CHAPTER 1

TOPIC

THE EFFECT OF TEXTBOOK SHORTAGE ON PERFOMANCE OF FORM 3

LEARNERS.

1.1 INTRODUCTION

This chapter sought to discuss the background of the study, statement of the problem, research
questions, and assumptions of the study, delimitations of the study, significance of the study and
limitations of the study. This strongly motivated the researcher to carry.

1.2 BACKGROUND OF THE STUDY

the researcher`s desire to teach professionally aroused the need to carry out the research and find the
truth about the situation which troubled him so much. There were difficulties in trying to teach form 3
learners without chemistry textbooks on a boarding school. This was of much concern to the
researcher that when he gave learners an assignment to do, he had to directly or indirectly give the
learners the answers. This was so because of the textbook shortage on the school and the learners
were the pioneer group in the teaching and learning of chemistry at Nyamuzuwe High School.

1.3 STATEMENT OF THE PROBLEM

The shortage of textbook in schools is because they are expensive, some schools will not be able to
acquire adequate textbooks yet others can afford only the teachers copy. The size of the classes or
number of pupils is also a contributory factor. Some classes will be having fifty learners. As a result
the researcher wishes to improvise so as to meet the standards of teaching and learning of science.

1.4 RESEARCH QUESTIONS

How best may chemistry be taught?

How useful are textbooks in teaching and learning of chemistry?

How can learners carry out assignments in the absence of textbooks and people to ask?

If shortage arises what other materials may be improvised for effective teaching?

1.5 ASSUMPTIONS OF THE STUDY

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 The following were assumed as the research was being carried out:

-That all schools have equipment for teaching and learning of chemistry.

-Teaching chemistry is more effective when learners can access textbooks.

-You cannot depend on one textbook.

1.6 DELIMITATIONS OF THE STUDY

The research was carried out at Nyamuzuwe High School with form three learners; the school is
17Km away from Mutoko Centre in Mutoko in Mashonaland East. The research was conducted so as
to find the effect of textbook shortage to on performance of form three learners for only one year. The
investigation will involve streamed learners.

1.6 SIGNIFICANCE OF THE STUDY

The study is hoped to:-Help the teacher to achieve set objectives

-help pupils to familiarise with chemistry without textbooks

-help the teacher to give learners assignments without textbooks on a boarding school

-raise awareness of the fact that improvisation saves if there is an economic cri sis.

- help the teacher meet syllabus requirements and hence be professionally efficient.

1.8 LIMITATIONS

-The study was limited to form three learners only and hence generalisation will be limited.

-there was scarcity of material for improvisation.

-the research was a student teacher and self-sponsored so they might be insufficient funds to run hence

some parts might be improvised

-it was the first time for the researcher to carry out this study so mistakes are bound to be found.

1.9 CONCLUSION

In the chapter, the researcher discussed the problem and its settings. The chapter looked at the
background of the study, statement of the problem, research questions, significance of the
study, delimitations of the study and limitations of the study.

CHAPTER 2

2.0 LITERATURE REVIEWThis chapter seeks to discuss the literature written by different
authors in the light of the following research questions-How difficult has it been to explain concepts

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without practical demonstrations?, How may science be taught?, How useful are apparatus in teaching
and learning of science?, How effective is improvisation in teaching and learning of science? If a
shortage arises what other materials maybe improvised ? 2.1 HOW DIFFICULT
HAS IT BEEN TO EXPLAIN CONCEPTS WITHOUT PRACTICAL
DEMONSTRATIONS?

Gatawa (1990), states that it is difficult to bring about certain scientific concepts and laws to
reality without the use of practical demonstrations. He further says that if pupils are not doing
practicals in science they are not doing science. Most researchers in science classes in
elementary school teach the vocabulary of science and nothing else. As a result of this pupils
lack motivation, and all they do is to memorise correct responses. It is difficult for pupils to
visualise verbal description. True understanding and the ability to use knowledge in new
situations requires learning in which children study concepts in-depth and overtime. When the
teacher simply explains these new concepts to pupils without practical demonstration they are
hampered with falsehoods for a lifetime and find learning difficult. Pupils find it difficult to
apply this knowledge in new situations. Bennet (1995) supports the use of practicals when he
said the lesson conducted by the use of textbooks only can be boredom and pupils can easily
forget what they have been taught and easily fail exercises. But through the use of practicals
adventure guided by a knowledgeable teacher can sweep children up in the excitement of
discovery. Thus, it is important to use practical demonstrations when explaining concepts so
that pupils would understand better.

