1.1.

1 – I think Science is (Pg 1-2)

2) Possible students’ responses may fall within such categories:

Science is…

about relating Science-Technology-Society- Environment

e.g. “is about our life. It is somehow learning about earth, culture and our life cycle”
“about inventing new things”

about demonstrating ways of thinking and doing

(investigating) - “is about exploring things around me, whether it is a living things or non-living thing”
“Science helps us to think and helps us to find the answers”

about demonstrating ways of thinking and doing (developing explanations and solutions)

“a lot of explanations needed in order to support a statement”

“produces things and explanations”

about demonstrating ways of thinking and doing (evaluating and reasoning)

“involves my own thinking process and how it develops”, about understanding nature of Scientific
knowledge “something which is true” - “is Physics, Biology and Chemistry”
In Science, we learn about the natural world around us. We also try to discover how things work.

1.1.2 – Eureka (Pg 3-4)

1) ● requires team-work; ● building of new knowledge upon prior knowledge; ● the development of
science and technology

2) Yes, with one of such explanations: ● makes use of observation; ● evidence-based; ● involves
analysis and experimentation; ● new knowledge is built on prior knowledge or driven by
advancements in technology
OR
No, with one of such explanation: ● one scientific method and the starting points as well as
approaches of each discovery can differ

1.2.1 – Where is the evidence?(Pg 9-10)

1)(a) Pasteur could have used his sense of taste to make his observation.
1)(b) Qualitative data

2)(a) germs
2)(b)(i) Sight / using the eyes to observe the four layers
2)(b)(ii) Qualitative data
1.3.1 Avani’s investigation into her pest problem (Part 1) (Pg 13-15)
Questions
1) To find out if eggshells keep ants away
2) ● Quantitative; ● Idea that a numerical value was taken/ counted number of ants

3.

Practice How Avani and/or Her Aunt Demonstrated the Practice

Investigating ● Carried out investigations to test their hypothesis ● Avani posed
questions on what she observed
Evaluating ● Avani made the conclusion that the eggshells were effective, based
on the evidence that the ants decreased in numbers.
Avani’s aunt agreed with Avani that there were fewer ants. However,
the man/her uncle pointed out that the conclusion might not be
definite (i.e. eggshells can get rid of ants like what Avani said in
picture 3) as not all the ants have disappeared.
Developing explanations ● Avani attempted to solve the problem of having ants in the kitchen
and solutions by using egg-shells and tested the effectiveness of this method.

4. Example: I could check the pH of the soil in my pot of plant to see if my plant can grow well.

Essential takeaway It
tells me that we conduct experiments in Science to test our hypothesis. We observe what happens
and analyse the results. We also need to be imaginative and creative when we plan experiments. We
often repeat our experiments to see if we will obtain the same results.
1.3.2 Let us investigate (Pg 17-18)
Questions:
1)(a) Clothes hung outdoors dried faster due to faster evaporation caused by the heat from the Sun.
(or any other suitable hypothesis)
1)(b) My investigation: How much time would it take for a shirt to dry indoors and outdoors?
1)(c)(i) The place where I dry the shirt has to be changed. One shirt will be hung indoor and another
will be hung outdoor (This variable must match 1(b).)
1)(c)(ii) The size of shirt / the material of the shirt / the amount of water in the shirt
1)(c)(iii) Answer should allude to how the variable may affect the rate of evaporation and, thus, it
cannot be concluded whether hanging the shirt outdoor or indoor affects the rate of drying.
2)(a) There is more light outdoors for the plant to make food and grow taller. (or any other suitable
hypothesis)
2)(b) My investigation: How does the amount of light affect the height of plants?
2)(c)(i) The amount of light each plant receives. (This variable must match 2(b).)
2)(c)(ii) ● The type of soil; ● The type of plant; ● Size of the pots
2)(c)(iii) Answer should allude to how the variable in iii(b) may affect the plant growth and, thus, it
cannot be concluded whether light intensity or the placement of plant in sunlight affects plant
growth.
3)(a) The bread turned bad; or any other suitable hypothesis
3)(b) My investigation: How long would it take for the bread to turn mouldy inside the fridge
compared to at room temperature?
3)(c)(i) The place where I put the bread has to change, one inside the fridge, another on the dining
table. (This variable must match 3(b).)
3)(c)(ii) ● the thickness of bread; ● brand of bread; ● type of bread
3)(c)(iii) Answer should allude to how the variable may affect the condition of the bread and, thus, it
cannot be concluded whether the condition of the bread is affected by the place where the bread is
kept.

1.3.3 Measuring instruments and apparatus (Pg 19-20)

1)(a) & (b)

Quantity Measuring Instrument(s) Unit(s) of Measurement

time Stopwatch, clock second / s, minutes / min
hours / h
temperature thermometer Kelvin / K , degree Celsius / o C
Fahrenheit / o F
mass electronic balance kilogram / kg gram / g
length Ruler, metre rule measuring metre / m, kilometre /
tape km,centimetre / cm
volume measuring spoon measuring metre cube / m3, litre /l
cylinder
1.3.4 To Err is human (Pg 21-22)
1)(a) Jon - Reason: Jon’s average reading is closer to the actual mass of 100g.
1)(b) Jia Li - Reason: Jia Li’s readings are closer to one another

2)(a) Zero error

2)(b) Yes, the zero error on the scale can be corrected by pressing the “tare” button before placing
the 100 g mass on the electronic balance; OR Subtract 3.0 g from the reading of the mass
2)(c) Consistent
2)(d) This error will continue as long as the value of 3.0 is not subtracted from each measurement.

3) B

1.4.1 Avani’s investigation into her pest problem (Part 2)(Pg 23)
Attitude How Avani and/or Her Aunt Demonstrated the Attitude
determination Avani’s aunt did not give up (persevered) on her investigation even though
the method did not work as well in her house than it did in Avani’s house.
creativity Avani showed creativity and openmindedness in trying out new methods
to solves a problem they faced.
curiosity Showed curiosity about what she/they observed

1.4.2 Safety in the laboratory

A - Welcome to the science laboratory (Drawing) (Pg 25) -Optional
B. safe practices in the science laboratory (Pg 26)
1) A, B, C, D, E, G, H

2) Table 1.13

Safe Practice Student Importance of the Practice

Refraining from playing in the
laboratory
Using the fume cupboard when
handling chemicals that give out
fumes
safety goggles when heating
Pointing the mouth of the test
tube away from others when
heating
Refraining from eating in a
science laboratory
Tying up one’s long hair before
entering the laboratory
Repeated point
Pointing the mouth of a test tube
away from oneself when heating
A Might knock apparatus over or cause accidents
B To prevent inhalation of toxic fumes Wearing
D&G To protect the eyes from chemicals that may spurt
out of the test-tube or explosions involving broken
glass
D To prevent chemicals that spurt out of the test tube
from falling on others
E To prevent contamination of the reagents,
apparatus and food
G To prevent her hair from being burnt by the naked
flame
H To prevent chemicals that spurt out of the test tube
from falling on herself

1.4.3 Safety precautions when using Bunsen burner (pg 27-28)

7) Close the air-hole again

Questions

1) Luminous flame/ flame used when air-hole is closed

2) Non-luminous flame / flame used when air-hole is half-open as it is steadier / hotter than the
luminous flame
3) Luminous flame / flame used when air-hole is closed; more visible than the non-luminous flame
2)(a) E.g., bleach; corrosive
2)(b) E.g., wear gloves; use the agent in a well-ventilated area; OR avoid using the agent near
open flames

1.5.1 – Optional