Module 1: KPLI Science Major

Unit 2: Teaching for The Process and Content of Science 1

Topic 3: Manipulative Skills

After completing this topic, you should be able to list down the right techniques how to:
a)
b)
c)
d)
e)

use and handle science apparatus and materials

draw science apparatus
handle plant and animal specimens
store science apparatus and materials
clean science apparatus

Read this teachers experience:

It is essential to precede the laboratory on measuring electricity with a laboratory on using
the voltmeter and ammeter. If the students misread their meters when trying to determine
voltage, current, or resistance, the lab is lost. This experience requires practice in reading
meters first, then concentrating on collecting data and making calculations.. It is too much to
ask the teenagers that I have in my classes to determine the amps in a circuit before they
are comfortable with the use of the meters What makes matters worse is that the meters we
use in our labs have three scales which can be confusing to students. Therefore, when
laboratory work related to electricity work is carried out in stages to develop specific
competencies, my students are successful and enjoy their science experiences

Courtesy of Science Instruction in the Middle& Secondary Schools pg 193

Did it ring a bell?
Do you realize that to be able to do science activities effectively you should acquire the
manipulative skills as well as the science process skills?
What are manipulative skills?
Manipulated skills are psychomotor skills that enable you to carry out the practical works
in science. It involves the development of hand-eye coordination, such as focusing a
microscope, sketching specimens, measuring angles, and cutting glass. Although
laboratory work often relies on students abilities to manipulate equipment, some is
highly dependent on the use of special equipment and techniques; therefore, the
emphasis of some laboratories should involve the development and use of these skills
and techniques.
Physical practice with laboratory equipment provides concrete experiences with the
apparatus and procedure. It gives you a set of experiences upon which to build images
that represent the skill under development. Firsthand exposure to equipment is
essential.

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Module 1: KPLI Science Major

Unit 2: Teaching for The Process and Content of Science 1

Specifically the skills are as follows:

3.1 Using and Handling Science Apparatus and Materials Accurately
What does it means when you say you are able to use and handle science apparatus
and materials? To be able to use means you know which appropriate instrument to use
in a certain situation and know how to read the scale on the instrument that you are
using.
Examples:

When you do fine dissections of earthworms you do with the aid of stereoscopic
microscopes

You use a microphone when you want to make an announcement to a large group
over the public address system

When you are using the metre rule, you should use the following steps;

a) A metre rule is used to measure the objects shown below.

What is the length of the objects?

mm

Answer: 16 mm

Answer: 12 mm

10

20

30

b) How you determine the answer is 16 mm and 12 mm.

c) Can you tell us where is your eye position when taking your reading?

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Module 1: KPLI Science Major

Unit 2: Teaching for The Process and Content of Science 1

Points to note when measuring length:

Choose a suitable instrument based on the type and size of the object.
Example: To measure
diameter of a test tube use a vernier caliper
length of the teachers table use a metre rule
depth of a test tube use a vernier caliper
diameter of a coin use a vernier caliper
Vernier calipers measure more accurately than metre rule.
Take the average of a few readings.
Example: To measure the diameter of a pipe, take three measurements at 3 different
places and take the average.
How about how to handle apparatus or materials?
There are certain procedures that you need to take note when you handle apparatus or
materials .For example when you are using the thermometer in an experiment, you
should not hold the body of the thermometer, you should not use the thermometer to stir
or bulb of the thermometer should not touch the base of the beaker.
When you are heating liquids in a test tube, use a small flame and move the test tube
constantly. Or when you want to heat a combustible substance you would not heat it
over direct flame but heat it in a water-bath. Or pick up materials using forceps or
spatula and not with your hand.
You could read more about how to use and handle apparatus and materials in any
science laboratory manual!

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Module 1: KPLI Science Major

Unit 2: Teaching for The Process and Content of Science 1

Do the exercise first before checking the answer!

