science education section education bureau · 1. expected learning outcomes in s1-s3 2. examples of...

SEED PROJECT 2005 – 2007

Munsang College

Science Education section Education Bureau

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Contents

Foreword I. School-based Curriculum Planning

1. Expected Learning Outcomes in S1-S3 2. Examples of Unit Plan

Unit 1 - Introducing science Unit 2 & 3 - Looking at living things and cells and human reproduction

3. Development of Scientific Process Skills in S1-S3 Overview and some examples ( unit 1 & 7) The complexity of variables involved in different investigations in S1 & S2 Measuring skills in unit 1

II. Learning and Teaching Strategies for Nurturing Creativity, Critical Thinking,

Communication and Problem-solving Skills (3C1P) 1. Activities on Observation

Observing a burning candle Observing the melting down of a colored ice cube in water

2. Activities on Measurement Measuring the distance between two points on an extra-long paper tape Measuring the depth and diameter of a boiling tube Making it float on water

3. Authentic Learning Activities Characteristics of living things Diversity of living things Classification of living things

4. Learning Journal Implementation List of suggested assignments Sample tasks and students’ performance

Observe the changes of an egg immersed in vinegar Home-made acid-base indicator Evaluate the previous two learning journals Comment on & rewrite a laboratory report Investigation of a rubber band

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III. Scientific Investigation 1. Scientific Investigation in S1

Stages of learning and teaching Learning activity on scientific method

Milk-tea with a twist Learning activities on the concept of fair test

Which one dissolves faster? “Light up my life!” - Candle flame temperature test “King Kow tissue paper” - Tissue paper absorbency test

2. Scientific Investigation in S2 Stages of learning and teaching Learning activities on scientific investigation

Conditions for photosynthesis Energy content - Peter’s wish Burning time of candles

Learning activity on laboratory skills Repeated measurements and range of data

IV. Assessment on Practical Skills

1. Practical Assessment in S1 Ten basic practical skills to be assessed Practical assessment - Tasks 1-6 Practical assessment - Marking checklist Practical assessment - Arrangements Practical assessment - Revision tasks Practical assessment - Evaluation report

2. Practical Assessment in S2 Ten basic practical skills to be assessed Practical assessment - Tasks 1-6 Practical assessment - Marking checklists Practical assessment - Mark entry form Practical assessment - Memo for students Practical assessment - Students’ reflection

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Foreword

A holistic and coherent school-based curriculum planning for science education will facilitate smooth transition at the interface between the junior and senior secondary levels. In this regard, the seed project, “Interfacing of Junior Secondary Science Curriculum with Senior Secondary Science Curriculum”, was conducted in 2005/06 and 2006/07 school years with twelve participating schools. It aimed at exploring curriculum planning strategies for S1-3 Science that help to pave the way for students to study science at senior secondary level.

Creativity, critical thinking, communication, problem solving and scientific process skills are

fundamental in helping students to acquire, construct and apply knowledge in science. It is desirable for students to develop these skills progressively throughout their junior secondary years. Therefore, the key focus of the seed project was to collect learning and teaching practices that could nurture the above skills in students and get them prepared for senior secondary science study.

The curriculum resources developed in the seed project were complied in this package. They were tried out in S1 and S2 at Munsang College, one of the participating schools of the seed project. The resource package consists of four parts. Part I is a collection of examples of curriculum plans developed at different stages throughout the two years. Part II includes the learning and teaching strategies that help nurture creativity, critical thinking, communication and problem-solving skills of students. In part III, learning activities focusing on developing scientific investigative skills are presented. Lastly, assessment tasks for assessing practical skills are shared in part IV.

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Comments and suggestions on this resource package are most welcome. They should be sent to: Chief Curriculum Development Officer (Science Education) Education Bureau Room E232, East Block EDB Kowloon Tong Education Services Centre 19 Suffolk Road Kowloon Tong, Kowloon Fax: 2194 0670 E-mail: [email protected] Copyright ©2009 Education Bureau, HKSAR. All rights reserved. Duplication of materials is restricted to non-profit making educational purposes only. Otherwise, no part of this resource package may be copied, duplicated, or used for commercial purposes, distributed electronically or posted on the Internet for any purpose, without the prior written permission from the Education Bureau.

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I. School-based Curriculum Planning

1. Expected Learning Outcomes in S1-S3

2. Examples of Unit Plan

Unit 1 – Introducing science

Unit 2 & 3 – Looking at living things and cells and human reproduction

3. Development of Scientific Process Skills in S1-S3

Overview and some examples ( unit 1 & 7)

The complexity of variables involved in different investigations in S1 &

S2

Measuring skills in unit 1

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1. Expected Learning Outcomes in S1-S3

S1 Science

(1) Basic Practical Skills (To be assessed in practical assessment)

1 Transferring a small amount of liquid / solid by:

using a dropper using a spatula

2 Mixing solutions by :

tapping on the test tube stirring with a glass rod

3 Pouring solution from a reagent bottle 4 Lighting a Bunsen Burner

5 Heating solution by :

using a beaker using a boiling tube

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Measuring temperature length volume weight time

7 Using a microscope to observe small objects 8 Preparing a microscopic slide 9 Filtering solution by using funnel and filter paper

10 Evaporating solution by :

using watch glass using an evaporating dish

(2) Language Across Curriculum Students should be able to use complete sentences to:

express their ideas describe observations write procedures for an experiment write a simple laboratory report write brief explanation for phenomenon observed

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(3) Scientific Investigation - Concept of Fair Test Students should be able to:

conduct a fair test write a simple laboratory report

(that contains diagrams of experimental set-up, procedures, results and conclusion) carry out a mini-project on the topic selected

(4) Reading to Learn

Students should be able to: develop self-learning practices through e-class learning

(An e-class learning package with different types of resources including reading materials, videos, web links and ETV programmes will be provided.)

read two science books and write book reports

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S2 Science

(1) Basic Practical Skills

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Testing the properties of a gas: Is it soluble in water? Is it flammable? Can it support burning? Any reaction when an indicator is applied?

2 Collecting a gas by water displacement

3 Using pH indicators:

litmus paper, pH paper universal indicator

4 Heating by using a water bath

5 Indicating the change in volume of a fixed mass of gas by using a boiling tube, a capillary tube, and a stopper

6 Using data logger:

to find pH value to monitor the change of pH value during neutralization

7 Titration (neutralization of acid and alkali)

8 Connecting an electric circuit according to circuit diagrams:

series & parallel circuits measurement by ammeters and voltmeters

9 Dissecting an ox eye

10 Forming images on a screen by using :

convex lens pinhole camera

(2) Study Skills

Students are expected to: answer essay-type questions summarise and organise their learning report their learning in learning journal

(3) Scientific Investigation - Handling Data

Students should be able to conduct a fair test present data in tables, bar charts or graphs make predictions carry out repeated measurements analyze data and draw conclusions carry out a mini-project on the topic selected

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(4) Reading to Learn Students should be able to:

develop self-learning practices through e-class learning (An e-class learning package with different types of resources including reading materials, videos, web links and ETV programmes will be provided.)


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S3 Science

(1) Study Skills Students are expected to:

answer essay-type questions report their learning in learning journal

(2) Scientific Investigation

Students should be able to:

design investigations propose hypotheses investigate multiple variables collect and handle data, tabulate and present the data by adopting appropriate graphs analyze data and draw conclusions evaluate their investigations and make suggestions for improvements do a project on the topic selected

(3) Reading to Learn

Students should be able to: develop self-learning practices through e-class learning

(An e-class learning package with different types of resources including reading materials, videos, web links and ETV programmes will be provided.)


