1 The

Scientific
Endeavour
Learning Objectives
1. show an awareness that science is not confined to the laboratory, but is manifested in all
aspects of our lives

2. show a healthy curiosity about the natural phenomena in the world

3. show an appreciation of science being a human endeavour, with scientific knowledge

contributed by different civilisations over the centuries

4. 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

5. show an understanding of how scientific knowledge is built from systematic collection, and
analyses of evidence and rigorous reasoning based on the evidence

6. show an awareness that science is not confined to the laboratory, but is manifested in all
aspects of our lives

7. show a healthy curiosity about the natural phenomena in the world

Learning Objectives
8. show an appreciation of science being a human endeavour, with scientific knowledge
contributed by different civilisations over the centuries

9. 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

10. show an understanding of how scientific knowledge is built from systematic collection, and
analyses of evidence and rigorous reasoning based on the evidence

11. show an awareness that scientific evidence is subject to multiple interpretations

12. 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)

13. show an understanding that accuracy refers to the closeness of agreement between a
measured value and the true value of what is being measured
Learning Objectives
14. show an understanding that precision of measurement refers to the closeness of agreement
between measured values obtained by repeated measurements

15. identify zero errors as the condition where the measuring instrument registers a reading
when there should not be any reading

16. identify parallax error as an error in reading an instrument as a result of not viewing the
measurement scale from the correct position

17. 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)

18. show attitudes such as creativity, objectivity, integrity, open-mindedness, and perseverance
in carrying out scientific inquiry
Learning Objectives
19. demonstrate safety consciousness and adopt safe practices when carrying out
investigations

20. discuss the beneficial and harmful consequences of scientific and technological
applications to society

21. relate applications of science to some social and ethical issues

22. state some current limitations of science and technology in solving societal problems

23. recognise the need to be responsible towards society and the environment in using
technology and scientific knowledge
 TABLE OF CONTENTS

1.1 1.2 1.3 1.4 1.5

What is Science? What is the How do we What influences Why do we
nature of practise the way we learn Science?
Scientific Science? practise
Knowledge? Science?
 1.1
What is
Science?
Activity
● What is Science? (Activity Book 1.1.1,
pg 1)
 Aurora
What is Science
Borealis
https://www.youtube.com/watch?v=dQa3kdH1OlE
https://www.youtube.com/watch?v=3jdc8VZTbq0
“Curiosity killed the cat.” —DID IT?
Aurora movement of gases and particles in the atmosphere

Borealis What is an aurora? - Michael Molina

(https://www.youtube.com/watch?v=czMh3BnHFHQ)
 Have you heard of these ideas?
Sun Magnetic fields
Oxygen
Helium
Hydrogen Collision
Protons
Photon
High Energy Particles

Magnetosphere
Nitrogen
WHAT IS Science?
a study of natural (living things) and
physical (structure of matter and its
interactions) world

Refer to page 4
Activity
● Eureka!(Activity Book 1.1.2, pg 3)
 A Human Endeavour
● To understand the world better, people have been
exploring and studying the world for a long period
of time.

● Scientific facts and inventions that we know and

enjoy today are the results of relentless efforts in
solving problems and uncovering answers to
questions.

E.g. the study of diabetes (pg 4 and 5)

 Science is
EVERYWHERE
 Science is EVERYWHERE
● To understand the world better,
scientific research is commonly
carried out in a laboratory where it
provides a controlled environment
and access to the apparatus
needed to carry out experiments.

● Scientific research can be done

outside a laboratory especially
when dealing with living things and
the study of their natural habitats.
 1.2
What is the
nature of
Scientific
Knowledge?
Science is EVIDENCE-BASED
• Evidence plays an
important role in
supporting theories and
hypothesis

• How can we identify the

following fruit?
 Science is EVIDENCE-BASED
• We use our senses to make observations
• These observations made are called qualitative data.
⮚ Expressed in words or drawings
⮚ Helps in visualizing an unknown object and learn about its
characteristics
Qualitative Data
Sense Observation
Collected

sight colour green shell

hearing sound slush of liquid when the fruit is shaken

touch texture hard and smooth

smell odour no smell but has a slight fragrance when opened

taste taste the liquid and flesh in the fruit taste sweet
 Science is EVIDENCE-BASED
● We can also use our senses to make estimations of weight and
volume but we need to use specific instruments for accuracy.