1. Firdaus drew the flowchart below to show how to light a Bunsen burner, but he made
four mistakes. Find these mistakes, and then redo the flowchart.
Connect hose to the gas tap

Rotate collar to open air hole

Switch on the gas tap

Light a match

Hold match over top of barrel

Put burner on heatproof mat

2. Look at the cartoon showing Chin and Jenny in the laboratory,

Courtesy of Stannard & Williamson: ScienceWorld 7 pg 9

a.
b.
c.
d.

What has happened to Chin?

What was he trying to do?
What did he do wrong?
What should Jenny tell him to do?
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Module 1: KPLI Science Major

Unit 2: Teaching for The Process and Content of Science 1

3.2 Handle specimens correctly and carefully

What are usual specimens that are used in your science class? Well, in primary schools
we usually dont use many live specimens. You might be observing parts of a plant the
leaves, the flowers, the fruits , the roots of plants or the whole plant itself. The usual
practice is rather than cutting parts of the plant or uprooting the whole plants we do the
observations in the field itself. If its necessary to get the plants into the classroom, then
do so and then return the specimens to the filed again, dont throw the specimens into
the dustbin!
Do not handle poisonous plants!
What about animals? What animals that you normally bring into the class?
You might be doing activities with small animals such as cockroaches, earthworms,
snails, fishes or frogs. So what do you do, if you dont want the class to get chaotic if the
students dont know how to handle these animals? If you are asking the students to
study life cockroaches or grasshoppers, placed them in closed petri dishes and then do
the observations. After the activity, what to do with the animals? If the animals are still
alive, release them in nature. If its dead placed them in plastic bags, tie them and throw
into the dustbin. The lab-assistants would know what to do next, hopefully!
A few simple rules need to be followed to ensure safety:
before starting work, cover all wounds
hands must be thoroughly washed with soap at least
if bitten treat the wound with antiseptic
3.3 Drawing Specimens And Apparatus
Look at the drawings in Figure 9 and Figure 10.

Figure 9

Figure 10
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Module 1: KPLI Science Major

Unit 2: Teaching for The Process and Content of Science 1

Did you notice any differences between the two figures? The drawings in Figure 3 are
three-dimensional and have been drawn by an artist. Whereas the drawings in Figure 4
are two-dimensional and this is how you should draw equipments for your science
experiments. Its much more simpler to draw them. Dont you think so?
Here are some guidelines that you can use when drawing specimens and science
apparatus:
Draw using a pencil and unlined paper
Make the drawing large enough so that important details are easily seen
Place the drawing near the left side of the sheet so that the labels can be placed
on the right side
Print the labels one under the other
Use a ruler to draw lines from the labels to the drawing, and do not cross lines
Do not shade or colour the drawing
Construct a title for the drawing at the top of the page

Draw the apparatus first before checking the answer!

Draw the apparatus shown below using the guideline discussed above:

3.4 Cleaning science apparatus

Do you know how to clean a burette?
Usually you can clean the burette or any other glassware using any cleansing detergent,
rinse with water and then dry them up. If the glassware is very dirty, you could leave it to
soak with the cleansing detergent overnight and then rinsing them with water. Then
stand or hang on drying boards or racks.
After using any instruments make sure you clean them before storing them. For
example, if the pan of the Dial-O-Gram balance get dirty or wet, wipe it with tissue
paper or it could get rusty very quickly.
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Module 1: KPLI Science Major

Unit 2: Teaching for The Process and Content of Science 1

3.5 Storing science apparatus and materials

How much do you have to know about how to store science apparatus and materials?
As a student, probably what you should know is where the apparatus that you frequently
used in most experiments are stored or placed. This could help you to return the
apparatus to its original location after using them. Some of the apparatus that you
usually used and stored in the labs are retort stands, test tubes, beakers, measuring
cylinders, tripod stands and Bunsen burners. Of course if the apparatus are still wets,
you are supposed to dry them first before storing it!
If you get the instrument from a container, follow the given storing procedures before
store it into the container. For example a microscope is stored in its boxes. Before
putting the microscope away, the eyepiece lens, objective lens and the stage of the light
condenser system must be check for cleanliness and dryness. The objective and
eyepieces lenses are clean with lens paper, not tissue or cloth to prevent scratching the
lenses. Remove the eyepiece and objective lenses and put them into its boxes.
While other special apparatus are always stored in the preparation rooms and usually
you dont have to return these yourself as the preparation room is off limit to students!
The same things apply to science materials. If the materials are stored in the labs you
should return them to its original place. If not just place them in the trolley and the lab
assistant will return them to its original place.

