BAHAN SUMBER INKUIRI SAINS MENENGAH RENDAH Terjemahan Bahasa Inggeris Naskah Guru BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PENDIDIKAN MALAYSIA
Kata Pengantar Kurikulum Standard Sekolah Rendah (KSSR) dan Kurikulum Standard Sekolah Menengah (KSSM) memberi penekanan kepada pengajaran dan pembelajaran (PdP) yang mendalam dan bermakna. Pendekatan pembeIajaran berasaskan inkuiri merupakan antara pendekatan yang dituntut dalam KSSM, bertujuan memenuhi aspirasi tersebut di samping mempertingkatkan tahap kemahiran berfikir aras tinggi (KBAT) murid. Pengintegrasian pendekatan inkuiri perlu dilaksanakan secara berkesan untuk mengembangkan kreativiti murid bagi membolehkan mereka menyelesaikan masalah dan membuat keputusan dalam kehidupan. Dalam masa yang sama, guru juga perlu memastikan kurikulum dapat dihabiskan dalam jangka masa yang ditetapkan. Justeru, adalah penting untuk guru memahami idea utama di sebalik pelaksanaan pendekatan inkuiri dan bagaimana pengintegrasian PdP modular dalam pembelajaran berasaskan inkuiri membantu mereka merealisasikan hasrat dan keperluan KSSM tanpa mengabaikan Standard Kandungan yang telah digariskan dalam Dokumen Standard Kurikulum dan Pentaksiran (DSKP). Kefahaman dan ketersediaan guru dalam melaksanakan PdP berasaskan inkuiri adalah kritikal dalam menyediakan murid dengan pengetahuan, kemahiran serta nilai yang diperlukan untuk menghadapi persaingan global yang semakin kompleks. Semoga Bahan Sumber Inkuiri (BSI) ini memberikan kefahaman dan menjadi pencetus idea kepada guru serta dapat dimanfaatkan secara berkesan agar murid mencapai hasrat dan matlamat pendidikan kebangsaan. Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi penghargaan dan ucapan terima kasih kepada semua pihak yang terlibat dalam penghasilan BSI ini samada secara langsung mahupun tidak langsung.
Pendahuluan BSI dibina selari dengan kerangka Kurikulum Standard Sekolah Rendah (KSSR) dan Kurikulum Standard Sekolah Menengah (KSSM) dengan mengintegrasikan Standard Kandungan (SK) dan Standard Pembelajaran (SP) yang berkaitan. Ini bertujuan menambah kepelbagaian dan kebolehsuaian BSI dalam sesi PdP, sesuai dengan hasrat penghasilan BSI sebagai bahan sumber dan sokongan. BSI ini mengandungi aktiviti dan item latihan yang merangkumi empat domain literasi iaitu literasi saintifik, matematik, bacaan dan kewangan. Aktiviti pembelajaran disusun mengikut topik dan kemahiran mata pelajaran berkaitan yang membantu mengukuhkan penguasaan murid melalui pendekatan yang berbeza. BSI juga menuntut guru melaksanakan PdP yang memerlukan murid terlibat secara aktif dan berfikir secara mendalam. Kompilasi terjemahan item boleh-edar yang turut disediakan pula dapat memberi pendedahan murid kepada standard, bentuk dan struktur soalan yang diuji dalam pentaksiran peringkat antarabangsa. Melalui penggunaan bahan ini, guru dapat mengenal pasti keupayaan murid dan membolehkan mereka mengambil tindakan susulan bagi mempertingkat keupayaan murid mereka.
