Activity 1(e) Observation Making hypothesis Carrying out experiment Recording data and analysing Drawing conclusion Why did many people get flu after contact.

Activity 1(e)

ObservationMaking hypothesis

Carrying out experiment

Recording data and analysing

Drawing conclusion

Why did many people get flu after contact with birds?

Why did many people get flu after contact with birds?

Perhaps the birds passed the flu to

human.

Perhaps the birds passed the flu to

human.

Scientists tried to find out if the patients and the

birds got the same virus.

Scientists tried to find out if the patients and the

birds got the same virus.

Both birds and patients got the

same virus.

Both birds and patients got the

same virus.

Bird flu was passed from birds

to humans.

Bird flu was passed from birds

to humans.

Activity 1(e)

QUICK PRACTICE 1.2The following are steps in a scientific investigation. Arrange them in the correct order.(a) Carry out experiments

(b) Record and analyse

(c) Make observations

(d) Make a hypothesis

(e) Draw a conclusion(c) (d) (a) (b) (e)

Activity 1(e)

1. How many laboratories are there in your school?

2. What are their names? (You can check them out at their entrances.)

3. Where is your science laboratory(located on which floor)?

Activity 1 (f)Laboratory

There are four.

They are Physics Lab.,Integrated Science Lab.Chemistry Lab. and

Biology Lab.,

It is on the 4th floor.

Activity 1(e)

Science laboratory:biggerwith laboratory equipmente.g. gas tap, sinkwith benches

Normal classroom:smallerno laboratory equipment

no benches

4. Write down three main differences between a science laboratory and a normal classroom.

Activity 1(e)

Look at the photos in Fig.1.9 carefully. Try to guess the functions of the following apparatus.

Activity 1 (h)

Functions of apparatus

ApparatusApparatus

dropperdropper

FunctionFunction

reagent bottlereagent bottle

conical flask, beakerconical flask, beaker

to a small amount of liquidto a small amount of liquid

to storeto store

to holdto hold

transfer

solutions/liquids

solutions/liquids

Activity 1(e)

ApparatusApparatus FunctionFunction

spatulaspatula

glass rodglass rod

to transfer a small amount of to transfer a small amount of

to liquidsto liquids

Bunsen burnerBunsen burner to thingsto things

heat-proof matheat-proof mat to protect the to protect the

safety spectaclessafety spectacles to protect your to protect your

tongstongs to pick up and hold objectsto pick up and hold objects

powder

stir

heat

bench

eyes

hot

Activity 1(e)

ApparatusApparatus FunctionFunctionmeasuring cylindermeasuring cylinder

gas jargas jar

to measure the of liquidsto measure the of liquids

to hold to hold

test tubetest tube to hold a small amount of to hold a small amount of

test tube holdertest tube holderto hold a during heatingto hold a during heating

test tube racktest tube rack to hold to hold

volume

gases

liquid

test tube

test tubes

Activity 1(e)

Put a red circle around each potential danger. Discuss why it is dangerous and suggest necessary precautions in each case.

A

F I

H

GE

B

D

C

Activity 1(e)

A-I should not enter the laboratory unless the teacher is present.A should tie up her long hair and turn off the gas tap.B should not use a thermometer to stir the liquid.C should not touch the switch with a wet hand.

Activity 1(e)

E should not smell the chemical directly. He should fan the gas gently to his nose. F should not throw solid waste into the sink.

D should not hold the test tube with abare hand when heating. She shouldclean up the bench and keep paper away from the Bunsen burner.

Activity 1(e)

I should clean up the bench and report the breakage to the teacher immediately. Also, she should not touch the wire gauze when it is hot.

H should not pour solutions into thebeaker from a high position, and he should wear safety goggles.

G should not point the mouth of a test tube with hot liquid towards another student.

