Guideline Table for Scoring

CONTOH

EVIDENS LAPORAN

AMALI

Scoring Sheet Scoring Guideline

Samples of Evidence

PEKA Assessment Guide For Perfomance Indicator

PEKA SAINS SPM 1511/3

SCORING GUIDELINE

Construct assessed

Instrument /Evidence

Performance Indicator Score

Construct I(Planning of the experiment)

Laboratory report

Able to exhibit the complete planning of the following accurately ;

1. Aim of the experiment2. Hypothesis3. Variables involved4. Materials and apparatus5. Procedure or technique

Score 3Consists of all the five performance indicators correctly.Score 2Consists of any 3 or 4 P.I. correctly.Score 1Consists of any 1 or 2 P.I. correctly.

Construct II (Carrying out the experiment)

Check list in the Individual Scoring Form (during the experiment)

Able to carry out the experiment according to the planning

1. Ability to use and handle the materials/apparatus carefully and correctly.

2. Ability to clean all the apparatus properly.

3. Ability to store/put back the apparatus correctly and safely.

4. Ability to sketch/draw any specimen/science apparatus in correct arrangement and accurately.

Score 3Able to achieve/acquire all the P.I. correctly.Score 2Able to achieve any 2 or 3 P.I. correctly.Score 1Able to achieve any one of the P.I. correctly.

Construct III (Collecting and recording data /Observation)

Laboratory report

1. Able to draw a table with the manipulated and responding variables written correctly.

2. Able to complete data of manipulated variables in the table correctly.

3. Able to record/write the observation for the responding variables correctly.

Score 3Consists of all the P.I. correctly.Score 2Consists of any 2 or 3 P.I. correctly.Score 1Consists of any one of the P.I. correctly.

Construct IV (Interpreting data and making conclusion

Laboratory report

1. Able to interpret the data or discuss or plot a graph correctly: Title of the graph Axes labelled with the

correct units Uniform scale Suitable graph for the

experiment2. Able to state whether the

hypothesis is accepted or rejected.

3. Able to make conclusion/ summary.

Score 3Consists of all the P.I. correctly.Score 2Consists of any 2 or 3 P.I. correctly.Score 1Consists of any one of the P.I. correctly.

28


Construct assessed

Instrument /Evidence


Construct V (Scientific attitudes and noble values)

Check list in the Individual Score Form

1. Inquisitiveness and show interest

i. Frequently asking the teacher/friends questions related to the task.

ii. Ready to accept ideas and opinions of others.

iii. Keen in all the tasks given.

2. Systematici. frequently carrying out the

investigation or the experiment systematically.

ii. Reporting the exact data/observation from the experiment

3. Cooperationi. Cooperate while carrying

out the group activities.

4. Responsibilityi. Showing self confidence

while carrying out an investigation and being brave to defend one’s ideas.

ii. Ensure the safety of oneself, friends and surrounding.

Score 3Able to achieve all the P.I. correctly.Score 2Able to achieve any 2 or 3 P.I. correctly.Score 1Able to achieve any one of the P.I. correctly.

SAMPLE EVIDENCE 1

29


Topic : Effect of impurities on the boiling point of a pure liquid

Aim To study the effect of impurities on the boiling point of distilled water

Hypothesis The present of salt increases the boiling point of distilled water

Variables(a) Constant Volume/Amount/Quantity of distilled water(b) Manipulated The Presence of salt (c) Responding Boiling point of distilled water

Material/Apparatus Distilled water, salt, 100 cm3 beaker, wire gauze, tripod stand, Bunsen burner, thermometer

Procedure

1. Distilled water is poured into a beaker until it is half full.2. The water is heated until it boils. The temperature when the water boils (boiling temperature) is recorded3. Two spatulas of salt are added into the distilled water and the mixture is heated again.4. The temperature of the boiling mixture of water and salt is recorded.