Title Page Introduction 1 UNIT 1 Quarter Quarter Half 5 UNIT 2 The Principle of the Conservation of Mass 8 UNIT 3 Small is More 12 UNIT 4 Osmosis 17 UNIT 5 Quiet Explosion! 22 UNIT 6 Killer Smartphone? 27 UNIT 7 Photosynthesis 32 UNIT 8 Parcel from the Sky! 35 UNIT 9 Goodbye Limescale! 40 UNIT 10 The Force Awakens – Tectonic Plates 42 UNIT 11 Vaccination 46 UNIT 12 The Joy of Clean Water 56 UNIT 13 Newton’s Law 60 UNIT 14 Lemna Plant 64 UNIT 15 Float Sink 70 UNIT 16 Kuala Kubu 82 UNIT 17 Backgrounds Radiation 92 Writers 101 Contributors 102 BAHAN SUMBER INKUIRI Sains Menengah Rendah
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 1 Pengenalan Konsep umum pembelajaran inkuiri membolehkan murid mengalami pembelajaran melalui proses penerokaan yang melibatkan pertanyaan, penyiasatan dan pengumpulan maklumat menggunakan deria dan kognisi. Secara tidak langsung murid membina pengetahuan dan kefahaman sendiri mengenai sesuatu konsep sains dan menggalakkan mereka menjadi penyelesai masalah, penyelidik serta pembina ilmu. Activity dalam pembelajaran berasaskan inkuiri membuat perkaitan antara pengetahuan yang diperoleh dalam bilik darjah dengan kehidupan sebenar melalui eksplorasi dan persoalan. Lazimnya kaedah pembelajaran aktif ini dimulakan dengan mengemukakan soalan, masalah atau scenario. Antara kelebihan pembelajaran berasaskan imkuiri ialah: Meningkatkan kemahiran berfikir secara kritis yang diperlukan dalam pembelajaran sepanjang hayat. Menjadikan pembelajaran lebih menarik, apabila murid terlibat secara aktif dan berminat, maka mereka akan menguasai konsep sains yang diajar dan lebih mengingat. Menggalakkan perasaan ingin tahu, dan seterusnya merangsang minat yang lebih mendalam untuk belajar. Meningkatkan pemahaman, Activiti hands-on akan membangunakan keduadua pembelajaran mendalam dan pengekalan pengetahuan (knowledge retention). Meningkatkan kemahiran menyelesaikan masalah, apabila murid sudah menguasai pengetahuan, kemahiran serta sikap dan nilai saintifik. Menggalakkan kerja berpasukan, apabila murid perlu berkolaborasi menyelesaikan masalah sebagai satu unit. Rajah 1: Profil murid boleh dibangunkan melalui jalinan pelbagai kemahiran dalam pembelajaran secara inkuiri
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 2 Proses dalam pembelajaran berasaskan inkuiri adalah murid sendiri: Mengemukakan persoalan Memperoleh evidens untuk menjawab persoalan Menerangkan evidens yang dikumpul Menghubungkait penerangan dengan pengetahuan yang diperoleh daripada proses penyiasatan Menganalisis dan menginterpretasi data Mengemukakan hujah, justifikasi dan membuat keputusan. Dalam merancang PdP, perkara paling utama ialah objektif pembelajaran perlu jelas. Guru perlu memikirkan apa yang murid akan peroleh setelah tamat sesi pengajaran pada hari itu, apa kaedah pentaksiran formatif yang akan digunakan dan adakah hasil pentaksiran seperti produk boleh digunakan untuk memotivasikan murid secara individu atau berkumpulan. Perkara yang perlu difikirkan dalam merancang PdP Bahan sumber inkuiri ini menggunakan kaedah stesen atau unit di mana setiap stesen direkabentuk untuk membolehkan murid mencapai beberapa standard pembelajaran bagi menyelesaikan masalah kehidupan sebenar. Masa yang diambil di setiap UNIT ialah 15 – 30 minit. Guru perlu merancang dengan melibatkan pelbagai kaedah pembelajaran semasa di stesen seperti membuat pemerhatian, pembacaan aktif, menyelesaikan masalah sebenar, membuat analisis dan penilaian serta membuat keputusan. Stesen juga perlu menggalakkan pelibatan murid secara aktif bagi menjana pemikiran analitis, kritis, inovatif dan kreatif di samping menggalakkan kolaborasi antara murid serta pembelajaran secara persendirian atau independen dalam sebarang topik yang dipelajari. Penyelesaian masalah sebenar kehidupan adalah sangat penting kerana ia menghubungkan apa yang dipelajari dalam bilik darjah kepada situasi sebenar menjadikan pembelajaran lebih bermakna dan menyeronokkan. KontenApa yang murid akan tahu dan faham? KemahiranApa yang murid boleh buat? Nilai & Sikap Saintifik Apa nilai yang dipupuk?
