Sciences Subject (BS 21001)

1 The Essence of Basic Knowledge Textbook Sciences Subject (BS21001) Lower Secondary Level Non-Formal Education Basic Curriculum of B.E. 2551 (Revised Edition B.E. 2554) Office of the Non-Formal and Informal Education Office of the Permanent Secretary Ministry of Education Not for sale This textbook is published with a national budget allocated for the purpose of people’s lifelong learning. Copyright owned by the Office of the Non-Formal and Informal Education, Office of the Permanent Secretary, Ministry of Education.

2 Preface The Ministry of Education has proclaimed the use of Non-Formal Basic Education Curriculum of B.E. 2551 (A.D. 2008) on the 18th September, 2008 with an aim to replace the former principles and practices of the Non-Formal Basic Education Curriculum of B.E 2544 (A.D.2001)which was developed in accordance with the philosophical principle and basic belief pertaining to the conduct of the out-of-school learning programs for adult target learners whose learning practices are to accumulate their knowledge and learning experiences continuously. In the 2001 fiscal year, the Ministry of Education had set a strategic plan for mobilizing the educational policy in order to raise the capability and potentiality of the people in terms of their competitiveness in job performances that enable them to earn an affluent living constantly, perform with discipline, to have good morality and ethical behavior, and to be aware of self-performance and responsibility as well as to assist others concerned. In order to respond to the above-mentioned policy of the Ministry of Education, the Office of the Non-Formal and Informal Education (ONIE) decided to reconsider the former Curriculum of B.E. 2551 in terms of its principles and aims, its standard and expected outcomes as well as particular substances of 5 groups of the learning essences to make them more compliant with and be responding to the new policies of the Ministry of Education. The reconsideration had contributed to the revision of non-formal education text books by adding an integration of more contents and essences of occupation, morality and virtue as well as integrating the issues concerning readiness and preparation for Thailand to join with the ASEAN community. In terms of development of the subject essences, the revision remains to keep the principle and procedures of the former text in which the learners are to do self-study, conduct learning activities, undertake tests to evaluate their own understanding, conduct group discussions to share knowledge and experiences among groups’ members and to acquire additional knowledge from local wisdom and from other sources of information. The revision of this text book has received the generous support and collaboration from various experts and resource people as well as other concerned personnel who kindly provided useful information and data collection from various sources of knowledge to make the revision more meaningful. Their helpful information has made the new contents more relevant and appropriate to the learning standard and indicators of the expected outcomes of each subject essence. The Office of the Non-Formal and Informal Education (ONIE) wishes to express its

3 sincere appreciation for their considerate concern and helpful cooperation. ONIE hopes that these new revised learning essences will be useful to the learners, the teachers or facilitators as well as other concerned staff personnel at all levels. The ONIE will be pleased to invite any advice and recommendations to be kindly provided for the improvement of future issues. (Mr. Prasert Boonrueng) Secretary-General November 2011

Contents 4 Directions page Direction for using the textbook Course Outline pw 21001 Science 5 Lesson 1 Scientific Skills and Process 6 Lesson 2 Scientific Projects 8 Lesson 3 Cells 42 Lesson 4 Living Process of Plants and Animals 55 Lesson 5 Ecology 64 Lesson 6 Earth, Atmosphere, Natural Phenomenon, 102 Environment and Natural Resource 125 Lesson 7 Substance and Substance Classification 183 Lesson 8 Elements and Chemical Compounds 190 Lesson 9 Solution 200 Lesson 10 Substance and Products for living 214 Lesson 11 Force and its usefulness 247 Lesson 12 Force and Energy 262 Lesson 13 Stars and Life 324 Lesson 14 Electrician Occupation 349 References 385

5 Direction for using the Textbook The basic knowledge textbook, science subject for secondary school level, Non-formal Education course for Basic Education 2551 B.E. code พว 21001, has been produced for those who are non-formal education students. While studying this textbook, the students should do the following activities: 1. Study through the course outlines especially the topic and the essence, an expected learning outcome including the scopes of the subject’s details. 2. Study all the details of the contents in each lesson and do all the assigned activities. Then check the answers with keys. If the answers are wrong, the learners should study the text again before continuing studying the next topic. 3. Do all the activities at the end of each topic in order to summarize the contents again. After completing each activity, the learner can check the answer with the teacher and their classmates who study in the same level and the same subject. This textbook consists of 14 lessons: Lesson 1 Scientific skills and Process Lesson 2 Scientific Projects Lesson 3 Cells Lesson 4 Living Process of Plants and Animals Lesson 5 Ecology Lesson 6 Earth, Atmosphere, Natural Phenomenon, Environment and Natural Resource Lesson 7 Substance and Substance Classification Lesson 8 Elements and Chemical Compounds Lesson 9 Solution Lesson 10 Substance and Products for living Lesson 11 Force and its usefulness Lesson 12 Force and Energy Lesson 13 Stars and Life Lesson 14 Electrician Occupation

6 Course outline BS 21001 Science Essence 1. Scientific process and technology concerning the nature of science, science process, scientific method, scientific skill and process, attitude toward science, technology and scientific project 2. Living things and environment concerning cells, process of plants and animal’s living, ecology, earth, atmosphere, natural phenomenon, natural resource and environment 3. Substance for life: substance classification element and chemical compounds, solution, acid-base, substance and products for life 4. Force and energy for life: force and its usefulness, force and energy 5. Astronomy for life: stars and life Expected learning outcome 1. The learners can access to scientific projects from their knowledge of scientific process, method and skills in scientific process as well as scientific attitude. 2. The learners can give an explanation for cells, plant living process and animals ‘systems 3. The learners can explain the relationship between living things and environment in the ecology system, energy transmission, problem solving, looking after and conserving the local and national natural resource and environment. 4. The learners can explain all about earth and its atmosphere, natural phenomenon, the effect of human’s behavior to present change of the earth and how to prevent phenomenon disasters. 5. The learners can give explanation about physical and chemical characteristics of substance, substance classification, acid-base, elements, chemical compounds, solution, mixtures, and how to correctly and safely use substance and products in daily life. 6. The learners can explain the work and its usefulness 7. The learners can explain electrical power, how to connect electricity circuits, electrical appliance used in daily life, light and its characteristics, lenses, advantage and

