pe y trosai n s€¦ · prepared by: rohaizad mohamed akhir teacher fellowship program...

Year 2006

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Handy for teacher by teacher

Introduction

How do we keep students interested in science? It has always been a challenge for science teachers to engage students in meaning-ful learning activities. This snackbook is produced to provide teachers with ideas or suggestions of creative science activities.

HANDY SNACKS is a resource material produced for science teach-ers by science teachers. It was compiled by teachers who participated in the Teachers Fellowship Program 2006 which was coordinated by Centre of Learning Department, PETROSAINS The Discovery Centre, KLCC.

All the suggested activities have been tested by the teachers. We suggest that these activities are to be carried out during your ‘Teaching and Learning’, and we hope that this book will be an exciting resource for you!

Teacher fellowship program 2006/COL/Introduction

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Teacher fellowship program 2006/COL/Acknowledgement

Acknowledgement

Centre of Learning Department, PETROSAINS The Discovery Centre.

Cikgu Bebe Zarjan bt Mirbas KhanSK (1) Kuala Ampang,

Jalan Awan,68000 Ampang, Selangor.

Cikgu Rohaizad Mohamed AkhirSK Tok Sera,

Jalan Tengku Muhammad, 25050 Kuantan, Pahang.

Cikgu Chin Chee KeongSMK Membakut,

Peti Surat 51, 89728 Membakut, Sabah.

Cikgu Aziah YahayaSMK Sri Muda,

Penaga, 13100 Kepala Batas, Pulau Pinang.

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C. SIMULATION1. Compounds 2. Compound Cards 3. Marvel of a Cell 4. Model of Chemicals Reactions 5. Moon Phases 6. The Food Web

D. BUSKING1. Feel What You Don’t See 2. Inertia a. In a Spinb. Spinningc. Card and Coin3. Kitchen Potpourri 4. Listen and Guess 5. Sound and Direction

Teacher fellowship program 2006/COL/content

ContentA. MINI SHOW1. A-Maze-Ing Mirror 2. Boiling Ice 3. Food Chain 4. Friction Bottle 5. Cold Chill 6. Pictures from Sound 7. Tea Bag Rocket 8. Water Magni�er

Introductio

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B. TEACHER ACTIVITY1. Ring the Alarm! 2. Cold Station a. Rubber Blubber Glovesb. Icy Fingers3. Fruit Conductors 4. How an Elevator Saves Energy 5. Multi-Propulsion Watercraft 6. Pressure a. No Suckerb. A Vacuum Cleaner7. Are You a Sluggish Snail or a Turbo-charged Cheetah? 8. Static Electricity a. Flake(y) Magicb. Glowing Gluec. An Electroscope

Acknowledgem

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Teacher fellowship program 2006/COL/mini show

Boiling Ice

Cold Chill

Tea Bag Rocket

Water Magnifier

Picture from sound

Friction Bottle

Food Chain

A Minor Maze

Mini Show

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Teacher fellowship program 2006/COL/Mini Show

What do we need?

Prepared by: Aziah Yahaya


A plane mirror A copy of a maze

Introduction

This activity is to help students identify the characteristics of image on a plane mirror. Besides that, it will also help the students understand the concept of lateral inversion.

What do we do?

1. Place the maze �at on the table while the mirror is vertically positioned perpendicular to the maze.

2. Look at the image of the maze in the mirror.

A-Maze-Ing Mirror

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What’s happening?

You will �nd that it is quite di�cult to follow the maze without crossing the lines. This is due to the lateral inversion i.e. the sideways reversal of images that you see when you look at yourself in a mirror e.g. you raise your right hand and the mirror shows as if you’re raising your left hand!

Daily-life application:

The sign on an ambulance written as is for the driver in front of the vehicle to easily read the word "AMBULANCE" from his/her rear view mirror.

Curriculum Speci�cations Link• Physics Form 4: Light and images of a plane mirror.

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3. Do not look at the maze itself - only at its image in the mirror! Use a pencil to follow the maze without crossing the lines. If you don't trust yourself, have a friend hold a piece of card to obstruct your direct view of the maze.

4. Using the image you see in the mirror, can you complete the maze without crossing the line .

Teacher fellowship program 2006/COL/Mini ShowPrepared by: Aziah Yahaya

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AMBULANCEAMBULANCE

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Boiling e I c

IntroductionTeachers should try to instill a sense of “wonder” in pupils, and to make them think about the scienti�c explanation for the seemingly puzzling “boiling ice” phenomenon.

What do we need?

What do we do?

1. Crush the ice cubes in a little bag to get smaller pieces.

2. Fill a boiling tube till it is 1/3 full of crushed ice.

Prepared by: Rohaizad Mohamed Akhir


Steel wool Ice cubes

A Bunsen burner A pair of metal tongs or a test tube holder

A boiling tube Water

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WATCH OUT!The boiling tube remains hot for several minutes after the demonstration is done. Give some time for it to cool down before touching it.

Curriculum Speci�cations Link• Science Year 5: Investigating the Physical World - Energy (heat) • Science Year 5: Investigating the Material World - States of matter

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3. Place a small piece of steel wool of about 1.5 cm thickness on top of the crushed ice.

4. Pour water on the wool, until it fills up ¾ of the boiling tube.

5. Carefully light up the Bunsen burner.

6. Hold the test tube over the �ame using metal tongs.

7. What is your observation?

What’s happening?

Water on the steel wool will boil, but ice at the bottom of the boiling tube will not melt! In a convection process, hot water rises and cold water sinks due to their density differences. Ice is less dense and will float in water. When water is heated, hot water will rise and should melt the ice. But the steel wool has kept the ice firmly beneath the water, and is not affected by the convec-tion current. Therefore, the ice remains in a solid state.

Prepared by: Rohaizad Mohamed AkhirTeacher fellowship program 2006/COL/Mini Show

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IntroductionHow does a cold environment a�ect our body system?

What do we need?

What do we do?

1. Ask someone to take your pulse rate at the neck /or at the wrist. Record it.

2. Half �ll a basin with water.

3. Add about 10-12 ice cubes into the basin of water.

Prepared by: Chin Chee KeongCold Chill

Tap water 10-12 Ice cubes A stopwatch A big basin

Prepared by: Chin Chee Keong

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What’s happening?Our body tries to conserve energy at cold temperatures. The heart pumps slower and with less strength in order to reduce blood (which carries heat) �owing to the surface of our body. Hence, the pulse rate will be lower. This response is known as the mammalian diving re�ex. When the body is in cold water, it redirects the �ow of blood from the hands, feet, and intestines to the heart and brain to help preserve these vital organs.

