constructscoreandcriteria Peka_2

7/27/2019 constructscoreandcriteria Peka_2

1/99


2/99

The framework of UPSR PEKA.

LEARNING AREA

The learning area comprises of two elements.

Element 1 : SPS (Scientific Process Skills)

Element 2 : SMS (Scientific Manipulative Skills)

Element 1 and 2 contain a list of criteria of theskills as the performance indicator which areexpected to be mastered by pupils.

The Scientific Attitudes and Noble values areimbedded during the assessment of SPS andSMS ad must be observed by teacher/ assessor


3/99

Science and Teach ing o f Science

Science and teaching students aboutscience means more than scientific

knowledge.

The first of these is the content of science: the

basic science concepts and our scientific

knowledge. This is the dimension of science that

most people first think about, and it is certainlyvery important.


4/99

Science and Teach ing o f

Science

The other two important dimensions of science in

addition to science knowledge are processes of

doing science and scientific attitudes.


5/99

Science and Teach ing o f

Science

The science process skills are the skills

that scientists use in the process of doingscience.


6/99

Construct Score Criteria Remark

SPS 1

Observing

4

C1- State the properties of objects

and situations correctly using

the five senses

Suggested activity

i)Field studyii)Experiment

Examples

3/1/1.1/4

3/1/1.2/1

3/1/2.1/43/2/6.1/1

4/1/3.2/1&2

4/1/3.4/1&2

4/1/3.5/2&5

5/1/1.1/3

6/1/1.1/1-6

6/1/1.2/1

(Refer to Curiculum

Specification)

C2 State the properties of objects

and situations using appropriate

tools to assist senses.

C3 - State the properties of objects

and situations honestlyC4 - State the properties of objects

situations based on the

sequences occurred.

3 C1 and C2

2 C1 or C2

1 C1 or C2 ( with guidance)

SPS 1-OBSERVING


7/99

SPS 1 C1- State the properties of objects and

situation correctly using the five senses

QUALITATIVE OBSERVATION.

Observe objects or events in a variety of ways usingone or more of the senses

Something that you directly see, hear, smell, taste, ortouch

To observe an objects means to carefully explore allof its properties such as colour, texture, odor, shape,weight, volume or temperature.

Examples : Identify properties of an object, i.e.shape, color, size, and texture.


8/99



QUALITATIVE OBSERVATION.

The classroom walls are yellow.

The classroom floor is shiny.


9/99



Quantitative Observation

Quantitative observations are descriptionsthat are based on measurements or countsand do include numbers. If you count objectsor measure them with standard units, you aremaking quantitative observations.

Examples:1.There are 28 students in the room.

2.The blackboard is 1 meter high and 2 meterswide.


10/99

SPS1 C2 State the properties of objects and

situations using appropriate tools to assist

senses

Use indirect methods, or using appropriatetools to assist senses.

i.e.: hand lenses, microscopes,thermometers, to observe objects andevents.

observe objects or events by counting,comparing, estimating and measuring.


11/99

SPS 1 /C3- State the properties of objects and

situations honestly

EXAMPLES


12/99

SPS 1 /C4- State the properties of object

situations based on the sequences

occurred.

EXAMPLES


13/99

observations are directlyobservable, while inferences are

explanations of whats beenobserved.

The differences between

Observation and Inferences


14/99

Examples: Theres an empty aquarium in theclassroom. (observation)

The tank is 50 cm long, 30 cm wide, and 18 cm deep.(observation)

The inside of the tank is dry. (observation)

The tank used to contain live fish. (inference; notdirectly observable)

The tank is waterproof. (inference)

The differences between

Observation and Inferences


15/99

Examples of Observing

Pupils observe and visualise themovement of air when human beingsbreathe

Pupils observe on how human beingsrespond to stimuli

Pupils make careful observation in order to

identify the basic needs of human beings,plants and animals from the given picturesor situations.


