KPSA:

MENGGUNAKAN PERHUBUNGAN
RUANG DAN MASA
SCE 3106 PISMP SEM 3
oleh
Rohaya Mee

APA?
Kebolehan memperihalkan atau
menunjukkan lokasi, arah, bentuk dan saiz
sesuatu objek dan perubahannya mengikut
masa


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CONTOH
Penyemaian biji kacang.
Murid diarahkan mengukur ketinggian anak
benih kacang setiap hari selama 1 minggu.

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KEPENTINGAN
Menyedarkan kita bahawa setiap
perubahan itu adalah mengikut masa
Membantu kita menyusun peristiwa-
peristiwa mengikut koronologinya.
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AKTIVITI
Week 9 Making A Sun Clock
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SPACE TIME RELATIONSHIPS
Indicator:
To describe a location and time
To describe the changes of direction, shape and size of an
object in a period of time
To describe the relationships between the distance that
has been covered in a period of time.
To arrange events chronologically
To determine the magnitude of changes that occurred
based on the rate of changing
To determine the location of an object in space and to
describe its location
To describe the shape of an object when it is seen from a
location or a point of different frame of reference.
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KPSB :
MENTAFSIR MAKLUMAT

SCE 3106 PISMP SEM 3
oleh
Rohaya Mee

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EXERCISE 1
Read the following data. Construct a visual
representation that you think will communicate the
information best.
Our sun has a surface temperature of about 5538C. The
innermost planet is Mercury. It has a surface temperature of
about 327C. The next planet, Venus, has a surface temperature
of about 482C. Our home planet Earth is next. Its surface
temperature is about 14C. Mars is the fourth planet and its
surface temperature is about -23C. Jupiter comes after Mars.
Jupiter has a surface temperature of about -151C. Saturn is
next with a surface temperature of about -184C. Uranus is
after Saturn. Its surface temperature is about -207C. Next is
Neptune whose surface temperature is about -223C. Pluto is
the outermost planet. It is so far away from the sun that its
surface temperature has not been measured but it is estimated
to be about -230C.
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SAMPLE VISUAL REPRESENTATION
Planets Position from Sun Surface Temperature (C)
1
2
3
4
5
6
7
8
9
Which is better? Why?
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INTRODUCTORY INFORMATION
The first step in interpreting data is to decide what
data you want to gather. This comes from the
hypothesis you devise.
It is important to organize data for easy
interpretation. Data tables and charts are usually
used. Graphs are created from data tables to get a
visual image of the observations which simplifies
interpretation and drawing conclusions.
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INTRODUCTORY INFORMATION
Two types of graph:
Bar graph for descriptive/discrete data (data from
variables that will be counted)
Eg. Brands of paper towels, types of wood, gender, days of the
week, etc
Line graph for continous data (data from variables
investigated over time)
Eg. Volume of water, height of ladders, units of clock time, mass
of fruit etc.
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PRESENTATION OBJECTIVES
You should be able to:
Construct a table of data
Construct a graph
Interpreting a graph (relationship between
variables)
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CONSTRUCTING A TABLE OF DATA
COMMON CONVENTIONS:
1. The MANIPULATED VARIABLE is
recorded in the LEFT column, the
RESPONDING VARIABLE is recorded in
the RIGHT column.
2. When repeated trials are conducted, the
RV column is divided into smaller
column.DERIVED QUANTITY is recorded
in one or more columns to the right of the
RV column.
3. UNITS are included in the column
heading.
4. The levels of the MV are ordered, usually
from smallest to largest.
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EXAMPLE OF TABLE OF DATA
TRIALS
1 2 3
COLUMN FOR MV COLUMN FOR RV
COLUMN FOR
DERIVED QUANTITY
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TABULATING DATA SKILLS CHECKLIST
Does the title tell about the MV and the RV?
Is the left column for the MV?
Are the label and units given for the MV?
Are the levels of the MV ordered?
Is the right column for the RV?
Are the label and units given for the RV?
Is the RV column subdivided for repeated trials?
Are the RV data correctly recorded?
Are there additional columns for derived quantities?
Are the label and units given for the derived
quantities?
Are the derived quantities correctly calculated?
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CONSTRUCTING A GRAPH
PROCEDURE
1. Draw a horizontal line (x-axis) and a vertical line
(y-axis)
2. The MV is written on the x-axis. The RV is written
on the y-axis.
3. Write the title of the graph.
A graph title may take these form:
The Effect of the MV on the RV
How Does the MV affect the RV?
