The framework of UPSR PEKA.

LEARNING AREA
The learning area comprises of wo elemen s. Elemen ! " SPS #Scien ific Process Skills$ Elemen % " S&S #Scien ific &anip'la i(e Skills$ Elemen ! an) % con ain a lis of cri eria of he skills as he performance in)ica or which are e*pec e) o +e mas ere) +, p'pils. The Scien ific A i ')es an) No+le (al'es are im+e))e) )'ring he assessmen of SPS an) S&S a) m's +e o+ser(e) +, eacher- assessor

Science and Teaching of Science

Science an) eaching s ')en s a+o' science means more han scien ific knowle)ge.
The firs of hese is he con en of science" he +asic science concep s an) o'r scien ific knowle)ge. This is he )imension of science ha mos people firs hink a+o' . an) i is cer ainl, (er, impor an .

Science and Teaching of Science

The o her wo impor an )imensions of science in a))i ion o science knowle)ge are processes of )oing science an) scien ific a i ')es.

Science and Teaching of Science

The science process skills are he skills ha scien is s 'se in he process of )oing science.

SPS !/01SER2ING
Construct
SPS 1 Observing

Score
C1-

Criteria
State the properties of objects and situations correctly using the five senses

Remark
Suggested activity i !ield study ii "#periment
"#amples $%1%1&1%4 $%1%1&'%1 $%1%'&1%4 $%'%(&1%1 4%1%$&'%1)' 4%1%$&4%1)' 4%1%$&*%')* *%1%1&1%$ (%1%1&1%1-( (%1%1&'%1 +Refer to Curiculum Specification

C' , State the properties of objects and situations using appropriate tools to assist senses& C$ - State the properties of objects and situations honestly C4 - State the properties of objects situations based on the se-uences occurred&

$ ' 1

C1 and C' C1 or C' C1 or C' + .ith guidance

SPS 1 C1-

State the properties of objects and situation correctly using the five senses

/012341435" O6S"R5143O7& Observe objects or events in a variety of .ays using one or more of the senses Something that you directly see8 hear8 smell8 taste8 or touch 4o observe an objects means to carefully e#plore all of its properties such as colour8 te#ture8 odor8 shape8 .eight8 volume or temperature& "#amples 9 3dentify properties of an object8 i&e& shape8 color8 si:e8 and te#ture&

SPS 1 C1-

State the properties of objects and situation correctly using the five senses

/012341435" O6S"R5143O7&

4he classroom .alls are yello.& 4he classroom floor is shiny&

SPS 1 C1-

State the properties of objects and situation correctly using the five senses

/uantitative Observation /uantitative observations are descriptions that are based on measurements or counts and do include numbers& 3f you count objects or measure them .ith standard units8 you are making -uantitative observations& "#amples9 1& 4here are '; students in the room& '& 4he blackboard is 1 meter high and ' meters .ide&

SPS1 C' , State the properties of objects and situations using appropriate tools to assist senses

0se indirect methods8 or using appropriate tools to assist senses& i&e&9 hand lenses8 microscopes8 thermometers8 to observe objects and events& observe objects or events by counting8 comparing8 estimating and measuring&

SPS 1 %C$- State the properties of objects and situations honestly

"<1=P2"S

SPS 1 %C4- State the properties of object situations based on the se-uences occurred&

"<1=P2"S

The )ifferences +e ween 0+ser(a ion an) Inferences

observations are directly observable8 .hile inferences are e#planations of .hat>s been observed&

The )ifferences +e ween 0+ser(a ion an) Inferences

"#amples9 4here>s an empty a-uarium in the classroom& +observation 4he tank is *? cm long8 $? cm .ide8 and 1; cm deep& +observation 4he inside of the tank is dry& +observation 4he tank used to contain live fish& +inference@ not directly observable 4he tank is .aterproof& +inference

E*amples of 0+ser(ing
P'pils o+ser(e an) (is'alise he mo(emen of air when h'man +eings +rea he P'pils o+ser(e on how h'man +eings respon) o s im'li P'pils make caref'l o+ser(a ion in or)er o i)en if, he +asic nee)s of h'man +eings. plan s an) animals from he gi(en pic 'res or si 'a ions.