16/99

Examples of Accurate and Objective

Observing and Not Objective Observation

Sixteen students were in class when the

bell rang and five students arrived

afterward. (accurate and objective)

Half the class was late for class. (not

accurate)

The friendliest people were there first. (not

objective)


17/99

OBSERVING !!!

Where is my Peanut?. In this activity, students will record asmuch information about a peanut as possible, including itsappearance, length, and weight. Then the peanut is hidden ina pile and students must use this information to find it.

Note:Allow students to use instruments such as magnifyinglenses, rulers, and balances to help them with their

observations. You could extend the activity by having students describe theirpeanut either orally of in writing while other team memberssearch for it. Repeat this activity with other manmade ornatural objects.

Ask students:

Which senses did you use to collect information about yourpeanut?

What tools did you use to help you with your observations?

What properties did you use to identify your peanut?

What characteristic was most helpful for identifying your

peanut?
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Process_Skills/SPS0011.htmlhttp://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Process_Skills/SPS0011.html


18/99


SPS 2

Classifying

4

C1- Grouping objects or events in

order into categories based on

common property or criteria

Suggested activity

i)Field study

ii)Experimentiii)Project

Examples

3/1/1.1/1

3/1/1.3/1

3/1/2.3/13/2/4.1/1

4/1/2.3/9

4/3/1.1/1&11

5/1/2.2/1

6/1/3.1/2

5/3/1.1/1

6/3/1.2/2

6/3/2.1/1

(Refer to Curiculum

Specification)

C2 State the differences and

similarities of the physical

properties or criteria

C3 - State the common properties or

criteria used in each step of

classification

C4 - Grouping objects or events in


properties or criteria until the

final step or the higher level.

3 C1, C2 and C3

2 C1 and C2

1 C1 with guidance


19/99

SPS 2 Classifying

Grouping similar items together, such as shoes orbooks, is a form ofclassification.

Classification is the organization of objects bytraits that they have in common.

Classifications can be general, like separatingyour books from the other objects in your room,or more specific, like separating your textbooksfrom your novels.

You could go even further, separating text-booksby subject matter, novels by their authors, and soon.


20/99

SPS 2 CLASSIFYING

Classifying: organizing objects and events

into groups according to a system (forexample: the way animals are classified

using groups such as kingdom, family,

species, etc.).


21/99

SPS 2 CLASSIFYING

Identify properties useful for classifyingobjects.

Group objects by their properties or

similarities and differences Construct and use classification systems

Grouping or ordering objects or events

according to similarities or differences inproperties

Lists, tables, or charts are generated.


22/99


23/99

SPS2 C2 State the differences and

similarities of the physical

properties or criteria

Examples :


24/99

SPS 2 C3 - State the common properties or

criteria used in each step of

classification

Examples :


25/99

SPS 2 C4 - Grouping objects or events in


properties or criteria until the final

step or the higher level.

Examples :



26/99


SPS 3

Measuring and

Using Numbers

4

C1- Use the correct apparatus to

measure quantities e.g length,

volume, mass, time ,

temperature and speed

Suggested activity

i)Field study

ii)Experiment

iii)Project

Examples

4/2/1.1/3-4

4/2/1.2/3

4/2/1.4/4&5

4/2/1.5/3&4

4/2/1.6/4&5

5/2/4.1/3

6/2/2.1/1&2

(Refer to Curiculum

Specification)

C2 Record reading using numbers

and correct standard unit (SI)

C3 - Record reading accurately.

C4 - State the increase and decrease

in a reading

3 C1, C2 and C3

2 C1 and C2

1 C1 and C2 with guidance


27/99

SPS 3: MEASURING AND USING NUMBERS

compare and order objects by length, area,weight, volume, etc.

measure properties of objects or events byusing standardised units of measure.

measure volume, mass, weight,temperature, area, length, and time usingappropriate units and appropriate

measuring instruments.


