Whoa…Check Out the Colors!
A 5E Lesson Plan on:
Solution Separation
Kelly Wiseman-Silva
Copernicus Project
July 2006
6th Content Standard: Solutions
Solutions are homogeneous mixtures of two or more substances. As a basis for under-standing this concept:
a. Students know the definitions of solute and solvent
solute into solvent (= major component)
homogeneous mixture = solution
b. Students know how to describe the dissolving process at the molecular level by using the concept of random motion molecular.
The kinetic molecular theory as applied to gases can be extended to explain how the solute and solvent particles are in constant random motion. The kinetic energy of this motion causes diffusion of the solute into the solvent, resulting in a homogeneous solution. When a solid is in contact with a liquid, at least some small degree of dissolution always occurs. The equilibrium concentration of solute in solvent will depend on the surface interactions between the molecules of solute and solvent. Equilibrium is reached when all competing processes are in balance. Those processes include the tendency for dissolved molecules to spread randomly in the solvent and the competing strength of the bonds and other forces among solute molecules, among solvent molecules, and between solute and solvent molecules. When salts dissolve in water, positive and negative ions are separated and surrounded by polar water molecules.
* keywords are highlighted
Material and Equipment
Engage Activity:
sand iron filings salt Styrofoam (small pieces)
500 mL beaker 250 mL beaker 4-100mL beakers water
magnet filter paper funnel
Explore Activity:
filter paper medicine cup water chromatography paper
Vis-à-vis markers (black, blue, brown, red, green, purple) black Sharpie
Engage
Prior to class, place equal volumes (approximately 50mL) of sand, Styrofoam, iron filings, and salt in individual 100mL beakers.
As the class begins, have students make suggestions with respect to the properties of the four substances found in the four 100mL beakers. Combine the sand, Styrofoam, iron filings, and salt in the 500mL beaker. Have students suggest ways in which to separate the mixture so that you might get each of the components separate again. After the students connect the component properties with methods of separations, carry out the separation with the help of the students. Utilize this activity to stress and model proper writing of procedure.
Explore
Prior to class, cut chromatography paper into 2-3 cm strips.
Break the students into working groups and have them work through the lab assignment entitled “When Is Green Not Green?” Do not direct the students to the answers. Let the students go through the procedure using their own terminology to explain and answer the questions posed.
Explain
The following day, after the class has done the extension activity at home, begin a class discussion. Start with a review of the engage activity. Then have the students discuss their results for the in-class exercise. The focus of the class discussion should be what their results and their interpretations of the results are.
Upon completion of the discussion, introduce the proper terminology for their explanations (guiding them to place the new vocabulary into their own scheme).
Elaborate
If this lesson is being used at the beginning of the year, during the “what is matter” stage of the course, then elaborate on the topics associated with mixtures – how physical properties can be utilized separate mixtures. Tie in the engage activity with that of the paper chromatography activity. Utilize the appropriate terminology for the elaboration section – introduce ideas of solute and solvent even of these topics will be later in the school year.
If the class is already studying the topics of solutions and solubility, bring in the ideas of attractions and how solubility (and therefore the ability to travel with the water front) is related to structure. Since water is polar, the dyes that traveled farthest are more polar than those that do not travel as far.
Evaluate
Have the students evaluate their results from the in-class activity. This is to be in the form of a lab report following the format below. They are to restate the procedure in their own words.
Title
Objective
Materials
Procedure
Data Table
Results (colors within each ink as well as relative solubilities for each color)
Experimental Design Limitations
Name: _________________________
When is Green not Green?
(adapted from Modern Chemistry, 2002)
What is paper chromatography?
Chromatography is a technique used to separate substances dissolved in a mixture. The Latin roots of the word are chromato, which means “color”, and graphy, which means “to write.” Paper is one medium used to separate the components of a solution.
Paper is made of cellulose fibers that are pressed together. As a solution passes over the fibers and through the pores, the paper acts as a filter and separates the mixture’s components. Particles of the same component group together, producing a colored band. Properties such as particle size, molecular mass, and charge of the different particles dissolved in the mixture affect the distance the components will travel on the paper. The components of the mixture that are the most easily dissolved in the solution and the least attracted to the paper will travel the farthest. Their band of color will be closest to the edge of the paper.
Ink Colors
In general, writing inks are of two types – water-soluble and oil based. Inks can be pure substances of mixtures. Most ballpoint pen inks are complex mixtures, containing pigments or dyes that can be separated by paper chromatography. Although there are thousands of different formulations for ink, the chemicals used to make them can be broadly classified into three categories: color, solvents, and resins.
An ink’s color is due to dyes or pigments, which account for 25% of the ink’s mass. Black inks can contain three or more colors; the number of colors depends on the manufacturer. Each ink formulation has a characteristic pattern that uniquely identifies it.
The pigments or dyes of the ink are dissolved or suspended in solvents, which comprise approximately 50% of the mass of the ink. Solvents are also responsible for the smooth flow of the ink over the roller ball in the tip of a ballpoint pen.
The remaining 25% of the ink’s mass is composed of resins. Resins control the creep, or flow of the ink after it is applied to the surface of the paper.
Objectives
• Demonstrate proficiency in qualitatively separating mixtures using paper chromatography.
• Explain how the inks are separated by paper chromatography.
• Observe the separation of a mixture by the method of paper chromatography.
Materials
12 cm filter paper water filter paper wick
pencil medicine cup black Sharpie
Vis-à-vis markers (black, blue, brown, red, green, purple)
Procedure: Prepare a chromatograph using water as the solvent
1. Record your observations in the appropriate data table when you are instructed to do so in the procedure.
2. Use a pencil to sketch a circle about the size of a quarter in the center of a piece of circular filter paper.
3. Write the following letters in a clock-wise fashion around the inner part of the circle:
a. B (for black)
b. BR (for brown)
c. BL (for blue)
d. G (for green)
e. R (for red)
f. P (for purple)
g. B SH (for black Sharpie)
4. Place a small dot of the ink on the line for the circle next to the letter corresponding to that color.
5. Use the pencil to poke a small hole in the center of the spotted filter paper. Insert a wick through the hole. A wick can be made from a strip of filter paper wick being rolled into a cylinder.
6. Fill the medicine cup two-thirds full of water.
7. Set the bottom of the wick in the water so that the filter paper rests on the top of the medicine cup.
8. When the water is 1 cm from the outside edge of the paper, remove the paper from the medicine cup, and allow the chromatograph to dry. Do NOT throw away chromatograph!
9. Record the color(s) of each pen’s chromatograph in the correct order on the data table.
10. Attach chromatograph to the lab report (in Results section).
Clean-Up and Disposal
The water may be poured down the sink. The cup is to be returned to the appropriate place as indicated by the teacher. Thoroughly wash your hands after completing the lab session and cleanup.
Data / Observations
Fill in the appropriate areas as you do the lab.
Observations
Black
Brown
Blue
Green
Red
Purple
Selasa, 17 November 2009
EXCRETORY SYSTEM
The excretory system excretes wastes. It is responsible for the elimination of the nitrogeneous waste products of metabolism as well as other non-useful nitrogeneous materials. Lungs are two organs localized on each side of the thorax. They are constituted by pulmonary alveoli. They are responsible for converting oxygen into carbon dioxide, but to maintain the organism's cells can take the oxygen through passive diffusion from the bloodstream and use it in its own metabolism, thus Every organism, from the smallest protist to the largest mammal, must rid itself of the potentially harmful by-products of its own vital activities. This process in living things is called elimination, which may be considered to encompass all of the various mechanisms and processes by which life forms dispose of or throw off waste products, toxic substances, and dead portions of the organism. The nature of the process and of the specialized structures developed for waste complexity of the organism.
