SPS 1

OBSERVING

Using the five sense to identify the characteristics,

changes, similarities and differences in objects

Many peoples associate observation only with the sense of sight, possibly because 80 to 85
percent of human observation involves sight. However, observation is not limited to seeing
only.

Effective observations involved using all the senses together in order to gather as
much information as possible about the object that is being observed. Such information is
gathered carefully by seeing, hearing, touching, smelling and lasting. Apart from this,
observing also involve nothing whatever changes that take place during observation. As an
observer, you also need to try to quantify (take measurements) the object that you are
observing.

What is more important is that you should not let your observation be influenced
by previous experience. You are not required to say why an object looks a certain way
or give your opinions to how the object will change, or state what you see, hear, taste, smell
or touch. An observation is a precise report on what is real. Observation does not require
wide experience. Children can also make good observations.

Observation is the basis of all process skills. The results of observation are science facts
which can be used to carry out other basic science process, i.e classifying, measuring, making
inferences, predicting, communicating, and using space-time relationship. Furthermore,
observing also helps us to use all kinds of integrated science process skills.
 SPS 2
CLASSIFYING

Group objects or events according to similarities or

differences

Think of what will happen if supermarkets do not classify the good that they sell. Goods in
supermarkets are usually categorised according to their consumers – children”s section, ladies
sections, men”s section, and so on. Can we categorise supermarket good according to colour
– green section, blue section, yellow section and the like? It is meaningful classification?

Classification involves arranging objects logically into categories that are specific.
For example, living things are divided into two big categories; animals and plants. Each
category is then divided into smaller sections according to more specific characteristics.

Two important factors in classification are:

1. Classification is based on characteristics that can be observed:

2. The used of dichotomy when separating objects into categories, where dichotomy is
the division of objects into only two group:
For example, classification of animals can be used on the number of legs of the
animals – a characteristic that can be observed:

Animals

Two-legged Animal other than

animals two-legged

Four-legged Animal other than

animals four-legged

Six-legged Animal other than

animals six-legged
 SPS 3

MEASURING AND USING NUMBERS

Making quantitative observations by comparing

against certain standards

Measuring is a process to find out how far or how much of a certain material is there.
Measuring involves quantity and uses numbers. The basis of measuring is the repetition of a
unit. Thus, measuring is actually making quantitative observation by comparing the
objects measured against another or against standard unit of measurement.

To master the skill of measuring, the ability to make estimate is important. To make an
estimate, we usually compare the thing we are estimating against our mental image of
something else for which we know the measurement. The skill of estimating becomes more
accurate if we practice and improve on methods we use.

Children begin to grasp the idea of measuring, for instance the elder brother as
being taller than the younger brother. This skill of comparing advances with the use of
numbers when children later learn to measure accurately. Science experiments offer good
opportunity for children to measure and use numbers.

In experiments, children often use measurements of weight, height area, volume and
time. Children like activities which involve measuring parts of their own body, such as their
fingers, hand and hair. They also like to use their fingers to measure the length of their things.

This science process skill is later used to find out the speed of object, temperature
change, rate growth of plant, etc. Children also show interest in carrying out measuring
instruments such as thermometer, balance and stopwatch.
 SPS 4

MAKING INFERENCES

Making an initial conclusion to explain an event based

certain causes or reasons

Making inference generally means interpreting or explaining what is observed. When Siti
smiles at you. You can make the inference that she is glad to see or meet you (explanation).
Therefore, an inference is an initial conclusion made on the basic of observation. Inferences
are made indirectly based on past experience whereas observations are made as a result of
what is seen or experienced now.

We can make a good inference based on inference based on observation, and have
that inference, turn out to be wrong. For instance, you may see a red car carrying two
passengers moving very fast on the road. A moment later a police car with its siren blaring
speeds in the direction of the red car. You may make the inference that the police officers are
chasing the red car, and the two passengers are criminals. Your friend may make the
inference that the passengers of the red car are not criminals, but plain-clothes police
inspectors on duty. Another friend may make the inference that the two men are doctors
rushing to the hospital to attend to an emergency case. Which inference is true? We cannot be
sure. What is certain is that all the inferences are related to observation, and each
inference may be true as long as there are no additional data.

