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Mini Sh
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A Minor Maze
Boiling Ice
Cold Chill
Friction Bottle
Food Chain
Picture from sound
Tea Bag Rocket
Water Magnifier
Teacher fellowship program 2006/COL/mini show
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A-Maze-Ing Mirror
Prepared by: Aziah Yahaya
Introduction
This activity is to help students identify the characteristics of image on a plane mirror. Besides
that, it will also help the students understand the concept of lateral inversion.
What do we need?
A plane mirror
A copy of a maze
What do we do?
1. Place the maze flat on the table while the mirror is vertically
positioned perpendicular to the maze.
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2. Look at the image of the maze in the mirror.
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Teacher fellowship program 2006/COL/Mini Show
Prepared by: Aziah Yahaya
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3. Do not look at the maze itself - only at its image in
the mirror! Use a pencil to follow the maze without crossing
the lines. If you don't trust yourself, have a friend hold
a piece of card to obstruct your direct view of the maze.
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4. Using the image you see in the mirror, can you complete
the maze without crossing the line .
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What’s happening?
You will find that it is quite difficult to follow the maze without crossing the lines. This is due to
the lateral inversion i.e. the sideways reversal of images that you see when you look at yourself
in a mirror e.g. you raise your right hand and the mirror shows as if you’re raising your left hand!
Daily-life application:
The sign on an ambulance written as is for the driver in front of the vehicle to easily read the
word "AMBULANCE" from his/her rear view mirror.
Curriculum Specifications Link
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Physics Form 4: Light and images of a plane mirror.
AMBULANCE
Teacher fellowship program 2006/COL/Mini Show
Prepared by: Aziah Yahaya
ECNALUBMA
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Boiling I c e
Prepared by: Rohaizad Mohamed Akhir
Introduction
Teachers should try to instill a sense of “wonder” in pupils, and to make them think about
the scientific explanation for the seemingly puzzling “boiling ice” phenomenon.
What do we need?
A boiling tube
A Bunsen burner
Steel wool
Ice cubes
Water
A pair of metal tongs or a test tube holder
What do we do?
1. Crush the ice cubes in a little bag to get smaller pieces.
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2. Fill a boiling tube till it is 1/3 full of crushed ice.
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Teacher fellowship program 2006/COL/Mini Show
Prepared by: Rohaizad Mohamed Akhir
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3. Place a small piece of steel wool of about 1.5 cm thickness on
top of the crushed ice.
4. Pour water on the wool, until it fills up ¾ of the boiling tube.
5. Carefully light up the Bunsen burner.
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6. Hold the test tube over the flame using metal tongs.
7. What is your observation?
What’s happening?
Water on the steel wool will boil, but ice at the bottom
of the boiling tube will not melt! In a convection
process, hot water rises and cold water sinks due to
their density differences. Ice is less dense and will float
in water.
When water is heated, hot water will rise and should
melt the ice. But the steel wool has kept the ice firmly
beneath the water, and is not affected by the convection current. Therefore, the ice remains in a solid state.
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WATCH OUT!
The boiling tube remains hot for several minutes after the demonstration is done. Give some time
for it to cool down before touching it.
Curriculum Specifications Link
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Science Year 5: Investigating the Physical World - Energy (heat)
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Science Year 5: Investigating the Material World - States of matter
Teacher fellowship program 2006/COL/Mini Show
Prepared by: Rohaizad Mohamed Akhir
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Cold Chill
Prepared by: Chin Chee Keong
Introduction
How does a cold environment affect our body system?
What do we need?
Tap water
10-12 Ice cubes
A stopwatch
What do we do?
1. Ask someone to take your pulse rate at the neck
/or at the wrist. Record it.
2. Half fill a basin with water.
3. Add about 10-12 ice cubes into the basin of water.
Teacher fellowship program 2006/COL/Mini Show
Prepared by: Chin Chee Keong
A big basin
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4. Immerse your face in the ice water for 30 seconds.
5. After 30 seconds, immediately take your pulse rate at
the neck and/or at the wrist again.
6. Record your data. Do you notice a difference in the pulse
rate taken before and after your action?
What’s happening?
Our body tries to conserve energy at cold temperatures. The heart pumps slower and with less strength in
order to reduce blood (which carries heat) flowing to the surface of our body. Hence, the pulse rate will be
lower. This response is known as the mammalian diving reflex. When the body is in cold water, it redirects
the flow of blood from the hands, feet, and intestines to the heart and brain to help preserve these vital
organs.
Curriculum Specifications Link
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Science Form 2: Response & Stimuli
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Biology Form 5: Homeostasis
Teacher fellowship program 2006/COL/Mini Show
Prepared by: Chin Chee Keong
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Friction Bott e
Prepared by: Aziah Yahya
Introduction
This activity is to provide a better understanding of friction in moving objects.
At the end of the activity, students should be able to identify the applications
and importance of friction in daily life.
What do we need?
A plastic bottle with its cap
1 Knife/blade
One 3cmx3cm polystyrene
1 metre of string
What do we do?
1. Using a knife/blade, carefully make a hole at the centre of the
plastic bottle cap and one hole at the centre of the base of the
bottle.
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2. Insert a string through the hole at the base.
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Teacher fellowship program 2006/COL/Mini Show
Prepared by: Aziah Yahya
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3. Cut the polystyrene to a circular shape making sure that it is 2/3
the size of the cap.