7 disadvantage of light, energy changing, heat energy and its source, how to beneficially use energy for daily life including energy conservation 8. The learner can explain the stars and their usefulness 9. The learners can correctly explain, plan, design, experiment, text, practice anything concerning electricity with safety; they are able to think of, analyze, compare the advantages and disadvantages of connecting electricity circuits by way of series, parallel, and series-parallel and can suitably apply the knowledge and skills of electricians to administration, management, and service in order to develop scientific projects Scope of contents Lesson 1 Scientific skills and Process Lesson 2 Scientific Projects Lesson 3 Cells Lesson 4 Living Process of Plants and Animals Lesson 5 Ecology Lesson 6 Earth, Atmosphere, Natural Phenomenon, Environment and Natural Resource Lesson 7 Substance and Substance Classification Lesson 8 Elements and Chemical Compounds Lesson 9 Solution Lesson 10 Substance and Products for living Lesson 11 Force and its usefulness Lesson 12 Force and Energy Lesson 13 Stars and Life Lesson 14 Electrician Occupation

8 Lesson 1 Scientific Skills and Process Essence Science is learning about nature by human beings using their skills to explore, investigate, and experiment on natural phenomenon and then systematically organize the results oriented to set up a theory. There are 13 scientific skills altogether Finding out the answer for any problem needs not only scientific skills but also systematic management from the beginning steps to the end, which is called a scientific process consisting of five steps Expected Learning Outcome 1. The learners can explain the nature and the importance of science and technology 2. The learners can explain the 13 scientific skills 3. The learners can explain the 5 steps of scientific process 4. The learners can solve problems using the knowledge of scientific process Scope of Contents Topic 1 Scientific Process Topic 2 Technology Topic 3 Scientific materials and Equipment Topic 1 Scientific Process Science is learning about nature by human beings from the processes of observation, surveys, investigation, and experiment about natural phenomenon. Then the results are systematically organized into principles ways of thought and theory, so scientific skills are performed in order to obtain the answer to the hypothesis or supposed by human beings

9 Scientific skills are as follows: 1. Observation is the method to obtain suspicion, information, and information consideration from existing natural phenomenon 2. Formulation hypothetical questions is the way to brainstorm ideas and summarize an expected answer to the problem or the suspicion 3. Plan the experiment to study the results of the variation by controlling other possible variables which may affect the studied variable 4. Carry on the experiment with the studied variable which are the first variable, the following variable, and the controlled variable 5. Collect data in order to record and gather the results from the experiment or the results from the study variable 6. Interpret and summarize the results from the experiment Characteristics of the Persons with Scientific Mind 1. Reasonable 1) Accept and believe in the importance of reasons 2) Not believe in superstition, prediction or sacredness 3) Find out the cause of the problem or incident and look for the relationship of the cause and the result existing. 4) Interested in existing phenomenon and try to find out the answer to it to see how and why it happens 2. Curious 1) Always attempt to seek for knowledge concerning new situation 2) Realize the importance of seeking for more information all the time 3) Always ask for information and find out knowledge by all means

10 3. Open-minded 1) Have courage to accept other people’s criticism 2) Always acknowledge and accept new ideas 3) Willing to publicize knowledge and ideas to others 4) Realize and accept the limitation of knowledge discovered at present 4. Honest and liberal hearted 1) Honest, patient, fair and meticulous 2) Stable and heavyhearted to the proved results 3) Having notice and write down the results without prejudice 5. Having perseverance 1) Do the assigned activities perfectly 2) Do not give up 3) Have good intention in seeking for knowledge 6. Meticulous 1) Have judgment before making any decisions 2) Do not accept what is not proved to be true 3) Avoid making decision or conclusion on what is not well-analyzed Activity 1 ภาพ ก ภาพ ข

11 The pictures show natural resource which used to be nourished is now destroyed Study the pictures and point out the differences by using scientific skills following the topic mentioned below 1. From observing the pictures, what are the differences? ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... 2. Formulate hypothesis of the natural cause of the differences from the pictures. What are they? ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... Scientific Process To start a process needs to orderly set all steps from the beginning until the end to achieve the goal. Scientific process is a process in which scientific skills are used; there are five steps of the process 1. Setting up a problem 2. Formulating a hypothesis 3. Experimenting and collecting data 4. Analyzing data

12 5. Interpreting and making a conclusion Step 1 Setting up a problem is to set a topic to study or solve the problem which may be from observations from any suspicious found circumstances; for example, why the trees’ leaves have withered, what to do when worm pierce through the mango trees’ branches or how we can breed fighting fish. An example for setting up a problem Many forests have been destroyed and the top soil has been eroded because no weed or any trees cover the soil. When it rains, it will erode the top soil except for the area covered by weed or grass which will absorb the rainwater and reduce fast flowing water. The concerned person would like to know if the flow depends on what helps absorb the water or not. For experimenting, they try using cleansing pad to check the flow rate of water; therefore, their project for this experiment is to try out how to reduce the flow rate by using cleansing pad. Step 2 Formulating hypotheses and setting the variables for reasonably anticipated answer of any problems from the data collected by observing, studying the involved documents, seeing the expert of topic etc. and setting the variables related to the experiment such as the first variable, the following variable and the controlling variable. Hypothetical example Cleansing pad helps reduce the flow rate of water (make it flow more slowly) Variables The first variable is cleansing pad, the following variable is the amount of flowing water and the controlling variable is the amount of pouring water. Step 3 Experimenting and collecting data is to find out the fact that is consistent with the hypothesis (step 2) and systematically collect the data from the experiment or the performance. Example: Experimental performance Material: Prepare 2 trays - Sand for 2 trays (equal amount) - Branches (artificial) to put in 2 trays of sand - Cleansing pad to spread on one of the trays

13 - Water to pour in the two trays (equal amount) Step 4 Analyzing the data and checking the hypothesis is to collect the data from experimenting step (step 3) in order to analyze and find out the relationship among the facts, to explain and check with the formulated hypothesis. If the result of the analysis is not consistent with the hypothesis, it can be assumed that the hypothesis is not correct. If the result is consistent with the hypothesis after being checked repeatedly and the result is the same, it can be inferred that the hypothesis and the experiment are correct and can be quoted or used as theory. Example: Experimenting by putting the same amount of soil in both trays, making it slope - Tray 1 put cleansing pad in the tray and pitch artificial branches on it - Tray 2 pitch only artificial branches on the tray Try pouring water from the watering can with equal amount of water on the trays several times in order to get reliable results. The result of the experiment - Tray 1 (with cleansing pad) the water runs slowly with a little water left. The sand is still in the same position and the branches do not fall down - Tray 2 (without cleansing pad) the water run fast and take away the branches; a lot of sand tumbles down Step 5 Interpreting the result is to summarize what have been studied, experimented or performed by using the data and the analysis from step 4 Interpreting data and making a conclusion It is assumed from the experiment that cleansing pad affect the flow of water making it become slower and it also helps the branches stick to the sand in the tray. On the contrary, without the cleansing pad, the water run fast and makes the branches and the sand tumble down. After having finished all the five steps, the persons in charge have to publicize the report of this study, experiment or performance

