aktiviti makmal

7/27/2019 Aktiviti makmal

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Aktiviti

makmal

5w1h Kumpulan 2

1.Oh Xue Fen2.Tan Suk Ying

3.Hii Hui Ning

4.Hah Hoi Leng

5.Lim Sze Mun



1. What

Apakah itu aktiviti makmal ?

Biasanya dijalankan dalam makmal sains.

Satu kemestian kepada pendidikan sains

untuk melatih murid-murid untukmenguasai kemahiran saintifik khususnyamelalui aktiviti amali atau eksperimen.

5W 1H



2.When

Bila sesuai untuk menjalankan aktiviti

makmal seperti aktiviti eksperimen?

Murid-murid tidak terus melakukan

eksperimen pada permulaan sesipembelajaran.

Terdapat beberapa proses yang terlibat

sebelum, semasa dan selepas murid-muridmelakukan eksperimen.



Sebelum melakukan aktiviti amali ataueksperimen,murid-murid perlu memahami konsep

yang terlibat,langkah-langkah amali,teknik

menggunakan alat radas,aspek keselamatan dancara pengumpulan,persembahan,penganalisisandan perbincangan data yang diperolehi.

Contohnya:a.Guru menerangkan konsep yang terlibat danbagaimana eksperimen berkenaandijalankan.(langkah-langkah eksperimen,aspekkeselamatan,persembahan data,pembersihan)

b.Sebelum memulakan eksperimen,murid-muriddiberi masa untuk membaca prosedur eksperimenberkenaan.



Guru melakukan demonstrasi terutamnya

bagi menunjukkan aspek-aspek khusus.Seterusnya barulah murid-murid melakukan

eksperimen sama ada secara individu ataukumpulan.

Data yang diperolehi kemudiannya akandibincangkan dengan guru atau murid-murid.

Murid-murid dikehendaki untukmenyediakan satu laporan bertulis tentangeksperimen yang dilakukan.



Bilakah sesuai untuk menjalankanpenilaian kepada aktiviti makmal?

Sepanjang proses pengajaran danpembelajaran terutamanya semasa

murid-murid menjalankan eksperimen. Guru memerhatikan sama ada murid-

murid dapat menguasai kemahiranproses sains dan kemahiran manipulatifsepanjang masa murid-muridmenjalankan eksperimen.



3.Who

Siapakah yang menjalankan aktiviti

makmal?

Murid-murid.

Siapakah yang membuat penilaianterhadap aktiviti makmal yang dilakukanoleh murid-murid ?

Guru.



4.Where

Di manakah murid-murid menjalankan aktivitimakmal?

Makmal sains

5.Why

Mengapakah perlu menggunakan penilaiansemasa menjalankan aktiviti makmal?

Supaya guru dapat mengenalpasti sama ada

murid-murid dapat mengaplikasikan konsep yangdipelajari semasa menjalankan aktiviti makmal.Supaya guru dapat mengesankan pengetahuan

dan kemahiran saintifik yang dikuasai olehmurid-murid.



6.How

Bagaimanakah seseorang gurumenjalankan penilaian terhadap aktivitimakmal?

Guru boleh merujuk kepada rubrikpemarkahan semasa menjalankan PEKAsains.



Bidang yang ditaksir

• Elemen 1 : Kemahiran proses sains (SPS)

SPS1 – memerhati

SPS2–

mengelasSPS3 – mengukur dan menggunakannombor

SPS4 – berkomunikasi

SPS5–

hubungan ruang dan masaSPS6 – mendefinisi secara operasiSPS7 – mengeksperimen



Elemen 2 : Kemahiran Manipulatif(SMS)

SMS 1 – guna dan kendali peralatandan bahan sains

SMS 2–

kendali spesimen bahan hidupSMS 3 – lukis spesimen dan peralatan

sains

SMS 4- membersih peralatan sainsSMS 5- menyimpan peralatan dan

bahan sains



SPS 1 : OBSERVING: Observing involves the sense of sight, hearing, smell, touch andtaste to collect information of an object and phenomenon. Sometimes,

observing also involves quantitative measurement. Observing is part of an investigationprocess which has specific aim.