Results

The Presence of salt Boiling point of distilled water (oC)

Absent 100

Present 102

Distilled water

Heat

Thermometer

Beaker

C1 P1

C1 P2

C1 P3

Note: All variables must be correct

C1 P4

C1 P5C3 P1

C3 P2

C3 P3

30


Discussion Without impurities the boiling point of distilled water is 100 oC but with the presence of impurities, the boiling point of water is increased. The boiling point of distilled water is increased with the presence of impurities.

Hypothesis is accepted

Conclusion The presence of impurities increases the boiling point of distilled water.

CONSTRUCT II : Carrying out the experiment

Performance Indicator( PI) ScoreAble to carry out the experiment according to the planning

1. Ability to use and handle the materials/apparatus carefully and correctly

Measure the volume of distilled water accurately Read the measurement of the thermometer

accurately Able to light up the bunsen burner with the correct

technique Adding the salt properly Measure the temperature of water with the correct

technique Able to turn off the bunsen burner.

Score 3Able to achieve/ acquire all the PI correctly.

Score 2 Able to achieve any 2 or 3 PI correctly

Score 1Able to achieve any one of the PI correctly

2. Ability to clean all the apparatus properly. Dispose the liquid used into the sink Wash the beaker properly Wash the thermometer properly Wash the spatula properly


Return the thermometer Return the beaker, spatula, tripod stand, wire gauze

and bunsen burner.

4. Ability to sketch / draw any specimen/ science apparatus accurately and in the correct arrangement

C4 P1

C4 P2

C4 P3

31


CONSTRUCT V : Scientific Attitude and Noble Values

Performance Indicator (PI) Score1. Inquisitiveness and show interest

Frequently asking the teacher or friends questions related to the task.

Ready to accept ideas and opinions of others. Keen in all the tasks given.

Score 3Able to achieve all the PI correctly.

Score 2Able to achieve any 2 or 3 PI correctly.

Score 1Able to achieve any 1 of the PI correctly.

2. Systematic Frequently carrying out the investigation or the

experiment systematically. Reporting the exact data/observation from the

experiment.

3. Cooperation Cooperate while carrying out the group activities.

4. Responsibility Showing self confidence while carrying out an

investigation and being brave to defend one’s ideas. Ensure the safety of oneself, friends and

surrounding.

SAMPLE EVIDENCE 2

32


Topic : Variation

Aim

Hypothesis

Variables Constant : Manipulated : Responding :

Apparatus and Materials:

Procedure :

Result:

Discussion:

Conclusion.

To study the variation of leaves.

Different leaves have different lengths.

Type of plant ( species of plant)Number of leaves Length of leaves

Leaves, ruler

1. 10 leaves from the same plants are collected by the students. 2. The length of a leaf is measured.3. The length of leaves is recorded in the table.4. The experiment is repeated with another leaf.

Number of leaves Length of leaves (cm)1 4.32 5.23 4.14 5.75 5.56 4.47 6.48 6.29 5.3

10 4.5

Variations in the length of the leaves show normal distribution. There is a whole range of intermediates between the shortest and the longest.

Hypothesis is accepted.

Different leaves have different lengths //The length of the leaves show continuous variation


Length of leaves /cm

Length of leaf

Metre rule

Leaf

C1 P1

C1 P2

C1 P3

C1 P4

C1 P5


C3 P1

C3 P2

C3 P3

C4P1

C4P2

C4P3

33



Able to carry out the experiment according to the planning.

1. Ability to use and measure using metre rule correctly.2. Ability to throw away all the leaves in the dustbin.3. Ability to store back all the apparatus correctly and

safely.4. Ability to draw any specimen correctly.


Score 2Able to achieve any 2 or 3 PI correctly

Score 1Able to achieve any one of the PI

CONSTRUCT V : Scientific attitudes and nobles values


1. Inquisitiveness and show interest :i frequently asking the teacher/ friends questions related to the task ii ready to accept ideas and other people’s

opinions iii keen in all the task given

2. Systematici frequently carrying out the investigation or

the experiment systematicallyii reporting the data exactly

3. Cooperationi showing cooperation while carrying out the

group activities

4. Responsibilityi showing self confidence while carrying out

the investigation and being brave to defend one’s ideas.

ii able to look out for the safety of oneself, friends and surrounding.