2.2 HOW BEST MAY SCIENCE BE TAUGHT?According to Kumar (1995) in his point to
stress the importance of acquiring apparatus and the importance of practicals in science subject, says
that no course in science can be considered as complete without including some practicals. Science
can only be taught best by using practical demonstrations. This shows that pupils must learn both
theory and practicals and not depending on theory lessons only. He further explains that most of the
achievement of modern science is due to the application of experimental methods. At school stage
practical work is even more important and because of the fact that pupils will be learning by doing
scientific principles and application. It is a well known fact that an object handled impresses itself
more firmly on the mind than an object merely seen from a distance or in an illus tration. So
practically classroom experiments help in broadening pupils` experience and develop
initiativeness, resourcefulness and co-operation.

Yule and Steyn (1982) state that using diagrams and illustrations appeal to more than
one sense in the learner`s mind. The use of apparatus in practicals in the teaching and
learning of science presents reality, is more meaningful to the learner and utilize

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 sensory materials. It is difficult for people to visualise or understand verbal
description.

Wieser (1994) stresses the importance of using practicals when he said that pupils
who use apparatus in science program will remember the materials better, feel a sense
of accomplishment when the task is completed and be able to transfer that experience
easier to other learning situations. It shows that the information acquired has a better
chance of being stored in memory for useful retrieval. She goes on to say that pupils
who are involved in labs and activities are empowered in their learning process.

Jeff (1997) also states that practicals require a great deal of preparation time, but once
a system is developed, hands on teaching makes teaching fun. If pupils learn and have
fun then teaching also becomes fun. This shows that teachers who find themselves
adopted in using apparatus will find their work easier and enjoyable. Pupils will also
benefit much more since their performance is improved. Thus, science can only be
taught best by using practical demonstrations.

2.3 HOW USEFUL ARE APPARATUS IN TEACHING AND LEARNING OF

SCIENCE?Edwin (1996), states that most schools have a huge backlog in terms of
acquiring apparatus due to financial deficit. Due to the shortage the teacher finds it
difficult to allocate a few apparatus to a large number of pupils. Instead of putting
pupils in groups of six pupils are divided in two or three large groups. As the
experiment proceeds some pupils find it difficult to see the proceedings. At the end of
the day some pupils would have learnt nothing and they find it difficult to pass
practical exercises. Since the apparatus will be few just a few pupils will have access
to them, and they are the ones who benefit more and learning become more real and
meaningful to them. Some teachers find this shortage as a good excuse of not carrying
out practicals and due to this some difficult concepts are just explained and pupils
simply memorise and they are fully hampered with falsehoods. Some pupils are
dominant, and whenever these practicals are carried out with a few apparatus, they are
the ones who will always be upfront and those pupils who are passive and with less
confidence will end up having a negative attitude towards science subject. As a result
of this pupils performance deteriorate and some will even fail drastically. This
implies that resources and the way they are allocated to the pupils have an impact on
their performance. The shortage of apparatus will produce learners who are
dependent. Some pupils at ST Johns Chikwaka due to their failure to have access to
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 apparatus, lacked freedom of learning on their own , they always needed the teacher
to explain some concepts to them, and could not do discovery learning. Thus, the
shortage of apparatus and how they are distributed affect the teaching and learning of
science and bring out learners who cannot learn independently.

2.3 HOW EFFECTIVE IS IMPROVISATION IN TEACHING AND LEARNING

OF SCIENCE?Amit (1995) says that it is of paramount importance to improvise if
any shortage of apparatus arises. He further states that without practical there is no
learning of science. Since most schools are failing to acquire enough apparatus for
practical there is need to improvise. Improvisation is more important in teaching and
learning of science because practical are still carried out even if the real apparatus are
not available. There are some apparatus in science which can be improvised as
beakers, can be replaced by tins, spatulas can be substituted by small spoons. The
teacher will not have any problem in allocating some improvised apparatus to pupils,
and every pupil will have access to the improvised apparatus. This motivates pupils,
they learn more despite the shortage of apparatus and their reading skills improve.
This also forces pupils to think by requiring interpretation of the observed events
rather than memorisation of correct responses.

Robert (1996) says that as the teacher improvises or ask pupils to bring some material
for improvisation, pupils will learn to be innovative and initiative. Pupils will learn to
learn independently. As pupils at St Johns kept doing practical with improvised tools
even at home , they became so familiar to practical and could easily grasp concepts
even in the absence of the teacher . This enabled pupils to do discovery learning.
When they came across such concepts in exams or in real life situations application
was a very easier task. Thus, if any shortage arises the teacher should improvise,
because without apparatus there is no learning of science.