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2. Examples of Unit Plan Unit 1: Introducing science Objectives:

1. To arouse students’ interest in science 2. To develop basic practical skills in handling chemicals, apparatus and equipments 3. To be aware of safety concerns in doing experiments 4. To develop ideas and skills in scientific investigation

Lesson Schedule: 1. A safe place to work and working safely in the laboratory [0.5+2 periods]

Equipments you can find in a laboratory Discussion of diagram A (a safe place to do experiments) Laboratory safety rules Hazard-warning labels Case Studies on fire hazards, cuts, burns and breakage of apparatus

2. Science and scientists [1.5 periods]

Scientists and their contributions (stories) Inventions and discoveries Science & daily lives

3. Learning to be a scientist

Observation & Recording [1.5 periods] observe a burning candle use all your senses to observe record by using diagrams / writing in sentences mix solutions - apparatus used and handling skills required present data systematically - using diagrams, point-form notes, tables and

graphs

Practical skills [2.5 periods] handle some common apparatus light up Bunsen burner – individual work using different flames

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Measuring accurately [6 periods] accurate measurements are essential in science choose an appropriate measuring instrument, choose the correct way to get

readings and reading the scales correctly solve measurement problems - oversized objects, very small objects, and

irregular objects (different shapes of / floating / soluble / water-absorbing objects)

Scientific investigation skills [7 periods + 1(test)]

work like a detective – the “magic” of milk and tea carry out a fair test - speed up the dissolving of sugar in water

- Part I - investigate one factor first - Part II - investigate other factors

carry out a scientific investigation 4. Limitations of science

Science may not be able to solve all kinds of problems

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Unit 2 & 3 : Looking at living things & cells and human reproduction Objectives:

1. To identify some characteristics of living things through observation 2. To appreciate and show respect for all living things 3. To use a simple key to classify a given set of living things 4. To construct a simple key according to the observed features 5. To understand that the cell is the basic unit of living things 6. To acquire some skills in using a microscope

Lesson Schedule: 1. Characteristics of Living Things (Unit 2) [1 period]

Observe and compare a living thing with a non-living thing Make a list of the observed characteristics of a living thing

2. Diversity of Living Things (Unit 2) [1.5 periods]

Count and record the number of kinds of living things found in a piece of 1m×1m grassland of the school lawn

Observe and compare differences within the same kind of living things 3. Classification of Living Things (Unit 2) [2+1 periods]

Use a simple key to identify various plants in school Construct a simple key to identify a given set of living things

4. Use of Microscope and Preparation of a microscopic slide (Unit 3) [2+1 periods]

Learn and practice the use of microscope Prepare a slide of plant cells and observe the cells under the microscope Observe slides of different types of cells and micro-organisms

5. Endangered Species (Unit 2) [Self-learning]

Search for information on the issue of endangered species (internet search/library search/searching by watching a video) Write a short report on or design a poster for the protection of endangered species

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3. Development of Scientific Process Skills in S1-S3 Overview and some examples Overview (S1-S3)

Science Process Skills# S1 S2 S3

1. Observing closely and carefully ＊

2. Classifying ＊＊

3. Measuring ＊

4. Handling/operating equipments and apparatus properly

＊＊＊

5. Communicating ＊＊＊

6. Inferring ＊

7. Predicting ＊

8. Proposing hypotheses ＊

9. Interpreting data ＊＊

10. Controlling variables ＊＊

#Curriculum Development Council. (1998). Syllabuses for Secondary Schools: Science (Secondary 1-3), p13-16.

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Example 1: Unit 1 - Introducing science

Focus Skills Suggested activities / experiments in

Unit 1 Introducing Science

Observation Observe a candle flame Melt a coloured ice cube in water

Drawing diagrams Draw the experimental set-up for heating a liquid

Selecting appropriate apparatus / instruments

Select appropriate apparatus /instruments for measuring large and small objects

Concept of fair test Investigate factors affecting the rate of dissolving (speed it up)

Writing procedures Write experimental procedures for the investigation on factors affecting the rate of dissolving (speed it up)

Skills Developed

in S1

Recording results Record the change in temperature of a beaker of water when it is being heated up

Example 2: Unit 7 - Living things and air

Focus Skills Suggested activities/ experiments in

Unit 7 Living Things and Air

Observation Tests for gases

Drawing diagrams Draw diagrams to show the steps of starch test

Selecting appropriate apparatus / instruments

Carbon dioxide is needed for photosynthesis

Concept of fair test Conditions for photosynthesis Writing procedures Compare breathed with unbreathed air

Revision of Skills

Developed in S1

Recording results Light is needed for photosynthesis Repeated measurements Burning of food (energy released)

Presentation of data Burning of food (energy released) Test the properties of gases

Prediction Compare breathed with unbreathed air Conclusion Conditions for photosynthesis

Skills Developed

in S2

Evaluation & Reflection Compare breathed with unbreathed air

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The complexity of variables involved in different investigations in S1 & S2

Unit Activity (examples) Complexity of variables involved

1. Introducing Science

Compare the hotness of different Bunsen flames

Concept of variables

2. Looking at Living Things

Observe the feeding of a snail and its habitat

Discrete, single variable

3. Cells and Human Reproduction

Compare plant and animal cells Discrete, single variable

4. Energy Investigate the factors affecting the performance of a windmill

5. The Wonderful Solvent - Water

Investigate the factors affecting the rate of dissolving

Investigate the factors affecting the rate of evaporation

Multiple variables Discrete variables

6. Living Things and Air

Investigate the necessary conditions for photosynthesis

Multiple variables

7. Making Use of Electricity

Investigate the factors affecting the resistance of a wire

Independent variable - continuous

Multiple variables Investigate the motion of an

object on different surfaces Independent variable - discrete Dependent variable - continuous

9. Space Travel

Investigate the factors affecting the fall of a parachute

Multiple variables

Investigate the change in pH value during neutralization

Non-linear relationship between dependent and independent variables

10. Common Acids and Alkalis

Compare the relative reactivity of different metals in acid

Defining the dependent variable

11. Sensing the Environment

Investigate the factors affecting the characteristics of the image formed by a pin-hole camera

Identifying the independent variable

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Measuring skills in unit 1 Aims: (1) To develop students’ skills in handling measuring instruments properly (2) To develop students’ problem-solving skills through measuring activities (3) To develop students’ critical thinking and creativity

Measuring Key points Remarks Measuring skills - starting from zero - proper position of

the eyes - reading the scale

Discuss why the different readings are unlikely to be identical, though they are similar

Objects of small dimension (e.g. thickness of a page)

Develop a mental habit in handling problems - Identify the problem - Point out the difficulties - Suggest ways to solve the problem - Choose the best methods selected - Evaluate the method chosen

An oversized object – a long tape

Allow students to use their own methods to measure the length of a long tape

Allow students to discuss which method(s) is/are the best with regard to the advantages and limitations of the methods used

An object with a curved surface

Discuss with students how to find the circumference and diameter of a round object

Provide students with the suggested tools for measuring (e.g. string, set squares)

Length

The depth of a container Encourage students to use more than one method to measure the depth of a container

Point out the advantages and disadvantages of each method

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Measuring skills - Position of the

thermometer - The mercury level

should be steady before taking the reading

- Proper position of the eyes

Discuss why the temperature readings of the same tank of water are different when they are taken by different students

- Temperatures taken at different positions - Mercury level of the thermometer is not yet

steady - Different thermometers being used - Different positions at eye level when reading

Tracking the changes in temperature of a beaker of water when it is being heated up