E*amples of Acc'ra e an) 0+3ec i(e 0+ser(ing an) No 0+3ec i(e 0+ser(a ion Si* een s ')en s were in class when he +ell rang an) fi(e s ')en s arri(e) af erwar). #acc'ra e an) o+3ec i(e$ 4alf he class was la e for class. #no acc'ra e$ The frien)lies people were here firs . #no o+3ec i(e$

O6S"R537A BBB
5here is m, Pean' 6. In his ac i(i ,. s ')en s will recor) as m'ch informa ion a+o' a pean' as possi+le. incl')ing i s appearance. leng h. an) weigh . Then he pean' is hi))en in a pile an) s ')en s m's 'se his informa ion o fin) i . 7ote9 Allow s ')en s o 'se ins r'men s s'ch as magnif,ing lenses. r'lers. an) +alances o help hem wi h heir o+ser(a ions. 7o' co'l) e* en) he ac i(i , +, ha(ing s ')en s )escri+e heir pean' ei her orall, of in wri ing while o her eam mem+ers search for i . Repea his ac i(i , wi h o her manma)e or na 'ral o+3ec s. Ask s ')en s" 5hich senses )i) ,o' 'se o collec informa ion a+o' ,o'r pean' 6 5ha ools )i) ,o' 'se o help ,o' wi h ,o'r o+ser(a ions6 5ha proper ies )i) ,o' 'se o i)en if, ,o'r pean' 6 5ha charac eris ic was mos helpf'l for i)en if,ing ,o'r pean' 6

Construct
SPS ' Classifying

Score
C1-

Criteria
Arouping objects or events in order into categories based on common property or criteria

Remark
Suggested activity i !ield study ii "#periment iii Project
"#amples $%1%1&1%1 $%1%1&$%1 $%1%'&$%1 $%'%4&1%1 4%1%'&$%C 4%$%1&1%1)11 *%1%'&'%1 (%1%$&1%' *%$%1&1%1 (%$%1&'%' (%$%'&1%1 +Refer to Curiculum Specification

C' , State the differences and similarities of the physical properties or criteria C$ - State the common properties or criteria used in each step of classification C4 - Arouping objects or events in order into categories based on properties or criteria until the final step or the higher level&

$ ' 1

C18 C' and C$ C1 and C' C1 .ith guidance

SPS % 8lassif,ing
Gro'ping similar i ems oge her. s'ch as shoes or +ooks. is a form of classification. 8lassifica ion is he organi9a ion of o+3ec s +, rai s ha he, ha(e in common. 8lassifica ions can +e general. like separa ing ,o'r +ooks from he o her o+3ec s in ,o'r room. or more specific. like separa ing ,o'r e* +ooks from ,o'r no(els. 7o' co'l) go e(en f'r her. separa ing e* /+ooks +, s'+3ec ma er. no(els +, heir a' hors. an) so on.

SPS % 8LASSI:7ING
8lassif,ing" organi9ing o+3ec s an) e(en s in o gro'ps accor)ing o a s,s em #for e*ample" he wa, animals are classifie) 'sing gro'ps s'ch as king)om. famil,. species. e c.$.

SPS % 8LASSI:7ING
I)en if, proper ies 'sef'l for classif,ing o+3ec s. Gro'p o+3ec s +, heir proper ies or similari ies an) )ifferences 8ons r'c an) 'se classifica ion s,s ems Gro'ping or or)ering o+3ec s or e(en s accor)ing o similari ies or )ifferences in proper ies Lists, tables, or charts are generated.

