Topic X Manipulative

7
1. 2. 3. 4.

SkillsI

LEARNING OUTCOMES
By the end of this topic, you should be able to: Explain the meaning of manipulative skills; Discuss the skill of using and handling science apparatus correctly; Discuss the skill of handling non living and living specimens correctly; and Discuss the skill of cleaning science apparatus correctly.

X INTRODUCTION
How do I read the scale?

Figure 7.1: Finding the boiling points of various liquids

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A group of pupils are doing an investigation to find the boiling points of different liquids (see Figure 7.1). They do not know how to read the scale on the thermometer. Will they be able to carry out the investigation successfully? Being able to read the scale on the thermometer is an example of a manipulative skill. In this topic and the following topic, we are going to explore the manipulative skills that pupils need to acquire in order to be able to carry out science investigations effectively.

ACTIVITY 7.1
Does the word "manipulative give" a clue as to what it means? Discuss it.

7.1 WHAT ARE MANIPULATIVE SKILLS?

Manipulative skills are psychomotor skills that enable you to carry out the practical work in science. It involves the development of hand-eye coordination, such as focusing a microscope, sketching specimens, measuring angles and cutting glass. Pupils must be able to use and handle equipment in order to do investigation in the science laboratory. You may need to use special equipment in some investigation. You need to follow certain techniques when handling this special equipment. Therefore, it is important to develop manipulative skills in the laboratory. Physical practice with laboratory equipment provides concrete experiences with the apparatus and procedures. The pupils need to use and handle the real equipment in order to acquire the skill. For example, pupils need to use and handle the beam balance so that they would be able to acquire the skill to measure the mass of objects. These experiences provide first-hand exposure to the equipment. Can you remember studying the definition of manipulative skills in Topic 1? Manipulative skills are hands-on skills that you need when you are doing science activities. You use different science equipment to test hypotheses and draw conclusions on any given problems. These tools can vary from things you see around you every day, such as beakers, test tubes, to calibrated and precise instruments that can be very sensitive such as thermometers and ammeters.

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The science manipulative skills as stated in the Malaysian school science curriculum are given below: (a) (b) (c) (d) (e) Using and handling science apparatus and materials properly. Handling living and non-living specimens properly and carefully Drawing specimens, apparatus and materials accurately. Cleaning science apparatus in the correct manner. Storing science apparatus and materials accurately.

7.2

THE IMPORTANCE OF ACQUIRING MANIPULATIVE SKILLS

Accidents can happen anywhere even in a science laboratory. It can occur due to negligence, faulty instruments or because pupils have not acquired the necessary manipulative skills required in a science laboratory. Thus, it is important for pupils to acquire these manipulative skills. Other reasons why it is important for pupils to acquire these skills are as follows: (a) (b) To ensure the success of the experiment when collecting data for the experiment. Data collected needs to be accurate and precise. To achieve accuracy and precision, pupils need to be able to use science apparatus. For example, if they need to measure the temperature of a solution, but do not know how to use and handle the thermometer they will not get accurate readings. To be able to communicate the results or observations of the experiment. Important details might be missing or misunderstood if diagrams are not labelled properly. Knowing how to clean and store apparatus helps to prolong the shelf-life of the apparatus especially if it is expensive and sensitive. Careful maintenance also safeguards the accuracy of the instrument. Storing chemicals properly also affects the accuracy of readings. pH paper exposed to air might not be able to show proper results anymore. If chemicals are not properly stored they could cause fires. If living specimen are not handled properly, minor injuries or cuts could occur. This could be fatal for someone who has haemophilia because for this pupil a minor cut could lead to serious injury.

(c)

(d)

(f)

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ACTIVITY 7.2
Study the picture in Figure 7.2 below. Describe what could happen in this science laboratory.

Figure 7.2: Scenario in a science laboratory Source: http//:www.heumann.org/u1/lab.jpg

7.3

USING AND HANDLING SCIENCE APPARATUS AND MATERIALS PROPERLY

What does it mean when you say you are able to use and handle science apparatus and materials? Using science apparatus and handling science apparatus are two different skills.

7.3.1

Using Science Apparatus Properly

Using science apparatus 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. Study the following example of how you should use glassware.

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When using glassware, you should: (a) Use the correct type of glass for heating. (i) Make sure to use only glassware made of borosilicate glass (Pyrex brand or Kimax brand). Common glass can break, explode or shatter very easily when subjected to heat shock.