28/99

SPS 3: MEASURING AND USING NUMBERS

Comparing an unknown quantity with a known (metricunits, time, student- generated frames of reference) -Observations are quantified using proper measuringdevices and techniques

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 withcomputer software.


29/99

SPS3 / C1- Use the correct apparatus to measure

quantities e.g length, volume, mass, time ,

temperature and speed

Examples :


30/99

SPS 3 /C2 Record reading using numbers

and correct standard unit (SI)

Examples :


31/99

SPS 3 / C3 - Record reading accurately.

Examples :


32/99

SPS 3 /C4 - State the increase and decrease in

a reading

Examples :

Time ( s ) Water temperature

( 0C )

5 30

10 32

15 36

20 40



33/99


SPS 4

Communicating

4

C1- Record data or information from

an investigation

Suggested activity

i)Field study

ii)Experiment

iii)Project

Examples

5/2/4.1/5

6/1/1.2/2

5/3/1.3/1

4/2/1.2/3

4/3/1.6/26/4/1.1/3

(Refer to Curiculum

Specification)

C2 Present data or information

using appropriate drawing, tableor graph

C3 - Explains ideas (oral written)

C4 - Write experimental report

systematically

( with or without guidance)

3 C1, C2 and C3

2 C1 and C2

1 C1 with guidance


34/99

COMMUNICATING

any type of message that is sent from oneperson(s) to another person(s); these canbe messages sent through talking orwriting.


35/99

COMMUNICATING

construct and use written reports, drawings, diagrams,graphs, or charts to transmit information learned from

science experiments . Using the written and spoken work, graphs,demonstrations, drawings, diagrams, or tables to transmitinformation and ideas to others

verbally ask questions about, discuss, explain, or report

observations. after an investigation, report the question tested, theexperimental design used, results, and conclusionsdrawn, using tables and graphs where appropriate.


36/99

COMMUNICATING TOOLS

Symbols

Maps

Oral descriptions

Music

Drawing

Concept Maps

Graphs

Models

Charts

Numbers

Written language

Body language

Data Tables

Codes (eg. Blackmagic)


37/99

EXAMPLES OF QUESTIONING.

COMMUNICATING

Can you draw what the plant looks like?

What can you say about this object?

Tell us how you make the bulb lights up? Describe what happens when you add water to it?

Draw a pie chart by using your data.

Draw a graph to show the relationship between time andtemperature.


38/99

BARCHART

0

10

20

30

40

50

60

70

80

90

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

East

West

North


39/99

ORGANISATION CHART

A

B C D


40/99

PIE CHART


41/99

DIAGRAM

A

B

C


42/99

VERBAL DESCRIPTION


43/99


44/99

SYMBOL


45/99

SPS 4 C1- Record data or information from

an investigation

Examples :


46/99

SPS 4 C2 Present data or information using

appropriate drawing, table or graph

Examples :


47/99

SPS 4 C3 - State the quantity of changes

based on the rate of changes

Examples :


48/99

SPS 4 C4 - Write experimental report

systematically

( with or without guidance)

Examples :



49/99

SPS 5

Using Space-

time

relationship

4

C1- Arrange occurrence of

phenomenon on events

chronologically

Suggested activity

i)Field study

ii)Experiment

iii)Project

Examples

5/4/2.1/2

6/4/1.1/3

6/4/1.2/2

5/2/3.1/4

(Refer to Curiculum

Specification)

C2 State the relationship betweenthe distance travelled and the

time taken.

C3 - State the quantity of changes


C4 - Explain changes in location, size,

shape and direction, with time

3 C1, C2 and C3

2 C1 and C2


SPS 3 /C4 S h i d d i


50/99

SPS 3 /C4 - State the increase and decrease in a

reading

Describing the location / direction / size / shape /changes of an object at a certain time

Relationship Explanation

Location - t ime The dis tance after 3 hoursjourney with speed 15km/h.

Direct ion t ime The expansion of ink drop on a

tissue paper after 5 minutes

Shape t ime The ice cube shape after 1 hourexposed to air..