A person can be creative in making inferences. Any inference that is related to the
observation logically is reasonable and can be accepted even though it may not be true.
To test whether an inference is true or not, we need to carry out an experiment. Conclusions
can be only obtained based on the result of the experiment. In short, an inference is an
initial conclusion which can be tested for its truth.
 SPS 5
PREDICTING

Anticipating future events based on observation and

inference

Will it rain tonight? What will Malaysia”s population be in 2020? What percentage of the
trainees will get excellent grades at the end of this semester? Each of these questions can be
answered by making predictions based on data collected beforehand to determine that will
follow.

Where will you be posted after your teacher training course is over? Who will become
the principal of your college five years from now? Who will win the first prize in the lucky
draw? Each of these questions can be answered, but not through prediction. Such
questions can be answered through guesswork, i.e. speculating because there are no data
which can be used to make predictions about what could possibly happen.

How can we change guesswork into predictions? Saying whether it will rain tonight
can be guesswork. We can only make a prediction in this case if we take into consideration
the following matters:

 recent weather conditions.

 today”s wind direction
 today”s air pressure
 the type of cloud in the sky at present, and
 the temperature at present

If based on previous data, today”s weather conditions have brought rain 50 percent of
the time in the past, we may predict that probability of rain tonight is 50/50. What will
actually happen later tonight cannot be known now.
 SPS 6
COMMUNICATING

Passing on information or ideas to other people orally

or in writing

Communicating means changing data or information gathered through observation into a

form that can be understood by other people. Children learn to communicate in various ways.
They learn through picture, diagrams and maps; draw graphs and charts, built models and
exhibition materials; and used clear language to relate an object or event.

In communication that is successful, the listener is able to interpret what is stated or

produced by the sender of the information. It is therefore most important for a person to state
certain information or show certain data as clearly as possible. We can help children learn
communication skills by giving them the opportunity to communicate and by assisting them
in evaluating what they have stated, whether orally or in writing.

Children who have not yet acquired the skill to draw graphs can prepare histograms.
Lets take the example of children who have just planted some maize seeds. Every two days,
these children mark off the height of the seedlings with 1 cm wide coloured paper strips.
After two weeks, they can produce a histogram consisting of seven coloured paper strips.
This histogram can communicate the rate of growth of the maize seedlings during the first
two weeks. Through such concrete experience, children learn to understand abstracts graphs
more easily.
 SPS 7
USING SPACE-TIME RELATIONSHIP

Identify shape and movement according to time

Every event takes place at a particular time and in a particular place. The
relationship between space and time in the occurrence of certain events is more
important compared to other events. For example, when learning about the physical
properties of material from the point of view of elasticity, floatation, lustre and the
ability to absorb water (Investigating the Material World, Year 4) the space-time
relationship is not important.

On the other hand, studying the rotation of Earth calls for the recording of change in
measurement and position of shadows over a certain period of time(Investigating
Earth and the Universe Year 5) and so space-time relationships are important when
studying this topic in order to compare changes.

Space and time are two very basic concepts in physical science. Talking about an
object by referring to space and time involves describing and comparing the object in
terms of size, position, direction of movement and change in form or pattern over a
period of time.

The teacher can help children develop the skill of using space and time in several
ways. Children can relate events and experience by paying attention to the
sequence and position in which the event takes place. They can keep an observation
table of their pet white mouse, the movement and phases of the moon, and the
growth of plants. By strengthening children’s perception of the relationship between
space and time, they can further develop their communication skills.
 SPS 8
INTERPRETING DATA

Explaining patterns or relationships based on information gathered

When scientists conduct investigations, they make conclusions by identifying

patterns or relationships suggested by the data they collect. For example, maize
plants in the science garden which have had fertilizer added to the soil grow taller
than those which have not had fertilizer added to the soil. In making this statement
based on data collected, skills in interpreting data or information are demonstrated.