SAMPLE EVIDENCE 3

34


Topic : Exothermic and endothermic reactions

Aim To study exothermic and endothermic reactions.

Hypothesis Different types of chemical cause different changes in temperature in the reaction with water.

Variables(a) Manipulated Types of chemical(b) Responding Increase or decrease in temperature(c) Constant Volume of water / quantity of chemical substances

Material/Apparatus Sodium hydroxide crystals, ammonium chloride powder, distilled water, test tube, thermometer , spatula

Procedure

1. 5cm3 of distilled water is poured into a test tube.2. The initial temperature of distilled water is recorded.3. 1 spatula of sodium hydroxide pellet is added into the test tube.4. The mixture is stirred until the sodium hydroxide dissolved.5. Then the final temperature is recorded in the table.6. The experiment is repeated by using ammonium chloride powder.

Thermometer

Distilled water

Ammonium chloridepowder

Sodium hydroxide pellet

C1P1

C1P2

C1P3


C1P4

C1P5

35


ResultsTypes of chemicals

Initial temperature of substance (oC)

Final temperature of substance (oC)

Change in temperature (0C)

Sodium hydroxide crystals and distilled water

29.0 60.0 31.0

Ammonium chloride powder with distilled water.

29.0 15.0

-14.0

Discussion An exothermic reaction occurs when temperature increases because heat is released to the surrounding.An endothermic reaction occurs when temperature decreases because heat is absorbed from the surrounding.


Conclusion 1. An exothermic reaction is a chemical reaction that involves an increase in temperature.

2. An endothermic reaction is a chemical reaction that involves a decrease in temperature.

CONSTRUCT II (Carrying out the experiment)

Performance indicator Score 1. Ability to use and handle the materials/apparatus carefully and correctly

Ability to hold the test tube Ability to add sodium hydroxide crystals into the

test tube using a spatula. Ability to pour water into the test tube carefully. Ability to read the temperature from the

thermometer.

Score 3Able to achieve/ acquire all the P.I correctly.

Score 2Able to achieve/ acquire any 2 or 3 P.I correctly.

Score 1Able to achieve/ acquire any one P.I correctly

2. Ability to clean all the apparatus properly Ability to clean the test tube and thermometer

properly.3. Ability to store / put back the apparatus correctly and safely.

Ability to return the test tube and thermometer to its original place.

4. Ability to draw and label science apparatus accurately and in the correct arrangement.

C3P1

C3P2

C3P3

C4P1

C4P2

C4P3

36


CONSTRUCT V (Scientific attitudes and noble values)

Performance indicator Score

1. Inquisitiveness and show interest:i) Frequently asking the teacher /friends questions related to the task.ii) Ready to accept ideas and other people’s opinion.iii) Keen in all the task given




2. Systematici) Frequently carrying out the investigation or the experiment systematically.ii) Reporting the exact data

3. Cooperation i) Showing cooperation while carrying out the group activities

4. Responsibility i) Showing self confidence while carrying out the investigation and being brave to defend one’s ideas. ii) Able to look out for the safety of oneself, friends and surrounding.

37


SAMPLE EVIDENCE 4

Topic: Focal length of a convex lens.

Aim

Hypothesis

Variables Constant : Manipulated : Responding :

Apparatus and Materials:

Procedure :

Result:

Discussion:

Conclusion:

To study the focal length of a convex lens.

The thicker the lens, the shorter the focal length.

Type of lens.Thickness of the lensFocal length

Convex lens, lens holder, metre rule, screen.

1. The apparatus is set up as shown in the diagram.2. The lens is directed at a distant object3. The screen is adjusted until a sharp image forms on the

screen.4. The distance between the lens and the screen is measured5. The experiment is repeated using another convex lens with a

different thickness.