Four terms are commonly associated with waste-disposal processes and are often used interchangeably, though not always correctly: excretion, secretion, egestion, and elimination.
The separation, elaboration, and elimination of certain products arising from cellular functions in multicellular organisms is called secretion. Though these substances may be a waste product of the cell producing them, they are frequently useful to other cells of the organism. Examples of secretions are the digestive enzymes produced by intestinal and pancreatic tissue cells of vertebrate animals, the hormones synthesized by specialized glandular cells of plants and animals, and sweat secreted by glandular cells in the skins of some mammals. Secretion implies that the chemical compounds being secreted were synthesized by specialized cells and that they are of functional value to the organism. The disposal of common waste products should not, therefore, be considered to be of a secretory nature.
Egestion is the act of excreting unusable or undigested material from a cell, as in the case of single-celled organisms, or from the digestive tract of multicellular animals.
As defined above, elimination broadly defines the mechanisms of waste disposal by living systems at all levels of complexity. The term may be used interchangeably with excretion. The waste then travels to anus and is released.
Skin
The skin is another part of the excretory system, containing sweat that help regulate the concentration in one’s body while also keeping him or her cool. The salt helps evaporate the water, cooling off the skin. Sweat is excreted through sweat glands. There are two types of sweat glands: eccrine sweat glands and apocrine sweat glands. The basic purpose of skin is to provide a waterproof, protective, covering for the body's complex internal environment. The skin also plays a key role in helping to maintain the circulatory and nervous system
Liver
The liver is an accessory of the digestive system.It weighs more than 1.5 kg in typical maturity. It also helps in excreting wastes from the body in a variety of processes. Laboratory analysis reveals a high concentration of a small organelle called a peroxisome, responsible for breakdown of several toxic substances.
The liver absorbs drugs and other poisonous substances in the blood. It changes the chemical structure of these substances and are then excreted in the bile. The bile is secretion of the liver. It makes digestion of fats easier and also carries away waste production.
Kidney
The key organs in the excretory system of vertebrates are the kidneys (for a more detailed explanation, follow this link). Please see protonephridia/flame-bulb system for Platyhelminthes, metanephridia for Annelida, or the Malpighian tubes for Insects and terrestrial arthropods. The kidneys are placed on either side of the spinal column near the lower back. They are responsible for removing nitrogenous wastes from the blood and they also regulate blood pressure in a process called Osmoregulation and also assist with the production of red blood cells. The kidneys filter the blood and remove any wastes.
The Kidney filters via its three layers of transport epithelia called the Cortex, the Medulla and the Pelvis. In the Cortex and Medulla there are Nephrons. These Nephrons comprise of a Glomerulus (bundle of capilaries), a Bowman's Capsule, a Proximal Convoluted Tubuale, the descending and ascending Loop of Henle, the Distal Convoluted Tubual and Collecting Ducts. The collecting ducts come together in the Pelvis. When your body gets ready to pass waste products, it goes through the kidneys and mixes with water and urine. Then, the aqueous waste travels into the bladder. The tubes responsible for transport are known as Ureters. The urea is stored in the bladder until excretion is either imperative or convenient. This occurs in a well-known process known as urination. When this happens, a tube called the urethra takes the urine to the outside of the body. It also produces nubile.
Human Excretory System
(From www.cliffsnotes.com)
The human excretory system functions to remove waste from the human body. This system consists of specialized structures and capillary networks that assist in the excretory process. The human excretory system includes the kidney and its functional unit, the nephron. The excretory activity of the kidney is modulated by specialized hormones that regulate the amount of absorption within the nephron.
Kidneys
The human kidneys are the major organs of bodily excretion (see Figure 1 ). They are bean-shaped organs located on either side of the backbone at about the level of the stomach and liver. Blood enters the kidneys through renal arteries and leaves through renal veins. Tubes called ureters carry waste products from the kidneys to the urinary bladder for storage or for release.
Figure 1 Details of the human excretory system. Position and allied structures of the kidneys (top). A cross section of the kidney showing the two major portions (left). Details of the nephron, the functional unit of the kidney (right).
The product of the kidneys is urine, a watery solution of waste products, salts, organic compounds, and two important nitrogen compounds: uric acid and urea. Uric acid results from nucleic acid decomposition, and urea results from amino acid breakdown in the liver. Both of these nitrogen products can be poisonous to the body and must be removed in the urine.
Nephron
The functional and structural unit of the kidney is the nephron. The nephron produces urine and is the primary unit of homeostasis in the body. It is essentially a long tubule with a series of associated blood vessels. The upper end of the tubule is an enlarged cuplike structure called the Bowman's capsule. Below the Bowman's capsule, the tubule coils to form the proximal tubule, and then it follows a hairpin turn called the loop of Henle. After the loop of Henle, the tubule coils once more as the distal tubule. It then enters a collecting duct, which also receives urine from other distal tubules.
Within the Bowman's capsule is a coiled ball of capillaries known as a glomerulus. Blood from the renal artery enters the glomerulus. The force of the blood pressure induces plasma to pass through the walls of the glomerulus, pass through the walls of the Bowman's capsule, and flow into the proximal tubule. Red blood cells and large proteins remain in the blood.
After plasma enters the proximal tubule, it passes through the coils, where usable materials and water are reclaimed. Salts, glucose, amino acids, and other useful compounds flow back through tubular cells into the blood by active transport. Osmosis and the activity of hormones assist the movement. The blood fluid then flows through the loop of Henle into the distal tubule. Once more, salts, water, and other useful materials flow back into the bloodstream. Homeostasis is achieved by this process: A selected amount of hydrogen, ammonium, sodium, chloride, and other ions maintain the delicate salt balance in the body.
The fluid moving from the distal tubules into the collecting duct contains materials not needed by the body. This fluid is referred to as urine. Urea, uric acid, salts, and other metabolic waste products are the main components of urine. The urine flows through the ureters toward the urinary bladder. When the bladder is full, the urine flows through the urethra to the exterior.
Control of kidney function
The activity of the nephron in the kidney is controlled by a person's choices and environment as well as hormones. For example, if a person consumes large amounts of protein, much urea will be in the blood from the digestion of the protein. Also, on a hot day, a body will retain water for sweating and cooling, so the amount of urine is reduced.
Humans produce a hormone called antidiuretic hormone (ADH), also known as vasopressin, which is secreted by the posterior lobe of the pituitary gland. It regulates the amount of urine by controlling the rate of water absorption in the nephron tubules.
Some individuals suffer from a condition in which they secrete very low levels of ADH. The result is excessive urination and a disease called diabetes insipidus. Another unrelated form of diabetes, diabetes mellitus, is more widespread. Persons with this disease produce insufficient levels of insulin. Insulin normally transports glucose molecules into the cells. But when insulin is not available, the glucose remains in the bloodstream. The glucose is removed from the bloodstream in the nephron; to dilute the glucose, the nephron removes large amounts of water from the blood. Thus, the urine tends to be plentiful.
Hormones from the cortex of the adrenal glands also control the content of urine. These hormones promote reabsorption of sodium and chloride ions in the tubules. Thus, they affect the water balance in the body, because water flows in the direction of high sodium and chloride content.
Four terms are commonly associated with waste-disposal processes and are often used interchangeably, though not always correctly: excretion, secretion, egestion, and elimination.