In certain cases, examining the results of an activity may show that there are no
relationships whatsoever between the variables studied. This statement is also an
indication of data-interpreting skills.

To acquire such data-interpreting skills, children can be trained to analyse data,

diagrams, tables, graphs, pictures and explanatory labels. Children are then taught
to identify patterns or relationships between the variables concerned and to make
conclusions. It is necessary to emphasise that conclusions made beyond what is
provided for by the data must be avoided. Children should also be warned about
conclusions which lie beyond parameters of the data collected. Skills in interpreting
information are an advanced communication skill. Any information collected can be
interpreted and communicated orally or in writing. The information collected may
exist in various forms. This chapter provides five activities using five different forms
of information.
 SPS 9
Defining Variables Operationally

During an investigation measurements of the variables are made. However, before

making the measurements the investigator must decide how to measure each
variable.

By specifying a procedure for measuring a variable you are making an

operational definition. To operationally define a variable means to decide how
you will measure it. Thus an operational definition tells what is observed and how it
is measured.

Different investigators may use different operational definitions for the same variable.
For example, suppose an investigation was conducted to test the effects of Vitamin
E on the endurance of a person. The variable endurance of a person could be
operationally defined many different ways:

a) The number of hours a person could stay awake

b) The distance a person could run without stopping
c) The number of jumping jacks a person could do before tiring

Each of the above statements is an operational definition of the same variable.

 SPS 10
CONTROLLING VARIABLES

Identifying all variables in an experiment and conduct an

experiment by manipulating only one variable while keeping other
variables constant to see the influence on the experiment results.

Of the ten flowering plants growing in the science garden, five have begun to bloom.
Students try to identify the factors which may influence the phenomenon of
blooming. The factors they have identified include water, sunlight, soil and
temperature. Each of these factors is called a variable.

To test which variable has influenced or how its influence blooming, they need to
carry out a few number of experiments. For each experiment, they manipulating a
variable (manipulated variable) while keeping other variables constant (constant
variables) to see the influence on the experiment results (responding variable).

 Variable that is manipulated, i.e. the factor or condition that is manipulated or

changed to test its effect on the experiment results. In this case, water,
sunlight, soil and temperature are the possible variables to be manipulated.
 Variable that is responding, i.e., the experiment result that responds or
reacts to a factor or condition changed by the experimenter. The responding
variable here is the phenomenon of blooming.
 Variables that is made constant, i.e. by choosing a variable to be
manipulated, the others possible variables need to be keep constant.
This is needed for us to make conclusion that the experiment results
(responding variable) is the effect from the variable we manipulated. If
water has been choosed as the manipulated variable then the constant
variables here are sunlight, soil, temperature and other variable/s
which they don’t identified.
 SPS 11
MAKING HYPOTHESES

Making educated guesses which can be tested based on

evidence collected

Before beginning an experiment or a search for new information about something, a

scientist, a teacher or a child must first examine carefully the existing information.
Then, he or she needs to think about the information he or she wishes to find, and
perhaps make an educated guess about the source of a problem or as to what new
information can be obtained through further study. This educated guess is called a
hypothesis.

If your class is studying the magnet and trying to find out what materials can or
cannot be attracted to a magnet, you can begin by asking the children to make a list
of objects that they have personally seen to be attracted to a magnet. Based on this
list, the children may perhaps note that the objects are metal because they cannot
recall seeing any non-metal objects being attracted to a magnet. From this, they
can then make a hypothesis that magnets attract metals but not non-metals.

When this hypothesis is tested, they find that is only half-true. By structuring
their experiment in details, the children find out that there are certain metallic
substances such as gold, copper and brass that are not attracted to magnets.
Therefore, the above hypothesis has to be changed and tested again until a
conclusion is obtained.

This example shows that a hypothesis is an educated guess that can be tested.
 SPS 12
EXPERIMENTING

Investigating manipulating variables and testing

hypotheses to make conclusions

When children have acquired the skills using the processes learnt up to this stage
(SPS 1 to SPS 11), the task of experimenting is no longer new to them. Through
experimenting, they relate these processes in a systematic manner.