Activity 1(e)

QUICK PRACTICE 1.3

A

B

C

D

E

F

G

Name Function

reagent bottle

beaker

glass rod

tripod

heat-proof mat

dropper

wire gauze

to support wire gauze

to protect the bench

to hold liquids

to store solutions

to transfer a small amount of liquid

to protect the beaker in heating

to stir liquids

EG

F

A

BC

D

Apparatus

Activity 1(e)

XPERIMENT 1.1

Using a Bunsen burner

Materials and apparatusBunsen burner 1 matches 1 box

heat-proof mat 1 safety spectacles 1

test tube 1 test tube holder 1

Activity 1(e)

The Bunsen flame you now observe is called the yellow flame (luminous flame or quiet flame).

irregular

2.(a) Observe the flame of the Bunsen burner. What is the colour and shape of the

flame?

The flame is in colour and (regular / irregular) in shape.

yellow

Activity 1(e)

Draw the flame in the diagram on the right and colour it with a coloured pencil.

the air hole is closed

yellow

Activity 1(e)

2.(b) Open the air hole slowly.

The colour of the flame changes from to .The shape of the flame becomes

.

The Bunsen burner becomes (quieter / noisier).

blueyellow

regular

noisier

Activity 1(e)

the air hole is open

blue

Activity 1(e)

Materials and apparatustongs 1 Bunsen burner 1

glass tube 1 heat-proof mat 1

splint 1 wire gauze 1

pin 1 matches 1 box

XPERIMENT 1.2

Investigating the Bunsen flame

Demonstration

Activity 1(e)

(b) Turn on the gas tap and light the Bunsen burner. What happens to the match?

This shows that the inner cone of the Bunsen flame is (very hot / not very hot).

inner conematchpinchimney

It does not light up.

not very hot

Activity 1(e)

2. (a) Light the Bunsen burner. Open the air hole to produce a blue flame.

(b) Hold a splint with a pair of tongs. Put it into the Bunsen flame about 0.5 cm

above the chimney for two seconds. (If the splint burns, you can try again and shorten the time to one second.)

0.5 cm

splint tongs

chimney

Activity 1(e)

2. (c) Remove the splint from the Bunsen flame and observe it carefully. Draw

what you see.

What does this tell us about the hotness of the inner cone?The temperature of the inner cone is not very high.

Activity 1(e)

At which position does the wire gauze glow first?

(b) Now we want to find out which part of the Bunsen flame is the hottest.

Put the wire gauze at different positions.

It is B.

A B C

wire gauze

Activity 1(e)

3. (c) Mark the hottest part of the Bunsen flame on the diagram with an ‘X’.

X

Activity 1(e)

This shows that the inner cone contains (burnt /

unburnt) gas.

4. (a) Hold a glass tube with a pair of tongs. Put one end of the tube into the inner

cone of the Bunsen flame.(b) Light the other end with a burning splint.

Does it burn? Yes, it does

unburnt

Activity 1(e)

Materials and apparatustest tubes 2 dropper 1

test tube rack 1 coloured liquid

Using a dropper to transfer solution

XPERIMENT 1.3

Activity 1(e)

What will happen if you squeeze the rubber bulb too much?The coloured liquid will be sucked into the .rubber bulb

What will happen if you hold the dropper upside down? Should we use the dropper like this? Why?The liquid will go into the and it may be contaminated by left behind in the bulb.

rubber bulbother chemicals

Activity 1(e)

Mixing solution

Materials and apparatustest tubes 9 beaker (100cm3) 1

test tube rack 1 different solutionsdropper 1

XPERIMENT 1.4

Activity 1(e)

1. Your teacher will give you eight bottles of solutions labelled A to H. Note the colour of each solution. Write down your observations in the table below.

SolutionSolution

AA

ColourColour

BB

CC

DD

SolutionSolution

EE

ColourColour

FF

GG

HH

colourless

colourless

clear blue

colourless

clear yellow

colourless

colourless

clear green

Activity 1(e)

(c) Mix well by shaking the tube.

