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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
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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
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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.
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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.
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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.
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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.
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3.Who
Siapakah yang menjalankan aktiviti
makmal?
Murid-murid.
Siapakah yang membuat penilaianterhadap aktiviti makmal yang dilakukanoleh murid-murid ?
Guru.
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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.
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6.How
Bagaimanakah seseorang gurumenjalankan penilaian terhadap aktivitimakmal?
Guru boleh merujuk kepada rubrikpemarkahan semasa menjalankan PEKAsains.
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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
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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
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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
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SPS 2 : CLASSIFYING: Observing and identifying the similarities and differences
between objects or phenomena and group them according to common
characteristics.
SCORE CRITERIA REMARK
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
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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.
SCORE CRITERIA REMARK
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
1 - C1 with teachers’ guidance.
Friction
(6/2/1.3/1.3.2)
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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)
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SPS 6 : DEFINING OPERATIONALLY :
SCORE CRITERIA REMARK
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)
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SPS 7 : DESIGNING A FAIR TEST/EXPERIMENTING
SCORE CRITERIA REMARK
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)
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SPS 7 : DESIGNING A FAIR TEST/EXPERIMENTING
SCORE CRITERIA REMARK
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)
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SMS 1 : USE AND HANDLE SCIENCE APPARATUS AND
SUBSTANCES
SCORE CRITERIA REMARK
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
1 - C1 with teachers’ guidance.
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)
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SMS 2 : HANDLE LIVING AND NON LIVING SPECIMENS
SCORE CRITERIA REMARK
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
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SMS 3 : DRAW SPECIMENS, SCIENCE APPARUTUS AND SUBSTANCES
SCORE CRITERIA REMARK
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
1 - C1 with teachers’ guidance.
Assessed
after
carrying out
an
experiment
( fair test).
Holistic and
continuous
assessment.
Food
spoilage(1.1/
1.1.3)
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SMS 4 : CLEAN APPARATUS
SCORE CRITERIA REMARK
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)
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SMS 5 : STORE SCIENCE APPARATUS AND SUBSTANCES
SCORE CRITERIA REMARK
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).
1 - C1 with teachers’ guidance.
Assessed
after
carrying out
an
experiment
( fair test).Holistic and
continuous
assessment.
Food
spoilage(1.1/
1.1.3)
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