Manipulative Skills

Module 1: KDPM Science Major Unit 2: Science Curriculum

Topic 4: Manipulative Skills

After completing this topic, you should be able to list down the right techniques how to:

a) use and handle science apparatus and materialsb) draw science apparatusc) handle plant and animal specimensd) store science apparatus and materialse) clean science apparatus

Read this teacher’s experience:

Courtesy of Science Instruction in the Middle& Secondary Schools pg 193

Did it ring a bell?

Do you realize that to be able to do science activities effectively you should acquire the manipulative skills as well as the science process skills?

What are manipulative skills?

Manipulated skills are psychomotor skills that enable you to carry out the practical works in science. It involves the development of hand-eye coordination, such as focusing a microscope, sketching specimens, measuring angles, and cutting glass. Although laboratory work often relies on students’ abilities to manipulate equipment, some is highly dependent on the use of special equipment and techniques; therefore, the emphasis of some laboratories should involve the development and use of these skills and techniques.

Physical practice with laboratory equipment provides concrete experiences with the apparatus and procedure. It gives you a set of experiences upon which to build images that represent the skill under development. Firsthand exposure to equipment is essential.

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It is essential to precede the laboratory on measuring electricity with a laboratory on using the voltmeter and ammeter. If the students misread their meters’ when trying to determine voltage, current, or resistance, the lab is lost. This experience requires practice in reading

meters first, then concentrating on collecting data and making calculations. It is too much to ask the teenagers that I have in my classes to determine the amps in a circuit before they are comfortable with the use of the meters. What makes matters worse is that the meters

we use in our labs have three scales which can be confusing to students. Therefore, when laboratory work related to electricity work is carried out in stages to develop specific

competencies, my students are successful and enjoy their science experiences


Specifically the skills are as follows:

4.1 Using and Handling Science Apparatus and Materials Accurately

What does it means when you say you are able to use and handle science apparatus and materials? To be able to use means you know which appropriate instrument to use in a certain situation and know how to read the scale on the instrument that you are using.

Examples:

When you do fine dissections of earthworms you do with the aid of stereoscopic microscopes

You use a microphone when you want to make an announcement to a large group over the public address system

When you are using the metre rule, you should use the following steps;

a) A metre rule is used to measure the objects shown below.

What is the length of the objects?

b) How you determine the answer is 16 mm and 12 mm.

c) Can you tell us where is your eye position when taking your reading?

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10 20 30 40

Answer: 12 mmAnswer: 16 mm

mm


Points to note when measuring length:

Choose a suitable instrument based on the type and size of the object. Example: To measure diameter of a test tube – use a vernier caliper

length of the teachers table – use a metre rule depth of a test tube – use a vernier caliper diameter of a coin – use a vernier caliper

Vernier calipers measure more accurately than metre rule.

Take the average of a few readings.Example: To measure the diameter of a pipe, take three measurements at 3 different places and take the average.

How about how to handle apparatus or materials?

There are certain procedures that you need to take note when you handle apparatus or materials .For example when you are using the thermometer in an experiment, you should not hold the body of the thermometer, you should not use the thermometer to stir or bulb of the thermometer should not touch the base of the beaker.

When you are heating liquids in a test tube, use a small flame and move the test tube constantly. Or when you want to heat a combustible substance you would not heat it over direct flame but heat it in a water-bath. Or pick up materials using forceps or spatula and not with your hand.

You could read more about how to use and handle apparatus and materials in any science laboratory manual!

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1. Firdaus drew the flowchart below to show how to light a Bunsen burner, but he made

four mistakes. Find these mistakes, and then redo the flowchart.

2. Look at the cartoon showing Chin and Jenny in the laboratory,

Courtesy of Stannard & Williamson: ScienceWorld 7 pg 9

a. What has happened to Chin?b. What was he trying to do?c. What did he do wrong?d. What should Jenny tell him to do?