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 3 Perancangan yang kemas dan teratur membolehkan guru melaksanakan beberapa standard pembelajaran dan secara langsung memberi lebih masa untuk guru menjalankan aktiviti berunsurkan inkuiri dalam pencapaian konten. Berikut ialah perincian aras profisiensi bagi Literasi Saintifik Programme for International Student Assessment (PISA):
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 4 Memahami literasi saintifik Dalam konteks isu peribadi, setempat/dalam negara atau global tidak kira dalam keadaan semasa dan lampau, yang serba sedikit memerlukan pemahaman tentang sains dan teknologi, individu perlu mempamerkan kompetensi iaitu keupayaan untuk menerangkan fenomena secara saintifik, menilai dan mereka bentuk inkuiri saintifik, dan mentafsir data dan evidens secara saintifik. Ini dipengaruhi oleh 1) Pengetahuan iaitu pemahaman tentang fakta, konsep, dan teori penerangan yang membentuk asas bagi pengetahuan saintifik seperti pengetahuan tentang alam semula jadi dan artefak teknologi (pengetahuan kandungan); pengetahuan tentang bagaimana idea tersebut dihasilkan (pengetahuan prosedural); dan pemahaman tentang wajaran yang mendasari prosedur ini dan justifikasi penggunaannya (pengetahuan epistemik). 2) Sikap terhadap sains yang ditunjukkan melalui minat dalam sains dan teknologi dengan meletakkan keutamaan pada; pendekatan saintifik atau inkuiri dalam keadaan yang sewajarnya; dan persepsi serta kesedaran tentang isu alam sekitar.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 5 QUARTER QUARTER HALF This unit aims to enhance students' understanding of balanced diet and nutrition. Pupils can be introduced to the Ministry of Health's Malaysia Healthy Plate Guide to understand the concept of a balanced diet. Form Related Learning Standards 2 3.1.1 Elaborate and communicate about classes of food. 3.2.1 Elaborate and communicate about a balanced diet. 3.2.2 Estimate calories of food intake in a meal and plan a balanced diet.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 6 Student’s Worksheet 1.1 Aktivity 1.1: 1. Look at the picture cards on the table showing the different types of food. (Teacher can use fresh food instead of a picture card) Examples of flash cards 2. Complete the table below with the correct food example: Carbohydrate Protein Fats Vitamin and mineral Name of food Total calories Name of food Total calories Name of food Total calories Name of food Total calories 2. You need to do an active reading on the Healthy Dish Guide of Malaysia and held a sharing session on the Quarter Ouarter Half concept. The Ministry of Health Malaysia has developed a guide to the Malaysian Healthy Plate to address health issues related to diet. One of the concepts introduced is Quarter Quarter Half. You are required to elaborate on this concept Teacher guides the pupils to complete this table
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 7 4. Based on the reading, plan a menu for the main dishes, such as breakfast, lunch and dinner. The choice of food need to form a balanced diet. Main meal Food Estimated total calories Note Breakfast Lunch Dinner You can share the main meal menu with friends in the group to evaluate and summarize what is the best menu for the three main dishes. 5. Healthy Plates Malaysia recommends 3 regular meals a day, breakfast, lunch and dinner and 1 to 2 healthy snacks in between meals if needed Why do we need to eat meals on a regular basis? To ensure adequate energy intake throughout the day to maintain activity levels and mental focus. To obtain nutrients such as vitamins, minerals and fiber when eating balanced meals. Avoid excessive hunger which can lead to eating in large quantities. Skipping meals often results in a high appetite and results in a high intake of foods high in fat, sugar and salt (examples: chips, crackers, cakes, fried bananas, etc) To maintain a healthy weight and reduce the risk of chronic diseases such as diabetes and cardiovascular disease. To keep healthy and reduce fatigue, dizziness and irritability. Teacher guides the pupils to complete this table
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 8 THE PRINCIPLE OF CONSERVATION OF MASS This unit reinforces students' understanding on the principles of conservation of mass and the differences between chemical and physical changes. Form Related Learning Standardss 1 5.2.6 Conclude that the mass remains constant during physical changes. 5.2.7 Explain with examples the changes of the state of matter in daily life NOTE: The principle of conservation of mass states that in any chemical reaction, the total mass of reactants after reactions is the same as the total of reactants before the reaction in a closed system. The mass remains the same during physical changes like change of state, dissolving solids and thermal expansion.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 9 Student’s Worksheet 2.1 Activity 2.1: Materials and apparatus: Plasticine, 0.1 M kalium iodide solution, 0.1 M plumbum (ll) nitrat solution, electronic balance, 100 ml beaker & 50 ml beaker. Assignment The diagrams below are five activities that will be carried out by a student. Based on the activities, tick [√] the correct boxes and explain your answer. Activity 1: 250 g plasticine ? g What is the mass of the 250g of plasticine after it is rolled and reshaped? Type of change: Chemical/Physical Explain your answer: The mass remains the same because no new substance is produced just a change of shape. 250 g ? g Rolled and reshaped / Less than 250 g 250 g More than 250 g
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 10 Activity 2: What is the mass of 300 g of ice after 30 minutes at room temperature? Type of change: Chemical/Physical Explain your answer: The mass remains the same because no new substance is produced just a change of shape. Activity 3: What is the mass of the fresh egg after heated without oil? Type of change: Chemical/Physical Explain your answer: The mass remains the same because no new substance added before and after cooking After 30 minutes 300 g ? g Heated At room temperature Fresh egg Cooked egg / Less than 300 g 300 g More than 300 g / Less than 20g 20 g Lebih daripada 20 g
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 11 Activity 4: A B C 430 g ? g The change in mass of C after B is mixed into A is Less than 430 g 430 g More than 430 g: Type of change: Chemical/Physical Explain your answer: The mass will be the same because the mass of reactants equals the mass of products. Activity 5: The change in mass of the candle after 10 minutes is Less than 350 g 350 g Lebih daripada 350 g Type of change: Chemical/Physical Explain your answer: The candle burns to release carbon dioxide, heat and light energy. The mass remains the same because in a closed system there is no mass lost. The lighted candle goes out after 10 minutes in the conical flask / 50 ml 0.1M larutan kalium iodida 25 ml 01M larutan plumbum(ll)nitrate /
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 12 This unit introduces the concept of surface area and the application of this concept in the work of a cook. Form Related Learning Standardss 1 5.2.4 describe the change in state of matter, in terms of movement of particles caused by the absorption and the release of heat, based on kinetic theory. 5.2.5 conclude that temperature remains constant during freezing, melting and boiling. 5.2.6 conclude that the mass remains constant during physical changes. 5.2.7 explain with examples the changes of the state of matter in daily life Melting is a physical process that results in the phase transition of a substance from a solid to a liquid. This occurs when the energy of the solid increases by the application of heat to reach the melting point. . Why does a chef break a piece of chocolate into smaller pieces before melting it?
