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8/20/2019 07 - Unit and Measurement
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WORKSHEET OF SCHOOL SCIENCE 1)
Unit and Measurement
Written to Fulfill Assignment of School Science 1)
Submitted to:
Rika Rafikah Agustin, S.Pd., M.Pd.
Written By:
Fitriani Sondari
1201!
INTERN"TION"L #RO$R"M ON SCIENCE E%UC"TION
F"CULT& OF M"THEM"TICS "N% SCIENCE E%UC"TION
IN%ONESI" UNI'ERSIT& OF E%UC"TION
("N%UN$
201
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1. What essential concepts need to be learned by SMP students on this topic
!. What kind of "ethods are you going to use to teach the concepts
#. What kind of teaching "edia are you going to use to teach the concepts
$. What kind of learning e%perience &ill your students ha'e &hen learning the concepts
No Main *on*e+ts,-i.ideas
Tea*/in. met/ods Tea*/in. media Students earnin.e+erien*e
1
Measure"ent
process in'ol'ing the
(uantity, unit and
apparatus that
correlate each other.
)uided in(uiry
approach
*ideo that sho&
"easure"ent
acti'ity in daily life
Worksheet
1. Watch the 'ideo
!. Work in group
#. +iscuss the
content of 'ideo
$. ill the
&orksheet
-. Make the
definition by
the" self . Make a
connection
bet&een aspect
that they found to
for" a
conclusion.
Reason :
By learning this idea
the student &ill
kno& the basic
infor"ation of
"easure"ent such as
the basic principle,
ter" definition,
aspect that in'ol'e in
the "easure"ent
/(uantity, apparatus
and unit0 and its
correlation.
Reason :
Because
"easure"ent is &hat
arround the students
daily acti'ity.
'enthough this is a
fa"iliar task, but by
using in(uiry
approach learning
the student are
e%pected to cast
about &hat
happended and &hataspect that in'ol'ed
in "easure"ent
acti'ity by the" self
in order to be "ore
co"prehend about
the concept through
their o&n
in'estigation.
Reason :
*ideo &ill sho& the
student the acit'ity
of "easure"ent to
be in'estigate, so
they can identify
&hat aspect that
beco"e the "ain
focus in "easure"et
acti'ity and ho& it
correlate each other.
Worksheet used as
the guideline ofstudents acti'ity and
one of the tool used
to assess the students
understanding.
Reason :
By guided in(uiry,
the students are
e%pected to be acti'e
and able to
(uestioning the
pheno"enon that
gi'en to the". 2ere
the pheno"enon is
about the
"easure"ent
acti'ity. 3eacher
raise the proble"about &hat is the
"ain aspect of
"esure"ent and
their corrrelation,
then the student do
the in'estigation or
obser'ation to get
their o&n conclusion
! 3here are se'eral
kind of basic
4ecturing
3PS /3hink5pair5
Pieces of card that
consist the na"e of
1. Pay attention to
the teacher
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(uantity that can be
for" into deri'ed
(uantity.
share0 "odel se'eral (uantity
/basic and
deri'ati'e0 &ith its
unit. 6t &ill be use as
the tool to "akearrange"ent and see
the origin of certain
deri'ed (uantity.
e%planation
!. )et so"e pieces
of card.
#. +iscuss and sol'e
proble" &ith
paired partner.
$. Make
arrange"ent of
deri'ed (uantity
fro" basic
(uantity.
-. Make their o&n
conclusion about
the connection
bet&een basicand deri'ed
(uantity.
Reason
3here are t&o kind
of (uantity &hich is
basic (uantity and
deri'ed (uantity.
Basic (uantity is the
"ost si"ple
(uantity, by a certain
purposes, "ore than
one basic principle
can be refor" to be a
deri'ed (uantity.
Student need to
kno& the origin of
the deri'ed (uantity
/&here it &as
deri'ed0, it &ill helpthe" to co"prehend
"ore about (uantity
and it &ill useful
&hen later they use a
certain for"ula.
Reason :
3he teacher gi'e a
lecturing about ho&
is basic (uantity and
deri'ed (uantity then
the ne%t is students
acti'ity by using
3PS "odel.