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Connect hose to the gas tap

Rotate collar to open air hole

Switch on the gas tap

Light a match

Hold match over top of barrel

Put burner on heatproof mat

Do the exercise first before checking the answer!


4.2 Handle specimens correctly and carefully

What are usual specimens that are used in your science class? Well, in primary schools we usually don’t use many live specimens. You might be observing parts of a plant – the leaves, the flowers, the fruits , the roots of plants or the whole plant itself. The usual practice is rather than cutting parts of the plant or uprooting the whole plants we do the observations in the field itself. If it’s necessary to get the plants into the classroom, then do so and then return the specimens to the filed again, don’t throw the specimens into the dustbin!

What about animals? What animals that you normally bring into the class?

You might be doing activities with small animals such as cockroaches, earthworms, snails, fishes or frogs. So what do you do, if you don’t want the class to get chaotic if the students don’t know how to handle these animals? If you are asking the students to study life cockroaches or grasshoppers, placed them in closed petri dishes and then do the observations. After the activity, what to do with the animals? If the animals are still alive, release them in nature. If it’s dead placed them in plastic bags, tie them and throw into the dustbin. The lab-assistants would know what to do next, hopefully!

A few simple rules need to be followed to ensure safety:

before starting work, cover all wounds hands must be thoroughly washed with soap at least if bitten treat the wound with antiseptic

4.3 Drawing Specimens And Apparatus

Look at the drawings in Figure 9 and Figure 10.

Figure 9

Figure 10

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Do not handle poisonous plants!


Did you notice any differences between the two figures? The drawings in Figure 3 are three-dimensional and have been drawn by an artist. Whereas the drawings in Figure 4 are two-dimensional and this is how you should draw equipments for your science experiments. It’s much more simpler to draw them. Don’t you think so?

Here are some guidelines that you can use when drawing specimens and science apparatus:

Draw using a pencil and unlined paperMake the drawing large enough so that important details are easily seenPlace the drawing near the left side of the sheet so that the labels can be placed on the right sidePrint the labels one under the otherUse a ruler to draw lines from the labels to the drawing, and do not cross linesDo not shade or colour the drawingConstruct a title for the drawing at the top of the page

Draw the apparatus shown below using the guideline discussed above:

4.4 Cleaning science apparatus

Do you know how to clean a burette?

Usually you can clean the burette or any other glassware using any cleansing detergent, rinse with water and then dry them up. If the glassware is very dirty, you could leave it to soak with the cleansing detergent overnight and then rinsing them with water. Then stand or hang on drying boards or racks.

After using any instruments make sure you clean them before storing them. For example, if the pan of the ‘Dial-O-Gram’ balance get dirty or wet, wipe it with tissue paper or it could get rusty very quickly.

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Draw the apparatus first before checking the answer!


4.5 Storing science apparatus and materials

How much do you have to know about how to store science apparatus and materials?

As a student, probably what you should know is where the apparatus that you frequently used in most experiments are stored or placed. This could help you to return the apparatus to its original location after using them. Some of the apparatus that you usually used and stored in the labs are retort stands, test tubes, beakers, measuring cylinders, tripod stands and Bunsen burners. Of course if the apparatus are still wets, you are supposed to dry them first before storing it!

If you get the instrument from a container, follow the given storing procedures before store it into the container. For example a microscope is stored in its’ boxes. Before putting the microscope away, the eyepiece lens, objective lens and the stage of the light condenser system must be check for cleanliness and dryness. The objective and eyepieces lenses are clean with lens paper, not tissue or cloth to prevent scratching the lenses. Remove the eyepiece and objective lenses and put them into its’ boxes.

While other special apparatus are always stored in the preparation rooms and usually you don’t have to return these yourself as the preparation room is off limit to students!

The same things apply to science materials. If the materials are stored in the labs you should return them to its original place. If not just place them in the trolley and the lab assistant will return them to its original place.

