1. 2.0 MISCONCEPTIONS
RATIONALE
1. Many misconception occur during the teaching and learning processes of certain
topic in science
2. These misconceptions are transferred by the teachers to students which will
eventually affect their perception towards the actual concept.
3. Teachers generally are unaware of these misconceptions and needs to be
identified earlier.
OBJECTIVES
1. To provide teachers with examples of misconceptions.
2. To help teachers to be more aware of the misconceptions which are frequently
passed on to students without realising it.
STRATEGIES
1. Before starting this topic, teachers are advised to go through the examples given
to get a clear picture of some of the misconceptions.
2. Teachers are encouraged to identify other misconceptions that might occur in
other topics.
SUGGESTIONS
Teachers are encourage to find other misconceptions that might occur during
teaching and learning processes. Some examples are given below.
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2. 2.1 WATER AND SOLUTION
2.1.1 EVAPORATION OR BOILING?
Theme : Issue:
Matter in Nature Students are still not able to differentiate the differences between
evaporation and boiling.
Learning Area: Misconception:
Water and solution The misconception here is that both processes refer to the same
changes in the state of water from liquid to gas.
Learning Actual concept:
Objectives:
Teachers must stress on the different temperatures involve in
Analysing the both processes.
process of
evaporation of Boiling only takes place at a constant / fixed temperature for a
water specific substance.
i.e. Distilled water boils only at 100oC
Evaporation of distilled water can occur at any temperature
between 100oC (Boiling point) and 0oC (Freezing point)
Learning
Outcomes:
Suggestions:
Compare and
contrast between 1. The word “point” refers to a specific temperature.
evaporation and 2. Evaporation does not have a specific temperature or “point”.
boiling 3. Encourage students to use Graphic Organiser to identify the
similarities and differences.
Evaporation
Boiling
Similarities
Differences
2

3. 2.1.2 CONCENTRATED OR SATURATED?
Theme : Issue:
Matter in Nature When ask to explain the difference between concentrated and
saturated solution, students often misunderstood that when a
solute is added to a concentrated solution, a saturated solution is
automatically formed even if the solute is still able to dissolve in
it.
Learning Area:
Misconception:
Water and solution
The misconception here is that a saturated solution is formed
automatically after a concentrated solution is added with a solute.
Learning
Objectives: Actual concept:
Analysing solution A concentrated solution does not become saturated if the solute
and solubility added can still dissolved.
The solution becomes saturated when it contain the maximum
amount of solute and is unable to dissolve anymore solute in a
solvent.
Learning Suggestions:
Outcomes:
1. Students must carry out the activity suggested in the text book
Contrast and to show the ability of solutes to dissolve in a solvent.
compare between 2. Teacher must focus on the ability of the particles of a solute to
diluted solution, dissolve in the solvent and not the ability of the solvent to
concentrated and absorb the particles of the solute.
saturated solution 3. Teachers must allow students to carry out the activity
suggested in the text book first before the concept behind the
different types of solution can be discussed and understood by
the students
i.e. Dilute, Concentrated and Saturated Solution.
4. Encourage students to use Graphic Organiser to show the
similarities and differences.
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4. 2.1.3 SOLUBILITY
Theme : Issue:
Matter in Nature Students cannot distinguish between the factors affecting the
solubility of a solute and the factors affecting the rate of
dissolving.
Learning Area: Misconception:
Water and solution The misconception here is that students often make the mistake
of assuming that the factor that affects the solubility of a solute is
the same as the factors that affects the rate of dissolving.
When asked about the factors that affects the solubility of a
solute, students often answer stirring and the size of the solute as
the factors.
Learning
Objectives: Actual concept:
Analysing solution Teachers must stress that temperature affects both the:
and solubility i. solubility of a solute and
ii. rate of dissolving of a solute.
however :
Solubility is influenced by:
Learning i. the nature of the solvent and
Outcomes: ii. the nature of the solute.
Explain the factors while:
affecting the solubility
of solutes in water The rate of dissolving is influenced by:
i. stirring and
ii. the size of the solute.
Suggestions:
1. Teachers must first relate solubility with the activity carried out
by students on dilute, concentrated and saturated solution.
2. Students must carry out the activity to observe how solubility is
affected by the temperature, the nature of solvent and the
nature of the solute.
3. Students must also carry out activity to show how the rate of
dissolving is affected by temperature, stirring and the size of
solute used.
4. Students should be able to see how temperature affects both
the solubility and the rate of dissolving.
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5. 2.1.4 WHOSE COLOUR?
Issue:
Theme :
Teachers and students often explain the neutral point in
neutralisation as the change in colour of the alkaline solution
Matter in Nature
(from purple to green) instead of the change in colour of the
Universal indicator.
Misconception:
Learning Area:
The misconception here is that students refer the change in
Water and solution
colour of the alkaline solution but not the colour changes of the
Universal indicator.
Actual concept:
Learning
Objectives:
Teachers must stress that the indicator is used to observe the
colour changes to determine the neutral point in neutralisation.
Analysing acids and
alkali
The Universal indicator itself is green and will change colour to
red in an acidic medium or purple in an alkaline medium.
Teacher should stress that the changes of colour is of the
Universal indicator and not of the alkaline solution.
