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AKTIVITI 5

MAKING A SUN CLOCK

Before there were clock, people used shadow to tell time

Materials : Chalk, a4 paper, plasticine

Method:

1. Place your chalk stand up in the middle of the paper using the plasticine.

2. Mark the shadow of the pencil every hour until you get at least 8 readings.

3. From your results, construct a graph that represents the time versus the length

of the shadow.

From the graph, answer the following:

1. What time did the shadow disappear?

At 12 noon when the sun is above our head

2. When was the shadow become longer than the pencil?

1.00 oclock to 5 oclock in the evening

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ACTIVITY 6

INFERRING EXERCISES

Read the following observations. Then make inferences that explain each observation.

Remember, there may be more then one logical explanation.

Observation 1 : You observe that the sky at noon is darkening.

Your inference : I infer that it will be rain.

Observation 2: You principal interrupts class and call a student from the room.

Your inference : I infer that the student participate a academic competition.

Observation 3 : All middle school students are bringing lunch from home.

Your inference : I infer that school canteen closed.

Observation 4 : A former rock-and-roll band member has poor hearing.

Your inference : I infer that a farmer rock-and-roll band has an accident.

Observation 5 : You leave a movie theater and see that the street is wet.

Your inference : I infer that it was rained.

Observation 6 : During a handshake, you feel that the palm of the individuals

hand is rough and hard.

Your inference : I infer that individuals work as laborer.

Observation 7 : The classroom lights are off.

Your inference : I infer that electric circuit was incomplete.

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Observation 8 : A siren is heard going past at school.

Your inference : I infer that the house was fired.

Mastery of Knowledge

At the end of these activities, answer the following questions:

1. What have you learnt from these activities? (5 marks)

I have learnt about the length of shadow in the morning and afternoon.

2. Which part of the primary science curriculum teachers this particular topic?

Theme World Around Us us in Level 1 and Investigating The Earth And The

Universe in Level 2.

(5 marks)

3. Discuss how you can use these activities in your teaching and learning?

a. field trip

b. playing with the shadow

(5 marks)

4. Creativity is an important element of Thinking and Working Scientifically.

What are the creative characteristics in the process skill of inferring?

Develop childrens ability to think.

(5 marks)

5. In developing childrens ability to think and work scientifically, there are a

number of techniques a teacher could do to encourage the development ofcreativity. Discuss some of these things you can do?

a. Build a table

b. Build the graphic organizer

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(5 marks)

ACTIVITY 7

IDENTIFYING AND CONTROLLING VARIABLES

Materials : 4 sugar cubes, coarse sugar, 4 beakers, paper towels or sponges,

2 spoons of different sizes, stopwatches

Methods :

1. Each should be given 4 sugar cubes, 4 beakers, and 2 spoons.

2. Pour 100 ml of tap water into each beaker simultaneously.

3. Dissolve each cube of sugar in the beakers. In one beaker there will be a cube

and water, one will have a cube, spoon (for stirring), and water, another will

have coarse sugar and water, and the last will have coarse sugar, spoon (for

stirring), and water.

4. Students predict which container will have the fastest rate of dissolving by

using stop watch.

5. Talk about predictions (its okay to have wrong predictionshappens all the

time), graph the results of the experiments.

Are there different results? Were all the methods of experimentation the same?

Explain.

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Brainstorm a number of manipulated/independent variables that could have bad an effect

upon the results of your experiment (the rate of dissolution). Put suggestions on a chart.

Independent

Variable

Prediction Exp. Notes Observation

Spoon size

Amount of water 100 ml 100 ml

Placement of spoon stir

Old vs. new cubes solid A liquid

B solid

Different solvents A colourless

B turn to purple

You may find some discrepancies in the above experiment. How would you suggest to make

the experiment a better one? Discuss.

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AKTIVITY 8

HALICOPTER HAPPENING

Materials : Scissors, ruler, worksheet, helicopter pattern on next page.

Method :

1. Carefully cut out the pattern for the rotating objects and follow the assembly

directions.

2. Test the device to find how it works.

Record your observations and inferences.

A 4 second

B 5 second

C 3 second

D 2 second

What are some possible variables that could affect how it flies?

Width of blades (propeller)Height of the fan

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Rotating object for Helicopter Happening

the creative characteristics in the process skill of identifying and controlling variables?

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At the end of these activities, answer the following questions :


Size and height of blade (propeller) influence the force and ability of helicopter

to fly.

2. Which part of the primary science curriculum teaches this particular topic?

(5 marks)

Investigating force and energy.

3. Discuss how you can use these activities in your teaching and learning?(5 marks)

a. Group work

b. Field trip

4. Creativity is an important element of Thinking and Working Scientifically. What

are the creative characteristics in the process skill of identifying and controlling

variables? (5 marks)

a. Comparing

b. Analyzing

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number of techniques a teacher could do to encourage the development of

creativity. Discuss some of these things you can do? (5 marks)

a. Discussion

b. Brain storming

c. Quiz

ACTIVITY 9

DEFINING VARIABLES OPERATIONALLY

1. A teacher is interested in investigating the effect of homework on test results. What are the

two operational definitions for the variable homework?

Number of homework.

The more homework are given.

Percentage of pupils pass.

2. A shopkeeper wants it find out if window posters affect sales. Give two operational

definitional definitions of the variable window posters.Number of people come to his shop.

The total of profit.

3. A student wants to measure which pizza toppings her friends prefer. What is an

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operational definition of the variable pizza topping preference?

Type of pizza that have been bought.

(Activity 9)

What is an Operational Definition?