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PROCEDURE (CONT)
4. Determine interval scales for each axis.
STEPS
1. Find the range of data (subtract
the smallest value from the
largest value)
2. Divide the difference by the
number of interval you want (to
use/cover the entire graph area)
3. Round up interval to an easy
counting number eg. 5, 10, 2, 4
etc
4. Mark off intervals along the axis.
Begin with an interval that is
less than the smallest value to
be plotted and continue until
you have exceeded the largest
value to be plotted.
7
12
22
37
46
55
55 7 = 48
48 5 = 9.6
9.6 10
0
10
20 30 40 50 60
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PROCEDURE (CONT)
5. Plot data pairs as points on the graph. The point
is represented as (x,y) or (MV,RV).
6. Connect the points or draw a best-fit line.
The rules are:
The line should be a straight line or a smooth curve.
All points should lie either on the line or very near to the
line.
There should be approximately equal number of data
points on either side of the line.
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INTERPRETING A GRAPH
PROCEDURE
Tell what happens to the RV as the MV
changes.
Eg: The temperature of water increases as the
length of time it is heated increases
For a curved line graph
Describe the relationship in two
sentences.
First describe the relationship until the
curve changes direction.
A change in direction of a line indicates a
change in the relationships between the
variables
Then tell what the relationship is for the
rest of the graph.
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EXERCISE 2
Shown are several graphs with lines drawn through
data points. Decide whether it is a best-fit line. If not,
why?
Too many data points on
one side
Should be curved
Some points too far from line
Should be curved (U shaped)
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EXERCISE 2 (CONT.)
Line is best-fit. Line
seems to average
the points.
Too many data
points on one side.
Curved line should
be lowered.
Curve not smooth. A
J shaped smooth
curve is best-fit.
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EXERCISE 3 Draw best-fit lines for these points.
1 2
4
3
5 6
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SELF-CHECK EXERCISE 3
1 2
4
3
5 6
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EXERCISE 4
Write a statement of relationship between the
variables for each graph.
The breaking point
increases as the
diameter of the rope
increases.
The number of letters
recognized decreases
as the distance from
the chart increases.
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EXERCISE 4 (CONT.)
The average number of tomatoes
produced increased rapidly until
a temperature of 19C was
reached. Above 19C the average
number of tomatoes produced
declined rapidly.
The temperature of water
steadily increases when heated
for 7 minutes. After that the
temperature stays about the
same even though heating
continues.
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EXERCISE 5
Description of an investigation and the data collected are given
below. Also given are a graph of the data, a best-fit line, and a
statement of the relationship between the variables.
You are to describe whether each has been properly prepared. If a
section has not been correctly presented, check what part is wrong.
THE INVESTIGATION
The sea otters in a
sheltered lagoon
were counted over a
number of years.
Year
Number of sea
otters
1932
1940
1952
1962
1972
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30
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SELF CHECK
Variables on wrong axis
Statement is ok
Line does not average points (all
points above line)
STATEMENT
The number of sea
otters in this location
has been steadily
decreasing since 1932
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EXERCISE 6
A description of an investigation and a table of data
are given here.
1. Construct a graph
2. Draw a best-fit line
3. Write a statement of the relationship between the
variables.
THE INVESTIGATION
An investigation was
carried out to determine the
relationship between the
size of a car motor and the
gasoline mileage.
Size of Motor
(horsepower)
Average Kilometers per Liter of
Gasoline
47
100
140
193
227
7.0
5.0
4.0
3.5
3.0
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ANSWER EXERCISE 6
The number of kilometers per liter of gasoline
decreases as the size of the motor increases.
However, the decrease is slower for motors above
120 horsepower.
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GRAPHING SKILLS CHECKLIST
1. Does the title communicate the MV and
RV?
2. Is the MV on the x-axis?
3. Are the labels/units given for the MV?
4. Is the scale on the x-axis appropriate to
represent the values of the MV?
5. Is the RV on the y-axis?
6. Are the labels/units given for the RV?
7. Is the scale on the y-axis appropriate to
represent the values of the RV?
8. Are the data correctly plotted?
9. Is the line-of-best-fit appropriate?
10. Is the graph done neatly?
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33

