JABATAN KIMIAFAKULTI SAINS DAN MATEMATIK

UNIVERSITI PENDIDIKAN SULTAN IDRIS

SKP 6024TEKNOLOGI DAN INOVASI DALAM PENGAJARAN DAN

PEMBELAJARAN KIMIA

ASSIGNMENT 5: SIMULATION/MODELLINGUSING THE 3E (ENGAGE, EMPOWER, ENHANCE)

TEACHING MODEL

NAMA PELAJAR : NURUL AIN BINTI DNYAL M20131000608 NORAZELA BINTI DERAJI M20131000603

NAMA PENSYARAH : CIK HJH ASMAYATI BINTI YAHAYATARIKH : 11 APRIL 2014SEMESTER : SEM 2 2013/2014

CONTENTS PAGE

1.0 INTRODUCTION 2

2.0 LESSON PLAN 3

3.0 ENGAGING 4

4.0 ENPOWERING 5

5.0 ENHANCING 11

6.0 CONCLUSION 18

1) INTRODUCTION

What is matter?

Matter is anything that has mass and occupies space. We have seen earlier that everything around

us has mass and occupies space. Therefore, we can say that everything around us is matter. There

are included living things and non-living things on the Earth. Living things, for examples are

human beings, birds and insects are matter. Non-living things, for examples an air, water, soil,

rocks and books are also matter. However, some things are not matter. For example, light, sound

and heat are not matter because they cannot occupy space.

What Is Matter Made Up Of ?

Matter is made up of very small particles. These particles are so small that they cannot be seen

even with a microscope. These particles are the basic units of matter. There are spaces between

the particles because they are discrete. The particles of matter can move.

The Three States Of Matter

Matter can exist in three different states :

a) Solid - rice, sugar, salt, coins, stones, sand and steel.

b) Liquids - cooking oil, kerosene, lubricant and alcohol

c) Gases - air, cooking gas and water vapour.

Student's Misconception About Matter:

Students cannot realises the particles inside the matter because this is new fact for them. They

think that particles such as cell and can be observe using our naked ice. Students have learnt about

mass and can relate that matter must have mass and occupied space. Students just know that

things around them whether it is solid, liquid or gas. Student can observe the changes in solid,

liquid and gases but cannot explain why it is happen. So, from this lesson plan, hopefully students

changes their misconceptions about matter.

2) LESSON PLAN

Form : 1 Alpha

Number of students : 35 students

Time : 8.10 - 9.30 (80 minutes)

Theme : Matter in Nature

Learning Area : 3. Matter

Learning Objective : 3.2 Understanding Three States of Matter

Learning Outcomes : At the end of this lesson, student is able to:

State that matter is made up of particles

State the three states of matter

State the arrangement of particles in the three states of matter

State the differences in the movement of particles in the three states

of matter

Prior Knowledge : Student know about matter

Objectives : At the end of the lesson, students should be able to

I) Content Knowledge

Describe the characteristics of solid, liquid and gas.

State the arrangement and movement of particles in solid, liquid and

gas.

II) Scientific Skills

Classifying- Using observations to group of matter according the

arrangement of particles in matter.

Inferring- Using past experiences or previously collected data to

makes inferences from the picture given.

Communicating- Using words or graphic symbols such as figures or

models to describe the particulate nature and kinetic theory of

matter.

III) Scientific Attitude and Noble Values

Being cooperative.

Appreciating the balance of nature.

Having an interest and curiosity towards the environment.

Resources : Power point slides, soap, air ball, plastic, manila card, ice, marker, ruler, string

and etc.

3) ENGAGEMENT ( 10 MINUTES )

1) Teacher enter the class by explode the balloon and shout “who want to buy balloon?”

2) Teacher bring a soap, a beaker and balloons to attract student’s attention.

3) Teacher ask one of the student to fill water into the beaker and one of the student to blow

the balloons.

4) Teacher ask students to balance two balloons on a half-metre ruler and puncture one of the

balloon with a needle through the cellophane tape and observe what happen.

5) Teacher initiate students thinking by asking question.

a) Why water can fill up the space inside the cup?

b) Why soap cannot occupy space in the beaker?

c) Why balloon have different shape?

d) Why water can fill up inside the balloon?

e) What is the mass of the soap, water in the beaker and air in the balloon?

f) Does soap, water in the beaker and air in the balloon has mass and occupy space?

Justification:

Matter is made up of small discrete particles. Matter has mass and occupy space. that is why the

balloon is deflates and the ruler tilts to the left. Matter exist in three states which is solid, liquid

and gases. The soap is an example of solid. The water is an example of liquid and the air in the

balloon is the example of gases. All of this examples is related in their daily life.