Take readings regularly (e.g. every 30 seconds) Present data systematically

- Use a table to record the readings - Use a graph to show the change in

temperature

Temperature

Measuring the temperature change of 15 germinating seeds in a thermo flask

Problem-solving skills

Measuring skills - Zero setting - Using different

types of balances

Choose an appropriate balance to measure the mass

Measuring the mass of a small object

Measure the mass of a very light object without using an electronic balance (Apply the problem-solving skills they have learnt in finding out the thickness of a page)

Mass

Measuring the mass of liquids and chemicals

Use a proper container to hold the liquid or the chemical

Weigh the container before adding in the liquid / chemical

Measuring skills - Zero setting

(stopwatch) - Reading the scale

Use the stopwatch correctly Time

Timing a unique event

The importance of taking repeated readings for a unique event (e.g. time taken for a small piece of plasticine sinking to the bottom of a measuring cylinder filled with water)

Volume Regular solid Take necessary measurements to calculate the volume of a regular solid

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Using a measuring cylinder to measure the volume of a liquid - Putting the

measuring cylinder on a bench

- Proper position of the eyes

- Reading the bottom of the meniscus

Pour some water into a measuring cylinder, ask students to observe the meniscus

Find the capacity of different containers - A test tube - A beaker / coca cola can

Allow students to present their methods, and discuss the strengths and limitations of each method

Irregular objects: - small object (e.g. a

pebble) - large object

Allow students to explore with different methods Displacement of water:

V1=volume of water, V2=volume of water + object, Volume of object=V2 – V1

Choose an appropriate instrument for the task: beaker, measuring cylinder, displacement can

Floating object Allow students to explore with the given equipment

Discuss the methods V1=volume of water, V2=volume of water + weight V3=volume of water + weight + floating object ∴Volume of floating object = V3 – V2

Problem-solving skills

Measure the volume of a dried mushroom (which will absorb water when placed in water)

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II. Learning and Teaching Strategies for Nurturing Creativity, Critical Thinking, Communication, and Problem-solving Skills (3C1P)

1. Activities on Observation

Observing a burning candle

Observing the melting down of a colored ice cube in water

2. Activities on Measurement

Measuring the distance between two points on an extra-long paper tape

Measuring the depth and diameter of a boiling tube

Making it float on water

3. Authentic Learning Activities

Characteristics of living things

Diversity of living things

Classification of living things

4. Learning Journal

Implementation

List of suggested assignments

Sample tasks and students’ performance

Observe the changes of an egg immersed in vinegar

Home-made acid-base indicator

Evaluate the previous two learning journals

Comment on & rewrite a laboratory report

Investigation of a rubber band

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1. Activities on Observation Observing a burning candle Level/Unit: S1/Unit 1 Introducing Science Learning and Teaching:

Arrange two small groups of students to sit around one bench. Each group is given a candle and a lighter. Students will observe the candle of their group and write down their observations on the

worksheet provided. Students are required to observe changes in the candle at three different stages: before the

candle is lit, when it is burning and after the flame is blown out. Students have to write down and draw out what they have observed.

Observation and Reflection:

Students tended to neglect some simple and easy points (such as the size and colour of the candle) during observation.

Some students might vary the condition to observe changes in the candle flame (e.g. blowing the flame gently).

Discussions amongst students had helped promote peer learning and enhance interactions that challenge students to be more vigilant in their observations.

Students learnt simple ways to present their observations. Students were eager to take on another observation task. This activity would help students to be more observant.

Teacher’s Guide: I. Preparation:

Prepare some candles of different sizes, shapes, scents and colours. Allow time for students to perform the experiment twice in the laboratory.

II. Materials: white tiles, candles, lighters / matches

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Snapshots of Students’ Learning Session:

Observing candles of different colours and writing down their observations

Observing and discussing with group members

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Students’ Work:

Students observed carefully. They wrote down and drew pictures of their observations in the Learning Journal. This group of students had also tried to blow the flame gently.

A clear report on observing a burning candle A detailed report on observing a burning candle

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Observing the melting down of a coloured ice cube in water Level/Unit: S1/Unit 1 Introducing Science Learning and Teaching:

Each group of students is provided with a coloured ice cube and a beaker of water.

Students are suggested to observe the changes in the ice cube and the water at three stages: before putting, putting and after putting the ice cube into the water.

Students are asked to put down or draw out what they have observed in the Learning Journal


Students often tended to neglect some simple and easy points during observation. Discussion amongst students helped promote peer learning and enhance interactions that

challenge students to be more vigilant in their observations. Students tried their best to write down as many details of their observations as they can. Students learnt simple ways to present their observations. Students were eager to take on another observation task. This activity would help students to be more observant.

Teacher’s Guide: I. Preparation: ice cubes of different colours II. Materials: white tiles, beakers, coloured ice cubes

III. Quiz:

The task can be conducted as a quiz for observation. Students perform the experiment in groups but observation is recorded individually. A minimum of five observations are required. Bonus mark will be given if more

observations are recorded or if diagrams are included.

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Melting the ice cube in water and observing Recording the observations with the aid of gradual change in the colour of the water diagrams

Observing carefully and recording their observations in the Learning Journal

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2. Activities on Measurement Measuring the distance between two points on an extra-long paper tape (~220cm) Level/Unit: S1/Unit 1 Introducing Science Learning and Teaching:

Each group is given a long paper tape with a red dot at each end.

Students are asked to measure the distance between the two red dots, and then record the method used as well as the results in the worksheet.

Each group has to put down the result in the table on the blackboard.

Conduct class discussion on why the readings gained by different groups are not the same.

Students record in the Learning Journal what they have learnt. Observation and Reflection:

The task was simple but challenging and was able to arouse students’ interest. Many groups measured the entire length of the paper tape instead of the distance between

the two red dots. None of the groups had correctly measured the distance between the two dots. Teachers could challenge students by asking questions while helping them solve

problems. The task required students to work carefully and collaboratively, think creatively, and

apply their problem-solving skills as well. Students were aware of the sources of errors in measurement and had learnt the

importance of repeated measurements.

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Prepare for each group a long paper tape (~220 cm) with a red dot at each end

II. Materials: paper tapes, metre rulers Snapshots of Students’ Learning Session:

Measuring the length of a long paper tape Comparing the results of different

groups

Working collaboratively to obtain the reading Repeating measuring by using another ruler

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Measuring the depth and the diameter of a boiling tube Level/Unit: S1/Unit 1 Introducing Science Learning and Teaching:

Each group is asked to measure the depth and the diameter of a boiling tube in their own way.

Students report their measuring methods in front of the class group by group.

Teacher leads students to discuss the advantages and limitations of each measuring method and select the best one.


This task was challenging but manageable and could help arouse students’ interest. Many students measured the height instead of the depth of the boiling tube. Some students measured the circumference instead of the diameter of the boiling tube. Students realized that they did not have adequate skills to perform accurate measurement. Students learnt to work carefully and think creatively. The follow-up discussion on the advantages and limitations of different measuring

methods helped broaden students’ repertoire of problem-solving skills.

Teacher’s Guide:

I. Preparation: place all necessary equipments in a box for each group.

II. Materials: boiling tubes (uniform size), rulers (long and short), thread, paper tape.

III. Summary of different methods employed by students in measuring the depth of the boiling tube:

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I. II. III.

IV. V. VI. VII.

thread test tube

Some students measured the height instead of the depth of the boiling tube.

Some students measured the circumference instead of the diameter of the boiling tube.

paper tape

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Student Worksheet:

Name:_______________________( ) Group:__________ Date:______________

Measurement - A Challenging Task !!