14 Scientific skills and scientific process Science is the study of nature by human beings using observing, surveying, and experimenting natural phenomenon and systematically organizes the result obtained to be principles, way of thought and theory. Therefore, scientific skills can be the procedure to get the answer for any suspicion or hypothesis formulated by human beings Scientific skills consist of the following: 1. Observing to get suspicious topic , gain information, or consider information from existing phenomenon 2. Formulating hypothesis to brainstorm ideas, summarize the expected answer to the problem or the suspicion 3. Planning for an experiment to study the variables which have to be studied by controlling other variables which may affect the studied variable 4. Conducting an experiment to work on the fixed variables which are the first variable, the following variable and the variable to study 5. Collecting data from the record of the experimental result or from the results of the fixed variables 6. Interpreting and summarizing the experimental results The 13 scientific skills are as follow: 1. 8 basic skills which are 1. Observing 2. Measuring 3. Classifying 4. Using space / Relationship 5. Using numbers 6. Communication 7. Inferring 8. Predicting

15 2. 5 high or mixed skills which are 1. Formulating hypothesis 2. Controlling variables 3. Interpreting data 4. Defining Operationally 5. Experimenting The details concerning the 13 scientific skills are as follows: Observing is to use the five senses to observe which are eyes for looking at shapes, ears for listening to voice, tongue for tasting, nose for smelling and skin for feeling hot or cold or hands for touching softness or hardness. One or more senses can be used at a time to gather information without any opinions. Measuring is to choose and use an instrument to measure the amount of something and show the exact number suitably and correctly with controlled units. The learner have to practice measuring to get an answer for what to measure, why to measure, what instrument to use and how to measure it Classifying is to classify or orderly arrange materials or what exist in the phenomenon by finding out or creating criteria to classify them, which may use the same or the different criteria or any other relationship depending on the learners’ choice. Moreover, the concept of the same group of things may be divided into various types depending on the criteria to be used; one object at one time must be only one type. Using space/Relationship is to find out a relationship of various dimensions concerning places, shapes, directions, distance, areas, time etc.; for example, to find a relationship between space and space is to find the shape of materials by observing a shadow of the material when the light shines on it in different angles etc. To find out a relationship between time and time is to find the relationship between the swing of the pendulum and the beat of the life pulse etc. Another example

16 is to find out a relationship between space and time is to find the location of moving materials when the time changes. Using numbers means to obtain the number from measuring, observing and experimenting and create new words such as addition, subtraction, multiplication, division, means or mathematical value so that it can be calculated for interpreting its meaning and finding a conclusion. In scientific aspects, numbers are always used such as reading thermometer, measuring materials etc. Communication means to orderly organize the data obtained from observing, experimenting etc. such as to rearranging it, finding its frequency, classifying it, calculating it to find new answer or presenting it in a new form like graph, table, chart, diagram, circuit etc. The way to present any data is called to communicate with the data. Inferring means to reasonably adding some opinion to the data by using knowledge or former experiences. The data may be obtained from observation, measurement, experiment and data can be differently inferred. Predicting means to expect the answer before the experiment. This can be done by using the obtained data from observation, measurement, the relationship between the studied variables and repeated experience. Formulating hypothesis means to anticipate the answer before experimenting basically from observation, or former experience. This type of answer had not yet been a principle, a rule or a theory before. This anticipated answer is always said to be the relationship between the first variable and the following variable; for example, if the fly lay eggs on a lump of meant or wet garbage, it may cause worms. Controlling variables means to take control of other things besides free variables which will cause error in the result of the experiment if they are not equally in control in order to prevent any disputes, errors, or leave out anything unreliable.

17 Three types of variables are as follows: 1. Independent variables or first variables 2. Following variables 3. Controlling variable Interpreting data most scientific data are illustrated in the form of tables, pictures, graph etc. The data need to be simplified before being used in order to get the same meaning. Interpreting data is to describe the characteristics as well as the qualification and making conclusion in order to show the relationship of the existing data; for example, if pressure is low, water will boil at low temperature that is it will boil sooner. On the contrary, if pressure is high, water will boil at high temperature or it will take longer time to boil. Defining operationally means to define the meaning and the scope of words existing in the experimental hypothesis to make the experiment precise, clearly understood, and it can be observed and measured; for example, what the meaning of the word ‚growth‛ is; the definition has to be clearly defined as growth is getting higher. Experimenting means the practical process integrating various skills such as observation, measurement, prediction, hypothesis etc. To find out the answer or experiment the formulated hypothesis consist of the following steps. 1. Form the experiment 2. Conduct the experiment 3. Record the result of the experiment If scientific process is regularly used to solve the problem, it will develop scientific initiation and produce newly scientific products which are well worth for human beings

18 The characteristics of the persons with scientific mind are as follows: 1. Reasonable 1) Accept and believe in the importance of reasons 2) Not believe in superstition, prediction or any sacredness 3) Find out the cause of the problem or the situation and relate the existing cause and effect 4) Interested in existing phenomenon and try to find out the answer to the cause and the reason for it 2. Curious 1) Always try to seek new knowledge of the situation 2) Always realize the importance of seeking more knowledge 3) Always ask for and seek knowledge by all means 3. Broad-minded 1) Have courage to accept other people’s criticism 2) Always concede new ways of thought or opinions 3) Willing to publicize the opinions to others 4) Realize and concede the limitation of the present knowledge 4. Honest and open-minded 1) Honest, patient, fair, and carefully judicious 2) Stable and steady to the proved results 3) Observe and record the results precisely without any prejudice 5. Attempting 1) Do the assigned activities perfectly 2) Not giving up the failure or obstruction 3) Having good intention to seek knowledge

19 6. Carefully meticulous 1) Have good judgment before making any decision 2) Not accept anything without reliable proof 3) Avoid making any decision and conclusion that has not been well proved Test for Scientific skills Direction Write the letters a, b, c, d or e from the following topics in front of the related sentences below a. Observation skills b. Measurement skills c. Calculating skills d. Classifying skills e. Experimenting skills …….1 Arisa is taking a scientific test. …….2 Wilai has measured the temperature which is 40 C. …….3 A horse has 4 legs, a dog has 4 legs, a chicken has 2 legs, a bird has 2 legs, an elephant has 4 legs. …….4 Panida is pouring chemical substance. …….5 Subin is measuring the length of a Takraw field with a casket of measurement string. …….6 Apichit divides the fruit into two groups: sour group and sweet group. …….7 Wannipa watches a 3 dimensions scientific movie. …….8 Nanthaporn drops iodine solution into the sticky rice. …….9 Cylinder has 4 inches in height with smooth surface. ……10 Scientists divide plants into the types which are single-leafed and twin-leafed.