3PS &ill let the
students
brainstor"ing and
share &hat they ha'e
got to their partner
&ithout feel asha"e
to the teacher an
others. 6t &ill "ore
in'ol'e the" indiscussing process
rather in group
discussion that ha'e
"ore "e"ber.
Reason :
By using those
pieces of card,
students &ill be
"ore easier in
arranging a si"ple
deri'ed (uantity and
see its origin.
Reason :
ach pair of students
are gi'en a proble"
by a teacher about
the origin of one
deri'ed (uantity,
they ha'e to discuss
it and by using
pieces of card
student ha'e to
arrange and
in'estigate fro"
&hat basic (uantities
that deri'ed (uantity
is for"ed. 3hen the
student ha'e to
e%plain and "akeconclusion by their
o&n .
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# 6nternational
Standard unit allo&
us to do unit
con'ersion by
follo&ing the prere(uisite.
4ecturing
723 /7u"bered
2eads 3ogether0
"odel
1st rank ga"e
8ardboard paper
/as head nu"ber0
So"e piece of
paper /for
ans&ering (uestionof 1st rank ga"e0
1. Pay attention to
the teacher
e%planation
!. +i'ided into
groups
#. %ercise to so'e
the proble"
gi'en
$. Play a ga"e and
ans&er the
(uestion in turn
-. Ans&er (uestion
to co"pete each
other
ReasonBy learning
international
Standard unit &e are
able to do a
con'ersion as "uch
as &e &ant
according to the
needs. 6t is i"portant
for students and any
other person to
co"prehend ho& to
con'ert.
Reason :By using 723,
student &ill be
encouraged to
ans&er the (uestion
follo&ing the other
sa"e head nu"ber.
3his is able to use
&hen the student are
e%pected to do
e%ercise by
ans&ering "any
(uestion.
After 723, then
student ha'e to
co"pete each other
by 1st Rank ga"e.
Reason :Student need to
sho& &hat nu"ber
they are so the ga"e
&ill be easy to
follo&.
Student need the
paper as they ans&er
sheet.
Reason :+oing con'ersion
&e not only need to
be understand &hat
&as it and &here it
&as co"e fro" but
also need "ore
e%ercise by co"pete
&ith other to raise
the spirit and
co"prehend "ore.
$ ach kind of (uanity
can be "easured by
a certain apparatus&ith certain
accuracy.
4aboratory acti'ity 6nstruction 'ideo of
using apparatus
Worksheet
1. ollo& the
laboratory rule
properly!. Watch the 'ideo
about ho& to use
apparatus
#. Work in group
$. Read the
&orksheet
-. +o the
"easure"ent by
using a certain
aparatus. ill the
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&orksheet
9. Make a
conclusion.
Reason
As ti"e goes by,
hu"an need a
specific apparatus to
help the" in
"easuring or e'en
con'erting fro" one
(uantity to another
(uantity. By learning
this topic student
&ill kno& ho& to
use and ho& to takecare of apparatus
properly.
Reason :
By doing lab acti'ity
student &ill get "ore
ability, such as skill
to use apparatus,
attitude to (ueue,
co""unicate &ith
other student, take
care of others
belonging, etc.
Reason :
3he instruction fro"
the &orksheet is
enough to represent
the instruction, but
the additional 'ideo
hopefully &ill sho&
"ore clear direction
and a'oid the
"istake.
Reason :
4ab acti'ity is
i"portant to
introduce the
laboratory
en'iron"ent, rule
and practice "ore
about the theory that
ha'e been e%plained.
Ta-e II "
No "s+e*tMeasurement +ro*ess inoin. t/e 3uantit45 unit and
a++aratus t/at *orreate ea*/ ot/er6
1 What you intend the
students to learn about this
idea
Measure"ent is an acti'ity to co"pare the (uantity of an
obect by using the apparatus /another obect that used as the
reference0 and stated in a certain unit.
;uantity is the "easurable or countable property or aspect of
things.
<nit is standard of physical (uantity &hich are used to
e%press its "agnitudes.