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Module 1: KPLI Science Major

Unit 2: Teaching for The Process and Content of Science 1

Tutorial Questions 1:
Design Your Own Experiment
Scenario of the Problem
People living in cold countries require warm clothing and the
animals have thick fur on their bodies. But many animals in the
tropics also have thick fur and they seem to be thriving well.
Design an experiment to solve the above problem using the steps that was discussed in
topic 2.5.
You are going to carry out the experiment during tutorial time.
Write a report. Identify all the science process skills as well as the manipulative skills
that are involved during planning, carrying out, analysing and writing up the report.
1. Identifying the problem
What is the problem that you are going to investigate?
For example: Can the presence of fur on the body reduce heat absorption?
2. Form a hypothesis
A hypothesis is based on observations that you have made. A hypothesis is a
possible explanation based on previous knowledge and observations. It is a
prediction that can be tested.
3. Test your hypothesis
To test a hypothesis you need a procedure. A procedure is the plan you follow in
your experiment. A procedure tells you what you materials to use, as well as how
and in what order to use them.
4. Record and analyse your data
The data you collected must be recorded carefully. Accuracy is the key. A wellthough-out experiment includes a way to record procedures. Data tables are one
way to organize and record results.
5. Conclusions
After analysing the data collected and recheck for accuracy, you are now ready to
draw conclusions about what the data means. These conclusions are usually
stated using words similar to those in the hypothesis formed earlier.

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Module 1: KPLI Science Major

Unit 2: Teaching for The Process and Content of Science 1

Summary
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.

Observing is using the five senses to find out about objects or events.
Classifying is to group objects or events according to similarities and differences.
Measuring and using numbers is making quantitative observations by comparing to
conventional standard.
Inferring is using past experiences or previously collected data to draw conclusions
and make explanations of events.
Predicting is making a forecast about what will happen in the future based on prior
knowledge gained through experiences or collected data.
Communicating is using words or graphic symbols such as tables, graphs, figures,
models to describe an action, object or event.
Interpreting data is a process of transforming the information shown in diagrams,
graphs, tables, photographs, drawings and charts into general statements.
Identifying and controlling variables is a process of determining and describing
anything that can influence a situation or a system.
Constructing hypotheses is the process of making a generalization of events or
objects.
Defining operationally is a process of determining the meaning and context of
words or statements so that there is a common understanding between the
person delivering it and the person addressed to.
Experimenting is a process undertaken to test a hypothesis, answer a question,
verify or illustrate known facts or principle.
Using and handling science apparatus and materials means able to choose
appropriate apparatus and materials, able to read the scale on the instruments
and use the instrument and materials with the right techniques.
Drawing science apparatus with the right techniques.
Handling plant and animal specimens correctly so as to ensure safety.
Cleaning apparatus with the right technique so that the lifelong of the instruments
are prolonged.
Storing apparatus and materials properly in the right place and procedure so as to
ensure cleanliness as well as lifelong of the instruments.

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Module 1: KPLI Science Major

Unit 2: Teaching for The Process and Content of Science 1

Answers

Topic 1.1
You could see the colour, smell it, touch the bottle to feel whether it is hot or cold.
Topic 1.2
Fern

Anlene

Lactogen

Dutch Lady

Lowest

Daisy
Highest

% of Saturated fat
Topic 1.3
a) meters (m)
b) degrees Celsius (0 C)
c) cubic centimeters (cm3)
d) millimeters (mm)
e) kilograms (kg)
f) centimeters (cm)
g) milliliters (mL)
h) liters (L)
i) grams (g)
j) milligrams (mg)
Topic 1.4
1.
Observations

Inferences
Frame 1
One set of prints is smaller than the other
One animal is smaller than the other
The small and large prints are headed in the Both are walking towards something
same direction
There are three toes for each print
Both animals are bird
The small and large prints get closer to each The large animals is pursuing the small
other
animal
The larger prints get farther apart
The larger bird is going downhill
The larger bird is running
The larger bird is stepping over stones

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Module 1: KPLI Science Major

The prints converge

Unit 2: Teaching for The Process and Content of Science 1

Frame 2
The larger animal catches and either eats

or

carries off the smaller animal.