20 Activity 1 Scientific process Have the learners plan to solve the problem from the following situation Materials are peanuts, a plastic cup, toilet paper, water and a black piece of paper Setting the problem................................................................................................................................. Formulating hypothesis.................................................................................................................................... Setting variables First variable................................................................................................................. Following variable........................................................................................................ Controlling variable...................................................................................................... Experimenting....................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... .

21 Topic 2 Technology means to integrate academic knowledge with methodical knowledge as well as practical skills in order to be the most beneficial and meet the need of human beings, It has been developed to help human beings solve different problems concerning equipment, tools, machines, materials or even non-materials like systems or process. Technology has been related to human beings for a long time; human beings use it to solve basic problems for their living such as planting, housing, cloth, medicine. At first technology is as not complicated as it is nowadays due to increasing population and the restriction on natural resource as well as developing relationship with foreign countries, all of which cause people to bring more technology in use. Technology for careers 1. Technology for industrial development: it has been used in production to effectively increase products, save work force, reduce cost, and maintain good environment. In Thailand, technology play an important role in industrial development such as computers and electronics, communication, biotechnology and heredity, engineering, laser technology, medical, energy technology, material technology such as plastic, glass, building materials and metal. 2. Technology for agricultural development: it has been used to increase products, develop breeding etc. Technology plays an important role to the development. However, before taking technology for agricultural development, various aspects of environment have to take into consideration such as natural resource, environment, and equality in economic and social opportunity which helps develop the country and other sections. Technology for daily life A lot of technology has been used in daily life since having been widely developed such as sending letters, seeking knowledge, taking and exchanging opinions or even reading; all these can be done through the internet. Technology has rapidly been in progress, which can save time and help seek knowledge more quickly. Technology also affects society and the area with technology involved in different forms. It helps a lot of societies in term of economic development as well as world economic development at present. However, when technology is used in the steps of producing products, it can cause what is not needed called ‚pollution‛ affecting the loss of

22 natural resource and destroying environment. Moreover, a lot of technology has an effect on value and culture of the society. Whenever there is new technology, the questions concerning ethnics are always raised. Appropriate technology means technology that is suitable for economics, society, and needs of the technology is appropriate only for some countries depending on the condition of each country. 1. It is necessary to bring technology in use in Thailand because most of the Thais are agriculturalist whose income are mostly from agricultural products; 80% of the population live in the country; therefore technology is essential especially technology concerning agriculture. Most agricultural products are exported in forms of raw materials; for instance, coco seeds are sold to foreign countries for making chocolate. If the factory is located in Thailand, technology must play an important role to develop product transformation. 2. Appropriate technology has been interpreted by many experts. The word ‚appropriate‛ has been defined that appropriate for economics, period of time, or technology which can be beneficial to various procedures and complying with knowledge, ability, experience, environment, culture, and personal economics. Involved technology can be the following 1. Genetic engineering, recombinant DNA, and molecular markers 2. Cell and tissue culturing for plants and animals 3. Making use of some bacteria or bacteria enzyme Agricultural bio-technology is to develop agriculture, plants and animals using bio-technology including: 1. Crop improvement such as farm crops, vegetables, flowering plants 2. Micropropaation is to produce a large numbers of good crop in a short period of time 3. Breeding and upgrading of livestock 4. Biological pest control including germs that preserve environment 5. Effectively improving the procedures of producing food to make it safe for consumers 6. Search for utilization of unused resources and produce new natural resources

23 Topic 3 Materials and scientific equipment Scientific equipment is used both inside and outside the laboratory to experiment and find solutions for scientific questions. Types of scientific equipment 1. General equipment such as beakers, test tubes, burettes, measuring beakers, stirring rods, all of which are made from glass to prevent chemical reaction. Besides these, there are various kinds of measuring instruments, microscopes, alcoholic lamp etc. These instruments are differently used depending on the types of experiment. 2. Mechanical instruments are used both inside and outside laboratory such as vernier, pliers etc. 3. Waste materials and chemical substance cannot be reused, which are filter paper, litmus and chemical substance. How to use different scientific instrument 1. General scientific instrument Beaker: there are different sizes with different capacity. At the side of beaker, there are numbers showing how much it can hold. Users can roughly estimate the amount of liquid in it. Beaker can hold liquid from 5 milliliter to many liters. It may be tall, short or conical shapes with a spout for pouring liquid and convenient to place the measuring pipette on the beaker lid. The spout can also be the passage of the steam or gas after the liquid evaporated in the beaker which is covered with the watch glass. How to choose the size of the beaker depends on the amount of the liquid to put in. Usually the level of the liquid should be 1 - 1 ½ inches below the spout of the beaker.

24 Benefit of Beaker 1. Boiling a large amount of solutions 2. Preparing solutions 3. Precipitation and evaporation of the liquid Test tube There are different types and sizes of test tubes with and without spout, normal or enduring to fire. The size of test tubes can be identified in two forms. One is measured by the length and its outside diameter; the other is measured by its capacity as shown in the following table. Length* outside diameter Capacity (millimeter ) (millimeter) 75 * 11 4 100 * 12 8 120 * 15 14 120 * 18 18 150 * 16 20 150 * 18 27 Most test tubes are used to experiment chemical reaction among solution substances; it can be used to boil a small amount of liquid by using test tube holder to protect hands from the heat. The test tube which is enduring to fire will be bigger and thicker than the normal test tube. It is used to burn substances directly with the high temperature flame; this type of test tube should not be used in experimenting chemical reaction like the normal test tube.