● Measurements are numerical quantities of an object or

phenomenon called quantitative data. (E.g 500 g of coconuts)

● Hence, when designing scientific investigations, we have to

consider the types of data to be collected and the ways to do
so.

● The data may be qualitative or quantitative, or both.

Activity
● Where is the Evidence? (Activity Book
1.2.1, pg 9)

● Scientific Method

● https://www.youtube.com/watch?v=
qQBZbinoOrI
 Construction of
SCIENTIFIC KNOWLEDGE
Refer to page 9 - 11
Construction of SCIENTIFIC KNOWLEDGE
• Scientific knowledge is built on the systematic collection and analysis of
evidence

⮚ E.g. Based on analysis of data collected over many years, Copernicus

introduced the idea that the Sun is at the centre of the solar system

• The Scientific community may take time to accept an idea as Scientific

evidence is interpreted based on assumptions

• In light of new evidence, alternative explanations may be proposed

⮚ Advancements in technology such as the invention of the telescope

• In Science, there may be multiple interpretations of the same phenomenon,

thus, the Scientific community has a crucial role in building scientific knowledge
by analysing evidence thoroughly before accepting the interpretation
Activity
● Nature of Scientific Knowledge
(Activity Book 1.2.2, pg 11)
 1.3
How do we
practise
Science?
Practices in the Scientific Community

Investigate Observe & Explain Evaluate

Scientists investigate Make observations to Engage the scientific
natural phenomena develop possible community in
they are curious about explanations discussions, using
evidence to support
ideas
 Demonstrating ways of thinking and doing in Science
Conducting Experiments and
Designing Scientific Testing Solutions –Accuracy,
Investigations – Hypothesis Precision and Errors
and variables Accurate
Proposed explanation for an Zero Error
observation – hypothesis Evaluating,
Parallax Error Reasoning and
3 types of variables in experiments
Precise Communicating
Posing Questions Record
processes,
and Defining
observations
Problems and findings
‘what’, ‘when’, Discuss and
‘where’, ‘why’ and Conducting Experiments and Developing evaluate
‘which’, ‘how’ of Testing Solutions – Explanations and explanations
things we observe Measuring with Scientific Solutions and
Instruments solutions
Study patterns and trends
Some common instruments Propose explanations
SI units Develop solutions
 Posing Questions and Defining Problems
In Science we often ask questions that start with
the following words;
• What
• When
• Where
• Why
• Which
• How
These questions may be driven by a need to
define and soleve a problem.
Activity
● Avani's Investigation Into Her Pest Problem
(Part 1)(Activity Book 1.3.1, pg 13)

● Scientific Method

● https://www.youtube.com/watch?v=qQBZ
binoOrI
 Hypothesis and Variables
• A scientific question is usually accompanied by a proposed explanation for an
observation which is a hypothesis

• Purpose of a hypothesis is to explain a phenomenon or propose solutions to a

problem

• To test a hypothesis, observations should be made from repeated experiments

even if they do not support the hypothesis – it helps eliminate some possible
explanations and form new ones

• However, in planning the experiment, one needs to consider the variables in the
experiment;

Type of variable Variable(s) in experiment

The variable you change during your experiment. There should be only
independent
one independent variable in an experiment

dependent the variable you observe and record during your experiment

controlled variables that are needed to remain constant to ensure a fair test
 Changes in the dependent variable depend on
changes in the independent variable
Example
The cloth towel absorbs a greater volume of water
than a paper towel of the same area.

Independent Variable: ?

Dependent Variable: ?

Constant Variable: ?
 Changes in the dependent variable depend on
changes in the independent variable.
Example
Hypothesis: The cloth towel absorbs a greater volume
of water than a paper towel of the same area.

