Integrated Science: An Interdisciplinary Approach to STEM Education, Study Guides, Projects, Research of Environmental science

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INTEGRATED

SCIENCE

GRADE 7

CBC JUNIOR SECONDARY

STRAND ONE

SCIENTIFIC INVESTIGATION

NOTE: Integrated science is taught through inquiry-based learning approaches with

an emphasis on the 5Es: engagement, exploration, explanation, elaboration and

evaluation.

Integrated Science: What is integrated science?

Integrated Science is an interdisciplinary approach to science education that seeks to connect and integrate concepts and ideas from different branches of science, such as biology, chemistry, physics, and earth science.

Components of Integrated science

The components of Integrated Science may vary depending on the curriculum and

educational approach, but typically include:

 Basic scientific concepts: students learn about fundamental scientific principles

and theories, such as the nature of matter and energy, the structure of the

universe, and the process of evolution.

 Laboratory experiences: hands-on experiments and investigations provide

students with opportunities to apply scientific concepts and methodologies.

 Problem solving and inquiry: students learn to use scientific reasoning and

inquiry to design experiments, analyze data, and make informed conclusions.

 Scientific literacy: students learn to critically evaluate scientific information,

understand the impact of science and technology on society, and appreciate the

ethical considerations involved in scientific research.

 Integration of scientific concepts: the curriculum emphasizes connections

between different branches of science and the interplay between science,

technology, and society.

Pathways related to integrated Science

The provision of pathways at senior school is based on the aspiration that all learners

can be successful in life. These pathways are contained in one-word STEM (Science,

Technology, Engineering and Mathematics)

Subjects in the STEM pathway include

a. Pure Science

Career opportunities related to Integrated Science

 aims to improve students’ understanding on the environment

Importance of Scientific Knowledge

And that knowledge is useful for all sorts of things:

 designing bridges,  slowing climate change, and  prompting frequent hand washing during flu season.  Scientific knowledge allows us to develop new technologies,  solve practical problems, and  make informed decisions — both individually and collectively. Laboratory safety

A place equipped for experimental study in a science or for testing and analysis. a research laboratory. broadly: a place providing opportunity for experimentation, observation, or practice in a field of study.

Common hazards and their symbols

Hazard pictograms alert us to the presence of a hazardous chemical. The pictograms help us to know that the chemicals we are using might cause harm to people or the environment. Here are a few of them.

Biohazard – It provides warning on lab equipment that may contain biohazardous materials like blood samples.

Causes of accidents in the laboratory

1. CHEMICALS

If you handle chemicals, you need to wear protective gloves. Treat chemicals with the necessary caution, measure chemicals carefully, contain potentially irritating or hazardous chemicals and use only approved containers when you’re transferring chemicals.

Chemical burns should be treated by flushing the affected area with a large amount of cool, running water for at least 15 minutes. If the burn area is large or if the affected person is dizzy or weak, call 911.

If you work in a chemistry lab, ensure you are taking the proper steps to be safe around the chemicals in your workplace.

2. HEAT

Exercise caution when handling hot items. Hastily or improperly handling these items without the correct tools can cause serious burns. Workers should be properly using water baths, tongs and cooling equipment. Be careful not to touch hot surfaces with your bare hand.

If you suffer a heat burn in the lab, run the burned area under cool water for five minutes.

3. CUTS AND SCRAPES

Using sharp tools in the laboratory setting can cause scrapes and cuts. Workers may also use sharp objects, such as needles and razor blades, or need to clean up broken glass. To avoid cutting yourself on these items, carefully wrap them so that you can safely carry and dispose of them.

 CONFINE- If it can be done safely, close doors to confine the area where the emergency occurred. Post an “Emergency Hangtag” on the door(s) to prevent reentry by other personnel.  EVACUATE the building through the nearest exit. Do not run. Do not use elevators.  REPORT to your designated meeting site.  REENTER once the lab has been cleared by emergency personnel. First Aid: Eye Exposure to Hazardous Chemical  Forcibly hold both eyes open under an emergency eyewash to ensure an effective wash behind both eyelids.  If contact lenses are being worn, remove the contacts while flushing.  Continue flushing the eyes underneath the eyewash until emergency personnel arrive.  Report the injury to your principal investigator and/or laboratory/facility manager.

