Understanding

TEACHING AND LEARNING

RESOURCES

Science Process
Skills

Guru Cemerlang Sains

 Content Page

1. Introduction 1

2. Chapter 1
Science Process Skills 2 - 22

4. Chapter 2
Teaching and Learning Activities 23-35

5 Chapter 3
Self Assessment 36-51

6 Chapter 4
Question and Answering Technique 52-54

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INTRODUCTION

Science and teaching pupils about science means more than scientific
knowledge. There are three dimensions of science that are equally important.

• The basic concept

• The processes of doing science
• The Scientific attitude and noble values

The processes of doing science are the science process skills that Scientist used
in the process of doing science. Since science is about asking questions and
finding answers to questions, these are actually the same skills that we all use in
our daily lives as we try to figure out everyday questions. When we teach pupils
to use these skills in science, we are also teaching them skills that they will use
in future in every area of their lives.

Pupils and Science Process Skills.

According to Piaget, pupils in the early stage of primary school are at the
concrete operational stage while the Formal operational stage started to develop
when the children are at the end of their primary education.

The following basic Science Process Skills can be fostered relevant with their
early stages of cognitive development.
• Observation
• Communication
• Classification
• Measuring using numbers
• Inference
• Prediction
• Using space and time relationship

However the integrated Science Process Skill can be introduced at in the higher
stages of development. In this stage, intelligence is demonstrated through the
logical use of symbols related to abstract concepts. These include;

• Data interpretation
• Controlling variables
• Defining operationally
• Formulating hypothesis
• Experiment

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The Science Process Skills in the teaching and learning Science

In order to acquire the skill effectively, the method of teaching Science stress on
more “hands-on” activities. The pupils are encouraged to carry out different types
of activities. These help to enhance those skills. The Science process skills are
not a collection of rules but it is considered as ways to find the solution to the
problems. The method of teaching and learning should visualize this principle.

Teacher’s Involvement

Teacher’s responsibility is to decide relevant experiences to suit different stages

of pupil’s cognitive development. Then teachers are to plan different activities to
present their lesson effectively and encourage creative thinking among the
pupils.

This module provides teachers with ideas about Science Process Skills and
different types of suggested teaching and learning activities to acquire the skills.

We think that method-based, ‘hands-on’ investigative activities should be a

significant component of science teaching, at the same level as ‘hands-on’
content-based activities.

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 CHAPTER 1

A. BASIC SCIENCE PROCESS SKILLS

1. Observation
Observation is a process to collect information about object and
phenomena using all our five senses. Instrument can also be used to help
all our senses.
• Qualitative observation
Only senses are to be used

• Quantitative observation
More accurate information is obtained by differentiating,
using measurement, estimating or using instruments.

• Observing changes
The physical and chemical changes are observed in any
phenomena.

Activity:

1.1 Teachers may ask the pupils to observe any object

and teach them to list out their observation.

eg leaf of a plant.

1.2 Quantitative observation

Qualitative Observation
• Shapes
1.
2. • Colour
Observatio 3. • structure
n 4.

Quantitative Observation
• Length
1.
• Size
Observatio 2
n 3.

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 4.

1.3. Observing the physical and chemical changes of an object

Put an ice cube in a glass of water. List out the changes (during
and after)

Qualitative observation

1.
During
2.

Quantitative observation

1.
After
2.

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 2. Classification

Sorting or grouping object or phenomena into groups based on our

observation. Grouping objects or events is a way of imposing order based
on similarities, differences and interrelationship.

Activity:

Classifying living things

Living Things

__________ __________

_____________ _____________
_____________ ____________

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 3. Measuring using numbers

This skill is a quantitative observation using reference unit or standard

unit. It is important to use numbers because it enabled us to:

• Use measurement tool for accuracy.

• Estimate the distance, area, volume in a situation needed.
• Predict and making inference more accurate.
• Enhance accurate calculation.

Activities:

Measure the length of each object and record them in the table provided.