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 13 Student’s Worksheet 3.1 Activity 3.1: The graph below shows the melting point of ice. Based on the graph, answer the following questions: 1. State the following variables. (a) Manipulated: (b) Responding: 2. What is the melting point of ice? 3. How do we know that the ice has completely melted? 4. Why does the temperature remain constant when the ice is melting? Temperature ( oC) Time (min) Melting Time Temperature 0 0C After the temperature become constant for a while, then the temperature will rise again The heat of the temperature is used by the particles of ice to vibrate faster and break the force of attraction between the particles.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 14 5. The graphs below show the melting points of two substances, X and Y. (a) Which substance takes a longer time to melt completely? (b) Explain your answer in (a). Time(s) Substance Y Temperature ( 0C) Substance X Cadangan Penambahbaikan (Untuk Guru) Untuk mengesan tahap pemahaman konsep, perkara berikut boleh dilakukan: 1. Lakarkan graf pemanasan bahan lain dan minta murid membuat inferens kepada apa yang diperhatikan. 2. Lakarkan graf penyejukan bagi bahan berlainan dan membuat inferens. Substance X The period in which the temperature of X remain constant is longer than Y.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 15 Student’s Worksheet 3.2 Activity 3.2: Carry out the following activity: 1. Measure the length of the plasticine cube. 2. Find the total surface area of the cube. 3. Cut the cube into eight smaller similar cubes. 4. Find the total surface area of the eight cubes. (a) Compare the total surface area of the big cube and the total surface area of the eight small cubes Length of side = 4cm Total surface area = 6x2 = 6 x 4cm x 4cm = 96 cm2 Length of side of one small cube = 2cm Total surface area of 8 small cubes = 8 x 2cm x 2cm x 6 = 192 cm2 The total surface area of the big cube is smaller than the total surface area of the eight small cubes.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 16 (a) Based on the activity above, explain which chocolate will melt faster? Explain your answer. 100 g chocolate chips 100 g chocolate bar The chocolate chips will melt faster because they have a bigger surface area to absorb heat.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 17 OSMOSIS This unit introduces the concept of osmosis through hands-on activity, the concept is subsequently applied to solve the problem og obtaining water for daily use. Form Related Learning Standardss 2 5.3.2 Solve problems in getting water supply for daily life usage. 3 2.5.1 Explain the mechanism of gaseous exchange in plants. This unit is also suitable for explaining how plant roots absorb water to facilitate photosynthesis NOTES In osmosis, water molecules or solvent move through a membrane separating two solutions of different concentrations Water molecules move from a weaker solution (high water concentration) into a stronger solution (low water concentration) through a partially permeable membrane. The tiny holes in the membrane allow small water molecules to pass through. But the large solute molecules are too big to pass through the partially permeable membrane Example of osmosis in plants is the absorption of water from soil by the root hairs.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 18 Student’s Worksheet 4.1 Activity 4.1: Understanding osmosis in plants Apparatus: 2 cups, blade, metre ruler Materials: Potato, salt solution, water Procedure: i. Peel the potato and cut into two of the same length. ii. Place each potato into two different solutions. iii. Record your observations. Observations: Observation on the potatoes Salt Solution Water From your observation, explain why this happens? Soft Hard Hypotonic condition – When a plant cell is placed in a solution containing a higher concentration of water, the cell swells up due to the movement of water into the cell. The cell becomes turgid and the rigid cell wall tries to hold this excess amount of water. Hypertonic solution – When the plant cell is placed in a solution containing higher concentration of solute and a lower concentration of water, the cell shrinks as greater amount of water leaves the cell. The vacuole shrinks and the cytoplasm gets peeled off from the cell wall. .
