Chapter 1

The Scientific Endeavour

• What is Science?
• What is the nature of scientific knowledge?
• How do we practise science?
• What influences the way we practice science?
• Why do we learn science?
Chapter 1
The Scientific Endeavour
1.1 What is Science?
- A human endeavour
- Science is everywhere!
1.2 What is the nature of scientific knowledge?
- Science is evidence based
- Construction of scientific knowledge
1.3 How do we practise science?
- Practises in the scientific community
- Demonstrating ways of thinking and doing in science
1.4 What influences the way we practice science?
- Values, ethics and attitudes
- Safe practices in science
1.5 Why do we learn science?
1.1 What is Science?

•
1.1 What is Science?
Science is the study of the natural and physical world.
• Area of study of the natural world:
• Organisms
• Area of study of the physical world:
• Energy
• Matter
• Structure of matter and its interactions

A scientist goes on a field

trip to study coral reefs.
Activity Book 1A
1.1.1 (Pages 1-2)
 A Human Endeavour
• Scientists should have the spirit of
scientific inquiry.
• Good scientists:
• question what they see around them;
• make observations and sense of the
data collected from their
observations;
• work well with their peers; and
• consider the views of others.
Scientific facts and
inventions that we
know and enjoy today
are the results of
relentless efforts in
solving problems and
uncovering answers to
questions.

Activity Book 1A
1.1.2 (Pages 3-8)
1.2 What is the nature of scientific knowledge?
1.3 The Scientific Method
At the end of this section, you should be able to answer the
following questions:

recognise that scientific evidence can be quantitative or

01 qualitative, and can be gathered through one’s senses or
instruments as extensions of one’s senses

recognise that scientific evidence can be quantitative or

02 qualitative, and can be gathered through one’s senses or
instruments as extensions of one’s senses

show an awareness that scientific evidence is subject to

03 multiple interpretations
1.3 How is Scientific Knowledge Derived?
— The Scientific Method

• The scientific method is a systematic way of

finding answers based on observing the things
around us.
• The scientific method requires us to use scientific
inquiry skills when we explore the world.
1.2 What is the nature of scientific knowledge?
Science is evidence based
Collecting and presenting evidence

• Decide on what kind of evidence to collect.

We make use of our five senses — sight,
smell, hearing, taste and touch — to make
observations as we collect evidence.

• We also use instruments to extend our range

of senses and gather more accurate
information.

• The evidence collected may be descriptive

information (qualitative) or measurable
information (quantitative).

Activity Book 1A
1.2.1 (Pages 9-10)
We use our senses – sight, hearing,
touch, smell and taste – to make
observations.

These observations that describe the

objects or phenomena are
called qualitative data.

For example, when we observe a

coconut as having a green, hard shell
and fragrant smell.

What other qualitative data can you think

of?
Quantitative data requires instruments
to make measurements.

Measurements are numerical quantities

of an object or phenomenon.

For example, a stopwatch records a

numerical value of time (e.g. 7.50
seconds) and a metre ruler measures a
numerical value of length (e.g. 15 cm).
What type of data can we collect in this experiment?
1.2 What is the nature of scientific knowledge?

Engaging with an event

• We obtain information as we interact
with the world around us. When we
encounter a puzzling situation that
catches our attention, we pose
questions to obtain more information
and generate ideas.

• We also propose a hypothesis to

form a possible explanation for the
observation. This hypothesis needs to
be further tested.
1.2 What is the nature of scientific knowledge?

Making meaning of information and

evidence

• We analyse the results of our

experiment to identify trends. This
involves comparing or classifying the
data obtained.

• We derive conclusion(s) based on the

trends identified. We also evaluate the
accuracy of the results of the
experiment. If our results are
inconsistent with our hypothesis, we
refine our hypothesis and test it again.
1.2 What is the nature of scientific knowledge?

The sun
The earth is
revolves
the centre of
around the
the universe!
earth!

For many years, people shared the beliefs of Ptolemy and Aristotle.
1.2 What is the nature of scientific knowledge?

Nicolaus Copernicus
• A European who studied
astronomy as a hobby.
• He believed that the sun was at the
centre of the universe.
• He decided that the earth revolved
around the sun, based on his
observations.
• However, his ideas remained
unpopular during his time as he
could not prove his idea.
About 65 years after Copernicus’ time, the
invention of the telescope led to more
breakthrough in astronomy.
1.2 What is the nature of scientific knowledge?