Curriculum Speci�cations Link• Science Form 2: Response & Stimuli• Biology Form 5: Homeostasis

Teacher fellowship program 2006/COL/Mini ShowPrepared by: Chin Chee Keong

4. Immerse your face in the ice water for 30 seconds.

5. After 30 seconds, immediately take your pulse rate at the neck and/or at the wrist again.

6. Record your data. Do you notice a difference in the pulse rate taken before and after your action?

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What do we do?

Prepared by: Aziah Yahya

Prepared by: Aziah Yahya

Friction Bott e

1 Knife/bladeA plastic bottle with its cap One 3cmx3cm polystyrene

1 metre of string

1. Using a knife/blade, carefully make a hole at the centre of the plastic bottle cap and one hole at the centre of the base of the bottle.

2. Insert a string through the hole at the base.

Introduction

This activity is to provide a better understanding of friction in moving objects. At the end of the activity, students should be able to identify the applications and importance of friction in daily life.

What do we need?


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3. Cut the polystyrene to a circular shape making sure that it is 2/3 the size of the cap.

4. Fix the polystyrene into the bottle's neck as shown in the picture below

5. Insert the other end of the string that comes out from the bottle's neck through the bottle cap.

6. Hold the string vertically.

7. What happens to the bottle if the string is taut?

8. Can you observe the di�erence when the string is taut and when it is loose?

What’s happening?

When the string is taut, there will be friction between the string and the polystyrene. Friction will �nally stop the bottle from moving downwards i.e. the frictional force of the polystyrene and the string is greater than the weight of the bottle. When the string is loose, there is less friction of the string and polystyrene. Therefore, the bottle will move downwards.

Curriculum Speci�cations Link• Physics Form 4: Frictional force

Prepared by: Aziah YahyaTeacher fellowship program 2006/COL/Mini Show

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What do we need?

Prepared by: Bebe Zarjan bt Mirbas Khan

IntroductionThis activity shows the interaction of organisms in a food chain.

What do we do?

1. Draw and colour a butter�y, a spider and a bird on the styrofoam.

2. Carefully cut out the animal pictures.

3. Draw a garden scene on a mounting board and colour it.

4. Stick a paper clip behind each animal cut-out with a masking tape.

5. Place the animal cut-outs on the board and attach them with magnets behind the board.

6. Move the animals by moving the magnets.

7. Start by moving the butter�y onto a �ower, followed by moving the other animals to make a food chain.

Example of a food chain:(Flower nectar butter�y spider bird)*The arrows are drawn from food source to its consumer.

8. Ask questions about other organisms that can form a food chain.

Food Chain

A piece of styrofoam

Some paper clips

Some magnets (as many as the number of paper clips)

Masking tape

A mounting board

Felt-tip pens


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What’s happening?

A food chain shows the interaction between organisms in a habitat. By using a paper clip which can be attracted to a magnet, we can vary the positions of the animals. The magnetic force from the magnet passes through the mounting board and ‘moves’ the animals around their habitat.

Curriculum Speci�cations Link• Science Year 2: Animals (Herbivore, Carnivore, Omnivore)• Science Year 3: Investigating Materials (Magnets) • Science Year5: Investigating Living Things (Food Chain)

Prepared by: Bebe Zarjan bt Mirbas KhanTeacher fellowship program 2006/COL/Mini Show

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IntroductionCan we use sounds to form mental pictures?

What do we need?

What do we do?

1. Cut four strips of hard board to make partitions that can �t inside the shoe box as shown.

2. Arrange those strips to get four di�erent partitions within each shoe box.

3. Place a marble or a ball randomly in each box.4. Close the lid of the box and secure it with adhesive tape.

5. Rotate the box in any direction and ask someone to hear the sound produced from the moving marble.

6. Let that person sketch down how he thinks the partitioning in each box might be.

7. Open up the box to check and con�rm the sketches.



PICTURES FROM SOUND

4 marbles/ping-pong balls

1 hard board (50cm x 50cm)

Scissors4 Shoes boxes

Any kind of adhesive tape

HUHU


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Tea Bag Rocket

What do we need?

Introduction

This activity demonstrates the movement of heat energy by convection currents (moving �uid). The currents are generated when dense air (cool air) replaces less dense air (warm air).


A box of matches

tea

A tea bag with its string


Aluminium foil (50cm 50cm)

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What do we do?

1. Remove the staple and string from the tea bag without tearing the bag.

2. Carefully empty the tea bag and discard the tea leaves.

3. Open up the tea bag and roll it to form a tube.

4. Place the tube on the foil so that it is sitting on one of its open ends.

5. Strike the match and light the top of the tube and allow it to burn down to the base.

6. Predict what you think will happen.

7. Observe the tea bag from a distance. Explain what you think is going on.

What’s happening?

As the �ame moves down through the tea bag, all that remains is very light ash. The �ame heats up the air in and around the tube; this draws in cooler air from the base of the ‘rocket’ creating convection current. This hot air current rises and the burning tea bag rocket will slowly �oat above the aluminium foil.

Curriculum Speci�cations Link

• Lower Secondary Science: Energy transfer through convection


Tea bag

Aluminium foil

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Introduction

A tiny drop of water can become a magni�er.

What do we need?

What do we do?

1. Take the wire and make a small loop by coiling it once around a nail.

2. Insert the loop into a glass of water.


A newspaper article

The ABC News

A glass of water A small wire (without insulator) Nail

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The loop

Water Magnifier

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What’s happening?

Light will be refracted as it enters the water loop. This will transform the drop of water into a magni�er and make the letter seem larger than usual.

Curriculum Speci�cations Link• Science Year 5: Refraction of Light

3. Hold the loop above an alphabet on a newspaper article.

4. Are you able to see the through the drop of water in the loop?

Prepared by: Bebe Zarjan bt Mirbas KhanTeacher fellowship program 2006/COL/Mini Show

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Petrosains

sThe ABC News

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Teacher Activity

Teacher fellowship program 2006/COL/teacher activity

Cold Station

Ring The Alarm!

Station Electricity

Fruit Conductors

How Elevator Save Energy

Are You A suggish Snail Or A Turbon

Pressure

WaterCraft

No Sucker

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Introduction

These activities introduce the concept of atmospheric pressure and its application in our daily life.At the end of the activities, students should be able to understand principles of basic pressure and how a vacuum cleaner works.

1. NO SUCKER

What do we need?

What do we do?