Thickness of the lens Focal length(cm)Thin 25

Moderate 20Thick 15

The focal length of a convex lens depends on the thickness of the lens. A thin convex lens has a longer focal length. A thick convex lens has a shorter focal length. Hypothesis is accepted.

The thicker the lens, the shorter the focal length.

Rays from distance object

Convex lens screen

C1 P1

C1 P2


C3 P1

C4 P3

C4 P2

C4 P1

C3 P3

C1 P5

C1 P4

C1 P3

C3 P2

focal length

38


Construct II (Carrying out the experiment)


Able to carry out the experiment according to the planning.

1. Ability to arrange the position of convex lens and the screen correctly

2. Ability to adjust the screen forward and backward until a sharp image is formed on the screen.

3. Ability to store back all the apparatus correctly and safely.

4. Ability to draw the diagram correctly.




Construct V (Scientific attitudes and nobles values)


1. Inquisitiveness and show interest :i frequently asking the teacher/ friends questions related to the task ii ready to accept ideas and other people’s

opinions iii keen in all the task given

2. Systematici frequently carrying out the investigation or

the experiment systematicallyii reporting the data exactly

3. Cooperationi showing cooperation while carrying out the

group activities

4. Responsibilityi showing self confidence while carrying out

the investigation and being brave to defend one’s ideas.

ii able to look out for the safety of oneself, friend and surrounding.




39


SAMPLE EVIDENCE 5

Topic : Resistance of alloy to corrosion.

Aim To investigate the properties of alloy and pure metal

Hypothesis Alloy is more resistance to rust than pure metal.

Variables(a) Manipulated Type of nail(b) Responding Rate of rusting (c) Constant Distilled water, temperature , time

Material/Apparatus Steel nail, pure iron nail, distilled water, test tubes , test tube rack

Procedure

1. Test tubes A and B are prepared.2. 5cm3 of distilled water is poured into test tubes A and B. 3. A steel nail is put into test tube A and an iron nail is put into

test tube B and both test tubes are kept at room temperature for 2 days.

4. After 2 days the condition of the nails are observed and recorded in the table below.

ResultsTypes of nail Presence of rust

Steel nailNo rust

Iron nail Rust

Discussion The steel nail in test tube A is more resistant to rusting than the iron nail in test tube B.Hypothesis is accepted.

Conclusion Steel nail is more resistant to rust than iron nail.


Test tube A Test tube B

Distilled water

Steel nail Iron nail

C1 P1

C1 P2

C1 P3


C1 P4

C3 P1C1 P5

C3 P2

C3 P3

C4 P1

C4 P2

C4 P3

40


Performance indicator Score1. Ability to use and handle the materials/apparatus carefully and correctly - Ability to hold the test tube - Ability to pour water into the test tube carefully. - Ability to add a nail in the test tube.




2. Ability to clean all the apparatus properly - Ability to clean the test tube properly.

3. Ability to store / put back the apparatus correctly and safely. - Ability to return the test tube and nails to its original place.

4. Ability to draw and label science apparatus accurately and in the correct arrangement.


Performance indicator Score1. Inquisitiveness and show interest:i) Frequently asking the teacher /friends questions related to the task.ii) Ready to accept ideas and other people’s opinion.iii) Keen in all the task given





3. Cooperationi) Showing cooperation while carrying out the group activities

4. Responsibilityi) Showing self confidence while carrying out the investigation and being brave to defend one’s ideas.ii) Able to look out for the safety of oneself, friend and surrounding.

SAMPLE EVIDENCE 6

41


Topic : Effect of Temperature on the growth of microorganisms

Aim To study the effect of temperature on the growth of microorganisms

Hypothesis Bacteria grows and reproduces quickly at room temperature but not at low or high temperature

Variables(a) Constant Quantity of bacteria//Type of bacteria(b) Manipulated Temperature (c) Responding Number of bacterial colonies

Material/Apparatus Sterile nutrient agar, bacteria culture (Bacillus subtilis), sterile

petri dishes and lids, syringes, cellophane tape, refrigerator and oven.