51/99

SPACE-TIME RELATIONSHIP

describe an object's position, i.e., above, below,beside, etc. in relation to other objects

describe the motion, direction, spatial arrangement,symmetry, and shape of an object compared toanother object.


52/99

Examples of questioning.

Space-time relationship

Where is the ball after a while?

What happens to the ice after a fewminutes?

What is the volume of the water after 5minutes?

What is the direction of the object within tenseconds?


53/99

SPS 5 C1- Arrange occurrence of phenomenon on

events chronologically

Examples :


54/99

SPS 5 C2 State concepts by describing what

should be done

Examples :


55/99

SPS 5 C3 - State the quantity of changes


Examples :

SPS 5 C4 E l i h i l ti i h


56/99

SPS 5 C4 - Explain changes in location, size, shape

and direction, with time

Examples :



57/99

SPS 6

Defining

Operationally

4

C1- State concepts by describing

what should be observed

Suggested activity

i)Field study

ii)Experiment

iii)Project

Examples

4/3/1.5/3

6/2/1.2/7

5/3/2.1/1

6/1/1.2/2

6/3/1.2/26//5/1.2/2

(Refer to Curiculum

Specification)

C2 State concepts by describing

what should be done.

C3 - State variables by describing

what should be observed

C4 - State variables by describing

what should be done.

3 C1 and C2 or C3 and C4

2 C1 and C2

1 C1 or C2 with guidance


58/99

DEFINING OPERATIONALLY

state definitions of objects or events in terms of what theobject is doing or what is occurring in the event

state definitions of objects or events based onobservable characteristics.

Creating a definition by describing what is done andobserved

It is in the language of thestudents. Definitions are in context of students' experiences - not

from the glossary, not to be memorized.

G O O


59/99


OPERATIONAL DEFINITION To help you (or someone else) repeat your experiment under thesame conditions each time, you need to write an operationaldefinition for any key terms that do not have one, clear meaning.The operational definition clarifies vague terms and explains howthe results (dependent variable) will be measured. For example, inHelicopter Happenings, as a class we had to decide what the termbest meant so that everyone was measuring results in thesameway.

We could define best as the straightest flight path from start tofinish;

we also could define it as the highest number of complete rotations;it could mean the fastest flight time in seconds from start to finish.

Stating how we measured the best flight ensures that each labteam measured the results using the same criteria.


60/99

THE WAY OF QUESTIONING


What is a ball?

What is a complete circuit?

What did you do to the things to make a completecircuit?


61/99

SPS 6 C1- State concepts by describing what should

be observed

Examples:


62/99

SPS 6 C2 State concepts by describing what should

be done

Examples:


63/99

SPS 6 C3 - State variables by describing what should

be observed

Examples:


64/99

SPS 6 C4 - State variables by describing what should

be observed

Examples:



65/99

SPS 7

Experimenting

C1 State a hypothesis

( relationship between what to

change and what to measure)

Examples

5/3/2.1/3

5/2/2.2/6

5/2/3.1/4

5/2/4.1/1

6/2/1.3/8

6/2/2.1/1

(Refer Curriculum

specification)5/3/2.1/3Understanding the

properties of acidic,

alkaline and neutral

substances.

5/2/2.2/6Understanding a series

circuit and a parallel circuit

Compare the brightness of

the bulbs in a series and a

parallel circuit.

C2 State the variables i.e. what to

change, what to measure andwhat to keep constant in an

experiment

C3- Identify the apparatus in an

experiment

C4- State the step in an experiment

( Oral or written)

C5- Carry out an experiment to test

the hypothesis by controlling

variables in a coordinated

manner

C6 Present the result in the form ofdrawing, table, graph or other

means

5 C1,C2,C3,C4 and C5

4 C1,C2,C3 and C4

3 C1,C2 and C3


66/99

EXPERIMENTING

Design an investigation to test a hypothesis

Conduct simple experiments

Recognize limitations of methods and tools used inexperiments, i.e., experimental error

Utilise safe procedures while conducting investigations.