Independent Variable: Type of towel

Dependent Variable: Volume of water absorbed

Constant Variable: Area of towel

Discuss this with your shoulder
partner
1. You would like to find out whether the amount of water
used for watering a plant will affect its height.
2. Discuss what you can quantify from the above
statement.
3. Which will be your independent variable. Why?
4. Which will be your dependent variable. Why?
5. What are some variables you will control?
6. https://www.twinkl.com.sg/teaching-wiki/variable
Activity
● Let Us Investigate (Activity Book 1.3.2,
pg 17)
Measuring with Scientific Instruments
Activity
● Measuring Instruments and
Apparatus (Activity Book 1.3.3, pg 19)
 Measuring with Scientific Instruments
We make a variety of measurements in experiments here are SI units of some
common quantities;

Mass Time Temperature Volume Length

units Units Units Units Units

SI Unit kg SI Unit s SI Unit K SI Unit m3 SI Unit m
Other Units g Other Units min, h Other Units oC, F Other Units dm3, Other Units cm,
cm3 mm
 Accuracy Precision and Errors
• When making a measurement, when a reading is very
close to the true value of the quantity, it is said to be
accurate.

• Accuracy is affected by errors in measurements which

include the zero error and parallax error

• Zero error is a type of error when an instrument gives a

non-zero reading when the measured quantity should be a
zero.

• Parallax error is introduced into a measurement when then

marking on an instrument is viewed from the wrong angle
Accuracy Precision and Errors (Mass)
Apparatus Uses
To measure the mass of a
substance.
Electronic balance
To hold substance for weighing
on an electronic balance.
Notes
Smallest division:
0.1g or 0.01g
Examples of recording:
50.1g or 31.10g
Common mistake in using
the instrument:
Failure to tare the balance.

Watch glass
To contain substances heated
to high temperatures and
changes in the mass of the
substance before and after
Crucible heating were measured.
 Accuracy Precision and Errors (Mass)
Most electronic balances have a tare function. The tare function is used to
reset the digital display to zero before weighing.

This reduces the need to subtract the mass of the container in experiments
as well.
Accuracy Precision and Errors (Time)
Apparatus Uses Notes

To measure time Smallest division:

0.1s or 0.01s
Examples of recording: 28.1 or
28.00
Common mistake in using
the instrument:
Failure to convert the units
correctly.
e.g. 1:20:58s is read as 1 min
20.58s which is equivalent to
80.58s

Digital Stopwatch
 Accuracy Precision and Errors
(Temperature)
Apparatus Uses Notes
bulb mercury To measure temperature from - Smallest division:
thread 10°C to 110°C. 1oC
Examples of recording:
22.0oC or 22.5oC
Common mistake in
using the instrument:
temperature scale Failure to place the
thermometer in the
Thermometer correct position.
Temperature sensor connected
to data logger gives a more
Temperature accurate reading of
temperature than a mercury
sensor thermometer.
Can record data continuously
over a period of time
Saves data which can be used
Datalogger to produce graphs and charts
Smallest
division is 1oC
 Accuracy Precision and Errors
(Temperature)
Which is the correct placement of the thermometer?
 Accuracy Precision and Errors
(Temperature)
Which is the correct placement of the thermometer?

• The bulb of the thermometer

must be fully submerged in the
liquid/solution when taking
temperature readings.

• Readings should be taken at

eye level with the thermometer
upright.
Accuracy Precision and Errors
(Temperature)
What is the temperature reading?
Accuracy Precision and Errors
(Temperature)
What is the temperature reading?

temperature : 43.0oC
Accuracy Precision and Errors (Volume)
Apparatus Uses Notes
For measuring a volume of liquid. Smallest division:
1cm3
Examples of recording:
14.0 cm3 or 14.5 cm3

Measuring Cylinder

For delivering a volume (up to 50 Smallest division:

cm3) of liquid. 0.1cm3
Examples of recording:
10.00 cm3 or 14.05 cm3
Burette

For measuring very accurately a

specific volume of liquid (e.g.
20.0 cm3, 25.0 cm3)

Pipette
Accuracy Precision and Errors (Volume)
When water or solution is placed in a glass container,
it forms a curved surface called a meniscus.

A meniscus may be concave (most solutions) or

convex (e.g. mercury).