1. Fill the plastic bottle with some drinking water.



PRESSURE

1 Knife/bladeAn empty plastic bottle Drinking water Some plasticine

2. Using a knife/blade, poke a hole in the bottle cap big enough for a straw.

Teacher fellowship program 2006/COL/Teacher Activity

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What’s happening?Water could not come through the straw. When you drink from an open glass of water, air pressure allows the water to travel up the straw. When you reduce the pressure inside your mouth (by suck-ing on the straw), the surrounding air pressure pushes down on the water and forces the liquid up the straw. When the bottle cap is sealed, there is no air pressure to help push the water up the straw to go into your mouth.

3. Put the straw into the water through the hole in the lid and seal up the space around the straw with some plasticine.

4. Try to suck through the straw. Did the water go into your mouth?

Prepared by: Aziah YahayaTeacher fellowship program 2006/COL/Teacher Activity

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2. Now cut a slit down one side of the bottom third of the bottle. This will allow you to slide it through the top part of the bottle so that it can act as a piston.

3. Cut a 6” x 3” strip of paper and fold it in half lengthwise for extra strength. Tape this strip to the opened part of the bottom third of the bottle to make a handle for your piston.

4. For the top part of the bottle, cut a inch hole about 1 inches below the neck. This hole will lead to the �lter bag.

5. Make a �lter bag for your vacuum with a 6” x 4” piece of tissue paper. Fold the paper rectangle in half and tape the sides to make a bag. Tape this over the hole you made near the neck of the bottle.

6. Tape one end of a thread to a ping-pong ball. Put the ball inside the top part of the bottle. Feed the free end of the thread through the mouth of the bottle, and tape it to the outside of the bottle so the ping-pong ball hangs just slightly below the neck.


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IntroductionA vacuum cleaner is able to suck dirt o� carpet because high pressure air from the outside �ows towards the low pressure air inside. The higher pressure air outside the vacuum is sucked in to replace the lower pressure air, bringing dirt and dust with it to be caught in the �lter bag.

What do we do?

1. Cut o� the soda bottle about of the way up from its base.



2. A VACUUM CLEANER

1 razor Knife/blade

1 A4 paper Adhesive tape 1 ping-pong ball

Some tissue paper

Some thread

One 1.5L plastic soda bottle

What do we need?


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What’s happening?

Pulling the piston back decreases the air pressure inside the bottle, as there is bigger space for the same amount of air (volume of space increases). The lower pressure air inside the bottle creates suction, pulling in higher pressure air from outside in through the mouth of the bottle. As you push the piston, the air is compressed and pressure increases in the vacuum, so air �ows back out of the bottle. The ping-pong ball works as a valve.

The table below shows how the atmospheric pressure varies with altitude.

Fraction 1 atm Avg. altitude in meters

1 0

½ 5486.3

1/3 8375.8

1/10 16131.9

1/100 30900.9

1/1000 48467.2

1/10000 69463.6

1/100000 96281.6

The Earth’s atmospheric pressure varies broadly and these changes are important in

meteorology. The recorded atmospheric pressure during hurricane Wilma on 19th October

2005 was 33.2 kPa (882mbar or 66.8 cmHg).

Reference: http://en.wikipedia.org/wiki/Atmospheric_pressure (1/12/2006, 10:10 AM)

Curriculum Specifications Link

• Physics Form 4: Pressure (Atmospheric pressure)


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7. Push the bottom cut-o� part of the bottle into the upper part of bottle, and then pull it back sharply.


Sluggish Snail or charged Cheetah?

Two peopleA calculatorA meter ruler

IntroductionHow fast is your reaction?

What do we need?

What do we do?1. Hold the metre ruler with its zero reading pointing downwards.

2. Person A positions his/her thumb and index �ngers 8cm apart at chest level at a comfortable distance from the body.

3. Person B holds the metre ruler inbetween Person A’s �ngers.

3. Person B drops the ruler straight down suddenly.

4. Person A grabs the ruler upon its release and holds it.

5. Take the reading where the subject grabbed the ruler.

6. Repeat steps 1 to 5 thrice for an average reading.

7. Convert the distance into milliseconds using this formula:

8. Tabulate all data and look for e�ects on the re�ex time of subject of a di�erent age and sex.e.g.

1000480

×=dt

Teacher fellowship program 2006/COL/Teacher ActivityPrepared by: Chin Chee Keong

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Sex Reaction time (millisecond)

Female

Male

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Physical activity Reaction time (millisecond)

Before push-ups

After 20 push-ups

What’s happening ?

Nervous responses to environmental stimuli are fast and only takes a small fraction of a

second to be completedThe body must react quickly to avoid painful or dangerous

stimuli. Various factors affect our reaction time.

Curriculum Specifications Link:

• Science Form 2: The World Through Our Senses

• Biology Form 5: Body Coordination System

Age range (years) Reaction time (millisecond)

26-30

31-35

36-40

Teacher fellowship program 2006/COL/Teacher ActivityPrepared by: Chin Chee Keong

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Masking tapeA pair of rubber gloves A stopwatch A pair of plastic gloves

Some Vaseline or shortening A container half-�lled with ice water

COLD STATION

1. RUBBER BLUBBER GLOVES

Introduction

How do sea mammals survive in the cold sea water? Let’s �nd out!

What do we need?

What do we do?

1. Take its temperature of the ice water in the container.

2. Dip your hand into the ice water and start the stopwatch. How long can you keep it there before it gets too cold for you?

3. Take your hand out of the ice water and let it warm to your normal body temperature.


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A thermometer

What’s happening?

Sea mammals like whales and seals have a thick layer of fat underneath their skin called blubber. The blubber keeps them warm. The layer of shortening on your right hand glove helps to reduce loss of heat from your hand to the ice water.

4. Now put on rubber gloves on both hands. Carefully insert the thermometer into each glove.

5. Apply a thick layer of shortening over the rubber gloves of your right hand.

6. Put on plastic gloves over both hands and secure it with masking tape.

7. Dip both hands into the container of ice water.

8. Start the stopwatch. How long can you keep your hands in there?

9. Remove your hands after 5 minutes. Which hand feels cooler?

10. Check the reading of the temperature. Which one shows a lower temperature?

Prepared by: Chin Chee KeongTeacher fellowship program 2006/COL/Teacher Activity

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Introduction

How does a cold environment a�ect our sense of touch?

What do we need?

What do we do?

1. Break a toothpick into 3 smaller pieces. Do this with all the 5 toothpicks.

2. Use a thumbtack to make one small hole on the lid of the plastic container. The small hole must be big enough for the toothpicks to pass through.