Object Estimate length Actual length

(cm) (cm)

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 4. Inference

Inferences are explanation or interpretation that follows from observation

about object, event or phenomena. Inference can be true or false.
Inference is important because it enable us to;
• Make initial explanation for an observation.
• Form hypothesis to investigate.
• Using the evidence to make initial explanation.

Activities:

State one inference based on the observation.

4.1 Condition of a plant placed inside the room.

a. Observation:……………………………………………………………

b. Inference :……………………………………………………………

4.2 Condition of a fish after some cooking oil is put in the container.

a. Observation:………………………………………………………

b. Inference :………………………………………………………

4.3 The table shows the water temperature after being heated for 15
minutes.

Minute 0 5 10 15
Water Temperature (oC) 30 50 70 90

a. Observation:…………………………………………………………

b. Inference :…………………………………………………………

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 5. Prediction

Prediction is making educated guesses about the outcomes of

future event based on observation and experiences or reliable data.

Prediction is not just a guess! Predictions is based on our inference or a

hypotheses about events that give us a way to test them.

Activities:

5.1 Predict the number of paper clips that can be attracted by the bar
magnets.

5.2 Fatimah investigated the swings of the pendulum. She found out that
the time taken for 10 swings is changed as she changed the length of
the pendulum. The result is shown in the table below

Length of pendulum (cm) Time for 10 swings (sec)

15 8
20 10
40 13
60 17

Predict the time taken for 10 swings if the length of the pendulum
are 10cm, 30cm and 70 cm.

………………………………………………………………………………..

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 5.3 Situational Prediction

P Q
What will happen to the balsam plants in P and Q after 1 month?

……………………………………………………………………………..

6. Using space and time relationship

This skill describes an object position, location, direction, size and shape of
object and its changes according to time.

Activities:

6.1 Light a candle. Measure the time and the length of the candle?

Time (min) Length of the

Candle (cm/
2 10
4 8
6 6
ruler 8 5
10 3

What happen to the length of the candle when the time increase?

……………………………………………………………………………

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 6.2 Prepared the apparatus as shown in the diagram to observe
the changes on an ice cube.
The water from the melting ice is measured with a measuring
cylinder every 5 minutes. The result is shown in the table.

Time (min) Volume of water (ml)

Ice cube
0 0
5 18
10 20
Measuring 15 25
cylinder 20 35

What will happen to the size of the ice when the time increase?

…………………………………………………………………………

7. Communicating

Communicating is a process to transmit and sharing information or ideas

with others. There are various form of communication in science. The
information can be presented through diagram, reports, tables, graphs

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 symbols or verbal communication.

The diagram below shows different way to provide information

Height
Week Height of
the
plant(cm)
1 5
2 10
3 15

O P Q R plants

Communication are ways to

present ideas using;

Drawing
Witten
oral
Table
Graph
Charts
Symbols
Map
Model

B INTEGRATED SCIENCE PROCESS SKILLS

The integrated Science process skills are more complex .These skills
must be acquired after the basic Science process skills so they can be used
more effectively. A good observation enables the interpretation of collected

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 data clearly.

1 DATA INTEPRETATION
It is a process to give rational explanation on object, event or pattern
from the data collected.

• It allows us to get many information from the table, graph

and diagram.
• Examine relationship between the variables involved.
• Making conclusion.

Activities

1.1 Drop a ping pong ball at different height on the same surface.
Measure the height of the bouncing when it is dropped at different
level.
The height where The height of
the ball is dropped the bouncing
(cm) (cm)
80 50
60 40
40 30
20 20
10 10

What is the relationship between the height from where the

ball is dropped and the height of the bouncing?

………………………………………………………………………

What is the different between the highest bouncing and the

lowest bouncing?

………………………………………………………………………

2 CONTROLLING VARIABLES

Controlling variables is a key to any investigation. Observation can be

made on what to change (Manipulative variables) that can give effect to
the second variables what to observe /measure (Responding Variables).

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 Activity:

Dissolving salt

Put 1 spoon of salt into a beaker which contain 100ml of water.

Stir the water until the salt is completely dissolved.