Galileo
• Created a more powerful
telescope and was able to
observe the moon better than
previous astronomers.
• His observations supported
Copernicus’ idea.
• People then were still not
ready to accept that the sun How did the works of
did not revolve around the Aristotle, Ptolemy,
earth. Copernicus and Galileo
contribute to our knowledge
of astronomy today?
1.2 What is the nature of scientific knowledge?

Science — The human endeavour

• A scientific breakthrough is not usually achieved by one scientist
alone.
• It takes the combined efforts of many scientists over many years to
build the scientific knowledge we have today.
• Scientific knowledge is thus subject to changes as new observations
are made and new evidence is found.
1.2 What is the nature of scientific knowledge?c

• The scientific method helps to ensure that astronomy is

based on accurate ideas.
• Today, using a record of past observations and new
discoveries, astronomers and scientists are able to predict
accurately when an eclipse will occur.

Activity Book 1A
1.2.2 (Pages 11-12)
 Secondary One
Science Research
Famous Scientist and The Scientific Method
Due T1 Week 10 Day 6.
1.3 How do we practise science?
1.3 How do we practise science?

There are 6 areas where we demonstrate ways of

thinking and doing in science
1. Posing questions and defining problems
2. Designing scientific investigations – hypothesis and
variables
3. Conducting experiments and testing-solutions –
measuring with scientific instruments
4. Conducting experiments and testing solutions
–accuracy, precision and errors
5. Developing explanations and solutions
6. Evaluating, Reasoning and Communicating
1.3 How do we practise science?

1. Posing questions and defining problems

1.3 How do we practise science?

Think-Pair-Share
Think of at least 2 scientific questions from daily life
examples.

Discuss with your partner.

Share with the class one of the questions that you

discussed with your partner.
1.3 How do we practise science?

2. Designing scientific investigations – hypothesis and variables

1.3 How do we practise science?

2. Designing scientific investigations – hypothesis and variables

In most scientific inquiry, we start with a hypothesis.

A hypothesis is a scientific question that is usually accompanied by

a proposed explanation for an observation.

The purpose of proposing a hypothesis is to explain a phenomenon or

propose solutions to a problem.

Activity Book 1A 1.3.1

and 1.3.2 (Pages 13-18)
1.3 How do we practise science?
EXAMPLES
1.3 How do we practise science?

3. Conducting experiments and testing-solutions –

measuring with scientific instruments (pg 19 of AB)

S.I. Units

The modern metric system used to measure quantities of

different things is called the International System of Units
(S.I. Units).

Scientists use S.I. units as a common standard for their

measurements.

WHY is this important?

28
1.3 How do we practise science?

3. Conducting experiments and testing-solutions –

measuring with scientific instruments

Measuring Mass

The S.I. unit for mass is the kilogram (kg).

Other commonly used units are:

• gram (g)
• tonne (t)
1 kg = 1000 g
1 tonne = 1000 kg

29
1.3 How do we practise science?

3. Conducting experiments and testing-solutions –

measuring with scientific instruments
Measuring Mass

The electronic balance is used for precise and

Beam balance fast weighing of small amounts of substances
with an accuracy of up to ±0.01 g.
30
1.3 How do we practise science?

3. Conducting experiments and testing-solutions –

measuring with scientific instruments
Measuring Time

The S.I. unit for time is the second (s).

Other commonly used units are:

• minute (min)
• hour (h)

31
1.3 How do we practise science?
3. Conducting experiments and testing-solutions –
measuring with scientific instruments
Measuring Time

Analogue stopwatch Digital stopwatch

The accuracy of the analogue stopwatch is ±0.1 s.

The accuracy of the electronic stopwatch is ±0.01 s.
32
1.3 How do we practise science?

3. Conducting experiments and testing-solutions –

measuring with scientific instruments
Measuring Temperature

The S.I. unit for temperature is the kelvin (K).

The degree Celsius (oC) is also commonly used.

Temperature in K = Temperature in oC + 273

Note that there is no degree sign (o) before ‘K’.

33
1.3 How do we practise science?

3. Conducting experiments and testing-solutions –

measuring with scientific instruments
Measuring Temperature

Mercury or alcohol thermometer

Bulb of an alcohol thermometer
• For measuring temperature of liquids
or reaction mixtures

• Usually measures temperatures

ranging from –10oC to 110oC

• Accuracy of ±0.5oC
Bulb of a mercury thermometer
34
1.3 How do we practise science?

