

The students can be motivated to learn up scientific terms and words in

English.

A few examples are given that can help to enhance a students vocabulary.

It must be noted that the students are given a list of scientific terms to be
learnt prior to a lesson.

In addition they should look up the meaning of these words prior to a lesson.

29
 A few examples of activities in class are given as below.(for enhancement
during or after related lesson.)

Activity 1 Word Power for 1.1 Physical Characteristics of Water

Activity 2 Word Jumble for 1.2 Composition of Water

Activity 3 Crossword Puzzle for 1.3 Evaporation of Water

30
3.1 WATER AND SOLUTION
Technique used
3.1.1 PHYSICAL CHARACTERISTICS OF
Word Power WATER

Theme Aim
Matter in nature To analyse the physical characteristics of water.

Learning Area Materials

Water and solution Word power handout, activity sheet for word power

Duration Activities (10 minutes)

15 minutes
1. Before teaching this topic teacher provides students with the
Keywords word power handout.
2. Students read through the word power handout to understand
I melting point the meaning of each term.( 5 minutes )
takat lebur 3. At the end of the lesson teacher distributes activity sheet for
word power and asks the students to complete the table with
ii freezing point correct terms. ( 5 minutes )
takat beku

iii boiling point

takat didih Evaluation ( 5 minutes )

iv impurities 1 Students answer the activity sheet in the class.

bendasing 2 Teacher discusses the answers with the students.
3 Students with wrong answers are required to do corrections.
v colourless 4 Students with good achievement are rewarded. (optional)
tiada warna

vi tasteless
tiada rasa

vii ordourless
tiada bau

viii steam
stim

ix heat
haba

31
a) Word Power

Physical Characteristics of Water

No Term Meaning

1 melting point The temperature at which a solid changes into a liquid.

takat lebur

2 freezing point The temperature at which liquid turns into solid state.
takat beku

3 boiling point The temperature at which a substance changes from the liquid state
takat didih to the gaseous state.

4 impurities A substance that is present in small amounts in another substance

bendasing that lowers the freezing point and increases the boiling point.

5 colourless No colour.
tiada warna

6 steam Water in gaseous form.

stim

7 heat Warmth or how hot something is; a form of energy which may be
haba transferred by conduction, convection or radiation.

32
 Activity Sheet for Word Power
Physical Characteristics of Water

Name:Class:......

No Term Meaning

1 The temperature at which a solid changes into a liquid.

2 Water in gaseous form.

3 A substance that is present in small amounts in another

substance that lowers the freezing point and increases the
boiling point.

4 The temperature at which liquid turns into solid state.

5 No colour.

6 Warmth or how hot something is; a form of energy which may be

transferred by conduction, convection or radiation.

7 The temperature at which a substance changes from the liquid

state to the gaseous state.

33
 Technique used
3.1.2 COMPOSITION OF WATER
Word Jumble a) WORD JUMBLE

Theme
Matter in nature Aim
To analyse composition of water.
Learning Area
Water and solution Materials
Word power handout, activity sheet for word jumble.
Duration
15 minutes Activities(10 minutes)

Keywords 1 Before teaching this topic teacher provides students

with the word power handout.
i anode 2 Students read through the word power handout to
anod understand the meaning of each term.( 5 minutes )
3 At the end of the lesson teacher distributes activity
ii cathode sheet for the students to rerarrange the alphabets to
katod form the correct spelling term .( 5 minutes )

iii compound Evaluation ( 5 minutes )

sebatian
1 Students answer the activity sheet in the class.
iv electrolysis 2 Teacher discusses the answers with the students.
elektrolisis 3 Students with wrong answers are required to do
corrections.
v discharge 4 Students with good achievement are rewarded.
nyahcas (optional)

vi electrode
elektrod

34
 Word Power

Composition of water

No Term Meaning
anode
1 The electrode that is connected to the positive terminal of a battery.
anod

cathode
2 The electrode that is connected to the negative terminal of a battery.
katod

compound
3 A substance made up of two or more elements which are chemically
sebatian combined.
electrolysis
4 The process of separating a compound into simpler substances by
elektrolisis passing an electric current through it.

discharge
5 Change of an ion to its element on an electrode during the electrolysis
nyahcas process.

electrode
6 A solid conductor, usually a metal or carbon, placed in an electrolyte
elektrod to allow an electric current to enter or leave during electrolysis.