Record the time taken for the sugar to dissolve.

Repeat the procedure using 2 spoons of salt, 3 spoons of

salt and 4 spoons of salt.
Amount of Time taken
salt for the salt to
dissolve
beaker
1 spoon

2 spoons
100ml of
water
3 spoons

4 spoons

State what is changed (manipulative variable).

……………………………………………………………………….

State what is observed (responding variable).

………………………………………………………………………

State what is kept the same (controlled variable).

………………………………………………………………………

These are so call “CONTROLLING VARIABLES”

• It help us to identify the variables that can give effect to

result of the experiment

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 • To fix the constant variables so that they did not effect the
result of the experiment

Help us to identify the effect of what to change on what to observed

At the same time any thing that can affect the investigation are to be
Kept the same.

3 DEFINING OPERATIONALLY

It is a process to give definition on any concept to state what can be

done and observed. It helps us…

• To elaborate the concept or variables that can be done.

• To observe or measure on what should be done by
controlling variables in an investigation.

Defining operationally

3.1. Two pupils have stated their own definition about electric kettle.

Electric kettle is Electric kettle is

an electrical a device to boil
device water

Siti Ahmad

What is the different between the two definitions given?

a. Siti’s statement is a conceptual definition.

b. Ahmad’s statement is an operational definition.

3.2. Prepare a circuit as shown in the diagram.

Give an operational definition for a complete circuit.

…………………………………………

…………………………………………

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 …………………………………………

3.3 Use litmus paper to test a chemical contain in orange juice

(acid). The result shown that blue litmus paper change to red
while red litmus paper has no change.

Define operationally what is acid.

………………………………………………………………………….

4 FOMULATING HYPOTHESES

It involved stating a general statement which is said to be true to explain

things or event
• Identify questions or statements which can and cannot
be tested.

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 • Design statements, i.e question, inference, prediction ,
which can be tested by an experiment.

4.1. Ask pupils to observe two plants. Plant A is placed inside the
. house while plant B is placed outside.

A B
Inside the house outside the house

Why is plant B healthier than plant A?

Based on their observation, pupils might state their inferences.

i. Plant A did not receive enough sunlight.

ii. Plant A need sunlight to grow healthy.

Pupils might elaborate more to their explanation; ( presence of

light and the condition of plants).

i. If the plants receive less sunlight, it will not grow healthy.

ii. Plant need direct sunlight to grow healthy.
iii. When plant receives more sunlight it will grow healthier.

The explanations given are the hypotheses that can be

tested.

4.2 Use a toy car to investigate the distance it travels on two different
surfaces ( rough surface and smooth surface).

Push a toy car on rough surface and then on the smooth surface
Measure the distance.

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 Distance (cm)
Smooth surface Rough surface

(i) How do you explain the distance of the toy car traveled on two
different surfaces?

………………………………………………………………………..

(ii) Based on the activity state one hypotheses?

…………………………………………………………………………

5 EXPERIMENT

Experiment engaged all the Science Process Skills to solve problems.

Experimenting involved the basic and the integrated Science Process
Skills.
Sequence to carry out experiment:

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 • Making observation.
• Making inference.
• Suggesting hypotheses.
• State ways to test the hypothesis.
• Identify variables.
• Carry out the experiment.
• Collecting data.
• Making conclusion whether the hypotheses can be
accepted or not.

Ask pupils to do some activities to solve the problems

What is the fastest way to dissolve sugar in water?

Suggested answers: Use less sugar

Use hot water

Ask them to explain their suggestion (Formulating hypotheses)

i. If less sugar is used the it dissolve will.

ii. The hotter the water the faster the sugar dissolved.

If hypotheses in (a) is to be tested;

i. What must be changed?

Amount of sugar

ii. How to change?

Use 1 spoon 2 spoons, 3 spoons
and 4 spoons

iii. What to observe? Water

Time it takes to dissolve (ml)

iv. How to observe?

Use stop watch to measure time.

v. How to make it a fair test?