1. Measure the length and thickness of the Science textbook.

Length = ___________ Thickness = ___________ Thickness of a sheet of paper = ______________

2. The distance between Point A and Point B on the long paper tape = ______________

Draw diagrams to show how you measure the length. I use a to measure the length.

My calculation:

3. Draw diagrams to show how you measure the depth and the diameter of a boiling tube.

Parameters Measurements Depth (深度)

Diameter (直徑)

A B

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姓名：____________________( ) 組別：______ 日期：_____________

量度 - 一項具挑戰性的任務 !!

1. 量度科學科課本的長度和厚度。

長度 = ___________

厚度 = ___________

每張紙的厚度 = ______________

2. A 與 B 之間的距離 = ______________

繪圖表示如何量度 A 與 B 之間的距離。我用來量度距離。

計算方法：

3. 繪圖表示如何量度大試管的深度和直徑。

返回

參數數據深度

直徑

A B

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Making it float on water

Level/Unit: S1/Unit 6 Matter as Particles Learning and Teaching:

Students predict and observe what happens when a piece of plasticine is put onto the water surface.

Students measure and calculate the density of the plasticine.

Students are challenged to make the plasticine float on water.

Students explain the methods they use. Observation and Reflection:

The POE (Predict, Observe and Explain) approach was employed to engage students actively in the learning process to construct knowledge.

Students within the same group collaborated with each other in the activity, thus fostering peer learning.

Students’ problem-solving skills were enhanced in this task. Students showed appreciation of innovative ideas raised by their classmates. Questions and feedbacks were essential guide to problem-solving, in particular, the

open-end questions stimulated students’ thinking and led them to articulate their ideas.


Two pieces of plasticine of different colours but of the same mass II. Materials: plasticine of different colours, basin, electronic balance, measuring cylinder,

trough (for demonstration)

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The plasticine sank in water. Students measured the weight of the plasticine.

Student moulded a piece of plasticine into boat shape which then floated on water.

.

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Heavy syrup, coloured water and oil were added one by one into a measuring cylinder to create a density column

Different objects were put into the column and settled at different points of the density column.

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3. Authentic Learning Activities Characteristics of living things Level/Unit: S1/Unit 2 Looking at Living Things Learning and Teaching:

Students recall the salient points in making careful observations. Students observe and make a comparison of specimens A and B (a living thing and a

non-living thing) carefully and write down some observations. Students discuss with group members to find out the characteristics of living things based

on their observations. Observation and Reflection:

Students were able to observe closely and carefully. Observing live specimens was a novel experience for students whom had become so

excited. The specimens of living and non-living things should be similar in most aspects. Students

only need to focus on their differences. Students had to identify common features of living things and formulate their own ideas

about living things. Teacher’s Guide:

I. Materials: magnifying glass, ruler, torch, cages / observation box, cotton pads II. Students should be reminded to handle the live specimens with care and wash their hands

after observation. III. Suggested list of specimens for observation:

Specimen A (living organisms) Specimen B (non-living thing) Mimosa (含羞草) Plastic plant

Rose periwinkle (長[常]春花) Dried plant Glassy fish (玻璃魚) Movable toy fish

Red sword fish(紅劍魚) Plastic fish Grasshopper (蚱蜢) Plastic spider

Red bloodworm (紅蟲) Specimen insect Brazilian tortoise (巴西龜) Plastic tortoise

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Observing the live grasshopper and the plastic spider Observing red bloodworms

Comparing mimosa with a plastic plant Observing a red sword fish

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Student Worksheet:

Name:_______________________( ) Group:__________ Date:______________

Characteristics of Living Things - Observe and Compare

You are given specimens A and B, they are ___________________ and ___________________. Observe them carefully, and compare their differences. 1. Write down your observations of specimen A.

Specimen A Observation

External features

Which of the following can be found in specimen A?Specify the number in each case : eye __, ear __, mouth __, nose __, hand __, leg __,wing __, fin __, tail __, hair __, fur __, scale __, leaf __, stem __, root __, flower __, fruit __,seed __.

Size and colour: Height / Length ___________, Width __________.

Colour __________________

Eating habits Does it need food? __________________________________________.

What food does it eat? _______________________________________.

Movement How does it move? _________________________________________.

With which body part(s) does it move? ________________________.

Reaction to stimulus (刺激)

Does it react to stimulus? ____________________________________.

It can react to ______________________________________________.

Habitat (生境)

What is its habitat? (Where does it live?)_________________________.

(e.g. pond, sea, grassland, forest, river, desert, etc.)

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2. Write down your observations of specimen B.

Specimen B Observation

External features

Which of the following can be found in specimen B?Specify the number in each case : eye __, ear __, mouth __, nose __, hand __, leg __, wing __, fin __, tail __, hair __, fur __, scale __, leaf __, stem __, root __, flower __, fruit __,seed __.

Size and colour: Height / Length ___________, Width __________.

Colour: __________________

Eating habits Does it need food? __________________________________________.

What food does it eat? _______________________________________.

Movement How does it move? _________________________________________.

With which body part(s) does it move? ________________________.

Reaction to stimulus (刺激)

Does it react to stimulus? ____________________________________.

It can react to ______________________________________________.

Habitat (生境)

What is its habitat? (Where does it live?)_________________________.

(e.g. pond, sea, grassland, forest, river, desert, etc.)

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3. Compare specimens A with B and list out things that specimens A and B need or can do.

Specimen A Specimen B

Need

Can do

Specimen A is a ________________ thing while specimen B is a _________________ thing. Specimens A of other groups include ______________________________________________ ____________________________________________________________________________. We found that living things have the following common characteristics:

They ______________________________________________________________.

They ______________________________________________________________.

They______________________________________________________________.

They ______________________________________________________________.

They ______________________________________________________________.

They ______________________________________________________________.

They ______________________________________________________________.

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姓名：____________________( ) 組別：______ 日期：_____________ ________________________________________________________________________________

生物的特徵 - 觀察與比較

現有 A 和 B 兩個樣本, 牠/它們分別是 ___________________ 和 ___________________。小心觀察牠/它們，然後比較兩者的異同。 1. 把你對樣本 A 的觀察所得記錄下來。

樣本 A 觀察

外部特徵

樣本 A 具備以下哪項？其數量是多少？:

眼 __，耳 __，口 __，鼻 __，手 __，足 __，

翅膀 __，鰭 __，尾 __，毛髮 __，毛皮 __，

鱗片 __，葉 __，莖 __，根 __，花朶 __，

果實 __，種子 __。

大小和顏色 : 長度/高度 ___________，闊度 __________。

: 顏色 _________________________________。

進食習慣牠/它需要進食嗎？_________________________________________。

牠/它吃的是什麼食物？ ____________________________________。

活動

牠/它怎樣活動？___________________________________________。

牠/它以身體哪些部份進行活動？

_______________________________。

對刺激的

反應

牠/它對刺激有反應嗎？

_______________________________________。

牠/它對_____________________________________________有反應。

生境

牠/它的生境位於 (牠居住在哪處？)

__________________________ 。

(例如：池塘、海洋、草地、森林、河流、沙漠等。)

40

2. 把你對樣本 B 的觀察所得記錄下來。

樣本 B 觀察

外部特徵

樣本 B具備以下哪項？其數量是多少？:

