Unity Secondary

Lower Secondary Express Science 2023

Chap 1 Scientific Endeavour

Name: _______________________________ Class: __________ Date: __________________

Learning Outcomes
1.1 What is Science?
● show an awareness that science is not confined to the laboratory, but is manifested in all aspects of our lives
● show a healthy curiosity about the natural phenomena in the world
● show an appreciation of Science being a human endeavour, with scientific knowledge contributed by different civilisations over the
centuries

S/N Success Criteria 😥 😐 😊

1 I can identify that Science is a study of natural phenomena in the world,
not just in the laboratory.

Consolidate your learning: What is Science?

Definition Characteristics
● Science is the study of the natural world i.e. study of human ● Scientific knowledge contributed by different civilisations
behaviour is not science. over the centuries 

Examples Non-examples
Studying how high rise buildings affect birds Studying the lifestyles of ancient humans
Discussing about scientific ethics and values
Studying the history of science
Studying earthquakes
and any other examples
Studying the lifestyles of ancient humans
Discussing about scientific ethics and values
Studying the history of science
Calculating today's luck
and any other examples
 Learning Outcomes
1.2 What is the Nature of Scientific Knowledge?
● recognise that scientific evidence can be quantitative or qualitative, and can be gathered through
one’s senses or instruments as extensions of one’s senses
● understand how scientific knowledge is built from systematic collection and analyses of evidence
and rigorous reasoning based on the evidence
● show an awareness that scientific evidence is subject to multiple interpretations

S/N Success Criteria 😥 😐 😊

1 I can categorise scientific evidence as qualitative or quantitative
depending on whether the information is obtained through senses or
through measurements, respectively.

2 I can form new explanations because new information arises.

Consolidate your learning!

● Science uses both observations and inferences. Observations are information obtained from
senses, while inferences are the way the information is interpreted.

● Data obtained are the information. There are 2 kinds of data - qualitative and quantitative. Both
are obtained through senses. Qualitative data are usually descriptive, while quantitative data are
usually numerical. 
Learning Outcomes
1.4 How do we practise Science?
● use scientific inquiry skills such as posing questions, planning and carrying out investigations,
evaluating experimental results and communicating findings (Estimation and measurement
skills, knowledge of SI units, and
using appropriate units for the respective physical quantities, should be infused into the
respective topics)

1.4.1 The Scientific Method

S/N Success Criteria 😥 😐 😊
1 I can use the scientific method to determine if something is true by
experimenting and analysing the data.
2 I can differentiate and identify between independent, dependent
and constant variables in an experiment by identifying the factor
being changed, measured and kept the same. 
3 I can observe accurately by applying the characteristics of a good
observation.

Criteria of a good hypothesis:

1) address the phenomena

2) Defined/Specific: the variable that is being questioned is clearly stated

3) Measurable: the variable can be observed/measured with instruments

4) Controllable: the variable can be manipulated/change

Variables

Terms Definitions

Variable what is the variable you are changing and

what is the variable you are measuring?

Independent variable

What I change in an
the setting the variable should be into effect
experiment
a change e.g. more apples
 Dependent variable
What I measure in an
experiment what is the effect when the variable is changed?
(quantitative)

Controlled variable
What I keep the same why will the predicted outcome happen?
in an experiment (nvr
change)

Characteristics of a good observation:

1) systematic
2) specific
3) objective
4) definite aim
5) record is made immediately
6) verifiable

Qualitative Quantitative observations

observations
Definition observation that we observation that we measure
describe
By sight state, shape, size, colour length/diameter

By touch hot/cold, heavy/light, temperature/weight

rough/smooth, hard/soft
By smell pungent or sweet-
smelling
By hear dull/crisp loud/soft

By taste sweet/sour/bitter
1.4.2 Collecting Quantitative Data through Measurements
S/ 😥 😐 😊
Success Criteria
N
1 I can differentiate between the commonly used units and the S.I units for volume, mass and length. 
2 I can identify the correct units for volume, mass and length, by using the appropriate scale for different situations.