KPSB :
MENDEFINISI
SECARA OPERASI
SCE 3106 PISMP SEM 3
oleh
Rohaya Mee

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35
INTRODUCTORY INFORMATION
The method or procedure used to measure a
variable is called an operational definition. Thus an
operational definition tells what operation is
performed (and observed) and how it is measured.
If you can measure a variable directly using
standard systems of measurement, you do not need
to define it operationally. Eg: depth ruler,
temperature thermometer, time stopwatch.
Defining operationally involves finding equivalent
ways of measuring something indirectly that cannot
be conveniently measured directly. Eg: pendulum
activity measure period in terms of number of
swings per 15 seconds because time of one swing
could not be measured conveniently.
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INTRODUCTORY INFORMATION
Different investigators may use different operationally
definition for the same variable.
Example: investigation to test the effects of Vitamin E on
the endurance of a person.
The variable endurance of a person could be defined
operationally many different ways;
The number of hours a person could stay awake.
The distance a person could run without stopping.
The number of jumping jacks a person could do before
tiring.
Operational definition should be EXPLICIT enough that
another investigator could carry out the measurement
without any further information from the investigator.
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EXAMPLE 1
A study was done to determine if safety advertising had
any effect on automobile accidents. Different numbers
of billboards were put up in Keningau over a period of
four months to see if the number of people hospitalized
because of auto accidents was affected. In January, five
billboards carried safety messages; in February there
were ten, in March there were fifteen; and in April there
were twenty.During each of these four months, a record
of the number of people hospitalized because of
accidents was measured.

Identify the MV and RV.
How was each variable operationally defined?
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SAMPLE ANSWER FOR EXAMPLE 1
MANIPULATED
VARIABLE
SAFETY ADVERTISING
OPERATIONAL DEFINITION
Number of safety billboards put up in the
town during each month
Observed : safety billboards
Operation to measure: counting the number
of billboards erected each month
RESPONDING
VARIABLE
AUTOMOBILE ACCIDENTS
OPERATIONAL DEFINITION
Number of people who are hospitalized
because of automobile accidents.
Observed : people who are hospitalized
because of automobile accidents.
Operation to measure: counting the number
of hospitalized people
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EXAMPLE 2
A study was done to determine the effect that exercise
has on pulse rate. Teacher trainees rode bikes for
different numbers of kilometers and then their pulse rate
was measured. One group rode 10 km, a second group
rode 20 km, a third group rode 30 km and a fourth group
rode 40 km. Following the exercise the pulse rate was
immediately measured by counting the pulse for one
minute.

Identify the MV and RV.
How was each variable operationally defined?
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SAMPLE ANSWER FOR EXAMPLE 2
MANIPULATED
VARIABLE
AMOUNT OF EXERCISE
OPERATIONAL DEFINITION
Number of kilometer a person rode
Observed : distance in km
Operation to measure: counting
(measuring) the number of kilometers a
person rode
RESPONDING
VARIABLE
PULSE RATE
OPERATIONAL DEFINITION
Number of heartbeats felt at the wrist
following exercise.
Observed : heartbeats.
Operation to measure: counting number of
heartbeats
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NOW ITS YOUR TURN
DO THE FOLLOWING EXERCISE INDIVIDUALLY.
REMEMBER !!!! THERE ARE A VARIETY OF
WAYS TO OPERATIONALLY DEFINE A
VARIABLE. WRITE AT LEAST THREE.
BE CREATIVE. I KNOW YOU CAN HONESTLY
DO IT!!!
THINK! THINK! THINK!

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EXERCISE 1
A student wants to measure the absorbency of paper
towels.

How does he operationally define absorbency of
paper towel?
1. Measure the amount of water that remains after a
crumpled paper towel has been placed in 25 ml of water
for 5 minutes.
2. Measure the amount of water that collects after 25 ml of
water has been poured through a crumpled paper towel.
3. Measure the height that water reaches after the end of a
folded paper towel has been inserted in water for 15
minutes.
Possible Operational Definitions
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EXERCISE 2
You want to operationally define the variable size of
a person.

Write at least 3 ways this variable could be defined
operationally.
1. The reading in kilograms obtained when a person steps on
a scale.
2. The smallest number showing when a person stands
against a ruler which extends from the floor up.
3. The amount of water that overflows when a person is
submerged in a full bathtub.
4. The amount of tape required to encircle the chest, waist
and hips.
Possible Operational Definitions
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EXERCISE 3
You are an expert in agriculture. You are using beans
in an experiment.