2. ICY FINGERS

A stopwatch5 toothpicks A thumbtack A small plate

A plastic container with lid A container of ice cubes


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3. Start the stopwatch as you begin to pick up a small toothpick from the plate and insert it into the plastic container through the small hole. How long did you take to �nish inserting all the 15 pieces of toothpicks?

4. Now dip the same hand into a container of ice for 30 seconds. Dry your hand, pick up the broken toothpicks and insert them into the plastic container in the same manner. How long did you take to �nish inserting all the 15 peices?

What’s happening?

Our hand feels cold being in the container of ice cubes. When our body is cold, there will be less blood �ow to the skin. The skin becomes less sensitive, which dulls the sense of touch. That is why it is harder to pick up the toothpicks.

Curriculum Speci�cations Link• Science Form 1: Heat• Science Form 2: Sensory Organs • Physics Form 4: Heat

Prepared by: Chin Chee KeongTeacher fellowship program 2006/COL/Teacher Activity

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Prepared by: Bebe Zarjan bt Mirbas KhanTeacher fellowship program 2006/COL/Teacher Activity

Fruit Conductors

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Introduction

Can fruits become electrical conductors?

What do we need?

What do we do?

1. Connect one end of the black wire to a battery and the other end to a LED indicator.

2. Connect the red wire to the other battery terminal and its other end to a paper clip.

3. Using the metal wire, attach a paper clip to one of its ends.

4. Connect the other end of each black and red wire to a LED indicator.

5. Insert the tip of both paper clips into the fruit right down to the �eshy part and observe what happens.

What’s happening?

The liquid in the fruits will allow the current to pass through and the LED indicator will light up when the circuit is complete. The LED indicator will be brighter if the fruit has more acid in it.

Curriculum Speci�cations Link• Science Year 4: Investigating Materials - Conductor or Insulator? • Science Year 3: Electricity

WATCH OUT!Do not hold the paper clips at the end of the wires with wet hands as you might get electro-cuted.

Prepared by: Bebe Zarjan bt Mirbas KhanTeacher fellowship program 2006/COL/Teacher Activity

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HOW AN ELEVATOR SAVES ENERGYPrepared by: Rohaizad Mohamed Akhir

Introduction

A. How Elevators Save Energy (Set Induction) “Can an elevator be operated on the same amount of electricity as that used to light up a bulb?” Yes,it can be done as it performs this energy-saving feat by using a system of counterweights.

B. The Magic of PulleysUsing the same pulley setup as the elevator model we can explore the magic of pulleys. In this activity, we are going to see the di�erence between �xed and moveable pulleys, and how move-able pulleys reduce the amount of force needed to lift heavy things.

What do we need?

A. How an Elevator Saves Energy (Set Induction)

Teacher fellowship program 2006/COL/Teacher ActivityPrepared by: Rohaizad Mohamed Akhir

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B. The Magic of Pulleys

5. For ease of dismantling, the string ends are connected to key rings and hooks. They will be used for both the elevator and pulley models.

6. Connect the strings to the elevator cab model and the counterweights, and adjust their lengths accordingly.

7. Add extra weight to the elevator by hooking on more magnets, and see how many magnets you need to balance the weight. Continue experimenting with di�erent weights.

8. After each balancing, try lifting the cab up and down by moving the counterweights. Does the cab seems heavier, or remains light?

9. Compare this model system with a see-saw model. How are they similar?


1. Disconnect the elevator cab from the set.

2. Attach the �xed pulley system on the left side of the board, and see how many weights or magnets you need to pull up the load.

3. Make a moveable pulley system by pulling a string through the pulley, and attach a hook at each end of the string (Picture D).

4. Attach the moveable pulley system on the right hand side of the set (Picture E).

5. See how many weights you need to pull up the load.

6. Is there any di�erence between the �xed and moveable pulley systems?

What do we do?

A. How an Elevator Saves Energy 1. Using screws, attach pulleys and spools to the wood as in picture A.

2. Make a detachable elevator cab model using a magnet in a box.

3. Tape two bar magnets and hooks using masking tape (Picture B). Make another 5 sets of these counterweights.

4. Take 3 separate pieces of string; pull it through the pulleys and over the spools (Picture C).


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What’s happening?

A. How an Elevator Saves Energy

• An elevator runs on minimal electricity as it uses the pulley system and the appropriate counterweight (represented by the magnets). This amount of electricity can be as little as that used to light up a bulb!

• It is exactly the same principle as in a see-saw (a lever), where you need minimum amount of energy to move either side of the lever when it is perfectly balanced.

• When you step into a lift cab, it will experience an additional weight, and balances this by adding the appropriate amount of counterweight.

• This reduces the energy needed to move the carriage up and down the shaft.

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Picture A Picture C

Picture EPicture D

Picture B


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• Pulleys are grooved wheels that are useful in assisting us in lifting heavy things.

• A fixed pulley system changes the direction of the force and makes it more comfortable for us to move a load, usually from raising a load to pulling it down.

• Moveable pulley system changes the amount of force needed. However we still need to perform the same amount of work as the distance of the pulling has increased.

Curriculum Speci�cations Link

• Primary Year 4: Investigating the Earth and the Universe - Gravity • Primary Year 6: Investigating Technology - Simple Machines (pulley, lever)

Teacher fellowship program 2006/COL/Teacher ActivityPrepared by: Bebe Zarjan bt Mirbas Khan

RING THE ALARM!

A school bag

Aluminium Foil

2 bar magnet

20 cm of metal wire

A big paper clip Connecting wires (20cm black, 20mcm red)

A 9V battery A buzzer

4 Crocodile Clips

A mounting board (size �ts the bottomof school bag)

Introduction

Can you burglar - proof your belongings?

What do we need?

What do we do?

1. Connect the buzzer, wires, battery, magnets and crocodile clips as shown in the schematic diagram of the circuit.

2. Place the circuit at the bottom of a school bag. Arrange the wires so that the two foil ends are near to each other but do not complete the circuit. 3. Ask a friend to carry the bag and observe what happens.


2 bar magnet

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What’s happening?Any movement of the bag will cause the magnet to attract the paper clip. This will complete the circuit and the buzzer will start to ring. A circuit is complete if there is current �owing through it.

Curriculum Speci�cations Link• Science Year 2: The Magic of Batteries • Science Year 3: Electricity • Science Year 4: Investigating Force and Energy

Ring...ring...

Ring

...rin

g...

Noise!!

Teacher fellowship program 2006/COL/Teacher ActivityPrepared by: Bebe Zarjan bt Mirbas Khan

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Buzzer

Paper Clip

Magnet

Aluminium Foil


What do we need?