S6 is a syste" of units based on the "etric syste" andde'eloped and refined byinternational con'ention especially
for scientific &ork
Measure"ent in ancient era &as conducted by unapropriate
apparatus such as hand, span of the hand, step, etc, but no&
&e use the sa"e standard unit and standared apparatus.
! Why is it i"portant for
students to kno& this
Measure"ent is a ne& topic for unior high school, each
definition is ne& and "ight be interchangeable later on
bet&een basic (uantity, deri'ed (uantity, unit and
6nternational Syste" <nit. 3hus, the idea of aspect that
in'ol'ed in "easure"ent is i"portant to be learnt in order to
a'oid the "isconception.
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# What else you kno& about
the idea that you don=t
intend students to kno& yet
3he real i"ple"entation of each kind of (uantity in daily life
acti'ity.
$ +ifficulties>li"itations
connected &ith teaching this
idea
%plain the transition fro" traditional era to the "odern era of
"easure"ent. 'en if &e seek on the internet, its hard to find
a proper resource, since it is not co""only discussed.
- ?no&ledge about students=
thinking &hich influences
your teaching of this idea
Students "ight think that the unit is not i"portant since the
nu"ber is already state, its okay to interchangeable the unit in
stating a certain (uantity. %p : 2er "ass is $@ "eter.
ther factors that influence
your teaching of this idea
4ocal &isdo".A certain area "ust be ha'e their o&n &ay to
"easure so"ething in con'entional &ay before S6 is kno&n
and so"eti"es it is still used for si"ple purpose. 3his idea
&ill affect this teaching as the co"parison bet&een
con'entional and "odern "easure"ent.
9 3eaching procedures /and particular reasons for using
these to engage &ith this
idea 0
1. Students are di'ided into se'eral group!. ach group are gi'en a &orksheet to be filled
#. All "e"ber of the group ha'e to pay attention to the
'ideo that sho&n by the teacher
$. Student in'estigate &hat aspect that beco"e the
keyrole in "easure"ent acti'ity and gi'e the "ain
aspect of "easuree"nt
-. 3he last, students aha'e to "ake the conclusion about
"easure"ent basd on their in'estigation.
. 6f there is still ti"e re"ind, the student can present
their in'estigation finding in front of the class &hileteacher gi'e correction if there is a "istake.
Specific &ay of ascertaining
students= understanding or
confusion around this idea
/include likely range of
responses0
When the student can e%plain the definition of the (uantity,
unit and the apparatus used for deter"ined (uantity, then the
students are considered as understand.
When the student can fill the &orksheet properly &ith a clear
and correct conclusion they &ill get the higher score
C 3he use of technology /630
in teaching the idea
4aptop, 48+, proector, docu"entary 'ideo
1@ 2o& to co"pensate the
absence of technology
Board and "arker
Ta-e II (
No "s+e*t T/ere are seen 7ind o8 -asi* 3uantit4 t/at *an -e 8orm
into deriatie 3uantit46
1 What you intend the
students to learn about this
idea
Basic (uantity consist of "ass, ti"e, length, current,
te"perature, light intensity, nu"ber of substance.
Se'eral basic (uantity can refor" to be deri'ati'e (uantity
that has a different characteristic than before.3he e%istance of deri'ati'e unit help to e%plain the other
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pheno"enon, and it is related &ith se'eral aspect of (uantity.
/or e%a"ple speed, consist of length and ti"e (uantity0
! Why is it i"portant for
students to kno& this
3he idea of t&o kind of (uantity &ill lead student to
understand that basically there are se'en (uantity that can be
"easure, but then &hen those (uantity is refor", they can
e%plain the other pheno"enon and they are correlated ech
other.
# What else you kno& about
the idea that you don=t
intend students to kno& yet
3h &hole deri'ati'e (uantity that able to for" fro" basic
(uantity. nly se'eral fa"iliar deri'ati'e (uantity that &ill
being taught as the e%a"ple.
$ +ifficulties>li"itations
connected &ith teaching this
idea
'enthough the student able to differenciate t&o kind of
(uantity and they are able to "e"oriDe the se'en basic
(uantity, but the (uantity itself is an abstract thing, "ore
conceptual, it &ill hard to e%plain the correlation bet&een
the" &hen for"ing the deri'ati'e (uantity &ithout student=shigh le'el of thinking.