The separation, elaboration, and elimination of certain products arising from cellular functions in multicellular organisms is called secretion. Though these substances may be a waste product of the cell producing them, they are frequently useful to other cells of the organism. Examples of secretions are the digestive enzymes produced by intestinal and pancreatic tissue cells of vertebrate animals, the hormones synthesized by specialized glandular cells of plants and animals, and sweat secreted by glandular cells in the skins of some mammals. Secretion implies that the chemical compounds being secreted were synthesized by specialized cells and that they are of functional value to the organism. The disposal of common waste products should not, therefore, be considered to be of a secretory nature.
Egestion is the act of excreting unusable or undigested material from a cell, as in the case of single-celled organisms, or from the digestive tract of multicellular animals.
As defined above, elimination broadly defines the mechanisms of waste disposal by living systems at all levels of complexity. The term may be used interchangeably with excretion. The waste then travels to anus and is released.
Skin
The skin is another part of the excretory system, containing sweat that help regulate the concentration in one’s body while also keeping him or her cool. The salt helps evaporate the water, cooling off the skin. Sweat is excreted through sweat glands. There are two types of sweat glands: eccrine sweat glands and apocrine sweat glands. The basic purpose of skin is to provide a waterproof, protective, covering for the body's complex internal environment. The skin also plays a key role in helping to maintain the circulatory and nervous system
Liver
The liver is an accessory of the digestive system.It weighs more than 1.5 kg in typical maturity. It also helps in excreting wastes from the body in a variety of processes. Laboratory analysis reveals a high concentration of a small organelle called a peroxisome, responsible for breakdown of several toxic substances.
The liver absorbs drugs and other poisonous substances in the blood. It changes the chemical structure of these substances and are then excreted in the bile. The bile is secretion of the liver. It makes digestion of fats easier and also carries away waste production.
Kidney
The key organs in the excretory system of vertebrates are the kidneys (for a more detailed explanation, follow this link). Please see protonephridia/flame-bulb system for Platyhelminthes, metanephridia for Annelida, or the Malpighian tubes for Insects and terrestrial arthropods. The kidneys are placed on either side of the spinal column near the lower back. They are responsible for removing nitrogenous wastes from the blood and they also regulate blood pressure in a process called Osmoregulation and also assist with the production of red blood cells. The kidneys filter the blood and remove any wastes.
The Kidney filters via its three layers of transport epithelia called the Cortex, the Medulla and the Pelvis. In the Cortex and Medulla there are Nephrons. These Nephrons comprise of a Glomerulus (bundle of capilaries), a Bowman's Capsule, a Proximal Convoluted Tubuale, the descending and ascending Loop of Henle, the Distal Convoluted Tubual and Collecting Ducts. The collecting ducts come together in the Pelvis. When your body gets ready to pass waste products, it goes through the kidneys and mixes with water and urine. Then, the aqueous waste travels into the bladder. The tubes responsible for transport are known as Ureters. The urea is stored in the bladder until excretion is either imperative or convenient. This occurs in a well-known process known as urination. When this happens, a tube called the urethra takes the urine to the outside of the body. It also produces nubile.
Human Excretory System
(From www.cliffsnotes.com)
The human excretory system functions to remove waste from the human body. This system consists of specialized structures and capillary networks that assist in the excretory process. The human excretory system includes the kidney and its functional unit, the nephron. The excretory activity of the kidney is modulated by specialized hormones that regulate the amount of absorption within the nephron.
Kidneys
The human kidneys are the major organs of bodily excretion (see Figure 1 ). They are bean-shaped organs located on either side of the backbone at about the level of the stomach and liver. Blood enters the kidneys through renal arteries and leaves through renal veins. Tubes called ureters carry waste products from the kidneys to the urinary bladder for storage or for release.
Figure 1 Details of the human excretory system. Position and allied structures of the kidneys (top). A cross section of the kidney showing the two major portions (left). Details of the nephron, the functional unit of the kidney (right).
The product of the kidneys is urine, a watery solution of waste products, salts, organic compounds, and two important nitrogen compounds: uric acid and urea. Uric acid results from nucleic acid decomposition, and urea results from amino acid breakdown in the liver. Both of these nitrogen products can be poisonous to the body and must be removed in the urine.
Nephron
The functional and structural unit of the kidney is the nephron. The nephron produces urine and is the primary unit of homeostasis in the body. It is essentially a long tubule with a series of associated blood vessels. The upper end of the tubule is an enlarged cuplike structure called the Bowman's capsule. Below the Bowman's capsule, the tubule coils to form the proximal tubule, and then it follows a hairpin turn called the loop of Henle. After the loop of Henle, the tubule coils once more as the distal tubule. It then enters a collecting duct, which also receives urine from other distal tubules.
Within the Bowman's capsule is a coiled ball of capillaries known as a glomerulus. Blood from the renal artery enters the glomerulus. The force of the blood pressure induces plasma to pass through the walls of the glomerulus, pass through the walls of the Bowman's capsule, and flow into the proximal tubule. Red blood cells and large proteins remain in the blood.
After plasma enters the proximal tubule, it passes through the coils, where usable materials and water are reclaimed. Salts, glucose, amino acids, and other useful compounds flow back through tubular cells into the blood by active transport. Osmosis and the activity of hormones assist the movement. The blood fluid then flows through the loop of Henle into the distal tubule. Once more, salts, water, and other useful materials flow back into the bloodstream. Homeostasis is achieved by this process: A selected amount of hydrogen, ammonium, sodium, chloride, and other ions maintain the delicate salt balance in the body.
The fluid moving from the distal tubules into the collecting duct contains materials not needed by the body. This fluid is referred to as urine. Urea, uric acid, salts, and other metabolic waste products are the main components of urine. The urine flows through the ureters toward the urinary bladder. When the bladder is full, the urine flows through the urethra to the exterior.
Control of kidney function
The activity of the nephron in the kidney is controlled by a person's choices and environment as well as hormones. For example, if a person consumes large amounts of protein, much urea will be in the blood from the digestion of the protein. Also, on a hot day, a body will retain water for sweating and cooling, so the amount of urine is reduced.
Humans produce a hormone called antidiuretic hormone (ADH), also known as vasopressin, which is secreted by the posterior lobe of the pituitary gland. It regulates the amount of urine by controlling the rate of water absorption in the nephron tubules.
Some individuals suffer from a condition in which they secrete very low levels of ADH. The result is excessive urination and a disease called diabetes insipidus. Another unrelated form of diabetes, diabetes mellitus, is more widespread. Persons with this disease produce insufficient levels of insulin. Insulin normally transports glucose molecules into the cells. But when insulin is not available, the glucose remains in the bloodstream. The glucose is removed from the bloodstream in the nephron; to dilute the glucose, the nephron removes large amounts of water from the blood. Thus, the urine tends to be plentiful.
Hormones from the cortex of the adrenal glands also control the content of urine. These hormones promote reabsorption of sodium and chloride ions in the tubules. Thus, they affect the water balance in the body, because water flows in the direction of high sodium and chloride content.
LESSON PLAN
Unit : SMP ……………….
Grade / Term : VII / 2nd semester
Subject : SCIENCE-CHEMISTRY
Chapter : 5. Acid, Base, and Salt
Time : 5 X 40 minutes
A. Standard of Competence:
Students are able to understand the characteristics of acid, base, and salt using indicators and/or instruments.
B. Basic Competence:
Students are able to identify the characteristics of acid, base, and salt using indicators and/or instruments.