What do I do?

1. Make two holes on opposite sides near the base of a polystyrene cup. A good way to do this is by pushing a sharp pencil, chopstick or skewer through the cup.

2. Push a plastic straw through the holes in the cup.

3.An Electroscope

1 aluminium pie pan 1 polystyrene plate Some plasticine

Aluminium foil (3*3)

1 wooden ruler

1 balloon 1 Drinking straw

Masking tape

1 polystyrene cup Thread (8”)

Teacher fellowship program 2006/COL/Teacher ActivityPrepared by: Aziah Yahaya

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3. Stick four little balls of plasticine to the rim of the cup, each about half-inch in diameter.

4. Turn the cup upside down and stick it to the bottom of the aluminium pie pan using some plasticine. Make sure that the cup is right at the edge of the pan’s base so that the straw sticks out over the edge of the pan.

5. Cut a piece of thread about 8 inches long and tie a few knots in one end of the thread.

6. Cut a one inch square of aluminium foil. Use it to make a ball around the knots in the thread. The ball should be about the size of a marble. It should be just tight enough so it doesn’t fall o� the thread.


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8. Tape the straw to the cup so it doesn’t move around when you use the electroscope.

9. To test the electroscope, create some static electricity. You can do this by rubbing a blown balloon on a polystyrene plate.

10. Now that you have created some static electricity, place the electroscope on top of the polystyrene plate.

11. Using a wooden ruler, measure the distance between the foil ball and the pan. The more the charge, the more the distance. Be careful not to touch the ball or the edge of the plate with the ruler when you measure.

12. Now touch the ball with your �nger. What happens?

13. Try charging di�erent objects with static electricity and testing them with the electroscope.

What’s happening?Rubbing the polystyrene plate charges it. This means there is a build-up of electrons on either the balloon or the plate. Even though the plate is charged, the electrons do not move as polystyrene is not a conductor.Electrons move easily through metal, so when you put the aluminium pie pan onto the charged poly-styrene plate, the electrons travel into the pan. The added negative charges on the pan repel the nega-tive charges on the foil ball as shown.

Curriculum Speci�cations Link• Science Form 3: Electricity

7. Tape the other end of the thread to the tip of the straw so that the ball of foil hangs straight down from the straw, right next to the edge of the pan.


What do we need?

What do we do?

1. Seal the envelope, as though you were closing it.

2. Cut the top part of the envelope where the adhesive is (the only bit you want is the sealed part-where the strip is stuck to the envelope). Discard the rest of the envelope.

3. Find a dark room and allow your eyes to adjust to the darkness.

4. Predict what you think will happen when you slowly pull the two strips of paper apart.

5. Observe closely.

6. Explain what you just saw.

2.Glowing Glue


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A self adhesive rectangular envelopA dark roomA pair of scissors


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What’s happening?

A faint blue glow will appear from the place where the two strips are being pulled apart. The glue being pulled apart produces tiny sparks between the pieces of paper. All matter contains particles with an electric charge. Normally the number of positive and negative charges is the same, so they cancel each other out.

When you pull two strips of an envelope apart, some of the glue stays stuck to one side and some stays stuck to the other side. As the glue divides, the negatively charged particles (electrons) do not split evenly. Either one of the strips would have more electrons. This build-up of negative charge is enough to make a spark jump the tiny gap between the strips. This spark makes nitro-gen molecules in the air glow blue, producing the light you can see.


Introduction

Static electricity is the build-up of electrical charges in an object. It can be created by rubbing one object against another object. The rubbing produces friction which releases negative charges called electrons that accumulate to produce a static charge.

1. FLAKE(Y) MAGIC

What do we need?

What do we do?

1. Fill half of the bowl with cereal �akes.

2. Cover the bowl with a piece of plastic wrap. Secure the plastic wrap with tape, making sure that the plastic is pulled taut.

3. Rub your knuckles eight to ten times across the plastic wrap that covers the �akes.

4. Observe what happens to the cereal �akes in the bowl.

Static Electricity


1 shallow paper bowl

Corn FlakesCorn Flakes

Some cereal �akes Plastic wrap (at least 40cm 40cm)

Adhesive tape


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What’s happening?

The �akes will begin to “jump up” and cling to the underside of the plastic wrap as if holding onto it with invisible, strong arms.

• As you rub your knuckles across the plastic wrap, millions of electrons leave your hand and ‘pile up’ on the surface of the wrap. This creates a strong negatively charged surface.

• Since like charges repel, the negatively charged plastic wrap pushes away electrons to the bottom of the bowl. The plastic wrap surface is now positively charged.

• Since unlike charges attract, the positively charged flakes move toward and cling to the already negatively charged plastic wrap.


IntroductionPupils learn about transformations of energy, from one form to another. Pupils also under-stand that inert objects also contain energy, as in this case an inert column of water and an inert (stretched) elastic material.

What do we need?

What Do We Do?

1. Cut two pieces of Styrofoam to the shape shown in the template. Glue both pieces together back to back.

2. Make a shallow hole on the upper layer to hold the cup (represented by dotted lines in the template).

3. Using a sharp pencil, make holes for straws in the middle and front parts of the Styrofoam (Diagram A).

MULTI-PROPULSION WATERCRAFT Prepared by: Rohaizad Mohamed Akhir

Masking tape

2 bendy straws A Sharp Pencil1 balloon

Some plasticineA paper puncher1 Kebab stick

Some rubber bands1 paper cup

The cover of a thin plastic food container A Cutter


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IMPORTANT: The centre hole has to be in a perfectly middle position; otherwise the watercraft will be imbalanced.

4. Push a straw through each hole and point the bottom part of the straws to the back of the boat. Secure with masking tape. (Diagram B).

5. Attach a balloon to the front straw and secure it in place with a rubber band.

6. Take the paper cup and make a hole at the bottom. Push the middle straw through the hole, and secure it in place with plasticine (Diagram C).

7. Break a kebab stick into two equal lengths. Push it through the back part of the Styrofoam boat (Diagram D).

8. Cut a small square out of the plastic cover. Using a paper puncher, make a hole on the two opposite sides of the square as shown below.

Teacher fellowship program 2006/COL/Mini Show Prepared by: Rohaizad Mohamed Akhir

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Teacher fellowship program 2006/COL/Mini Show Prepared by: Rohaizad Mohamed Akhir

What’s happening?