Name of apparatus Measuring Degree of precision S.I unit Commonly used unit for this
apparatus
 Metre rule length 1 mm  metre (m) centimeter (cm)
millimeter (mm)
Measuring tape length 1 mm  metre (m) centimeter (cm)
millimeter (mm)
Vernier caliper length 1 mm  metre (m) centimeter (cm)
millimeter (mm)
Stopwatch time 1 ms seconds (s) second (s)
minute (min)
hour (h)
Thermometer temperature 1 °C Kelvin (K) degree Celsius (°C)
degree Farenheit (°F)
Electronic balance mass 1 mg kilogram (kg) grams (g),
milligrams (mg),
kilogram (kg),
tonnes
Measuring cylinder volume 0.1 cm3 cubic metre (m3) cubic centimetre (cm3)
millilitre (ml)
litre (l)
Gas syringe volume 0.1 cm3 cubic metre (m3) cubic centimetre (cm3)
millilitre (ml)
litre (l)
Pipette volume 0.1 cm3 cubic metre (m3) cubic centimetre (cm3)

Burette volume 0.01 cm3 cubic metre (m3) cubic centimetre (cm3)
Learning Outcomes
● show an understanding that accuracy refers to the closeness of agreement between a
measured value and the true value of what is being measured
● show an understanding that precision of measurement refers to the closeness of agreement
between measured values obtained by repeated measurements
● identify zero error as the condition where the measuring instrument registers a reading when
there should not be any reading
● identify parallax error as an error in reading an instrument as a result of not viewing the
measurement scale from the correct position
● *show an understanding that measurement errors may exist due to errors that are either
unpredictable (e.g. human error) and/or consistent (e.g. zero error of instrument)

1.4.3 Accuracy and Precision of Data

S/N Success Criteria 😥 😐 😊
1 I can identify whether a set of data is accurate and/or precise by
looking at the consistency and certainty of the data to the true
values.
2 I can infer that the value of data may change by applying the
understanding of accuracy and precision.
3 I can infer that improvements in technology of scientific instruments
will result in higher accuracy and precision.

Terms Definitions

Measurement value value given by a measuring instrument

True value actual value of the property being measured

Accuracy readings that are close to or same as the true value

Precision multiple readings taken that are close to one another or the same

high precision, high precision low precision low precision

low accuracy high accuracy low accuracy high accuracy
4. Errors
● Errors are the the differences between observed values and what is true in nature

4a. Zero errors

● Zero error is error when instrument is not set to zero before start of measurement
● Examples of instruments: weighing scale, ammeter
● The way to correct the zero error on an electronic balance is to tare before using.

4b. Parallax errors

● Parallax error is error when reading is done wrongly due to wrong positioning

● Reading a meniscus

4c. Unpredictable error

● They are caused by sources that may not be immediately obvious such as
______________________________ e.g. ______________ and ________________________.
1.4.4 Claim-Evidence-Reasoning
S/N Success Criteria 😥 😐 😊
1 I can apply the Claim-Evidence-Reasoning framework to analyse the
 data collected and conclude by stating data to support my claim and using
previously known knowledge to reason.
2 I can identfy the characteristics of a good CER response by comparing
and contrasting examples of good and bad CER responses.

Guiding Questions Sentence starter

Cl What can you ● I notice/observed how dependent variable changes when how
ai conclude from the independent variable changes.
m your observation? ● The effect of independent variables on dependent variable is
changed.

Ev What data proves ● In the data, ________________________________________.

id this claim? ● The evidence I use to support claim is data/evidence.
en ● I know that/believe claim because data/evidence.
Data = how does
ce ● Based on data/evidence, I think that/my hypothesis is claim .
the dependent
variable change
when the
independent
variable changes?