眼 __，耳 __，口 __，鼻 __，手 __，足 __，

翅膀 __，鰭 __，尾 __，毛髮 __，毛皮 __，

鱗片 __，葉 __，莖 __，根 __，花朶 __，

果實 __，種子 __。

大小和顏色 : 長度/高度 ___________，闊度 __________。

: 顏色 _________________________________。

進食習慣

牠/它需要進食嗎？

___________________________________________。

牠/它吃的是什麼食物？ ____________________________________。

活動

牠/它怎樣活動？

_____________________________________________。

牠/它以身體哪些部份進行活動？

_______________________________。

對刺激的

反應

牠/它對刺激有反應嗎？

_______________________________________。

牠/它對____________________________________________有反應。

生境

牠/它的生境位於 (牠居住在哪處？)

__________________________ 。

(例如：池塘、海洋、草地、森林、河流、沙漠等。)

41

3. 比較樣本 A 和樣本 B，列出 A 在需要和能力上跟 B 有何不同。

樣本 A 樣本 B

需要

能力

樣本 A 屬於 _______________________；而樣本 B 則屬於 _________________________。其他組別的樣本 A 包括 _______________________________________________________ ____________________________________________________________________________。

從以上觀察所得，我們發現生物具備以下特徵：

牠/它們 ___________________________________________________________。

牠/它們 ___________________________________________________________。

牠/它們 ___________________________________________________________。

牠/它們 ___________________________________________________________。

牠/它們 ___________________________________________________________。

牠/它們 ___________________________________________________________。

牠/它們 ___________________________________________________________。

牠/它們 ___________________________________________________________。返回

42

Diversity of living things Level/Unit: S1/Unit 2 Looking at Living Things Learning and Teaching:

Each group brings one camera for the activity. This activity builds on top of students’ prior knowledge of the structure of plants. Students are briefed about the procedures of the activity.

Each group will conduct a study on a piece of sample grassland about 0.25 m2 in area by using a quadrat.

Students have to label different types of plants identified within the quadrat with different symbols.

Students choose three different types of plants for comparing their differences. Students take photos of the plants found within the quadrat sample and construct a

simple key for identifying each of them. Students are asked to complete Parts 1 to 8 of the worksheet and leave Part 9 for the next

lesson. Students have to complete the Field Study Report and submit the report within one week.


Requiring students to apply their acquired skills and knowledge, this activity provided an opportunity for students to practice their observation skills in a field study context.

The field study was indeed a wonderful and authentic learning experience for students. Students showed interest and enjoyment in studying living things and developed a sense of wonder and curiosity about the living world.

Students engaged in making close and careful observations in the field study and behaved like biologists.

Conducting the field study on the school lawn helped save the time for and the trouble of travelling. Also, it had enhanced students’ sense of belonging.

Teacher’s Guide: I. Materials: hand lens, ruler, quadrat (0.5 m x 0.5 m), writing board, camera, blank labels II. Remind students to respect living things and do not harm them.

III. Remind students to wash their hands thoroughly after the activity.

43


Arranging students into groups Using a piece of 2-m-long string to mark

out an area of 0.5 m x 0.5 m

Sticking labels on the plants within the quadrat Counting the number of plant species

Recording data in the worksheet

44

Student Worksheet:

Group: _________ Date of Study: ________________ ________________________________________________________________________________

Diversity of Living Things - The Diversity of Plants on the School Lawn

Field Study Report

Group Members: _____________________________ ( )

_____________________________ ( )

_____________________________ ( )

_____________________________ ( )

_____________________________ ( )

_____________________________ ( )

45

Procedures: 1. Place a quadrat of 0.5 m x 0.5 m on the lawn to mark out the area for field study. 2. Observe the plants within the quadrat carefully. Record your observations.

quadrat

0.5m

0.5m

3. (a) Attach labels (A, B, C, etc) onto different types of plants within the quadrat and mark their

respective locations in the following grid.

(b) How many types of plants did you find? __________________________________________________________________________ (c) Count and record the number of each type of plants.

(d) Among the plants found within the quadrat, which is the most abundant? ___________________________________________________________________________ 4. Take photos of the whole quadrat as well as the different types of plant species found within the

quadrat. (Indicate your group number and labels of plants as well on the photos.)

A = B = C =

46

5. Choose three different plant species found within the quadrat and observe them carefully. Work in pairs on the plants and fill in a record sheet for each plant.

Plant: _____ (a) Photo / Drawing of the plant

(b) Observations

Whole plant Height: ___________ Parts of the plant (use a “ ” to indicate the part(s) that can be found):

leaf ( ) stem ( ) root ( ) flower ( ) fruit ( )

Leaf Number of leaves _________ Size of a large leaf : length : ______ ; width : _______. Size of a medium-sized leaf : length : ______ ; width : _______.

Edges of leaves: _____________________ (toothed / smooth) Veins of leaves: _____________________ (parallel / netted) Surface of the leaves: __________________ (smooth / hairy / waxy) Compare the leaf with a sheet of paper.

(e.g. softer / harder ; thinner / thicker ; easier / more difficult to fold) The leaf is ______________________________________ than a sheet of paper. ________________________________________________________________ ________________________________________________________________

Flower Colour : __________ Number of flowers: ___________

Number of petals: ________

47

6. Observe and compare the leaves of the three different plant species found within the quadrat. Show the drawings / photos of their leaves How do they differ from one other? _____________________________________________________________ _____________________________________________________________

7. Observe and compare two leaves from different plants of the same type found within the

quadrat. Show the drawings/ photos of the leaves

How do they differ from each other? _____________________________________________________________ _____________________________________________________________

Variations _______________ be found among different types of plant.

Variations _____________ be found among leaves from plants of the same type.

48

My Reflection :

From our field study, I _____________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________



difficulties, solutions, discoveries, appreciation, learning, feelings, enjoyment, experience of working with group members, …

49

組別：____ 研究日期：______________ ________________________________________________________________________________

生物多樣性 - 校園草地的植物種類

研究報告

組員： _______________________________ ( )

_______________________________ ( )

_______________________________ ( )

_______________________________ ( )

_______________________________ ( )

_______________________________ ( )

50

過程： 1. 把一個 0.5 m x 0.5 m 的樣方放在草地上。 2. 細心觀察樣方內的植物，然後把你的觀察結果記錄下來。

樣方

0.5m

0.5m

3. (a) 以標貼(A, B, C, …)標示樣方內不同的植物，並記錄每種植物的數量。 (b) 有多少種不同的植物？

____________________________________________________________________________

(c) 記錄每種植物的數量。

(d) 樣方內哪種植物的數量最多？

_____________________________________________________________________________

4. 拍下整個樣方和不同植物的特寫照片（在照片中顯示你的組別和植物的標籤）。

A = B = C =

51

5. 選取樣方內三種不同植物並仔細進行觀察。由兩位同學合作觀察一種植物並填寫記錄。

植物：________

(a) 該植物的相片/繪圖

(b) 觀察所得

整株植物

高度：___________

該植物具有（請在適當位置填上“ ＂號）：

葉( ) 莖( ) 根( ) 花( ) 果 ( )

葉

葉片數量：____________

最大葉片的大小：長度（）；闊度（）

中等葉片的大小：長度（）；闊度（）

葉邊：_____________________ (有鋸齒/圓滑)

葉脈：_____________________ (平行/網狀)

葉面：_____________________ (平滑/有毛/帶蠟質)

把葉片和紙張比較。（例如：較軟/較硬；較薄/較厚；較易/較難摺曲）

葉片較紙張：_________________________________________________________

________________________________________________________

花

顏色：_____________________ 花朶數量：_________________

花瓣數目：__________________

52

6. 仔細觀察和比較樣方內三種不同植物的葉片。展示葉片的繪圖/照片。

它們有什麼不同？

_____________________________________________________________________________

_____________________________________________________________________________

7. 仔細觀察和比較樣方內兩株相同種屬的植物葉片。展示葉片的繪圖/照片。

它們有什麼不同？

_____________________________________________________________________________

_____________________________________________________________________________

不同的植物 ____________________差異。

相同種屬的植物葉片____________________差異。

53

我的感想:

透過這次考察，我 ________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

透過這次考察，我 ________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

透過這次考察，我 ________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

返回

困難、解決方法、發現、欣賞、學習、感受、

經驗分享……

54

Classification of living things Level/Unit: S1/Unit 2 Looking at Living Things Learning and Teaching:

Students have to learn the structure of the leaf of a plant before taking part in the activity. The task requires students to identify eight plant species in the campus with the aid of a

simple key. Students have to complete the worksheet and check their answers on site.


