07 - Unit and Measurement

8/20/2019 07 - Unit and Measurement

http://slidepdf.com/reader/full/07-unit-and-measurement 1/10

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



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



(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 .



# 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



&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.



# 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


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



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



pheno"enon, and it is related &ith se'eral aspect of (uantity.

/or e%a"ple speed, consist of length and ti"e (uantity0



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.




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.



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.




Students "ight think that deri'ati'e (uantity is another special

property that has its o&n (uantity and not related &ith basic

(uantity.



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


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.



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



responses0 fro" &hat basic (uantity is the deri'ed (uantity co"e fro"

they considered as understand.



4aptop, 48+, proector.



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



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.



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.




<nit con'ersion of deri'ati'e (uantity. 6"ple"entation of unit

con'ersion in co"plicated physics for"ula.



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.




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


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.




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



$. 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.





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.






<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



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.



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.




2o& to "ake a si"ple "easure"ent apparatus. %p : si"ple

ther"o"eter.



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=



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.



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.




1. 3eacher asked the student to follo& the laboratory rule

!. 3eacher sho& the 'ideo ho& to use the apparatus that being use today.



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.





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.






<sing the poster that contain the direction ho& to use the

apparatus or use the real apparatus

Documents

07 - Unit and Measurement