Procedure

A B C

5oC Room 80oC temperature (30oC)

1. Three sterile petri dishes containing sterile nutrient agar are prepared and labeled A, B and C respectively.

2. 1cm3 of bacteria culture solution is added onto the agar surface in each petri dish by using a syringe3. The petri dishes are covered with their lids and sealed using cellophane tape.4. The petri dishes are inverted and placed as below

Petri dish A in a refrigerator set at 5oC Petri dish B at room temperature (30oC) Petri dish C in an oven at 80oC

5. The petri dishes are left for two days.6. The number of bacterial colonies are observed and recorded.

Results Temperature (oC) Number of bacterial colonies5 None

30 Many

80None

Moist nutrient agar

Petri dish

Petri dish

C1 P1

C1 P2

C1 P3


C1 P4

C1 P5

C3 P2

C3 P3

C3 P1

42


Discussion Microorganisms grow rapidly at room temperature whereas temperatures that are too cold or too hot are not suitable for bacterial growth. Hypothesis is accepted.

Conclusion Bacteria grows and reproduces quickly at room temperature but not temperatures that are too high or too low.







Prepare sterile petri dishes that contain sterile nutrient agar

Insert the bacteria culture onto the surface of the agar correctly

Swirl the petri dish to spread the bacterial colonies on the agar surface.

Seal the petri dishes properly. All petri dishes are inverted and kept at

three different temperatures.

2. Ability to clean all the apparatus properly. Do not dispose the bacteria culture into

the sink or rubbish bin.3. Ability to store/put back the apparatus correctly and safely.

Return the syringe

4. Ability to sketch and label the material and apparatus accurately and in the correct arrangement.

CONSTRUCT V

Scientific Attitude and Noble Values

Performance Indicator (PI) Score

C4 P2

C4 P1

C4 P3

43


1. Inquisitiveness and show interest Frequently asking the teacher or

friends questions related to the task.

Ready to accept ideas and opinions of others.

Keen in all the tasks given.




2. Systematic Frequently carrying out the


Reporting the exact data/observation from the experiment.

3. Cooperation Cooperate while carrying out the

group activities.

4. Responsibility Showing self confidence while

carrying out an investigation and being brave to defend one’s ideas.

Ensure the safety of oneself, friends and surrounding.

SAMPLE EVIDENCE 7

Topic: The effect of humidity on the growth of microorganisms

44


Aim : To study the effect of humidity on the growth of microorganisms

Hypothesis : Microorganisms grow rapidly in moist condition

Variables : Constant : Type of bread/ temperature/ nutrient content Manipulated : Presence of moisture/ water Responding :The growth of microorganisms /mucor/fungi

Materials/Apparatus : 2 pieces of bread, water, clear plastic bag.

Procedure : 1. A piece of bread is sprinkled with water and placed in a clear plastic bag labeled A.

2. The other piece is kept dry and placed in the clear plastic bag labeled B.

3. Both plastic bags are kept in a dark cupboard for two days.4. The result of the experiment is observed and recorded in

the table below.

Results :Presence of moisture The growth of mucorA Moist bread Yes / A lot of mucorB Dry bread No / A few mucor

Data interpretation and discussion

: After two days the mucor grows on the moist bread because of the presence of water but no mucor grows on the dry bread. Mucor needs water to grow. Hypothesis is accepted.

Conclusion : Microorganisms grow rapidly in moist condition



B: Dry bread A: Moist bread

Plastic bag

C1 P1

C1 P2

C1 P3Note: All variables must be correct

C1 P4

C1 P5C3 P1

C3 P2

C3 P3

C4 P1

C4 P2

C4 P3

45


Able to carry out the experiment according to the planning

5. Ability to prepare moist and dry bread correctly.

6. Ability to place the bread in the plastic bag.7. Ability to keep bread A and B in the

cupboard safely.8. Ability to draw the mucor on the bread

correctly

Score 3Able to achieve/acquire all the P.I. correctly.Score 2Able to achieve any 2 or 3 P.I. correctly.Score 1Able to achieve any one of the P.I. correctly.



