Notes & Practical Worksheet 1A (Teacher’s Guide)

PP1/T
Dunearn Secondary School
General Science for Secondary 1 Exp/N(A)
Chapter 1: Scientific Endeavour
[Recommended Guide for the Teachers]
This lesson notes & Practical comprises the following content:

Notes & Practicals Apparatus (for teacher’s planning)

tripod stand, wire Gauze, dropper, test-tube holder, test-tube
Notes & Practical
rack, tong, measuring cylinder (10 cm3 and 50 cm3), retort
Worksheet 1A
stand, evaporating dish, test-tube, boiling tube, filter funnel,
Introduction to
glass beaker (three different sizes) and conical flask
Secondary School
Science Laboratory
[1 set for demonstration]

Practical Worksheet
1B Bunsen burner and spark guns
Introduction to a [1 set per pair of students]
Bunsen Burner

Practical Worksheet
1C Bunsen burner, Spark gun, wire gauze, tongs, 2 evaporating
Exploring the nature dishes, measuring cylinder (10 cm3)
and size of two types [1 set per pair of students]
of Bunsen Flames

Practical Worksheet vial containing 0.5 g of copper (II) carbonate, vial containing 10
1D cm3 of copper (II) sulfate, Bunsen burner, test-tube holder,
Using the Bunsen aqueous sodium hydroxide and aqueous ammonia as bench
Flame to heat some reagents
solid & solution [1 set per pair of students]

[Source: Adapted from Pearson Volume A Practical Workbook]

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Notes & Practical Worksheet 1A (Teacher’s Guide)

Chapter Scientific Endeavour

1
Worksheet 1A
Science Laboratory and the Safety Regulations
Time Esimated to complete Lesson Objectives:
worksheet: 50 mins • Be familiar with our science laboratory
• Learn some laboratory safety rules
• Recognize hazard symbols
• Learn the names and uses of some common laboratory apparatus
• Draw diagrams of the apparatus

How much do you know about Safety in the Science Laboratories?

Kahoot link - https://play.kahoot.it/#/k/7c42c2fa-d623-40bf-a548-4905b939171d

From the above case study, these are the two key safety precautions that a student should
take when he or she is in a Science laboratory.

Precaution: A measure taken in advance to prevent something dangerous, unpleasant, or

inconvenient from happening.

Precaution 1 Wear safety goggles at all times in the laboratory.

Precaution 2 Do not smell or taste new substances in the laboratory.

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Notes & Practical Worksheet 1A (Teacher’s Guide)

Read the safety regulations provided in another handout. Sign the contract and make sure
you obey the laboratory safety regulations for your journey in DSS!
Some dangerous situations and precautions in the laboratories are listed below.

[This includes not bringing

your water bottle into the
laboratory]

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Notes & Practical Worksheet 1A (Teacher’s Guide)

Your teacher has three bottles of solutions.

ethanol water hydrochloric acid

Question (a) Can you identify, just by your sense of sight, which solution is water?
No, they are all colourless.
Question (b) Suggest a danger that one could be facing in view of your answer in (b).
Some students may think that the hydrochloric acid is water. This will be dangerous if
the acid is consumed.
In view of the situation that you had encountered through questions (b) and (c), common
symbols used to represent hazardous substances are used to identify the dangers of the
substances.
By paying careful attention to the drawings on the symbols, suggest the danger that the symbol
is trying to imply.

1 2 3
Flammable Explosive Corrosive

4 5 6
Toxic Oxidising Harmful

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Notes & Practical Worksheet 1A (Teacher’s Guide)

7 8 9
Dangerous to Biohazardous Radioactive
environment

Question (c) Why can’t the hazardous substances be labeled directly with the name
describing the hazard? Why must we be using these symbols?

These symbols are universal symbols that can be recognized in all parts of the world.
Using the symbols prevents misunderstanding due to language differences.

Solve the mystery for Lisa

Lisa found a container of rust cleaning spray in her home. Part of the label had been torn away.
How could she work out what was missing? Help her by answering the following questions.

Question (d) Which of the hazard symbols (1 to 7) should be used for X and Y?
Symbols 1 and 6
Question (e) If someone in Lisa’s family accidentally got the spray solution into his/her eyes,
what should he/she do immediately?
Rinse his/her eyes thoroughly with water. Consult a doctor if irritation persists.