When you wind up the rubber band, it stretches and stores potential energy. As you let it go, it returns to its original shape and in doing so releases kinetic energy.When you put water into the cup, it has potential energy, and as gravity pulls it out through the straw, it will gain kinetic energy. The resulted water jet propels the boat forward.Blowing air into the balloon will stretch the balloon’s elastic wall, and it gains potential energy. As you release the air, potential energy is transformed into kinetic energy of moving air, and this moves the boat forward.

Curriculum Speci�cations Link• Primary level Year 4: Investigating The Earth and the Universe: Gravity • Primary level Year 4: Investigating the Material World (Elasticity) • Primary level Year 5: Investigating the Physical World (Forms of Energy)

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9. Pass two rubber bands through the holes in the square and loop them over the kebab sticks (Diagram E).

a. For elastic band propulsion: wind up the rubber band. Release it and see it unwinds and turn the plastic square.

b. For water jet propulsion: fill up the cup with water and see how the boat moves as the cup empties.c. For air jet propulsion: blow up the balloon (by blowing through the straw), release the boat and see how it moves.

*Reminder: Ensure that the middle straw is submerged in water when the boat is released.

Teacher fellowship program 2006/COL/simulation

Compounds

Marvel of a cell

The Food Web

Moon Phases

Compound Cards

Model of Chemical

Simulation

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Teacher fellowship program 2006/COL/SimulationTeacher fellowship program 2006/COL/Prepared by: Aziah Yahaya


Introduction

This activity is designed for better understanding of compounds formation. In this activity, you will be playing with cards with the names and valencies of positive and negative ions. At the end of the game, students should be able to understand how to form compounds from various type of ions of di�erent valencies.

What do we need?

What do we do?

1. Cut the cardboards into 27 rectangles each measuring 8cm x 10cm.

2. Write down the name, symbol and valency of the ions on the cards as listed in the table below on the cards and make four identical cards for each ion.

COMPOUND CARDS

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Colourful Cards

Teacher fellowship program 2006/COL/SimulationPrepared by: Aziah Yahaya

Ion Symbol Valency

Ammonium NH4 1+

Hydrogen H 1+

Potassium K 1+

Silver Ag 1+

Sodium Na 1+

Calcium Ca 2+

Copper Cu 2+ or 1+

Lead Pb 2+ or 1+

Magnesium Mg 2+

Zinc Zn 2+

Aluminium Al 3+

Iron Fe 3+ or 2+

Bromide Br 1-

Chloride Cl 1-

Hydrogen

carbonate

HCO3 1-

Hydroxide OH 1-

Iodide I 1-

Nitrate NO3 1-

Carbonate CO3 2-

Oxide O 2-

Sulfate SO4 2-

Sulfide S 2-

Sulfite SO3 2-

Phosphate PO4 3-

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Teacher fellowship program 2006/COL/SimulationTeacher fellowship program 2006/COL/Prepared by: Aziah Yahaya

3. Play the game in groups of four or �ve. The aim of the game is to combine cards to make com-pounds with the correct formulas; for example, one magnesium Mg card goes with two chloride Cl cards to give MgCl .

4. The dealer shu�es the cards and gives each player 7 cards. The rest of the cards are placed at the centre as the deck .When it is your turn, try to make a compound using the cards in your hand.

You can use more than 2 cards to make a compound then pick two cards from the deck to replace them, and so on. If you can’t make a compound, pick up another card. You can also choose to pick up another card instead of making a compound.

5. The game continues until all the cards are used up. The winner is the player who has made the most compounds with the correct formula.

What’s happening?

A chemical compound is a chemical substance which results from a chemical reaction involving two or more components (elements). A common compound is for example, water (H O), which consists of two hydrogen atoms bonded to an oxygen atom. There are numerous compounds to date and chem-ists are still on the quest for new ones!

Curriculum Speci�cations Link• Chemistry Form 4:Chemical Formulae

Ammonium NH4

+

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2

2+ -

2

Mg

2+

CI-

CI-


Introduction

Understanding the formation of compounds. The models with gaps below represent electrons lost to form positive ions. One gap indicates one positive charge or a valency of one, two gaps indicate a valency of 2, and three gaps a valency of 3. Similarly, bumps represent electrons gained to form negative ions.

What do we need?

• Paper/Cardboard

What do we do?

1. Cut the paper or cardboard into these shapes.

2. Make six copies of each shape.

3. Use your cut-outs to make a model of Magnesium Chloride and Aluminium Cholride .

4. Place or glue the model compound onto a piece of paper and write its formula underneath the compound.

Compounds

Teacher fellowship program 2006/COL/Simulation


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Teacher fellowship program 2006/COL/SimulationPrepared by: Aziah Yahaya

3. Use your cut-outs to make a model of Magnesium Chloride and Aluminium Cholride .

4. Place or glue the model compound onto a piece of paper and write its formula underneath the compound.

5. Make models of the following compounds: a. Sodium carbonate b. Sodium phosphate c. Magnesium Chloride d. Magnesium Carbonate e. Magnesium Phosphate f. Aluminium Chloride g. luminium Carbonate h. Aluminium Phosphat

**For each compound you make, count the number of positive and negative charges to make sure they are equal. Then write the formula under the model compound.

What’s happening?

A chemical compound is a chemical substance which results from a chemical reaction involv-ing two or more components (elements). A common compound is for example, water (H O), which consists of two hydrogen atoms bonded to an oxygen atom. There are numerous compounds to date and chemists are still on the quest for new ones!

Curriculum Speci�cations Link• Chemistry Form 4: Chemical Equations

Mg 2+

CI -

CI -

eg : Magnesium Cholride.

CI -

CI -

CI -

A 3+

eg : Aluminium Chloride.

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2

Marvel Of A CellNature’s Littest Factory


Introduction

The study of cells is known as cytology. In this role-play, we will see how a cell produces enzymes.

What do we need?

• Tags (as shown below)

• 20 volunteers

What do we do?

A. Early setting

• 5 volunteers hold hands side by side to form a barrier (nuclear membrane) to contain DNA strands.

• 7 volunteers hold hands side by side to form another external barrier (plasma membrane).

Nuclear Membrane

Nucleus

Cytoplasm

Plasma Membrane

Ribosome

Protein

Reader

Copy of Section 5

mRNA

DNA Strand 2

DNA Strand 1

Teacher fellowship program 2006/COL/SimulationPrepared by: Chin Chee Keong

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•The ribosome floats freely within the cytoplasm (between nuclear membrane and plasma membrane).

B.So the story begins…

Narrator: The DNA contains genetic information that controls numerous processes that occur within the cyto-plasm. One of them is protein synthesis.

DNA Strand 1 : Pardon me, Sir. Please let me out into the cytoplasm.

