Table of Contents

No. Title Page

1. Table of contents 1

2. Task 1 2-10

3. Task 2 11-21

4. Report 22-23

5. Reflection 24-25

6. References 26

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TASK 1: Collect and compile information regarding on thinking and working scientifically (basic, integrated
science process skills and manipulative skills). State one example for each of the skills

SCIENTIFIC SKILLS

SCIENCE PROCESSES SKILLS –

Science process skills refer to the following six actions, in no particular order: observation, communication, classification,
measurement, inference, and prediction. These basic skills are used in the experiments of scientists and students, as well
as into the everyday life of average person, to a degree. They allow everyone to conduct objective investigation and to
reach conclusions based on the results.

MANIPULATIVE SKILLS –

Manipulative skills are psychomotor skills developed through the investigation process in science. These skills can foster
the use of apparatus, materials and living and non living specimens correctly, safely, carefully and accurately among
students. As these skills are mainly used in the science laboratory, manipulative skills are also known as laboratory skills.

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BASIC SCIENCE PROCESS SKILLS (SPS)

Skill Definition Example

Observing State the properties of objects and Stating the condition of a plant or living
situations correctly using any of the five thing whether it is still alive or dead or
senses growing healthily or wilted.

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Classifying Grouping objects or events in order into Grouping animals or properties into its
categories based on one common certain group of categorization.
property or criteria
Example:
Material Float Sink
Glass No Yes
Iron Rod No Yes
Leaves Yes No
Pencil Yes No

Measuring and Using Numbers Use the correct apparatus to measure Measuring volume, mass, time,
quantities. temperature and speed

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Communicating Record data or information from an Record collected and gathered data
investigation into a table or mind map
Properties of Materials

Float Sink

Leaves Iron Rod

Pencil Glass

Using space-time relationship Arrange occurrence of phenomenon or Arrange the process perhaps food
events chronologically preservation or the process of raining in
order of their occurrence

Defining operationally State concepts by describing what State the concept by giving explanation
should be observed on what are the variables or things to
be observed.

Experimenting State the hypothesis (relationship State the relationship between the
between what to change and what to changed and responding variables in
measure) order to get a better understanding.

Making inferences Making a preliminary conclusion to Give reason for the situation to occur.
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 explain an event based on certain
causes or reasons
Predicting Making a prediction of a future event
based on observation or inferences
Guess the numbers or what will happen
based on what is observed or the
results

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INTEGRATED SCIENCE PROCESS SKILLS (SPS)
Skill
Recording and Interpreting
Defining Operationally
Identifying and Controlling Variables
Definition Example
Recording data from an experiment
Collecting bits of information about
and forming a conclusion that relates
objects and events that illustrate a
trends in data to variables; studying a
specific situation; organizing and
graph of data collected relating
analyzing data that have been obtained
variables and determining a
and drawing conclusions from it by
relationship between the variables
determining apparent patterns or
relationships in the data
Stating that bean growth will be defined
Stating how to measure a variable in an
as the amount of change in height as
experiment, defining the variable
measured from the top of the soil to the
according to the actions or operations
tip of the longest stem in centimeters
to be performed on or with it
per week
Being able to identify variables
(recognizing the characteristics of
objects or factors in events) that are Listing or describing the factors that are
constant or change under different thought to, or would, influence the rate
conditions, AND that can affect an at which an ice cube melts in air or
experimental outcome keeping most water
constant while manipulating only one
(the independent) variable.
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Stating or constructing a statement,
that is tentative or testable, about what
Formulating Hypotheses
is thought to be the expected outcome
of an experiment (based on reasoning
Making a statement to be used as the
basis for an experiment; "if one ice
cube is placed in cool water and an
identical cube is placed in warm water,
then the cube in the warmer water will
melt first, or the greater the amount of
organic matter added to the soil, the
greater the amount the bean growth

Being able to conduct an experiment,

including asking an appropriate
question, stating an hypothesis,
The entire process of conducting an
identifying and controlling variables,
experiment to determine the relation
Experimenting operationally defining those variables,
between soil conditions and plant
designing a "fair" experiment,
growth, population and pollution, etc
conducting the experiment, and
interpreting the results of an
experiment

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SCIENCE MANIPULATIVE SKILLS (SMS)
Skill
Use and handle science apparatus and
substances
Handle living and non-living specimens
Draw specimen, apparatus and
substances
Definition
Use at least 5 apparatus correctly and
carefully
Handle living specimens and non-living
specimens correctly and carefully
Draw neatly and label drawings
correctly with considering on what is
observed with correct scales
Example
During an experiment pupils able to
handle the science apparatus with
great care and with adhering to all the
methods and manuals in order not to
break any of it
Using the living specimen such as
leaves and worms and non-living
specimen such as the dead leaves.
Drawing the apparatus that used in an
experiment in their practical book and
draw the processes involved
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Clean apparatus Clean apparatus using the correct Clean the apparatus frequently right
method and using correct method after each experiment and wipe it clean

Store apparatus and substances Store apparatus and substances Keep all the apparatus in appropriate
correctly and safely place.