The activity served as an authentic learning experience for students in identifying the plants found within the campus with the aid of a simple key.

Students were interested in the activity and enjoyed learning science in a real situation. Students made careful observations during identification of plants and became more

confident in using simple keys for identification purposes. The key would need to be modified from time to time due to the change in the species of

plants found on campus. Teacher’s Guide: I. Preparation:

Select some plants in the campus and take close-up shots of their leaves. Construct a simple key for the plants selected. Use letters (A- H) to represent the plants. Stick numbered labels (1 to 8) onto the chosen plants in the campus. Prepare answers for the worksheet.

II. Materials: hand lens, writing board, worksheet.

55


Identifying plants by using a simple key

Observing and recording the characteristics of leaves

of different plant species

56

Student Worksheet: Name: _________________________( ) Group: ________ Date: ___________________

Classification of Plants

Identify the plants with the key below.

1 2 3 4 5 6 7 8

Plants

Leaf

Green in colour More than one colour

Flat & broad Narrow, needle-shaped (G)

With red colour(A)

Without red colour

Tooth-edged (H)

Smooth-edged

Length more than 2 times of width (C)

Length less than 2 times of width (F)

Round shape (B)

Triangular shape (E)

Parallel-veined (D)

Net-veined

57

Photos of plants:

A B C D

E F G H

58

姓名：_________________________( ) 組別：______ 日期：_________________

生物分類–植物的檢索表

利用下列的檢索表辨別校園裹的植物。

1 2 3 4 5 6 7 8 植物

葉片

綠色多色

平而寬闊針形 (G) 帶紅色

(A)不帶紅色

葉邊有鋸齒

(H) 葉邊圓滑

長度多於闊度兩倍

(C) 長度小於闊度兩倍

(F)

葉形較圓

(B) 葉形較像三角形

(E)

平行葉脈 (D)

網狀葉脈

59

植物照片 :

A B C D

E F G H

返回

60

4. Learning Journal

Implementation Learning and Teaching:

Students are asked to keep a learning journal at the beginning of the school year. The learning journal may include records of experiments and assignments, various

learning experiences, and reflections. It is believed that a learning journal can help encourage students’ engagement and

reflection. As the learning journal is less structured than a traditional worksheet, it allows room for capable students to perform tasks which are challenging enough to maintain their motivation for learning.

Students are encouraged to include the following items in the learning journal throughout the whole school year:

student notes taken during the lessons topics that interest or impress students what they have learnt during the lessons summary of the contents of learning self-study materials on related topics.

The aims of the learning journal are to help students develop the habit of keeping good records of laboratory work and personal notes gain personal experience of science through self-study extend the learning of science beyond the classroom setting learn at their own pace and in own styles.


Students had developed a sense of ownership of their learning through journal writing. They felt in control and became fully committed to their own learning.

The teacher encouraged students to read their classmates’ Journals and to appreciate the efforts and creativity of their peers. This would help cultivate the culture of sharing among students.

Students established a habit of evaluating and reflecting on their own learning. They became self-directed learners.

The hands-on practical activities aroused their curiosity and interest in learning science. Students had built up confidence both in doing experiments and writing laboratory reports.

This in turn motivated them to investigate more about science.

61

Students had tried their best to improve the quality of their work. Meanwhile, students’ ability in making scientific inquiries showed progress at the end of the school year.

Continual feedback was crucial in this learning strategy which enabled students to make improvements and advance forward.

The building of an open and supportive learning environment helped encourage teacher-student and student-student interactions.

Learning journal provided a platform for students to express or communicate their ideas and findings concerning the science subject in a less structured and organized manner.

Students’ positive attitude and achievement somehow reinforced the teacher’s belief who would be motivated to move ahead.

The teacher could adjust the teaching plan and the pedagogical approach based on the feedback from students, and hence became a reflective practitioner.

Teacher’s Guide:

I. Ask students to stick the agreed list of learning outcomes onto the first page of the learning journal at the beginning of the school year. This will serve as a checklist for students to check for their own progress/achievements throughout the year.

II. Emphasize that students are the owners of their own learning journals and they have total

control in managing and using the Journal. They can write down whatever they like in the Journal.

III. Encourage students to write down their own experience in science learning. In keeping a

Journal of their own, students can learn in their own styles and choose strategies they consider appropriate for handling the learning task at hand.

IV. Highlight good work in students’ journals with stickers and share that piece of work with

the whole class. Teacher’s recognition will encourage students to do better where the good work will stand as an exemplar for other students.

V. May consider assigning tasks involving hands-on practical activities which are safe for

students to conduct at home and gradually increase the demands of the tasks to provide challenges for the students in stretching their potential.

Return

62

List of suggested assignments to be recorded in the learning journal

For S 1: Unit Scientific skills Assignments Key points

1 Observation and recording results

Observe a burning candle. Observe the melting down

of a coloured ice cube in water.

Observe a raisin in 7-Up.

Employ all senses to observe

Break down the whole observation activity into several stages

Use diagrams to present the results

1 Drawing diagrams

Suggest methods of comparison to find out which beaker contains more pebbles.

How can we heat up different amounts of water by using a Bunsen burner?

Use two-dimensional diagrams

There will be more than one method.

1 Writing procedures

Dissolve 3 sugar cubes in 60ml of water. State the difference as observed at the beginning and the end of the experiment.

Need careful observation Write down the procedures

step by step Use measuring instruments

to find out the difference Perform the experiment in

the laboratory if possible

2 Self-learning

Study the contents of relevant web-sites / CD ROMs / books about endangered species

Broaden the sources of information

Promote reading to learn Write down reflections after

the study

5 Fair Test

experiment

Find out the factors affecting the rate of evaporation.

Which set-up will produce the fastest evaporation?

Understand of different types of variables in the investigation

Control variables

63

For S 2:

Return

Unit Scientific skills Assignments Key points

9 Comment on &

Re-write a laboratory report

Study and comment on some given laboratory reports and then re-write a laboratory report.

Focus on items / skills used in the investigation

Practice report-writing

9 Plan and conduct an investigation

Investigate the effect of stretching the rubber band to its limits by force.

Carry out the investigation at home and write a laboratory report.

Design an experiment, select appropriate materials and tools, tabulate the data collected, present the data, draw conclusions, evaluate the whole process and reflect on the experiment.

10 Observation

Observe the changes of an egg immersed in vinegar.

Divide the whole observation into stages.

Use diagrams to record the observations.

10 Writing procedures

Use vegetables / fruits to prepare a home-made acid-base indicator.

Write a simple report of the investigation.

Write procedures of the experiment in correct order.

11 Investigate the structure of a

pin-hole camera

Carry out the investigation individually (at home) and then write a laboratory report.

Design an experiment, select appropriate materials and tools, tabulate the data collected, present the data, draw conclusion, evaluate the whole process and reflect on the experiment.

64

Sample tasks and students’ performance Observe the changes of an egg immersed in vinegar.