25 Pipette A pipette is used to measure the exact capacity. There are many types but the ones mostly used in the laboratory are volumetric pipette, Transfer pipette and Measuring pipette. The former one can measure only one result; for example, if the transfer pipette holds 25 millimeters, it can measure the capacity of only 25 millimeter liquid. Transfer pipette size are various from 1 millimeter to 100 millimeters. Although this pipette can get the exact result, there are some errors depending on the size; for example, Transfer pipette sized 1 milliliter has error 0.2% Transfer pipette sized 30 millimeters has error 0.1% Transfer pipette sized 50 millimeters has error 0.1% Transfer pipette is used to let the solution pass through it when the solution comes out from the pipette, do not blow out the solution left at the end of the pipette, but should place the tip of the pipette beside the container above the solution and leave it for three seconds in order to make the solution left inside the pipette seep out. This type of pipette is easy to use and faster than burette. Another one is measuring pipette or Graduated pipette (sometimes called Mohr pipette) this type has lines to show capacity or volume of liquid; therefore, it is widely used. It can also be used in place of transfer pipette, but it is less reliable than transfer pipette; that is, it causes more error; for example, Measuring pipette sized 10 milliliters has 0.3% error. Measuring pipette sized 30 milliliters has 0.3% error

26 Burette Burette is an instrument for measuring volume with lines showing the level of the liquid. It has a faucet for opening and closing to control the flow of the liquid. It is an instrument used for analysis. The size are various from 10 millimeters to 100 millimeters. Burette can be used to measure the volume with accurate result, but there are a few errors depending on the size of the burette as shown below: Burette sized 10 millimeters has 0.4% error Burette sized 25 millimeters has 0.24% error Burette sized 50 millimeters has 0.2% error Burette sized 100 millimeters has 0.2% error Balance In general, there are two types which are triple-beam and equal-arm. Triple beam is mechanical balance with low price and easy to use, but with less swing. This type of balance has three arms on the right side, each of which has lines showing weight scales such as 0-1.0gram, 0-10 grams, 0-100 grams with the moving bob; all these three arms are attached to the same needle. How to use triple-beam balance 1. Place the balance on the level and adjust the arms on the level by winding the screw of the needle to ‚0‛. 2. Put the bottom of the substance on the plate of the balance and move the bob on three hands to adjust the needle to‛0‛. Read the weight from the balance to get the weight of the bottle. 3. If the weight of the substance is needed, the weight of the bottle must be added to it, and move the bob on the three arms to match the needed weight.

27 4. Add the substance to be measured in the bottle until the needed point to ‚0‛ to get the weight of the substance. 5. Take the bottle of the substance out of the plate and move every weighting bob to 0. Clean the balance if there is any chemical substance left on the plate or around the balance. Equal-arm Beam Parider Rider is the balance with 2 equal Moving point arms when the distance Knob for releasing being measured from the saucer Back edge of a knife moving point which is the Needle + scale back edge of the knife when Saucer the arms are in balance position. When we want to Beam controlling knob find the weight of the substance or materials, put those on the plate at one side of the balance and then put the weight on the other side to adjust the arms of the balance. How to use equal-arm balance 1. Put the balance on the level by adjust the screw at its leg and find 0 scale of it when there is not anything on the plate, release the saucer before adjusting the needle to point at o scale. 2. Place the bottle of substance on the plate on the left side and put the weight on the right plate of the balance using pliers. 3. If the needle point to the left of 0 scale, it means that the bottle is lighter than the weight. We have to lift the beam controlling knob to fix the arms of the balance and then put more

28 weights till the needle point. to the right of 0 scale; this means that the bottle is lighter than the weight; we have to lift the beam controlling knob to fix the arms and take the weight out. 4. In the case that the weights cannot make the two arms in level position, we have to move the rider back and forth to balance the weight of both sides. 5. Record all the measured weight. 6. Take the substance out of the bottle and measure only the bottle. 7. To find the weight of the substance, subtract the second weight from the first weight. 8. After having used the balance, clean the plate, take the weight out and move the rider to 0 position. How to use scientific instruments (mechanical instrument) Vernier is used for measuring the length of materials both inside and outside. Vernier consists of: Principle scale A: ordinary ruler scale which shows millimeter and inch Vernier scale B: movable scale on principle scale Pincer movement C-D: pinching the material to measure Pincer movement E-F: for measuring the inside size of the material Axis G: for measuring the depth Knob H: for moving vernier scale on principle scale Screw I: for attaching vernier scale with principle scale

29 How to use vernier 1. Check this measurement instrument by 1.1 Cleaning and wiping every part of it with a piece of cloth. 1.2 Releasing the lock of the screw and trying moving it back and forth slightly to check how effectively it can be used. 1.3 Checking the pincer movement by moving vernier scale close to the pincer movement and lift up the vernier to check if the light passes through it or not; if not, it means that it can work well. If the light can pass through it, it means that the pincere movement is damaged and should not be used for measuring materials. 2. Measuring the size of the work can be done as follows: 2.1 Clean the surface of the work that need to be measured. 2.2 Choose suitable pincer movement for the needed work; for example, if we need to measure the outside part, choose the outside pincer movement or the inside pincer movement for measuring the inside part. If we have to measure the work with tiny holes, use the tip of the outside pincer movement which is like a 2-bladed knife. 2.3 Move the vernier scale and have the pincer movement touch the work. Press it moderately, not too hard or else it may cause the error when reading it and the pincere movement will be out of shape. 2.4 While measuring the work, the eyes must be perpendicular to the position to be read. 3. After having finished it, clean it, soak it with oil and carefully keep it. If it has not been used for a long period of time, apply Vaseline on the rusty part.

30 Tong There are many kinds of tong: flask tong for volume bottles, beaker tong, and crucible tong for coated socket made from nickel or metal mixed with non-rusty iron. Don’t use crucible tongs for holding beaker or volume bottles since they may slip, fall and break. How to use the waste scientific instruments and chemical substances Filter paper is for filtering big particle matter from the liquid which is smaller particles. Litmus is used to test the characteristic of acid-base of the liquid. Litmus has two colors; red or pink and blue or light blue. To use it, the liquid is dropped on the paper. If the liquid is acidic (pH< 4.5), litmus will be changed from blue to red; on the contrary, if it is alkali (pH> 8.3), the paper will be changed from red to blue. Besides, if it is neutral (4.5 ≤ pH ≤8.3), both sheets of paper are not changed in color. Chemical substances refer to the compound with one element or the compound substance from various elements that are chemically related. There are a lot of chemical substances in the laboratory.