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 19 Student’s Worksheet 4.2 Activity 4.2: Solving the problem of getting water supply for daily use. Energy…..Oo…..Energy! Humans today are very dependent on energy for the comfort of life. Energy from fossil fuels will not last and will one day run out. Therefore, electricity generation methods need to be diversified. Malaysia is fortunate that we have many rivers that allow for hydroelectric power generation Your mission is to figure out how a developed country like Norway that is surrounded by sea can generate electricity for the benefit of its people.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 20 Study the diagram below. 1. What will diffuse through the semipermeable membrane between tank A and tank B? 2. Draw the water level in both tanks after a few hours. Before Tank A Tank B Seawater Water from river Water molecules
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 21 After Tank A Tank B Seawater Water from river 3. Compare the salt concentrations in tank A and tank B at the beginning of experiment. . Tank A Tank B A high low B high high C low high D low low 4. During osmosis process, in which tank the pressure will be increased. Explain your answer. . 5. The diagram above shows the application of osmosis process in generation of electricity in Norway. Based on the diagram, explain how this process is used in generation of electricity. 6 Many electric power plants use fossil fuel, such as oil and coal, as their energy source. Why is this new power plant considered to be more environmentally friendly than power plants that use fossil fuels? Tank A – because the volume of water increases. Due to the differences in concentration, water molecules diffuse from tank B to tank A through a partial membrane. The movement of water into tank A will increase the volume and pressure of the water. The high water pressure in tank A will flow through the pipe and then rotate the turbine to generate electricity Because the use of fossil fuels in electricity generation will lead to an increase in the release of carbon dioxide gas which could lead to global warming. This is a renewable source of energy Does not release carbon dioxide
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 22 QUIET EXPLOSION! This unit introduces an understanding of component of air with sound properties. Form Related Learning Standardss 1 7.1.2 Synthesise the composition of air from a pie chart. 2 10.1.1. Communicate about the basic characteristics of sound waves. Can we hear explosion in space?
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 23 Materials Needed: 1. Laptop, LCD, speakers, screen 2. Video on explosion 2. Video showing surface of the Sun 3. 1 glass jar and a vacuum pam (Jar A) 4. Self made vaccum pam (Jar B) containing: 1 glass jar with air tight cover 1 hanging stick 2 small bells 1 box of plasticine 1 ‘masking tape’ 1 ‘hot glue gun’ 1 match sticks 1 short candle 1 scissor
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 24 Student’s Worksheet 5.1 Activity 5.1: Answer the following questions Video 1: Explosion.mpg (a) Watch a video on an explosion and answer the following questions What forms of energy is released during an explosion? Video 2: The Sun.mpg (b) Watch the video about the Sun. In the Sun, nuclear explosions occur continously. What forms of energy are released? (c) Based on your answers in (a) and (b), which of these energies does not reach the Earth? Why? Light energy, heat energy and sound energy Nuclear energy, light energy, heat energy and sound energy Sound energy Sound cannot travel through a vacuum (in space)
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 25 Student’s Worksheet 5.2 Activity 5.2: Activity 5.2: Sound needs a medium Aim To show that sound cannot travel through vacuum Setup of Demostration (prepared earlier): Figure 1: Jar A Figure 2: Jar B 1. Attach the bell to the stick. 2. Attach the opposite end of the stick to the inside of the jar’s lid. Activity Jar A i. Switch on the electric bell in the record your observation as in Table 1. ii. Switch on the vacuum pam to suck the air out from the jar. iii. Repeat step (i) Jar B i. Shake the cover with the bells and record your observation in Table 1. ii. Using a stick, light up the candle in the jar. iii. Sebaik sahaja lilin itu menyala, ketatkan penutup dengan loceng terpasang di dalamnya kepada balang. iv. Tunggu sehingga nyalaan lilin padam dan balang itu sejuk. v. Ulang langkah (i). vi. Bandingkan dengan bunyi loceng pada awal tadi
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 26 Results Condition of glass jars Pemerhatian Jar A (with air) Loud bell sound Jar A (with no air) No sound Jar B (with air) Loud bell sound Jar B (after the lighted candle) Softer bell sound Table 1 Relate the observation to the components of air Questions 1. What happen to the sound of the bell after the candle is extinguished inside the jar? 2. Why does the sound becomes softer? 3. Relate this situation to explain why the explosions in the Sun, supernova explosion are not heard on Earth. Bell sound become softer o Burning the candle caused the Oxygen gas to be used up, however, but there are still other gases such as nitrogen gas, carbon dioxide, rare gases and water vapour. o The amount of gas particles decreases causing collisions between gas particles to decrease too. o So the sound of the bell can still be heard slowly as it can move through the gases. Outer space is a vacuum bcause there are no particles. There is no collisions between particles. Therefore sound could not move through a vacuum.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 27 KILLER SMARTPHONE? The unit has uncovered the misconception about the use of smartphones that caused fires at petrol stations. The issue highlighted incorporated some of the science concepts like combustion, electrostatic and non-ionizing radiation. Form Related Learning Standardss 1 7.2.1 Conclude about the conditions needed for combustion. 