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Notes & Practical Worksheet 1A (Teacher’s Guide)
Common Laboratory Apparatus

Some rules for drawing diagrams:

• Use a sharp pencil (2B preferably) and an eraser.

• Draw two-dimensional diagrams.
• Diagrams must be of an appropriate size (at least half of space provided).
• Use a ruler for straight lines.
• Use solid lines for drawing laboratory apparatus.
• Neat shading can be used where appropriate, e.g. solution in a beaker.

For the following exercise, write the names of the apparatus and practice drawing its scientific drawing in the spaces provided.

No. Name Function Actual Apparatus Scientific drawing Your drawing

To support various
glassware during heating
1 tripod stand
by Bunsen burner

measuring To measure volume of

2
cylinder liquids or solutions

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Notes & Practical Worksheet 1A (Teacher’s Guide)
No. Name Function Actual Apparatus Scientific drawing Your drawing

To hold / support
apparatus during
3 retort stand
experiments.

To evaporate excess
4 evaporating dish
liquids.

To contain small volumes

of substances. Largely
5 test tube used in analyzing the
properties of chemical
substances.

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Notes & Practical Worksheet 1A (Teacher’s Guide)
No. Name Function Actual Apparatus Scientific drawing Your drawing

To contain small volumes

of solids or liquids for the
6 boiling tube
purpose of heating them

Together with a filter

paper, the funnel is used
for the process of filtration
7 filter funnel
(e.g. separate sand from
sand-water mixture)

*note one end is drawn longer

than the other

To contain larger volumes

8 beaker of liquids. Beaker is not a
measuring apparatus.

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Notes & Practical Worksheet 1A (Teacher’s Guide)
No. Name Function Actual Apparatus Scientific drawing Your drawing

9 conical flask
To contain liquids /
solutions, very suited for
experiments involving
swirling of the liquids /
solutions

To be placed on the
tripod stand between the
Bunsen burner and the
10 wire gauze beakers to support the xxxxxxxxxxx
beakers or other
glassware or flasks during
heating.

Some other apparatus in the laboratories:

test-tube rack test-tube holder tongs pipette dropper

Important! - Do not mistaken test-tube rack as a test-tube holder

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Practical Worksheet 1B (Teacher’s Guide)

Chapter Scientific Endeavour

1
Worksheet 1B
The Bunsen Burner
Time Esimated to complete Lesson Objectives:
worksheet: 45 mins • Light and turn off a Bunsen Burner
• Compare luminous and non-luminous flame of a Bunsen Burner

Look at the Bunsen burner in the laboratory and understand the functions of the different parts
of the Bunsen burner.

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Practical Worksheet 1B (Teacher’s Guide)

Each part of the Bunsen burner has its uses. Using information from the previous page, you
should attempt to match the part of the Bunsen burner (except for the rubber tubing) to its use.

Parts of a
Bunsen Uses
Burner
barrel To allow the flame to be at a suitable height for burning.
To control (increase/decrease) the amount of air entering into the burner.
collar
This will decide on the nature of the Bunsen flame.
air-hole To allow air to enter the burner.
To control (increase/decrease) the amount of gas entering into the
gas tap
burner, hence deciding on the size of the flame.
base To support the burner so that it will not fall over.

jet To allow gas to enter the burner.

You may represent a Bunsen flame using the following scientific drawings:

or

luminous flame non-luminous flame

*You will learn more information on the two type of flames in Practical worksheet 1C

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Practical Worksheet 1B (Teacher’s Guide)

We shall now attempt to learn how to light up a Bunsen burner. Use the following cartoons to
describe what are the important steps in lighting up a Bunsen burner.

Steps Description (and if possible why)

Step 1: Connect the rubber tubing to the gas tap.

Reason: This allows the gas fuel to be directed to the Bunsen

burner when the gas tap is on.

Precaution: Need to ensure that the tubing is not loosely

connected to the gas tap. This prevents any gas
leakage.
Step 2: Ensure that the air-hole is closed by turning the collar.
Air-hole
is closed Reason: This allows the gas to be directed up the barrel instead
of escaping from the air hole.

Precaution: Try not to touch the barrel directly as the burner

could be hot.
Step 3: Turn on the gas tap and simultaneously strike the spark
gun above the barrel.