Observe carefully what happens. Write down your observations.The colour of the mixed solution is

.yellow

CautionIf you spill any solution on your hands, wash them immediately in running water.

Activity 1(e)

Solutions mixed

Solutions mixed

A+BA+B

Colour of the

solution

Colour of the

solution

Is it clear or cloudy?Is it clear

or cloudy?Any solids formed?

Any solids formed?

Any bubbles formed?

Any bubbles formed?

yellow clear yes noB+C brown cloudy yes noA+C white /

light blue clear yes noC+D blue cloudy yes noE+G orange clear no noA+H white clear yes noC+F blue cloudy yes no

Activity 1(e)

CautionWash your hands after the experiment.

4. You can also mix the solutions by pouring them directly out of the bottles into the test tubes.

Compared with this, what are the advantages of using a dropper? It is easier to control the amount of solution transferred, and the solution is less likely to spill.

Activity 1(e)

QUICK PRACTICE 1.41. The following are the steps for lighting a

Bunsen burner. Arrange them in the correct order.

(a) Make sure that the rubber tubing is properly connected to the gas tap.(b) Light a match.(c) Close the air hole.(d) Hold the burning match just above the top of the chimney and turn on the gas tap.(e) Put the Bunsen burner on a heat-proof mat.

(a) (e) (c) (b)

(d)(c) (e) (b

)(d)

or

Activity 1(e)

What units would you use to represent the length of the following things?

mm cm m

Activity 1 (j)

Choosing the unit for measuring lengths

Activity 1(e)

BA C

Three students are measuring the length of a pencil. Who is in the proper position to read the scale?

8 cm8 cm7.5 cm7.5 cm

7 cm7 cmIt is B.

Activity 1 (k)

Correct way of measuring lengths

Activity 1(e)

Using a thermometer to measure temperatures

Materials and apparatusthermometer 1 ice

beaker (250 cm3) 1 hot water

XPERIMENT 1.6

Activity 1(e)

1. Measure the room temperature with a thermometer.

The room temperature is ºC.

CautionMercury is poisonous. When you are using a mercury thermometer, extra care needs to be taken. If you accidentally break a thermometer, do not touch the mercury or try to pick up the pieces of broken glass. Inform your teacher immediately.

Activity 1(e)

2. What is the temperature of tap water?

CautionDo not stir water with a thermometer. You may break the thermometer.

Activity 1(e)

3. Your teacher will give you some hot water.

What is the temperature of the hot water?

Activity 1(e)

4. Your teacher will give you some ice water.

What is the temperature of the ice water?

Activity 1(e)

5. Hold the bulb of the thermometer in your hand for one minute.

What temperature does it show?

Activity 1(e)

Using a measuring cylinder to measure volumesMaterials and apparatusmeasuring cylinder (100 cm3) 1empty cans of similar containers several displacement can 1plasticine block 1stone 1thread

XPERIMENT 1.9

Activity 1(e)

(b) The correct reading is taken from the bottom of the meniscus. Also, make sure that your eyes are at the same level as the bottom of the meniscus.

(c) The volume of tap water in the above measuring cylinder is cm3. 79

Activity 1(e)

Type of containerType of

container

Labelled volume(cm3)

Labelled volume(cm3)

Measured volume(cm3)

Measured volume(cm3)

Is the measured volume equal to the labelled volume? If not, can you explain why?

Activity 1(e)

1 (a) Pour tap water into a measuring cylinder until it is about half full.

The volume of water in the measuring cylinder is cm3.

II.Measuring the volumes of irregular solids

Activity 1(e)

The volume of a solid is equal to the volume of water it displaces.The volume of a solid is equal to the volume of water it displaces.

If the plasticine block is divided into two smaller pieces, do you think its volume will change?

The new reading is cm3.

The volume of the plasticine block is cm3.

Activity 1(e)

Does the volume of the plasticine block change?

