Method of Teaching Science (SCE 550)

PRESENTED BY
AMIERUL HAFREEZ BIN NOOR HASNAN
2013625094
ED2606B

PRESENTED BY
MUHAMMAD RAFIUDDIN RAHIMI BIN
MAZLAN
2013234118
ED2606B

PRESENTED FOR
ENCIK MOHAMAD HISYAM BIN ISMAIL

CONTENTS
Definition
Laboratories and Instruments
Personal Protective Equipment
Science Process Skills
Advantages and Disadvantages

DEFINITION
EXPERIMENT

A scientific test in which you perform

a series of actions and carefully
observe their effects in order to learn
about something (Merriam Webster,
2016)

AID

Help or support (Cambridge

Dictionary Online, 2015)

WHAT DO YOU KNOW ABOUT

EXPERIMENT?

WHAT IS CLASSROOM EXPERIMENT ?

Classroom experiments are activities where any number of students work in

groups on carefully designed guided inquiry questions.

Materials provide students with the means of collecting data through interaction
with typical laboratory materials, data simulation tools or a decision making
environment, as well a series of questions that lead to discovery-based learning.

WHAT IS CLASSROOM EXPERIMENT ?

The instructor's role is to act as facilitator, asking leading questions and drawing
attention to interesting results. A well-designed experiment targets common
student misconceptions, focusing on major ideas that students will need to
understand correctly in order to support deep learning.

Classroom experiments differ from classroom demonstrations because the

students are involved in collecting data or observations.

Students involved in classroom experiments can be asked to make predictions and

to reflect upon their observations.

WHAT IS CLASSROOM EXPERIMENT ?

Classroom experiments do this as part of a class to help students learn more about
the material they are studying.

In this case the hypothesis to be tested will generally be derived from material
contained in a textbook or other course materials.

Research experiments generally involve both control and treatment groups in

order to facilitate comparison.

The pedagogy is built on research on learning that shows that

most students do not respond best to pure "chalk and talk, but
rather to "active learning" environments.

Classroom Experiments keep learners engaged because they get a

hands-on experience.

TYPE OF LABORATORY
In the Handbook of Facilities Planning (1990), Lindner distinguishes among

types of laboratories and typical activities in each. [Lindner, 1990]

Chemistry Laboratories

Physical Sciences Laboratories

Biosciences Laboratories

THE FLASH ICE CREAM

INSTRUCTIONS

Put 2 spoons of sugar inside the bag

Pour some evaporated cream milk inside the bag

Pour some milk inside the bag

Drop a VERY LITTLE drop of artificial flavor inside the bag

Tie the plastic bag neatly

Put a lot of ice inside another plastic bag

Pour some salt into it

Shake well for 5-8 minutes

RULES IN LABORATORY

Compulsory for the students to obey each and every one of it

To ensure safety during experiments

Six important section in lab safety

General Guidelines
Clothing
Accidents and Injuries
Handling Chemicals
Handling Glassware and Equipment
Heating Substances

RULES IN LABORATORY

GENERAL GUIDELINES

Conduct yourself in a responsible manner at all times in the laboratory.

Follow all written and verbal instructions carefully. If you do not

understand a direction or part of a procedure, ASK YOUR TEACHER
BEFORE PROCEEDING WITH THE ACTIVITY.

Never work alone in the laboratory. No student may work in the science
classroom without the presence of the teacher

RULES IN LABORATORY

GENERAL GUIDELINES

When first entering a science room, do not touch any equipment, chemicals, or
other materials in the laboratory area until you are instructed to do so.

Perform only those experiments authorized by your teacher. Carefully follow all

instructions, both written and oral. Unauthorized experiments are not allowed.

Do not eat food, drink beverages, or chew gum in the laboratory. Do not use
laboratory glassware as containers for food or beverages.

RULES IN LABORATORY

CLOTHING

Any time chemicals, heat, or glassware are used, students will wear safety goggles. NO

EXCEPTIONS TO THIS RULE!

Contact lenses may be not be worn in the laboratory.

Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or
baggy clothing are a hazard in the laboratory. Long hair must be tied back, and dangling
jewelry and baggy clothing must be secured. Shoes must completely cover the foot. No
sandals allowed on lab days.

A lab coat or smock should be worn during laboratory experiments

RULES IN LABORATORY

ACCIDENTS AND INJURIES

Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the teacher
immediately, no matter how trivial it seems. Do not panic.

If you or your lab partner is hurt, immediately (and loudly) yell out the teacher's name to
get the teacher's attention. Do not panic.

If a chemical should splash in your eye(s) or on your skin, immediately flush with
running water for at least 20 minutes. Immediately (and loudly) yell out the teacher's

name to get the teacher's attention.

RULES IN LABORATORY

HANDLING GLASSWARE AND EQUIPMENT

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.

Examine glassware before each use. Never use chipped, cracked, or dirty glassware.

If you do not understand how to use a piece of equipment, ASK THE TEACHER FOR
HELP!

Do not immerse hot glassware in cold water. The glassware may shatter.

RULES IN LABORATORY

HEATING SUBSTANCES

Do not operate a hot plate by yourself. Take care that hair, clothing, and hands are a safe

distance from the hot plate at all times. Use of hot plate is only allowed in the presence of
the teacher.