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Tutorial Questions 1:

Design Your Own Experiment

Design an experiment to solve the above problem using the steps that was discussed in topic 3.5. You are going to carry out the experiment during tutorial time. Write a report. Identify all the science process skills as well as the manipulative skills that are involved during planning, carrying out, analysing and writing up the report.

1. Identifying the problem

What is the problem that you are going to investigate?For example: Can the presence of fur on the body reduce heat absorption?

2. Form a hypothesis

A hypothesis is based on observations that you have made. A hypothesis is a possible explanation based on previous knowledge and observations. It is a prediction that can be tested.

3. Test your hypothesis

To test a hypothesis you need a procedure. A procedure is the plan you follow in your experiment. A procedure tells you what you materials to use, as well as how and in what order to use them.

4. Record and analyse your data

The data you collected must be recorded carefully. Accuracy is the key. A well-though-out experiment includes a way to record procedures. Data tables are one way to organize and record results.

5. Conclusions

After analysing the data collected and recheck for accuracy, you are now ready to draw conclusions about what the data means. These conclusions are usually stated using words similar to those in the hypothesis formed earlier.

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Scenario of the ProblemPeople living in cold countries require warm clothing and the

animals have thick fur on their bodies. But many animals in the tropics also have thick fur and they seem to be thriving well.


Summary

1. The basic science concepts in primary science syllabus are categorized into five learning area.

2. Observing is using the five senses to find out about objects or events.

3. Classifying is to group objects or events according to similarities and differences.

4. Measuring and using numbers is making quantitative observations by comparing to conventional standard.

5. Inferring is using past experiences or previously collected data to draw conclusions and make explanations of events.

6. Predicting is making a forecast about what will happen in the future based on prior knowledge gained through experiences or collected data.

7. Communicating is using words or graphic symbols such as tables, graphs, figures, models to describe an action, object or event.

8. Interpreting data is a process of transforming the information shown in diagrams, graphs, tables, photographs, drawings and charts into general statements.

9. Identifying and controlling variables is a process of determining and describing anything that can influence a situation or a system.

10. Constructing hypotheses is the process of making a generalization of events or objects.

11. Defining operationally is a process of determining the meaning and context of words or statements so that there is a common understanding between the person delivering it and the person addressed to.

12. Experimenting is a process undertaken to test a hypothesis, answer a question, verify or illustrate known facts or principle.

13. Using and handling science apparatus and materials means able to choose appropriate apparatus and materials, able to read the scale on the instruments and use the instrument and materials with the right techniques.

14. Drawing science apparatus with the right techniques.

15. Handling plant and animal specimens correctly so as to ensure safety.

16. Cleaning apparatus with the right technique so that the lifelong of the instruments are prolonged.

17. Storing apparatus and materials properly in the right place and procedure so as to ensure cleanliness as well as lifelong of the instruments.

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Topic1 Helps you to identify misconceptions that the students have Helps you to choose the suitable strategies in providing meaningful learning

experiences Helps to use different ways of assessing students understanding of the concepts

Topic 2.1You could see the colour, smell it, touch the bottle to feel whether it is hot or cold.

Topic 2.2

Topic 2.3a) meters (m)b) degrees Celsius (0 C)c) cubic centimeters (cm3)d) millimeters (mm)e) kilograms (kg)f) centimeters (cm)g) milliliters (mL)h) liters (L)i) grams (g)j) milligrams (mg)

Topic 2.41.

Observations InferencesFrame 1

One set of prints is smaller than the other One animal is smaller than the otherThe small and large prints are headed in the same direction

Both are walking towards something

There are three toes for each print Both animals are birdThe small and large prints get closer to each other

The large animals is pursuing the small animal

The larger prints get farther apart The larger bird is going downhill The larger bird is running The larger bird is stepping over stones

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Answers

Fern Anlene Lactogen Dutch Lady Daisy

% of Saturated fatLowest Highest


Frame 2The prints converge The larger animal catches and either eats or

carries off the smaller animal. The animals were there at different times.Both animals discovered food in the same place.