[Switch off the gas tap immediately if you fail to light up the
Burner. This is to avoid excessive loss of the harmful gas to
the surroundings.]

[A spark gun will be

provided instead of a
match]
Step 4: Turn the collar to open the air-hole partially.
Air-hole is
partially
Reason: To allow sufficient oxygen to completely burn the fuel.
opened

In the next 5 to 10 minutes, attempt to light up the Bunsen Burner! ☺

Self-assessment checklist
Are you able to light up the Bunsen burner independently and confidently? Yes / No
Are you able to adjust the size of the flame using the gas tap? Yes / No

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Practical Worksheet 1B (Teacher’s Guide)

(Adapted from http://www.machine-history.com/Bunsen%20Burner)

The text above is technically complicated. But there are two major usefulness of the Bunsen
burner discussed. What are the two major usefulness?

The Bunsen burner helped to change the use of natural gas from a wasted
Usefulness 1
nuisance around oil and coal to a popular energy source.
The Bunsen burner is able to produce a blue flame that is non-smoky and
Usefulness 2
operates at very high temperatures.

The two types of Bunsen Flame

Type 1: With the air-hole closed

(a) What is the colour of the flame? Draw how the flame looks like
Orange

(b) Is the flame steady or unsteady?

Unsteady

(c) Is the flame easily noticeable from a

distance?
Yes

With a closed air-hole, a luminous flame is obtained.

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Practical Worksheet 1B (Teacher’s Guide)

Type 2: With the air-hole opened

(a) What is the colour of the flame? Draw how the flame looks like

Blue
(b) Is the flame steady or unsteady?

Steady

(c) Is the flame easily noticeable from a

distance?
No
[You are reminded to pay careful attention to
the region just above the barrel]

With an opened air-hole, a non-luminous flame is obtained.

Safety! When not in used, ensure that you have properly turn off the Bunsen burner. If you
intend to leave the Bunsen burner on for a short duration (e.g. while washing some apparatus
at the sink), should you set the flame to luminous or non-luminous? Explain your answer.
Answer: The flame should be set to luminous.
Explanation: This allows others to be aware of the presence of the flame as a luminous
flame is noticeable from a distance.
[Answering techniques can be emphasized through this question]

Two key questions that we will seek an explanation to in the next practical lesson!
- Which part of the flame is the hottest?
- Which type of flame (luminous or non-luminous) is more suitable for heating? Why?

For Teacher’s Use

Light up? Adjust size of
To validate if student had successfully light
flame?
up Bunsen Burner on his/her own.

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Practical Worksheet 1C (Teacher’s Guide)

Chapter Scientific Endeavour

1
Worksheet 1C
Exploring the Bunsen Flames
Time Esimated to complete Lesson Objectives:
worksheet: 50 mins • Evaluate if you are able to light up a Bunsen burner successfully
and independently
• Evaluate if you are able to adjust the size of the Bunsen flame
successfully and independently
• Find out the hottest part of a Bunsen flame
• Find out which type of Bunsen flame is more suitable for burning

Stage 1: Which part of a Bunsen Flame (non-luminous) is the hottest?

wire mesh

Diagram 1C.1 Diagram 1C.2

Light the Bunsen burner and obtain a non-luminous flame.
Hold a wire mesh with a pair of tongs and place it horizontally over the flame at point A as
indicated in Diagram 1C.1. What do you observe when the wire mesh becomes very hot?

The wire mesh glowed (or turned red)

Observation

Move the wire mesh to points B, C and D. Leave the wire mesh at each point for 30 seconds.
[Let the wire mesh cool for 30 seconds between each point]

Observations Deductions
For efficient heating, I should direct the
The wire mesh glows most brightly when it is apparatus to the point just above the dark
placed at point C of the flame. blue region of the flame.

I should never direct the apparatus to

The wire mesh glows least brightly or does not directly cover the mouth of the Bunsen
glow when it is placed at point D of the flame. burner for heating.

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Practical Worksheet 1C (Teacher’s Guide)

Why is it important for us to know which part of the non-luminous flame is the hottest?

In upper secondary chemistry, it will be very common to heat solids / liquids.

Choosing the right position to direct the test-tube to the flame will allow faster warming /
heating of the required chemicals.