Designing one's own experiment to test a hypothesis usingprocedures to obtain reliable data .

All basic and integrated skills to formulate a problem,collect data, and pose a solutionare used.

Doing a teacher-orchestrated science activity is NOT

experimenting. Student demonstrates understanding and application of

scientific method though inquiry, research and self-designof experiment to test a hypothesis.


67/99

EXPERIMENTING

1. Identify the Problem.

2. Form a hypothesis.

3. Experiment (materials, procedure, what tochange, what to observe/measured, what tokeep the same?

4. Analyse the data

5. Draw a conclusion.6. Communicate the results.


68/99

EXPERIMENTING

RESEARCH QUESTION

Scientists design experiments to answer questions or solve

problems. The research question guides what the

scientist tests and is answered using data gathered through

testing. The research question usually states the

relationship between what is changed and what is observed.


69/99

EXPERIMENTING

What can you see on the screen if the source of lightis fully blocked?

How does the size of the shadow change when the

distance between the object and light source isincreases ?

What have you found out from this experiment ?


70/99

SPS 7 C1 State a hypothesis

( relationship between what to change and

what to measure)

If I add mass to the base, then the helicopter will dropstraighter because the mass stabilises the helicopter.


71/99

SPS 7 C1 State a hypothesis

( relationship between what to change and

what to measure)

You may say, If my car battery is low, my car will notstart." This is your first hypothesis. You may then

check whether the lights were left on, or if the enginemakes a particular sound when you turn the ignitionkey. You might actually check the voltage across theterminals of the battery. If you discover that the batteryis not low, you might attempt another hypothesis ("The

starter is broken"; "This is really not my car.")

SPS 7 C2 State the variables i e what to change


72/99

SPS 7 C2 State the variables i.e. what to change,

what to measure and what to keep

constant in an experiment

identify the variables:

what is changed (manipulated variable,

What is observed /measured (responding) variable,and

What is kept the same , variables-held-constant in anexperiment.


73/99

SPS 7 C3- Identify the apparatus in an

experiment

EXAMPLES:


74/99

SPS 7 C4- State the step in an experiment

( Oral or written)

EXAMPLES:

SPS 7 C5 Carry out an experiment to test the


75/99

SPS 7 C5- Carry out an experiment to test the

hypothesis by controlling variables in a

coordinated manner

EXAMPLES:

SPS C6 P h l i h f f


76/99

SPS 7 C6 Present the result in the form of

drawing, table, graph or other means

EXAMPLES:

EXPERIMENTING


77/99

EXPERIMENTING

Understanding that temperature is an indicator ofdegree of hotness. The lesson is about hot andcold. In this lesson, pupils will investigate anddiscover from activities how a substance

becomes hot or cold and the change intemperature when it gains or loses heat. Pupilsalso carry out activities to measure temperatureof water when it is heated and allow to cool,using a thermometer. In the same time pupils

also will understand and learn how to usethermometer and use it to measure in a correctway.

EXPERIMENTING


78/99

EXPERIMENTING

We are going to apply measuring and usingnumber as a main skill in this activity. In thisactivity pupils plays major role that is theirinvolvement are about 95% and teacher become

a facilitator. Where teachers role is as a guideand not as demonstrator . The teacher have togive the instructions clearly before the pupilscarry on with their activity. Beside thaninvestigating the measuring and using the

number skills, we also can investigate how thepupils using the manipulative skills in group to dothe activities.

EXPERIMENTING


79/99

EXPERIMENTING

Apparatus :

Torch light, screen, ball, ruler

EXPERIMENTING


80/99

EXPERIMENTING

1) Questions: How to change the size of ashadow?

2) Hypothesis :________________________

________________________

3) The aim of the investigation ?

3) Variables :

What to change ?

What to observe/measured ?What to keep the same?