4) EMPOWERING (35 MINUTES)

Activity 1

Title : Matter is made up of particles

Aim : To see the small particles in matter

Materials : Chalk, Potassium Manganate (VII) crystals, test tube, rubber stoppers, gas jars,

glass tube, gel, smoke,

Procedure :

I) Break a piece of chalk inter smallest parts. Observe what happen to the chalk.

II) 1) Prepare the apparatus as shown below.

2) Use a glass tube to put a crystal of potassium manganate (VII) into the test tube.

3) Shake the test tube. Observe what happen to the crystal.

4) Fill a gas jar with smoke. Invert another gas jar over the first. Observe what happen to

the smoke.

Observation:

Activity Observation

I

II

Analysis:

1) Can you breaking up the chalks into smaller parts? Why?

_____________________________________________________________________________

2) Can you observe the particles in potassium manganate (VII) crystal? Why it will happen?

Explain.

_____________________________________________________________________________

3) Can you use the microscope to observe the particles in activity A and B? Why?

______________________________________________________________________________

4) Compare the movement of potassium manganate (VII) crystal in gel and water. Which one

spread faster?

______________________________________________________________________________

5) Why do smoke particles move quickly in air?

______________________________________________________________________________

Conclusion:

The ______________________ is made up of ________________________________________

Justification:

In activity I, when breaking up a piece of chalk, students will find that is actually made up of fine

powder. Students can keep breaking up the chalk into smaller and smaller parts. Students will get

very small and discrete particles and cannot be seen even using microscope. Then, in activity I,

the crystals will spreads out in all of directions until the gel and water becomes purple because

crystals made up of fine particles arranged close to one another. The fine particles separated by

water are dispersed uniformly among the water particles. Crystal in water spread faster because

many spaces in water particles. Otherwise, smoke move fastest than water and gel. Students can

observe the differences after a few minute and differentiate between the particles in solid, liquid

and gases. That is why matter is made up of particles in three different state.

Activity 2

Title : The three states of matter

Aim : To make simulation about arrangement and movement of particles in matter

Apparatus : Marbles, 3 boiling tubes with a cork

Procedure:

1) Put marbles in each of the boiling tube. Insert full of marbles in boiling tube A. Insert half

number of marbles from boiling tube A in the boiling tube B and insert only 3 marbles in boiling

tube C. Close all the boiling tubes with a cork

2) By assuming the marbles is particles, observe the arrangement of marbles in each boiling tubes.

3) Shake the boiling tube and observe the way the marbles in each boiling tubes move

4) Label the boiling tubes with “SOLID”, “LIQUID” and “GAS” respectively.

Observation :

Types of boiling

tube

A B C ANALOGY

Arrangement of

marbles during

shaking (draw)

Movement of

marbles during

shaking

Space between

marbles

Quantity of marbles

used

Analysis:

1) What makes up matter?

2 What is illustrated by the state of marbles in section boiling tube A, B and C?

A: ____________ B: ____________ C: ____________

3) Is the marbles in boiling tube A, B and C change when you shake it. Is any differences between

them? Explain.

______________________________________________________________________________

______________________________________________________________________________

4 Between the particles in gaseous state and liquid state, which collide with one another more

often?

______________________________________________________________________________

5 State one property, other than particle arrangement and movement, that can be use to

differentiate the states matter.

______________________________________________________________________________

Conclusion:

Particles in solid, liquid and gaseous states have different _______________________

Justification:

In this activity, students can observe the arrangement and movement of particles. Marbles is

example of particles in matter. Students can classify the matter based on the movement of marbles

in boiling tube.

Activity 3

Title : The three states of matter

Aim : To make simulation about arrangement and movement of particles in matter

Procedure:

1) All of the students assembly at the badminton court. Every students presented as one particles.

2) In situation A, students are arrange in a definite row and column. Students hold one another

hands. Students vibrate their body and sway to the left and right without moving their legs in

static situation.

3) In situation B, half of the students go out from the badminton court. the remaining students

move in any direction in the court.

4) In situation C, half of the students in situation B go out from the court. Students can run in any

direction in the court.

5) Record your observation

Observation:

Situation Arrangement of the students Movement of the students

A

B

C

Analysis:

1) Give explanations in every situation:

A: _____________________________________

B: ______________________________________

C: ______________________________________

2) What is illustrated by the situation A, B and C?

A: B: C:

3) Is any differences in arrangement and movement in situation A, B and C? Why?

______________________________________________________________________________

Conclusion:

Particles in solid, liquid and gaseous states have different _______________________________

Justification:

In this activity, students feel by themselves how to be a particles in matter. Students thinking

rationally how to arrange them in solid, liquid and gases state. Students also swing or move based

on their state. Students will feel fun and enjoy with this activity rather than in the classroom. So

students will more understand about arrangement and movement of particles in matter.