SPS ' C1- Arouping objects or events in order into categories based on common property or criteria

E*amples "

SPS' C'

, State the differences and similarities of the physical properties or criteria

E*amples "

SPS ' C$ - State the common properties or criteria used in each step of classification

E*amples "

SPS ' C4 - Arouping objects or events in order into categories based on properties or criteria until the final step or the higher level&

E*amples "

Construct
SPS $ =easuring and 0sing 7umbers

Score
C1-

Criteria

Remark

0se the correct apparatus to Suggested activity measure -uantities e&g length8 i !ield study volume8 mass8 time 8 temperature ii "#periment and speed iii Project
"#amples 4%'%1&1%$-4 4%'%1&'%$ 4%'%1&4%4)* 4%'%1&*%$)4 4%'%1&(%4)* *%'%4&1%$ (%'%'&1%1)' +Refer to Curiculum Specification

C' , Record reading using numbers and correct standard unit +S3 C$ - Record reading accurately& C4 - State the increase and decrease in a reading

$ ' 1

C18 C' and C$ C1 and C' C1 and C' .ith guidance

SPS $9 ="1S0R37A 17D 0S37A 70=6"RS

compare an) or)er o+3ec s +, leng h. area. weigh . (ol'me. e c. meas're proper ies of o+3ec s or e(en s +, 'sing s an)ar)ise) 'ni s of meas're. meas're (ol'me. mass. weigh . empera 're. area. leng h. an) ime 'sing appropria e 'ni s an) appropria e meas'ring ins r'men s.

SPS $9 ="1S0R37A 17D 0S37A 70=6"RS

8omparing an 'nknown ;'an i , wi h a known #me ric 'ni s. ime. s ')en / genera e) frames of reference$ / 0+ser(a ions are ;'an ifie) 'sing proper meas'ring )e(ices an) echni;'es Measurements are to be recorded in an orderly and systematic fashion with labeled units of measure. Charts, graphs, or tables can be generated manually or with computer software.

SPS$ % C1- 0se the correct apparatus to measure -uantities e&g length8 volume8 mass8 time 8 temperature and speed

E*amples "

SPS $ %C' , Record reading using numbers and correct standard unit +S3

E*amples "

SPS $ % C$ - Record reading accurately&

E*amples "

SPS $ %C4 - State the increase and decrease in a reading

E*amples "
4ime + s < !> !< %> Eater temperature + ?C => =% =? @>

Construct
SPS 4 Communicating

Score
C1-

Criteria
Record data or information from an investigation

Remark
Suggested activity i !ield study ii "#periment iii Project
"#amples *%'%4&1%* (%1%1&'%' *%$%1&$%1 4%'%1&'%$ 4%$%1&(%' (%4%1&1%$ +Refer to Curiculum Specification

C' , Present data or information using appropriate dra.ing8 table or graph C$ - "#plains ideas +oral .ritten C4 - Erite e#perimental report systematically + .ith or .ithout guidance

$ ' 1

C18 C' and C$ C1 and C' C1 .ith guidance

CO==073C1437A

an, ,pe of message ha is sen from one person#s$ o ano her person#s$A hese can +e messages sen hro'gh alking or wri ing.

CO==073C1437A

cons r'c an) 'se wri en repor s. )rawings. )iagrams. graphs. or char s o ransmi informa ion learne) from science e*perimen s . Using he wri en an) spoken work. graphs. )emons ra ions. )rawings. )iagrams. or a+les o ransmi informa ion an) i)eas o o hers (er+all, ask ;'es ions a+o' . )isc'ss. e*plain. or repor o+ser(a ions. af er an in(es iga ion. repor he ;'es ion es e). he e*perimen al )esign 'se). res'l s. an) concl'sions )rawn. 'sing a+les an) graphs where appropria e.

80&&UNI8ATING T00LS
S,m+ols &aps 0ral )escrip ions &'sic Brawing 8oncep &aps Graphs &o)els 8har s N'm+ers 5ri en lang'age 1o), lang'age Ba a Ta+les 8o)es #eg. 1lack magic$

"<1=P2"S O! /0"S43O737AF& CO==073C1437A

8an ,o' )raw wha he plan looks like6 5ha can ,o' sa, a+o' his o+3ec 6 Tell 's how ,o' make he +'l+ ligh s 'p6 Bescri+e wha happens when ,o' a)) wa er o i 6 Braw a pie char +, 'sing ,o'r )a a. Braw a graph o show he rela ionship +e ween ime an) empera 're.