C. Indicators to achieve competence:
1. Define acid, base, and salt.
2. Identify acid, base, and salt using indicators and/or instruments.
3. Determine the acidity of compounds using natural indicators.
D. Objectives:
Students are able to:
1. Define acid, base, and salt.
2. Identify acid, base, and salt using indicators and/or instruments.
3. Determine the acidity of compounds using natural indicators.
E. Skills:
1. Communicating
2. Experimenting
3. Interpreting data
F. Concept:
1. Acid, base, and salt.
G. Teaching methods:
1. Discussion
2. Research
3. Experiment
4. Presentation
H. Teaching-Learning Processes
1. 1st lesson
Introduction (10’)
Guiding questions:
- “How to make a group of matters in our daily life into acid, base, and salt?”
- “What are you going to use to identify and classify the matters into acid, base, and salt?”
Activity (30’)
Divide the students into small groups.
Each group will discuss the definition of acid, base, and salt.
Each group will do brainstorming to find out what kind of nature materials they can be used to identify and classify into acid, base, and salt.
2. 2nd – 3rd lesson
Ask the students to do research from books, internet, and other resources to find out what kind of natural materials that can be used to identify and classify acid, base, and salt.
Ask the students to make a plan to prove if some natural materials can be used to identify acid, base, and salt through doing experiment.
3. 4th lesson
Ask the students to do the experiment and prepare the presentation.
4. 5th lesson
Present the result of the project.
I. Sources:
1. Student book
2. Reference books
3. Websites
Project
Subject : Science-Chemistry
Grade/Semester : 7 / 2
Project title : Acid-Base Natural Indicator
Time allocation : 1 month
Standard Competence : Identify acid, base, and salt using indicators and/or instruments.
Basic Competence : Classify acid, base, and salt using indicators and/or instruments.
Indicators : 1. Identify acid, base, and salt using indicators and/or instruments.
2. Determine the acidity of compounds using natural indicators.
Project : Understand kinds of nature materials which can be used as acid-base natural indicators.
Scoring Rubric :
Level Descriptions
4
(Excellent) - Prepare a plan that contains preparation steps, materials, and interesting and good title.
- Excellent written structure and accurate data.
- Make a natural indicator test table that contains acid, base, and salt materials.
- Make an excellent summary.
- Have an excellent presentation performance and understand the project.
3
(Very good) - Prepare a plan that contains preparation steps, materials, and interesting and good title.
- Very good written structure and accurate data.
- Make a natural indicator test table that contains acid, base, and salt materials.
- The summary is complete and accurate.
- Have a very good presentation performance and understand the project.
2
(Good) - Prepare a plan that contains preparation steps, materials, title is not suitable and not interesting.
- Good written structure and accurate data but the data is inadequate.
- Make a simple natural indicator test table that contains acid, base, and salt materials.
- The summary is not complete and accurate.
- Have a good presentation performance and understand the project.
1
(Need improvement) - Prepare a plan but not complete, title is not suitable and not interesting.
- Written structure needs to be improved and data is limited and not accurate.
- Make a simple natural indicator test table and not complete.
- The summary is not complete and not accurate.
- Presentation performance needs to be improved.
Grade / Term : VII / 2nd semester
Subject : SCIENCE-CHEMISTRY
Chapter : 5. Acid, Base, and Salt
Time : 5 X 40 minutes
A. Standard of Competence:
Students are able to understand the characteristics of acid, base, and salt using indicators and/or instruments.
B. Basic Competence:
Students are able to identify the characteristics of acid, base, and salt using indicators and/or instruments.
C. Indicators to achieve competence:
1. Define acid, base, and salt.
2. Identify acid, base, and salt using indicators and/or instruments.
3. Determine the acidity of compounds using natural indicators.
D. Objectives:
Students are able to:
1. Define acid, base, and salt.
2. Identify acid, base, and salt using indicators and/or instruments.
3. Determine the acidity of compounds using natural indicators.
E. Skills:
1. Communicating
2. Experimenting
3. Interpreting data
F. Concept:
1. Acid, base, and salt.
G. Teaching methods:
1. Discussion
2. Research
3. Experiment
4. Presentation
H. Teaching-Learning Processes
1. 1st lesson
Introduction (10’)
Guiding questions:
- “How to make a group of matters in our daily life into acid, base, and salt?”
- “What are you going to use to identify and classify the matters into acid, base, and salt?”
Activity (30’)
Divide the students into small groups.
Each group will discuss the definition of acid, base, and salt.
Each group will do brainstorming to find out what kind of nature materials they can be used to identify and classify into acid, base, and salt.
2. 2nd – 3rd lesson
Ask the students to do research from books, internet, and other resources to find out what kind of natural materials that can be used to identify and classify acid, base, and salt.
Ask the students to make a plan to prove if some natural materials can be used to identify acid, base, and salt through doing experiment.
3. 4th lesson
Ask the students to do the experiment and prepare the presentation.
4. 5th lesson
Present the result of the project.
I. Sources:
1. Student book
2. Reference books
3. Websites
Project
Subject : Science-Chemistry
Grade/Semester : 7 / 2
Project title : Acid-Base Natural Indicator
Time allocation : 1 month
Standard Competence : Identify acid, base, and salt using indicators and/or instruments.
Basic Competence : Classify acid, base, and salt using indicators and/or instruments.
Indicators : 1. Identify acid, base, and salt using indicators and/or instruments.
2. Determine the acidity of compounds using natural indicators.
Project : Understand kinds of nature materials which can be used as acid-base natural indicators.
Scoring Rubric :
Level Descriptions
4
(Excellent) - Prepare a plan that contains preparation steps, materials, and interesting and good title.
- Excellent written structure and accurate data.
- Make a natural indicator test table that contains acid, base, and salt materials.
- Make an excellent summary.
- Have an excellent presentation performance and understand the project.
3
(Very good) - Prepare a plan that contains preparation steps, materials, and interesting and good title.
- Very good written structure and accurate data.
- Make a natural indicator test table that contains acid, base, and salt materials.
- The summary is complete and accurate.
- Have a very good presentation performance and understand the project.
2
(Good) - Prepare a plan that contains preparation steps, materials, title is not suitable and not interesting.
- Good written structure and accurate data but the data is inadequate.
- Make a simple natural indicator test table that contains acid, base, and salt materials.
- The summary is not complete and accurate.
- Have a good presentation performance and understand the project.
1
(Need improvement) - Prepare a plan but not complete, title is not suitable and not interesting.
- Written structure needs to be improved and data is limited and not accurate.
- Make a simple natural indicator test table and not complete.
- The summary is not complete and not accurate.
- Presentation performance needs to be improved.
WORK, ENERGY, POWER, AND MOMENTUM
A. WORK
Work is defined as the product of force applied to an object and the distance through which the force is applied. Another way of saying this is work is the amount of force applied to an object times the distance the object moves in the direction of the force.
Equation:
W = F•d
Where W = work (joule)
F = force (Newton)
D = distance (meter)
Two conditions must be met in order to work to be done are:
1. Force must be applied
2. The force must make an object move in the direction as the force. If the direction of movement is not the same as the direction of the applied force, no work is done.
1. Work done by constant force
The work done by a constant force in moving an object is equal to the product of the magnitudes of the displacement and the component of the force parallel to the displacement.
