Preface

Science Experiment Book is a book produced as a guideline for Science teachers in all SJK
(Tamil) schools in Malaysia in conducting Science experiments in schools. The book has been
produced in two languages, Tamil and English, to simplify and to assist teachers to conduct 10 experi-
ments listed in the DSKP for each standard from Standard 1 to Standard 6. We hope this book will
provide further understandings to both students and teachers on how to carry out an experiment in
school more effectively. This book also provides a guide on writing a science experiment report to
both students and teachers. HOTS questions have been included in this book to expose students on this
type of question and to guide them on how to answer the questions more effectively.
We hope this book will serve as a guide students and teachers in achieving a better outcome in
their PBD assessment and enhance their interest and understanding in Science.

Published by

Association of Science, Technology & Innovation Malaysian Tamil School Headmasters Association
 Contents

Activity Title Page

1 Scientific skills

2 Human

3 Animals

4 Plants

5 Light and dark

6 Electric circuit

7 Mixture

8 Mixture

9 Earth

10 Technology

1
STUDENT’S VERSION

Activity :1

Topic : Scientific Skills

Title : Rocket Balloon

Introduction :

Introducing pupils to the ability to measure. Quantity method is required to determine the value

and size of an object. You can use tools such as thread, rope, measuring tape, and measuring

stick to measure. The same measurement method cannot be used in all situations.

Problem Statement : Does the size of an air balloon affect the distance the balloon travels ?

Material:
Balloon
Straw
Cellophane tape

Apparatus
String
Measuring tape

Apparatus / Material:

balloon string cellophane tape straw measuring tape

2
Setup :

Tie the string at two place Put the straw inside the string

3 different size of balloon do the experiment

Procedure :

1. Pupils are seated in groups ( 3 or 4 in a group).

2. First prepare the materials needed for the test.

3. Tie one end of the thread part in one place.

4. Attach the straw to the thread, then tie the other end in a different place.

5. With the same type of balloon, blow in different amounts of air.

6. After blowing in the air, glue the balloon to the top surface of the straw without tying the

balloon.

7. Then, let go the balloon.

8. Calculate the traveling time of the balloon with a stopwatch.

3
Safety Precautions:

1. Tie the thread in safe place.

Results :

The size of the

balloon Small Medium Big
Time taken to
travel (sec)

Conclusion :

If the size of the balloon _____________, the time taken to travel also ____________________.

Questions :

1. What is the safety precaution taken in this experiment ?

___________________________________________________________________________

2. Why did you measure the time for this experiment ?

___________________________________________________________________________

3. In your opinion, why do you think three sizes of balloon are needed to conduct this
experiment?
___________________________________________________________________________

4
Link :

https://youtu.be/KMX7zgaLC0w?t=68
https://youtu.be/5vjDeMFF2EY
https://youtu.be/KMX7zgaLC0w
https://youtu.be/r8BiJs4EfbI
https://youtu.be/HwskiIAHjYI

Pupil’s Achievement :

ACHIEVED NOT ACHIEVED

PERFORMANCE LEVEL 1 / 2 / 3 / 4 / 5 / 6

1. Measure with the correct instrument and in the correct standard unit.

2. Measure with the correct instrument and in the correct standart unit using the right technique

3. Measure with the correct instrument and in the correct standart unit using the right technique and

record in the a complete and systematic way.

4. Demonstrate how measurements are taken using the correct standard unit, using the right technique;

and make a systematic and complete record in a table.

5. Make justification on the appropriate tools and standard units used in the activity

6. Demonstrate how to measure using tools, standard units with correct techniques, record systematically,

creatively and inovatively in a table

5
STUDENT’S VERSION

Activity :2

Topic : HUMANS

Title : Find the difference between size of palms and foot prints

Introduction

Introducing pupils to the ability to measure. Quantity method is required to determine the value
and size of an object. For this experiment we going to identify different sizes of our palms and
foot prints in our family members or in the classroom. The same measurement method cannot be
used in all situations

Problem Statement : Are human palms and foot prints the same size?

Material:
1) A4 paper

Apparatus :
1) Colour pencils
2) Ruler

Setup : 1

Sketch the outline Repeat with your friend. Measure using a ruler

6
Setup : 2

Sketch the outline Repeat with your friend. Measure using a ruler

Procedure :

1. Pupils are seated in groups ( 3 or 4 in a group).

2. First prepare the materials needed for the test.

3. Sketch the outline of your palm using a colour pencil.

4. Repeat step 1 with your friends. Trace on different sheets of paper. Before tracing, write

down your friends name on the paper.