4) Apparatus and materials needed for thisinvestigation ?

EXPERIMENTING


81/99

EXPERIMENTING

In this lesson people will learn about the light travels in a straight line.When an opaque object is placed across a beam of light, a dark spotis formed behind the object. The dark spot is called a shadow. Theshape of the shadow depends on the shape of the object that blocksthe light.

The changes in the size of a shadow can be done by two ways; first,

by verifying the distance between an object and its light source;second, by verifying the distance between an object and the screen.The shape of a shadow changes according to the position of the lightsource and the position of the object.

We can ensure the phenomenon through an experiment. Pupils will dothe experiment while the teacher will be a facilitator.

Therefore, under this skills pupil will able to perceive a think of thingsand experience in the surrounding and use reasoning power toanalyze and interpret the concept. This learning ability will enable apupil to acquire knowledge.

EXPERIMENTING


82/99

EXPERIMENTING

Procedure :First, teacher will show the model to the pupils. Pupils

will set the apparatus as shown.

Stand the object 5cm from the screen.

Put the touch 10cm from the object.

Shine the light source on the object to form a shadow onthe screen.

Mark the position of the light source.

Repeat step from 1 to 4 by changing the distant betweenthe light source and the object as shown in the tablebelow.

Record your observation.

EXPERIMENTING


83/99

EXPERIMENTING

Distancesbetween the

object and the

light source (cm)

Sizes of shadowon the screen

10

15

20

25

EXPERIMENTING


84/99

EXPERIMENTING

What can you see on the screen if the source of light isfully blocked?

------------------------------------------------------------------

2. How does the size of the shadow change when the

distance between the object and light source is increases?

------------------------------------------------------------------

3. What have you found out from this experiment ?

-----------------------------------------------------------------------------

----------------------------------------------------------------------------

EXPERIMENTING


85/99

EXPERIMENTING

1) Questions: How a substance becomes hot orcold

2) Hypothesis :_________________________

3) The aim of the investigation ?

3) Variables :

What to change ?

What to observe/measured ?

What to keep the same?4) Apparatus and materials needed for thisinvestigation ?


86/99

HYPOTHESIS

If I add mass to the base, then the helicopter will dropstraighter because the mass stabilizes the helicopter.

If the wings of the helicopter are shorter, then the flighttime will decrease.

EXPERIMENTING


87/99

EXPERIMENTING

Apparatus for the activity

Two beakers ( 250 ml )

Stopwatch Thermometer

Retort stand and clamp

Measuring cylinder

EXPERIMENTING


88/99

EXPERIMENTING

Procedures for the activity

1. Set up the apparatus as shown.

2. Put the ice cubes into the beaker until three-quarter full.

3. Measure the temperature.

4. Pour 50 ml of hot water into the beaker and stopwatch.

5. Measure the temperature every minute for 5 minutes.6. Record the observations in the table.

7. Pour hot water into the second beaker until it is half full.

8. Measure the temperature.

9. Add five ice cubes into the water and start the stopwatch.10. Measure the temperature every minute for 5 minutes.

11. Record your observations in the table.

EXPERIMENTING


89/99

EXPERIMENTING

Time( min )

0 1 2 3 4 5

Temperature when

hot water is added( o C)

Temperatures when

ice is added ( o C )

SAFETY NOTE

BE CAREFUL WHEN HANDLING HOT WATER.

DO NOT USE BOLING WATER.

Conclusion
http://images.google.com.my/imgres?imgurl=http://www.bath.ac.uk/internal/bio-sci/Images/image25.gif&imgrefurl=http://www.bath.ac.uk/internal/bio-sci/bbsafe/lab3_3.htm&h=445&w=445&sz=5&hl=en&start=53&tbnid=6bI-0S7lTHu2_M:&tbnh=127&tbnw=127&prev=/images%3Fq%3Dpictures%2Bof%2Bsafety%2Bsymbols%26start%3D40%26gbv%3D2%26ndsp%3D20%26svnum%3D10%26hl%3Den%26sa%3DN


90/99

Conclusion

A conclusion is a summary of an experiment. Someone whoreads only the conclusion section of your report should

be able to understand what your experiment was about. The

summary should give your results, describe what those

findings mean, and suggest new questions that should be

investigated. A good conclusion can be written byanswering six questions:

1. What was the purpose of the experiment?

2. What were the major findings?

3. Was your hypothesis supported or not supported by the

data? Or were your results inconclusive?