Write at least 3 ways to define operationally the
variable amount of plant growth.
1. Count the number of leaves on a plant. Wait two weeks
and count them again.
2. Measure the distance from the soil to the uppermost leaf.
Ten days later, measure it again.
3. Weigh the plant and its pot. Wait one month and do it
again. The difference is how much it grew.
Possible Operational Definitions
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EXERCISE 4
A primary school has a program for increasing
students enjoyment of reading.
List at least 3 ways that enjoyment of reading could
be operationally defined. Think of some specific
things you could measure with your students that
would indicate their enjoyment of reading.
1. Amount of time students voluntarily spend at the reading
table.
2. Number of references to books read during sharing time.
3. Number of voluntary book reports.
4. Number of books taken home.
Possible Operational Definitions
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EXERCISE 5
One of the goals of SK IPKS is that all children acquire
a concern for their environment.

What are some of the ways that we might operationally
define this variable? Describe at least three.
1. The number of special projects students choose to do on
environment matters
2. The weight of rubbish picked up on the playground each week
3. The number of paper bags thrown away (instead of reused) from
the cafeteria
4. The number of paper towels used in the washrooms
5. The number of posters on environmental matters in a show-your-
concern-with-a-poster contest
Possible Operational Definitions
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EXERCISE 6
An investigation is underway to see how the initial
temperature of a liquid affects the amount of
evaporation.

Describe at least three ways that amount of
evaporation could be operationally defined.
1. Measure the depth of the liquid. Measure it again twenty-
four hours later.
2. Pour a known quantity of liquid into an open container.
Measure its volume again three hours later.
3. Weigh the container of liquid. Twenty minutes later, weigh
it again. The difference is the amount of evaporation.
Possible Operational Definitions
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48
THANK YOU
POUNSIKOU
XIE XIE
ARIGATO
DANKE
DANK U WEL
NANEDRI
GARCIAS
KPSB :
MENGENAL PASTI & MENGAWAL PEMBOLEH
UBAH
SCE 3106 PISMP SEM 3
Oleh
Rohaya Mee


APA?
Pemboleh ubah boleh jadi satu faktor, keadaan atau
hubungan yang boleh diubah dalam suatu kejadian atau
sistem yang dikaji
Pemboleh ubah dimanipulasikan untuk menghasilkan
perubahan dalam pemboleh ubah kedua (pemboleh ubah
bergerakbalas)
Pembolehubah lain yang mungkin mempengaruhi
keputusan perlu dimalarkan (pemboleh ubah dimalarkan)
SCE
3106
_RM
2011
5
0

APA?
Pembolehubah manipulasi
faktor yang diubah oleh pengkaji untuk mengkaji
kesan terhadap hasil eksperimen
Pembolehubah bergerakbalas
hasil eksperimen yang bergerakbalas terhadap
faktor yang diubah oleh pengkaji.
Pembolehubah yang dimalarkan
faktor- faktor lain eksperimen yang dikawal atau
yang tidak diubah

SCE
3106
_RM
2011
5
1

CONTOH
Nadiah telah melakukan eksperimen :
Sebatang lilin dinyalakan.
Sebuah bekas kaca ditelangkupkan untuk menutup
lilin itu.
Masa untuk lilin terpadam dicatatkan.
Eksperimen diulangi dengan menggunakan bekas-
bekas kaca yang berlainan saiz
Apakah tujuan eksperimen Nadiah?
Tujuan eksperimen di atas adalah mengkaji kesan
saiz bekas ke atas masa untuk lilin terpadam
sedang dikaji.



SCE
3106
_RM
2011
5
2

CONTOH
Saiz bekas kaca dan masa untuk lilin terpadam adalah
pembolehubah-pembolehubah dalam eksperimen yang
dijalankan.
Saiz bekas diubah untuk menentukan kesannya ke atas
masa untuk lilin terpadam.
Oleh itu saiz bekas kaca ialah pembolehubah yang
dimanipulasi, manakala masa untuk lilin terpadam adalah
pembolehubah yang berubah.
Pembolehubah yang berubah ini dinamakan
pembolehubah gerakbalas.