1AR 84ART
C? ;? G? (? *? 4? $? '? 1? ?

"ast Eest 7orth

1st /tr

'nd /tr

$rd /tr

4th /tr

0RGANISATI0N 84ART
A

PIE 84ART

BIAGRA&

2ER1AL BES8RIPTI0N

Braw a s,m+ol o comm'nica e each of he following )irec i(es

B0NCT STEP 0N T4E GRASS N0 :00B ALL05EB STRI8TL7 PR04I1ITEB BANGER0US EDPL0SI2E B0NCT :EEB T4E ANI&ALS

S7&10L

SPS 4 C1-

Record data or information from an investigation

E*amples "

SPS 4

C' , Present data or information using appropriate dra.ing8 table or graph

E*amples "

SPS 4 C$ - State the -uantity of changes based on the rate of changes

E*amples "

SPS 4 C4 - Erite e#perimental report systematically + .ith or .ithout guidance

E*amples "

Construct
SPS * 0sing Spacetime relationship

Score
C1-

Criteria
1rrange occurrence of phenomenon on events chronologically

Remark
Suggested activity i !ield study ii "#periment iii Project
"#amples *%4%'&1%' (%4%1&1%$ (%4%1&'%' *%'%$&1%4

C' , State the relationship bet.een the distance travelled and the time taken& C$ - State the -uantity of changes based on the rate of changes C4 - "#plain changes in location8 si:e8 shape and direction8 .ith time

$ ' 1

C18 C' and C$ C1 and C' C1 and C' .ith guidance

+Refer to Curiculum Specification

SPS $ %C4 - State the increase and decrease in a reading Describing the location % direction % si:e % shape % changes of an object at a certain time Relationship Location- time irection ! time Shape ! time "#planation The distance after 3 hours journey with speed 15km/h. The e"pansion of ink drop on a tissue paper after 5 minutes The ice cu#e shape after 1 hour e"posed to air..

SP1C"-43=" R"2143O7SH3P
describe an objectIs position8 i&e&8 above8 belo.8 beside8 etc& in relation to other objects describe the motion8 direction8 spatial arrangement8 symmetry8 and shape of an object compared to another object&

"#amples of -uestioningF&F Space-time relationship

5here is he +all af er a while6 5ha happens o he ice af er a few min' es6 5ha is he (ol'me of he wa er af er < min' es6 5ha is he )irec ion of he o+3ec wi hin en secon)s6

SPS *

C1-

1rrange occurrence of phenomenon on events chronologically

E*amples "

SPS * C' , State concepts by describing .hat should be done

E*amples "

SPS * C$ - State the -uantity of changes based on the rate of changes

E*amples "

SPS *

C4 - "#plain changes in location8 si:e8 shape and direction8 .ith time

E*amples "

Construct
SPS ( Defining Operationally

Score
C1-

Criteria
State concepts by describing .hat should be observed

Remark
Suggested activity i !ield study ii "#periment iii Project
"#amples 4%$%1&*%$ (%'%1&'%G *%$%'&1%1 (%1%1&'%' (%$%1&'%' (%%*%1&'%'

C' , State concepts by describing .hat should be done & C$ - State variables by describing .hat should be observed C4 - State variables by describing .hat should be done&

$ ' 1

C1 and C' or C$ and C4 C1 and C' C1 or C' .ith guidance

+Refer to Curiculum Specification

D"!3737A OP"R143O7122J

s a e )efini ions of o+3ec s or e(en s in erms of wha he o+3ec is )oing or wha is occ'rring in he e(en s a e )efini ions of o+3ec s or e(en s +ase) on o+ser(a+le charac eris ics. 8rea ing a )efini ion +, )escri+ing wha is )one an) o+ser(e) It is in the language of the students. Definitions are in context of students' experiences - not from the glossary, not to be memori ed.