The reading is cm3.

The volume of the plasticine blocks is cm3.

No, it doesn’tWhat can you conclude after this step?The volume of a solid does not change even when it is divided into many pieces.

Activity 1(e)

3. Some irregular-shaped objects are too large to fit into a measuring cylinder. Their volumes can be measured by a displacement can.

(a)Tie a large stone with a thread.

(b) Fill the displacement can with water until a small amount runs out of the spout.

Activity 1(e)

(d) Slowly lower the stone into the displacement can. Measure the volume of water that flows out of the can into the measuring cylinder.

Volume of the stone= volume of water

collected by the measuring cylinder

= cm3.

displacement can

spout

stone

measuring cylinder

Activity 1(e)

QUICK PRACTICE 1.51.Complete the table below.

stop-watch time second

measuring cylinder

volume cm3

Name of the instrument

What does it measure?

Units of measurement

Instrument

Activity 1(e)

QUICK PRACTICE 1.51.Complete the table below.1.Complete the table below.

Name of the instrument

What does it measure?

Units of measurement

Instrument

thermometer temperature oC

balance weight kg

Activity 1(e)

QUICK PRACTICE 1.52.State the instrument you will use to measure the following. Also, state the unit in each case.

Measurement Instrument Unit

Temperature of tap water

Time required to boil a beaker of

waterThe weight of a

10-cent coin

thermometer oC

stop-watch s/min

electronic balance/ balance

g

Activity 1(e)

Three students carry out an experiment to find out which brand of battery, A or B, has a longer life. They use the batteries to power torches until the batteries run out.

Brand A battery Brand B battery

Activity 1 (o)

Are the experiments fair?

Activity 1(e)

Anthony’s experiment

Leo’s experiment

Eric’s experiment

new batteries old batteries

Activity 1(e)

unfair

unfairnew and old batteries are used

fair

the bulbs of the two torches aredifferent

Are the student’s experiment fair?Anthony’s experiment is (fair / unfair) because

.

Leo’s experiment is (fair / unfair) because

.

Eric’s experiment is (fair / unfair) because

.all the batteries are new and the

bulbs are the same

Activity 1(e)

A goose down jacket is better at keeping us warm.

A goose down jacket is better at keeping us warm.

No! A silk jacket is better.

No! A silk jacket is better.

Activity 1 (p)

Goose down jacket and silk jacket

Activity 1(e)

In winter, we often wear a goose down jacket or silk jacket. Do you know which of them is better at keeping us warm? Let us design a fair test to find out.

Goose down jacket

1. What is your hypothesis? is better at keeping us warm becausebetter than a silk jacket.

it prevents heat loss

Activity 1(e)

3. How are you going to carry out the experiment? Draw a diagram to show your

experimental set-up.

same volume of water

goose down jacket

silk jacket

Activity 1(e)

4. What measurements will you make?

I will measure the changes in the of water in the bottles.

5. How can you make sure that your test is fair?I will fill the bottles with (the same / different) amount of hot water.

I will measure the changes in water temperature at (the same / different) time.

temperature

the same

the same

Activity 1(e)

6. How will you draw your conclusion?The jacket that covers the bottle with a smaller drop in water temperature is (better / poorer) at keeping us warm.

better

Activity 1(e)

QUICK PRACTICE 1.6

1.Draw a vertical section diagram of each of the following:

conical flask

a watch glass on a beak

er a test tube

Activity 1(e)

QUICK PRACTICE 1.6

2.Samuel carries out a fair test as shown below to compare the heat energy

produced by a yellow flame and a blue flame.

thermometers

wateryellow flame

blue flame

Activity 1(e)

QUICK PRACTICE 1.6Complete the variable table below.

Controlled variables

Independent variables

Dependent variables

• amount of water• temperature of

water at the beginning

• time of heating the water

• size of the beakers

• size of the flame

• yellow flame or blue flame

• the rise in water temperature