35
 Activity Sheet for Word Jumble

Composition of Water

Name:Class:......

Rearrange the alphabets to form the correct terms.

No Term Meaning
ondae
1 The electrode that is connected to the positive terminal of a
battery.

oedchta
2 The electrode that is connected to the negative terminal of a
battery.
.
mundcoop
3 A substance made up of two or more elements which are
chemically combined.
.

cylreselosit
4 The process of separating a compound into simpler
substances by passing an electric current through it.
.
.
ciadgrshe
5 Change of an ion to its element on an electrode during the
electrolysis process.
..
doetcrele
6 A solid conductor, usually a metal or carbon, placed in an
electrolyte to allow an electric current to enter or leave during
. electrolysis.

36
 Technique used
3.1.3 EVAPORATION OF WATER
Crossword Puzzle a) CROSSWORD PUZZLE

Theme Aim
Matter in nature To analyse the process of evaporation of water.

Learning Area Materials

Water and solution Word power handout, crossword puzzle.

Duration Activities( 10 minutes)

15 minutes
1. Before teaching this topic teacher provides students
Keywords with the word power handout.
2. Students read through the word power handout and to
preservation relate the terms with the correct meanings.(5 minutes)
pengawetan 3. At the end of the lesson teacher distributes the
crossword puzzle and asks students to solve the
evaporation crossword puzzle using the correct terms for every
penyejatan clues given.( 5 minutes)

humidity
kelembapan
Evaluation( 5 minutes)
surface area
luas permukaan 1 Students answer the crossword puzzle in the class.
2 Teacher discusses the answers with the students.
boiling 3 Students with wrong answers are required to do
pendidihan corrections.
4 Students with good achievement are rewarded.
water vapour (optional)
wap air

37
 WORD POWER

Evaporation of Water

No Term Meaning

1 preservation A process to protect substance from damage or decay.

pengawetan

2 evaporation Process of changing a liquid to a gas at any temperature

penyejatan below the liquids boiling point.

3 humidity The amount of water vapour in the air.

kelembapan

4 surface area The measure of how much exposed area an object has.
luas permukaan

5 boiling The change from a liquid to a gas at its boiling point.

pendidihan

6 water vapour Water in the gaseous state.

wap air

38
1 Go to this web sites http://www.puzzle-maker.com/CW/

2 Follow the instruction given by the web sites to create the puzzle.

Example of words and clues for puzzle:

Preservation / A process to protect substance from damage or decay.

Evaporation / Process of changing a liquid to a gas at any temperature below

the liquids boiling point.

Humidity / The amount of water vapour in the air.

Surface area / The measure of how much exposed area an object has.

Boiling / The change from a liquid to a gas at its boiling point.

Water vapour / Water in the gaseous state.

3 Print screen the web page and then paste it in PAINT software.

4 Cut out what is required and paste it in MICROSOFT WORDS.

39
Crossword puzzle in class

Name:Class:......

ACROSS
5 Process of changing a liquid to a gas at any temperature below the liquids
boiling point.
6 The change from a liquid to a gas at its boiling point.

DOWN
1 The measure of how much exposed area an object has.
2 A process to protect substance from damage or decay.
3 Water in the gaseous state.
4 The amount of water vapour in the air.

40
Solution to crossword puzzle in class

41
3.2 PHYSICAL CHARACTERISTICS OF WATER
a) CROSSWORD PUZZLE

.
..

42
43
4.0 EXPERIMENTING

4.1 IDENTIFYING VARIABLES

Activity 1.1: ANALYSING THE PROCESS OF EVAPORATION OF WATER

Diagram 1.1
Constant variables: movement of air, surface
area, temperature.

1. Teacher asks the students to list out all the

factors that affect the rate of evaporation of
water i.e. movement of air, surface area,
temperature
Diagram 1.2 and humidity.

2. Teacher stresses that Activity 1.1 is to show

that humidity affects the rate of evaporation of water.

3. Since we want to study the effect of humidity on the rate of evaporation of water,
other factors such as movement of air, surface area and temperature
should be kept the same and they are called constant variable.