Suggestions:
Learning
1. The word “changes colour” must refer to the Universal indicator
Outcomes:
and not to the medium (Acid or Alkali)
Explain the meaning
of neutralisation
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6. 2.2 AIR PRESSURE
2.2.1 WHAT IS PRESSURE?
Issue:
Theme :
During this lesson, when students are asked to explain the
application of air pressure in siphon and drinking straw, they often
Matter in Nature
explain by relating air pressure to its volume in a closed
container.
Misconception:
Learning Area:
The misconception here is that the principle of air pressure in
siphon and drinking straw is explained by relating the principle of
Air Pressure
air pressure in a closed container.
Actual concept:
Learning
Objectives:
Teachers must stress the concept of air exerts pressure and that
Applying the principle air moves from a higher pressure to a lower pressure.
of air pressure in
In the case of siphon and drinking straw, when a higher
daily life
atmospheric pressure moves to a lower pressure area, the liquid
is pushed through the straw/siphon.
Suggestions:
Learning
1. Teachers must first help students recall that air exerts
Outcomes:
pressure.
2. Teachers must inform students that the relationship of volume
Explain with
and air pressure only applies to closed container but not to
examples things that
siphon and drinking straw.
use the principle of
3. Teachers must show a diagram on the movement of air
air pressure
pressure from a higher pressure area to a lower pressure
area.
Higher atmospheric pressure
presses onto the water
Higher pressure Air pressure in the tube decreases
as air is suck out
Water flows through
Water flows out of the tank due to the difference in
air pressure above and below the water tank.
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7. 2.3 DYNAMIC
2.3.1 What is Work done?
Issue:
Theme :
Students cannot understand why a girl standing while holding a
book is not considered as work done.
Force and Motion
Misconception:
Learning Area:
The misconception here is that students do not relate distance as
an important factor in work done.
Dynamics
.
Actual concept:
Learning
Teachers must stress that work is the product of the force acting
Objectives:
on an object and the distance moved by the object in the
direction of the force.
Application of work
Work done = Force(N) X Distance(m)
Suggestions:
1. Teacher must stress on the concept that work is only
Learning
considered done when a force is applied to move an object in a
Outcomes:
specific distance, in the same direction of the movement.
2. Teacher must give examples to compare the differences
Explain with
between the situation when work is done and when work is not
examples how work
done.
is done
3. Teacher must help students recall and understand the unit of
force (N) when using the formula :
Work = Force(N) X Distance(m)
Distance moved (m)
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8. 2.3.2 WHICH DISTANCE?
Issue:
Theme :
Students do not know the correct distance to use when
calculating work done [ Work = Force(N) X Distance(m)].
Force and Motion
Misconception:
Learning Area:
The misconception here is that students assume that the distance
of stair case as the distance to be used in calculating work done.
Dynamics
Actual concept:
Learning
The vertical distance (height) is the actual distance used in
Objectives:
calculating work done.
Application of work
Distance of
Stair case
Vertical distance
Suggestions:
1. Teachers should use diagrams to show the vertical distance of
Learning
stair case.
Outcomes:
2. Teachers should inform students that the vertical distance
(height) of the stair case is the sum of the height of each stairs.
Explain with
3. Teachers must emphasised the distance moved is in the same
examples how work
direction with the force
is done
4. Teachers should carry out this activity on a real stair case in
schools.
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9. 2.4 SUPPORT SYSTEM
2.4.1 PROP ROOTS OR STILT ROOTS.
Issue:
Students are not able to differentiate between prop roots and stilt
Theme :
roots.
Force and Motion
Misconception:
The misconception here is that both types of roots grow out from
the stem for additional support.
Actual concept:
Learning Area:
Prop roots and stilt roots do grow out from the stem of plants.
Support System
But prop roots of Maize plant grows from the nodes on the main
stem while the prop roots of Banyan tree grows from the
branches.
Nodes
Learning
Objectives:
Understanding the
support systems in
plants
Maize Plant Banyan Tree
Whereby, stilt roots of Mangrove Plants develop from the main
stem.
Learning
Outcomes:
Classify plants based
on their support
systems
Mangrove Plant
Suggestions:
1. Teachers must stress that stilt roots develop from the main
stem near the surface of the soil whereas prop roots develop
from the nodes of the stem or branches.
2. The use of diagram/pictures of plants as examples is
recommended.
3. Teachers are encouraged to take students for fieldwork.
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10. 2.5 OTHER EXAMPLES OF MISCONCEPTIONS
1 Mass and weight
2 Excretion and defecation (digestion)
3 Buoyancy with density
Why object float or sink with density
4 Unit of volume
Solid – cm3
Liquid - ml
5 Terms of chloroplast and chlorophyll
6 Unicellular and multicellular organism
-give specific example
7 Mixture and compound
8 Tropism (thigmotropism) and nastic movement
9 Long-sightedness and short-sightedness
Different terms in English and Bahasa Melaysia
10 Is fungi a plant?
11 Plant carry out both respiration and photosynthesis
12 What is the concept of moment of force?
13 Difference between magnitude of force and force
14 Difference between diffusion and absorption
15 How to find out resistance in parallel circuit and serial circuit
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