Students can also watch the video from:

1) http://www.chem.purdue.edu/gchelp/liquids/character.html

2) http://www.slideshare.net/cikemy1/science-form-1-chapter-3

3) http://www.slideshare.net/sYhira/kinetic-particle-theory-slg-introduction-presentation

4) http://www.youtube.com/watch?v=ybTnx_9uaEQ

5) ENHANCING ( 35 MINUTES)

Activity 1

Flash Cards

Title: Solids Liquids and Gases Card Game

A card game for 3 players or 3 groups of players. You must try and collect all the cards which

describe the state (solid, liquid or gas) shown on your picture card.

Instructions:

1) There are three picture cards. Place them face down on the table.

2) Each player/group picks a picture card.

3) Shuffle the other cards and spread them face up on the table.

4) Take it in turns to pick a card. If it describes your picture card, keep it. If not, you must give it

to the player who needs it!

5) The game continues until all the players have completed their sets.

6) Students group all the properties and paste these cards in a foldable paper.

7) Collect any others picture and sort the pictures in group of solid, liquid and gases.

8) Present in front of the class the characteristics of solid, liquid and gases.

Activity 2

Learning Through Web

1) Teacher use a spreadsheet distribute to each group of students. A group of students may contain

5 students.

2) Let students discuss with their friends for 5 minutes, then discuss the answer with students by

showing the concept from web:

http://www.bbc.co.uk/bitesize/ks2/science/materials/

3) Students try to answer the question in the web.

Activity 3

Games Through Internet

a) Game 1

Teacher use her computer open the webpage

http://www.bbc.co.uk/bitesize/ks2/science/materials/changing_states/play/

Teacher asks a volunteer to play the games in front of the class with his/her friend’s guidance.

The volunteer student should ask his/her friend’s before take any action for the games.

b) Game 2

1) Students can use their own laptop to do the activity.

2) Students ask to open the webpage: http://www.quia.com/custom/1858main.html

3) There are 3 types of games related to the topic. Students can play with their friend’s and can

discuss the answer together.

i) Matching

ii) Word Search

iii) Quiz

For further exercises, students can refer from this web.

1) http://www.sasbadi.com/cms/upload_files/erevision/pg_0128_0045.pdf

2)

http://www.agastya.org/what/what-we-do/mega-science

3) http://www.superteacherworksheets.com/matter.html

4) http://www.superteacherworksheets.com/matter/matter1_WMTBR.pdf

5) http://quizlet.com/5910608/form-1-science-chapter-3-matter-flash-cards/

CONCLUSION

These activities are designed to realise and understanding the concept about matter among form

one students. From this activities, teacher also can elicit students misconception. Activity include

exploring the multimedia and ICT about three states of matter. Engage, empower and enhance

learning process is used to carry out these activities. It included hands-on and mind-on activities.

Moreover, students will use scientific skill such as observing, experimenting, inferring,

classifying, communicating and predicting. At the end of lesson, students is able understand about

three states of matter by related to our daily life activities. The teacher also can test by giving

exercises to the students.

References

Kementerian Pendidikan Malaysia (2013). Modul Sains Sekolah Menengah. Putrajaya : Bahagian Pendidikan Guru

Kementerian Pendidikan Malaysia (2005). Curriculum Specification Science Form 1. Putrajaya : Bahagian Pembangunan Kurikulum

Kementerian Pendidikan Malaysia (2013). Pelan Pembangunan Pendidikan Malaysia 2013-2025. Putrajaya : Bahagian Pembangunan Kurikulum

Poh Swee Hiang (2005). Pedagogy of Science Volume 1.Kuala Lumpur: Kumpulan Budiman Sdn. Bhd.

Yeoh Seng Lee, Sim Be Lan, Tan Yu Hok dan Suraiya Jamaludin (2002). Science Form 1 Volume 2. Kuala Lumpur: Bakaprep Sdn. Bhd.

Yeap Tok Kheng (2009). Essential Revision Guide for Exam Success Science Form 1. Selangor: Pearson Malaysia Sdn. Bhd.

Diperoleh pada 28 Mac, 2014 daripada

http://www.parents.com/blogs/homeschool-den/2012/09/18/science/states-of-matter-solid-liquid-gas-learning-activities/http://mrsterhune.blogspot.com/2012/01/matter.htmlhttp://www.collaborativelearning.org/statesofmatter.pdfhttp://www.chem.purdue.edu/gchelp/liquids/character.htmlhttp://www.slideshare.net/cikemy1/science-form-1-chapter-3http://www.slideshare.net/sYhira/kinetic-particle-theory-slg-introduction-presentationhttp://www.youtube.com/watch?v=ybTnx_9uaEQ