The prints become all mixed up

The smaller footprints get farther
The small tracks stop

The large prints are close together

The animals were there at different times.

Both animals discovered food in the same
place.
The animals were milling about
The animals were fighting
The smaller animals begins to run apart
Frame 3
The larger animals ate the smaller one
The smaller animal flew away
The snow at this point became crusty and
the smaller animal was not heavy enough to
make tracks
The larger animal was walking rather than
running

2.
Observations
a, d, e, h, I, k, n and o

Inferences
b, c, f, g, j, l, m and p

Topic 1.5
1. a) 50 cm
b) 140 cm
2.
I can feel the earth rumbling. - observation
The rumbling is caused by the volcano. - inference
Its going to erupt! - prediction
The two girls are wearing robes and mortar board. - observation
They have just attended their graduation day. - inference
They are going to get job with good pay. - prediction
The left-hand end of the see-saw is lower than the right-hand end. - observation
If the person on the left-hand end gets off, the right-hand end will fall. - prediction
One person is heavier than the other. - inference

Topic 1.6
1.
Flavour
Cheese & onion
Smoky bacon
Salt & vinegar
Plain salted

Number of students
25
10
2
13
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Module 1: KPLI Science Major

Unit 2: Teaching for The Process and Content of Science 1

2.
make a list of the parts of the banana plant which are used by animals for food
e.g. leaves, stem, fruits
present in a table:
Parts of the plant
Animals
Leaves
Caterpillar
Stem
Snail
fruits
Fruit fly
Construct a food chain: e.g. banana leaves
caterpillar
bird
Topic 1.7
1. a) a square, a rectangle, an eclipse, a equilateral triangle
b) a square, a rectangle, an eclipse, a equilateral triangle
c) a square, a rectangle, an eclipse
2. a brick, an apple, a coffee cup, an automobile
3. i)

a) accelerating
b) stationary
c) accelerating
ii) BC

Topic 2.2
a)
1. The time it takes to run a kilometer depends on the amount of exercise a person
gets.
2. The more water you put on the grass, the fatter it will grow
3. More bushels of potatoes will be produced if the soil is fertilized more.
4. The higher the temperature of water, the faster an egg will cook
5. The temperature of water was measured at different depth of a lake
6. Grass will grow taller if it is watered a great deal and if it is fertilized
7. If the amount of calcium chloride added to the water increases, the temperature
of the water increases.
8. Lemon trees receiving the most water produce the largest lemons.
9. The amount of algae growth in lakes seems to be directly related to the number
of bags or phosphates fertilizer sold by the local merchants.
b)
1. MV period of keeping the light on each day; RV- number of eggs chicken laid
2. MV temperature of water; RV- time the seed sprout
3. MV- distance of light from screen; RV size of illuminated area
4. MV- number of foxes; RV- rabbit population
5. MV- number of minutes of exposures to X-rays; RV- number of offspring born
dead

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Module 1: KPLI Science Major

Unit 2: Teaching for The Process and Content of Science 1

Topic 2.3
1.
MV amount of exercises measured by counting the number of kilometer a person
skied; RV pulse rate was measured by counting the number of heartbeats felt at
the wrist following the exercises
2.
Some of the operational definition of enjoyment of reading
Amount of time students voluntary spend at the reading table
Number of references to books read during sharing time
Number of books taken home
Number of voluntary book reports
Topic 2.4
1. A1 B2
A2 - B1
A3 - B5
A4 - B3
A5 - B4
2 Your answer depend on the variables that you choose;
a)
young plant will grow at a higher rate than old plant
the more light the plant receive the faster the growth
b)
the steeper the roof, the higher the temperature of the house
the more windows to the outside, the lower the temperature inside the house