2.4 CONCLUSIONSIn conclusion, the writer discussed on how best science maybe
taught, the effectiveness of improvisation in teaching and learning of science, the
usefulness of apparatus in teaching and learning of science using information from
different writers.
CHAPTER 3
3.1 INTRODUCTIONThis chapter outlines the research procedures used by the
researcher in gathering data, the strength and weaknesses of each research instrument will be
highlighted. Methodology will be identified and ways of research and data collection will be
discussed.
3.2 RESEARCH DESIGNAccording to Bless and Hugson (1995) research design is the
programme which guides the researcher in collecting, analysing and interpreting observed
facts. Thus, the design helps to provide guiding posts. The researcher used Qualitative
research design. Neuman (2000) defines Qualitative design as a mere discipline approach and
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descriptive interpretation. Qualitative data involves documenting real events, recording what
people say, observing behaviour, studying written documents or examining visual images.
3.3 POPULATIONPopulation is the group of interest to the researcher which one would
like the results to be generalised, (Say 1978). The research was carried at ST Johns
Chikwaka. The population comprised of form 1A pupils. There were 49 pupils, 27 were girls
and 22 boys. The researcher chose this group because she taught that class. Therefore,
gathering information was easier as she knew their strengths and weaknesses of this group.
3.4 SAMPLING PROCEDURESAccording to Borg and Gall (1979) sampling is
selecting a given number of people from a defined population as a representative of that
population. This means after identifying the population a smallest group to be studied is
chosen. The researcher used random sampling. According to Haralambos and Holborn
(1991), random sampling is often achieved by assigning numbers to each sample unit and
selecting members to each sample unit and of the sample by using a random number table.
All the individuals in the population had an equal chance of being selected. The group of
pupils comprised of boys and girls in 1A and they were of mixed ability. The pupils were
from different backgrounds out of a number of thirty pupils 10 pupils were participating.
Selection of one pupil did not influence selection of the other. To determine sample size the
researcher numbered cards A, B, C AND 30 pupils had to pick the cards. Only one card
which is A led to the sample. According to Sidhou (1984) random sampling had no errors in
classification. Random sampling had the following advantages:
It represented the population more since the participants were sampled based on the
available population.
The technique was free from bias and prejudice.
It was also easy to use as the administration and analysis of data was easy
3.5 DATA COLLECTION PROCEDURESThe quality of data from a sample lies on
the quality and reliability of the instruments adopted. The instruments are observations, pre-
tests and post tests.
3.5.1 OBSERVATION METHODAccording to Borg and Gall (1979) observation method
is a more natural way of gathering data. It seeks to ascertain what people think and do by
watching them in action as they express themselves in various activities and situations.
Observations are used as a method of collecting data by looking closely at pupils attitudes
towards a given task. Self report can be used to obtain information easily and economically,
people often give false information about themselves.
3.5.2 ADVANTAGES OF OBSERVATIONData collection through observation is
qualifiable and accurate because the researcher will be seeing actual behaviour unlike
questionnaires where people write what they think which is totally different from actual
behaviours, Haralambos and Holborn (1991). In this view the researcher could see the
behaviour of the randomly selected group of students from ST Johns Chikwaka.
3.5.3 DISADVANTAGESParticipants or pupils may react in a certain manner if they
realise that they are being watched, (Borg and Gall, 1979). Observation took time as
behaviours and reactions had to be carefully watched to trace similarity and repeated
occurrences on the research study. It was common in these observational studies to find the
experimenter attempting to study complex behaviours which cannot be objectively recorded.