Re How does the ● Based on the evidence, we conclude claim because scientific
as evidence support explanation.
on the claim? ● The most logical conclusion we can draw from this evidence is that
in claim because scientific explanation.
g ● These facts work together to build a case that claim because
scientific explanation.
● All of these prove that claim because scientific explanation.
Frayer’s Model: What is CER?
Definition
Claim: statement that expresses the answer or conclusion to a
question/problem
evidence: scientific data that supports the claim
reasoning: justification that connects claim to evidence
Examples
Claim: Burning fossil fuels causes global warming.
Evidence: Burning fossil fuels releases carbon dioxide,
methane, and particles into the air
Reasoning: These gases trap heat from the sun, which warms
up the atmosphere
Characteristics
good claim is clear without reading question, specific language
good evidence has specific data, describes trends, compares
and contrasts data
good reasoning uses scientific principles, easy to follow logic,
easy to connect back to claim
Non-examples
Claim: Burning fossil fuels is bad to the environment.
Evidence: Burning fossil fuels release gases. It also
generates heat
Reasoning: Burning fossil fuels release gases. Burning
fossil fuels is bad to the environment.
The scientific method

Flow chart:
 S/N Success Criteria 😥 😐 😊
1 I can use C-E-R framework to answer 'Explain' and 'Describe' questions
by applying the characteristics of a good CER response. 

In exams, the two most common terms asked are describe and explain.

 
Terms What you should include: You should include:
Describ ● Suggest the relationship between the independent and
e dependent variables.  1) claim
● State how the dependent variable is affected by the 2) evidence
independent variable.

Sentence starter for describing graph:

● The _________ the  x-axis title, the ___________ the y-axis
title .

Explain ● Suggest the relationship between the independent and

dependent variables. 1) claim
● State how the dependent variable is affected by the 2) evidence
independent variable.
3) reasoning
● Justify, with reasoning, why the dependent variable is
affected by the independent variable.

Example:
Mr Tan observed that when the temperature of the water in the first pond is higher, more fishes died.
He conducted an experiment to measure the amount of oxygen in the water at different temperatures.
His results are shown in the graph below.

Describe the graph. 

as temperature of water (x-axis) increases, the amount of oxygen in water (y-axis) decreases.

Explain the graph. 

as temperature increases, the amount of oxygen that can dissolve in the water decreases
(scientific explanation). thus, the amount of oxygen in water decreases when the temperature
 of
water increases.

Learning Outcomes
1.3 What influences the way we practise Science?
● show attitudes such as creativity, objectivity, integrity, open-mindedness and perseverance in
carrying out scientific inquiry
● demonstrate safety consciousness and adopt safe practices when carrying out investigations

S/ 😥 😐 😊
Success Criteria
N
1 I can demonstrate the importance of values, ethics and attitudes in science
by making a decision or making a stand about an issue based on these.

2 I can adopt safe practices when carrying out scientific investigations by

understanding importance of laboratory rules and adhering to them.
3 I am able to draw an experimental setup by identifying diagrams of
common lab apparatus, its name and its functions. 
4 I can infer the safety precautions to take by identifying the hazard
symbols on the chemicals in the laboratory.

Laboratory rules
Common apparatus

S/N Name of Function Actual apparatus Scientific

Apparatus Drawing

measuring To measure volume of liquids or

1
cylinder solutions

To contain small volumes of

substances. Largely used in
2 test tube
analyzing the properties of
chemical substances.

To contain small volumes of solids

or liquids for the purpose of
3 boiling tube
heating them

To contain larger volumes of

4 beaker liquids. Beaker is not a measuring
apparatus.

