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Background
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The
teaching of science in schools usually involves the use of
scientific equipment that is purchased using school funds.
This equipment is often relatively expensive but essential
as pupils need to acquire the manipulative skills in handling
scientific equipment in order to become scientists. There
is often much apprehension on the part of the teachers when
asked to allow pupils to handle equipment that is costly.
As such teachers only carry out demonstrations to illustrate
their use. Hence, pupils will be denied some vital training
in manipulative skills or may even experience some difficulty
in remembering certain principles for lack of hands-on inquiry
approach.
There
are also times when teachers do not have the appropriate equipment
to teach certain scientific principles. In such cases, teachers
need to innovate and tap their creativity to find substitutions
for sophisticated or lack of equipment. The use of matches
to teach five different topics in science is one attempt to
provide teachers added resource to make the teaching and learning
of science economical as well as enjoyable. It will give pupils
the chance to perform the activities many times over thereby
reinforcing learning. It also provides a non-threatening teaching
and learning environment for both teachers and pupils.
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Objectives
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To
provide an opportunity for pupils to practise science
process skills (such as observation, prediction, formulation
of hypothesis, experimentation and communication of findings)
and manipulative skills.
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To
make learning non-threatening and enjoyable and to reduce
fear of breaking equipment.
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To
provide an opportunity for pupils to carry out creative
science activities.
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Benefits
for teaching and learning process |
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The
use of matchbox and matches in teaching science will :
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arouse
the pupils’ curiosity to enhance learning,
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stimulate
the development of more ideas in creative science teaching.
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Apparatus/
materials |
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Activity
1: Matchbox Lift (Friction: Form 2 Science)
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Matchbox
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Paper
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String
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Construction
of teaching aids |
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[Refer
3-P1]
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Two
holes are made at the opposite sides of a matchbox.
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A
paper partition is placed at the center of the tray of
the matchbox.
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A
string is passed through the holes in the tray over the
paper partition.
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The
paper partition is slightly longer than half the width
of the tray so that the partition will hold the tray in
place, once the string is drawn taut.
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The
tray is then pushed into its case.
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Implementation
of the teaching |
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[Refer
3-P2]
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The
matchbox is allowed to pass down the string when placed
vertically.
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The
string is then drawn taut and the matchbox stops moving
downwards and remains stationary.
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The
string is then slackened and the matchbox continues to
move downwards.
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The
teacher then poses the following questions to the pupils.
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Why
does the matchbox stop moving?
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What
prevents the matchbox from moving downwards?
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What
hypothesis can you suggest for this occurrence?
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How
would you go about designing an experiment to test your
hypothesis?
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What
materials would you need?
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The
pupils are then provided with the necessary materials
to test their hypotheses.
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At
the end of the lesson, the teacher will open the matchbox to
reveal the mechanism providing the frictional force
to stop the matchbox from moving. Pupils are then asked
to give other applications using this principle in their
daily lives (examples: brake pads in bicycles and motor
vehicles)
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Apparatus/
materials |
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Activity
2: Match Stick Stethoscope (Blood Circulation System: Form
4 Science)
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Match
stick
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‘Blu
tack’
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Watch
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Construction
of teaching aids |
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A
small piece of ‘blu tack’ or plasticine is attached to
one end of a match stick.
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Implementation
of the teaching |
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[Refer
3–P3]
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The
match stick with ‘blu tack’ is placed on the wrist
of a pupil to detect the pulse. Adjust the match stick
on the wrist until
the pulse can be detected.
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The
match stick may need to be loosened to show greater displacement
of the match stick. (The match stick measures the pulsation
of the heartbeat.)
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Pupils
can measure their own heart beat per minute with the use
of a watch.
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Pupils
are then asked to measure rate of heartbeat of their friends.
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Readings
must be taken at least twice to check its accuracy.
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Pupils
tabulate their results and answer the following questions:
(i) Who
has the lowest rate of heartbeat?
(ii)
Who has the highest rate of heartbeat?
(iii)
What is the average rate of heartbeat of pupils
in the class?
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Pupils
are asked to record the rate of heartbeat of their family
members.
Data obtained can be used to discuss the following questions:
(i) What
are the factors affecting the rate of heartbeat?
(ii) How
would you prove that the rate of heartbeat is influenced
by the
age, race, height, weight, gender and physical fitness?
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Apparatus/
materials |
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Activity
3: Match Stick Trap (Water absorption and turgor pressure
in plant cells: Form 4 Science)
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Match
stick
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One-cent
coin
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Bottle
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Water
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Construction
of teaching aids |
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Match
stick is bent into ‘V’ shape.
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Implementation
of the teaching |
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[Refer
3–P4]
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Pupils
place the ‘V’ shape match stick over the mouth of
a bottle.
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Then
a one-cent coin is placed on top of the ‘V’ shape
match stick.
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Pupils
put a drop of water at the junction of the ‘V’ shape
match stick and observe what happens.
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Teacher
poses the following questions:
(i)
Why did the coin fall into the bottle?
(ii)
What caused the match stick to move?
(iii)
Explain the significance of this occurrence in terms
of water
absorption in plant cells.
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Apparatus/
materials |
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Activity
4: Match Stick Surfboard (Surface Tension: Form 1 Science)
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Match
sticks
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Basin
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Liquid
detergent
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Water
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Construction
of teaching aids |
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Fill
a basin with water.
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Start
the experiment only when the water is still.
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Implementation
of the teaching |
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[Refer
3–P5]
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Pupils
drop a match stick gently on to the surface of water in
a basin and observe what happens to the match stick.
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Pupils are then told to dip one end of another
match stick in liquid detergent and place it gently it
on to the surface of the water and observe what happens
to the match stick.
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Teacher
poses the following questions:
(i) What
was the difference between the movements of both match sticks?
(ii) What
caused this difference?
(iii) Give
a possible explanation for this difference.
(iv)
What is the significance of this principle to our daily
lives?
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Apparatus/
materials |
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Activity
5: Match Stick Oxygen Gauge (Composition of Oxygen in Air
: Form 1 Science)
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2
beakers, (250 ml and 1000 ml)
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Box
of matches
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Plasticine
or ‘blu tack’
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Rubber
band
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cardboard
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Water
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Construction
of teaching aids
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A
match stick is attached to a piece of cardboard using
plasticine or ‘blu tack’.
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Fill
the 1000 ml beaker three-quarters’ full of water.
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Implementation
of the teaching |
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[Refer
3–P6 and 3-P7]
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Pupils
place the cardboard with the match stick attached to it
on to the surface of water in the beaker.
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Pupils then light the match stick and place an empty inverted
250 ml beaker over the burning match stick until the rim
of the beaker is submerged under water and observe what
happens.
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Pupils
mark the level of water in the inverted beaker using rubber
band.
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Pupils
are asked to explain their observation and findings.
Alternative
Approach:
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Pupils
are asked to devise an experiment to measure the proportion
of oxygen in the air when given the necessary materials
and apparatus.
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Suggestion
for modification |
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