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3.6.1 PRE-TESTSThey are used to observe the differences and similarities of the academic
performance of individuals. Pre -tests are used to identify pupils` areas of difficulties on a
certain concept. Furthermore, it provides relevant measures of the achievement of the
objectives depending on their validity, (Borg and Gall 1979) pointed that both standard
established norms can reflect the child`s knowledge and understanding.
3.6.1.1 ADVANTAGES OF PRE-TESTPre-tests can be time framed for example one and
half hours and feedback provided instantly depending on the level of pupils, it can be given to
everyone. In this study the pre-test was given to the sample of 10 participants. Pupils areas of
difficulty could be identified and this provided the teacher with the base for choosing
teaching strategies. Differences and similarities of the academic performance can easily be
observed, (Borg and Gall)
3.6.1.2 DISADVANTAGESA pre-test might not show correct results or a complete picture
of what concept has been grasped. Cheating might also occur and the teacher might fail to
identify pupils` areas of difficulty. Conditions set in a test might also affect pupils
performance.
3.6.2 POST-TESTA post-test is a test given to pupils after an intervention has been
implemented. They are also a way of evaluating, teaching/learning process. Post-test is used
to achieve areas of difficulty with effective teaching and learning strategies, (Haralambos and
Holborn).
3.6.2.1 ADVANTAGES OF POST-TESTIt is used to assess how much someone grasped
after being taught. A post-test can also provide the validity of a teaching strategy. It also helps
to identify objectives that have been achieved and not achieved, and if some concepts have
not been manipulated the teacher will revisit the topic,(Haralambos and Holborn (1991).

3.6.2.2 DISADVANTAGESSome pupils may score very poorly in an exam for a variety of
reasons and evaluation of their performance might not be valid. It is also difficult to observe
some incidents especially if a practical are involved. If feedback is not provided in time,
pupils might not enjoy writing a post-test.

3.7 DATA ANALYSIS PROCEDURESThe data collected is going to be classified,

analysed and interpreted. Tables and graphs will be used to present the data. Analysis of data
presented in tables and graphs will be done as per research question and supported with
relevant data.

3.7.1 CONCLUSIONThe above mentioned steps, instruments and methods were used by
the researcher to collect data while on teaching practice at ST Johns Chikwaka. In the next
chapter are the results of the findings.

CHAPTER 4In this chapter the researcher presents the results, analysis and discussion of the
findings with reference to literature review in chapter two. Research questions are to be
presented and explained.
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4.1 HOW DIFFICULT HAS IT BEEN TO EXPLAIN CONCEPTS WITHOUT
PRACTICAL DEMONSTRATIONSThe pre-test given intended to find out
children`s understanding without practical demonstrations.

TABLE 4.1 PRESENTS PRE-TEST RESULTS OF AN EXERCISE GIVEN.

RANGE OF FREQUENCY PUPILS PERCENTAGE

MARKS
1-5 3 30
6-10 5 50
11-15 2 20
TOTAL 10 100
4.1.1 INTERPRETATIONThirty percent of the total number of pupils scored marks
which were between 1-5 marks. Fifty percent of the students scored in the range of 6-10.
Only 20 percent of the total number of participants passed with marks which are between 11-
15. So from the given results only 20 percent passed and 80 percent failed the test.
4.1.2 ANALYSISFrom the results it shows that pupils performed below standard. This was
a result of unavailability of apparatus and practical demonstrations. This is supported by
Gatawa (1990) who states that it is difficult to bring out certain scientific concepts and laws
to reality without the use of practical demonstrations. He further suggested that the use of
apparatus in practicals in the teaching and learning of science presents reality, is more
meaningful to the learner and utilises sensory materials. It is difficult for pupils to visualise or
understand verbal description. In support of this view Bennet (1995) says that the lesson
conducted by the use of textbooks only can be a boredom and pupils can easily forget what
they have been taught and can easily fail exercises. Thus, it can be concluded that it is
difficult to bring certain scientific concepts and laws to reality without practical
demonstrations for this will lead to pupil` failure as indicated by the results above in the
table.
4.2 HOW BEST MAY SCIENCE BE TAUGHT?The study here intended to find out
how best science may be taught.
PRESENTATION OF POST-TEST
TABLE 4.2 SHOWS POST-TEST RESULTS ON EFFECTIVENESS OF
PRACTICAL DEMONSTRATIONS OF SCIENCE CONCEPTS

MARK RANGES FREQUENCY PUPILS PERCENTAGE

1-5 0 0
6-10 1 10
12-15 9 90
TOTAL 10 100

4.2.1 INTERPRETATIONThe table shows that only 10 percent of total number of pupils`
got between 6-10 marks.90 percent passed with marks which are between 12-15.
4.2.2 ANALYSISPerformance improved as could be seen that nobody performed in the 0-
5 range and only 10 percent in the 6-10 range while the rest performed in the 12-15 range.