Nuclear membrane : No! I cannot let you out.

DNA Strand 2 : But it’s important. I carry important information to produce protein in the cytoplasm.

Nuclear membrane : No! I still can’t let you out. It is my duty to control what goes in and out of this nucleus, our cell control centre. Look at you. You are too bulky to pass through the little gates that I control.

DNA Strand 1 : He’s right, you know. We can’t get out like this. We are simply too big.

DNA Strand 2 : We’ll have to think of some other way to send out this important information.

DNA Strand 1 : The entire part of us does not need to go out. Only information in section 5 is needed to be sent at this moment.

DNA Strand 2 : Let us make a copy of section 5, and send it out.

DNA Strand 1 : That’s right. Let’s do it.


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Narrator : So the DNA strands split themselves at section 5 and make a copy of section 5.

DNA Strand 2 : Look! Now we have a copy of section 5. He looks small enough to get through the gates controlled by the nasty guard.

Narrator : And so the copy of section 5 moves on to the nuclear membrane.

Copy of section 5 : Please sir, may I go? I bring important information to construct important proteins in the cytoplasm.

Nuclear membrane : Sure buddy! You are small enough to pass through these gates. Come, you have a safe passage.

Copy of section 5 : Thank you, kind sir. Yahoo!

Narrator : Once in the cytoplasm, copy of section 5 is warmly welcomed by the readers.

Ribosome : Welcome, comrade. We have been expecting you. What new instruction do you bring from the command centre?

Copy of section 5 : Here is the message.

Ribosome : Ha…let’s start working. I will read these instructions and produce the protein required. Come on readers. Let’s start work.

Ribosome 2 : Sure, you go ahead. I will follow up.

Ribosome 3 : Wait up, wait up…

Narrator : So the readers read and build the protein as instructed by the copy of section 5.

Ribosome 3 : Look! We have made three exact proteins.

Ribosome 2 : Yeah, I know. Just stop talking and work faster. We need plenty of those.

Narrator : The proteins produced may be further modi�ed to be used either inside the cell or out of the cell.

-THE END-


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What’s happening?

• Proteins are extremely important substances in a cell. A host of vital living processes involve different types of protein.

• Information to produce specific kind of protein is stored in the cell’s command centre, which is the nucleus.

• In the nucleus, the DNA t stores this information. But DNA is a large molecule and cannot escape the nuclear membrane.

• Acting as small messengers, the DNA makes copies of themselves, which is only the part needed to bring the information into the cytoplasm.

• In the cytoplasm, special structures called ribosome will read and build protein as instructed by the messenger.

• Many ribosomes may read the same messenger at the same time, thus producing many proteins at one time.

� Narrator may pose questions to assess how much the audience learned from this role-play.

Curriculum Specifications Link• Biology Form 4: Protein Synthesis


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Teacher fellowship program 2006/COL/SimulationPrepared by: Rohaizad Mohamed Akhir


Introduction

This activity is a modi�cation done by colouring the moon model. This simple act overcomes the prob-lem of bright classrooms, where the boundary between the light and dark surfaces of the Moon cannot be seen clearly. Another modi�cation is in the usage of moon phases cards by the Observer on Earth to communicate his observation with the rest of the class.

What do we need?

What do we do?

1.Wrap the whole ball with masking tape.

2.Colour half of the wrapped ball dark black, the other half bright yellow.

3.Cut the white cardboard into eight rectangular pieces.

MOON PHASES

1 palette

1 Roll of Masking tape

1 metre of string

Marker Pen

A pencil

A drawing compass

A chalk

1 paint brush 1 set of water colour3 white cardboards

1 basketball

Zzz....

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4.Draw the eight di�erent phases of the moon on the cardboard pieces sing a pencil and a compass. Colour them. Write down the name of each phase on the card.

5.Make placards written in big and bold letters: “THE SUN”, “THE MOON” AND “THE OBSERVER ON EARTH” (to be hung around the neck with a string).

9The Sun The Moon

The Observer on Earth

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What’s happening?

The moon does not produce or emit light. Instead it acts as a mirror and re�ects the sunlight.

In this simulation we can clearly see that at any one time, half of the moon surface will always be lit by the Sun, which is the half that is facing the Sun. However, due to our relative position to the moon and the Sun, we see di�erent portions of the moon being lit up. These variations are called the moon phases.

Curriculum Speci�cations Link• Science Year 5: Investigating the Earth and the Universe (Phases of The Moon)

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6. Using a piece of chalk, draw a circle on the floor to represent the moon’s orbit around the earth.

7. Choose a person to be the Earth-bound observer, sitting at the centre of the circle.

8. Choose another person to be the Sun, holding the torchlight and standing in a �xed position.

9. Choose another person to be the Moon who holds the ball and walks slowly along the circle drawn on the �oor. The teacher will determine at which eight positions “The Moon” will have to stop.

10. The “Observer on Earth” will hold up the appropriate drawing of moon phases to be shown to the class.

Teacher fellowship program 2006/COL/SimulationPrepared by: Bebe Zarjan bt Mirbas Khan

3. Each player takes a �ash card from the �le in the middle of the circle.

4. The person with the TREE card starts the game by asking the group, ``Who will comsume me?’’ He hangs onto the wool string and tosses the ball of wool to the next organism in the food web.

5. The next person catches the ball and then asks the same question while hanging onto a part of the wool string and throwing the ball of wool to be caught by the next ‘organism’.

6. The game continues until everyone has had a part in the food web.

What’s happening?

The ball of wool has been used to form a food web. It shows how an organism is connected to another in a food web. The teacher can also discuss what will happen to the ecosystem if one of the organisms is taken out.

Curriculum Speci�cations Link• Science Year 2: Animals

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LISTEN AND GUESS

KITCHEN POTPOURRI

INERTIA

FEEL WHAT YOU DON’t see

SOUND & DIRECTION

Busking

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Teacher fellowship program 2006/COL/busking

Can you feel what you don’t see?

IntroductionOur body is made up of di�erent parts.How sensitive are the di�erent parts of our body?



What do we need?

What do we do?

1. Use some masking tape and tape two pencils together.

3 pencils Adhesive/Cellophane tape

2

1

3

2. Get a person to place his palm facing up.

3. Ask the person to close his/her eyes.

Teacher fellowship program 2006/COL/Busking

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Feel What You Don’t See

What happened?

How sensitive the skin is depends on the number of nerve endings present in the skin as well as the thick-ness of the epidermis. If the skin is very sensitive, one can accurately tell the number of times the pencil tips touched the skin.