Manipulated variables: humidity

1. Teacher asks the students to observe and compare Diagram 1.1 and
Diagram 1.2 for any differences.
[Is there any difference between bell jar A and bell jar B?]
[What is the difference between bell jar A and bell jar B?]

2. Students should be able to mention that bell jar B has anhydrous calcium
chloride.

3. Teacher asks the students the function of the anhydrous calcium chloride.

4. The teacher tells the students the correct answer (anhydrous calcium chloride
absorbs water vapour / moisture from the air).

5. Teacher asks the students to compare the condition of the air in both bell jars.
The air in bell jar B is drier than the air in bell jar A.

[Air in bell jar A contains more water vapour than the air in bell jar B.
Humidity depends on the amount of water vapour in the air. The more water
vapour in the air the higher the humidity]

44
6. Teacher stresses on the terms of humidity (amount/quantity of water
vapour/moisture in the air).

7. The factor that is not the same in both situations is the humidity. This factor is
called manipulated variable.

Responding variables: rate of evaporation

1. Teacher asks the students to observe the volume of water in the watch glass in
both bell jars before the experiment.

2. After 10 minutes, more water had evaporated from the watch glass in the
bell jar B compared to bell jar A.

3. Teacher asks the students to observe the difference of volume of the water left in
the watch glass in both bell jars.

4. The difference of volume of water in the watch glass in both bell jars is the
responding variable.

Activity 1.2 To show that movement of air affects the rate of evaporation of
water.

Manipulated variables: movement of air

1. Activity 1.2 is carried out to show that movement of air affects the rate of
evaporation of water.

2. Teacher asks the student to fill two watch glasses with 0.5 cm 3 of water.

45
3. Teacher asks the students to use the syringe to blow the air on one of the watch
glasses.

4. Teacher asks the students which watch glass gets drier faster. (Watch glass
that being blown).

5. Teacher asks the students to state the factor that affects the evaporation of the
water in the watch glass that gets drier faster (movement of air/wind).

6. Factor that affects the evaporation of water is the variable that is manipulated.

7. Teacher asks the students to identify the manipulated variable.

Constant variables: temperature, humidity, surface area of water.

1. Teacher asks the students to list out all the factors that affect the rate of
evaporation of water. i.e. temperature, humidity, surface area of water and
movement of air.

2. Teacher stresses that Activity 2 is to show that movement of air affects the rate
of evaporation of water.

3. Other factors such as humidity, surface area and temperature are kept the
same and they are called constant variables.

Responding variables: rate of evaporation

1. Teacher asks the students to observe the amount of water in both watch glasses.

2. Teacher tells the students the differences of the volume of water left refers to
the responding variable. The rate of evaporation is faster in one of the watch
glass. The teacher stress out the terms rate of evaporation to the students.

Activity 1.3: Analysing solution and solubility

Beaker A Beaker B

46
 Diagram 1.3

Manipulated variables: types of solute

1 . Teacher asks the students to observe and compare the two beakers in
Diagram 1.3 for any differences.

2. Students should be able to mention that the solute in Beaker B is different from
solute in Beaker A.

3. Students should be able to mention that the type of solute is manipulated

variable.

Responding variables: The solubility of solute

1. Teacher asks the students to observe both beakers in Diagram 1.3.

2. Teacher asks the students to observe the maximum mass of solute (sodium
chloride or sugar) that can dissolve in the certain amount of water at a specific
temperature. More amount of sodium chloride dissolves in water than sugar.

3. The teacher stress out to students that different solute has different solubility in
water. Student should be able to give the correct responding variable.

Constant variables: amount of distilled water , nature of solvent and

temperature .

1. Teacher asks the students to list out all the factors that affect the solubility of a
solute. Students will list out as many variables as they can but the teacher must
make sure that these variables are included : amount of distilled water ,nature
of solvent and temperature.

47
2. In Diagram 1.3, what are the things that are the same in both beakers ( volume of
distilled water , nature of solvent and temperature).

3. The constant variables are the things that are kept the same through out the
activity.

Activity 1.4: Analysing solution and rate of dissolving

48
 Diagram 1.4

Manipulated variables: rate of stirring

1 . Teacher asks the students to observe and compare for any differences between
Beaker A and Beaker B.

