selayang pandang format pentaksiran 2012

7/30/2019 Selayang Pandang Format Pentaksiran 2012

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PROGRAMPENDEMOKRASIAN

KECEMERLANGANPENDIDIKAN

SCIENCE PMR 2012


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` BENGKELKECEMERLANGANSCIENCE PMRNEGERI SELANGOR


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FORMAT INSTRUMEN PENTAKSIRAN BAGI MATAPELAJARAN

SCIENCE PMR

BIL PERKARA KERTAS 1 (55/1) KERTAS 2 (55/2)

1 Jenis Instrumen Ujian objektif Ujian subjektif

2 Jenis Item Item Objektif Pilih Jawapan

Aneka Pilihan

Aneka Gabungan

Setiap item mempunyai empat

pilihan jawapan

Item Subjektif

Item berstruktur

3 Bilangan Soalan 40 (Jawab semua) 8 (Jawab semua)

4 Jumlah Markah 40 60

5 Cara Memberi

Respons

Ditanda pada borang OMR Ditulis pada ruang kertas

soalan

6 Tempoh Ujian 1 jam 1 jam 30 minit

7 Wajaran Konstruk Pengetahuan : 15

Pemahaman : 10Kemahiran Aplikasi : 15

Pengetahuan : 8

Pemahaman : 17Aplikasi : 15

Kemahiran Saintifik : 20

KPS Asas dan bersepadu


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BIL PERKARA KERTAS 1 (55/1) KERTAS 2 (55/2)

8 Contoh Item

Berdasarkan

Konstruk

Rujuk Instrumen Contoh

Kertas 1 [55/1]

Rujuk Instrumen Contoh

Kertas 2 [55/2]

9 Pemarkahan Dikotomus(Markah 1 atau 0)

Analitikal

10 Cakupan Konteks Konstruk ditaksir pada semua

konteks

Konstruk ditaksir pada

konteks tertentu

11 Aras Kesukaran :

Rendah : R

Sederhana : S

Tinggi : T

R : S : T = 5 : 3 : 2

(20 item mudah, 12 item

pertengahan dan 8 item

sukar)

R : S : T = 5 : 3 : 2

(30 skor mudah, 18 skor

pertengahan dan 12 skor

sukar)

Keseluruhan

R : S : T = 5 : 3 : 2


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KERTAS SOALAN SCIENCEPMR

2 KERTASKERTAS 1

(KOD: 55/1)UJIAN OBJEKTIF ANEKA PILIHAN

ANEKA GABUNGAN40 SOALAN(Jawab semua)(MARKAH : 40)

Masa : 1 jam


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KERTAS SOALAN SCIENCE PMR

KERTAS 2

(KOD: 55/2)

UJIAN SUBJEKTIF Item berstruktur

2 BAHAGIAN

8 SOALAN

( Markah : 60)

Masa : 1 jam 30 minit


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KONSEP

ISTILAH-ISTILAH DALAM SAINS

D KC


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2. STRUKTUR TEKS UNTUK

MENERANGKAN BINAAN SESUATU

BENDA / ITEMN - NAMA

S - SIFATF - FUNGSI


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3. PROSES MENCERITAKAN

SESUATU

KEJADIAN

Terangkan

Huraikan

Bagaimana

(O, K, A, HA - Objek, Kejadian,

Akibat, Hasil Akhir)


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4. EKSPERIMEN:Science Process Skill1. Pernyataan masalah

2. Hipotesis

3. Pembolehubah4. Bahan/Radas

5. Gambarajah

6. Cara kerja

7. Pemerhatian/Keputusan

8. Perbincangan(Soalan & Jawapan)

9. Kesimpulan


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SCIENCE PROCESS SKILL1. Observation2. Classify3. Measurement and use a number

4. Making inferens5. Predict6. Communication:graph7. Space & time

8. Interpretting data9. Definiton of operation10.Controling variable11.Forming a hypothesis


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SCIENCE PROCESS SKILL

Enable students toformulate their

questions and find outthe answers

systematically.


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OBSERVING

Using the sense ofhearing, touch, smell,

taste and sight tocollect information

about an object or aphenomenon


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POT A POT B

1. What can you observe?

The size of seedling leaves in pot A are bigger than

pot B

Diagram 1 shows set-up apparatus of seedlings inpot A and pot B. State the observation of

seedlings after one week.

DIAGRAM 1


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CLASSIFYING

Using observations togroup objects or events

according to similaritiesand differences


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1 Diagram 7 shows four types of plants and theirsupport systems.

Cucumber Hibiscus

Long beansMorning glory DIAGRAM 7


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Cucumber, hibiscus,morning glory, long beans

Twining stem

Hibiscus and

cucumber

Non-twiningstem

Morning glory,long beans

(b) Classify the plants in Diagram 7 into twogroups based on their support system.

Example 1


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Cucumber, hibiscus,morning glory, long beans

Supported bytendrils

Hibiscus, longbeans, morning

glory

Cucumber

Not supportedby tendrils

(b) Classify the plants in Diagram 7 into twogroups based on their support system.

Example 2


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(b) Diagram 7 shows four objects placed near amagnet.