Curriculum Speci�cations Link• Science Form 2: The Sensory Organs • Biology Form 5: The Nervous System

Body part Number of pencils used Number of tips felt

Finger tip 1

Finger tip 2

Back of palm 1

Back of palm 2

Back of neck 1

Back of neck 2

Back of forehead 1

Back of forehead 2

4

Prepared by: Chin Chee KeongTeacher fellowship program 2006/COL/Busking

4. Touch the tip of his / her finger once with the tip of one pencil.

5. Ask his/ her how many tips he / she felt.

6. Repeat steps 4 and 5 and touch the back of palm, neck and forehead.

Introduction

Observation is a science process skill that is often misunderstood as being limited to ‘seeing’ with our eyes. The purpose of this activity is to highlight the fact that observation actually encompasses the usage of other senses as well, which in this case is the sense of hearing.

What do we need?

1 tablespoonful of:



Rice grains Small gravelFine sand

Paper clips

Small screws

Cooking Oil

Listen and Guess

10 dark/black �lm canisters (labelled A-j) Five 1 cent coins

Apple (cut into small cubes)

Soap (cut into small cubes)

Lux

Water

A

Water

1

B2

1. In a �lm canister labeled A, add one tablespoonful of water. Close the lid.

2. In another �lm canister labeled B, put �ve 1 cent coins. Close the lid.

What do we do?


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What’s happening?

As you shake each canister, the materials inside them will hit against each other and against the canister’s inner wall.

This will cause the wall of the canister to vibrate, which leads to vibration of the air molecules. This gets transformed into sound energy.

We detect sound energy by using the ear - our hearing organ. Hearing is one of the �ve senses we make use of in making a scienti�c observation.

The other four senses are: smell (nose), touch (skin), sight (eye) and taste (tongue),

Curriculum Speci�cations Link• Science Year 1: Our sense organs • Science Year 1 to 6: Science Process Skills

A5

C

Cooking oil

3

A B C D

E F G H J

3. Do the same for the cooking oil, rice grain, �ne sand, small gravel, small screws, paperclips, soap and apple cubes.

4. Label the �lm canisters respectively up to J.

5. Shake the canisters next to your ear and listen to the sounds produced.

4

Prepared by: Rohaizad Mohamed AkhirTeacher fellowship program 2006/COL/Busking

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a. What kind of sounds do you hear? (Soft/rusting/sloshing/clicking etc).b. Can you guess or name the materials inside the canisters?

1 turmeric leaf 1 pandan leaf3 curry leaves

A blindfold

Kitchen Potpouri

13 small plastic bags

4 kesum leaves

Introduction:Can you identify food just by smelling it?



Preparation

1. Place a curry leaf in a plastic bag as an observation sample.

2. Cut netting cloth into 4 small squares of 6cm x 6cm.

Some rubber bands netting cloth


1

2

What you need?

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What’s happening?

Our nose is an important sensory organ. We smell things through the nerve cells that have hairy projections. These projections are covered with receptors that are sensitive to odour molecules in the air. There are at least 10 million receptors in our nose. When the receptors detect an odour, they send nerve signals to the brain. The brain identi�es the odour. A good smell makes the food we eat tastier because the sense of smell works closely with the taste buds.

Curriculum Speci�cations Link• Science Year 1: Smell (Our Senses)

What to do :

1. Ask a friend to observe the samples in the plastic bags.2. Blindfold him/her. 3. Bring the small potpourri bags to his/her nose.4. Ask him/her to identify the leaves.5. Record the number of correct answers.6. Repeat the activity with the mixed leaves potpourri.7. Was he/she able to identify all the leaves according to their natural scents?

Prepared by: Bebe Zarjan bt Mirbas KhanTeacher fellowship program 2006/COL/Busking

3

4

3. Cut the remaining remove curry leaves and put it into a square netting cloth and secure it with a rubber band.

4. Place the potpourri in a small plastic bag, so the smell doesn't mix.

5. Repeat steps 1, 2, 3 and 4 with other leaves.

6. Also prepare a few bags of potpourri by mixing two types of leaves together.

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Sound & Direction

Introduction

How well can you tell the direction of a sound source?



What do we need?•You and a friend

What do we do?

1. Have someone sit on a chair.

2. Tell him/her to close his/her eyes.

3. Snap your �ngers above, at the front and back of his/her head.

4. That person has to tell the position of your hand each time you snap your �ngers. Did he/she guess the position correctly?

Bird’s eye view of the head and �nger snap locations (Red)

What’s happening?

We can tell the direction of sound source based on the strength of sound that reaches our left and right ear respectively. When you snap your �ngers at the center of the head, the ears receive the sound with equal intensity, causing confusion and di�culty in identifying the direction of the sound source correctly.

Curriculum Speci�cations Link • Science FORM 2: Sensory Organs • Biology FORM 5: Nervous System


Front

Back

X

X

X

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3.CARD AND COINWhat do we need?

Card and Coin

What do I do?

1. Balance a playing card on the tip of your fore�nger.

2. Place a coin at the centre of the card so both of the card and coin is balanced.

3. With your other hand, rapidly draw the card away from your fore�nger.

4. What happens to the coin?

What’s happening?Although the card was pulled away, the coin stayed on the fore�nger. This shows that the coin has inertia. Inertia is the reluctance of a body to move/stop when it is at rest/in motion.

Curriculum Speci�cations Link• Physics Form 4: Inertia

50 sen

Prepared by: Aziah YahayaTeacher fellowship program 2006/COL/Busking

50 sen

1 coin, the heavier the better 1 playing card or business card

1

50 sen

3

50 sen50 sen

2

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What do we need?

What do we do?

1. Place the eggs in the middle of a smooth table.

2. Spin both eggs at the same time.

3. Gently touch both eggs with your fore�ngers, and then quickly take your �ngers away.

4. What happens to each egg?

In a Spin

IntroductionThis simple activity is to introduce the concept of inertia in the classroom.



What’s happening?

The hard-boiled egg stopped spinning after it was touched. However, the raw egg continued to spin as the liquid inside it was still spinning.

A Smooth tableA hard-boiled eggA raw egg


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2.SPINNINGWhat do we need? •Yourself

What do we do?

1. Position yourself outdoors in an open area.

2. Turn around or spin rapidly for five times.

3. Sit on the ground.

4. How do you feel?

What’s happening?

You will feel dizzy for a short time after you stop spinning. This is due to the movement of the

Prepared by: Aziah YahayaTeacher fellowship program 2006/COL/Busking

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pe y trosai n s€¦ · prepared by: rohaizad mohamed akhir teacher fellowship program...

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