2. The students should be able to mention that the stirring in the Beaker B is faster
than in Beaker A.

3. The students should be able to state the manipulated variable (rate of stirring).
,
Constant variables: temperature, amount of water, amount of salt, type of salt

1. Teacher asks the students to list out all the factors that affect the rate of
dissolving. Students will list out as many variables as they can but the teacher
must make sure that these variables are included : temperature, amount of
water, amount of salt, type of salt.

2. In Diagram 1.4, what are the things that are the same in both beakers (volume of
distilled water, amount/quantity of solute, type of solute).

3. The constant variables are the things that are kept the same through out the
activity.

Responding variables: rate of dissolving

1. Teacher asks the students to observe the fine salt in both beakers.

2. Teacher tells the students that the faster they stir the solution the faster the salt
dissolves.

3. Teacher explains to the students that the rate of dissolving of salt is the
responding variable. Student should be able to give the responding variable.

Activity 1.5 : To show that the size of solute particles affect the rate of
dissolving

49
 Beaker A Beaker B

1 g of coarse salt 1 g of fine salt

Diagram 1.5

Manipulated variables: size of solute

1 . Teacher asks the students to observe and compare the materials given.
[What is the difference between the salt in Beaker A and the salt in beaker B?
(course salt and fine salt).

2. Students should be able to mention that the difference is the size of the solute.

3. The size of the solute is the manipulated variable.

Constant variables: temperature , mass of solute , volume of solvent and the

rate of stirring

1. Teacher asks the students to list out all the factors that affect the rate of
dissolving. Students will list out as many variables as they could but the teacher
must make sure that these variables are included : temperature, mass of solute
, volume of solvent and the rate of stirring.

2. In Diagram 1.5, what are the things that are the same in both beakers (rate of
stirring and temperature)

3. The constant variables are the things that are kept the same through out the
activity.

Responding variables: rate of dissolving

1. Teacher asks the students to observe the solute in both beakers in Diagram 1.5.

50
2. Teacher asks the students which solute/type of salt dissolve faster (the fine salt).

3. Teacher explains to students that the rate of dissolving the solute is the
responding variable.

4.2 DEFINING OPERATIONALLY

51
Activity 1: Analysing acid .

Things that should be done:

1. Teacher dips the blue litmus paper into lemon juice.

2. Teacher tells the students to observe the colour changes of the litmus paper
( blue to red.)

3. Teacher ask the students what she did and what they observed.

Teacher explains that defining operationally refers to what has been done and
what was observed.

4. Therefore acid is defined operationally as :

Acid is a substance that turns blue litmus paper to red when the blue litmus
paper was dipped into the lemon juice.

52
Activity 2: Analysing alkali.

Things that should be done:

1. Teacher dips the red litmus paper into lime water .

2. Teacher tells the students to observed the colour changes of the red litmus paper
(red to blue.)

3. Teacher ask the students what she did and what they observed.

Teacher explains that defining operationally refers to what has been done and
what was observed.

Based on your findings, define operationally what is alkali.

Alkali is a substance that turns red litmus paper to blue when it is dipped into the
lime water.

53
Activity 3: Analysing rate of dissolving

A pupil carries out an experiment to study the effect of temperature of solvent on

the rate of dissolving of sugar. The time taken for sugar to dissolve completely in
water is shown by stopwatch in Diagram 1.1

100 g 50 cm3
fine water
sugar 20 0C
Beaker A

100 g 50 cm3
fine water
sugar 40 0C
Beaker B

100 g 50 cm3
fine water
sugar 60 0C
Beaker C

50 cm3
water
100 g
80 0C
fine
sugar
Beaker D

54
 100 g 50 cm3
fine water
sugar 90 0C
Beaker E

DIAGRAM 3.1

( a ) Based on Diagram 3.1, complete Table 3.2 by recording the time taken
on the respective temperature of water.

Temperature of water / 20 40 60 80
0 90
C

Time taken for sugar to 55 44 37 20 11

dissolve completely / s

Table 3.2

(b) State the variables involved in this experiment.

Manipulated variable Temperature of water

Responding variable Time taken for sugar to dissolve

completely

Controlled/constant variable Volume of water // quantity of sugar

(c) Based on Table 3.2, define operationally rate of dissolving.