To contain liquids / solutions, very

conical
5 suited for experiments involving
flask
swirling of the liquids / solutions
 round- Use for uniform heating of liquid,
6 bottomed for e.g. in process of simple
flask distillation

Together with a filter paper, the

funnel is used for the process of
7 filter funnel
filtration (e.g. separate sand from
sand-water mixture)

To support various glassware

8 tripod stand
during heating by Bunsen burner

To hold / support apparatus during

9 retort stand experiments.

evaporating
10 To evaporate excess liquids.
dish
 Bunsen
11 For heating purpose
burner

To be placed on the tripod stand

between the Bunsen burner and
the beakers to support the beakers
12 wire gauze
or other glassware or flasks during
heating.

Test Test
Dropper
tube tube
bottle
rack holder

Plastic
Reagent
dropper Tongs
bottle
s

Glass
rod/
Spatula
glass
Lighter
stirrer

Hazard symbols
Symbol
 Name flammable explosive corrosive environmenta toxic
l toxicity
Example ethanol fireworks sodium gasoline mercury
hydroxide
Symbol

Name oxidising irritant radioactive biohazardous

substances
Example bleach copper ionizing blood
sulfate radiation

Bunsen Burner
A) Parts of the Bunsen Burner 
B) Features of the Type of Flame

Name of flame Luminous  Non-luminous 

Air-hole Closed Opened

Air flow Very little air enters Steady supply of air enters

Colour Yellow Blue 

Visibility Can see easily Difficult to see

Not suitable for heating Suitable for heating

Suitability for
● not very hot ● very hot
heating
● sooty flame ● clean flame

C) Safety Rules when heating or mixing chemicals

1. Wear safety goggles to protect your eyes when using chemicals or when heating.           
2. Place flammable substances away from a naked flame.
3. Point the mouth of a test tube which is being heated away from yourself or your friends.

D) Techniques of Heating Samples 

After obtaining the right flame for heating, we need to take note of how to heat substances properly and
effectively. Follow the steps below to heat a test tube of tap water.

Heating strongly Heating gently

Temperature HIGHER LOWER
Position

Position Tip of dark blue flame Tip of light blue flame

heating solid test tube stays constantly at the same spot
heating liquid move in and out of flame
PART I Heating a sample of solid Procedure
1. Using a plastic spatula, transfer two spatulas of copper (II) carbonate into a clean and dry test-
tube. Note the initial colour of the solid.’

2. Light up the Bunsen burner, using the type of flame that is suitable for heating. 

Recall: The flame suitable for heating is non-luminous. It is blue in colour. 

3. Hold the test-tube at about 45° using a test tube holder, pointing the mouth of the test tube away
from anyone. Heat the solid directly by moving the test tube horizontally from left to right through
the hottest part of the flame.

4. While heating, shake the test-tube to ensure even heating of the solid.

5. Once there are no further colour change(s), leave the test-tube on the test-tube rack for cooling
to room temperature.

6. Record your observations: 

Answer: The _green_ (initial colour) copper (II) carbonate turned ______ black_____(final
colour) upon strong heating. 
PART II Procedures and Precautions
1. To the cooled solid (black solid) obtained in Stage 1, add in around ⅓ full of dilute sulfuric acid
(one of the laboratory reagents).

2. Use a clean spatula to ensure that all the solid is immersed into the acid (if needed).

3. Light up the Bunsen burner and use the appropriate type of Bunsen flame for heating.

4. Use a test-tube holder to hold the test-tube at an angle of 45o above the flame.

5. Heat gently! 
Avoid heating at one point for too long! This will cause the liquid to spurt out of the test-
tube! Instead, move the test-tube over the flame and occasionally remove it from the
flame!

6. Record your observations: 

Upon warming, the black solid gradually  ______________  into the solution.

The solution gradually changes from ______________(initial colour) to ___________ (final colour). 

1.5 Why do we learn Science?

● discuss the beneficial and harmful consequences of scientific and technological applications to
society
● relate applications of science to some social and ethical issues
● state some current limitations of science and technology in solving societal problems
● recognise the need to be responsible towards society and the environment in using technology
and scientific
knowledge