SCE
3106
_RM
2011
5
3

KEPENTINGAN
Membantu kita menentukan dengan teliti
pembolehubah yang menyebabkan sesuatu kesan
kepada keputusan ujikaji yang dilaksanakan.
Menetapkan pembolehubah-pembolehubah
tertentu supaya tidak memberi kesan kepada
keputusan ujikaji.
Membantu kita menentukan bahawa sesuatu kesan
adalah disebabkan oleh pembolehubah yang
dimanipulasi ke atas pembolehubah gerakbalas
SCE
3106
_RM
2011
5
4

SCE
3106
_RM
2011
5
5

DEFINITION
VARIABLES:
FACTORS / CONDITIONS THAT CAN CHANGE OR
BE CHANGED IN AN EVENT OR SYSTEM
THINGS WITHIN AN INVESTIGATION WHICH CAN BE
CHANGED OR KEPT THE SAME
SCE
3106
_RM
2011
5
6

TYPES OF VARIABLES
MANIPULATED VARIABLE (INDEPENDENT VARIABLE /
INPUT VARIABLES) WHAT TO CHANGE
FACTOR OR CONDITION THAT IS INTENTIONALLY
CHANGED IN AN EXPERIMENT / INVESTIGATION.
RESPONDING VARIABLE (DEPENDENT VARIABLE /
OUTCOME VARIABLE) WHAT TO MEASURE
FACTOR OR CONDITION THAT WILL BE AFFECTED AS A
RESULT OF THAT CHANGE (MV)
CONTROLLED VARIABLE (CONSTANT VARIABLES)
WHAT TO KEEP THE SAME
FACTOR OR CONDITION THAT IS DELIBERATELY NOT
CHANGED (KEPT THE SAME)

SCE
3106
_RM
2011
5
7

TYPES OF VARIABLES
MANIPULATED VARIABLE
(WHAT TO CHANGE)
RESPONDING VARIABLE
(WHAT TO MEASURE)
CONTROLLED VARIABLE
(WHAT TO KEEP THE
SAME)
FACTOR OR CONDITION
THAT IS INTENTIONALLY
CHANGED IN AN
EXPERIMENT /
INVESTIGATION TO FIND
OUT WHAT EFFECT IT HAS
FACTOR OR CONDITION
THAT IS AFFECTED AS A
RESULT OF CHANGING
THE MANIPULATED
VARIABLE
FACTOR OR CONDITION
THAT IS DELIBERATELY
NOT CHANGED (KEPT THE
SAME) TO MAKE IT A FAIR
TEST
SCE
3106
_RM
2011
5
8

IDENTIFYING VARIABLES:
WHAT ARE THE VARIABLES IN THESE STATEMENTS?
The time it takes to run a kilometer depend on the amount of
exercise a person get
VARIABLE : _______________________
VARIABLE : _______________________
Time to run a kilometer
amount of exercise
NOTE:
It would not be correct to name just time
or exercise. We must include how each
variable will be measured or described.
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IDENTIFYING VARIABLES:
WHAT ARE THE VARIABLES IN THESE STATEMENTS?
The higher the temperature of water, the faster an
egg will cook
VARIABLE : _______________________
VARIABLE : _______________________
Temperature of water
time needed for an egg to cook
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IDENTIFYING VARIABLES:
WHAT ARE THE VARIABLES IN THESE STATEMENTS?
An investigation was done to see if keeping the light on for
different amount of time each day affected the number of
eggs chickens laid
VARIABLE : _______________________
VARIABLE : _______________________
Hours (or amount) of light
number of eggs
NOTE:
Just light and eggs however, would be incorrect
descriptions of the variables. IT MUST BE
MEASURABLE.
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CLASSIFYING VARIABLES : MV, RV, CV
The amount of pollution produced by cars was measured for
cars using gasoline containing different amount of lead
MANIPULATED VARIABLE :
_______________________
amount of lead in gasoline
RESPONDING VARIABLE :
_______________________
amount of pollution
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CLASSIFYING VARIABLES : MV, RV, CV
more bushels of potatoes will produced if the soil is fertilized
more
MANIPULATED VARIABLE :
_______________________
RESPONDING VARIABLE :
_______________________
amount of fertilizer
number of bushels of potatoes
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CLASSIFYING VARIABLES : MV, RV, CV
Five groups of rats are fed identical diets except for the
amount of Vitamin A that they receive. Each group gets a
different amount. After three weeks on the diet, the rats are
weighed to see if the amount of vitamin A received has
affected their weight.
MANIPULATED VARIABLE :
_______________________
RESPONDING VARIABLE :
_______________________
Amount of Vitamin A
Weight of rats
NOTE:
Weight of rats may not be affected if
Vitamin A is not essential but the weight
of rats is still the RV.
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CLASSIFYING VARIABLES : MV, RV, CV
A student wanted to test how the mass of a paper airplane
affected the distance it would fly. Paper clips were added
before each test flight. As each paper clip was added, the
plane was tested to determine how far it would fly
MANIPULATED VARIABLE :
_______________________
RESPONDING VARIABLE :
_______________________
Number of paper clip added
Distance flown
CONTROLLED VARIABLES :
_______________________
The same plane was used for each trial
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5