31 Test for scientific skills and process Directions: choose the best answer 1. The bills for water supply have been higher from the past three months. From the sentence, which skills can be used? a. Observing b. Setting a problem c. Formulating hypothesis d. Planning for the experiment 2. From question 1, the students found that the water pipe has leaked causing them to pay more. Which of the following scientific methods have been used to find it out? a. Setting the problem b. Formulating hypothesis c. Planning for the experiment d. Making a conclusion 3. Which characteristics of the scientists make the work successful? a. Like to take note b. Love reading c. Like to seek knowledge d. Have an effort and patience 4. Noi wears a black shirt and walks for 2 kilometers, then changes to a white shirt and walk at the same distance. When he takes his own temperature after two trip walking, the temperature is not the same. What is Noi’s problem? a. Which color has higher temperature? b. Does the water affect the body’s temperature? c. Black is hotter than white. d. Wearing white shirt is cooler than wearing a black shirt.

32 5. Kaew raises two cats: one of them drinks milk with roasted fish and rice, the other eats mackerels with rice for 4 weeks. Later both cat gain the same weight. The problem of Kaew before the experiment is a. Which fishes do cats love to eat? b. Do cat love mackerels or roasted fish? c. Do the types of food affect growth? d. Mackerels make the two cats gain the same weight 6. Toy stained her blouse with food stains , so she washed them with washing powder A, but it was not cleaned. She then washed it with washing powder B, which make her blouse clean. What is the problem Toy set before the experiment a. Do different kinds of washing powder affect taking away the stain? b. Washing powder A can wash clothes more cleanly than washing powder B c. Which kind of washing powder can make clothes cleaner? d. Using washing powder B is cleaner than using washing powder A 7. Put 400 cubic centimeters of water into aluminum and zinc containers with the same amount. Then boil the water. The water in an aluminum container boils before that in the zinc container. What is hypothesis for this experiment? a. If the same amount of water is boiled in different containers, it will boil at the same time. b. If water is boiled in an aluminum container, it will boil sooner than water in a zinc container. c. If water is boiled in the containers of the same metal, it will boil at the same time. d. If water is boiled in different containers, it will boil in different time. 8. From the question ‚Do the types of the sound affect the chicken’s growth? What hypothesis should be formulated? a. Does the rhythm of the song affect the chicken’s growth? b. The chicken which likes to listen to songs will grow better than the chicken which doesn’t like to listen to songs.

33 c. The chicken which listens to classical music will grow better than the chicken which listens to new-style music. d. The chicken listening to new-style music and classical music will equally grow up. 9. From the question ‚Does washing powder affect the growth of water mimosa? Which is the hypothesis before the experiment? a. Putting washing powder in the water makes water mimosa grow well. b. Plants will grow well when putting washing powder in it. c. A substance in washing powder makes water mimosa grow well. d. Does water mimosa grow well if lacking washing powder. 10. Ning uses absorbent cotton to filter water; Noi uses luffa to filter the water. Both do the same experiment; what hypothesis do they use together? a. Which substance can better filter water? b. Water is clear and clean using absorbent cotton and luffa. c. If luffa and absorbent cotton are not used to filter water, the water is not clear and clean. d. Using luffa to filter water makes water clearer and cleaner than using absorbent cotton. 11. When putting ice in the glass and leave it for a while, it is found out that there is a lot of drops of water outside the glass. Which is the result of observation and recording? a. There are a lot of small and big drops of water on the surface of the glass. b. Steam in the air is distilled into drops of water on the glass. c. Leaking glass causes the water seep outside. d. Drops of water existing are like the occurring of the dew. 12. Which step of scientific process will bring about the conclusion for further study? a. Formulating hypothesis and planning for an experiment b. Observing c. Collecting data d. Finding the related matters of fact

34 13. What must be used for planning for an experiment? a. Hypothesis b. Problem c. Data d. Matter of facts 14. When can scientific hypothesis be changed into a theory? a. It is generally accepted. b. It can widely be explained. c. It is always correct in every experiment. d. There are proved tools. 15. Which instrument is used for finding out the volume of substance? a. An injector b. Measurement beaker c. A two-arm balance d. Both a and b are correct 16. In scientific process, if the result that obtains from experimenting the hypothesis is not consistent with the hypothesis, what must be done a. Making an observation again b. Setting a new question c. Planning for a new experiment d. Changing the hypothesis 17. Which statement is correctly arranged according to scientific process? a. Formulating hypothesis, collecting data, experimenting and making a conclusion b. Formulating hypothesis, making an observation and a question, examining the hypothesis, experimenting and making a conclusion c. Making an observation and a question, experimenting and formulating hypothesis , examining hypothesis and making a conclusion

35 d. Making an observation and a question, formulating hypothesis, examining hypothesis, experimenting, and making a conclusion 18. Which can scientists of the experiment confidently make a conclusion? a. When they can carefully and precisely plan for an experiment using various controlling variables. b. When they set the problem and formulate hypothesis well. c. When they collect data from various sources and compare the result of the experiment with others and get the same correct answer. d. When the result of the experiment is consistent with the existing theory. 19. Which steps of scientific process can be counted as the real progress of science? a. Setting a question and formulating a hypothesis b. Examining the hypothesis c. Formulating a hypothesis d. Setting a question 20. Which is the best characteristic of formulating a hypothesis? a. Being able to explain different aspects of the problem b. Covering incidents and phenomenon under the same environment c. Being able to vividly solve the suspicious problem d. Being able to vividly explain the problems 21. Will electric magnet attract more nails of electric magnet has a lot of batteries? a. Independent variable is the number of batteries. b. Independent variable is the number of attracted nails. c. Following variable is the number of batteries. d. Following variable is the type of batteries.