D"!3737A OP"R143O7122J
0PERATI0NAL BE:INITI0N
To help ,o' #or someone else$ repea ,o'r e*perimen 'n)er he same con)i ions each ime. ,o' nee) o wri e an opera ional )efini ion for an, ke, erms ha )o no ha(e one. clear meaning. The opera ional )efini ion clarifies (ag'e erms an) e*plains how he res'l s #)epen)en (aria+le$ will +e meas're). :or e*ample. in 4elicop er 4appenings. as a class we ha) o )eci)e wha he erm E+es F mean so ha e(er,one was meas'ring res'l s in hesame wa,. 5e co'l) )efine E+es F as he s raigh es fligh pa h from s ar o finishA we also co'l) )efine i as he highes n'm+er of comple e ro a ionsA i co'l) mean he fas es fligh ime in secon)s from s ar o finish. S a ing how we meas're) he E+es F fligh ens'res ha each la+ eam meas're) he res'l s 'sing he same cri eria.

4H" E1J O! /0"S43O737AF D"!3737A OP"R143O7122J 5ha is a +all6 5ha is a comple e circ'i 6 5ha )i) ,o' )o o he hings o make a comple e circ'i 6

SPS ( C1-

State concepts by describing .hat should be observed

E*amples"

SPS ( C' , State concepts by describing .hat should be done

E*amples"

SPS ( C$ - State variables by describing .hat should be observed

E*amples"

SPS ( C4 - State variables by describing .hat should be observed

E*amples"

Construct
SPS G "#perimenting

Score

Criteria
C1 , State a hypothesis + relationship bet.een .hat to change and .hat to measure C' , State the variables i&e& .hat to change8 .hat to measure and .hat to keep constant in an e#periment C$3dentify the apparatus in an e#periment

Remark
"#amples *%$%'&1%$ *%'%'&'%( *%'%$&1%4 *%'%4&1%1 (%'%1&$%; (%'%'&1%1 +Refer Curriculum specification
*%$%'&1%$0nderstanding the properties of acidic8 alkaline and neutral substances& *%'%'&'%(0nderstanding a series circuit and a parallel circuit Compare the brightness of the bulbs in a series and a parallel circuit&

C4- State the step in an e#periment + Oral or .ritten C*- Carry out an e#periment to test the hypothesis by controlling variables in a coordinated manner C( , Present the result in the form of dra.ing8 table8 graph or other means * 4 $ C18C'8C$8C4 and C* C18C'8C$ and C4 C18C' and C$

"<P"R3="7437A
Besign an in(es iga ion o es a h,po hesis 8on)'c simple e*perimen s Recogni9e limi a ions of me ho)s an) ools 'se) in e*perimen s. i.e.. e*perimen al error U ilise safe proce)'res while con)'c ing in(es iga ions. Besigning oneGs own e*perimen o es a h,po hesis 'sing proce)'res o o+ ain relia+le )a a . !ll basic and integrated s"ills to formulate a problem, collect data, and pose a solution are used. Doing a teacher-orchestrated science acti#ity is $%& experimenting. 'tudent demonstrates understanding and application of scientific method though in(uiry, research and self-design of experiment to test a hypothesis.

"<P"R3="7437A

!. I)en if, he Pro+lem. %. :orm a h,po hesis. =. E*perimen #ma erials. proce)'re. wha o change. wha o o+ser(e-meas're). wha o keep he same6 @. Anal,se he )a a <. Braw a concl'sion. ?. 8omm'nica e he res'l s.

"<P"R3="7437A
RESEAR84 HUESTI0N Scien is s )esign e*perimen s o answer ;'es ions or sol(e pro+lems. The research ;'es ion g'i)es wha he scien is es s an) is answere) 'sing )a a ga here) hro'gh es ing. The research ;'es ion 's'all, s a es he rela ionship +e ween wha is change) an) wha is o+ser(e).