Use the same amount of water. Sugar
Type of sugar, same way to stir.

vi. How to present your findings?

e.g Using a table

Amount of sugar Time taken for the

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 sugar to dissolve
1 spoon
2 spoons
3 spoons
4 spoons

vii) How to make sense of the result?

What did you get from your findings?

………………………………………………………………………………

Chapter 2

SUGGESTED TEACHING AND LEARNING ACTIVITIES

Year 6
Theme; Investigate Living Things

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Topic : Competition is a form of interaction

1. Ask pupil to observe, inference and predict the plants in the diagram provided.

Pot X Pot Y
i. State one observation
from this experiment.

……………………………………………………………………………

ii. State one reason (inference) based in you observation in (i).

……………………………………………………………………………

iii. Write one observation to support your answer in (ii).

Pot X

iv If some of the plants are remove from pot X.

Predict the size of the plants after 2 weeks.

…………………………………………………………………………….

Activity sheet
2. Year 4
Theme : Force and Energy
Topic : Measurement

Pupils are asked to carry out an activity to investigate the swing of a

pendulum.

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 Complete the worksheet.

Steps:
I Set up the apparatus as shown above.
II Release the pendulum slowly.
III Record the time taken for 20 complete swings.
IV Repeat the activities with the different length of strings.

Results:
Length of strings (cm) 10 20 30 40 50
Time taken for 20
complete swings (s)

Work Sheet

a) What is the aim of this investigation?

………………………………………………………………………………

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 b) State…

i What is changed……………………………………………………

ii What is observed…………………………………………………….

iii What is kept the same……………………………………………….

c) What is the trend in the time taken for 20 complete swings?

………………………………………………………………………………

d) What is the relationship between the length of the pendulum and

time taken for 20 swings?

………………………………………………………………………………

e) What conclusion can be made based on the statement above?

………………………………………………………………………………

Activity sheet

3. Year 4
Theme: Investigate Materials
Topic : Properties of material

Pupils are asked to carry out the activity to investigate the ability of certain
materials to absorb water.

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 Complete the worksheet to test their understanding on Science Process
Skill involved.
sponge

500 ml 500 ml
water water

Container Container Container

P Q R

Put the sponges of different sizes into the container.

After 15 minutes, the volume of water left in the container is measured
using a measuring cylinder. The results are to be recorded in the table.

Result

Container Amount of water left (ml)

Worksheet

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 a) What is the aim of the investigation?

……………………………………………………………………………...

b) State

i) What is change……………………………………………………….

ii) What is observed……………………………………………………..

c) What is the trend of change in the volume of water left?

…………………………………………………………………………….

d) State the relationship between the size of the sponge and the
volume of water absorb.

……………………………………………………………………………..

e) What conclusion can you make based on the table above?

…………………………………………………………………………….

Activity sheet

4. Year 5
Theme: Investigate Force and Energy
Topic : Light

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 Pupils are asked to investigate factors that affect the size of the shadow.
Set up the apparatus as shown in the diagram below. Record your findings
in the table.

Distance

Torch Ball
Screen
Shadow

Distance

Torch Ball

Result
The distance of the ball from The size of the shadow
the torch (cm) (cm)
20
30
40
50
60

Work sheet

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 a) What do they want to find out?

……………………………………………………………………………

b) State…..

i) what is changed…………………………………………………

ii) what is observed………………………………………………….

c) What is the trend in the size of shadow formed?

……………………………………………………………………………...

d) What is the relationship between the two information recorded in

the experiment?

…………………………………………………………………………….

e) What conclusion can you make based on the experiment above?

……………………………………………………………………………..

Activity Sheet

5. Year 5
Theme: Investigating Force and Energy

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 Topic : Electricity

Pupils are asked to investigate factors that affect the brightness of the
bulbs. Build 3 circuits as shown in the diagram to carry out the
investigation.
Record the result in the table.

The table below shows the brightness of the bulb in each circuit.

Number of batteries 1 2 3

Brightness of bulbs

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 Worksheet

a) What is the purpose of this investigation?