36 22. Is the sprouting of corn seeds different in time depending on the water which the corn seeds have got? From the statement, which one is correct about variables? a. Independent variable is the fully-grown corn seeds. b. Following variable is the time the corn seeds sprout. c. Controlling variable is the amount of water. d. All of the above are correct. 23. Rearrange the step of formulating hypothesis 1. From the studied problem, it can tell that which variable is the first variable and which one is the following variable. 2. Formulating hypothesis in form of ‚if……………so………….‛ 3. Study the nature of the first variables which most affect the following variables using the principles and reasons. 4. Identify the first variables which may affect the following variables a. 1, 2, 3, and 4 respectively b. 1, 4, 3, and 2 respectively c. 4, 2, 3 and 1 respectively d. 4, 1, 3 and 2 respectively 24. Which of the following is formulating hypothesis? a. While opening the bottle, there is ‚pok‛ noise. b. The gas bubble is carbon dioxide. c. The drink in the refrigerator is sweet. d. All can be hypothesis. 25. To define practical definition, what characteristic should be? a. Clear b. Able to be measured c. Able to be observed d. All are correct

37 26. If the students want to define a practical definition on ‚the growth of chicken‛ what criteria can be used? a. Check with the chicken’s height which is rising. b. The chicken gains more weight. c. The length of the chicken’s wing. d. All are correct. 27. Which is the meaning of ‚experiment‛? a. The three steps of experiment are planning, practice and record the result. b. Investigating about the cause and the importance of the problem to study. c. Checking the formulated hypothesis whether it is correct or not. d. A and C are correct. 28. What hypothesis should be formulated if the students want to find out the how much water different types of soil can hold? a. If the types of soil affect the amount of water, flat clay can hold more water than loose soil and loose soil can hold more water than sandy soil. b. Different kinds of soil can differently hold water. c. Powdered soil can better hold water than rough soil. d. All of the above are correct.

38 The following data is for answering questions 29 and 30 From the experiment of dissolving substance A in liquid B at different temperature. The results are shown the table below Temperature of liquid B Amount of substance A which dissolved in liquid B (Celsius) ( gram ) 20 5 30 10 40 20 50 40 29. At 20 Celsius, how many grams can substance A dissolve in liquid B a. 20 grams b. 15 grams c. 10 grams d. 5 grams 30. From the data in the table, when the temperature rises, what can be seen about substance A? a. It can dissolve less in liquid B. b. It can dissolve more in liquid B. c. The temperature does not affect substance A’s dissolving. d. It cannot be concluded since there is not enough information.

39 Keys for scientific skill test 4d 5 b 1 d 2. b 3. a 9 b 10 d 6 d 7a 8d

40 Activity 1: Scientific Process Activity 1: Scientific Process The students plan to solve the problem from the following situation using the following: Beans, a plastic cup, tissue paper, water and black paper Setting a problem: Does light has any effect on the growth of beans? Formulating a hypothesis: if the light has an effect on the bean growth, the bean will grow better when they get light First variable: light Following variable: the growth of the beans Controlling variables: beans seeds, plastic cups, tissue paper, some water Experiment 1. Leave the beans to soak for one night. 2. Pour some water in three plastic cups; one centimeter in height. 3. Fold tissue paper into many layers; sprinkle some water on it until it becomes wet. Then place it inside the three cups. 4. Place six beans (after being soaked) between the tissue paper and the cups. 5. Cover the first cup with the black paper carefully and try not to let the light in. Place the second cup near the first one. 6. Observe the growth by measuring the height everyday and write down the results everyday for 5 days and add some water every day (one centimeter high).

41 Keys to the test for lesson 1: Scientific Process 1b 2b 3d 4c 5 c 6 a 7 b 8 c 9 a 10 d 11 a 12 a 13 a 14 c 15 d 16 d 17 d 18 c 19 b 20 c 21 a 22 b 23 b 24 c 25 d 26 d 27 d 28 d 29 d 30 b

42 Lesson 2 Scientific Project Essence A scientific project is an activity concerning science which needs scientific process in the study and research. The lessons will carry out all the activities themselves from planning, studying, doing the research, collecting data to interpreting, making a conclusion and presenting the results of the study under the expert’s supervision. Expected Learning Outcome 1. Able to explain the type of the project and choose the topic, plan, conduct, present and the usefulness of it. 2. Able to plan the project. 3. Able to do scientific projects in group. 4. Able to explain how to make use of the project. 5. Able to use the knowledge in daily life. Scope of Contents Topic 1: Types of scientific projects Topic 2: Steps of doing scientific projects Topic 3: Presentation of scientific projects Topic 1: Type of scientific projects Scientific projects are activities concerning science and technology using scientific process to study and do the research; the learners will do everything themselves starting from planning to study, collecting data, interpreting the result, making a conclusion and presenting it under the expert’s supervision.

43 There are four different types of scientific projects when are listed below: 1. Surveying project is surveying study, collecting and arranging data, and presenting with various forms so the important of this of project is not to arrange or define independent variables which must be studied. 2. Experimenting project is to find the answer to any problem by experimenting. This type of project needs planning for the experiment and proceeding to do it to find out the answer to it or go over the formulated hypothesis by working on first variables or independent variables in order to see the existing following variables and control the other variables which are not needed to study. 3. Developing or creating project consists of the activities concerning applying theory or scientific principles to create tools, appliances, or equipment for the benefit of different activities, which might come from creating new things or improving existing articles to be more effectively including forming model to explain the idea. 4.Creating theory or explanatory project is the project in which the learners mist present their ideas, principles or new theories from scientific bases in the form of formulated equation or explanation which might be new way of thought or phenomenon. The important characteristic of this type of project is that the learners have to have good basic knowledge of science and profoundly study involved matters in order to give clear explanation for theories. Activity 1: Consider the following titles of the projects and identify the type of each project by writing the answers in the blank below 1. Non-dusty eraser Project……………………… 2. Shoe shinning cream made from mangosteen’s skin Project……………………… 3. The study of the mangrove forest’s area Project……………………… 4. A trial and error behavior of a pigeon Project………………………

44 5. A nuclear-aged house Project……………………… 6. The study of the water quality in Chao Phraya River Project……………………… 7. Thief-protection signal machine Project……………………… 8. Bluish-green seaweeds caused from adjusting to polluted water Project……………………… 9. The study of rat’s learning behavior under conditions Project……………………… 10. The study of caterpillars’ life cycle Project……………………… 2) Explain how important scientific projects are ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ..............................................................................................................................................................