5. Then,take the measurement in cm by using a ruler as shown on the picture above.

6. Find the differences in your findings.

7. Next, sketch the outline of your foot print using a colour pencil.

8. Repeat step 7 with your friends. Trace on different sheets of paper. Before tracing,

write down your friends name on the paper.

9. Then, take the measurement in cm by using a ruler as shown on the picture above.

10. Find the differences in your findings

7
Safety precautions:

1. Do the measurement using the ruler..

Results :

Size of palm
Name Size (cm) Ranking

Size of foot print

Name Size (cm) Ranking

Conclusion :

If the size of pupils ________________, the size of the palm and foot
also______________________.

Questions :

1. Why did you measure the palm and foot prints using a ruler for this experiment ?
______________________________________________________________________________

LINK :

https://youtu.be/Vbvl-VIQ_sg
https://youtu.be/d28meQsZNc8

PUPIL’S ACHIEVEMENT :
ACHIEVED NOT ACHIEVED

PERFORMANCE LEVEL 1 / 2 / 3 / 4 / 5 / 6

5 - Conclude that the growth of individuals of the same age are different

8
STUDENT’S VERSION

Activity :3

Topic : ANIMALS

Title : Life cycle of butterfly (project)

Introduction

Animals that lay eggs will change as they grow. These changes occur in the animals’ life cycle.

Problem Statement : Does a butterfly look the same in every stage of its life cycle?

Materials :
1. Paper plate
2. Pictures (butterfly’s egg, caterpillar, pupa and butterfly)

Apparatus :
1. Colour pencils
2. Glue

9
Setup :

Procedure:

1. Draw lines to divide into four parts as shown in the picture.

2. Arrange and paste the pictures according to their stage of life.

3. Label each stage with its name.

Safety precautions:

- Safety is essential when using scissors

10
Link :

https://youtu.be/3o_nE1X014U

PUPIL’S ACHIEVEMENT :
ACHIEVED NOT ACHIEVED

PERFORMANCE LEVEL 1 / 2 / 3 / 4 / 5 / 6

4 - Is able to interpret data on the changes in growth that occur in the life cycle of animals.

11
STUDENT’S’S VERSION

Activity :4

Topic : PLANTS

Title : Basic needs of plants

Introduction

Plants are very important for humans and animals because they provide food, air, habitat and

medicine. Plants need some basic needs to live and grow.

Problem Statement : Does the presence of air, water and sunlight affect the growth of plants?

Materials :

4 balsam plants, water, box, clear plastic bag

12
Setup :

sunlight

water

A B

Black box
Plastic bag

C D

13
Procedure:

1. Plants are labelled as A, B, C and D.

2. All plants are watered except plant A.

3. Plant C is tied with a clear plastic bag.

4. Plant D is placed inside the box.

5. The plants were observed after 2 weeks.

Results:
Plant Sunlight Water Air The condition
of the plants
after 2 weeks
Plant A
Plant B
Plant C
Plants D

Safety precautions:

1) It is important to keep the plants at a safe place.

2) Use gloves during the experiment.

Conclusion :
Plants need _____________, _______________ and ______________ to live.

Questions :
Fill in the blanks.
1. Plant A___________ because it did not get __________________.

2. Plant B is__________________ because it gets _________ , ____________ and

___________.

3. Plant C _______________ because it did not get _______________.

4. Plant D turns to _______________ because it did not get _________________.

14
Link :
https://youtu.be/OAhiinmEQNU
https://youtu.be/vIx4XMdNt-M

PUPIL’S ACHIEVEMENT :

ACHIEVED NOT ACHIEVED

PERFORMANCE LEVEL 1 / 2 / 3 / 4 / 5 / 6

5 - Is able to summarize that water, nutrients, air and sun light re needed for plants to grow.

15
STUDENT’S VERSION

Activity :5

Topic : LIGHT AND DARK

Title : CLARITY OF SHADOW

Introduction

A shadow is formed when light is blocked by an opaque object. The clarity of a shadow depends

on the objects used.

Problem Statement : Does a shadow form when light is blocked by a plastic book wrapper.?

Materials :

1. White card
2. Skewer
3. Adhesive tape
4. Plastic Sheet
5. Tracing paper
6. Thick paper

Apparatus :

1.Torch
3.Pencil
5.Scissors

16
 White card Torch Pencil Skewer Scissors

Adhesive tape Plastic Sheet Tracing paper Thick paper

Procedure

1.Draw the shape of the star 2.Cut and paste it over a

on a piece of thick paper skewer.