First Aid: Skin Exposure

 Wash affected area(s) with tepid water from an emergency safety shower. Take care not to break skin.  Remove or cut off contaminated clothing while rinsing. Do not pull contaminated clothing over the head.  For chemical and thermal burns, flush affected area(s) with water from the safety shower, if indicated in safety data sheet.  For blood, biological, or radiological exposures use soap and water.  Keep flushing affected area(s) underneath the safety shower until emergency personnel arrive.  Report the injury to your principal investigator and/or laboratory/facility manager.

First Aid: Inhalation of Chemical Vapors, Fumes or Smoke

 If exposed individual is unconscious, do NOT enter the lab if a possibility of oxygen depletion, toxic vapors, or an explosive atmosphere exists.  If exposed individual is conscious, move the person to fresh, uncontaminated air.  Report the injury to your principal investigator and/or laboratory/facility manager.

First Aid: Chemical Ingestion

 If safe to do so, move affected individual to an uncontaminated area.  Do not induce vomiting or drink water or other liquids unless instructed to do so by emergency personnel.  Report the injury to your principal investigator and/or laboratory/facility manager.

Importance of safety in the laboratory

Laboratory safety is an essential part of ensuring the health and safety of workers and researchers in laboratory settings. Laboratories can be hazardous environments with various potential risks, including chemical spills, fires, explosions, and exposure to hazardous substances.

Lab safety is important because it can prevent injury, keep us

from making mistakes and save lives.

 Lab safety equipment can prevent injury.  Lab safety equipment can help you avoid making mistakes.  Lab safety equipment can save lives.

Safety is important when working in the lab because it helps you avoid injury, keep yourself from making mistakes and save lives of others who may be nearby when an accident happens, or if there is a fire or other emergency situation that needs to be handled quickly and safely by someone who knows what they're doing before the situation gets out of hand.

Following lab safety rules is part of being a good citizen.

Following lab safety rules is part of being a good citizen. When you follow lab safety rules, you are doing your part to keep everyone safe. You are protecting yourself, your peers and coworkers, and everyone around you. Lab safety rules help prevent accidents and injuries, which means they can also save lives.

We should follow the lab safety protocols to stay safe and

healthy!

By following the lab safety protocols, you will stay safe and healthy.

 It is absolutely critical that you follow all the rules of your lab protocol when conducting experiments in the lab. This allows you to avoid accidents and contamination, which can cause injury or illness.  You should always wear protective clothing (goggles, gloves and a face mask) to keep yourself safe from hazardous materials such as chemicals or glass shards if an accident occurs in the laboratory.  You should never eat or drink anything in the laboratory because it could easily contaminate your food with chemicals or bacteria potentially harmful for consumption by humans!

The learner will create a line graph showing the relationship between speed and the mass of a marble.

The learner will discuss possible errors with other classmates.

3. Classifying

After making observations it is important to notice similarities, differences, and group objects according to a purpose. It is important to create order to help comprehend the number of objects, events, and living things in the world.

Examples:

The learner will use a magnet to classify objects as magnetic or nonmagnetic.

The learner will use a balance and sort objects according to mass.

The learner will combine different liquids with water to determine which is more or less dense.

4. Inferring

An inference is an explanation based on an observation. It is a link between what is observed and what is already known.

Examples:

The learner will write a conclusion at the end of each investigation.

The learner will create inferences about observations they made about a mystery object. I infer it is solid rather than hollow.

5. Measuring

Measuring is important in collecting, comparing, and interpreting data. It helps us classify and communicate with others. The metric system should be used to help understand the scientific world.

Examples:

The learner will find the mass of different liquids that have the same volume.

The learner will use technology to find the speed of a toy truck.

The learner will measure the distance a marble travels.

6. Predicting

What do you think will happen? It is an educated guess based on good observations and inferences about an observed event or prior knowledge.

Examples:

The learner will predict what is a box based on observations using the sense of touch. The learner will write a hypothesis about the effect of increasing the salt on the buoyancy of an egg.

7. Manipulative skill In science, manipulative skills emphasize the use and handling of scientific apparatus and chemical substances during scientific investigation in the laboratory.

Importance of reading packing labels on products/quantities

 It helps in knowing the quantity of the product  It helps in knowing the product specifications like:

• Conditions for storage
• Date of expiry
• How to use the product
• Possible side effects
• What to do in case of emergencies
• How to dispose the product among others

SI Units

The International System Of Units (SI) is the metric system that is used universally as a standard for measurements. SI units play a vital role in scientific and technological research and development.