Topic 2.5
Sample experimentation:
a) Problem: What effects how fast salt dissolves in water?
b) Hypothesis: he greater the quantity of salt, the longer it will take to dissolve
c) Design: Different amounts of salt (6,12,19,24, and 30 grams) will be measured and
placed in 25o milliliters of water. The water will be stirred until no more salt crystals
are observed and the length of time it takes the salt to disappear will be recorded.
The procedure will be repeated two more times and the average time to dissolve
will be calculated. He constants are: temperature of the water, kind of salt used,
and the manner of stirring.
d) Data table:
Amount of
salt (g)
6

Trial 1
35

Time to dissolve (sec)

Trial 2
Trial 3
34

12
19
24

30
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35

Average time to
dissolve (sec)
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Module 1: KPLI Science Major

Unit 2: Teaching for The Process and Content of Science 1

Graph of how does the amount of salt in water affect dissolving time could also be
constructed.
e) Relationship observed between variables: the greater the amount of salt added to
the water, the longer it took to dissolve.
f) Findings: the data supported the hypothesis

Topic 3.1
1.
Connect hose to the gas tap

Put burner on heatproof mat

Rotate collar to open air hole

Light a match

Switch on the gas tap

Hold match over top of barrel

2. a) liquid gets into his eye

b) he was trying to observe the content of the test tube
c) he shouldnt grab the test tube from Jenny and placed directly towards his face
d) you should smell it by
Topic 3. 3

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Module 1: KPLI Science Major

Unit 2: Teaching for The Process and Content of Science 1

School Based Assignments

1. Investigation

In order to reflect the true nature of science, students need to

actively engage in hands-on and minds-on activities. To be able
to do this, they need to have acquired the scientific skills that
comprises of science process skills and manipulative skills.
Prepare lesson plans that incorporate those scientific skills.
Execute the lessons.
Write a report on your reflection about this investigation
together with the improve version of your lesson plans.
Hand in your report to your facilitator. Prepare a short
presentation to share your findings with your course mates
during your tutorial.

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Module 1: KPLI Science Major

Unit 2: Teaching for The Process and Content of Science 1

References

Abruscato, J. (1996). Teaching Children Science.: Discovery Approach. Simon &

Schuster, Michigan.
Bahagian Pendidikan Guru, Kementerian Pendidikan Malaysia (2001 ). KPLI (KDC)
Modul 2 . Kuala Lumpur
Chiappeta, E. et all (

). Science Instruction in the Middle & Secondary Schools.

Esler W. K. & Esler M. K. (1996). Teaching elementary science. Wadsworth Publishing

company, USA
Funk, J.J et al. (1979). Learning Science Process Skills. Kendall / Hunt, Iowa
Good, R.G (1977). How Children Learn Science, New york : Macmillan Pub. Co., Inc.
K.Lumpur : Anthonian Store Sdn. Bhd.
Pusat Perkembangan Kurikulum, Kementerian Pendidikan Malaysia (1994). PuLSaR
Modul 2 Kemahiran Saintifik. Kuala Lumpur.
RECSAM (1978): Laboratory Management and techniques for schools and colleges.
Rezba, R.J, et al (1995). Learning and Assessing Science Process Skills.(4thEdition) .
Iowa : Kendall-hunt Pub. Company
Stannard, P. & Williamson, K. (2001). Science World 7. South yara : Macmillan Ed.
Australia Pty Ltd.
Stannard, P. & Williamson, K. (2001). Science World 8. South yara : Macmillan Ed.
Australia Pty Ltd.

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Module 1: KPLI Science Major

Unit 2: Teaching for The Process and Content of Science 1

Panel of Module Writers

NAMA

RRESUMES

3.
4.
Coordinator
Mr. Tan Ying Kee
Bahagian Pendidikan Guru
Kementerian Pendidikan Malaysia

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