3.Flash the light on the star. 4.Repeat step 1-3 using a

. plastic sheet and tracing
paper.

5.Record your observation in the table as shown below.

17
Result :

Object Clarity of shadow

Clear / Less clear / No Shadow

Plastic
Sheet
Tracing
paper
Thick
paper

Safety precautions:

- Use the skewer carefully..

- Safety is essential when using the scissors.

Conclusion :
A shadow’s clarity depends on the objects.

Question:

Which object produced the clearest shadow? Why?

______________________________________________________________________________

Link :
https://youtu.be/n7Y0jKTGUEM
https://youtu.be/0Jn60-P8ie0

PUPIL’S ACHIEVEMENT :

ACHIEVED NOT ACHIEVED

PERFORMANCE LEVEL 1 / 2 / 3 / 4 / 5 / 6

4 - Draw conclusions about the clarity of the shadows succeeded

18
STUDENT’S VERSION

Activity :6

Topic : Electricity

Title : Replacement switch

Introduction

A conductor is a material that allows electric current to flow through it.

An insulator is a material that does not allow electric current to flow through it.

Problem Statement : What happens to a bulb if the switch is replaced with another object or
material?

Materials :

1. Rubber
2. Paper clip
3. Metal spoon
4. Handkerchief
5. Straw
6. Ice-cream sticks
7. Glass rod

Apparatus
1. Bulb
2. Connecting wire
3. Coins
4. Dry cells

19
 Bulb Dry Cell Wire Rubber Paper Clip

Metal spoon Handkerchief Straw Ice-cream sticks

Coins Glass rod

Procedure

1. Build a circuit as shown above

2. Test every object in the circuit.
3. Observe the bulb
4. Record the observation in the table below.

20
Result :

No Object Bulb light up/Bulb does not Conductor/Insulator

light up
1 Rubber

2 Paper clip

3 Metal spoon

4 Handkerchief

5 Straw

6 Ice-cream sticks

7 Coins

8 Glass rod

Safety precautions:

1. The circuit must be handled carefully.

2. Wearing gloves are essential during this experiment.

Conclusion :
Materials that allows electric current to flow through it are called conductors. Materials that does

not allow electric current to flow through it are called insulators.

Question:

1.List the objects that can replace the switch that can light up the bulb.

1.________________________
2.________________________
3________________________

21
2. List the objects that cannot replace the switch that can light up the bulb.
1._______________________
2. _______________________
3._______________________
4._______________________
5._______________________

Link :

https://youtu.be/PeMe0mO9TMw

https://youtu.be/WIMZU3KA5Vw

https://youtu.be/Eh0F9kpzVx4

PUPIL’S ACHIEVEMENT :

ACHIEVED NOT ACHIEVED

PERFORMANCE LEVEL 1 / 2 / 3 / 4 / 5 / 6

4 - Formulate objects that can light the bulb is conductors and those that are not light

the bulb is insulation

22
STUDENT’S VERSION

Unit :8

Topic : MIXTURE

Learning Standard : 8.1.3 Stirring a mixture (can dissolve in water or cannot dissolve in
water)

Title : Soluble and insoluble material

Introduction

Some material can dissolve in water such as sugar.

Some material cannot dissolve in water such as corn kernel

Problem Statement : Which water can dissolve sugar more quickly?

Apparatus / Materials :

1. Sugar

2. 200 ml of cold water and hot water

3. 2 beakers

4. Spoon

5. Glass rod

Procedure:

1. Pour 200 ml of water in different temperature into two different beakers.

2. Put one teaspoon of sugar into each beaker.

3. Stir each beaker at the same time.

4. Observe the time taken for the sugar to dissolve in each beaker

23
5. Record your observation in the table as shown below.

6. Repeat steps 1 - 5 another two times to get an average reading.

Safety precautions:

1. Hot water should be handled with care.

2. Wear gloves throughout the experiment.

Result :

Temperature of Time taken for the sugar to dissolve in water (min)

Beaker
water (0C) Trial 1 Trial 2 Trial 3 Average
A 30
B 35
C 40

Conclusion :
When the temperature of water increases the time taken for the sugar to dissolve in water
decreases.

Question:

Sugar can dissolve ______________ in if the temperature water is ____________ and the sugar

dissolve ________________ if the temperature of water is________________.

2. Why does the sugar in beaker C take less time to dissolve in water?

_______________________________________________________________

Link :
https://youtu.be/PeMe0mO9TMw
https://youtu.be/WIMZU3KA5Vw
https://youtu.be/Eh0F9kpzVx4

24
PUPIL’S ACHIEVEMENT :

ACHIEVED NOT ACHIEVED

PERFORMANCE LEVEL 1 / 2 / 3 / 4 / 5 / 6

5 - Summarize how the material can be dissolved more quickly.