………………………………………………………………………………….

b) State…..

i) what is changed…………………………………………………………

ii) what is observed………………………………………………………..

c) What is the trend in the brightness of bulbs?

……………………………………………………………………………..

d) State the relationship between the number of batteries used and the
brightness of the bulbs.

……………………………………………………………………………..

e) What conclusion can you make from this investigation?

……………………………………………………………………………..

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 Activity sheet

7. Year 6
Theme : Investigate Force and Energy
Topic : The effect of Force

Prepare the apparatus as shown in the diagram below. Hang some

marbles ( 2, 4, 6, 8, 10) on the spring.
Measure the length of the spring each time the marbles are added
Record your observation in the table.

Spring
Retort
stand
Plastic bag

marble

Result
Number of marbles Length of the spring
(cm)
2
4
6
8

Worksheet

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 a) What is the aim of the investigation?

……………………………………………………………………………..

b) State

i) What is changed…………………………………………………

ii) What is observed………………………………………………..

c) What is the relationship between the number of marbles and the

length of the spring?

…………………………………………………………………………….

d) What is the trend in the length of the spring?

……………………………………………………………………………

e) What conclusion can be made from this investigation?

…………………………………………………………………………..

Activity sheet

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7. Year 6
Theme: Investigate force and energy
Topic : Friction

Pupils are asked to investigate the effect of friction on the movement of

object.
Prepare the apparatus as shown in the picture. Release the toy car from the
same ram and measure the distance of a toy car travel each time the
surface is changed.
Record your observation in a table.

( sand paper/ carpet/ glass/plastic mat)

Result
Type of surface Distance (cm)

Sand paper

Carpet

Glass

Plastic mat

Work sheet

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 a) What is the aim of the investigation

………………………………………………………………………………….

b) State

i) What is changed……………………………………………………

ii) What is measured………………………………………………….

iii) What is kept the same…………………………………………….

c) What is the relationship between the surface and the distance of the toy
car traveled?

…………………………………………………………………………………..

d) What conclusion can be made from this investigation?

…………………………………………………………………………………..

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 Chapter 4

SCIENCE PROCESS SKILL ASSESSMENT

1 A bryophyllum leaf and a rambutan leaf are grown in container P and Q as

shown in the diagram below.

a) What is the purpose of this activity?

………………………………………………………………………………
[1 mark]

b) Predict which leaf will grow after one week.

………………………………………………………………………………
[1
mark]

c) Give a reason for your answer in (b).

………………………………………………………………………………
[1 mark]

d) In this experiment, what is changed?

………………………………………………………………………………
[1 mark]

e) State two other plants that reproduce in the same way as

bryphyllum.

i. ……………………………………………………………………………

ii……………………………………………………………………………

[2 marks]
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2 A pupil carried out an investigation as shown in the figure below. The
cardboards are placed one behind another with the holes lying in a straight
line.

a) Based on diagram above, what is your observation?

………………………………………………………………………………
[1 mark]

b) What will happen if cardboard P is moved slightly to the right?

…………………………………………………………………………………
[1
mark]

c) Explain your answer in (b).

…………………………………………………………………………………
[1
mark]

d) What conclusion can be made from the investigation?

………………………………………………………………………………
[1 mark]

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3 The diagram below shows a parallel circuit.

a) Compare the brightness of the bulbs in the circuit.

…………………………………………………………………………………
[1
mark]

b) What happens when switch S2 is turned off?

………………………………………………………………………………
[1 mark]

c) What should be done to light up bulb Z only?

…………………………………………………………………………………
[1
mark]

d) What will be observed if bulb X is removed?

…………………………………………………………………………………
[1
mark]

e) Give one advantage of a parallel circuit.

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 ………………………………………………………………………………
[1 mark]

4 Aminah placed two similar bottles on the plywood in two different ways.

a) What will happen if Aminah pushes the plywood slowly?

………………………………………………………………………………
[1
mark]

b) Give one reason for your answer in (a).

…………………………………………………………………………………
[1 mark]

c) In the investigation,

i. what is changed ?..............................................................................

ii. what is observed?...............................................................................