Teacher’s Guide:

Do the experiment at home. Observe carefully and write a report. Hand in the report after three days. It is an interesting experiment for developing observation skills and is related to the

contents in Unit 10. Students can apply the “3C1P” skills in their learning.

65

Students’ Work: Student A: The student adopted a simple

report format.

The student broke down the observation process into stages.

The student used diagrams & flow charts in his descriptions.

66

Student B:

The student adopted the journal format to present her findings.

67

The student gave quantitative (with numerical data) descriptions to illustrate her observations.

The student demonstrated good observation skills.

68

The student included photos in presenting the result.

Repeated trials had been made by the student in the investigation.

Further investigation was performed: He tasted the egg.

69

Student C:

The student demonstrated self-directed learning: She designed and performed additional experiments by applying cream soda, lemon juice and vinegar.

The student made use of both photos and text in recording observations.

70

Students’ Reflection: Student D decided to be a scientist in the future.

Student E said that she would never give up and had learnt from mistakes.

Student F was amazed at the experiment. She became more enthusiastic and would do more information search before performing an experiment in the future.

Return

71

Home-made acid-base indicators Teacher’s Guide:

Demonstrate how to get some plant extracts. Test if it is a natural indicator by respectively using an acidic solution and an alkaline solution.

Remind students of the safety precautions to be taken when they do the experiment at home.

Propose some common acidic and alkaline solutions to the students. Remind students to observe carefully and write a report of the experiment and submit it in

three days’ time. Students’ Work Student A :

The student adopted simple but systematic format to report his experiment.

The observation was detailed and well-recorded with diagrams and textual description.

72

Student B:

Student C:

The student used flowcharts to show the procedures and results.

The student tested on twelve potential indicators according to her experimental design.

73

Student D:

Student E:

The student used a table to present the results.

The student presented the conclusion in the report.

74

Students’ Reflection: Student F learned from failure. He reflected that he should check from science literature about the acidity & alkalinity of solutions before using them for calibration. He also realized that he needed to develop “forbearance”.

With the opportunity to develop and try out his own ideas, student G’s interest in learning was enhanced. He also showed improvements in his report-writing skills.

75

Student H improvised equipment from household tools to do the experiment.

Student I learned from peers.

Return

76

Evaluate the previous two learning journals Teacher’s Guide:

Teacher gives feedback to students on the experimental design (selection of materials, methods and precautions) of the two previous experiments. Teacher also gives comments on the formats and ways of presentation (written, diagrams and photos, graphs) in report-writing.

Teacher then asks students to evaluate their own experiments and journals and write down some reflections on their strengths and weaknesses. Students can suggest ways of improvement for further studies.

Teacher can show some good examples of students’ work to honour their effort and creativity. Teacher can also share his/her feeling of excitement in reading their journals.

Students’ Work: The following student was able to list the items useful for report-writing after making two entries in the learning journal.

Return

77

Comment on & rewrite a laboratory report . Teacher’s Guide:

Students are given a laboratory report written by a student in another country (adapted from AKSIS INSET Making an impact in scientific inquiry by Anne Goldsworthy (2002)). They are asked to read the laboratory report, discuss in groups and comment on the report using a given checklist.

Draw students’ attention to the good practices in the laboratory report (e.g. inclusion of a prediction, repeated measurements, graphs, evaluation)

Ask students to point out possible improvements of the report. Ask students to rewrite the laboratory report (including an overall evaluation at the end of

it) and hand in their reports in three days’ time. Students’ Work: Student A:

The student introduced procedures which are illustrated with diagrams.

The student was able to rewrite the lab report in a full report format (with the materials list included).

78

The student made some suggestions for improvement.

The student suggested how the raw data could be presented in a more scientific way.

79

Student B:

In the experimental design, four different variables were investigated.

The student tabulated the results and carried out repeated measurements.

80

Student C:

Students’ Reflection: Student D reflected on her learning and showed interest in conducting further investigation.

The student constructed a table of variables to present the different types of variables.

81

Student Worksheet:

Return

Comment on & rewrite a laboratory report

1. The student had conducted a scientific investigation. Read her laboratory report carefully and comment on her investigation and report writing

2 Rewrite her laboratory report in your Learning Journal.

Reference for writing a laboratory report: http://cd1.edb.hkedcity.net/cd/science/physics/Report%20writing_e.pdf

評論及重寫科學探究報告

1. 一位學生進行了一項有關科學的探究。小心閱讀她的報告，然後給予評語。 2. 在你個人的學習日誌中重寫這篇科學探究報告。

撰寫科學探究報告時可參考以下網址的內容:

http://cd1.edb.hkedcity.net/cd/science/physics/Report%20writing_c.pdf

82

Investigation of a rubber band Teacher’s Guide:

Rubber bands are elastic where their shapes and length will change when force is applied to them.

Students are asked to investigate the relationship between the force applied and the extension of the rubber band.

Students are asked to do the experiment at home. Students are asked to design the experiment, tabulate the data collected, record the results

and write a report on the investigation. Students are asked to hand in the report in three days’ time.

Students’ Work \ Student A:

Student B:

The student varied the weight by adding more socks.

The student varied the weight by adding different amounts of water.

83

Student C:

Student D:

The student carried out repeated measurements.

The student increased the weight by varying the number of batteries.

84

Student E:

Student F:

The student used a bar chart to present the results.

The student carried out repeated measurements and tried to present the results with graphs despite his incorrect application of axes.

85

Student G: The student was able to write a detailed full report on the experiment.

86

Student H: The student did lots of information search on the Internet before he actually carried out the experiment.

87

Students’ Reflection: Student I:

Student J:

Return

The student was able to critically reflect on the experimental procedures adopted.

The student spelt out the importance of repeated measurements and posed questions for further investigation.

88

III. Scientific Investigation

1. Scientific Investigation in S1

Stages of learning and teaching

Learning activity on scientific investigation

Milk-tea with a twist

Learning activities on the concept of fair test

Which one dissolves faster?

“Light up my life!” - Candle flame temperature test

“King Kow tissue paper” - Tissue paper absorbency test

2. Scientific Investigation in S2

Stages of learning and teaching

Learning activities on scientific investigation

Conditions for photosynthesis

Energy content - Peter’s wish

Burning time of candles

Learning activity on laboratory skills

Repeated measurements and range of data

89

1. Scientific Investigation in S1 Stages of learning and teaching Stage

Learning Objectives Skills Topic / Emphasis Content Suggested Experiments

I

Introduction to scientific methods

Handling apparatus

What do scientists do?

Scientists’ stories Scientific methods

Steps to solve a problem - make observations - formulate a hypothesis - perform experiments - collect and analyse results - draw conclusion

Introduce the Scientific Methods

“Milk Tea with a twist”

II

Effect of variables on reaction rates

Concept of fair test

Does stirring help speed up the dissolving of sugar in water?

III Practice on

the control of variables

Logical thinking Critical thinking

Fair test - Speeding up dissolving process

Handling variables :to change, to measure and to keep constant

Laboratory report

Meaning of a fair test Control experiment State the variables that are changed,

measured, and kept constant Write a report :

- items to be included in a report - procedures of an experiment

(in point-form with diagrams)

Does an increase in temperature help speed up the dissolving of sugar in water?

90

Stage Learning Objectives Skills Topic / Emphasis Content Suggested Experiments

IV

Practice on fair test

Rewriting experimental procedures

Does a larger candle give more heat than a smaller one?

V Effect of

variables on reaction rate

Critical thinking Handling of apparatus

Presentation skills

Fair test - Is it a fair test?