2 7.1.2 Explain and communicate about the existence of electrostatic charges. 7.1.3 Explain with examples on electrostatic in daily life. 3 8.3.1 Describe ionising radiation and nonionising radiation. SCIENCE Info As we chat with our friends, the mobile phone converts voice into an electrical signal which is transmitted as micro waves. These micro waves are converted back into sound by your friend’s phone. The hand phone operates using micro waves with frequencies of 900 MHz or 1800 MHz or 2100 MHz. The power of these micro waves are very low which is from 0.5 – 1.0 Watt. Even a small torch light requires 6.0 Watts of power to work. This is why the microwaves of a hand phone will not cook your ear while you speak, unlike a micro wave oven. Microwaves are a kind of radiation. Radiations can be ionizing or no- ionizing. Ionizing radiations have more energy than non-ionizing; enough to cause chemical changes by breaking chemical bonds. This effect can cause damage to living tissue. The following diagram shows frequencies of ionizing and non-ionizing radiation.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 28 Picture 1 shows the warning signs that can be found at most gas stations. Picture 2 shows a fire that occurred when a customer was filling up petrol. Did this fire result from the negligence of using smartphones in a flammable area? Picture 2 List of items for activity: 1. 2 Videos video_2018-02-07_1 1-39-10.mp4 This is why you shouldn't use a mobile phone at a petrol station - trimmed.mp4 2. Laptop (1 unit) 3. LCD Projector (1 unit) 4. White screen (1 unit) 5. Van De Graaff Generator (1 unit) 6. Discharge sphere (5 unit) 7. Elektroscope (Gold leaf) 2 or 3 units 8. Polystyrene Rod / Perspec Rod (5 units) 9. Silk cloth / Wool (5 units) 10.Pieces of paper / Bits of styrofoam Picture 1
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 29 Student’s Worksheet 6.1 Activity 6.1: Ahmad likes to listen to the radio. His favorite channel is Hitz FM. Radio transmission uses FM radio waves with frequencies of 88 -108 MHz. Will listening to his favourite radio channel cause him any harm in the long run? Explain your answer. Activity 6.2: Watch Video 1 to answer Question 2. . Video 1 Question 2 Lately, videos like the one you just saw have become viral. What do you think caused the car to catch fire? Explain your answer. The children ran out the car that was on fire, dropping a handphone so maybe the hand phone caused the fire No. because its frequency lies in the non-ionizing radiation region This is why you shouldn't use a mobile phone at a petrol station - trimmed.mp4
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 30 Activity 6.3: Watch Video 2 to answer Question 3 - 5. Video 2 Question 3 After viewing video 2, what do you think caused the car to catch fire? Is your answer the same as for question 2? Question 4 Why did the man in the video jump around while rubbing his jacket against his body inside a plastic pail? Question 5 Why did the car explode when the man touched the wire that was connected to the car? Question 6 Do you think the car would have exploded if the man jumped around on the ground and not in the pail? Explain your answer. video_2018-02-07_1 1-39-10.mp4 Friction caused electrostatic charges. Charges flow into the car and create sparks that ignite the petrol Action of the man caused the fire. Not like in Question No 2. No. because the charges will flow into the ground. No electrostatic charges present
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 31 Question 7 State a safety precaution to protect your vehicle from catching fire while filling fuel at a petrol station. Activity 6.4: Producing electrostatics charges through friction No Action Observation Reason 1 Rub a polystyrene rod with a silk/woolen cloth The small pieces of paper will be attracted. Because the electrostatic charge. 2 Bring the rod close to some small pieces of paper/ Styrofoam Activity 6.5: Electrostatic charges create sparks No Action Observation Reason 1 Charge up the Van de Graaff generator Spark created. Discharged of the electric charges. 2 Bring a charged sphere close to the dome of the the Van de Graaff generator Touch the vehicle to ground any charges that might be present.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 32 PHOTOSYNTHESIS This unit guides pupils to understand the photosynthesis and respiration processes that occur in plants. Form Related Learning Standardss 1 2.2.1 communicate about the process of cellular respiration. 2.2.2 communicate about the process of photosynthesis. 2.2.3 differentiate the process of cellular respiration and photosynthesis. 2.2.4 explain how the process of cellular respiration and the process of photosynthesis complement each other. Plants require carbon dioxide and oxygen gases in their daily functions. Carbon dioxide is required for photosynthesis while oxygen is required for respiration. Plants absorb and release these gases through stomata. The byproduct of photosynthesis is oxygen while the byproduct of respiration is carbon dioxide. In this activity, teachers need to use the active learning strategies by asking many questions to build the concepts of understanding respiration and photosynthesis.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 33 Student’s Worksheet 7.1 The diagram shows tomato plants in a green house at three different times in a day. You are given 30 CO2 cards and you are required to place the 30 cards according to the different times in a day. Waktu pagi Waktu tengahari Waktu malam You are fiven five minutes to discuss the amount of carbon dioxide in the green house. Record your discussion: Time of day Amount of carbon dioxide released (Circle your answer) 8.00 am High / Low / Very low 12.00 noon High/ Low/ Very low 8.00 pm High / Low / Very low Answer the following questions: S1. Why do plants carry out respiration process? S2. When does a plant releases the highest amount of carbon dioxide on that day? Explain your answer. To produce energy At 8.00 pm. The rate of respiration carried out by the plant is higher compared to photosynthesis at that time.