Stage 2: Which type of flame is better for heating in the laboratory?

Procedures:
1. Using a measuring cylinder, measure 20 cm3 of water.
2. Pour the water into an evaporating dish.
3. Repeat steps 1 and 2 so that you have two evaporating dishes containing the same
amount of water.
4. Observe the colour of the underside of each dish.
5. Place one of the dishes on a tripod stand.
6. Light the Bunsen burner to get a luminous flame.
7. Place the Bunsen burner under the evaporating dish to heat the water.
8. Using your stopwatch, record the time taken for the water to boil.
9. Repeat steps 5 to 8 with the other evaporating dish, this time using a non-luminous
flame.

You are to ensure that for both types of flame, there should not be any changes to the
gas tap control. Why?
Because the gas tap controls the amount of gas enters into the Bunsen burner, hence
decides the intensity of the flame.
To ensure a fair test between the two types of flame, it is important to keep the intensity of
the flame fixed for both experiments. (idea of variable to be kept constant)
[Reinforce Answering Techniques]
Record your observations/results here:

Luminous flame Non-luminous flame

Time taken for water to boil / s

The underside of the The underside of the
What do your observe on the
evaporating dish is black. evaporating dish is black.
underside of the evaporating
dish? (BE CAREFUL!)

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Practical Worksheet 1C (Teacher’s Guide)

Deductions

Soot (or carbon) is black and is formed due to incomplete burning of the fuel gas.

From the results of Stage 2 Experiment, which type of flame (luminous or non-luminous
flame) is better for heating?
Provide at least three reasons for your choice.

Choice Non-luminous flame is better for heating

Reason 1 It takes a shorter time to heat a substance to the same temperature than
the luminous flame. (Flame that achieves more efficient heating)

Reason 2 It will not produce soot on the base of the container but a luminous flame

will.

Reason 3 Non-luminous flame is achieved by complete burning of the fuel gas, hence
avoid wastage of fuel gas.

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Practical Worksheet 1D (Teacher’s Guide)

Chapter Scientific Endeavour

1
Worksheet 1D
Handling Chemical Reagents
Time Estimated to Lesson Objectives:
complete worksheet: 45 • Learn how to heat a test-tube containing solid
mins • Learn how to heat a test-tube containing liquid
• Learn how to transfer solutions from a reagent bottle to a test-tube
• Learn how to transfer small quantities of solutions using a dropper

Experiment 1: Heating a sample of solid in a test-tube (Teacher Demonstration)

As your teacher is conducting the experiment, it is good to read the procedures so that you
understand what your teacher is doing.
Procedure
1. Using a plastic spatula, transfer two spatulas of copper carbonate into a clean and dry
test-tube. Note the initial colour of the solid.
2. Light up the Bunsen burner, using the type of flame that is suitable for heating.
3. Hold the test-tube at about 45° using a test tube holder, pointing the mouth of the
test tube away from anyone. Heat the solid directly by moving the test tube
horizontally from left to right through the hottest part of the flame.
4. While heating, shake the test-tube to ensure even heating of the solid.
5. Once there are no further colour change(s), leave the test-tube on the test-tube rack
for cooling to room temperature.

Record your observations: Advise students to watch the video before coming to class.
The green copper carbonate turned black upon strong heating.
[The notion of recording the initial and final colour is a critical skill in Chemistry.]
Using the appropriate scientific symbols for the apparatus used, draw a well-labelled diagram
of the experimental setup.

[Drawing should include the Bunsen burner (an arrow will suffix), test-tube
positioned horizontally and the test-tube holder.]

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Practical Worksheet 1D (Teacher’s Guide)

Experiment 2A: Adding solution reagents into test tube

In this experiment, solution A is copper sulfate solution, solution B is sodium hydroxide and
solution C is aqueous ammonia.

(Teachers to advise to try first before going to class)

(Precaution: Do not hold the base of the test tube as copper(II) hydroxide is unstable
upon heating)
Procedure I
1. Add about 2 cm (in height) of solution A into a clean test-tube.
* Tip: Use your index finger to gauge the 2 cm height
2. To another test-tube, pour around 4 cm (in height) of solution B.
3. Use a clean and dry dropper, transfer solution B to solution A drop by drop.
Record any observation(s).
4. Continue to add in solution B until there are no further changes observed.
(At the end of the experiment, your test-tube should be roughly three quarters full)
5. Leave your test-tube on the test-tube rack.