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TASK 2: Carry out the chosen investigation in the following aspects of list of
variables, write specific research questions, write hypothesis, collect and
interpret data, write a report.

Theme : Investigating Living Things

Learning area : Interaction among living things

Learning objective : Understanding that competition is a form of

interaction among living things

Learning outcomes : 1.2.4 : Pupils give reasons why animals compete

Topic : Winner Takes All?

1. Aim of experiment

To investigate/ study the relationship between the number of fish and

the weight of fish after twelve days

2. Materials / apparatus

11 guppy fish, 2 clear plastic aquariums of equal size,100 ml beaker, fish food

(pellets), anti-chlorine solution, small plastic sieve, kitchen scale

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3. Hypothesis

i) The more the number of fish, the less the weight of the fish.

ii) The less the number of fish, the more the weight of the fish.

4. Identify Variables

i) The number of fish. (Manipulated variable)

ii) The weight of the fish. (Responding variable)

iii) The amount of fish food, size of plastic aquariums, amount of water. (Fixed/constant

variable)

5. Procedure / What Do I Do?

1. Work in groups of four.

2. Label the aquariums M and N.

aquarium

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3. Pour 50 ml water into a beaker. Weigh and record the weight.

4. Use a plastic sieve to scoop four guppy fish and put them into the beaker.

Weigh and record the weight.

beaker

beaker

50 ml 50 ml

5. Add water in to aquarium M until three quarter full. Put in the guppy fish.

6. Repeat steps 3 to 5 with the other seven guppy fish for aquarium N.

beaker

4 guppy fish aquarium 7 guppy fish

M N

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7. Record your readings in the table.

8. Feed the fish with the same amount of fish pellets every morning for twelve days.

fish food

M N

9. After twelve days, weigh the fish in the aquariums (follow steps 3 and 4)

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6. Method / What Do I Find?

1. The aquariums were labeled M and N.

2. 50 ml water was poured into a beaker. The weight was recorded.

3. A plastic sieve was used to scoop four guppy fish and put into the beaker.

The weight was recorded.

4. Water was added into aquarium M until three quarter full. The guppy fish were

put into it.

5. Steps 3 to 5 were repeated with the other seven guppy fish for aquarium N.

6. The readings were recorded in the table.

7. The fish were fed with the same amount of fish pellets every morning for twelve

days.

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7. Observation

The table below shows the result of the investigation:

Aquarium M (four fish) Aquarium N (seven fish)

Weight Weight Weight of Weight Weight Weight of

Day
without with fish four fish without with fish seven
fish fish fish

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i) The average weight of fish in aquarium M is heavier than the average weight of

fish in aquarium N.

ii) The average size of fish in aquarium M is bigger than the average size of fish in

aquarium N.

iii) The average weight of fish in aquarium N is lighter than the average weight of

fish in aquarium M.

iv) The average size of fish in aquarium N is smaller than the average size of fish in

aquarium M.

8. Inference
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 i) The fish in aquarium M is heavier than the fish in aquarium N because they get

more food among themselves.

ii) The fish in aquarium M is bigger than the fish in aquarium N because they share

food with lesser number of fish.

8. Conclusion

i) The less the number of fish in the aquarium, the heavier the weight of the fish.

ii) The more the number of fish in the aquarium, the lighter the weight of the fish.

RESEARCH QUESTION.

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1. A group of pupils carry out an investigation.

i. They prepare two mini aquariums of the same size labeled P and Q.

ii. They choose ten young guppy fish of the same size.

iii. They put five guppy fish into aquariums P and Q respectively.

iv. They put 1 teaspoon of fish food into aquarium P and half a teaspoon of fish

food into aquarium Q every day.

v. They observe the size of the young guppy fish in each aquarium for two

weeks.

(a) What is the aim of the investigation?

________________________________________________________________
________________________________________________________________

(b) In this investigation, state

i. what is changed (manipulated variable)

_________________________________________________________
______

ii. what is kept the same (controlled variable)

______________________________________________________________

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 iii. what is observed (responding variable)

________________________________________________________
______

(c) After two weeks, the pupils observed that the guppy fish in aquarium P are

bigger than the guppy fish in aquarium Q.

What is the reason for this observation?

_____________________________________________________________

_____________________________________________________________

(d) Based on the investigation, what is the relationship between the amount of

fish food and the size of the guppy fish?