DIAGRAM 7


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Situation Attracted

to

magnet

Not

Attracted to

magnet

P

Q

R

S

Based on diagram 7, classify the objects byusing a () in Table 7.

TABLE 7


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Situation Attractedto magnet NotAttracted

to magnet

P

Q

R

S

ANSWER

TABLE 7


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MEASURING AND USING

NUMBERS

Making quantitative

observations using numbersand tools with standardisedunits.

Measuring makesobservation more accurate.


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(b) Diagram 8.2 shows the apparatus set-up to

study how the size of sugar can affect the rate

of dissolving in water.

DIAGRAM 8.2

Temperature of water = 28oC

Time taken to dissolve = 42 s


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(2005)


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(2006)


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(2007)


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INFERING

Using past experiencesor previously collected

data to drawconclusions and make

explanations of events.


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2. State ONE inference that can be

made based on the situation in Diagram 1

The size of leaves of the seedling in pot A arebigger than pot B because the seedlings in pot

A has more space/bigger pot/more nutrients

In an investigation, Tok Pian had planted three green bean seedlings in twocontainers of different sizes. The condition of seedling after a week isshown in Diagram 1

POT A POT BDIAGRAM 1


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(ii) State one inference about the stability of Q and R .

Nyatakan satu inferens tentang kestabilan Q dan R .


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Q is more stable than R

because the surface area Q is the

largest .

Reject: Stability Q and R depend on the base

area or center of gravity

because the base area Q is thelargest .


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PREDICTING

Stating the outcome of afuture event based on

prior knowledge gainedthrough experiences or

collected data.


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Based on Diagram 8.2 and Table 8.3,

(ii) Beaker M is then heated until thetemperature of the water rises to 500 C.

Predict the time taken for the sugar todissolve.

6s


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COMMUNICATING

Using words of graphicsymbols such as tables ,

graphs , figures ormodels to describe an

action , object or event.


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Table 8.3 shows the time taken for the sugar to

dissolve in the water.

Beaker Time taken for the sugar to

dissolve / sK 42.0

L 28.0

M 13.0

TABLE 8.3


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(c) Based on the readings in Table 8.3 , draw a bar chart to

show the time taken for the sugar to dissolve. Use the graph

provided

K L M

Time

taken

forsugar

to

dissolve

/s


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USING SPACE TIME

RELATIONSHIP

Describing changes in

parameter with time.Examples of parameters

are location, direction,shape, size, volume ,weight and mass.

In n in sti ti n T k Pi n h d pl nt d th n b n s dlin s in t


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2. What happens to the green bean

seedlings after 2 weeks ?

In an investigation, Tok Pian had planted three green bean seedlings in twocontainers of different sizes. The condition of seedling after a week isshown in Diagram 1

POT ADIAGRAM 1

The seedlings become bigger / taller


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INTERPRETING DATA

Giving rationalexplanation about an

object, event or patternderived from collected

data.


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State the relationship between size of

the sugar and the time taken for thesugar to dissolve.

The time taken for the sugar to

dissolve varies proportionately withthe size of sugar.

The smaller the size of sugar,the lesser the time taken forthe sugar to dissolve


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c) Using Table 8.4 draw a graph of current against length of wire

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

30 40 50 60 70


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d) Based on the graph state therelationship between the length ofwire and the current

..


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DEFINING OPERATIONALLY

Defining concepts bydescribing what must be

done and what should beobserved.


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(f) Based on Diagram 8.2 and the bar chart

drawn in 8 (c), define operationally the rate

of dissolving sugar ?

The rate of dissolving sugar is thereading of the stop watch


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CONTROLLING VARIABLES

Identifying the fixed variable,manipulated variable, and

responding variable in aninvestigation. The manipulatedvariable is changed to observe its

relationship with the respondingvariable. At the same time, thefixed variable is kept constant.


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(e) State variables involved in thisactivity.

1. Manipulated : ..

2. Responding :

3. Constant: .

Size of sugar

Time taken for sugarto dissolve

Volume of solvent


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HYPOTHESISING

Making a general statementabout the relationship betweena manipulated variable and aresponding variable in order toexplain an event or observation.

This statement can be tested todetermine its validity.


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(d) Write one hypothesis relating to theactivity shown in Diagram 8.2

The smaller the size of sugar,

the shorter the time taken forthe sugar to dissolve


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EXPERIMENTING

Planning and conductingactivities to test a certain

hypothesis. Theseactivities include collecting,

analysing and interpretingdata and makingconclusions.

We learn


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We learn..

10% of what we read

20% of what we hear

30% of what we see

50% of what we both see and hear


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70% of what we discussed with

others

80% of what we experienced

personally

95% of what we teach to

someone else

100% if only we study


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SEBELUM PEPERIKSAAN

Guru boleh:

- Memotivasikan murid

- Membantu murid untukmemberi tumpuan pada pelajaran

- Menggalakkan murid agar sentiasa

menjawab soalan latih tubi


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Peranan guru:

- Membimbing murid teknik

belajar dan menjawab soalan

dengan betul

- Membimbing murid caramengulang kaji dan mencatat

nota yang betul


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SEKIAN.

Terima kasih

Semoga berjaya

selayang pandang format pentaksiran 2012

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