[2 marks]

d) Based on the investigation, give one factor that effect the stability of a
structure.

…………………………………………………………………………………
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 [1 mark]

5 The bar chart below shows the number of living things in an area.

quantity

Living things

(a)Write one food chain based on the bar chart.

……………………………………………………………………………………
[ 1 mark ]
(b)Name the carnivorous animals in the food chain.

……………………………………………………………………………………
[ 1 mark ]

(c) State what will happen in each situation below.

i. The grasshoppers suddenly die in the area.

…………………………………………………………………………………

ii. The number of caterpillars suddenly increases in the area.

....................................................................................................................
[ 1 mark ]

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6 The picture below shows three similar handkerchiefs hung in different
ways.

Q R

The result of the investigation is recorded in the table below

Handkerchief Time taken for the handkerchief
to dry (min)
P 30
Q 60
R 90

(a) What is the aim of this investigation ?

……………………………………………………………………………
[ 1 mark ]

(b) In this investigation, state …

i. what is changed…………………………………………………

[ 1 mark ]

ii. what is kept the same……………………………………………

[ 1 mark ]

iii. what is observed…………………………………………………

[ 1 mark ]

( c) What is the relationship between what is change and what is

Observed ?

……………………………………………………………………………...
[ 1 mark]

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7. The table below shows the effects of substances on litmus paper.

Substance Toothpaste Pineapple Shampoo Yogurt

juice
Change in
the colour Red to blue Blue to red Red to Blue Blue to red
of litmus
paper

a) Based on the observations in the table, classify the above substances

into two groups.

…………………………………………………………………………………

[ 1 mark ]

b) Predict the tastes of the substances based on your answer in (a).

…………………………………………………………………………………
[ 1 mark ]

c) Predict the changes in the colour of both red and blue litmus when salt
is being tested.
…………………………………………………………………………………
[ 1 mark ]

d) Based on your answer in ( c ), state the chemical property of salt.

…………………………………………………………………………………

[ 1 mark ]

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8 A group of pupils carry out an activity. Two rats are kept separately in two
containers as shown in the diagram below. Both containers are left for four
days.

(a) What do they want to find out?

…………………………………………………………………………………….
[ 1 mark ]
(b) State the following.

i. What is changed?......................................................................................
[ 1 mark ]

ii. What is kept the same?.............................................................................

[ 1 mark ]

iii. What is observed?....................................................................................

[ 1 mark ]

(c) Predict what will happen to the rats in both containers after four days.

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 ……………………………………………………………………………………...
[1
mark ]
(d) Give one reason for your answer in (c).

…………………………………………………………………………………….
[ 2 marks ]

9. The table shows the distance traveled by four toy cars at different speeds
in 30 seconds.

Toy car Distance

A 83 m
B 75 m
C 92 m
D 67 m

a) What is the aim of this investigation?

……………………………………………………………………………
[1 marks]
b) What is kept the same (constant variable) in the investigation?

……………………………………………………………………………
[1 mark]

c) Based on the investigation, which toy car moves the fastest?

……………………………………………………………………………..
[1mark]

d) What conclusion can be drawn from the investigation?

……………………………………………………………………………
[1mark]

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10 The diagram below shows an investigation carried out by a group of pupils.

nichrome wire

Circuit Time taken for nichrome wire to turn red

(second)
X 30
Y 20
Z 10

(a) What is the aim of the investigation?

……………………………………………………………………………………
[ 1 mark ]
.

……………………………………………………………………………………
[ 1 mark ]

(b)i. What is to be changed (manipulative variable))in the experiment?

…………………………………………………………………………………
ii. What is to be kept the same (constant variables) through out the
experiment?

…………………………………………………………………………………
iii. What is to be observed (responding variable) in the experiment?

…………………………………………………………………………………
[3 marks ]

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 (d) What conclusion can be made from the investigation?

…………………………………………………………………………………..
[ 1 mark ]

11 The table below shows the information collected in an investigation.

The distance from the source Shadow on screen

of light

5 cm

10 cm

15 cm

(a) State the aim of the investigation.