"<P"R3="7437A

Ehat can you see on the screen if the source of light is fully blockedK Ho. does the si:e of the shado. change .hen the distance bet.een the object and light source is increases K Ehat have you found out from this e#periment K

SPS G C1 , State a hypothesis + relationship bet.een .hat to change and .hat to measure 3f 3 add mass to the base8 then the helicopter .ill drop straighter because the mass stabilises the helicopter&L

SPS G C1 , State a hypothesis + relationship bet.een .hat to change and .hat to measure

Jou may say8 M3f my car battery is lo.8 my car .ill not start&N 4his is your first hypothesis& Jou may then check .hether the lights .ere left on8 or if the engine makes a particular sound .hen you turn the ignition key& Jou might actually check the voltage across the terminals of the battery& 3f you discover that the battery is not lo.8 you might attempt another hypothesis +N4he starter is brokenN@ N4his is really not my car&N

SPS G C' , State the variables i&e& .hat to change8 .hat to measure and .hat to keep constant in an e#periment

i)en if, he (aria+les" wha is change) #manip'la e) (aria+le. 5ha is o+ser(e) -meas're) #respon)ing$ (aria+le. an) 5ha is kep he same . (aria+les/hel)/cons an in an e*perimen .

SPS G C$-

3dentify the apparatus in an e#periment

EDA&PLES"

SPS G C4- State the step in an e#periment + Oral or .ritten

EDA&PLES"

SPS G C*- Carry out an e#periment to test the hypothesis by controlling variables in a coordinated manner

EDA&PLES"

SPS G C( , Present the result in the form of dra.ing8 table8 graph or other means

EDA&PLES"

"<P"R3="7437A Un)ers an)ing ha empera 're is an in)ica or of )egree of ho ness. The lesson is a+o' ho an) col). In his lesson. p'pils will in(es iga e an) )isco(er from ac i(i ies how a s'+s ance +ecomes ho or col) an) he change in empera 're when i gains or loses hea . P'pils also carr, o' ac i(i ies o meas're empera 're of wa er when i is hea e) an) allow o cool. 'sing a hermome er. In he same ime p'pils also will 'n)ers an) an) learn how o 'se hermome er an) 'se i o meas're in a correc wa,.

"<P"R3="7437A 5e are going o appl, meas'ring an) 'sing n'm+er as a main skill in his ac i(i ,. In his ac i(i , p'pils pla,s ma3or role ha is heir in(ol(emen are a+o' I<J an) eacher +ecome a facili a or. 5here eacherCs role is as a g'i)e an) no as )emons ra or . The eacher ha(e o gi(e he ins r'c ions clearl, +efore he p'pils carr, on wi h heir ac i(i ,. 1esi)e han in(es iga ing he meas'ring an) 'sing he n'm+er skills. we also can in(es iga e how he p'pils 'sing he manip'la i(e skills in gro'p o )o he ac i(i ies.

"<P"R3="7437A
1pparatus 9 Torch ligh . screen. +all. r'ler

"<P"R3="7437A !$ H'es ions" 4ow o change he si9e of a sha)ow6 %$ 4,po hesis "KKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKKK =$ The aim of he in(es iga ion 6 =$ 2aria+les " 5ha o change 6 5ha o o+ser(e-meas're) 6 5ha o keep he same6 @$ Appara 's an) ma erials nee)e) for his in(es iga ion 6

"<P"R3="7437A
In his lesson people will learn a+o' he ligh ra(els in a s raigh line. 5hen an opa;'e o+3ec is place) across a +eam of ligh . a )ark spo is forme) +ehin) he o+3ec . The )ark spo is calle) a sha)ow. The shape of he sha)ow )epen)s on he shape of he o+3ec ha +locks he ligh . The changes in he si9e of a sha)ow can +e )one +, wo wa,sA firs . +, (erif,ing he )is ance +e ween an o+3ec an) i s ligh so'rceA secon). +, (erif,ing he )is ance +e ween an o+3ec an) he screen. The shape of a sha)ow changes accor)ing o he posi ion of he ligh so'rce an) he posi ion of he o+3ec . 5e can ens're he phenomenon hro'gh an e*perimen . P'pils will )o he e*perimen while he eacher will +e a facili a or. Therefore. 'n)er his skills p'pil will a+le o percei(e a hink of hings an) e*perience in he s'rro'n)ing an) 'se reasoning power o anal,9e an) in erpre he concep . This learning a+ili , will ena+le a p'pil o ac;'ire knowle)ge.