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This indicates that practical demonstration improve learning. This is supported by Kumar
(1995) who says that no course in science can be considered as complete without including
some practicals. This is to say science can only be taught best by using practical
demonstrations. The above authority further states that at school stage practical work is even
more important because of the fact that pupils will be learning by doing scientific principles
and applications. It is a well known fact that an object handled impresses itself firmly than an
object merely seen from a distance or an illustration. So practically classroom experiments
help in broadening pupils` experience and develop initiativeness, resourcefulness and co-
operation. Therefore it can be concluded that among all teaching approaches learning by
doing scientific principles and application is highly effective in teaching science concepts
than without doing practicals.
4.3 HOW USEFUL ARE APPARATUS IN TEACHING AND LEARNING OF
SCIENCE?The question intended to find out the extent to which apparatus are useful
in teaching and learning of science.
PRESENTATION OF OBSERVATION

(BEFORE IMPROVISATION)

FIG 1 GRAPH SHOWING THE OBSERVATIONS MADE BY THE

RESEARCHER BEFORE IMPROVISATION OF EQUIPMENT.

4.3.1 INTERPRETATIONIn week one the participation of pupils was 30 percent

and 70 percent was not participating. In week two there was a fair participation with
50 percent of pupils participating. In week three the performance dropped to 20
percent.4.3.2 ANALYSIS From the chart the poor participation in week one was
because the concepts taught strictly required practical demonstrations. In the second
week there was an improvement of participation because pupils had a chance to read
about the concepts taught and hence had a brief understanding. In the third week
pupils` participation dropped to 10 percent. The lack of participation was because the
groups were too large for a few apparatus and thus the elite were the ones running the
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 show and hence there was poor participation for the low achievers and average
students. In support Edwin (1996) states that most schools have a huge backlog in
terms of acquiring apparatus. Due to this shortage the teacher found it difficult to
allocate a few apparatus to a large number of pupils and this affected pupils`
participation. It is therefore proven by the findings that the resources and the way they
were allocated to pupils` had an impact on their performance.

4.4 HOW EFFECTIVE IS IMPROVISATION IN TEACHING AND LEARNING

OF SCIENCE?This question is intended to find out the effectiveness of
improvisation in teaching and learning of science.

FIG 2 GRAPH SHOWING THE OBSERVATION MADE BY THE RESEARCHER

AFTER THE IMPROVISATION OF EQUIPMENT.

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4.4.1 INTERPRETATIONThe graph shows that after improvisation of equipment for
practical activities in the first week there was high achievement shown by 90 percent showed
high achievement in pupils`. The graph further indicates that in the second week 90 percent
were participating. Week 3 according to the graph showed very high achievement with 100
percent of participation.

4.4.2 ANALYSISAs result of improvisation of equipment for practical activities there was
a great improvement. Pupils` had grasped and mastered the concepts through practical
activities. This is supported by Amit (1995) who says that it is of paramount importance to
improvise if any shortage arises. He further states that without practicals there is no learning
of science. It is therefore imperative that since more schools are failing to acquire enough
apparatus for practicals there is need to improvise. This is in agreement with Amit (1995)
who says that improvisation is important in teaching and learning of science because
practicals are still carried out even if the real apparatus are not available. It is clear from the
study that with improvisation all learners participate and hence learning takes place.

4.5 SUMMARY This chapter focused on the findings of the research that was
carried out at ST Johns High school pre and analysis of presented data in tables and graphs
was done as per each research question and supported with relevant data from chapter two.
CHAPTER 5 This chapter focuses on the summary of the study, conclusion arrived and
recommendations of the study.

5.1 SUMMARyThe study set out to investigate the effectiveness of improvisation in

teaching and learning of science .Background of the study, statement of the problem, research
question, assumptions of the study, delimitations of the study and limitations of the study
were discussed. The researcher used observation, pre-test and post test to gather data.
Random sampling was used to get a sample of pupils` . The study and reviewed literature
regarding the topic in the light of each research question showed that pupils performed very