Concave Convex
Accuracy Precision and Errors (Volume)
Align your eyes to the liquid level to prevent parallax error

burette burette
 Accuracy Precision and Errors
● If multiple readings taken are very
close to one another or the same,
the measurement are said to be
precise

● We often obtain multiple readings

when we conduct science
experiments.

● If the readings are close to one

another, the measurements are
precise but may not necessarily
mean that they are accurate.
 Errors
● Errors that are ● Errors that are
consistent unpredictable

Refer to page 21.

Activity
● To Err is Human (Activity Book 1.3.4,
pg 21)
 Developing Explanations and Solutions
• We use data collected from an investigation to identify patterns or trends
• The study of these patterns and trends allows us to propose explanations
for our observations and thereby help us develop solutions to problems
we face
• Data collected can be presented in different
ways to help us identify and communicate
patterns and trends easily
• We may be unable to derive an explanation
based on data collected at times
⮚ Think of ways to modify investigation to
obtain useful data
Evaluating, Reasoning and Communicating
● Good practice to record the processes, observations and findings in an investigation
○ Useful when scientific findings are to be presented

● Scientists use different means to present their findings to the scientific community
○ Scientific journals, Conferences, Scientific books

● These forms of communication allow scientific ideas to be critiqued and defended

where the process involves reasoning based on evidence

● It provides an avenue for the scientific community to discuss and evaluate

explanations and solutions before accepting them.
○ We need to be kept updated on scientific knowledge, especially areas that impact our lives
and we can obtain scientific information through different media
 Checkpoint
Complete questions 1 to 3 on page 24 of
your textbook.
 1.4
What influences the
way we practise
Science?
Values, Ethics
and Attitudes
Our values, ethics and attitudes affect the
ways we apply our scientific knowledge, and
the types of investigations we carry out

Let us take a look at one scientist – Marie Curie

Values, Ethics and Attitudes of MARIE CURIE
• Perseverance

• Curiosity

• Open-mindedness

• Objectivity

• Creativity

• Responsibility

• Integrity

• Ethics
Activity
● Avani's Investigation Into Her Pest Problem
(Part 2)(Activity Book 1.4.1, pg 23)
Why the need for Safety?

https://www.youtube.com/watch?v=8AVIl_-8kc4
 Local Schoolgirl Rushed to Hospital
after Science Laboratory Accident
A secondary schoolgirl was rushed to the hospital
after an accident in her school science laboratory.
She suffered severe burns when a beaker of
alcohol that was placed near a Bunsen burner
caught fire. Doctors say the girl is now in a stable
condition. The science laboratory was badly
damaged in the fire. The school authorities are
investigating the events that led to the accident.
 Discuss
1. How did the student get injured?

A beaker of alcohol that was placed near a Bunsen burner

caught fire.

1. What could be done to prevent the accident?

Ensure that flammable substances are placed away from the

flame.

1. Think of another type of accident that can happen in the

laboratory. What can you do to prevent it?

Acid burns, Cuts by glassware, Explosions

Is the Science Laboratory a
Dangerous Place?
 Safe practices IN SCIENCE

1 2 3
Eating and drinking are prohibited Long hair should be tied back Articles of clothing must not
in the laboratory. Leave your water to avoid any interference with pose a risk in the
bottles outside the lab. laboratory work. conducting of lab activities.

4 5 6
Safety goggles should be worn Wash hands thoroughly before Work thoughtfully and
whenever there is any risk of leaving the laboratory, regardless purposefully. Playing around and
injury to the eyes. whether or not gloves were worn. other acts are strictly prohibited.
 Safe practices IN SCIENCE

7 8
Report damaged equipment, Be aware of the location and
breakages, accidents and spillage use of first aid and emergency
to the teacher immediately. facilities, such as emergency
eye-washers, showers, first-aid
boxes and fire extinguishers in
the laboratory.
9
Chemicals or other
materials must never be
tasted unless specifically
directed by the teacher.