2. Work done by variable force
An example of variable force doing work is in stretching a spring. As a spring is stretched (or compressed) farther and father, the restoring force of the spring gets greater and increasing applied force is required. It is found that the applied force F is directly proportional to the displacement or the change in length of the spring. In equation form, this is expressed:
F = kx
B. ENERGY
Energy is the ability to do work. And work involves a change in movement. Energy in its various forms is necessary for all sorts of change. So another way of defining energy is the ability to cause change. One unit in which energy is measured is the joule (J)
Forms of Energy
• Mechanical: energy relating to moving objects
• Heat: energy related to the vibration of the particles that make up an object
• Chemical: energy related to the bonds that hold particles together
• Electromagnetic: energy related to moving electrical charges
• Nuclear: energy related to the decay of the nucleus of atoms
Energy can be classified into:
a. Kinetic Energy
Kinetic energy is the energy of a moving object. An object that moves has kinetic energy. Light and heat from the sun are examples of kinetic energy.
KE = ½mv2
Where KE = kinetic energy
m = mass
v = speed.
• The more mass an object has, the more kinetic energy it has
• The faster an object is going, the more kinetic energy it has
• The more potential energy an object starts with, the more kinetic energy it can release
b. Potential Energy
Potential energy (PE) is the energy of position.
PE = mgh
Where m = mass (gram)
g = gravitation force (m/s2)
h = height (meter)
• The energy stored in an object because of its position
• The work done to move an object to a new position is stored in the object as potential energy
• Potential energy stored in an object that will move because of gravity is called gravitational potential energy
Gravitational Potential Energy
This is energy, which is stored in the gravitational field of the Earth. If work is done in separating an object from a zero point (lifting it up) the energy stored in the gravitational field is equal to the work done in lifting the object.
Equation:
PEgrav = mgh (measured in Joules).
Elastic Potential Energy
This is energy, which is stored by distorting the shape of an elastic object such as a spring or a bow. The distorted state of the object is that aspect of the object, which contains the energy. The work done in distorting the object is equal to the energy stored in it. Equations:
PEelastic = ½ks2 (measured in Joules)
where k is the elastic constant of the object and s is the amount of distortion or stretch.
Conservation of Energy
The law of conservation of energy states that energy cannot be created or destroyed, although it can be changed from one form to another.
Matter can be considered as a form of energy; matter can be transformed into energy and energy into matter according to the law of conservation of energy.
E = mc2
where E = rest energy,
m = rest mass
c = speed of light (3x108m/s)
C. POWER
Power is the rate at which work is being done, or the amount of work done per unit time. Power is equal to the work done divided by the time it takes to do it.
P = W/t
SI unit of power is the watt.
1 watt (W) = 1 joule/second (J/s)
Power tells us how fast work is being done or how fast energy is transferred.
D. MOMENTUM
Momentum is the product of the mass and velocity of an object
p = mv
a. Linear Momentum
Linear Momentum is a measure of the tendency of a moving object to continue in motion along a straight line.
p = mv
The law of conservation of momentum states: In the absence of outside forces, the total momentum of a set of objects remains the same no matter how the objects interact with one another.
b. Angular Momentum
Angular momentum is a measure of the tendency of a rotating object to continue spinning about a fixed axis
Defining angular momentum is complicated, depends on:
• How fast the object is turning
• Mass of the object
• How the mass is distributed (the further the mass is from the center of the object, the greater the angular momentum)
Collisions
1. Elastic collisions
a. Head-on collision (1 dimensional)
In the case of two objects colliding head on we find that the final velocity
Special case: m1>>m2
b. Multi-dimensional collisions
In the case of objects colliding in more than one dimension, as in oblique collisions, the velocity is resolved into orthogonal components with one component perpendicular to the plane of collision and the other component or components in the plane of collision.
2. Inelastic collisions
A common example of a perfectly inelastic collision is when two snowballs collide and then stick together afterwards. This equation describes the conservation of momentum:
References
Hurd, Dean. 1993. Physical Science. New Jersey: Prentice Hall
Shipman and Wilson. 1990. An Introduction To Physical Science 6th Edition. Toronto: DC. Health and Company
Wilson, Jerry D. 1994. College Physics. USA: Prentice Hall
http://homepage.mac.com/dtrapp/ePhysics.f/WWorkPowerEnergy.html
http://www.mathsrevision.net/alevel/pages.php?page=93
http://physics.ucsd.edu/students/courses/winter2005/physics1a/documents/4.3NewtonsThirdLaw.pdf
http://www.physicsforums.com/showthread.php?t=8895
http://en.wikipedia.org/wiki/Momentum
Work is defined as the product of force applied to an object and the distance through which the force is applied. Another way of saying this is work is the amount of force applied to an object times the distance the object moves in the direction of the force.
Equation:
W = F•d
Where W = work (joule)
F = force (Newton)
D = distance (meter)
Two conditions must be met in order to work to be done are:
1. Force must be applied
2. The force must make an object move in the direction as the force. If the direction of movement is not the same as the direction of the applied force, no work is done.
1. Work done by constant force
The work done by a constant force in moving an object is equal to the product of the magnitudes of the displacement and the component of the force parallel to the displacement.
2. Work done by variable force
An example of variable force doing work is in stretching a spring. As a spring is stretched (or compressed) farther and father, the restoring force of the spring gets greater and increasing applied force is required. It is found that the applied force F is directly proportional to the displacement or the change in length of the spring. In equation form, this is expressed:
F = kx
B. ENERGY
Energy is the ability to do work. And work involves a change in movement. Energy in its various forms is necessary for all sorts of change. So another way of defining energy is the ability to cause change. One unit in which energy is measured is the joule (J)
Forms of Energy
• Mechanical: energy relating to moving objects
• Heat: energy related to the vibration of the particles that make up an object
• Chemical: energy related to the bonds that hold particles together
• Electromagnetic: energy related to moving electrical charges
• Nuclear: energy related to the decay of the nucleus of atoms
Energy can be classified into:
a. Kinetic Energy
Kinetic energy is the energy of a moving object. An object that moves has kinetic energy. Light and heat from the sun are examples of kinetic energy.
KE = ½mv2
Where KE = kinetic energy
m = mass
v = speed.
• The more mass an object has, the more kinetic energy it has
• The faster an object is going, the more kinetic energy it has
• The more potential energy an object starts with, the more kinetic energy it can release
b. Potential Energy
Potential energy (PE) is the energy of position.
PE = mgh
Where m = mass (gram)
g = gravitation force (m/s2)
h = height (meter)
• The energy stored in an object because of its position
• The work done to move an object to a new position is stored in the object as potential energy
• Potential energy stored in an object that will move because of gravity is called gravitational potential energy
Gravitational Potential Energy
This is energy, which is stored in the gravitational field of the Earth. If work is done in separating an object from a zero point (lifting it up) the energy stored in the gravitational field is equal to the work done in lifting the object.
Equation:
PEgrav = mgh (measured in Joules).
Elastic Potential Energy
This is energy, which is stored by distorting the shape of an elastic object such as a spring or a bow. The distorted state of the object is that aspect of the object, which contains the energy. The work done in distorting the object is equal to the energy stored in it. Equations:
PEelastic = ½ks2 (measured in Joules)
where k is the elastic constant of the object and s is the amount of distortion or stretch.
Conservation of Energy
The law of conservation of energy states that energy cannot be created or destroyed, although it can be changed from one form to another.
Matter can be considered as a form of energy; matter can be transformed into energy and energy into matter according to the law of conservation of energy.
E = mc2
where E = rest energy,
m = rest mass
c = speed of light (3x108m/s)
C. POWER
Power is the rate at which work is being done, or the amount of work done per unit time. Power is equal to the work done divided by the time it takes to do it.