SCORE CRITERIA REMARK

C1 - State the properties of objects and situations Suggested

correctly using any of the five senses. Activity:

C2 - State the properties of objects and situations Field tripcorrectly using appropriate tools to assist the Experiment

senses. Project

4 C3 - State the properties of objects and situations eg.

based on the sequences occurred. 3/1/1.1/4

3/1/1.2/1

3 - C1and C2 3/1/2.1/43/2/6.1/1

2 - C1 or C2 4/1/3.2/1&2

4/1/3.4/1&2

1 - C1 or C2 (with teachers’ guidance) 4/1/3.5/2&5

5/1/1.1/3

6/1/1.1/1-66/1/1.2/1

Interaction

among plant

6/1/2.1/2.12

http://localhost/var/www/apps/conversion/tmp/scratch_9/REMARK5.ppt




SPS 2 : CLASSIFYING: Observing and identifying the similarities and differences

between objects or phenomena and group them according to common

characteristics.


C1 - Grouping objects or events in order into eg.

categories based on one common property 3/1/1.1/1

or criteria. 3/1/1.3/1

3/1/2.3/1

C2 - State the differences and similarities of the 3/2/1.3/1

physical properties or criteria. 3/2/4.1/1

4/1/2.3/9

4 C3 - State the common properties or criteria used 4/3/1.1/1&11

in each step of classification. 5/1/2.2/1

5/3/1.1/1

C4 - Grouping objects or events in order into 6/1/3.1/2

categories based on properties or criteria until 6/3/1.2/2

the final step or the higher level. 6/3/2/2.1/1

3 - C1, C2 and C3

2 - C1 and C2

1 - C1 with teachers’ guidance.

Differentiate

canning &

pickling

24.3.08

6/3/1.3/1.3.1


http://localhost/var/www/apps/conversion/tmp/scratch_9/REMARK%202.ppt



SPS 4 : COMMUNICATING: To present ideas in various forms such as orally, written,

graph, diagram, model or table. It also involves the skill to listen to other

person’s idea and to response to it.


C1 - Record data or information from an investigation. 4/1/1.2/3

4/3/1.6/2

C2 - Present data or information using appropriate 5/2/4.1/5

drawings, table or graph. 5/3/1.3/1

6/1/1.2/24 C3 - Explain ideas (oral or written). 6/4/1.1/3

C4 - Write experimental report systemically

(with or without guidance)

3 - C1, C2 and C3

2 - C1 and C2


Friction

(6/2/1.3/1.3.2)




SPS 5 : USING SPACE - TIME RELATIONSHIP : A process to explain or to show

the changes in location, direction, shape and size of an object with time.

SCORE CRITERIA NOTES

C1 - Arrange occurrence of phenomenon or events 5/2/3.1/4

chronologically. 5/4/2.1/2

6/4/1.1/3

C2 - State the relationship between the distance 6/4/1.2/2

travelled and the time taken.

4 C3 - State the quantity of changes based on the

rate of changes.

C4 - Explain changes in location, size, shape and

direction, with time.

3 - C1, C2 and C3

2 - C1 and C2

1 - C1 and C2 with teachers’ guidance.

Speed(6/2/2.

1/2.1.4)Speed(6/2/2.

1/2.1.4)





SPS 6 : DEFINING OPERATIONALLY :


C1 - State concepts by describing what should 5/3/2.1/1

be observed. 6/1/1.2/2

6/2/1.3/7

C2 - State concepts by describing what should 6/3/1.2/2

be done. 6/5/1.2/2

4 C3 - State variables by describing what should

be observed.

C4 - State variables by describing what should

be done.