3. Conducting experiments and testing-solutions –

measuring with scientific instruments

Measuring Temperature
• Data logger Connected to a
temperature sensor

• More accurate than the mercury or

alcohol thermometer
• Can record data continuously over a
period of time
• Saves data (in a computer) which can
be used to produce graphs and charts
35
1.3 How do we practise science?

3. Conducting experiments and testing-solutions –

measuring with scientific instruments
Measuring Volume

The S.I. unit for volume is the cubic metre (m3).

Other commonly used units are:

• cubic centimetre (cm3)
• cubic decimetre (dm3)

1 m3 = 1000 dm3
1 dm3 = 1000 cm3

36
1.3 How do we practise science?

3. Conducting experiments and testing-solutions –

measuring with scientific instruments
How do we measure volumes of liquids?
• Volume
• Degree of accuracy

Measuring cylinder
• More accurate than
a beaker
• Measures up to the
nearest 0.5 cm3.

37
3. Conducting experiments and testing-solutions –
measuring with scientific instruments

How do we measure volumes of liquids?

Burette
•Accurately measures Pipette
variable volumes of Accurately measures
liquid to the nearest fixed volumes of liquid.
0.05 cm3 e.g. 20.0 cm3, 25.0 cm3
•Can be used to
deliver different
volumes of liquids

38
3. Conducting experiments and testing-solutions –
measuring with scientific instruments

How do we measure volumes of gases?

The gas syringe is commonly used to measure

to volume of a gas.

It measures a maximum volume of 100 cm3.

barrel

plunger

Activity 1.3.3.
(Pages 19-20)

39
1.3 How do we practise science?

3. Conducting experiments and testing-solutions –

accuracy, precision and errors
In most scientific investigations, we have to collect measurements as
part of our data. Using the appropriate measuring instruments can give
us accurate and precise measurements. This is important in helping us
develop the correct explanations and solutions. However, accuracy is
affected by errors in measurement.

Common consistent errors that may arise are zero error and parallax
error.
f
e c to
e eff your
Zero error is a type of error in which an instrument shows t
h
is t rs on at do
a o o
a non-zero reading when the measured quantity Wh o err ? Wh an d
zer dings you c zero
should be zero. rea think t the
ec
you corr rror?
to e
1.3 How do we practise science?

3. Conducting experiments and testing-solutions –

accuracy, precision and errors

ro
Weighing Scale Weighing Scale Weighing Scale t o f ze ?
s
with Positive Zero with No Zero with Negative e e ffec ading
e u
a t is th your r ink yo ro
Error Error Zero Error Wh rs on you th the ze
erro at do orrect
Wh o to c ror?
d er
can
1.3 How do we practise science?

There are measuring

instruments that are
able to fix zero errors
with a press of a
button! This button is
the “tare” button. You
will find this button in
most electronic
measuring
instruments.
Zero error is due to an error in the measuring instrument. Parallax error however, is
due to measuring instruments being read incorrectly.
Parallax error is introduced when the marking of an instrument is viewed at an angle
due to the wrong positioning of the eye.
When taking a reading from a ruler, position the eye so that the line of slight is
perpendicular to the marking on the ruler.

Readings taken from measuring instruments

must always be taken where the line of slight is
perpendicular to the marking or level with the
marking.
1.3 How do we practise science?
Choose the option that shows the eye at the correct position when taking a
reading.
Taking readings using
an instrument with zero
error causes consistent
error, so the readings
are consistently
inaccurate.
However, some errors
are unpredictable.
These errors are
caused by sources that
may not be
immediately obvious
such as unpredictable
environmental errors
and human reaction
time.
End at 1:25

Activity Book 1A
1.3.4 (Pages 21-22)
1.3 How do we practise science?
5. Developing explanations and solutions
6. Evaluating, Reasoning and Communicating

In reality, the process inquiry may start from any stage and is usually not linear
or direct. That is why, we would often need to persevere and be focused on the
goal!
Scientific inquiry is an on-going process of posing questions, developing
investigations and analysing data.
This process may repeat many times during one investigation. Science is
practised through investigating, evaluating and reasoning, developing
explanations and solutions. These practices of science does not just apply to
science conducted in laboratories but also science in everyday life.
1.3 What influences the way we practise science?