The prints become all mixed up The animals were milling about The animals were fighting

The smaller footprints get farther The smaller animals begins to run apartFrame 3

The small tracks stop The larger animals ate the smaller oneThe smaller animal flew awayThe snow at this point became crusty and the smaller animal was not heavy enough to make tracks

The large prints are close together The larger animal was walking rather than running

2. Observations Inferences

a, d, e, h, I, k, n and o b, c, f, g, j, l, m and p

Topic 2.51. a) 50 cm

b) 140 cm

2. “I can feel the earth rumbling.” - observation“The rumbling is caused by the volcano.” - inference“It’s going to erupt!” - prediction

“The two girls are wearing robes and mortar board.” - observation“They have just attended their graduation day.” - inference“They are going to get job with good pay.” - prediction

“The left-hand end of the see-saw is lower than the right-hand end.” - observation“If the person on the left-hand end gets off, the right-hand end will fall.” - prediction“One person is heavier than the other.” - inference

Topic 2.61.

Flavour Number of studentsCheese & onion 25Smoky bacon 10Salt & vinegar 2Plain salted 13

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2. make a list of the parts of the banana plant which are used by animals for food

e.g. leaves, stem, fruits present in a table:

Parts of the plant AnimalsLeavesStemfruits

CaterpillarSnail

Fruit fly Construct a food chain: e.g. banana leaves caterpillar bird

Topic 2.71. a) a square, a rectangle, an eclipse, a equilateral triangle b) a square, a rectangle, an eclipse, a equilateral triangle c) a square, a rectangle, an eclipse

2. a brick, an apple, a coffee cup, an automobile

3. i) a) accelerating b) stationary c) accelerating ii) BC

Topic 3.2a)

1. The time it takes to run a kilometer depends on the amount of exercise a person gets.

2. The more water you put on the grass, the fatter it will grow3. More bushels of potatoes will be produced if the soil is fertilized more.4. The higher the temperature of water, the faster an egg will cook5. The temperature of water was measured at different depth of a lake6. Grass will grow taller if it is watered a great deal and if it is fertilized7. If the amount of calcium chloride added to the water increases, the temperature

of the water increases.8. Lemon trees receiving the most water produce the largest lemons.9. The amount of algae growth in lakes seems to be directly related to the number

of bags or phosphates fertilizer sold by the local merchants.b)

1. MV – period of keeping the light on each day; RV- number of eggs chicken laid2. MV – temperature of water; RV- time the seed sprout3. MV- distance of light from screen; RV – size of illuminated area4. MV- number of foxes; RV- rabbit population5. MV- number of minutes of exposures to X-rays; RV- number of offspring born

dead

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Topic 3.31. MV – amount of exercises measured by counting the number of kilometer a person

skied; RV – pulse rate was measured by counting the number of heartbeats felt at the wrist following the exercises

2. Some of the operational definition of enjoyment of reading Amount of time students voluntary spend at the reading table Number of references to books read during sharing time Number of books taken home Number of voluntary book reports

Topic 3.41. A1 – B2

A2 - B1A3 - B5A4 - B3A5 - B4

2 Your answer depend on the variables that you choose;a)

young plant will grow at a higher rate than old plant the more light the plant receive the faster the growth

b) the steeper the roof, the higher the temperature of the house the more windows to the outside, the lower the temperature inside the house

Topic 3.5Sample experimentation:

a) Problem: What effects how fast salt dissolves in water?b) Hypothesis: he greater the quantity of salt, the longer it will take to dissolvec) Design: Different amounts of salt (6,12,19,24, and 30 grams) will be measured and

placed in 25o milliliters of water. The water will be stirred until no more salt crystals are observed and the length of time it takes the salt to disappear will be recorded. The procedure will be repeated two more times and the average time to dissolve will be calculated. He constants are: temperature of the water, kind of salt used, and the manner of stirring.

d) Data table:Amount of

salt (g)Time to dissolve (sec) Average time to

dissolve (sec)Trial 1 Trial 2 Trial 3

6 35 34 35 35

12

19

24

30

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Graph of how does the amount of salt in water affect dissolving time could also be constructed.

e) Relationship observed between variables: the greater the amount of salt added to the water, the longer it took to dissolve.

f) Findings: the data supported the hypothesis

Topic 4.1

1.