An experiment seeks to find solutions to a problem or some facts yet unknown. It

should involve testing for a hypothesis and the use of controls. Primary school
children have not attained a level of maturity to conduct real experiments. However,
they have the ability to use the following science processes to carry out selected
projects suited to their level of maturity:

1. Stating hypotheses
2. Stating variable to be manipulated, variable that is responding, and variables
that are kept constant in experiments
3. Designing methods to collect data, i.e. stating clearly the steps in an
experiment
4. Collecting data, i.e. conducting experiments to test hypotheses by changing
variables that are manipulated
5. Interpreting information, i.e. presenting data in the form of diagrams, tables,
charts, graphs, etc.
6. Explaining findings of experiments and stating conclusions

In primary school, science processes are more important than the data obtained
from experiments conducted.
 SPS 12
EXPERIMENTING

planning and carrying out an experiment by following

certain procedure and testing hypotheses to make
conclusions

When children have acquired the skills using the processes learnt up to this stage
(SPS 1 to SPS 11), the task of experimenting is no longer new to them. Through
experimenting, they relate these processes in a systematic manner.

An experiment seeks to find solutions to a problem or some facts yet unknown. It

should involve testing for a hypothesis and the use of controls. Primary school
children have not attained a level of maturity to conduct real experiments. However,
they have the ability to use the following science processes to carry out selected
projects suited to their level of maturity:

1. Stating hypotheses
2. Stating variable to be manipulated, variable that is responding, and variables
that are kept constant in experiments
3. Designing methods to collect data, i.e. stating clearly the steps in an
experiment
4. Collecting data, i.e. conducting experiments to test hypotheses by changing
variables that are manipulated
5. Interpreting information, i.e. presenting data in the form of diagrams, tables,
charts, graphs, etc.
6. Explaining findings of experiments and stating conclusions

In primary school, science processes are more important than the data obtained
from experiments conducted.
SCIENTIFIC SKILLS:

Science Process Skills & Manipulative Skills

(A) SCIENCE PROCESS SKILLS

In the context of Malaysian science syllabuses, the Curriculum Development Division of the
Malaysian Ministry of Education has listed 12 science process skills to be inculcated across the
education levels, from primary, lower secondary, to upper secondary levels.

(i) Basic Science Process Skills:

No. Science Process Skills What is that?

1 Observing using your senses to gather information about an object

or event. It is description of what was actually
perceived. This information is considered qualitative
data.
2 measuring and using numbers using standard measures or estimations to describe
specific dimensions of an object or event. This
information is considered quantitative data.
3 Classifying grouping or ordering objects or events into categories
based upon characteristics or defined criteria.
4 Inferring formulating assumptions or possible explanations based
upon observations.
5 Predicting guessing the most likely outcome of a future event
based upon a pattern of evidence.
6 Communicating using words, symbols, or graphics to describe an object,
action or event
7 Using space-time relations describing changes in parameter with time. Examples
of parameters are location, direction, shape, size,
volume, weight and mass.

(ii) Integrated Science Process Skills.

No Science Process Skills What is that?

8 interpreting data interpreting data, identifying errors, evaluating the
hypothesis, formulating conclusions, and recommending
further testing where necessary.
9 controlling of variables stating the changeable factors that can affect an
experiment. It is important to change only the variable
being tested and keep the rest constant. The one being
manipulated is the independent variable; the one being
measured to determine its response is the dependent
variable; and all being kept constant are constants or
controlled variables.
10 defining (variables) explaining how to measure a variable in an experiment
operationally
11 hypothesizing stating the proposed solutions or expected outcomes for
experiments. These proposed solutions to a problem
 must be testable.
12 experimenting planning and carrying out an experiment by following
certain procedure so the results can be verified by
repeating the procedure several times

(B) MANIPULATIVE SKILLS

Manipulative skills in scientific investigation are psychomotor skills that enable pupils to:

· Use and handle science apparatus and substances correctly.

· Handle specimens correctly and carefully.

· Draw specimens and apparatus.

· Clean science apparatus.

· Store science apparatus.