3oo "uch possibility that "ight for" fro" the basic (uantity,
teacher cannot e%plain the &hole deri'ati'e (uantity to the
students, only the "ost used (uantity.
- ?no&ledge about students=
thinking &hich influences
your teaching of this idea
Students "ight think that deri'ati'e (uantity is another special
property that has its o&n (uantity and not related &ith basic
(uantity.
ther factors that influence
your teaching of this idea
Pheno"enon. 7ot all pheno"enon of science that in'ol'ing
deri'ed (uantity is already kno&n by the student. 3o a'oid the
"ore confusion, the teacher only can e%plain the pheno"enon
that considered ha'e been e%perienced or kno&n by the
student.
9 3eaching procedures /and
particular reasons for using
these to engage &ith this
idea 0
1. 3eacher gi'e the e%planation of basic and deri'ed
(uantity to the student.
!. Students are paired
#. 3eacher gi'e the proble" to each pair that ha'e to be
sol'e. %a"ple : Speed /">s0 fro" &hat basic
principle it for"ed )i'e your reason.
$. ach group are gi'en so"e piece of paper that contain
basic or deri'ed principle, they can rearrange it to see
ho& its origin and the relation.
-. ach pair ha'e to discuss and "ake their o&n
conclusion about this acti'ity /the connection bet&een
basic and deri'ed (uantity0.
. ach student ha'e to present their findings in fron of
the class.
Specific &ay of ascertaining
students= understanding or
confusion around this idea/include likely range of
3eacher pro'ides students a pieces card that consist of "any
(uantity, if the student can grouping the (uantitiy correctly
and e%plain the reason &hy they grouping like that, then thestudent considered as understand. 6f the student can e%plain
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responses0 fro" &hat basic (uantity is the deri'ed (uantity co"e fro"
they considered as understand.
C 3he use of technology /630
in teaching the idea
4aptop, 48+, proector.
1@ 2o& to co"pensate the
absence of technology
8ard fro" carton.
Ta-e II C
No "s+e*t Internationa Standard unit ao9 us to do unit *onersion
-4 8oo9in. t/e +rere3uisite6
1 What you intend the
students to learn about this
idea
6nternational standard unit ha'e se'eral prere(uisite to be
fulfill in order to be accepted by the peoples arround the
&orld, such as : the unit is constant /not affected by other
factor0, easy to use and able to i"itate by the other By the acceptance fro" the people &e ha'e a constant unit
and then &e can do con'ersion of the unit for a certain
purpose.
! Why is it i"portant for
students to kno& this
3his idea is 'ery i"portant because by learning this idea,
student &ill kno& the reason &hy S6 is acceptable by peoples
in the &orld and ho& &e can con'ert the unit of (uantity for a
certain purpose. 3hid is 'ery i"portant skill for student=s
future life.
# What else you kno& about
the idea that you don=t
intend students to kno& yet
<nit con'ersion of deri'ati'e (uantity. 6"ple"entation of unit
con'ersion in co"plicated physics for"ula.
$ +ifficulties>li"itations
connected &ith teaching this
idea
3he additon or reducing the deci"al &hen con'erting nu"ber
is also hard &ork for the teacher to "ake the student
understand and a'oid the "isconception.
- ?no&ledge about students=
thinking &hich influences
your teaching of this idea
Students "ight think that the con'ersion of unit are not
including the addition or reducing the deci"al, only the unit
that stated after the nu"ber.
When a nu"ber ti"es by 1@, &e only need the add @ in the
back, but in deci"al it "ight causing "isconception. ther factors that influence
your teaching of this idea
Student=s thinking le'el. 3he student in the class "ight be
ho"ogenous, thats &hy &e cannot consider the &hole student
&ill understand especially the con'ersion easily, &e ha'e to
gi'e "ore guide to a'oid "isconception and disturbing their
understanding in the future.
9 3eaching procedures /and
particular reasons for using
these to engage &ith this
idea 0
1. 3eacher introduce the con'ersion by gi'ing the
analogy about con'ersion in daily acti'ity, then gi'e
the e%planation about the real con'ersion in physics.