One of the most important operational decisions a scientist must make is to determine how

measurement of the variable will be made. The method used to measure a variable is called

an operational definition. An operational definition indicates the way a measurement will be

performed. Once a scientist has decided on a method, that method must be reported to otherscientists, so they can also test the investigation results. Any scientist can read an operational

definition and easily understand or perform the same measurement. The examples below

shoe operational definitions of variables.

Examples One

A student wants to test the effects of vitamin C on the health of students in her class. The

variables health of students could be defined in the following ways.

The number of colds experienced during a month

The number of days absent due to sickness in a month

The number of people with coughs in a month

Examples Two

A student wants to test the effects of dont Litter posters on the trash problem at his

school. The variable trash problem could be defined in the following ways.

The number of candy wrappers on the playground

The number of bags of trash collected

The number of aluminum cans in the courtyard

Your task is to think of operational definitions that might be used to measure variables in

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several situations. Before you begin, lets look at an example.

A student wants to measure the absorbency of paper towels, so absorbency is the variable.The student must create an operational definition for measuring the absorbency of paper

towels. He develops three possible operational definitions.

The Dunk : Measure the amount of water that remains after a crumpled paper

towels has been placed in 25 ml of water for five minutes.

The Pour : Measure the amount of water that collects after 25 ml of water has

been poured through a crumpled paper towel.

The Lift : Measure the height that water reaches after the end of a folded towel

has been inserted in water for 15 minutes.

Think of operational definitions that might be used to measure variables in the following

situations.

1. A students in interested in magnets. He wants to measure the strength of his

favourite magnet. Operational Definition of the variable magnet strength

Number of objects that can be attracted by magnet.

2. A student is interested in investigating the germination (sprouting) of seeds.

Operational Definition of the variable germinationHeight of plantPeriod of plant growth

3. A student wants to measure which soft drink her classmates prefer.

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Operational Definition of the variable soft drink preference

Type of soft drink that always her classmate bought.

4. A student wants to find out how interested her classmates are in reading

books about science. Operational Definition of the variable interesting reading

books about science

Often read the book.Type of science book that have bean read.

5. A student wants to find out if study affects science grades.

Operational Definition of the variable studyOften do the revision.Period of do the revision.

Operational Definition of the variable science grade

Often score grade A.


At the end of these activities, answers the following questions:


To investigate the source of problem.

2. Which part of primary science curriculum teaches this particular topic?

(5 marks)

a. Science syllabus

b. Science Curriculum Specification

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(5 marks)

a. Experiment method


What are the creative characteristics in the process skill of defining

operationally? (5 marks)

Making the hypothesis and relates to the variables used.




a. State the problem

b. Suggestion activity

c. Make the conclusion

The following investigation contains operational definitions for a variable.

Identify the variable and the operational definitions for the variable.

A study was done to determine the effect of distance running on breathing rate. Student ran

different distances and the rate of breathing was measured. One group ran km, a secondgroup ran km, and a third group ran 1 km. Immediately after running, breathing rate was

checked by counting the number of breaths take in one minute.

Variable

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a. Distance

b. Breathing rate

c. Time taken to count the number of breath

Operational definition

Time taken in the distance of running, rate of breathing and time taken to count the number

of breaths in each group of pupils.

Mystery of Knowledge

At the end of these activities, answers the following questions:


Identifying and relates the variables.

2. Which part of primary science curriculum teaches this particular topic?

(5 marks)

Properties of materials.


(5 marks)

a. Group work

b. Lab activity - experiment

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What are the creative characteristics in the process skill of defining

operationally? (5 marks)

a. Analyzing

b. Grouping




a. Discussion

b. Quiz

c. Brain storming

d. Group work

Week 13

INTERPRETING DATA

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Date Three Ways

Activity 1 Compare the following sets of data below. Then tell which data setcommunicates the information better. Give reasons for your choice.

Date Set Number One

Our sun has a surface temperature of about 5538C. The innermost planet is Mercury. It has a

surface temperature of about 327C. The next planet, Venus, has a surface temperature of

about 482C. Our home planet Earth is next. Its surface temperature is about 14 C. Mars is

the fourth planet and its surface temperature is about -23 C. Jupiter comes after Mars. Jupiter

has surface temperature of about -151 C. Saturn is next with a surface temperature of about -

184C. Uranus is after Saturn. Its surface temperature is about -207 C. Next is Neptune

whose surface temperature is about -223 C. Pluto is the outermost planet. It is so far away

from the sun that its surface temperature has not bee measured but it is estimated to be about

-230 C.

Date Set Number Two

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Sun Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto5538C 327C 428C 14C -23C -151C -184C -207C -223C -230C

Which set of data communicates information more easily?

Set number 1 is graphic form and figure.

What are the weaknesses and strength of each?

Date set number 1

Strength: Detail explanation of experiment

Weaknesses: Need through reading.

Date set number 2

Strength : easy to understand.

Weaknesses : without previous knowledge and experience, pupils cannotunderstand the description of diagram.

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Data Set Number Three

Both the paragraph of information and the pictorial representation presented the same date.

Another way toe shoe data is to use tables and charts.

Create a data table for the information presented about the planets.

Planets Position from Sun Surface Temperature1. Mercury 327C

2. Venus 428C

3. Earth 14C

4. Mars -23C

5. Jupiter -151C

6. Saturn -184C

7. Uranus -207C8. Neptune -223C

9. Pluto -230C

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Discuss why data tables are a good way for an investigator to present data for interpretation.

Show detail information of both result

Make comparison spontaneously response directly.Write comment for both

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