4. Fix the polystyrene into the bottle's neck as shown in the picture
below
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5. Insert the other end of the string that comes out from the
bottle's neck through the bottle cap.
6. Hold the string vertically.
7. What happens to the bottle if the string is taut?
8. Can you observe the difference when the string is taut and when
it is loose?
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What’s happening?
When the string is taut, there will be friction between the string and the polystyrene. Friction
will finally stop the bottle from moving downwards i.e. the frictional force of the polystyrene
and the string is greater than the weight of the bottle. When the string is loose, there is less
friction of the string and polystyrene. Therefore, the bottle will move downwards.
Curriculum Specifications Link
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Physics Form 4: Frictional force
Teacher fellowship program 2006/COL/Mini Show
Prepared by: Aziah Yahya
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Food Chain
Introduction
This activity shows the interaction of organisms in a food chain.
What do we need?
A mounting board
Felt-tip pens
Some magnets (as many as the number of paper clips)
Some paper clips
Masking tape
A piece of styrofoam
What do we do?
1. Draw and colour a butterfly, a spider and a bird on the styrofoam.
2. Carefully cut out the animal pictures.
3. Draw a garden scene on a mounting board and colour it.
4. Stick a paper clip behind each animal cut-out with a masking tape.
5. Place the animal cut-outs on the board and attach them with magnets behind the board.
6. Move the animals by moving the magnets.
7. Start by moving the butterfly onto a flower, followed by moving the other animals to make a
food chain.
Example of a food chain:
(Flower nectar
butterfly
spider
bird)
*The arrows are drawn from food source to its consumer.
8. Ask questions about other organisms that can form a food chain.
Teacher fellowship program 2006/COL/Mini Show
Prepared by: Bebe Zarjan bt Mirbas Khan
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What’s happening?
A food chain shows the interaction between organisms in a habitat. By using a paper clip which
can be attracted to a magnet, we can vary the positions of the animals. The magnetic force from
the magnet passes through the mounting board and ‘moves’ the animals around their habitat.
Curriculum Specifications Link
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Science Year 2: Animals (Herbivore, Carnivore, Omnivore)
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Science Year 3: Investigating Materials (Magnets)
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Science Year5: Investigating Living Things (Food Chain)
Teacher fellowship program 2006/COL/Mini Show
Prepared by: Bebe Zarjan bt Mirbas Khan
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PICTURES FROM SOUND
Prepared by: Chin Chee Keong
Introduction
Can we use sounds to form mental pictures?
What do we need?
4 marbles/ping-pong balls
4 Shoes boxes
Scissors
HUHU
1 hard board (50cm x 50cm)
Any kind of adhesive tape
What do we do?
1. Cut four strips of hard board to make partitions that can fit inside the shoe box as shown.
2. Arrange those strips to get four different partitions within each shoe box.
3. Place a marble or a ball randomly in each box.
4. Close the lid of the box and secure it with adhesive tape.
5. Rotate the box in any direction and ask someone to hear the sound produced from the
moving marble.
6. Let that person sketch down how he thinks the partitioning in each box might be.
7. Open up the box to check and confirm the sketches.
Teacher fellowship program 2006/COL/Mini Show
Prepared by: Chin Chee Keong
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Tea Bag Rocket
Prepared by: Aziah Yahaya
Introduction
This activity demonstrates the movement of heat energy by convection currents (moving fluid).
The currents are generated when dense air (cool air) replaces less dense air (warm air).
What do we need?
a
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A box of matches
A tea bag with its string
Aluminium foil
(50cm 50cm)
What do we do?
1. Remove the staple and string from the tea bag without tearing the bag.
2. Carefully empty the tea bag and discard the tea leaves.
3. Open up the tea bag and roll it to form a tube.
4. Place the tube on the foil so that it is sitting on one of its open ends.
5. Strike the match and light the top of the tube and allow it to burn down to the base.
6. Predict what you think will happen.
7. Observe the tea bag from a distance. Explain what you think is going on.
Teacher fellowship program 2006/COL/Mini Show
Prepared by: Aziah Yahaya
PET
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Tea bag
Aluminium foil
What’s happening?
As the flame moves down through the tea bag, all that remains is very light ash. The flame heats
up the air in and around the tube; this draws in cooler air from the base of the ‘rocket’ creating
convection current. This hot air current rises and the burning tea bag rocket will slowly float above
the aluminium foil.
Curriculum Specifications Link
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Lower Secondary Science: Energy transfer through convection
Teacher fellowship program 2006/COL/Mini Show
Prepared by: Aziah Yahaya
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Water Magnifier
Prepared by: Bebe Zarjan bt Mirbas Khan
Introduction
A tiny drop of water can become a magnifier.
What do we need?
ws
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A small wire
(without insulator)
A glass of water
A newspaper article
Nail
What do we do?
1. Take the wire and make a small loop by coiling it once
around a nail.
The loop
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2. Insert the loop into a glass of water.
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Teacher fellowship program 2006/COL/Mini Show
Prepared by: Bebe Zarjan bt Mirbas Khan
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3. Hold the loop above an alphabet on a newspaper article.
ws
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4. Are you able to see the through the drop of water in the loop?
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What’s happening?
Light will be refracted as it enters the water loop. This will transform the drop of water into a
magnifier and make the letter seem larger than usual.
Curriculum Specifications Link
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Science Year 5: Refraction of Light
Teacher fellowship program 2006/COL/Mini Show
Prepared by: Bebe Zarjan bt Mirbas Khan
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