P = W/t
SI unit of power is the watt.
1 watt (W) = 1 joule/second (J/s)
Power tells us how fast work is being done or how fast energy is transferred.
D. MOMENTUM
Momentum is the product of the mass and velocity of an object
p = mv
a. Linear Momentum
Linear Momentum is a measure of the tendency of a moving object to continue in motion along a straight line.
p = mv
The law of conservation of momentum states: In the absence of outside forces, the total momentum of a set of objects remains the same no matter how the objects interact with one another.
b. Angular Momentum
Angular momentum is a measure of the tendency of a rotating object to continue spinning about a fixed axis
Defining angular momentum is complicated, depends on:
• How fast the object is turning
• Mass of the object
• How the mass is distributed (the further the mass is from the center of the object, the greater the angular momentum)
Collisions
1. Elastic collisions
a. Head-on collision (1 dimensional)
In the case of two objects colliding head on we find that the final velocity
Special case: m1>>m2
b. Multi-dimensional collisions
In the case of objects colliding in more than one dimension, as in oblique collisions, the velocity is resolved into orthogonal components with one component perpendicular to the plane of collision and the other component or components in the plane of collision.
2. Inelastic collisions
A common example of a perfectly inelastic collision is when two snowballs collide and then stick together afterwards. This equation describes the conservation of momentum:
References
Hurd, Dean. 1993. Physical Science. New Jersey: Prentice Hall
Shipman and Wilson. 1990. An Introduction To Physical Science 6th Edition. Toronto: DC. Health and Company
Wilson, Jerry D. 1994. College Physics. USA: Prentice Hall
http://homepage.mac.com/dtrapp/ePhysics.f/WWorkPowerEnergy.html
http://www.mathsrevision.net/alevel/pages.php?page=93
http://physics.ucsd.edu/students/courses/winter2005/physics1a/documents/4.3NewtonsThirdLaw.pdf
http://www.physicsforums.com/showthread.php?t=8895
http://en.wikipedia.org/wiki/Momentum
RESPIRATORY SYSTEM
Respiration as a process that occurs at two different levels. One level is the level of the cell. Here, in the mitochondria of eukaryotic cells, respiration requires oxygen, releases carbon dioxide, and produces large amounts of ATP. This level of respiration is called internal respiration, or cellular respiration.
The other level at which respiration occurs is the level of the organism. Here, an organism must get oxygen into its cells (and thereby into the mitochondria) and carbon dioxide back out. This level of respiration is called external respiration because the exchange of gases takes place with the external environment. External respiration involves the respiratory system.
A respiratory system is a group of organs working together to bring about the exchange of oxygen and carbon dioxide with the environment.
The Human Respiratory System
Respiratory Structures
The human respiratory system consists of the nose, nasal cavity, pharynx, larynx, trachea, smaller conducting, passageways, and lungs.
Air enters the body through the mouth or nose. Air entering the nose passes into the nasal cavity. The nasal cavity is richly supplied with arteries, veins, and capillaries, which bring nutrients and water to its cells. As air passes back from the nasal cavity, it enters the pharynx. The pharynx is located in the back of the mouth and serves as a passageway for both air and food. From the pharynx, the air moves into the trachea (windpipe), this leads directly into the lungs. All these passageways provide a direct connection between the outside air and some of the most delicate tissues in the body. Therefore, these passageways must filter out dust, dirt, smoke, bacteria, and a variety of other contaminants found in ordinary air.
The first filtering is done in the nose. The nasal airways are lined with hair and kept moist by mucous secretions. The combination of hair and mucus helps to filter out all sorts of solid particles from the air that passes through the nose. The moisture in the nose helps to humidity the air, increasing the amount of water vapor the air entering the lungs contains. This helps to keep the air that enters the nose from drying out the lungs and other parts of the respiratory system. When air enters the respiratory system through the mouth, much less filtering is done. Therefore, it is generally better to take in air through the nose.
At the top of the trachea is the larynx. The larynx is made up of several pieces of cartilage. The larynx produces sound, it is sometimes known as the voice box.
From the larynx, the air passes downward into the chest cavity through the trachea. The walls of the trachea are made up of C – shaped rings of tough, flexible cartilage. These rings of cartilage protect the trachea, make it flexible, and keep it from collapsing or over expanding. The cells that line the trachea produce mucus. This mucus is swept out of the air passageway by tiny cilia on other cells. In this way, particles trapped in the mucus are carried to the upper part of the trachea and swept down into the digestive system.
The trachea divides into two branches, the right and left bronchi (singular: bronchus). Each bronchus enters the lung on its respective side.
The other level at which respiration occurs is the level of the organism. Here, an organism must get oxygen into its cells (and thereby into the mitochondria) and carbon dioxide back out. This level of respiration is called external respiration because the exchange of gases takes place with the external environment. External respiration involves the respiratory system.
A respiratory system is a group of organs working together to bring about the exchange of oxygen and carbon dioxide with the environment.
The Human Respiratory System
Respiratory Structures
The human respiratory system consists of the nose, nasal cavity, pharynx, larynx, trachea, smaller conducting, passageways, and lungs.
Air enters the body through the mouth or nose. Air entering the nose passes into the nasal cavity. The nasal cavity is richly supplied with arteries, veins, and capillaries, which bring nutrients and water to its cells. As air passes back from the nasal cavity, it enters the pharynx. The pharynx is located in the back of the mouth and serves as a passageway for both air and food. From the pharynx, the air moves into the trachea (windpipe), this leads directly into the lungs. All these passageways provide a direct connection between the outside air and some of the most delicate tissues in the body. Therefore, these passageways must filter out dust, dirt, smoke, bacteria, and a variety of other contaminants found in ordinary air.
The first filtering is done in the nose. The nasal airways are lined with hair and kept moist by mucous secretions. The combination of hair and mucus helps to filter out all sorts of solid particles from the air that passes through the nose. The moisture in the nose helps to humidity the air, increasing the amount of water vapor the air entering the lungs contains. This helps to keep the air that enters the nose from drying out the lungs and other parts of the respiratory system. When air enters the respiratory system through the mouth, much less filtering is done. Therefore, it is generally better to take in air through the nose.
At the top of the trachea is the larynx. The larynx is made up of several pieces of cartilage. The larynx produces sound, it is sometimes known as the voice box.
From the larynx, the air passes downward into the chest cavity through the trachea. The walls of the trachea are made up of C – shaped rings of tough, flexible cartilage. These rings of cartilage protect the trachea, make it flexible, and keep it from collapsing or over expanding. The cells that line the trachea produce mucus. This mucus is swept out of the air passageway by tiny cilia on other cells. In this way, particles trapped in the mucus are carried to the upper part of the trachea and swept down into the digestive system.
The trachea divides into two branches, the right and left bronchi (singular: bronchus). Each bronchus enters the lung on its respective side.
PEDOMAN PENILAIAN IPA SMP BERTARAF INTERNASIONAL
A. Aspek Penilaian IPA
Penilaian IPA meliputi 3 aspek, yaitu (1) IPA literasi, (2) keterampilan proses IPA, dan (3) sikap ilmiah (scientific attitude). Oleh sebab itu penilaian dalam IPA harus mengacu pada ketiga aspek tersebut.