(b)

Use glassware only for its intended purpose (see Table 7.1)
Table 7.1: Glassware and Its Intended Purpose Purpose Measuring volume Glassware Pipettes ,burettes ,graduated cylinders, volumetric flasks, dropper pipettes Bottles, vials Beakers, flasks, test tubes, watch glasses, test plates Glass tubing, funnels Thermometers

Storing solids and liquids Holding reactive chemicals during experiments Transferring liquids and gases Measuring temperature

Let us now look at how you should use the microscope. Microscope
When moving your microscope, always carry it with both hands (see Figure 7.3). Grasp the arm with one hand and place the other hand under the base for support. Turn the revolving nosepiece so that the lowest power objective lens is "clicked" into position (This is also the shortest objective lens). Your microscope slide should be prepared with a coverslip or cover glass over the specimen. This will help protect the objective lenses if they touch the slide. Place the microscope slide on the stage and fasten it with the stage clips. You can push down on the back end of the stage clip to open it.

Figure 7.3: Carrying the microscope

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Look at the objective lens and the stage from the side (see Figure 7.4) and turn the coarse focus knob so that the objective lens moves downward (or the stage, if it moves, goes upward). Move it as far as it will go without touching the slide!

Figure 7.4: Right technique to focus Now, look through the eyepiece and adjust the illuminator (or mirror) and diaphragm (see Figure 7.5) for the greatest amount of light. Slowly turn the coarse adjustment so that the objective lens goes up (away from the slide). Continue until the image comes into focus. Use the fine adjustment, if available, for fine focusing. If you have a microscope with a moving stage, then turn the coarse knob so the stage moves downward or away from the objective lens. Move the microscope slide around so that the image is in the center of the field of view and readjust the mirror, illuminator or diaphragm for the clearest image. Now, you should be able to change to the next objective lenses with only minimal use of the focusing adjustment. Use the fine adjustment, if available. If you cannot focus on your specimen, repeat steps 4 through 7 with the higher power objective lens in place. Do not allow the objective lens to touch the slide! The proper way to use a monocular microscope is to look through the eyepiece with one eye and keep the other eye open (this helps avoid eye strain). If you have to close one eye when looking into the microscope, it is ok. Remember, everything is upside down and backwards. When you move the slide to the right, the image goes to the left! Do not touch the glass part of the lenses with your fingers. Use only special lens paper to clean the lenses. Figure 7.5: Adjusting to get more light

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When finished, raise the tube (or lower the stage), click the low power lens into position and remove the slide. Always keep your microscope covered when not in use. Dust is the number 1 enemy of the microscope! Source: www.microscope-microscope.org

Let us now look at how you should use a measuring cylinder. Measuring Cylinder
The measuring cylinder comes in many different sizes so that we can use them to measure small and large volumes of liquid (see Figure 7.6)

Figure 7.6: Measuring cylinder It is important to choose the correct measuring cylinder for the volume you wish to measure (see Figure 7.7)

Figure 7.7: Suitable measuring cylinder

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It is also important to take a careful look at the graduation scale on the measuring cylinder before you use it. Make sure that you know which volume is represented by the distance between two adjacent graduation marks (see Figure 7.8).

Figure 7.8: Correct technique to read the scale on the measuring cylinder Always leave the measuring cylinder on a flat surface when you are reading the volume of the liquid it contains. You should move your body downwards so that your eye is on the same horizontal line as the surface of the liquid. Find the meniscus of the liquid. The top of the liquid will form a depression inside the graduated cylinder. The lowest point of the depression is the meniscus. Locate the graduated mark corresponding to the meniscus. If the meniscus is not aligned with a marking, find the marking closest to the meniscus (Figure 7.9). DO NOT lift the measuring cylinder to measure the volume of the liquid contained in it! (see Figure 7.10)

Figure 7.9: Meniscus

Figure 7.10: Wrong technique to read the scale on the cylinder Source : http://www.saburchill.com/chemistry/chapters/chap0021.html

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ACTIVITY 7.3
True or False 1. A 10ml graduated cylinder with 0.1ml markings would be preferable for a 5.0ml sample of liquid. A 100ml graduated cylinder would be better suited for a 50mml sample of liquid.

2.

7.3.2

Using Science Materials Properly

As a science teacher, you must have adequate knowledge of the materials that you are going to use in the laboratory. This is important because you might cause injury to you and your pupils if you do not use the materials properly. Some materials are flammable, corrosive or produce harmful gas when heated. Thus, make sure you find out more about the materials before you use them in the laboratory.

7.3.3

Handling Apparatus or Materials Properly

Handling apparatus or materials properly means following certain procedures or considering certain things when using them. Some examples are given below: (a) (b) (c) (d) (e) (f) (g) (h) 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 anything. The 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 test tube constantly. Always make sure the mouth of the test tube does not point towards anybody when heating. When you want to heat a combustible substance, you should not heat it over a direct flame but in a water-bath. Pick up materials using forceps or spatula and not with your hands. Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Place broken glass in the designated glass disposal container.