Heated glassware remain very hot for a long time. They should be set aside in a designated

place to cool, and picked up with caution. Use tongs or heat protective gloves if necessary.

Never look into a container that is being heated.

Do not place hot apparatus directly on the laboratory desk. Always use an insulated

pad. Allow plenty of time for hot apparatus to cool before touching it.

RULES IN LABORATORY

HANDLING CHEMICALS

All chemicals in the laboratory are to be considered dangerous. Avoid handling

chemicals with fingers. Always use a tweezer. When making an observation, keep at
least 1 foot away from the specimen. Do not taste, or smell any chemicals.

Check the label on all chemical bottles twice before removing any of the contents. Take
only as much chemical as you need.

Never return unused chemicals to their original container.

Never remove chemicals or other materials from the laboratory area.

INSTRUMENTS AND APPARATUS

The most common utensils and appliances that you need while performing hands
on activities in a laboratory.

The laboratory apparatus depends upon the type of laboratory you are in and the
experiment you are going to perform.

INSTRUMENTS
AND
APPARATUS
Test tube holders, tongs
For holding test tubes, beakers etc.
which should not or can not be
touched.

INSTRUMENTS
AND
APPARATUS
Test tubes
For holding small samples or for
containing small scale reactions.

INSTRUMENTS
AND
APPARATUS
Test tube stands
For keeping/standing a few test
tubes

INSTRUMENTS
AND
APPARATUS
Droppers
For addition of a very small amount
of liquid, drop by drop.

INSTRUMENTS
AND
APPARATUS
Burettes
For addition of a precise volume of
a liquid.

INSTRUMENTS
AND
APPARATUS
Pipettes
To dispense small and precise
amount of liquid samples.

INSTRUMENTS
AND
APPARATUS
Bunsen burners, hot plates, hot
water baths
As heat source

INSTRUMENTS
AND
APPARATUS
Beakers, Erlenmeyer flasks
To contain reactions or to hold
liquid samples.

INSTRUMENTS
AND
APPARATUS
Watch glasses
As a cover for beakers, or as an
evaporating dish.

INSTRUMENTS
AND
APPARATUS
Funnels
For funneling or for filtering.

INSTRUMENTS
AND
APPARATUS
Graduated cylinders
To measure an amount of liquid.

INSTRUMENTS
AND
APPARATUS
Volumetric flasks
To make precise dilutions.

INSTRUMENTS
AND
APPARATUS
Wire gauges, Clay triangles
To support a container while
heating.

INSTRUMENTS
AND
APPARATUS
Fume hoods
To ventilate harmful gases.

PERSONAL PROTECTIVE EQUIPMENT

(PPE)

equipment worn to minimize exposure to serious workplace injuries and illnesses.

These injuries and illnesses may result from contact with chemical, radiological,
physical, electrical, mechanical, or other workplace hazards.

(Taken from OSHA website)

PPE
Eye
protection

Hand
protection

Clothing

Respiratory
Foot
protection protection

Safety Equipment
First Aid

Fire blanket

Eye wash

For minor
injuries

To put out
fire

To wash
eye in the
event
chemical
splash

Safety shower
To rinse the
body in the
event of
chemical spill

Fume hood
Carries away the
vapour from
reagent or
reaction that
conducted

THE RISING WATER

INSTRUCTION

Place a candle on top of a plate

Pour some water into the plate

Light the candle

Observe the water movement

BASIC SCIENCE PROCESS SKILL

Observing

Inferring

Measuring

Classifyin
g

Predicting

Communicating

Observing
using the senses to gather information
about an object or event.

Measuring
using both standard and nonstandard
measures or estimates to describe the
dimensions of an object or event.

Inferring
making an "educated guess" about an
object or event based on previously
gathered data or information.

Classifying
grouping or ordering objects or events into
categories based on properties or criteria.

Predicting
stating the outcome of a future event
based on a pattern of evidence.

Communicating
using words or graphic symbols to
describe an action, object or event.

Integrating Science Process Skill

Controlling
Variables

Defining
operationally

Interpreting
data

Formulating
hypotheses

Experimenting

Controlling variables
being able to identify variables that
can affect an experimental outcome

Defining operationally
stating how to measure a variable in an
experiment.

Formulating hypotheses
stating the expected outcome of an
experiment.

Interpreting data
organizing data and drawing
conclusions from it.

Experimenting
carrying out an experiment
by carefully following
directions of the procedure
so the results can be verified

ADVANTAGES

Provide the link between theories and practice

Help the student to demonstrate their knowledge and practice their laboratory
skills

Practical experiment can be extended to become a hand on experimental skills

examination.

DISADVANTAGE

Consume much time to set up the experiment

Costly to have the necessary equipment along with adequate technical support

Teacher may have difficulty to evaluate students laboratory skills

It may not be feasible for the school to offer one set of equipment to each of the
students

THE FLAMING HAND

INSTRUCTIONS

Pour some water into a container

Pour some dishwasher soap into the water

Mix it gently with your finger

Put the lighter refill tank inside the container and release the gas

Bubbles will form

Scoop some bubbles using your palm

Light the bubbles using lighter

(WARNING: MAKE SURE THERE IS FIRE EXTINGUISHER NEAR YOU TO MAKE THIS TRICK)

CONCLUSION

Experiment give students more experience in acquiring the knowledge

Enhance the learning much more effectively

Provide control to the teacher during class