THANK YOU FOR YOUR
ATTENTION AND
COOPERATION
KPSB:
MEMBUAT
HIPOTESIS
SCE 3106
PISMP SEM 3
Oleh
Rohaya Mee

SCE
310
6_R
M20
11
6
7

INTRODUCTORY INFORMATION
A hypothesis is a statement of your best
prediction as to the relationship between
two variables, the MANIPULATED
VARIABLE and the RESPONDING
VARIABLE.
A hypotheis should be TESTABLE ie. It
should point the way towards the DESIGN
of an experiment to test it.
Expressed as an IF.THEN
sentence. This form, while not always
necessary, is a useful way to learn to write a
hypothesis.
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STEPS FOR WRITING HYPOTHESIS
1. Identify variables in a given event or relationship.
2. Identify a pair of variables that might be logically
related.
3. Identify the manipulated and responding
variables.
4. Write the hypothesis using the format:
If the (MV) increases / decreases, then the (RV) will
increase / decrease
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EXAMPLE 1
PROBLEM / QUESTION
Rosli raises bees. He noticed that different
numbers of young hatched from the same
number of hives at different times. He
wondered what factors might influence the
hatching rate of bees. He selected the
following variables to be tested:
1. Temperature of the hive
2. Relative humidity inside the hive
3. Amount of food available
4. Number of bees living in the hive.

Construct a hypothesis for each variable listed
above.
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ANSWER FOR EXAMPLE 1
1. As the temperature of hive increases,
the hatching rate will increase.
2. As the relative humidity inside the hive
increases, the hatching rate will
decrease.
3. As the amount of food available
decreases, the hatching rate increases.
4. As the number of bees living in the
hive increases, the hatching rate
decreases.
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EXAMPLE 2
PROBLEM / QUESTION
What factors determine the rate at which
an object falls through air?

List 4 possible variables and construct a
hypothesis for each variable.
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ANSWER FOR EXAMPLE 2
Possible variables:
a. Volume of object
b. Surface area of object
c. Length of fall
d. Weight of object
Hypothesis:
Volume of object
As the volume of an object increases, the rate at which it
falls through air decreases.
Surface area of object
As the surface area of an object increases, the rate at
which it falls through air decreases.
Length of fall
The longer or farther an object falls through air, the faster
it will fall
Weight of object
The more weight and object has, the faster it will fall
through air

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3

ITS YOUR TURN (EXERCISE 1)
PROBLEM / QUESTION
Why is it warmer in one house than
another?

List 3 possible variables and construct a
hypothesis for each variable.

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SAMPLE ANSWER EXERCISE 1
Outside temperature
The higher the outside temperature, the higher the
temperature inside the house.
Location of house
The nearer the house is to the equator, the higher the
temperature inside the house.
Slope of roof
The steeper the roof, the higher the temperature inside the
house.
Thickness of insulation
The thicker the insulation, the higher the temperature
inside the house.
Number of openings to the outside
The more openings (windows and doors) to the outside,
the lower the temperature inside the house.
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ITS YOUR TURN (EXERCISE 2)
PROBLEM / QUESTION
What factors determine the length of a
shadow?

List 3 possible variables and construct
a hypothesis for each variable.
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SAMPLE ANSWER EXERCISE 2
Height of object
The taller the object, the longer its shadow.
Time of day
The closer the time moves toward noon, the shorter the
shadow of an object.
Season of year
As the season progresses from summer to winter, the
length of a shadow becomes longer.
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ITS YOUR TURN (EXERCISE 3)
PROBLEM / QUESTION
What factors determine the number of
fleas on two types of dog, a golden
retriever and a dachshund?