1. Inquisitiveness and show interest

iv. Frequently asking the teacher/friends questions related to the task.

v. Ready to accept ideas and opinions of others.

vi. Keen in all the tasks given.

a. Systematiciii. frequently carrying out the investigation

or the experiment systematically.iv. Reporting the exact data/observation

from the experiment

b. Cooperationii. Cooperate while carrying out the group

activities.

c. Responsibilityiii. Showing self confidence while carrying

out an investigation and being brave to defend one’s ideas.

iv. Ensure the safety of oneself, friends and surrounding.

Score 3Able to achieve all the P.I. correctly.Score 2Able to achieve any 2 or 3 P.I. correctly.Score 1Able to achieve any one of the P.I. correctly.

SAMPLE EVIDENCE 8

Topic : The effect of pH on the growth of microorganisms

46


Aim : To study the relationship between pH value and the growth of microorganisms

Hypothesis : Bacteria thrives in neutral conditions / neutral condition is suitable for the growth of microorganisms

Variables : Constant variable : Volume of nutrient broth Manipulated variable : pH value Responding variable : Cloudiness of the nutrient broth

Materials/ : Sterile nutrient broth, bacteria culture (Bacillus subtilus), distilled water,apparatus hydrochloric acid 1 mol/dm , sodium hydroxide solution 1 mol/dm3 ,

test tubes,cotton wool.

Procedure 1. Three test tubes labeled A,B and C are prepared.2. 5 cm3 of nutrient broth is poured into each test tubes3. 1 cm3 of bacteria culture is added into each test tubes.4. 1cm3 of hydrochloric acid, 1cm3 of sodium hydroxide solution and

1cm3 of distilled water are added by using syringes into the nutrient broth in test tubes A ,B and C respectively.

5. The test tubes A, B and C are plugged with cotton wool6. The three test tubes are kept in the dark cupboard for 2 days.7. The content of the test tubes are observed and recorded.

Observation

Test tubes Condition of the

nutrient agarCloudiness of the

nutrient brothA Acidic Slightly cloudyB Alkaline Slightly cloudyC Neutral Very cloudy

Discussion

After two days , nutrient broth in test tubes A and B becomes only slightly cloudy because microorganisms do not grow well in acidic and alkaline conditions. In test tube C, the nutrient broth becomes very cloudy because microorganisms grow rapidly in neutral condition..

Nutrient broth + bacteria culture

A B C Acidic Alkaline Neutral (Hydrochloride acid) ( Sodium hydroxide solution) (Distilled water )

C1 P1

C1 P2

C1 P3


C1 P4

C1 P5

C4 P1

C3 P3C3 P2

C3 P1

C3 P3C3 P2

47


Hypothesis is accepted Conclusion: . Bacteria grows rapidly in neutral condition/ neutral condition is the most suitable pH for the growth of microorganisms.







Prepare sterile test tubes that contain sterile nutrient broth

Put the bacteria culture into the test tube correctly

Put the acid, alkaline and distilled water into the test tubes A,B and C correctly

Plug the test tubes with cotton wool properly. All test tubes are kept in a dark cupboard

2. Ability to clean all the apparatus properly. Do not dispose the bacteria culture into the sink

or rubbish bin.3. Ability to store/put back the apparatus correctly and safely.

Return the syringe

4. Ability to sketch and label the material and apparatus accurately and in the correct arrangement.

CONSTRUCT V

Scientific Attitude and Noble Values

Performance Indicator (PI) Score1. Inquisitiveness and show interest

Frequently asking the teacher or friends questions related to the task.

Ready to accept ideas and opinions of others.

Keen in all the tasks given.


C4 P2

C4 P3

48




2. Systematic Frequently carrying out the


Reporting the exact data/observation from the experiment.

3. Cooperation Cooperate while carrying out the group

activities.

4. Responsibility Showing self confidence while carrying

out an investigation and being brave to defend one’s ideas.