Designing an experiment and write a laboratory report

Determine whether the given report recorded a fair test or not

Redesign the experiment State the aim of the investigation Identify different variables Design an experiment Try out the investigation Write a laboratory report

Does salt dissolve in water faster than sugar?

VI

Concept of fair test

Creativity Collaboration Problem-solving

More practices on fair test

Apply the fair test concept in different investigations

Write a simple laboratory report

Which brand of tissue paper is more absorbent?

Compare the volume of expansion of matters in different states

Which filtration column filters best?

Will moving air help speed up evaporation?

Return

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Learning activity on scientific investigation Student Worksheet: Name: ____________________( ) Group: ______ Date: _________________

ans Milk tea with a twist

Carmen’s favourite drink, “Carmen’s milk tea”, is made by mixing milk, tea, sugar, and lemon juice together. Adding milk and sugar into tea is a common practice and usually there is no precipitate at the bottom of the container. However, whenever Carmen prepares her “Carmen’s milk tea”, she always finds some precipitates (沉澱物) at the bottom that make Carmen’s tea look strange. What is the problem?

1. What happens when you mix the same solutions together as Carmen does? Record your

observations (觀察). _____________________________________________________________________________

2. Guess what causes the tea to form precipitates. _____________________________________________________________________________ [This tentative explanation (暫擬的解釋) of your observation forms your hypothesis (假說).] My hypothesis is:

Precipitate is formed when __________________ is mixed with __________________.

3. Conduct tests to find out the cause(s) of the formation of the precipitates - Carry out an

experiment (進行實驗). Mix milk with tea, sugar solution and lemon juice separately and see if there is any precipitate. Fill in the following table with a “ ” or a “ ”.

Tea Sugar solution Lemon juice

Milk

Result: There is precipitate formed when ________________ is mixed with

________________.

If the result agrees with your hypothesis, you may draw the conclusion. But if the result disagrees with your hypothesis, you may need to revise the hypothesis (重提假說).

Precipitate is formed when __________________ is mixed with __________________.

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4. Draw your conclusion (結論) : The precipitate in “Carmen’s milk tea” is formed when ____________________ is mixed with

____________________.

5. Further Investigations: Will there be any precipitate if we add other solutions into the milk tea?

(a) Add milk to different juices. Fill in the table ( or ).

__________ juice __________ juice __________ juice

Milk precipitates ( ) precipitates ( ) precipitates ( )

(b) List out all the juice(s) that form(s) precipitates when added with milk.

________________________________________________________________________ (c) What is / are the common feature(s) of the juice(s) that form(s) precipitates with milk

added?

________________________________________________________________________ (d) From the above observations (觀察) propose another hypothesis (假說) for the cause of

the formation of precipitates in milk tea. My hypothesis is:

Precipitate is formed when ___________________ is mixed with ________________.

(e) Carry out an experiment (進行實驗) to check whether your hypothesis is correct or not.

Mix milk with different solutions separately and see if there is any precipitate.

Add milk to different acids. Construct a results table and fill in the results to show if any precipitate is formed or not.

Result: ______________________________________________________________

______________________________________________________________

.

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(f) If the result agrees with your hypothesis, you may draw the conclusion. But if the result disagrees with your hypothesis, you may need to revise the hypothesis (重提假說).

(g) Draw your conclusion (結論) :

_______________________________________________________________________

_______________________________________________________________________.

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姓名：____________________( ) 組別：______ 日期：____________

ans 茶杯裹的風波

嘉文的口味與別不同，她愛在奶茶中加入檸檬汁。常見的奶茶不會出現沉澱物，但當嘉文沖

調她的特別奶茶時，卻時常會發現沉澱物。

為何會這樣？

1. 當你以嘉文的方式沖調奶茶時，會出現什麼情況？把你的觀察記錄下來。

_____________________________________________________________________________

2. 試推測是什麼原因導致奶茶出現沉澱物。

_____________________________________________________________________________

[這個暫擬的解釋可作為你的假說]

我的假說是：

當__________________與__________________混合時會產生沉澱物。

3. 以各種測試找出產生沉澱物的原因—進行實驗。分別將茶、糖溶液和檸檬汁與奶混合，看看會否產生沉澱物。把結果記錄在下表內（或

）。

茶糖溶液檸檬汁

奶

結果：當__________________與__________________混合時會產生沉澱物。

如果實驗結果與假設吻合，你便可作出結論。否則，便須重提假說。

當__________________與__________________混合時會產生沉澱物。

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4. 作出結論：

「嘉文奶茶」中的沉澱物是由 ____________________ 和 ____________________混合時

所產生的。

5. 進階研究：如果把其它溶液加入奶茶中，會否產生沉澱物?

(a) 分別將不同的果汁加入奶中，並將結果記錄在下表內（或）。

__________ 汁 __________ 汁 __________ 汁

奶沉澱物 ( ) 沉澱物 ( ) 沉澱物 ( )

(b) 把所有在與奶混合時會產生沉澱物的果汁列出來。

________________________________________________________________________

(c) 那些在與奶混合時會產生沉澱物的果汁有什麼共同特性？

________________________________________________________________________

(d) 透過上述的觀察，提出另一項導致奶茶產生沉澱物的假說。

我的假說是：

當__________________與__________________混合時會產生沉澱物。

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(e) 進行實驗以印證你的假設是否正確。

分別把其它溶液和奶混合，看看會否產生沉澱物。

分別把不同的酸性溶液和奶混合。試製作表格以記錄實驗結果。

實驗結果： ______________________________________________________________

______________________________________________________________

(f) 如果實驗結果與假設吻合，你便可作出結論。否則，便須重提假說。

(g) 作出結論：

________________________________________________________________________

________________________________________________________________________

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What causes the formation of precipitates?

Adding milk into different solutions

Observing changes in the mixtures Return

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Learning activity on the concept of “fair test” Which one dissolves faster? Student Worksheet: Name: ____________________( ) Group: ______ Date: _________________

Which one dissolves faster?

We have got some sugar cubes. List out factors that can help speed up (加速) the dissolving (溶解) of these sugar cubes in water. A. ______________________________ B. ______________________________ C. ______________________________ Choose ONE from the three factors listed above. Design an experiment to test it.

1. What is the problem?

How does ________________________ affect the time taken for sugar to dissolve in water?

2. Aim (實驗目標): To show that ____________________________________ can help speed

up the dissolving of sugar in water.

3. Materials (材料): ________________ sugar cubes; ______________ ml of water ; water

temperature at _________________ oC;

apparatus/instruments include __________________________________

____________________________________________________________.

4. Procedures (實驗過程): Draw the experimental set-up below.

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Note: This experiment is for finding out the difference in the time used for dissolving sugar

under two different conditions. In one case, ___________________________________;

in the other case, _____________________________________________. All other

conditions remain constant for the two cases.

Step 1: ___________________________________________________________________

Step 2: ___________________________________________________________________ Step 3: ___________________________________________________________________ Step 4: ___________________________________________________________________ Step 5: ___________________________________________________________________ 5. Observations and results (觀察所得及結果):

Time for sugar cube to dissolve completely (second) Factor under study Trial 1 Trial 2 Average

Other observations: ___________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________.

6. Conclusion (結論): ___________________________________________________________

___________________________________________________________________________.

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Quiz Name: ____________________( ) Group: ______ Date: _________________

ans Sugar vs. Salt

1. Which one dissolves in water faster, sugar or salt?

Design an experiment to find out the result.

2. Aim (實驗目標): __________________________________

science education section education bureau · 1. expected learning outcomes in s1-s3 2. examples of...

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