2. a) liquid gets into his eyeb) he was trying to observe the content of the test tubec) he shouldn’t grab the test tube from Jenny and placed directly towards his faced) you should smell it by

Topic 4. 3

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Connect hose to the gas tap

Put burner on heatproof mat

Rotate collar to open air hole

Light a match

Switch on the gas tap

Hold match over top of barrel


Suggested Teaching Experience Questions

1. Concept Map

Note: Guidelines on how to construct a concept map is shown on the next page

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Choose one theme from curriculum specification for Level One and Level Two respectively.

Identify and list down the basic science concepts based on the themes chosen. Construct concept maps to show its relationship and flow of ideas.

Based on your teaching experiences, do you think those basic science concepts introduced to students that you have identified above are adequate appropriate with regard to the cognitive levels of students. Write your report.


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Concept maps should:

Be networks with nodes representing concept terms and lines representing directional relations between concept pairs.

Be hierarchical with super ordinate concepts at the apex when the subject domain is clearly hierarchical.

Contain labelled links with appropriate linking words.

Contain cross-links such that relations between sub branches of the network are identified.

Be structural representations generated by students freely and not constrained by a given structure.

Be labelled by students in their own words.

Be based on a few (say 10 or fewer) important concepts in the subject domain.

Either permit students to provide their own terms in a subject domain, or provide concept terms in the assessment.

Contain sufficiently clear, unambiguous instructions to permit students to search memory in the desired manner and to establish appropriate criteria against which to test alternative responses.

Guidelines on how to

construct a concept

map


2. Investigation

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In order to reflect the true nature of science, students need to actively engage in hands-on and minds-on activities. To be able to do this, they need to have acquired the scientific skills that comprises of science process skills and manipulative skills.

Prepare lesson plans that incorporate those scientific skills. Execute the lessons.

Write a report on your reflection about this investigation together with the improve version of your lesson plans.

Hand in your report to your facilitator. Prepare a short presentation to share your findings with your course mates during your tutorial.


Abruscato, J. (1996). Teaching Children Science.: Discovery Approach. Simon & Schuster, Michigan.

Bahagian Pendidikan Guru, Kementerian Pendidikan Malaysia (2001 ). KPLI (KDC) Modul 2 . Kuala Lumpur

Chiappeta, E. et all ( ). Science Instruction in the Middle & Secondary Schools.

Esler W. K. & Esler M. K. (1996). Teaching elementary science. Wadsworth Publishing company, USA

Funk, J.J et al. (1979). Learning Science Process Skills. Kendall / Hunt, Iowa

Good, R.G (1977). How Children Learn Science, New york : Macmillan Pub. Co., Inc. K.Lumpur : Anthonian Store Sdn. Bhd.

Pusat Perkembangan Kurikulum, Kementerian Pendidikan Malaysia (1994). PuLSaR Modul 2 Kemahiran Saintifik. Kuala Lumpur.

RECSAM (1978): Laboratory Management and techniques for schools and colleges.

Rezba, R.J, et al (1995). Learning and Assessing Science Process Skills.(4thEdition) . Iowa : Kendall-hunt Pub. Company

Stannard, P. & Williamson, K. (2001). Science World 7. South yara : Macmillan Ed. Australia Pty Ltd.

Stannard, P. & Williamson, K. (2001). Science World 8. South yara : Macmillan Ed. Australia Pty Ltd.

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References


Panel of Module Writers

NAMA RRESUMES

3.4.

Coordinator

Mr. Tan Ying Kee Bahagian Pendidikan Guru Kementerian Pendidikan Malaysia

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Manipulative Skills

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