45 Topic 2: Steps of doing scientific projects Doing scientific projects is caused from the questions or curiosity about different problems, so doing the project should be done in steps as mentioned below. 1. Surveying or making a decision on the topics When making decision on doing any projects, the learners should consider the following aspects: if there is adequate resource for the study of getting some advice, if the learners have knowledge and skills in using the tools, if there are any experts to give some advice, or if there is enough time and budget. 2. Studying the involved information concerning the topic This step is to study all related information, which will help learners get ideas to specify the scope of the project and get enough information to form what to study, experiment, and suitably carry out scientific project. 3. Planning to carry out the project For conducting any scientific project, it should be carefully and circumspectly planned with the precise scope of each step so that the goal or the objective of the project can be achieved. The points of the issue are discussed in cooperation among the learners to plan the project, which are the problem, the cause of the problem, the practical method to solve the problem, planning for the experiment by setting and controlling variables, equipment and chemical substance, time and place for conducting the project. 4. Writing an outline of the scientific project The outline of the project should include: 4.1 The title which must be short, precise, clear, directly communicate and specific. 4.2 The name of the person responsible for the project which can either be a person or in group. 4.3 The advisors who may be teachers or experts. 4.4 The cause and the importance of the project which explains the reason why they choose to do this project, how important of the project includes way of thought, principle or involved theories. 4.5 The objective of the project, setting specific objective that can be assessed. 4.6 The hypothesis of the project (if any) explains anticipation which may be right or wrong; good hypothesis should have acceptable reasons and can be examined.

46 4.7 Materials and equipment for carrying out the project; what they are and where they can be obtained. 4.8 Proceeding to work on the project which every step must be explained in details. 4.9 Practicing plan, identifying the starting period and the finishing time of each step. 4.10 Expected outcome, anticipating the expected results which may be as anticipated or not. 4.11 Reference book, telling the resource or the document used in the study. 5. Practical process This is one of the most important steps to do the project since it has to be conducted according to the outlines of the project. However, to achieve in the project, the learners must prepare all the equipment and others like notebooks for daily activities, careful circumspection of doing the project, saving and safety while conducting activities, reliable data obtained from doing the project, orderly arrange the detail from starting to the end, record and make an assessment as well as analyze and make a conclusion of the process. 6. Writing a project report In writing a report, the learners must write it clearly with correct technical terms, precise language and easy to be understood. Moreover, it has to cover important items of the project such as the title of the project, name, advisor, abstract, the cause and the importance of the project, the result, suggestion, and gratitude to people or official unit including reference documents. 7. Presenting and exhibiting the result of the project After having finished project, the result obtained must be presented or exhibited such as having an exhibition, or a conference etc., in which all important points of the project are presented.

47 Activity 2 1. Plan a scientific project that interests you by following the procedures below. - Identify the issue that you are interested, want to know or solve the problem (1 issue). - Identify the reasons why you are interested in it, want to know or solve the problem - Identify the method that can solve the problem. - Identify the advantages or finding the method to solve the problem by using the specified process. 2) Identify the name of the project that you want to solve the problem or do an experiment. 3) Identify the reasons of doing the project. (identify each item) 4) Identify the variables to study. (first variable, following variable, and controlling variable) 5) Identify the hypothesis needed to be proved. 2. From the information in item 1, write the outlines of the project following the issues below. 1) Name the project (from 2)…………………………………………………………… 2) The cause and the importance of the project (from 1)………………………………………………………….. 3) The objective of the project (from 3)………………………………………………............... 4) The variables to study (from 4)…………………………………………………………. 5) The hypothesis of the project (from 5)…………………………………………………………. 6) Materials and budget to be used 6.1 Material……………………………………………………………………… 6.2 Budget………………………………………………………………………

48 7) How to carry out the project (how) 8) Plan for carrying out the project (identify day, month, year and place) Activity Day/month/year place note 9) Expected outcome (what are the advantages of the project? 10) Reference documents (what documents have been used for the project?) 3. After having finished the outline of the project, ask for the advisor’s advice and permission to do the project. 4. Carry out the plan that set in the project and record the following. 1) The condition of the problem and how to solve the problem (if any) for each activity 2) The result of every experiment

49 Topic 3 Presenting scientific project To present the result is the final important step of doing scientific and technology project to show the product of the idea and the time the persons in charge has devoted to conducting the project. Moreover, it is the way to make other people acknowledge and understand the result of the project. It is said that planning to exhibit the result of the project is as important as working on the project. If it is not well publicized, it is like not showing the great project. To exhibit the result of the studied project can be done in different ways such as having an exhibition with or without explanation in words, or reporting orally etc. All presentation forms should cover the following important issues: 1. The name of the project, the persons in charge and the advisors ‘names 2. Motivation and the importance of the project 3. Steps of doing the project, only significant ones. 4. Demonstration or exhibition of the results of studied project 5. An observation made and significant information obtained from working on the project. The exhibitions should include the following: 1. Safety exhibition 2. Appropriate area 3. Written explanation with emphasizing on only important and interesting issues with precise, clear and easily understood words 4. Attract the people using interesting forms of materials such as using bright colors to emphasize important issues 5. Use tables and pictures and place them appropriately 6. All exhibited must be correct without wrong spelling or explanation 7. In case of the inventions, they should be in perfect working condition If the exhibitors need to report, explain, or answer the questions orally, they should consider the following: 1. Making themselves understand the topics that need to be explained 2. The used language must be suitable for the persons attending the exhibition 3. Reporting the issue directly

50 4. Avoid reading the report; taking not important issue instead to help reporting step by step 5. Do not report by memorizing since it doesn’t look natural. 6. While reporting, they should look directly towards the attendee 7. Being prepared to answer the questions involved with the issues 8. Answering the questions directly, only what is asked 9. Admitting the mistake if not being able to answer the question 10. Finishing reporting in the limited time 11. If possible, audio-visuals should be used such as transparent sheets or slides etc. What to take into consideration mentioned above can be similarly used in any exhibition showing the works, but it may be different in some of the details. The most important factor is that trying to attract the attendance’s attention with clear, easily understood and right contents Pattern to show the project using plywood as shown below 60 cms 60 cms 120 cms. In writing the pattern of the project, what to take into consideration are as follow: 1. There must be the name of the project, the name of the persons in charge and the advisors ‘names including brief explanation about the motivation for doing the project and its importance; the only important procedure should be chosen and the results of the experiment may be interpreted in the forms of tables, graphs, or pictures. In addition, the benefits of the project and conclusion should be mentioned before listing reference documents. 2. The areas should be suitable, not too crowded or too much space 3. Precise, clear, and easily understood explanation 4. Using bright colors to emphasize important issues in order to attract attention 5. Inventory equipment should be in perfect working condition