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Scientific Skills

Science emphasises inquiry and problem


solving. In inquiry and problem solving
processes, scientific and thinking skills are
utilised.

Scientific skills are important in any


scientific investigation such as conducting
experiments and carrying out projects.

Scientific skills encompass science process


skills and manipulative skills.
Manipulative Skills

Manipulative skills in scientific investigation are


psychomotor skills that enable students to:

Use and handle science apparatus and substances.

Handle specimens correctly and carefully.

Draw specimens and apparatus.

Clean science apparatus.

Store science apparatus

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Science Process Skills

Science Process Skills

Science process skills enable students


to formulate their questions and find
out the answers systematically.

Descriptions of the science process


skills are as follows:
Basic Science Process Skills
Observing
Classifying
Measuring & Using Numbers
Inferring
Predicting
Communicating
Integrated Science process
Skills
Using Space-Time Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Using the sense of hearing, touch, smell, taste
and sight to find out about objects or events.
Using the five senses effectively.
Identifying strange / unusual features.
Realizing changes in the
environment.
Using appropriate instrument(s) to enhance
senses for the details.
Using observations to group objects or
events according to similarities or differences.
CLASSIFYING
Grouping objects based on certain criterion.
Grouping objects in different ways.
Identifying similarities and differences.
Making quantitative observations by comparing
to a conventional or non-conventional standard
Able to count and compare quantity of items in
different groups.
Able to count and compare quantity of items in
different groups.
Able to recognized the pattern from a table of
numbers.
Using numbers to record phenomenon.

1 = SLOW

2 = FAST
3 = FASTER

4 = FASTEST
Using scales and explaining ratios.
Compare objects using numbers.

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50604 Kuala 50604 Kuala
Lumpur Lumpur
Using tools correctly.
Recording unit correctly.
Choosing and using standard unit.
Comparing time, distance, area and
volume with relevant units.
Determining the accuracy in
measurements.

Which is more
accurate?
Using past experiences or previously
collected data to draw conclusions and
make explanations of events.
Testing the accuracy of inferences
through additional observations.
Using inferences as a tool to determine the
appropriate additional observations.
Making a forecast about what will happen in the
future based on prior know ledge gained through
experiences or collected data.
Using pattern of data explicitly to make
projections.
Extrapolating and inserting data as a tool
to predict.
Using words or graphic symbols such as
tables, graphs, figures or models to describe
an action, object or event.
Drawing and making notes.

It is yellow in colour,
tastes sour and
rectangular in shape.
Using charts, graphs and tables to
present information.

Content Additives Flavouring Glucose

Percentag
e 5% 10% 85%
Describing changes in parameter w ith
time. Examples of parameters are location,
direction, shape, size, volume, weight and
mass.
Describing location with time
Describing change of direction with time
Describing change of shape with
time
Describe change of size with time
Describe how objects look like when seen from
different positions
8. Describe how objects look like when seen from
different positions
Arrange events chronologically
Determine and describe position of object in
space
Giving rational explanations about an object,
event or pattern derived from collected data.
Making statements to explain the meaning of the
various data collected.

Quantity of Time taken


salt to dissolve
5 spoons 10 min

3 spoons 5 min

1 spoon 2 min
Able to identify pattern from the information
gathered.

Quantity of Time taken


salt to dissolve
5 spoons 10 min

3 spoons 5 min

1 spoon 2 min
Able to state relationship between information

Quantity of Time taken


salt to dissolve
5 spoons 10 min

3 spoons 5 min

1 spoon 2 min
Defining all variables as they are used in an
experiment by describing w hat must be done
and what should be observed.
Defining terms using personal experiences.

Green
Mango to
yellow
Ripe

No smell
Jackfrui
to
t
sweet
smell
Making statements to describe what is
done and observed.
A complete Acid
circuit
Naming the fixed variable, manipulated
variable, and responding variable in an
investigation.
Control variables
Volume of
water

Size of Rate of
salt stirring

Temperature of water
Identify variables in an investigation
(manipulated and responding variables)
Volume of
water

Size of Rate of
salt stirring

Temperature of water
Identify fixed variables
Volume of
water

Size of Rate of
salt stirring

Temperature of water
Making a general statement about the
relationship between a manipulated variable and
a responding variable to explain an observation
or event. The statement can be tested to
determine its validity.
Suggest suitable explanations in line with the
evidence at hand

Quantity of Time taken


sugar to dissolve
5 spoons 10 min

3 spoons 5 min

1 spoon 2 min
Suggest suitable explanations in line with the
principles and concepts of science.

Quantity of Time taken


sugar to dissolve
5 spoons 10 min

3 spoons 5 min

1 spoon 2 min
Using previous knowledge to make explanations

Quantity of Time taken


sugar to dissolve
5 spoons 10 min

3 spoons 5 min

1 spoon 2 min
Aware that there are more than one
explanation for events.

Aware that the explanation is just a suggestion.


Planning and conducting activities to test a
hypothesis. These activities include collecting,
analyzing and interpreting data and making
conclusions.
1. Determine the variables that should be
manipulated and fixed.

2. Carry out activities by changing variables.

3. Using appropriate apparatus.

4. Making conclusion from collected data.

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