At the end of this section, you should be able to answer

the following questions:

How is science and

technology beneficial or
harmful to our society? Why is there a need to be
responsible towards our
environment and society in the
use of science and
technology?
Can science and
technology solve all our
problems?
Our values, ethics and attitudes affect the ways we apply our scientific knowledge,
and the types of investigations we carry out. This has been demonstrated by
numerous scientists in the history of science.

Marie Curie. She is well known for her

research on radioactivity and she was
awarded two Nobel Prizes for her research.
She is the first female Nobel Prize winner.

Activity Book 1A
1.4.1 (Pages 23)
 Safety Practices in Science
At the end of this section, you should be able to answer the
following questions:

What safety procedures should

we exercise when carrying out
experiments?

Activity Book 1A
1.4.2 (Pages 25-26)
Safety Practices in Science
Lesson trigger

How could this

accident have been
prevented?
Safety Practices in Science

• Choosing a site (e.g. laboratory) for

investigation depends on factors such
as the nature of the investigation, as
well as the materials involved.
• You need to be familiar with different
scientific apparatus so that you can use
the right apparatus safely.
Safety Practices in Science
Laboratory rules

Throughout the lesson

• Be serious at all times in the
Science laboratory. Do not play or
tamper with the equipment.
• Keep your desk clean and tidy.

Before you begin the experiment

• Prepare all apparatus and arrange
them such that you will not knock
them over while doing the
experiment.
Safety Practices in Science

During the experiment

• Never smell or taste chemicals unless your
teacher grants permission.
• Wear goggles when heating or mixing
reactive chemicals.
• Never handle broken glass apparatus with
your bare hands. Inform your teacher and
use a broom and dustpan to remove the
broken glass.
Safety Practices in Science

After the experiment

• Dispose of waste materials in proper
waste bins.
• Never throw solids or corrosive
liquids in the sink.
• Wash your hands thoroughly when
Failure to o
the experiment is completed. bserve
any of thes
e safety
precaution
s can
lead to acc
idents
such as a
fire.
Safety Practices in Science
What should you do if a chemical spillage occurs?

If any chemical accidentally gets in your

mouth, spit it out into a basin immediately.
Rinse your mouth with plenty of water and
report it to your teacher.

If any chemicals spilled onto other

parts of your body or clothing, wash it
with plenty of water.
Report the spill to your teacher.
Report all accidents, breakage
and spillage to your teacher
immediately.
Use of Bunsen Burner

Activity Book 1A
57
1.4.3 (Pages 27-28)
 Use of Bunsen Burner
Learning Outcome
At the end of this section, you should be able to:
•Label and learn the use of Bunsen burner;
•Difference between a luminous flame and a
non-luminous flame;
•Understand how to handle a strike back and prevent
it from occuring.

58
 Parts of a Bunsen Burner and their
functions
Parts Function
Barrel To raise the flame to a suitable height for heating.
Collar To open or close the air-hole.
Air-hole To allow air to enter the Bunsen burner.
Jet To allow the gas from the gas supply to enter the burner.
Base To support the burner and keep it stable.
Gas tap To provide a supply of gas for burning.

Jet

59 Base
 How to use a Bunsen Burner?

Step 1:
Turn the collar to close the air hole.
Step 2:
Light a match and hold it over the top of the barrel.
Step 3:
Turn on the gas tap with your free hand.
A luminous flame is produced.
Step 4:
Open the air-holes to obtain a non-luminous flame.
60
Luminous vs. Non-Luminous Flame

61
 Comparing
Luminous and Non-Luminous Flames
Luminous flame Non-luminous flame
How is it Produced when air-hole is Produced when air-hole is
produced? closed. opened.
When air-hole is closed,
there is insufficient
oxygen in the barrel. This
Explain why When the air-hole is fully
causes incomplete
the flame is opened, sufficient oxygen
combustion (burning) of
luminous/ gas enters the barrel and
the gas.
non-lumino causes the gas to burn
us? completely.
The carbon particles in the
gas burns and produces
the orange flame. 62
 Luminous flame Non-luminous flame
1. orange in colour,
easily visible
2. Flickering and 1. Pale blue in colour, not
unsteady easily visible
Characteristics
3. Weak flame – not so 2. Steady flame
of flame
hot 3. Strong flame – very hot
4. Produces soot 4. Does not produce soot
causing apparatus
to turn black
The dark blue zone is just
above the barrel. It contains
unburnt gas. It is the coolest
Hottest region None. region of the flame.
The hottest part of the flame
is just above the tip of the blue
zone flame
63
 Test Yourself!
Q1. Can you identify which of the
following is a luminous flame?
Q2. Label the hottest part of the
non-luminous flame.