Record your observations:

The colour of the precipitate formed is blue.

The blue precipitate did / did not dissolve in excess solution B.

Precipitate refers to solid particles that do not dissolve in the solution!

Procedure II
1. Add about 2 cm (in height) of solution A into a clean test-tube.
2. Pour equal volume of solution C into the test-tube directly from the reagent bottle.
[Be careful! Learn how to control the pouring of the reagent from the bottle directly into
the test-tube]. Record any observation(s).
3. Continue to add in solution C in excess until there are no further changes observed.
Record any observation(s).

Record your observations:

The colour of the precipitate formed is blue.

The blue precipitate did / did not dissolve in excess solution B, to give a dark blue
solution.

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Practical Worksheet 1D (Teacher’s Guide)

IMPORTANT!
In solution chemistry, instead of using the word “solid” or the description “chalky” or “cloudy”,
“precipitate” is used as the scientifically acceptable description. The colour of the precipitate
is often written together.

Skill 3: Warming a solution in a test-tube [Teacher’s Demonstration] (If time permits)

[Note the difference between HEAT and WARM]
Experiment 2B: Warming a solution in a test-tube [Teacher’s Demonstration]
[Note the difference between HEAT and WARM]

Procedures and Precautions

1. To the cooled solid obtained in Stage 1, add in around ⅓ full of dilute sulfuric acid
(one of the laboratory reagents).
2. Use a clean spatula to ensure that all the solid is immersed into the acid (if needed).
3. Light up the Bunsen burner and use the appropriate type of Bunsen flame for heating.
4. Use a test-tube holder to hold the test-tube at an angle of 45o above the flame.

4. Avoid heating at one point for too long! This will cause the liquid to spurt out of
the test-tube! Instead, move the test-tube over the flame and occasionally remove
it from the flame!

Should you be pointing the mouth of the

test-tube towards yourself or your
friends?
Neither! The mouth of the test-tube
should not be pointed towards anyone.

Record your observations:

Upon warming,
- the black solid gradually dissolves into the solution.
- the solution gradually changes from colourless to blue.

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Practical Package 1 (Teacher’s Guide)

Practical Skills Self-Assessment Checklist

This entire practical training package aims to equip you with very fundamental practical skills.
You are now required to reflect and assess if you have achieved the following skills and
knowledge.
WHY are we doing this? All these skills are crucial skills to prepare for your upper secondary
science curriculum. Practical assessment is going to take up at least 20% of your Science
grade at the GCE O level examinations. It is therefore important that you have a strong
foundation in the basic practical skills! ☺ Please approach your teacher to clarify any doubts
on the lesson before moving on!

Are you able to …… or 

Identify the danger of a substance in the laboratory with reference to
its hazard symbols.
Draw accurate 2D diagrams to represent the typical laboratory
apparatus.
Light up a Bunsen burner independently and successfully.
Adjust the size of a Bunsen flame
How?

Toggle the Bunsen flame between luminous and non-luminous.

How?

Identify which type of flame is more suitable for heating and explain
why.
Which and why?

Heat a given solid in a test-tube correctly.

What is the correct way of heating solids in test-tube?

Warm a given solution in a test-tube correctly.

What is the correct way of warming solutions in test-tube?

Name of student and signature: ______________________________ Date: ____________

Compulsory Workbook Questions
Express
- Worksheet 1.1 (All)
- Worksheet 1.2 (Q1, 2, 3, 4, Map it out, Challenge Yourself Q2b, 2c, 2d)
- Worksheet 1.3 (Q1, 2, 3, 4, Challenge Yourself Q1)

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Practical Package 1 (Teacher’s Guide)

Compulsory Workbook Questions

NA

- Exercise 1.1 (All)

- Exercise 1.2 ((A)Technology Q1, 2, 3)
- Exercise 1.3 (Q4)
- Review Exercise (All)
Note that Exercise 1.4 & 1.5 are not required.
Express
- Worksheet 1.1 (All)
- Worksheet 1.2 (Q1, 2, 3, 4, Map it out, Challenge Yourself Q2b, 2c, 2d)
- Worksheet 1.3 (Q1, 2, 3, 4, Challenge Yourself Q1)

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