Ensure the safety of oneself friends and surrounding.

SAMPLE EVIDENCE 9

Topic : Pressure

Aim To study the relationship between weight (force) and depth of immersion of weight (pressure)

Hypothesis The bigger the mass the deeper the immersion of weight.// The bigger the force the higher the pressure

C1 P1

C1 P2

49


Variables1. manipulated2. responding 3. constant

The mass of weightDepth of immersionSurface area of weight

Materials/Apparatus Flour, 100 g weight, 200 g weight, 300 g weight, retort stand, clamp, container ,metre rule, thread, pair of scissors.

Procedure

1. The apparatus as shown in Diagram 1 is prepared.2. The threat is cut with a pair of scissors and the weight is

let to fall into the flour in the container.3. The depth of immersion of the weight into the flour is

marked on the weight or weight rod as shown in Diagram 2.

4. The depth of immersion is measured and recorded in table below.

5. Steps 1 to 4 are repeated with 200g and 300g weights.

Diagram 2

depth of immersion

mark

flour

flour

container

thread

40 cm

20 cm

retort stand

Weight100 g

weight rod

Diagram 1

C1 P3


C1 P4

C1 P5

50


Observation

Mass of weight (g) 100 200 300Depth of immersion (cm) 2 3

4

Discussion The bigger the mass of weight, the bigger the force and pressure produced. A higher pressure causes a deeper immersion.


Conclusion The bigger the force the higher the pressure.



Able to carry out the experiment according to the planning.Score 3Able to achieve/ acquire all the Performance Indicator correctly.Score 2Able to achieve any two or three of the Performance Indicatorcorrectly.

Score 1 Able to achieve any one of the Performance Indicator correctly

1. Ability to measure the depth of immersion of the weight2. Ability to clean all the apparatus properly3. Ability to store / put back the apparatus correctly and safely4. Ability to draw science apparatus accurately and in the correct arrangement.

CONSTRUCT V : Scientific Attitudes and Noble Values

Performance Indicator ScoreAble to carry out the experiment according to the planning.1. Inquistiveness and show interest

i. Frequently asking the teacher/ friends questions related to the task.

ii. Ready to accept ideas and opinions of others

Score 3

Able to achieve/ acquire all the Performance Indicator correctly.

C3 P1

C3 P3

C3 P2

C4 P1

C4 P2

C4 P3

51


iii. Keen in all the tasks given

2. Systematic

i. frequently carrying out the investigation or the experiment systematically.

ii. Reporting the exact data/ observation from the experiment.

Score 2

Able to achieve any two or three of the Performance Indicator correctly.

3. Cooperation

i. cooperation while carrying out the group activities.

Score 1

Able to achieve any one of the Performance Indicator correctly.

4. Responsibility

i. Showing self confidence while carrying out an investigation and being brave to defend one’s ideas.

ii. Ensure the safety of oneself, friends and surrounding.

SAMPLE EVIDENCE 10

Topic : Inertia

Aim To investigate the relationship between mass and inertia.

Hypothesis The larger the mass of an object ,the greater the inertia of the object.

Variables

C1 P1

C1 P2


52


(a) Manipulated The mass of sphere(b) Responding The distance of the sphere’s movement(c) Constant The angle of inclination , the length of thread,

the mass of pendulum

Material/Apparatus Thread, mass of spheres of 50g, 100g,150g , retort stand , pendulum and metre rule.

Procedure

1. The apparatus is set up as shown in the diagram above. 2. The pendulum with 50g weight is tied to the retort stand with a 50cm length of thread.3. The pendulum is displaced at an angle of inclination of 30º

from the perpendicular and released to knock the 50g sphere on the table.

4. The distance of the sphere’s movement is measured with a metre rule.5. The result is recorded in the table below.6. Steps 1- 5 are repeated by using 100g and 150g mass of sphere.