1. Penilaian Literasi IPA
Penilaian literasi IPA merupakan produk dari pembelajaran IPA. Penilaian ini bertujuan untuk melihat penguasaan peserta didik terhadap fakta, konsep, prinsip, dan hukum-hukum dalam IPA dan penerapannya dalam kehidupan. Peserta didik diharapkan dapat menggunakan pemahamannya tersebut untuk membuat keputusan, berpartisipasi di masyarakat, dan menanggapi isu-isu lokal dan global.
2. Penilaian Keterampilan Proses
Penilaian dilakukan tidak hanya terhadap produk, tetapi juga proses. Penilaian proses IPA dilakukan terhadap keterampilan proses IPA, meliputi keterampilan dasar IPA dan keterampilan terpadu tingkat awal. Keterampilan proses IPA dasar meliputi observasi, inferensi, melakukan pengukuran, menggunakan bilangan, klasifikasi, komunikasi, dan prediksi. Di samping itu, peserta didik SMP mulai diperkenalkan dengan kemampuan melakukan percobaan sederhana dengan dua variabel atau lebih untuk menguji hipotesis tentang hubungan antar variabel. Peserta didik juga dilatih mengkomunikasikan hasil belajarnya melalui berbagai bentuk sepeti debat, diskusi, presentasi, tulisan, dan bentuk ekspresif lainnya. Dari berbagai keterampilan proses ilmiah, berikut adalah enam keterampilan dasar yang perlu dikuasai untuk peserta didik SMP.
a. Observasi
Penilaian keterampilan melakukan observasi dinilai pada saat melakukan observasi dalam rangka memperoleh data hasil penginderaan terhadap objek dan fenomena alam menggunakan panca indera. Informasi yang diperoleh menimbulkan rasa ingin tahu, pertanyaan, interpretasi, dan investigasi.
b. Komunikasi
Keterampilan berkomunikasi secara ilmiah menggunakan berbagai cara, seperti menggunakan grafik, carta, peta, simbol, diangram, rumus matematis, dan demonstrasi visual, baik secara tertulis maupun lisan.
c. Klasifikasi
Keterampilan melakukan klasifikasi diperlukan untuk mengelompokkan berbagai objek untuk mempermudah mempelajarinya, berdasarkan persamaan, perbedaan, dan saling keterkaitan obyek.
d. Pengukuran
Keterampilan melakukan pengukuran menggunakan alat ukur standar untuk melakukan observasi secara kuantitatif, membandingkan, dan mengklasifikasikan, serta mengkomunikasikannya secara efektif. Alat pengukuran meliputi penggaris, meteran, neraca, gelas ukur, termometer, pH meter, Higrometer, dan sebagainya.
e. Inferensi
Keterampilan melakukan interpretasi dan menjelaskan kejadian di sekitar kita. Kemampuan ini dibutuhkan antara lain untuk menyusun hipotesis. Interpretasi menghubungkan pengalaman lampau dengan apa yang sedang dilihat.
f. Prediksi
Keterampilan melakukan prediksi ditentukan oleh observasi yang teliti dan inferensi untuk memprediksi apa yang akan terjadi untuk menentukan reaksi yang tepat terhadap lingkungan.
g. Percobaan Sederhana
Keterampilan melakukan percobaan diawali dengan kemampuan menyusun pertanyaan, mengidentifikasi variabel, mengemukakan hipotesis, mengidentifikasi variabel kontrol, membuat desain percobaan, melakukan percobaan, mengumpulkan data, dan interpretasi data.
3. Penilaian sikap
Penilaian sikap ilmiah meliputi sikap obyektif, terbuka, tidak menerima begitu saja sesuatu sebagai kebenaran, ingin tahu, ulet , tekun, dan pantang menyerah. Selain itu, kemampuan bekerjasama, bertukar pendapat, mempertahankan pendapat, menerima saran, dan kemampuan sosial lainnya dapat juga dilakukan melalui pembelajaran IPA.
B. Bentuk Penilaian IPA
Bentuk-bentuk penilaian untuk mata pelajaran IPA yang dapat digunakan untuk mengukur ketiga aspek diatas adalah sebagai berikut :
1. Penilaian Tertulis
Penilaian secara tertulis dilakukan dengan tes tertulis (paper and pencil test). Tes tertulis merupakan kumpulan soal-soal yang diberikan kepada peserta didik dalam bentuk tulisan. Dalam menjawab soal, peserta didik tidak selalu harus merespon dalam bentuk jawaban, tetapi juga dapat dilakukan dalam bentuk lain seperti memberi tanda, mewarnai, menggambar dan sejenisnya. Tes tertulis meliputi soal bentuk pilihan ganda, menjodohkan, benar-salah, isian, jawaban singkat dan uraian.
Penyusunan soal tes tertulis memperhatikan kaidah-kaidah penulisan soal dilihat dari segi materi, konstruksi, maupun bahasa, dan menuntut penalaran yang tinggi. Hal ini dapat dilakukan guru dengan cara:
• Materi yang ditanyakan mengukur perilaku pemahaman, penerapan, sintesis, analisis, atau evaluasi. Perilaku ingatan juga diperlukan namun kedudukannya adalah sebagai langkah awal sebelum peserta didik dapat mengukur perilaku yang disebutkan di atas.
• Setiap pertanyaan diberikan dasar pertanyaan (stimulus), misalnya dalam bentuk ilustrasi/bahan bacaan seperti kasus, contoh, tabel dan sebagainya.
• Mengukur kemampuan berpikir kritis.
• Mengukur keterampilan pemecahan masalah.
2. Penilaian Kinerja
Penilaian kinerja dilakukan untuk menilai ketercapaian kompetensi yang menuntut peserta didik menunjukkan kinerjanya. Penilaian ini dilakukan dengan mengamati kegiatan peserta didik dalam melakukan sesuatu. Cara penilaian ini dianggap lebih autentik daripada tes tertulis karena apa yang dinilai lebih mencerminkan kemampuan peserta didik yang sebenarnya. Untuk mata pelajaran IPA, penilaian semacam ini dapat dilakukan melalui kegiatan seperti pengujian/penelitian, melakukan percobaan-percobaan, dan lain-lain. Dalam penilaian kinerja perlu dipertimbangkan hal-hal berikut:
• Identifikasi langkah-langkah kinerja yang diharapkan sesuai dengan tuntutan kompetensi
• Kelengkapan dan ketepatan aspek yang akan dinilai dalam kinerja tersebut.
• Upayakan kemampuan yang dinilai tidak terlalu banyak agar dapat diamati.
• Kemampuan yang dinilai diurutkan berdasarkan urutan yang diamati.
Penilaian kemampuan kinerja dapat dilakukan dengan cara yang paling sederhana yaitu menggunakan:
• daftar cek (checklist). Pada penilaian ini peserta didik mendapat nilai apabila kriteria penguasaan kemampuan tertentu dapat diamati oleh penilai. Kelemahan cara ini adalah penilai hanya bisa memilih dua pilihan absolut yaitu teramati atau tidak teramati, jika tidak dapat diamati maka peserta didik tidak memperoleh nilai (tidak ada nilai tengah);
• skala rentang (rating scale). Pada penilaian ini memungkinkan penilai memberi nilai tengah terhadap penguasaan kompetensi tertentu, karena pemberian nilai secara kontinu dimana pilihan kategori nilai lebih dari dua. Penilaian sebaiknya dilakukan lebih dari satu penilai untuk menghindari subjektivitas.