List 3 possible variables and
construct a hypothesis for each
variable.
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SAMPLE ANSWER EXERCISE 3
Size of dog
If dogs are larger, then they will have a larger flea
population than smaller dogs.
Length of hair
If dogs have longer hair, then they will have more fleas
than dogs with shorter hair.
Presence of flea collar
If dogs have flea collars, then they will have fewer fleas
than dogs without flea collars.
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EXERCISE 4
Which of the following are stated as hypotheses?
1. As more salt is dissolved in water, the water will
become cloudy.
2. The earths crust contains 90 elements.
3. Magnetism and gravity are not the same.
4. If the length of a vibrating string is increased,
the sound will become louder.
1, 4
Remember, a hypothesis is stated as the predicted effect
one variable (MV) will have on another (RV)
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EXERCISE 6
Which of these statements are hypotheses?
1. As the temperature of its environment increases, the
temperature of a cold-blooded animal increases.
2. Glass is harder than iron; therefore glass will
scratch anything which is softer than iron.
3. A change in weather causes a change in mood
1, 2, 3
In all three cases we are predicting what will happen to a
responding variable if we manipulate another variable.
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1

EXERCISE 7
Which of these statements are hypotheses?
1. If clouds act as insulators, then the earth should get
colder on cloudless nights.
2. Leaves manufacture food, stems transfer food, and
roots store the food in plants.
3. The colder the temperature, the slower plants grow.
4. The deeper one dives, the greater the pressure.
5. Algae are living organisms.
1, 3, 4

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2

EXERCISE 8
Read the description of investigations in the following
slides. Then, answer the following questions.
1. What are some of the constants?
2. What variable was manipulated?
3. Which variable was expected to respond?
4. What was the hypothesis being tested?

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EXERCISE 8 INVESTIGATION 1
John was interested in determining the effect
the number of plants located in an area has
on growth rate. He planted radish seeds in
several milk cartons. In the first carton, he
planted 5 seeds 1 cm deep and no less than
5 cm apart; in the second, 10 seeds were
planted 1 cm deep and no more than 2 cm
apart; in the third, 15 seeds, 1 cm deep and 1
cm apart; and in the fourth, 20 seed, 1 cm
deep and 0.5 cm apart. Each carton was
watered daily and daily measurements of the
length of leaves were made.
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ANSWER FOR EXERCISE 8
INVESTIGATION 1
1. Factors that were kept the same:
Kind of seed, planting depth, type of soil,
environmental temperature, amount of water,
kind of containers, and amount of light
received.
2. Manipulated variable : number of plants in
an area
3. Responding variable : Growth rate (OD =
length of leaves)
4. As the number of plants in an area
increases, the length of the leaves will
become shorter. OR
As the number of plants in an area
increases, the length of the leaves will
become longer
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EXERCISE 8 EXPERIMENT 2
Is there a relationship between the amount of
training received and the length of time a
learned behaviour persists in insects? Select
a number of sowbugs which always turn right
when entering the intersection of a T-shaped
maze. Using the tendency of sowbugs to
avoid light, it is possible to train them to turn
left by shining a strong-light from the right as
they enter the intersection. Subject an animal
to 1, 5, 10, 15, or 20 training sessions. Test
each animal once an hour by running it
through the T-maze.
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ANSWER FOR EXERCISE 8 EXPERIMENT 2
1. The constants: type of animal, shape of maze,
strength of light source, environmental
temperature
2. MV : the amount of training
3. RV : the length of time a learned behaviour
persisted
4. If the amount of training is increased, then the
length of time a learned behavior persisted will
also increase.
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A TEACHERS REFLECTION
.The most common problem is that
students write a simple statement that is a
cause and effect relationship that makes a
prediction (example: "If I eat chocolate, then I
will get pimples."). They have to be reminded
that what makes a hypothetical statement is
the idea that two things might be, but not
necessarily related. In other words they failed
to state a proposed relationship before
making the prediction. Literally speaking,
cause and effect statements are based on
unstated assumptions. In models for scientific
research, minimizing assumptions first and
then stating your hypothesis is how variables
are controlled.
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M20
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8