Results

Mass of sphere/g

Distance of sphere’s movement/cm

50 60100 45150 25

30O

ThreadPendulum

Sphere

Retort stand

Table

C1 P3

C1 P4

C1 P5

C3 P1

C3 P2

C3 P3

53


Discussion When the mass of the sphere increases the distance of the sphere’s movement decreases. The greater the mass of an object, the greater the inertia.The greater the mass the more the object tends to remain at rest and resist a change in motion.


Conclusion The greater the mass of an object the greater the inertia produced


Performance indicator Score1. Ability to use and handle the materials/apparatus carefully and correctly

Ability to tie the pendulum to the retort stand.. Ability to displace the pendulum at an inclination

angle of 30º. Ability to release the pendulum and to knock

onto the sphere on the table. Ability to measure the distance of the sphere’s

movement.




2. Ability to clean all the apparatus properly Ability to dismantle the pendulum from the retort

stand

3. Ability to store / put back the apparatus correctly and safely.

Ability to return the apparatus to its original place.

4. Ability to draw and label science apparatus accurately and in the correct arrangement .


Performance indicator Score

C4 P2

C4 P1

C4 P3

54


1. Inquisitiveness and show interest:i) Frequently asking the teacher /friends questions related to the task.ii) Ready to accept ideas and other people’s opinion.iii) Keen in all the task given


3. Cooperation i) Showing cooperation while carrying out the group activities4. Responsibility

i) Showing self confidence while carrying out the investigation and being brave to defend one’s ideas.ii) Able to look out for the safety of oneself, friend and surrounding.




SAMPLE EVIDENCE 11

Topic : Proprioceptor

55


Aim : To observe the role of proprioceptors in arrange cans in the correct order without looking

Hypothesis :. Proprioceptors helps us to arrange cans in the correct order without looking

Variables : manipulated variable : Number of students responding variable : Ability to arrange cans in the correct order fixed variable : Mass of cans

Apparatus : sand, five copper can of equal size

Procedures : 1. This activity must be done in groups 2. All the five cans must be filled with sand of different weights for example:

Can One Two Three Four Five

Weight of sand 50 g 100 g 150 g 200 g 250 g

3. One of my friend is asked to close his eyes4. His eyes are covered with a piece of cloth.5. The five cans are arranged randomly in front of my friend whose eyes

have been covered.6. He is asked to pick up the cans one by one and arrange the cans

according to their weight either in descending and ascending order.7. Role among group members are exchanged and the step above are

repeated.8. The observations are recorded in the table.

ResultNumber of

Student Ability to arrange in the correct order (Yes /No)

1 Yes

2 Yes

3 Yes

4 Yes

5 Yes

Discussion : Proprioceptors are receptor in our body that sense the position of our body that sense the position of our body

We can arrange can without looking because our body has proprioceptors

C1P1

C1P2

C1P3

C1P4


C1P5

C3P1

C3P2

C3P3

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Proprioceptors are important because the enable us to be concious of the position and the posture of our body.The receptor in the muscle related to proprioceptore is called stretch receptor.The other function of proprioceptors also enables us to detect the movement of our body without looking.

Hypothesis is accepted

Conclusion : Proprioceptors are receptor that enable us to be conciousabout the movement of our body parts as well as its functions without using our eyesight




Able to weight cans according to the mass correctly.

Able to arrange cans in correct order. Able to rearrange cans randomly after the

experiment




2. Ability to clear all the apparatus properly. Dispose the sand to the dustbin


Return the can to the right place

CONSTRUCT V : Scientific Attitude and Noble Values


C4P1

C4P2

C4P3

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1. Inquisitiveness and show interest Frequently asking the teacher or friends questions

related to the task. Ready to accept ideas and opinions of others. Keen in all the tasks given.




2. Systematic Frequently carrying out the investigation or the

experiment systematically. Reporting the exact data/observation from the

experiment.

3. Cooperation Cooperate while carrying out the group activities.

4. Responsibility Showing self confidence while carrying out an

investigation and being brave to defend one’s ideas. Ensure the safety of one’s self friends and

surrounding.

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Documents

Guideline Table for Scoring