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 34 Student’s Worksheet 7.2 Arisya studies how fertilizer affects the growth of spinach. She planted 15 seedlings in four containers that contained different famount of ertilizers. Here are the results after 1 week. (a) State TWO reasons why Arisya uses 15 spinach seedlings in each container? (b) What are the three other factors that can affect the growth of spinach above? (c) Why does container S have no fertiliser?? Bekas P 10 ml baja Container P 10 ml of fertiliser Bekas Q 30 ml baja Container P 30 ml of fertiliser Bekas R 50 ml baja Container R 50 ml of fertiliser Bekas S 0 ml baja Container S 0 ml of fertiliser The same number of seedlings gives a fair test. Each plant has different growth rate therefore the average will make the experiment more reliable. i. Sunlight ii. Water iii. Temperature As a control to see whether fertiliser affects growth.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 35 PARCEL FROM THE SKY! This unit test the scientific skills in pupils doing an experiment. Form Related Learning Standardss 1 1.6.1 Differentiate each science process skills 1.6.2 Make a sequence on the steps of carrying out a scientific investigation in the correct order. 1.6.3 Conduct a scientific investigation to solve a simple problem. In December 2014, the East Coast states of Malaysia were hit by a big flood. Many areas are not accessible by road thus food cannot be delivered to the affected people. Delivery methods can be made using helicopters, boats and parachutes. The problem of delivery with parachutes is that the goods may be broken or damaged during the impact of landing. Packages may also not fall into the targeted area. Your mission is to design a parachute that can deliver food supplies safely and fall on the targeted area BIG FLOOD 2014
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 36 Materials needed for this activity: 1. Thin plastic garbage bag (14”x14”, 7”x7”) 2. String 3. ‘Masking Tape’ - 2.5 cm width 4. 0.2 N weight (200 g) 5. Scissor/knife 6. Meter ruler 7. Reinforcement Hole Sticker 8. Stopwatch NOTES The air around us can act against moving objects and produce friction. Air friction or drag is used in the design of a parachute. The faster an object moves, the higher the drag. The drag on a parachute will increase its time of fall to help land loads safely. The aim of this activity is to identify factors that affects a parachute to fall. Air friction or Drag Gravity
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 37 Student’s Worksheet 8.1 Activity 8.1 Factor 1: Parachute Size Size: Parachute 1 (Thin): 36 x 36 cm (14” x 14”) Parachute2 (Thin): 18 x 18 cm ( 7” x 7 “) Length of string – 35 cm Compare the time of fall of both parachutes of different size. Sketch the shape of both parachutes in space provided. Aim: To study the size of parachute that affect the time taken of the parachute to fall Hypothesis: The greater the surface area the longer the time taken for the parachute to fall Manipulated variable: Surface area of parachute Responding Variable: Time of fall Fixed Variable: Thicknessofplastic / The type of plastic / The length of string / Mass of the weight / Speed of wind (location) Sketch: Result: Parachute Time taken to fall (s) 1 2 3 Average Parachute 1 Parachute 2 Table 1 Conclusion: Hypothesis is accepted. The greater the surface area the longer the time taken for the parachute to fall.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 38 Activity 8.2 Factor 2: Length of string Parachute 3 (Thin): 36 x 36 cm (14” x 14”) String – 55 cm Parachute 4 (Thin): 36 x 36 cm (14” x 14”) String – 35 cm Compare the time of fall of the parachutes with different lengths of string. Sketch the shape of both parachutes in space provided. Aim: To study the length of string of parachute that affect the time taken of the parachute to fall Hypothesis: Thegreaterthe lengthofstringthe longerthe time taken for the parachute to fall. Manipulated variable: Length of string Responding Variable: Time of fall Fixed Variable: Surface area of plastic / The type of plactic / Mass of the weight / Speed of wind Sketch: Result: Parachute Time taken to fall (s) 1 2 3 Average Parachute 1 Parachute 2 Table 2 Conclusion : Hypothesis is accepted. Thegreaterthe lengthofstringthe longerthe time taken for the parachute to fall.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 39 Answer all questions Question 1 You have studied two factors affecting the time taken for the parachute to fall. Make conclusions of the two factors in order to design a parachute so that the load can be delivered safely. Question 2 What are the other factors that can affects the landing of a parachute? Question 3 When the parachute is in flight, air drag poses it to rock back and forth. This rocking motion causes the landing to be off target. Suggest one way that allow the parachute so can be landed on the target. Explain your answer. Your answer can be explained by sketching. Type of camnopy material, number of strings, shape of the canopy, Thickness of the plastic/ Type of plastic/ Mass of weight/ speed of wind Make a tiny hole on the centre ofthe parachute to allow airflow upwards. This would stabilize the motion downwards and the parachute will not wobble *Reject answer if the hole is not at the centre of the parachute. a) Biggersurface areawill trapped more airthus creating a greater upthrust and slower descend of landing. b) Longer string will will trapped more airthus creating a greater upthrust and slower descend of landing. [Needtomakeconnectionbetweenthecriteriaofusinglongerstringandabiggersurface areaforthecanopy.]