3 - C1, C2 and either C3 or C4

2 - C1 and C2

1 - C1 or C2 with teachers’ guidance.

Food

spoilage(1.1/

1.1.3)




SPS 7 : DESIGNING A FAIR TEST/EXPERIMENTING


C1 - State the hypothesis (relationship between what eg.to change and what to observe). 5/2/2.2/6

5/2/3.1/4

C2 - State the variables ie. what to change, 5/2/4.1/1

what to observe and what to keep the same, 5/3/2.1/3

in an experiment. 6/2/1.3/8

6/2/2.1/1C3 - Identify the apparatus in an experiment.

6 C4 - State the steps in an experiment (oral or written).

C5 - Carry out an experiment to test the hypothesis

by controlling variables in a coordinate manner.

C6 - Present the result in the form of drawings, table,

graph or other means.

Speed(6/2/2.

1/2.1.4)



SPS 7 : DESIGNING A FAIR TEST/EXPERIMENTING


5 - C1, C2, C3, C4, and C5

4 - C1, C2, C3, and C4

3 - C1, C2, and C3

2 - Any two criteria (C1, C2, C3)

1 - C1 or C2 or C3 with teachers’ guidance

Speed(6/2/2.

1/2.1.4)



SMS 1 : USE AND HANDLE SCIENCE APPARATUS AND

SUBSTANCES


C1 - Use at least five science apparatus correctly

and carefully.

C2 - Handle apparatus and substances correctly

and carefully.

4 C3 - Set up the apparatus or prepare the substances

in an orderly manner.

C4 - Carry out the experiment following the correct

procedure.

3 - C1, C2 and C3

2 - C1 and C2


ExampleUse ruler,

hand lens,

measuring

cylinder,

microscope,

thermometer, Bunsen

burner,

stop watch,

test tube,

stethoscope

and retort

standNote:

SPS and

SMS can be

carried

together

Food

spoilage(1.1/

1.1.3)





SMS 2 : HANDLE LIVING AND NON LIVING SPECIMENS


C1 - Handle living specimens correctly and carefully.

C2 - Handle non-living specimens correctly and

carefully.

4 C3 - Care for living specimens.

C4 - Use non-living specimens without waste.

3 - C1, C2 and either C3 or C4

2 - C1 and C2

1 - C1 or C2 with teachers’ guidance.

Example;

Living

specimen

i) Young

Plants

ii) InsectsNon-

living

specimen

i) stick

ii) water

iii) stone

iv) soil

Interaction

among plant

6/1/2.1/2.12





SMS 3 : DRAW SPECIMENS, SCIENCE APPARUTUS AND SUBSTANCES


C1 - Draw neatly.

C2 - Label drawings correctly.

4 C3 - Draw what is observed.

C4 - Draw using correct scales.

3 - C1, C2 and C3

2 - C1 and C2


Assessed

after

carrying out

an

experiment

( fair test).

Holistic and

continuous

assessment.

Food

spoilage(1.1/

1.1.3)




SMS 4 : CLEAN APPARATUS


C1 - Clean apparatus using the correct method.

C2 - Dispose waste using the correct method.

4 C3 - Clean apparatus (frequently).

3 - C1, C2

Clean apparatus (sometimes).

2 - C1 and C2

Clean apparatus (rarely).

1 - C1 and C2 with teachers’ guidance.

Assessed

after

carrying out

an

experiment

( fair test).Holistic and

continuous

assessment.

Food

spoilage(1.1/

1.1.3)



SMS 5 : STORE SCIENCE APPARATUS AND SUBSTANCES


C1 - Store apparatus and substances

correctly and safely.

4

C2 - Store apparatus and substances

correctly and safely (frequently).

3 - C1 and

Store apparatus and substances (sometimes).

2 - C1 and

Store apparatus and substances (rarely).


Assessed

after

carrying out

an

experiment

( fair test).Holistic and

continuous

assessment.

Food

spoilage(1.1/

1.1.3)



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