SI unit is an international system of measurements that are used universally in technical and scientific research to avoid the confusion with the units. Having a standard unit system is important because it helps the entire world to understand the measurements in one set of unit systems. Following is the table with base SI units:

Sl. No. Name of the Quantity SI Unit SI Unit Symbol

An apparator /apparatus are scientific tools/equipment used in performing scientific

experiments. The conventional apparator used in performing scientific experiments is

called standard apparator/apparatus. If the conventional standard apparator/apparatus is not

available, an improvised apparator/apparatus may be used in performing scientific

experiments. An improvised apparator/apparatus is one used in performing a scientific

experiment for a standard apparator/apparatus. Most standard apparatus in a school

chemistry laboratory are made of glass because:

(i)Glass is transparent and thus reactions /interactions inside are clearly visible

from outside

(ii) Glass is comparatively cheaper which reduces cost of equipping the school

chemistry laboratory

(iii) Glass is comparatively easy to clean/wash after use.

(iv) Glass is comparatively unreactive to many chemicals.

Apparatus are designed for the purpose they are intended in a school chemistry laboratory:

(a) Apparatus for measuring volume

1. Measuring cylinder

Measuring cylinders are apparatus used to measure volume of liquid/ solutions. They are

calibrated/ graduated to measure any volume required to the maximum. Measuring

cylinders are named according to the maximum calibrated/graduated volume e.g.

“10ml” measuring cylinder is can hold maximum calibrated/graduated volume of

“10mililitres” /“10 cubic centimetres”

“50ml” measuring cylinder is can hold maximum calibrated/graduated volume of

“50mililitres” /“50 cubic centimetres”

“250ml” measuring cylinder is can hold maximum calibrated/graduated volume of

“250mililitres” /“250 cubic centimetres”

“1000ml” measuring cylinder is can hold maximum calibrated/graduated volume of

“1000mililitres” /“1000 cubic centimetres”

2. Burette

Burette is a long and narrow/thin apparatus used to measure small accurate and exact

volumes of a liquid solution. It must be clamped first on a stand before being used. It has a

tap to run out the required amount out. They are calibrated/ graduated to run out small

volume required to the maximum 50ml/50cm3.

The maximum 50ml/50cm3 calibration/ graduation reading is at the bottom .This ensure

the amount run out from a tap below can be determined directly from burette reading

before and after during volumetric analysis.

Burettes are expensive and care should be taken when using them.

3. (i) Pipette

Pipette is a long and narrow/thin apparatus that widens at the middle used to measure and

transfer small very accurate/exact volumes of a liquid solution.

It is open on either ends.

The maximum 25ml/25cm3 calibration/ graduation mark is a visible ring on one thin end.

To fill a pipette to this mark, the user must suck up a liquid solution upto a level above the

mark then adjust to the mark using a finger.

This requires practice.

(ii) Pipette filler

Pipette filler is used to suck in a liquid solution into a pipette instead of using the mouth. It

has a suck, adjust and eject button for ensuring the exact volume is attained. This requires

practice.

4. Volumetric flask.

A volumetric flask is thin /narrow but widens at the base/bottom. It is used to measure very

accurate/exact volumes of a liquid solution.

The maximum calibration / graduation mark is a visible ring.

Volumetric flasks are named according to the maximum calibrated/graduated volume e.g.

“250ml” volumetric flask has a calibrated/graduated mark at exact volume of

“250mililitres” /“250centimetres”

“1l” volumetric flask has a calibrated/graduated mark at exact volume of “one litre” /“

cubic centimeters”

“2l” volumetric flask has a calibrated/graduated mark at exact volume of “two litres” /“

cubic centimeters”

5. Dropper/teat pipette

A dropper/teat pipette is a long thin/narrow glass/rubber apparatus that has a flexible rubber

head.

A dropper/teat pipette is used to measure very small amount/ drops of liquid solution by

pressing the flexible rubber head. The numbers of drops needed are counted by pressing the

rubber gently at a time

(b)Apparatus for measuring mass

1. Beam balance

A beam balance has a pan where a substance of unknown mass is placed. The scales on the

opposite end are adjusted to “balance” with the mass of the unknown substance. The mass

from a beam balance is in grams.

2. Electronic/electric balance.

An electronic/electric balance has a pan where a substance of unknown mass is placed.

The mass of the unknown substance in grams is available immediately on the screen.

(c)Apparatus for measuring temperature

A thermometer has alcohol or mercury trapped in a bulb with a thin enclosed outlet for the

alcohol/mercury in the bulb.

