Selayang Pandang Format Pentaksiran2011

8/3/2019 Selayang Pandang Format Pentaksiran2011

1/50

`


2/50

FORMAT INSTRUMEN PENTAKSIRAN BAGI MATAPELAJARAN SAINSFORMAT INSTRUMEN PENTAKSIRAN BAGI MATAPELAJARAN SAINS

PMRPMR

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 : 10

Kemahiran Aplikasi : 15

Pengetahuan : 8

Pemahaman :

17

Aplikasi :

15

Kemahiran Saintifik : 20

KPS Asas dan bersepadu


3/50

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


4/50

KERTAS SOALAN SAINS PMR

2 KERTAS

SAINS KERTAS 1

(KOD: 55/1)

UJIAN OBJEKTIF

ANEKA PILIHAN

ANEKA GABUNGAN

40 SOALAN(Jawab semua)

(MARKAH : 40)

Masa : 1 jam


5/50

KERTAS SOALAN SAINS PMR

SAINS KERTAS 2

(KOD: 55/2)

UJIAN SUBJEKTIF

Item berstruktur

2 BAHAGIAN

8 SOALAN

( Markah : 60)

Masa : 1 jam 30 minit


6/50

PENGETAHUAN

SEDIA ADA

KEMAHIRAN

BELAJAR

KECEMERLANGAN

AKADEMIK

DISIPLIN

DIRI


7/50

I HEAR AND I FORGET

I SEE AND I REMEMBER

I DO AND I UNDERSTAND


8/50

KONSEP

ISTILAH-ISTILAH DALAM SAINS

D KC


9/50

2. STRUKTUR TEKS UNTUK NERANGKAN

BINAAN SESUATU BENDA / ITEM

N - NAMA

S - SIFATF - FUNGSI


10/50

y 3. PROSES MENCERITAKAN

SESUATU KEJADIAN

y Terangkan

y Huraikan

y Bagaimana

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

y Akibat, Hasil Akhir)


11/50

4. EKSPERIMEN:1. Pernyataan masalah

2. Hipotesis

3. Pembolehubah4. Bahan/Radas

5. Gambarajah

6. Cara kerja

7. Pemerhatian/Keputusan

8. Perbincangan(Soalan & Jawapan)

9. Kesimpulan


12/50

SCIENCE PROCESS SKILL SCIENCE PROCESS SKILL

Enable students toformulate their

questions and find outthe answers

systematically.


13/50

OBSERVINGOBSERVING

Using the sense ofhearing, touch, smell,

taste and sight tocollect information

about an object or aphenomenon


14/50

POT A POT B

1. What can you observe?

The size of seedling leaves in pot A are bigger than

pot B

In an investigation, Tok Pian had planted threegreen bean seedlings in two containers of

different sizes. The condition of seedling aftera week is shown in Diagram 1

DIAGRAM 1


15/50

CLASSIFYINGCLASSIFYING

Using observations togroup objects or eventsaccording to similarities

and differences


16/50

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

Cucumber Hibiscus

Long beansMorning gloryDIAGRAM 7


17/50

(a)

State the types of support systems inthe plants.

i. Cucumber : ______________

ii. Hibiscus : ______________

iii. Morning glory : _______________

iv. Long beans : _______________


18/50

Cucumber, hibiscus,morning glory, long beans

Twining stem

Hibiscus andcucumber

Non-twiningstem

Morning glory,long beans

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

Example 1


19/50

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


20/50

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

DIAGRAM 7


21/50

Situation Attract Repel

P

Q

R

S

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

TABLE 7


22/50

Situation Attract Repel

P

Q

R

S

ANSWER

TABLE 7


23/50

MEASURING AND USINGMEASURING AND USING

NUMBERSNUMBERS

Making quantitative

observations using numbersand tools with standardised

units.Measuring makes

observation more accurate.


24/50

(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


25/50


Time taken to dissolve =


26/50


Time taken to dissolve = ..


27/50

INFERRINGINFERRING

Using past experiencesor previously collected

data to drawconclusions and make

explanations of events.


28/50

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 less competition to get 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 B

DIAGRAM 1


29/50

PREDICTINGPREDICTING

Stating the outcome of afuture event based onprior knowledge gainedthrough experiences or

collected data.


30/50

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


31/50

COMMUNICATING

Using words of graphicsymbols such as tables ,

graphs , figures ormodels to describe an

action , object or event.


32/50

Table 8.3 shows the time taken for the sugar to

dissolve in the water.

Beaker Time taken for the sugar to

dissolve / s

K 42.0

L 28.0

M 13.0

TABLE 8.3


33/50

(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


34/50

USING SPACEUSING SPACE -- TIMETIME

RELATIONSHIPRELATIONSHIP

Describing changes in

parameter with time.Examples of parameters

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


35/50

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 A

DIAGRAM 1

The seedlings become bigger / taller


36/50

INTERPRETING DATAINTERPRETING DATA

Giving rationalexplanation about an

object, event or patternderived from collected

data.


37/50

State the relationship between size ofthe sugar and the time taken for thesugar to dissolve.

The time taken for the sugar todissolve varies proportionately withthe size of sugar.


38/50

DEFINING OPERATIONALLYDEFINING OPERATIONALLY

Defining concepts bydescribing what must be

done and what should beobserved.


39/50

(f) Based on Diagram 8.2 and the bar chart

drawn in 8 (c), what is meant by the rate ofdissolving for sugar ?

The rate of dissolving for sugarvaries with the size of sugar

The rate of dissolving for sugar isthe reading on the stop watches


40/50

CONTROLLING VARIABLESCONTROLLING 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.


41/50

(e) State two variables involvedin this activity.

1.

2.

Size of sugar

Time taken for sugar to dissolve


42/50

HYPOTHESIZINGHYPOTHESIZING

Making a general statementabout the relationship between

a manipulated variable and aresponding variable in order toexplain an event or observation.

This statement can be tested todetermine its validity.


43/50

(d) Write one hypothesis relating to the

activity shown in Diagram 8.2

The smaller the size of sugar,

the lesser time taken for thesugar to dissolve


44/50

EXPERIMENTINGEXPERIMENTING

Planning and conductingactivities to test a certain

hypothesis. Theseactivities include collecting

, analysing and interpretingdata and makingconclusions.


45/50

We learn..

10% of what weread

20% of what we hear

30% of what we see

50% of what we both seeand hear


46/50

70% of what wediscussed with

others

80% of what weexperienced

personally

95% of what weteach to someone

else100%if only we study


47/50

PEPERIKSAAN

-MENDUKACITAKAN

-MENGECEWAKAN

-MENGGEMBIRAKAN

-MENDEBARKAN -MERISAUKAN


48/50

SEBELUM PEPERIKSAAN

Guru boleh:

- Memotivasikanmurid

- Membantukanmurid untukmemberitumpuanpadapelajaran

- Menggalakkanmuridagarsentiasa berminatdengankerja

sekolah


49/50

Perananguru:

- Mengajarmuridteknik

belajar yang betul

- Mengajarmurid caramengulangkajidanmengambil

nota yang betul


50/50

Selayang Pandang Format Pentaksiran2011

Documents

Transcript of Selayang Pandang Format Pentaksiran2011