Students will conduct a hands-on laboratory investigation focusing on fundamental physical measurements.

• Task: Design and execute a procedure to measure the dimensions (length, width, height) of various regular geometric objects (e.g., wooden blocks, metal cubes) and irregularly shaped objects. Students will also measure the mass of these objects using an electronic balance and the time taken for a simple event (e.g., a ball rolling down a short ramp) using a stopwatch.
• Report Requirements:
• Title and Objective: Clearly state the purpose of the investigation.
• Materials and Procedure: List all equipment used and describe the steps taken in sufficient detail for replication.
• Data Table: Present all raw measurements in a neatly organized table, ensuring appropriate SI units are included for each quantity. All measurements should be recorded to the correct number of significant figures, reflecting the precision of the measuring instrument.
• Calculations:
  • Calculate the volume of regular objects (e.g., length × width × height).
  • Calculate the density of objects (Density = Mass / Volume).
  • Convert at least two measurements to different SI prefixes (e.g., cm to m, g to kg).
  • Demonstrate clear working for all calculations.
• Analysis and Discussion:
  • Comment on the precision of the measuring instruments used.
  • Identify potential sources of random and systematic errors in the measurements (e.g., parallax error when reading scales, reaction time with a stopwatch, calibration issues with balances).
  • Discuss how these errors might affect the accuracy and precision of the results.
  • Briefly discuss the significance of using SI units for consistency.
• Conclusion: Summarize the key findings and reflect on what was learned about measurement and potential errors.

These quizzes will assess foundational knowledge and application skills.

• Content:
• Identification of SI base units and their symbols (e.g., "What is the SI unit for mass?").
• Understanding and application of common SI prefixes (e.g., "How many milliseconds are in 1.5 seconds?").
• Converting numbers between standard form and scientific notation.
• Performing simple calculations (addition, subtraction, multiplication, division) involving numbers in scientific notation, paying attention to significant figures in the final answer.
• Determining the number of significant figures in given measurements.
• Differentiating between precision and accuracy with examples.

This assessment will gauge students' ability to apply the scientific method in a simplified experimental context.

• Task: Students will be presented with a simple, observable phenomenon or a straightforward question (e.g., "How does the height of release affect the bounce height of a ball?" or "Does the number of turns in an electromagnet coil affect its strength?").
• Process (guided by teacher, but executed by students):
• Formulate a Testable Question: Work individually or in small groups to refine the given phenomenon into a specific, testable question.
• Develop a Hypothesis: Propose a clear hypothesis for the question, possibly in an "If... then... because..." format.
• Design a Simple Experiment: Outline a basic experimental procedure to test the hypothesis, identifying the independent, dependent, and at least two controlled variables. Describe how measurements will be taken and what equipment will be used.
• Data Collection: Execute the experiment, collecting raw data in a suitable table.
• Analysis (Basic): Perform simple calculations if required, and create a basic graph (e.g., a hand-drawn line graph) to visualize the data.
• Conclusion: State whether the hypothesis was supported or refuted by the data. Briefly discuss any observed trends or patterns and identify one potential source of error in their experimental design or execution.
• Output: Students may submit a simplified lab write-up, a data table, a graph, and a brief conclusion, or present their findings verbally to the class. The focus is on demonstrating understanding of the process of scientific inquiry.