KPSB :
MENGEKSPERIMEN
SCE 3106 PISMP SEM 3
Oleh
Rohaya Mee

SCE
3106
_RM
2011
9
0

INTRODUCTORY INFORMATION
EXPERIMENTING IS THE SCIENCE PROCESS
SKILL THAT ENCOMPASSES ALL THE BASIC
AND INTEGRATED PROCESSES.
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1

RELATIONSHIPS BETWEEN THE SKILLS
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2

STEPS IN A SCIENTIFIC EXPERIMENT
1. Determining what I want to find out (identifying the problem),
2. Identify the variables
3. Define variables operationally
4. Making a smart guess (forming a hypothesis),
5. Planning how to test the hypothesis (planning the experiment)
determine the apparatus and materials required,
determine the procedure to carry out the experiment, method to
collect and analyse data.
6. Carrying out the experiment,
7. Writing down what has been observed (collecting data),
8. Finding a meaning for what has been observed (analysing and
interpreting data),
9. Deciding whether the hypothesis is true (making conclusions),
10. Writing a report on the investigation (reporting).
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3

A SIMPLE WHOLE INVESTIGATION
The blue ball will
bounce more than
the red ball,
because it is softer
If I drop both
balls at the same
time, I can see
how high they
bounce
The red ball bounces
up to my tummy but
the blue ball only
comes up to my knee
Thats funny, I
didnt think it
would do that
Well, the red ball
bounces better than
the blue one that
must be because its
harder
I must tell
the teacher
HYPOTHESISING
PLAN, DESIGN, CARRY OUT
INVESTIGATION
RECORD &
INTERPRET RESULTS
EVALUATING
INFERRING
COMMUNICATING
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FACTORS AFFECTING COMPLEXITY OF INVESTIGATION
NUMBER OF VARIABLES INVOLVED
TYPES OF VARIABLES INVOLVED
THE EASE VARIABLES CAN BE CONTROLLED
CONTEXT (FAMILIAR/EVERYDAY TO NOVEL/SCIENTIFIC)
KNOWLEDGE / CONCEPT BASE (SIMPLE GENERAL
KNOWLEDGE TO SCIENTIFIC THEORY)
ACCURACY OF OBSERVATION AND MEASUREMENT
REQUIRED
COMPLEXITY OF EQUIPMENT USED
DURATION OF INVESTIGATION (RANGE: MINUTES TO
MONTHS)
NUMBER OF LOOPS ROUND THE INVESTIGATION CYCLE
INVOLVED
DEGREE OF CERTAINITY IN THE EVIDENCE OBTAINED
INTERPLAY BETWEEN INTERPRETATION AND
EVALUATION OF EVIDENCE AND THE SCIENTIFIC
THEORY / MODEL INVOLVED

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2011
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5

PLANNING SHEETS
Help children
plan
managing work
structure investigation
record evidence
Help teachers identify
apparatus likely to be needed
suggested apparatus likely to be inappropriate
safety considerations
Children who need guidance
Possible regrouping of children for more effective learning
Evidence of achievement of learning objectives
Not used as formal exercise for assessment purposes only
Adapted to make more appropriate to particular class/students
EXAMPLE
EXAMPLE OF COMPLETED PLANNING SHEET
EXAMPLE OF ADVANCED PLANNING SHEET
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ENABLING QUESTIONS PLANNER
If answers are supplied to children at inappropriate
points in an investigation or if teachers ask
questions that close down options, achievement at
a higher level may be prevented and hinder
investigative attitude.
Questions that teachers ask during an investigation
has to be planned.
Purpose of questions:
Promote investigative attitude
Encourage and support learning
Help initiate investigations
Encourage and assist children with procedural
difficulties such as assembly of equipment or
measuring
EXAMPLE
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ACTIVITY: YOUR TURN TO
EXPERIMENT
TAKE PART IN A SCIENCE FAIR COMPETITION
INDIVIDUALLY, IN PAIRS OR GROUP OF 3
FOLLOW PROCEDURE AS BRIEFED BY
ORGANIZER
FOLLOW THE STEPS IN A SCIENTIFIC
EXPERIMENT TO INVESTIGATE YOUR
SELECTED PROBLEM USING THE ADVANCED
INVESTIGATION PLANNING SHEET
DISPLAY & PRESENT DURING SCIENCE FAIR
SUBMIT EXPERIMENT REPORT