……………………………………………………………………………………
[1 mark]
(b)Based on the results of the investigation, state the following.

i. What is changed in the experiment?

……………………………………………………………………………………
[1 mark]
ii. What is observed in the experiment?

…………………………………………………………………………………
[1mark]

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 (b) State the relationship between what is changed and what needs is
observed.

……………………………………………………………………………………
[1 mark ]

(c) What conclusion can be drawn from the investigation?

……………………………………………………………………………………
[1 mark ]
12 A group of pupils built three models of structure as shown in the diagram
below.

J K L

Model The number of books that can be

supported
J 3
K 8
L 6

(a) What is the aim of this investigation?

………………………………………………………………………………
[1 mark]

(b) State the following.

i. What is changed:………………………………………………

ii. What is observed:………………………………………………

[2 marks]

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 (c) What is the relationship between what is changed and what is
observed?

………………………………………………………………………………
[1 mark]

13 An experiment shown in the diagram below is carried out to investigate

plants basic need.

R S

a) What can be observed from the investigation?

………………………………………………………………………………………..
[1 mark]
b) What can you infer from your observation in (a)

……………………………………………………………………………………….
[1 mark]

c) State two information gathered in this investigation.

i………………………………………………………………………………………

ii………………………………………………………………………………………
[2 marks]
d) What conclusion can be made from this investigation?

………………………………………………………………………………………
[1 mark]

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14. An agriculture officer investigated the water melon from estate X and estate
Y planted at the same time. One watermelon was taken as a sample from
each estate.
Water melon
from estate X Water melon
from estate Y

a) State one inference about the different between the two water melons.

………………………………………………………………………………………
[1 mark]

b) State one observation to support your inference in (a)

………………………………………………………………………………………
[1 mark]

c) In this investigation state the following

i) what is change:………………………………………………………………...

ii) What is observe:……………………………………………………………….

[2 marks]
d) Predict what will happen to the watermelon in estate Y if more fertilizer is

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 given?

………………………………………………………………………………………
(1 mark)

15 Some water is heated in the beaker as shown in diagram below.

The information below is recorded by a pupil based on his investigation

i. Time taken to boil 200ml of water was 15 minutes

ii. Time taken to boil 150ml of water was 10 minutes
iii. Time taken to boil 100ml of water was 5 minutes

a) Based on the information recorded state two variables involved.

i……………………………………………………………………………………

ii…………………………………………………………………………………..
[2 marks]
b) What is the relationship between the two variables mention above

………………………………………………………………………………………

………………………………………………………………………………………
[1 mark]
c) Predict the time taken to boil 250 ml of water

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 ……………………………………………………………………………………..
[1 mark]
d) What conclusion can be made from this investigation?

………………………………………………………………………………………
[1 mark]

16 Four spoons of sugar are dissolved in two beakers of water as shown in

the diagram below.

Observation i. Time taken for four spoons of sugar to dissolve in cold

water was 6 minutes.

Observation ii. Time taken for four spoons of sugar to dissolve in hot
water was 3 minutes.

a) Based on the information recorded state two variables involved.

i……………………………………………………………………………………..

ii……………………………………………………………………………………
[2 marks]
b) What is the relationship between the two variables mention above

………………………………………………………………………………………

………………………………………………………………………………………

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 [1mark]
c) Predict the time taken to dissolve 8 spoons of sugar in hot water

………………………………………………………………………………………
[1 mark]
d) What conclusion can be made from this investigation?

Chapter 5
………………………………………………………………………………………
[1mark]

QUESTION AND ANSWERING TECHNIQUE FOR SCIENCE (SECTION B)

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 SPS
SPS QUESTION
QUESTION KEY
KEY STEPS
STEPS ANSWER
ANSWER KEY
KEY
Stateisa your
hypothesis for Hypothesis can be made based on the The
What Look for the differences eg heavier the load the longer the
this investigation. inference. spring.
observation from the or The number of elephant decrease.
picture/graph/table Look for the changes occurs
Look for what to change and what to The
The bigger
size of /an
theice
smaller
above? cube becomes
OBSERVATION

measure The longer / the shorter

* Do not give reason smaller after 5 minutes
The thicker / the thinner
What can you see from
Relates between what to change and The more / the least
the diagram?
what to measure Plant B is bigger than plant A
HYPOTHESIS

If the {mass of the load } increase,

What can you say
the {length of the spring } also
about the figure above?
increase
. A B
State one observation...