25
STUDENT’S VERSION

Activity :8

Topic : MIXTURE

Title : Solubility Experiment

Introduction

Some materials dissolves in water. Materials dissolve more quickly in hot water, when they are

stirred and when they are small in size.

Problem Statement : How does the size of sugar affect the time taken to dissolve in water?

Materials :

3 spoons
Water
Coarse sugar
Sugar cube
Fine sugar

Apparatus :

Glass rod

Beakers

Stop watch

26
 Coarse sugar Sugar cube Fine sugar

Procedure
1. Pour 200 ml water in three beakers.

2. Add one teaspoon of coarse sugar, sugar cube and fine sugar into beaker A, B and C

respectively.

3. Stir the water in the beakers at the same time.

4. Record your observation with teachers guidance.

5. Repeat steps 1 to 4 another two times and calculate the average of the three readings.

Size of sugar/ time taken for

Time taken for sugar to dissolve ( m )
sugar to dissolve

Beaker A/ coarse sugar

Beaker B/ sugar cube

Beaker C/ fine sugar

Safety precautions:

1) Handle the apparatuses carefully.

Conclusion :
The ______________the size of sugar , the ______________ the time taken for the sugar to
dissolve.

27
Questions :
1. Sugar in which beaker dissolves faster ? Why?

_____________________________________________________________________

2. Does a stirred mixture dissolve faster? Why ?

______________________________________________________________________

3. What can you conclude from this experiment ?

______________________________________________________________________

Link :

https://youtu.be/Oo3dC6zqDTo
https://youtu.be/JAKoiH-x9k8

PUPIL’S ACHIEVEMENT :

ACHIEVED NOT ACHIEVED

PERFORMANCE LEVEL 1 / 2 / 3 / 4 / 5 / 6

5 - Summarize how materials dissolved more quickly

28
STUDENT’S VERSION

Activity :9

Topic : Earth

Title : Water flow direction experiment

Introduction

Liquid flows from a higher place to a lower place. Rivers and waterfalls flow from higher areas

to lower areas. Then they flow to the sea.

Problem Statement : How does the height affect the direction of water flow ?

Materials :

Food colouring

Water

Apparatus :

Tray

Beaker

29
Procedure :
1. Put six drops of food colouring into 250 ml of water and stir it.

2. Pour the coloured water on a tray.

3. Put the tray on the table.

4. Raise one side of the tray.

5. Observe the direction of the coloured water flow on the tray.

6. Sketch your observation.

Safety precautions:

- Coloured water must be handled carefully.

- Avoid using glass apparatus

Conclusion :
Water flows from a higher place to a lower place. The hypothesis is accepted.

30
Questions :
1. How did the coloured water on the tray flow when one side of the tray is lifted?
______________________________________________________________________________

2. What is the effect if the water flow is interrupted?

______________________________________________________________________________

3.As a young scientist, suggest an example in daily life which uses water flow direction concept.
______________________________________________________________________________

Link :
https://youtu.be/hPNj7F5fj6E
https://youtu.be/EnYRtZ1d3rU

PUPIL’S ACHIEVEMENT :

ACHIEVED NOT ACHIEVED

PERFORMANCE LEVEL 1 / 2 / 3 / 4 / 5 / 6

3 - Make generalisation the natural direction of water flow on earth.

31
STUDENT’S VERSION

Activity : 10

Topic : TECHNOLOGY

Title : Construct model

Introduction

The components of a building set can be assembled into various structures. We can create many

types of model.

Problem statement : Can we use all kind of things to build a model?

Apparatus / Materials :

1. Scissors
2. Glue
3. Recycle things

Procedures :

1. Prepare some recycle things.

2. Create a model according to your creativity by using the recycle things.

3. Present your model. Discuss the steps taken to create the model and the type of recycle things

that you used to create the model.

32
Example:

Safety precautions:

- Use the scissors carefully.

- Bring the things from home.
- Using recycling materials is essential.

Link :
https://youtu.be/RzEJmr3eFZ4
https://youtu.be/5rid8cK8pTM?t=8
https://youtu.be/uEmgsyeZBAg
https://youtu.be/JwCzEcjqf1I

33
PUPIL’S ACHIEVEMENT :
ACHIEVED NOT ACHIEVED

PERFORMANCE LEVEL 1 / 2 / 3 / 4 / 5 / 6

4 - Communicate to explain the built structure.

34