_____________________________________________________________

_____________________________________________________________

Suggested answers

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(a) What is the aim of the investigation?

To investigate the relationship between the quantity of food and size of the young

Guppy fish after two weeks

(b) In this investigation, state

i. what is changed (manipulated variable)

Quantity of food

ii. what is kept the same (controlled variable)

Size of aquarium

iii. what is observed (responding variable)

Size of young guppys after two weeks

(c) After two weeks, the pupils observed that the guppy fish in aquarium P are

bigger than the guppy fish in aquarium Q.

What is the reason for this observation?

guppy fish in aquarium P are bigger than the guppy fish in aquarium Q

because Guppy fish in aquarium P get enough food.

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 (d) Based on the investigation, what is the relationship between the amount of

fish food and the size of the guppy fish?

The more the quantity the food the bigger the size of fish.

REPORT

This report explains in-depth on how to conduct this experiment and discuss the

result collected. At first, this investigation was held to find out whether the weights of

fish reared in an aquarium are affected by the number of fishes or not. To do this, I need

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around 11 guppy fish to be reared in a 2 clear 100ml plastic aquarium of equal sizes

with fish food. Together with this, I need anti-chlorine solution, small plastic sieve to

capture the guppy fishes and a kitchen scale to measure the weight of the fishes. The

variables that need to be identified in this investigation was, the manipulated variable is

the number of fishes that reared in each aquarium and the weight of the fishes is the

responding variable while I keep the amount of fish food, the size of plastic aquariums

and amount of water to be constant throughout the investigation. To conduct this

investigation I need to prepare two M and L labeled aquariums and pour 50ml of water

into the beaker and record the weight. Then use a plastic sieve to scoop four guppy

fishes and put them into the beaker and then record the weight. Add water in to the

aquarium M until three quarter full and put the fish in. Repeat the steps for aquarium N

but this time using 7 guppy fishes. I need to feed this fishes the same amount of food of

fish pellets every single morning for twelve days. After twelve days, measure the weight

of the fishes and record the finding. To get the accurate weight of the fishes, first I need

to weight the aquarium without fish, with fish and with the amount of fish reared in each

aquarium and record the data. This investigation resulted in how importance the food is

to fishes and the competition that occurred between the fishes to get the food. The

results showed that the weight of fishes in aquarium M where we put in 4 guppy fish are

heavier than the fishes in aquarium N where we put in 7 guppy fishes. This results

proved that the more the fishes in an aquarium the more the competition amongst the

fishes for the food source. Finally I came to a conclusion that the less the number of

fishes in aquarium, the heavier the weight of the fishes and the more the number of

fishes in an aquarium, the lighter the weight of the fish.

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 REFLECTION

I would like to convey my highest appreciation and thank you to my science

lecturer Mr.Rashid Abdul Samat for his guidance and explanation for the assignment.

Science assignment this time requested me to conduct an experiment and write down

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the report for it. I discussed and seek guidance from my friends and fellow working

colleagues who are teaching science in school. As a result, I come up with excellent

experiments that investigate the importance of food towards the fishes. The major

problem while conducting this experiment was to identify the variables. To make things

worse, I have no idea of any science terms in English as I studied science in Tamil

during my school time. The studies in my college really helped me slightly.

For me to understand and use the science terms appropriately, I seek my

school’s science teachers who helped me clarify the uses of science terms that need to

be incorporated in an experiment. The moderate ability of English proficiency also

poses a great deal of difficulties while explaining to the students about the experiment.

As an extra effort, I learn some intermediate English for science subject from my

working colleagues. At the end, I could conduct the experiment all by myself confidently.

This definitely changed my perspective towards science experiments that are conducted

in my school.

During the process of conducting the experiment, I come across many variables

that could possibly be considered as the variables that need to take into account during

the experiment. With the knowledge of science terms that I’ve learnt before, I

successfully identify the correct and appropriate variables to the experiment. The

observation and the results that were written in a form of table totally different form

Tamil language that I’ve been teaching till now. It seems like understanding are given

more priority than writing skills in science. I personally believe that science is a fun

learning subject and this assignment taught me quite a lot about how to conduct an

experiment and achieve the objective of the investigation. To sum up, this assignment
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had broadened my horizon in science subject. Once again I would like to thank all my

friend and colleagues and lecturer who helped me and guided me throughout the

experiment.

Prepared by:

REFERENCES

Internet websites:

www.sabah.edu.my/cwr005/SPS/SPS2.PPT

www.wisegeek.com/what-are-science-process-skills.htm

www.longwood.edu/cleanva/images/sec6.processskills.pdf

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http://cikgufarizal.com/2007/12/10/kurikulum/sains/kemahiran-proses-sains/science-

process-skills/

http://www.scribd.com/doc/5567816/Science-Process-Skills

Books

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