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(i) (j)

Examine the glassware before each use. Never use chipped, cracked or dirty glassware. Do not immerse hot glassware in cold water. The glassware may shatter.

ACTIVITY 7.4
Study the pictures below. List down how these pupils handle science apparatus and chemicals in the laboratory. Discuss how you can correct them.

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Hands-on Activity Measure the following objects and record the measurements using the correct unit of measurement: (a) (b) (c) (d) (e) Diameter of a ball bearing Length of paperclip Diameter of a test tube Diameter of a wire Mass of a ring

7.4

HANDLING LIVING AND NON-LIVING SPECIMENS PROPERLY AND CORRECTLY

What is a specimen? If you look it up in a dictionary, it refers to "an individual

animal, plant, piece of a mineral, etc., used as an example of its species or type for scientific study or display". So if you are observing animals in an investigation,
then animals are the specimen. If you are examining types of rock, then rock is the specimen. Thus specimen could be a living or non-living specimen. What are the usual living specimens that are used in your science class? In primary schools, we usually do not use many live specimens. You might observe parts of a plant leaves, flowers, fruits, roots or the whole plant itself. The usual practice is that rather than cutting parts of the plant or uprooting the whole plant we do the observation in the field itself. If it is necessary to get the plant into the classroom, then do so and then return the specimen to the field again. Do not throw the specimen into the dustbin. Do you notice the following? (a) Some plants produce gum or oil that is poisonous or could cause an allergic reaction characterised by an itchy rash, bumps and blisters when they come in contact with skin. All parts of some plants are poisonous as these contain sap that can irritate the skin and eyes e.g. oleanders. Some plants have thorns or spines e.g. cactus. Some plants can cause harm when ingested, for example hydrangea blooms will cause stomach pain if ingested and possibly itchy skin,

(b) (c) (d)

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weakness and sweating as well as a possible breakdown in the bodys blood circulation.

Do not handle poisonous plants!

So you need to choose plants that are safe to be handled by all pupils but if you need to use "dangerous" plants, then remind your pupils to be careful when handling them. What about animals? What animals do you normally bring to class? You might be doing activities with small animals such as cockroaches, earthworms, snails, fishes or frogs. How do you make sure the class does not get chaotic? If you are asking the pupils to study live cockroaches or grasshoppers, place them in closed petri dishes and then ask them to do the observation. What do you do with the animals after the activity? If the animals are still alive, release them in nature. If the animals are dead, place them in plastic bags, tie them up and discard in the dustbin. The laboratory assistants would know what to do next. You also need to be aware if your pupils are allergic to fur-bearing animals, like cats and mice. Then, these pupils need to use latex gloves and a respiratory mask when handling them. The following are a few simple rules which need to be followed to ensure safety: (a) (b) (c) (d) (e) (f) (g) (h) (i) Handle all animals with care and respect. Use hand lens to examine small animals. Use forceps to collect small animals. Avoid killing and injuring animals. Wear gloves when handling animals. Before starting work, cover all wounds. Animal bites can usually be avoided if pupils are kept in a small group. Rough play or teasing should absolutely not be allowed. Children should not be allowed to feed animals directly from their hands.

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(j)

Small animals such as rabbits and hamsters should be handled gently, they might bite if they feel threatened.

Children should be discouraged from "kissing" animals or getting in close contact with their faces. Hands must be thoroughly washed with soap. If bitten, treat the wound with antiseptic and seek medical help if necessary.

ACTIVITY 7.5
1. What are some examples of non-living specimens that are used in a primary science classroom? Are there special considerations when you need to handle them?

2.

Hands-on Activity

A vivarium is an enclosure for keeping or raising and observing animals or plants indoors (Figure 7.11). Frogs are an example of animals that could be useful to keep in the laboratory as you could use them as a resource to teach pupils about the physical characteristics and life cycles of animals. Find out how to build a vivarium for keeping frogs and then construct the vivarium. Keep the vivarium so that your pupils can observe them and write a report on the life cycle of a frog.

Figure 7.11: A vivarium Source: http://www.amphibiancare.com

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7.5

CLEANING SCIENCE APPARATUS CORRECTLY

Science apparatus are made up of different materials. As you know, cleaning glassware is not the same as cleaning plastic apparatus. Let us look at how to clean glassware first. You should use the following steps to clean glassware when there is no solute residue present on the glassware: (a) (b) (c) (d) (e) (f) Rinse the glassware with distilled water. Scrub inside the glassware, using a scrub brush of the correct diameter to fit inside the container. Rinse the glassware with distilled water. Scrub inside the glassware, using scrub brushes. Rinse the glassware with distilled water. Set the glassware aside to dry.