64
 Strike-Back
• Caused by a mixture of too much air and too
little gas.
• The flame burns at the jet, the barrel becomes
hot and poisonous gas is produced.
What are the potential
hazards when a strike-back
occurs?

65
What must you do when a strike-back
occurs in an experiment?
Step 1:
Turn off the gas tap immediately.
Step 2:
Let the burner cools down.
Step 3:
Close the air hole.
Step 4:
Relight the Bunsen burner.

66
 How to prevent a strike-back?

• Always close the air-hole before lighting the

Bunsen burner.

67
Safety Practices in Science
Hazard symbols
Hazard
symbols are
used to label
harmful
chemicals.
Here are some
common
hazard symbols
to look out for:

Activity 1.4.4
(Pages 29-30)
1.5 Safety Practices during Scientific Investigations
Hazard symbols
Hazard symbols are used to label harmful chemicals.
Here are some common hazard symbols to look out for:

Explosive
Substance will react violently
when heated or struck.
E.g. flash powder

Corrosive
Substance will eat away other substances.
E.g. sulfuric acid, potassium hydroxide,
calcium oxide
1.5 Safety Practices during Scientific Investigations

Radioactive
Substance emits radiation.
E.g. radioactive carbon, uranium

Flammable
Substance catches fire easily.
E.g. petrol, kerosene, alcohol, hydrogen

Biohazardous
Poisonous substance of a biological nature.
E.g. medical waste such as blood and urine
samples, micro-organism, virus or toxin
1.5 Safety Practices during Scientific Investigations

Irritant
Substance produces vapours or fumes
which irritate the eyes, nose and throat.
E.g. phenol, chloroform

Toxic
Substance is harmful in small doses.
E.g. methanol, cyanide, mercury, carbon
monoxide, chlorine
1.5 Why do we learn science?

Lesson trigger

• ‘Super carrots’ were created by

scientists to contain high levels of
calcium.
• Scientists first had to understand
the Science involved in controlling
the characteristics in carrots.
• The scientists then applied their
knowledge to increase the calcium
levels in carrots. ‘Super carrots’ contain
high levels of calcium.
1.5 Why do we learn science?

• Technology is the application of scientific

knowledge for practical purposes.

• For example, studies in Science explain why iron

sinks in water.
• However, through technology, we can build a
submarine made of iron that can float as well as
sink in water.
1.5 Why do we learn science?

Advantages and disadvantages of technology

• Advancements in technology have Click here to watch a video on

improved our lives but it has some advancements in technology.
From the video, link how
disadvantages too. attitudes in Science have led to
these discoveries.
• When abused, technology can cause
harm to society and the environment.
• Hence, it is important that we apply
scientific knowledge responsibly.
1.5 Why do we learn science?

Medicines
•Advantage: Medicines such as antibiotics
help cure diseases.
•Disadvantage: May increase the risk of
antibiotic-resistant ‘superbugs’.
1.5 Why do we learn science?

Pest- and disease-resistant food crops

• Advantage: Resistant to attacks by
pests and disease-causing organisms.
• Disadvantage: Genes may be
transferred to other wild plants during
breeding.
• This may upset the balance in the
ecosystem when they compete with
other plants for light and space.
1.5 Why do we learn science?

Automobiles
• Advantage: Allows for quicker
transport of people and things.
• Disadvantage: Emissions from
automobiles cause air pollution.
1.5 Why do we learn science?
Styrofoam
•Advantage: Used to make many useful
objects such as cups and food containers
due to its light weight and high heat
capacity.
•Disadvantages:
• Contributes to global warming during
its manufacture.
• Non-biodegradable and pollutes the
environment.
• Harms and kills animals that
accidentally consume it.
1.5 Why do we learn science?

• Despite the many benefits of

technology, it cannot solve all our
problems.
• For example, technology cannot
prevent natural disasters such as
earthquakes and hurricanes.
• However, technology can predict
the occurrence of natural
disasters, even though such
predictions are not always Click here to watch a video on the role of
technology in society.
accurate. From the video, state how technology can
affect society negatively.

Activity Book 1A
1.5.1 (Pages 31-32)