If temperature rises in the bulb, the alcohol /mercury expand along the thin narrow

enclosed outlet.

The higher the temperature, the more the expansion

Outside, a calibration /graduation correspond to this expansion and thus changes in

temperature.

A thermometer therefore determines the temperature when the bulb is fully dipped in to

the substance being tested. To determine the temperature of solid is thus very difÏcult.

(d)Apparatus for measuring time

The stop watch/clock is the standard apparatus for measuring time. Time is measured using

hours, minutes and second.

Common school stop watch/clock has start, stop and reset button for determining time for

a chemical reaction. This requires practice.

(e) Apparatus for scooping

1. Spatula

(g) Apparatus for holding unstable apparatus (during heating).

1. Tripod stand

A tripod stand is a three legged metallic apparatus which unstable apparatus are placed on

(during heating).Beakers. Conical flasks, round bottomed flask and flat bottomed flasks are

placed on top of tripod stand (during heating).

2. Wire gauze/mesh

Wire gauze/mesh is a metallic/iron plate of wires crossings. It is placed on top of a tripod

stand:

(i) Ensure even distribution of heat to prevent cracking glass apparatus

(ii) Hold smaller apparatus that cannot reach the edges of tripod stand

3 Clamp stand

A clamp stand is a metallic apparatus which tightly hold apparatus at their “neck” firmly.

A clamp stand has a wide metallic base that ensures maximum stability. The height and

position of clamping is variable. This require practice

4. Test tube holder

A test tube holder is a hand held metallic apparatus which tightly hold test/boiling/ignition

tube at their “neck” firmly on the other end.

Some test tube holders have wooden handle that prevent heat conduction to the hand

during heating.

5. Pair of tong.

A pair of tong is a scissor-like hand held metallic apparatus which tightly hold firmly a

small solid sample on the other end.

6. Gas jar

A gas jar is a long wide glass apparatus with a wide base.

It is open on one end. It is used to collect/put gases.

This requires practice.

(h) Apparatus for holding/directing liquid solutions/funnels (to avoid spillage).

1. Filter funnel

A filter funnel is a wide mouthed (mainly plastic) apparatus that narrow drastically at the

bottom to a long extension.

When the long extension is placed on top of another apparatus, a liquid solution can safely

be directed through the wide mouth of the filter funnel into the apparatus without spirage.

Filter funnel is also used to place a filter paper during filtration.

2. Thistle funnel

A thistle funnel is a wide mouthed glass apparatus that narrow drastically at the bottom to a

very long extension.

The long extension is usually drilled through a stopper/cork.

A liquid solution can thus be directed into a stoppered container without spillage

3. Dropping funnel

A dropping funnel is a wide mouthed glass apparatus with a tap that narrow drastically at

the bottom to a very long extension.

The long extension is usually drilled through a stopper/cork.

A liquid solution can thus be directed into a stoppered container without spillage at the rate

determined by adjusting the tap.

4. Separating funnel

A separating funnel is a wide mouthed glass apparatus with a tap at the bottom narrow

extension.

A liquid solution can thus be directed into a separating funnel without spillage. It can also

safely be removed from the funnel by opening the tap.

It is used to separate two or more liquid solution mixtures that form layers/immiscible.

This requires practice.

(h) Apparatus for heating/Burners

1. Candle, spirit burner, kerosene stove, charcoal burner/jiko are some apparatus that can

be used for heating.

Any flammable fuel when put in a container and ignited can produce some heat.

2. Bunsen burner

The Bunsen burner is the standard apparatus for heating in a Chemistry school laboratory.

It was discovered by the German Scientist Robert Wilhelm Bunsen in1854.

(a)Diagram of a Bunsen burner

A Bunsen burner uses butane/laboratory gas as the fuel. The butane/laboratory gas is highly

flammable and thus usually stored safely in a secure chamber outside Chemistry school

laboratory. It is tapped and distributed into the laboratory through gas pipes.

The gas pipes end at the gas tap on a chemistry laboratory bench .If opened the gas tap

releases butane/laboratory gas. Butane/laboratory gas has a characteristic odor/smell that

alerts leakages/open gas tap.

The Bunsen burner is fixed to the gas tap using a strong rubber tube.

The Bunsen burner is made up of the following parts:

(i) Base plate –to ensure the burner can stand on its own

(ii)Jet-a hole through which laboratory gas enters the burner

(iii)Collar/sleeve-adjustable circular metal attached to the main chimney/burell with a side

hole/entry. It controls the amount of air entering used during burning.