"<P"R3="7437A
Procedure 9 !irst8 teacher .ill sho. the model to the pupils& Pupils .ill set the apparatus as sho.n& S an) he o+3ec <cm from he screen. P' he o'ch !>cm from he o+3ec . Shine he ligh so'rce on he o+3ec o form a sha)ow on he screen. &ark he posi ion of he ligh so'rce. Repea s ep from ! o @ +, changing he )is an +e ween he ligh so'rce an) he o+3ec as shown in he a+le +elow. Recor) ,o'r o+ser(a ion.

"<P"R3="7437A Bis ances +e ween he o+3ec an) he ligh so'rce #cm$ !> !< %> %< Si9es of sha)ow on he screen

"<P"R3="7437A
5ha can ,o' see on he screen if he so'rce of ligh is f'll, +locke)6 ////////////////////////////////////////////////////////////////// %. 4ow )oes he si9e of he sha)ow change when he )is ance +e ween he o+3ec an) ligh so'rce is increases 6 ////////////////////////////////////////////////////////////////// =. 5ha ha(e ,o' fo'n) o' from his e*perimen 6 //////////////////////////////////////////////////////////////////////////// //////////////////////////////////////////////////////////////////////////// /

"<P"R3="7437A !$ H'es ions" 4ow a s'+s ance +ecomes ho or col) %$ 4,po hesis "KKKKKKKKKKKKKKKKKKKKKKKKK =$ The aim of he in(es iga ion 6 =$ 2aria+les " 5ha o change 6 5ha o o+ser(e-meas're) 6 5ha o keep he same6 @$ Appara 's an) ma erials nee)e) for his in(es iga ion 6

HJPO4H"S3S

If I a)) mass o he +ase. hen he helicop er will )rop s raigh er +eca'se he mass s a+ili9es he helicop er. If he wings of he helicop er are shor er. hen he fligh ime will )ecrease.

"<P"R3="7437A Appara 's for he ac i(i , Two +eakers # %<> ml $ S opwa ch Thermome er Re or s an) an) clamp &eas'ring c,lin)er

"<P"R3="7437A
Procedures for the activity !. Se 'p he appara 's as shown. %. P' he ice c'+es in o he +eaker 'n il hree/;'ar er f'll. =. &eas're he empera 're. @. Po'r <> ml of ho wa er in o he +eaker an) s opwa ch. <. &eas're he empera 're e(er, min' e for < min' es. ?. Recor) he o+ser(a ions in he a+le. L. Po'r ho wa er in o he secon) +eaker 'n il i is half f'll. M. &eas're he empera 're. I. A)) fi(e ice c'+es in o he wa er an) s ar he s opwa ch. !>. &eas're he empera 're e(er, min' e for < min' es. !!. Recor) ,o'r o+ser(a ions in he a+le.

"<P"R3="7437A

Time # min $
Tempera 're when ho wa er is a))e) # o 8$ Tempera 'res when ice is a))e) # o8$

>

<

SA:ET7 N0TE 1E 8ARE:UL 54EN 4ANBLING 40T 5ATER. B0 N0T USE 10LING 5ATER.

Conclusion
1 conclusion is a summary of an e#periment& Someone .ho reads only the conclusion section of your report should be able to understand .hat your e#periment .as about& 4he summary should give your results8 describe .hat those findings mean8 and suggest ne. -uestions that should be investigated& 1 good conclusion can be .ritten by ans.ering si# -uestions9 1& Ehat .as the purpose of the e#perimentK '& Ehat .ere the major findingsK $& Eas your hypothesis supported or not supported by the dataK Or .ere your results inconclusiveK 4& Ho. did your findings compare .ith the results of others in your class8 or .ith information in your te#tbookK *& Ehat possible e#planations can you give for your resultsK