If there is solid residue present you should try to clean the residue first with a paper towel and then submerge the glassware in an Alconox solution for several minutes. Later scrub the glassware, using a scrub brush, rinse the glassware three times, using distilled water. Finally, set the glassware aside to dry.

ACTIVITY 7.6
Find information how to clean glasswares that have stubborn stained residue on them. You could go to this website: http://www.ehow.com/how_7812394_clean-laboratory-apparatus.html# ixzz1vbamahoo You usually use plastic ware when you are teaching Year 1 and 2 so as to prevent breakage. Plastic ware is more sensitive than glassware and a mild laboratory detergent is enough to clean it. Note that the detergent must have neutral pH, be non-abrasive and non-caustic. Rinse with clean, preferably distilled water. Use heat and chemical solutions for removing difficult grease, oil and other organic matter. However, not all types of plastics can withstand heat and chemical application. It is still best that you check the cleaning instructions in the

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packaging. If you have apparatus made of platinum, you could use the following tips to clean them: (a) (b) If the platinum dish or crucible has organic matter, clean it with a chromic acid mixture. If it was used to contain insoluble carbonates or metal oxides, the platinum dish must be boiled in a solution of hydrochloric acid, rinsed thoroughly, and boiled in nitric acid. Platinum electrodes are cleaned with water followed by alcohol.

(c)

Finally, if you have apparatus made of stainless steel, you could use the following tips to clean them: (a) (b) (c) (d) (e) Alkaline, chlorinated alkaline and non-chloride cleaners could be used to clean them. Never use hydrochloric acid on steel products. These solutions must be applied on the equipment using non-abrasive tools. A soft and clean cloth can be used. Stainless steel pads also can be used. Filtered water is the recommended liquid for rinsing.

Science instruments need to be cleaned before storage and usually the instructions for cleaning are provided when you buy them. You could also refer to the science laboratory manual if instructions are not provided.

Hands-on Activities
Do the following activities. (a) Find out how to clean the: (i) (ii) Objective and eye piece of a microscope. Pan of triple beam balance.

(iii) Wires used in an electric circuit. (b) Clean them as suggested from the information that you have gathered.

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Manipulative skills are psychomotor skills that enable you to carry out practical work in science. It involves the development of hand-eye coordination, such as focusing on a microscope, sketching specimens, measuring angles and cutting glass. The science manipulative skills as stated in the Malaysian school science curriculumaregivenbelow:      Usingandhandlingscienceapparatusandmaterialsproperly. Handlinglivingandnonlivingspecimensproperlyandcarefully. Drawingspecimens,apparatusandmaterialsaccurately. Cleaningscienceapparatusinthecorrectmanner. Storing science apparatus and materials accurately.

There are many reasons why it is important to acquire manipulative skills. Acquiring these skills would:     ensure the success of the experiment. achieve accuracy and precision when measuring. communicate the result or observation of the experiment. prolong shelf-life of the apparatus.

To be able to use an apparatus 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. There are certain procedures or considerations that you need to take note when you handle apparatus or materials. Choose plants that are safe to be handled by all pupils in the laboratory. If youneedtouse`dangerousplantsthenyouneedtoremindyourpupilsto becarefulwhenhandlingthem. There are also a few simple rules to follow when handling animals in the laboratory.

x x

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x x

Cleaning glassware would be different from cleaning plastic apparatus Rinse apparatus with water if they are not so dirty. You could also use mild detergent to clean them if they are quite dirty. Soak them overnight in soapy water if necessary. Itisstillbestthatyoucheckthecleaninginstructionsinthepackaging.

Cleaning apparatus Living specimens Non-living specimens

Manipulative skills Use and handle apparatus

Bailer, J., Ramig, J.E, & Ramsey, J.M (1995). Teaching process skills.USA: Good Apple. Fiel, R.L, Funk, H.J, Rezba, R.L, & Sparague, C. (1995). Learning and assessing science process skills. Iowa: Kendall/Hunt Publishing Company.

How to clean laboratory apparatus. Retrieved Jun 14, How to take of care of science equipment.

2012, from http:// www.ehow.com_7812394_clean-laboratory-apparatus.html#ixzz1vbamahoo. Retrieved Jun 12, 2012., from http://www.howtodothings.com/education/how-to-take-care-of-scienceequipment.

Skamp, K. (ed) (2004). Teaching primary science constructively. Melbourne: Thomson Learning