4. How did your findings compare with the results of others in your

class, or with information in your textbook?

5. What possible explanations can you give for your results?


ELEMENT 2 SCIENTIFIC MANIPULATIVE SKILLS


91/99

SMS 1

Use and handle

science

apparatus and

substances

4

C1- Use at least 5 apparatus

correctly and carefully

Example

Use ruler, hand lens,

measuring cyclinder,

microscope,

thermometer, bunsen

burner , stop watch,

test tube, stethoscope

and retort stand.

Note

SPS and SMS can be

carried together

C2 Handle the apparatus and

substances correctly and

carefully

C3 - Set up the apparatus or prepare

the substances in an orderly

manner

C4 - Carry out the experiment

following the correct procedures

3 C1, C2 and C3

2 C1 and C2

1 C1 with guidance

Handle specimens correctly and


92/99

p y

carefully

Plant - do the observation in the field- return the specimens to the field

- dont throw the specimens into the dustbin

- do not handle poisonous plants

Animal - observe life insect in closed petri dishes

- release the insect in nature after the activity

To ensure safety

- before starting work, cover all wounds- hands must be thoroughly washed with soap at

least

- if bitten treat the wound with antiseptic




93/99

SMS 2

Handle living

and non-living

thing

specimens

4

C1- Handle living specimens

correctly and carefully

Example

Living specimen

i) Young plants

ii) Insects

Non-living specimen

i) Stick

ii) Water

iii) Stone

iv) Soil

C2 Handle non-living things

specimens correctly and

carefully

C3 - Caring for living specimens

C4 - Use non-living specimenswithout waste

3 C1, C2 and either C3 or C4

2 C1 and C2

1 C1 or C2 with guidance




94/99


SMS 3

Draw specimen,

apparatus andsubstances

4

C1- Draw neatly

C2 Label drawings correctly

C3 - Draw what is observed

C4 - Draw using correct scales

3 C1, C2 and C3

2 C1 and C2

1 C1 with guidance




95/99


SMS 4

Clean apparatus

4

C1- Clean apparatus using the

correct method

Assessed after

carrying out an

experiment (fair test)

Holistic and

continuous

assessment

Holistic =dealing with ortreating the whole of

something or someone and

not just some parts

C2 Dispose waste using the correct

method

C3 - Clean apparatus (frequently)

3 C1 and C2

Clean apparatus (sometimes)

2 C1 and C2

Clean apparatus( rearly)



96/99

CLEANING SCIENCE

APPARATUS

Clean glassware using cleansing detergent, rinse with

water and then dry them up. For drying, let the glassware stand or hang on drying

boards or racks.

After using any instruments make sure clean them

before storing.




97/99


SMS 5

Store apparatus

and substances 4

C1- Store apparatus and substances

correctly and safety

Assessed after

carrying out an

experiment (fair test)

Holistic and

continuous

assessment

Holistic =dealing with ortreating the whole of

something or someone and

not just some parts

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 guidance

Storing science apparatus andmaterials


98/99

materials

Large equipment and larger chemical containers

should be stored on lower shelves only,

Substances should be stored at the correct

temperature,

Do not place hazardous materials in unstable

containers or in an apparatus that is not properly

secured,

Poisons should be kept locked in cabinet,

Store all active chemicals in dark container, Acids and corrosives should be stored in a non-metal

and vented cabinet


99/99

constructscoreandcriteria Peka_2

Documents