"2"="74 ' , SC3"743!3C =173P021435" SO322S

Construct
S=S 1 0se and handle science apparatus and substances

Score
C1-

Criteria
0se at least * apparatus correctly and carefully

Remark
"#ample 0se ruler8 hand lens8 measuring cyclinder8 microscope8 thermometer8 bunsen burner 8 stop .atch8 test tube8 stethoscope and retort stand& 7ote SPS and S=S can be carried together

C' , Handle the apparatus and substances correctly and carefully C$ - Set up the apparatus or prepare the substances in an orderly manner C4 - Carry out the e#periment follo.ing the correct procedures

$ ' 1

C18 C' and C$ C1 and C' C1 .ith guidance

Handle specimens correctly and carefully

Plan / )o he o+ser(a ion in he fiel) / re 'rn he specimens o he fiel) / )onC hrow he specimens in o he )'s +in / )o no han)le poisono's plan s

Animal / o+ser(e life insec in close) pe ri )ishes / release he insec in na 're af er he ac i(i , To ens're safe , / +efore s ar ing work. co(er all wo'n)s / han)s m's +e horo'ghl, washe) wi h soap a leas / if +i en rea he wo'n) wi h an isep ic

"2"="74 ' , SC3"743!3C =173P021435" SO322S

Construct
S=S ' Handle living and non-living thing specimens

Score
C1-

Criteria
Handle living specimens correctly and carefully

Remark
"#ample 2iving specimen i Joung plants ii 3nsects 7on-living specimen i Stick ii Eater iii Stone iv Soil

C' , Handle non-living things specimens correctly and carefully C$ - Caring for living specimens C4 - 0se non-living specimens .ithout .aste

$ ' 1

C18 C' and either C$ or C4 C1 and C' C1 or C' .ith guidance

"2"="74 ' , SC3"743!3C =173P021435" SO322S

Construct
S=S $ Dra. specimen8 apparatus and substances

Score
C1-

Criteria
Dra. neatly

Remark

C' , 2abel dra.ings correctly C$ - Dra. .hat is observed C4 - Dra. using correct scales $ ' 1 C18 C' and C$ C1 and C' C1 .ith guidance

"2"="74 ' , SC3"743!3C =173P021435" SO322S

Construct
S=S 4 Clean apparatus

Score
C1-

Criteria
Clean apparatus using the correct method

Remark
1ssessed after carrying out an e#periment +fair test Holistic and continuous assessment Holistic Pdealing .ith or

C' , Dispose .aste using the correct method 4 C$ - Clean apparatus +fre-uently

$ ' 1

C1 and C' Clean apparatus +sometimes C1 and C' Clean apparatus+ rearly C1 and C' .ith guidance

treating the .hole of something or someone and not just some parts

C2"1737A SC3"7C" 1PP1R140S

8lean glassware 'sing cleansing )e ergen . rinse wi h wa er an) hen )r, hem 'p. :or )r,ing. le he glassware s an) or hang on )r,ing +oar)s or racks. Af er 'sing an, ins r'men s make s're clean hem +efore s oring.

"2"="74 ' , SC3"743!3C =173P021435" SO322S

Construct
S=S * Store apparatus and substances

Score
C14

Criteria
Store apparatus and substances correctly and safety

Remark
1ssessed after carrying out an e#periment +fair test

C' , Store apparatus and substances correctly and safely 8+fre-uently Holistic and continuous assessment $ C1 and Store apparatus and substances +sometimes C1 and Store apparatus and substances +rarely C1 .ith guidance Holistic Pdealing .ith or
treating the .hole of something or someone and not just some parts

'

Storing science apparatus and materials

Large e;'ipmen an) larger chemical con ainers sho'l) +e s ore) on lower shel(es onl,. S'+s ances sho'l) +e s ore) a he correc empera 're. Bo no place ha9ar)o's ma erials in 'ns a+le con ainers or in an appara 's ha is no properl, sec're). Poisons sho'l) +e kep locke) in ca+ine . S ore all ac i(e chemicals in )ark con ainer. Aci)s an) corrosi(es sho'l) +e s ore) in a non/me al an) (en e) ca+ine