10
Be mindful of where you stand in
the laboratory.
 Additional Safe practices IN TKGS

11
Do not enter the laboratory unless
a teacher is present.
The preparation rooms are out of
bounds to all students.
12 13
Do not take apparatus or Chemicals, once removed
chemicals out of the from the bottles, must not
laboratory without the be placed back into the
permission of a teacher. bottles. Why?
 Laboratory Etiquette IN TKGS
After working on an experiment,

1 2 3

Wash hands thoroughly Throw all solid Hang the towels to dry
after all practical work. rubbish into the bins. at the side railings.
Before leaving the laboratory,

1 2
Push all stools neatly under the benches. Close all windows.
Use and Disposal of Glassware and Sharp Objects
Use of Electrical Devices
Activity
● Safety in the Science Laboratory (Activity
Book 1.4.2, pg 25)

Lab Session
● Safety Precautions When Using a Bunsen
Burner (Activity Book 1.4.3, pg 27)
Hazard Symbols
 Hazard Symbols

Corrosives Harmful / Irritant Environmental Toxicity

• May cause severe
damage on contact with
body parts, e.g. eyes and
skin
• Corrosive Chemical
• Can lead to irritation, allergic • Has potential to cause
reactions or inflammation of the
harmful effects to the
skin, eyes, nose or respiratory
system
environment
• May cause drowsiness and
dizziness
• Has harmful health effects
• Can cause harm to the ozone
layer

Oxidising Substance Gases Under Pressure Acute Toxicity

• Releases oxygen easily
which can cause fire
and/or explosion
• Stored in pressurised cylinders
• May explode when heated
• May cause oxygen deficiency
if gas is leaked in enclosed
space
• Can cause toxic or harmful effects
to body when breathed in,
swallowed, or on contact with skin
• Degree of exposure and toxicity can
affect level of health implications
• May be fatal
 Hazard Symbols

Explosives
• May cause fire, explosion
• May cause explosion on
contact with heat
Flammable
• Highly flammable
• May cause fire or produce
poisonous gas when reacted
with air,water, or chemicals
Carcinogenicity/
Aspiration Hazard
• Can cause breathing
difficulties
• Can cause infertility, birth
defects, damage to
organs or cancer
Activity
● Hazard Symbols (Activity Book 1.4.4,
pg 29)
Bunsen burner
● Parts of a Bunsen burner
Types of flame in the Bunsen burner
Differences between luminous and non-luminous flame
Non-luminous flame
occurs when the air-hole is opened, allowing
air into the burner
outer blue flame and inner dark blue cone
flame burns steadily
hotter than the luminous flame
hottest part of the flame is above the tip of the
blue zone.
no soot deposited on the apparatus when
heating
Luminous flame
occurs when the air hole is closed and very
little air is allowed into the burner
outer orange flame and inner dark blue cone
flame is unsteady
less hot than a non-luminous flame
soot (carbon solids) is deposited on the
apparatus when heating
Strike back in a Bunsen burner
1. It occurs when there is too
much air, specifically oxygen,
entering the air-hole.
2. Instead of burning at the top of
the barrel, the gas burns at the
jet.
3. When a strikeback occurs, turn
off the Bunsen burner
immediately.
4. Let the Bunsen burner cool
down before lighting again.
 1.5
Why do we learn
Science?
 Why do we learn
Science?
Scientific applications have improved
our lives in many aspects, ranging
from transport to healthcare.

However, they can also harm the

environment and society.

Read pages 30 – 32.

 Themes

Diversity Models Interactions Systems

Benefits / Harmful Effects

As students of Science, let us learn to be responsible towards

society and the environment.
 Scientific knowledge often
results in the creation of new
technology
which may or may not be
beneficial to human beings.
 Science has its LIMITATIONS

Plastics vs Environmental Pollution

Anti-biotics vs Superbugs
Ethical Social Fertilisers vs Water pollution
Considerations Considerations

Can you name other examples?

Environmental Economic
Considerations Considerations Technology cannot stop Natural Disasters,
it can only help us to predict Natural Disasters
Standing on the Shoulders of Giants
How simple ideas lead to scientific discoveries

https://www.youtube.com/watch?v=F8UFGu2M2gM
ASSIGNMENT
● Why do we learn Science? (Activity
Book 1.5.1, pg 31)
 Variables

https://www.youtube.com/watch?v=ia
ewZmc4TYQ