Rate of dissolving is the time taken for 100 g of sugar to dissolve
completely in different temperature of water,

(d) Based on the results, what will happen to the time taken to dissolve sugar in
water completely if the temperature of water is more than 100 0C?
The time taken will decrease // Time taken for dissolving sugar will
become shorter.

55
Activity 4 :Analysing the effect of temperature on air pressure

A student carries out an experiment to study the effect of temperature on air

pressure. Diagram 4.1 shows the arrangement of apparatus for the experiment.

DIAGRAM
4.1

The student takes the following steps:

1. The apparatus is set up as shown in Diagram 4.1.

2. The water bath is heated until the temperature of water reaches 30 0C and
record the Bourdon gauge reading.

3. Repeat step 2 with temperatures of 400C, 500C, 600C and 700 C.

(a) (i ) Record the Bourdon gauge reading in the space provided.

The temperature of water = 300 C

Bourdon gauge reading = 105 kPa

56
 The temperature of water = 400 C

Bourdon gauge reading = 109. kPa

The temperature of water = 500 C

Bourdon gauge reading = 112.. kPa

The temperature of water = 600 C

Bourdon gauge reading = 115.. kPa

The temperature of water = 70OC

Bourdon gauge reading = ..119..kPa

DIAGRAM 4.2

57
DIAGRAM 2.2
(a) (ii) Based on Diagram 4.2, complete Table 4.1 by recording the
DIAGRAM 2.2 Bourdon gauge reading on the respective temperature of air.

Temperature ( 0 C) 30 40 50 60 70

Bourdon gauge reading

( kPa) 105.0 109.0 112.0 115.0 119.0
. . . .

TABLE 4.1

(b) State the variables involved in this experiment.

.

Manipulated variable Temperature of water

Responding variable Bourdon gauge reading

Controlled variable Size of round bottom flask

(c) Based on the activity, define operationally air pressure?

Air pressure is the reading of Bourdon gouge when the
water is heated.

58
Activity 5 : Analysing the extension of spring

A group of students sets up an apparatus as shown in Diagram 5.1. The pendulum

bobs of different weights are used. The extension of the spring is recorded for each
pendulum bob.

Metre rule

Spring

Pointer

Pendulum bob

DIAGRAM 5.1

The pupil takes the following steps :-

Step 1 : Hang a 20 N pendulum bob to a spring.
Step 2 : Take the reading of metre rule
Step 3 : Repeat step 1 and step 2 by using pendulum bob with the weights of
40 N, 60 N, 80 N and 100 N respectively.

(a) Record the pointer reading in the space provided

20
The weight of pendulum bob = 20N
Pointer reading = 20.5 cm

21

59
20

The weight of pendulum bob = 40N

21
Pointer reading = 20.9. cm

21
The weight of pendulum bob = 60N
Pointer reading = 21.3. cm

22

21

The weight of pendulum bob = 80N

Pointer reading = 21.7. cm

22

21

22 The weight of pendulum bob = 100N

Pointer reading = 22.1 cm

60
(b) State the variable in the experiment.

Manipulated variable Weight of pendulum bob

Responding variable The extension of spring

Controlled variable Type of spring

(c) Define operationally extension of the spring.

Extension of the spring is the reading of metre rule when different mass of
pendulum bob is used.

61
Activity 6 : Analysing frictional force

A student carried out an experiment to study the effect of different types of

surfaces on frictional force. The readings of the spring balance when the
wooden block is pulled along different surfaces are shown in Diagram 4.1.

Wooden block

4
block

Glass surface
4

Wooden block 3

Marble top
6

Wooden block
block

Cement
floor
DIAGRAM 4.1

62
(a) State the variables involved in the experiment.

Manipulated variable: Types of surface

Extention of spring // Reading of spring

Responding variable:
balance

Controlled variable: Weight of wooden block // type of spring

(b) Based on Diagram 4.1, record the readings of the spring balance in
Table 4.2.

Type of surface Reading of spring balance (N)

Glass surface 4.5

Marble top 3.8

Cement floor 5.2

TABLE 4.2

(c) Define operationally frictional force.

Frictional force is the reading of spring balance when the wooden block
is pulled along different types of surfaces.

63