!. Students di'ided into se'eral group and each "e"ber
group &ill ha'e a nu"ber
#. 3eacher &ill choose a nu"ber by dra&ing
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$. 3he student that ha'e the choosen nu"ber ha'e to
ans&er the proble" that gi'en
-. After 723 is o'er, the ne%t ga"e is 1st rank ga"e to
train the student to sol'e the proble" about con'ersion
&hile co"pete each other.
Specific &ay of ascertaining
students= understanding or
confusion around this idea
/include likely range of
responses0
3eacher pro'ide a con'ersion proble". or e%a"ple !@ k"
E .... c", etc. 6f the student can ans&er the (uestion including
the &ay to ans&er it properly, then they already understand.
C 3he use of technology /630
in teaching the idea
4aptop, 48+, proector.
1@ 2o& to co"pensate the
absence of technology
<sing &hite board and "arker or card.
Ta-e II %
No "s+e*tEa*/ 7ind o8 3uantit4 *an -e measured -4 a *ertain
a++aratus 9it/ *ertain a**ura*46
1 What you intend the
students to learn about this
idea
Measure"ent of a (uantity need a certain apparatus to sho&
the a"ount nu"ber that state in a specific unit.
+ifferent (uantity has different apparatus, the &ay in use,
accuracy, "aintenance and basic principle of the apparatus.
! Why is it i"portant for
students to kno& this
3his idea is 'ery i"portant for the student to kno& the proper
apparatus to "easure a certain (uantity, ho& to use and ho&
to take care of it. 3his skill &ill be 'ery useful in the future.
# What else you kno& about
the idea that you don=t
intend students to kno& yet
2o& to "ake a si"ple "easure"ent apparatus. %p : si"ple
ther"o"eter.
$ +ifficulties>li"itations
connected &ith teaching this
idea
7ot all apparatus pro'ided by the laboratory at school and not
all apparatus ha'e a big nu"ber of it, so the student ha'e to
share in using the apparatus or pro'ide it by the" self.
6t is difficult to deter"ine the e%act accuracy fro" a certain
apparatus. ach apparatus has a their o&n accuracy.- ?no&ledge about students=
thinking &hich influences
your teaching of this idea
Students "ight think that all "easure"ent apparatus ha'e the
sa"e &ay tu use. ne kind of (uantity "easure"ent apparatus
ha'e the sa"e unit as the result of "easure"ent. Mean&hile
the fact, there "ight be differences in the unit stated in
apparatus, &e ha'e to be careful.
ther factors that influence
your teaching of this idea
A'ailability of apparatus. 3he "ore apparatus pro'ided by the
laboratory, the "ore practice for the student and also the "ore
skill that they get.
9 3eaching procedures /and
particular reasons for using
these to engage &ith this
1. 3eacher asked the student to follo& the laboratory rule
!. 3eacher sho& the 'ideo ho& to use the apparatus that being use today.
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idea 0 #. Students are di'ided into se'eral group
$. ach group &ill be gi'en a &orksheet &ith the
different kind of (uantity
-. ach group ha'e to choose the apparatus and "aterial
that going to use in the in'estigation by the" self.
. 6f they choose the right apparatus then they can fill the
&orksheet correctly
9. 6f there is a "istake, they &ill lack of data in the
&orksheet.
. Student ha'e to obser'e the all the aspect that
"entioned in the &orksheet, such as the accuracy, the
unit and the result of the "easure"ent itself.
C. Student ha'e to fill all the data re(uired in the
&orksheet and "ake a conclusion by the" self.
Specific &ay of ascertaining
students= understanding or
confusion around this idea
/include likely range of
responses0
3eacher gi'e a &ritten test and perfor"ance test to the student
by gi'e se'eral (uestion, the sa"e apparatus and obect to be
"easured as representati'e of another apparatus, if the student
can "easure the obect properly, get the correct ans&er and
kno& the part of the apparatus, then the student considered as
understand.
C 3he use of technology /630
in teaching the idea
4aptop, 48+, proector.
1@ 2o& to co"pensate the
absence of technology
<sing the poster that contain the direction ho& to use the
apparatus or use the real apparatus
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