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 40 GOODBYE LIMESCALE! This unit test the pupils on their problem solving skills in dealing with everyday issue using acids. Form Related Learning Standardss 2 6.2.2 Explain with examples the use of neutralisation reaction in daily life. What is limescale? Limescale is a hard white substance made of calcium carbonate Limescale can form inside kettles, toilet bowls, water faucets, old pipes and others. Dilute acid can be used to remove lime scale because acid reacts with calsium carbonate to produce salt, water and carbon dioxide.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 41 Student’s Worksheet 9.1 Activity 9.1 Video watching session Based on the video, answer the following questions: 1. Why lemon is used in removing limescale? 2. What other materials can replace lemon? 3. Why must we boil the water in the kettle? 4. Which of the following set shown will the limescale disappear first? Tick (√) for the correct answer. What can you conclude from this activity? LIMESCALE (video).mp4 Lemon is acidic that can dissolve limescale Vinegar/ Lime juice / Orange/ Pineapple/ Citrus fruits / any acidic substance To increase the rate of reaction between acid and limescale. Hot water increases the rate of reaction/quickens the reaction between vinegar and limescale
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 42 THE FORCE AWAKENS: TECTONIC PLATES This unit give insights about the fossils, tectonic plates and continental drift Form Related Learning Standardss 1 9.3.2 Communicate about exogenic and endogenic processes.. 9.5.3 Communicate about fossils. Student’s Worksheet 10.1 NOTES Fossils can formed from the whole or part of an organism. Bones, shells, feathers, and leaves can all be fossils. Fossils can be very large or very small. Microfossils can only be viewed with a microscope. Examples of microfossils are bacteria, plankton and pollen. Macrofossils can be several meters long and weigh several tons. Examples of macrofosils are dinosaurs or bones. The remains of living things became fossils after about 10,000 years. The fossils can be traced from the Archaeaean Eon era (which began nearly 4 billion years ago) to the Holocene Epoch (which continues to this day). Fossil teeth from the furry mammoth are some of the most recently discovered fossils. Some of the oldest fossils are ancient algae that lived in the oceans more than 3 billion years ago. Microfossil (Ancient Algae) Macrofossil (Mammoth)
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 43 Activity 10.1: Question 1 a) What is the name of these creatures? b) Scientists claimed these creatures existed long time ago on earth. How do the scientists know? c) Based on your answer in Question 1(b), explain your answer. d) Which area did the scientists find the fossils? e) The fossils should be found far beneath the earth’s surface. Why then were they found so near to the earth’s surface? f) What is plate tectonic? Dinosaur From fossils Fossil is buried and preserved after millions years and formed on sedimentary rock At the Eart’s surface/ in sedimentary rocks They were lifted up by the collisions of tectonic plates. A tectonic plate (also called lithospheric plate) is a massive, irregularly shaped slab of solid rock pieces of lithospere.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 44 g) The map below shows drifting of tectonic plates on Earth’s surface, state an evidence for the drift. h) What happened to the sea when the tectonic plates were lifted up? i) What is the evidence that the sea level is lowered? Question 2 The picture above shows a part of the Grand Canyon in the United States of America. Grand Canyon, United States of America. Formation of mountains/cliff/ravine/island/continent Sea level is lowered/tsunami Areas that were once covered with water are now dry lands.
Bahan Sumber Inkuiri SAINS Bahan Sumber Inkuiri Sains Menengah Rendah 45 a) What caused the Grand Canyon to have such a landscape? b) What are the evidences that the processes mentioned above took place? c) Grand Canyon is an example of sedimentary rocks? Why do these rocks have different layers? Question 3 The picture below shows different animal fossils found in a sedimentary rock. How do you know that ammonite and trilobite are of the same age? Weathering and Erosion . Rock surfaces were not even and cracks can be found in the rocks. . Because each layer is made of different type of rocks or materials. Ammonite and trilobite are found in the same layer because there died about the same time.