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well if practical demonstrations are carried out in teaching and learning of science. The
findings further proved that it is difficult to bring certain scientific concepts to reality without
practical demonstrations. It is also clear from the findings that with improvisation all learners
participate and hence learning takes place.
5.2 CONCLUSIONS
5.2.1 HOW DIFFICULT HAS IT BEEN TO EXPLAIN CONCEPTS WITHOUT
PRACTICAL DEMONSTRATIONS?Findings suggested that the lesson conducted
by the use of text books only can be boredom and pupils can easily fail exercises. It
can thus be concluded that it is difficult to bring certain scientific concepts and laws to
reality without practical demonstrations for it will lead to pupils` failure as indicated
by the findings.
5.2.2 HOW BEST MAY SCIENCE BE TAUGHT The research study further indicated
that no course in science can be considered as complete without doing practicals. This is to
say science can only be taught best by using practical demonstrations. Therefore, it can be
concluded that among all teaching approaches learning by doing scientific principles and
application is highly effective in teaching and learning of science.
5.2.3 HOW EFFECTIVE IS IMPROVISATION IN TEACHING AND LEARNING
OF SCIENCE?Findings further suggested that improvisation is of paramount
importance if any shortage arises as it helps to make learning to proceed even if the
real apparatus are not available. Therefore, it is clear from the findings that with
improvisation all learners participate and hence learning takes place.
5.3 RECOMMENDATIONIn the light of conclusions drawn the researcher made the
following recommendations:Teachers are encouraged to carry out demonstrations when
explaining concepts to pupils furthermore, they are encouraged to improvise if any shortage
arises because with improvisation all learners participate and learning takes place.

BIBLIOGRAPHY

Bennet, B. (1995) Handbook for Effective Teaching

Eaglewood Cliffs.
London, Prentice Hall Publishing Company.

Borg, R And Gall, S. (1979) Mastering the Technique.

New Delhi
Toronto, Prentice Hall.
Edwin, D. (1996)
An Introduction To Teaching And Learning
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 Harare, Courseware Publications.

Gatawa ,H. (1990) Educational Research: An Introduction

London, Longman Publishers
Haralambos, and
Holborn (1991) Principles of Practice Education
Harare, Longman
Jeff, R (1997) The Conditions of Learning
Toronto, Rinehart and Winston

Kumar, A. (1995)
Constructive Education

London, Pitman Publishing Company.

Neuman, R (2000) Educational Psychology in the Classroom

5th Edition
New York, John Willey and Sons Company

Wieser, R. (1994) How Children Fail

London, Courseware Publications

Yule, A. and Steyn, R. (1982) Advanced Learner

England, Oxford University Press

APPENDIX A
PRE-TEST AN INTRODUCTION TO SCIENCE
1. Give an example of a liquid element [1]
Distinguish a compound from an element [2]
2. Describe ways in which copper chloride solution is broken down into copper and
chlorine by the process Of electrolysis [8]

3. Write word equations for the formation of the following compounds , carbon dioxide,
sodium chloride, salt and sugar [4]
Out of 15
POSSIBLE ANSWERS
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 1. Mercury [1]
2. A compound is divisible whereas an element is indivisible [1]

A compound is made up of two different kinds of atoms whereas an element is made

up of one kind of atom only [1]
3. Electrical energy provide energy for the chemical energy changes [1]
Chemical energy cause the copper chloride to break into copper and chloride [1]
Bubbles of the greenish colour that bubbled out at the positive electrode is chlorine
[1]
The brownish chemical that coated the black carbon electrode is the element copper
[1]
4. sodium + chlorine gives us salt
Carbon + oxygen gives us carbon dioxide sodium + chlorine gives us sodium chloride
Carbon + hydrogen + oxygen gives us sugar [4]

POST-TEST
1. Define the following terms a .solubility [1] , b. compressibility [1],c. Chemical
change [1] d. physical change [1]
2. Give three factors that affect solubility [3]
3. Give 3 properties of a chemical change [3]
4. Briefly describe the changes that take place when iron filings and sulphur powder is
heated and name the substance that is formed [4]
5. Write the word equation for the reaction [1]
OUT OF 15

POSSIBLE ANSWERS
1 (a) Solubility is a measure of how soluble a substance is [1]
(b) Compressibility is the force that is applied that tend to squeeze particles [1]
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 (c) Chemical change is a reaction in which a new substance is with new properties
is formed and is difficult to reverse [1]
(d) A physical change is a reaction in which no new substance will be formed and
the change is reversible [1]
2. Three factors that affect solubility are temperature [1], particle size [1] and stirring
3. Three properties of a chemical change are more heat is required during the reaction,
an entirely new substance is formed and it is difficult to reverse [3]
4. When iron sulphide and iron filings are heated a solid is formed, the solid will be
black, the solid is called iron sulphide and the black solid cannot be attracted by
magnet [4]
5. The word equation for the reaction between iron filings and sulphur powder is:
Iron filings + sulphur powder in the presence of heat to give us iron sulphide [1]

OBSERVATION

Descriptors Positive percentage Negative Percentage Number

frequency frequency total
percentage
Attitude
Participation
Performance
Voice
projection
Cooperation

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