The temperature
50g 100g 150g
State oneclassroom
of the inference… Explanation from an observation why it Animals extinct because of
depend on the happen - give reasons. ……………………………………….
As the number of pupil increase the
Give reason
number of for your
pupil a) observation + why not enough food
classroom temperature also
INFERENCE

answer in …. illegal hunting

increase
Explain your Think why it happens – The plant getting withered because ….
Using the information
observation……. using our mind. a) didn’t get enough..
above, write a
b) didn’t get any…
hypothesis
What can you c) didn’t get the right amount of…
infer…..? d) there is no..

What can you The results/findings from an activity/ fair When / IAs {what to change]
State two variables
conclude from this in Identify the variables.
test 1. Same/type/size/
increase decrease,amount / volume
the { what to
the Investigation
activity/fair test. It relates between what is changed and of…
measure} increase / decrease.
Whatisto
what change (manipulated)
measured. eg
InState
the investigation
your conclusion Look for the things difference /changes 2. The presence /absence of water /
VARIABLES

state
based on the in the (min)
Time diagram 2 4 6 8 Asfood
the time to heat the water
i what totest.
change
activity/fair
ii what to measure
Water
temperature  The weight
40 of 50 load
60 70 increase, the water temperature also
Your variables must have…. eg
increase
CONCLUSION

iii what
What to keep the
the result hanged
same
means? What to measure (responding)
Look for the result Parameter + Objects
State
Whattwo information
have
gathered
you learnt
………….. 
Use Science The length of the spring
Concept
Size of pot
CONTROLLING

from this activity? Length of spring

What to keep the same (control)
Amount of water
Look for the things that are the same in
From the fair test,
Number of we found out
animal
the diagram
cupboard that………
Type of food
 The size of the spring • plant needs sunlight to
stay alive
• animals need food to stay
alive

100g 150g 200g

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 SPS QUESTION KEY STEPS ANSWER KEY

What happens if…? Make sure the answer ask to predict the Predict the number
PREDICTING

previous or future results. 10 kg,

Predict what will Look at the pattern. 60 oC
happen to….after…. If the data are in figures, the answer must be
in figures form. Predict the situation
From the pattern, predict your answer. • Will grow healthy /
• be extinct /
Time (min) 2 4 6 8 • stay alive
Water 40 50 70
temperature

{ 70-50=20 20÷2=10 50+10=60}

State the changes in Observe the trend/ pattern arrangement

trend/ pattern Identify the differences
Time (min) 2 4 6 8
Water temperature 40 50 60 70
TREND / PATTERN

From small getting bigger or larger Increasing

Time (min) 2 4 6 8
Water temperature 90 80 70 50

From bigger/larger getting smaller Decreasing

Did not change

What to change: amount of water

What is the purpose Look for what to change in the diagram What to observe: size of black
of carrying out this Look for what to measure in the diagram patches
activity? Relate your answer
AIM / PURPOSE

black patches To find out the relationship between

What is the aim of the amount of water on the bread
this investigation? and the size of black patches.

What do you want to Science Concept

find out from this fair
test? To find out that plant need water to
5 drips 15 drips 25 drips stay alive.
of water of water of water
To find out that nail will rust if
there are any presence of air and

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 water.

Reference

Funk, James, A et al. (1979).Learning Science Process Skill. Iowa; Kendall/Hunt

Publishing Company.

Kementerian Pendidikan Malaysia Bahagian Pendidikan Guru. Mempelajari Kemahiran

Proses Sains (1996) Jld 2 Sains Sekolah Rendah.

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