3. Penilaian Projek
Penilaian projek merupakan kegiatan penilaian terhadap suatu tugas yang harus diselesaikan dalam periode/waktu tertentu. Tugas tersebut berupa suatu kegiatan investigasi sejak dari perencanaan, pengumpulan data, pengorganisasian, pengolahan dan penyajian data. Kegiatan ini umumnya dilakukan dalam bentuk kelompok kecil, tapi tidak menutup kemungkinan menjadi tugas perorangan.
Penilaian bentuk ini dilakukan sejak perencanaan, proses selama pengerjaan tugas, sampai hasil akhir projek. Untuk itu guru perlu menetapkan tahapan yang akan dinilai, seperti penyusunan desain, pengumpulan data, analisis data, menyiapkan laporan tertulis. Penilaian projek dapat dilakukan dengan menggunakan daftar cek ataupun skala rentang.
4. Penilaian Produk
Penilaian produk adalah penilaian terhadap keterampilan dalam membuat suatu produk dan kualitas produk tersebut. Penilaian produk tidak hanya diperoleh dari hasil akhir, namun juga proses pembuatannya. Pengembangan produk meliputi 3 tahap dan dalam setiap tahap perlu diadakan penilaian yaitu:
• Tahap persiapan meliputi penilaian terhadap kemampuan peserta didik dalam merencanakan, menggali, mengembangkan gagasan, dan mendesain produk.
• Tahap pembuatan (produk) meliputi penilaian terhadap kemampuan peserta didik dalam menyeleksi, menggunakan bahan, alat dan teknik.
• Tahap penilaian meliputi penilaian terhadap kemampuan peserta didik membuat produk sesuai dengan yang diharapkan.
Teknik Penilaian Produk
• Cara holistik yaitu berdasarkan kesan keseluruhan produk
• Cara analitik yaitu berdasarkan aspek-aspek produk, biasanya dilakukan terhadap semua kriteria yang terdapat pada semua tahap proses pembuatan produk.
Untuk pelajaran IPA, kadang-kadang antara penilaian kinerja, projek ataupun produk tidak ada perbedaan yang nyata. Hal yang membedakan sebenarnya adalah titik berat pada aspek yang dinilai. Pada penilaian kinerja titik berat terdapat pada kinerja peserta didik saat melakukan tugas, jadi saat melaksanakan tugas tersebut guru mengamati kinerja yang dilakukan peserta didik. Karena itu tugas/percobaan harus dilakukan di sekolah, agar kinerja peserta didik benar-benar dapat diamati. Penilaian projek menitik beratkan pada cara merancang dan membuat laporan tugas/percobaan, sedangkan penilaian produk menitik beratkan pada produk/hasil karya yang dihasilkan peserta didik. Bobot yang diukur pada masing-masing aspek berbeda. Pada penilaian kinerja aspek pelaksanaan diberi bobot tinggi, aspek penulisan laporan diberi bobot tinggi pada penilaian projek, sedangkan pada penilaian produk aspek hasil diberi bobot tinggi.
5. Penilaian Sikap
Penilaian sikap dalam mata pelajaran IPA dapat dilakukan berkaitan dengan berbagai objek sikap antara lain: sikap terhadap mata pelajaran, guru mata pelajaran, proses pembelajaran, materi pembelajaran, dan sikap-sikap yang berhubungan nilai-nilai yang ingin ditanamkan dalam diri peserta didik melalui materi tertentu.
Pengukuran sikap dapat dilakukan dengan berbagai cara di antaranya observasi perilaku, pertanyaan langsung, dan penggunaan skala sikap. Ada beberapa model skala yang dikembangkan oleh pakar psikologi untuk mengukur sikap di antaranya Skala Diferensiasi Semantik dan Skala Likert. Petunjuk pengerjaan skala sikap harus selalu disertakan untuk memudahkan peserta didik mengerjakan, termasuk pernyataan bahwa tidak ada jawaban benar atau salah dan tidak memberi pengaruh terhadap nilai mata pelajaran.
Penyusunan butir-butir pernyataan skala Likert harus memperhatikan:
• kalimat tidak mengandung banyak interpretasi
• rumusan pernyataan singkat dan jelas
• kalimat memiliki satu pikiran yang lengkap
• penggunaan kalimat yang sederhana
• penggunaan kata-kata: semua, selalu, tidak pernah dan sejenisnya dihindari.
• jumlah pernyataan positif dan negatif relatif seimbang
6. Penilaian Portofolio
Portofolio adalah alat penilaian yang berupa kumpulan dokumen dan hasil karya beserta catatan perkembangan belajar peserta didik yang disusun secara sistematis, yang bertujuan untuk mendukung belajar tuntas. Hasil karya yang dimasukkan ke dalam bundel portofolio dipilih yang benar-benar dapat menjadi bukti pencapaian suatu kompetensi. Setiap hasil karya dicatat dalam jurnal atau sebuah format dan ada catatan guru yang menunjukkan tingkat perkembangan sesuai dengan aspek yang diamati. Komponen penilaian portofolio meliputi: Catatan guru, hasil pekerjaan peserta didik, dan profil perkembangan peserta didik.
C. Analisis dan tindak lanjut penilaian
Hasil penilaian dianalisis untuk mengetahui kemajuan belajar peserta didik, sekaligus untuk mengetahui kelebihan dan kekurangan belajarnya dan digunakan untuk menentukan bantuan belajar yang tepat sehingga peserta didik dapat belajar secara optimal. Peserta didik yang secara cepat menguasai kompetensi yang dilatihkan berhak mendapat pengayaan. Peserta didik yang belum mencapai standar kompetensi yang diharapkan mendapat program perbaikan.
Penilaian IPA meliputi 3 aspek, yaitu (1) IPA literasi, (2) keterampilan proses IPA, dan (3) sikap ilmiah (scientific attitude). Oleh sebab itu penilaian dalam IPA harus mengacu pada ketiga aspek tersebut.
1. Penilaian Literasi IPA
Penilaian literasi IPA merupakan produk dari pembelajaran IPA. Penilaian ini bertujuan untuk melihat penguasaan peserta didik terhadap fakta, konsep, prinsip, dan hukum-hukum dalam IPA dan penerapannya dalam kehidupan. Peserta didik diharapkan dapat menggunakan pemahamannya tersebut untuk membuat keputusan, berpartisipasi di masyarakat, dan menanggapi isu-isu lokal dan global.
2. Penilaian Keterampilan Proses
Penilaian dilakukan tidak hanya terhadap produk, tetapi juga proses. Penilaian proses IPA dilakukan terhadap keterampilan proses IPA, meliputi keterampilan dasar IPA dan keterampilan terpadu tingkat awal. Keterampilan proses IPA dasar meliputi observasi, inferensi, melakukan pengukuran, menggunakan bilangan, klasifikasi, komunikasi, dan prediksi. Di samping itu, peserta didik SMP mulai diperkenalkan dengan kemampuan melakukan percobaan sederhana dengan dua variabel atau lebih untuk menguji hipotesis tentang hubungan antar variabel. Peserta didik juga dilatih mengkomunikasikan hasil belajarnya melalui berbagai bentuk sepeti debat, diskusi, presentasi, tulisan, dan bentuk ekspresif lainnya. Dari berbagai keterampilan proses ilmiah, berikut adalah enam keterampilan dasar yang perlu dikuasai untuk peserta didik SMP.
a. Observasi
Penilaian keterampilan melakukan observasi dinilai pada saat melakukan observasi dalam rangka memperoleh data hasil penginderaan terhadap objek dan fenomena alam menggunakan panca indera. Informasi yang diperoleh menimbulkan rasa ingin tahu, pertanyaan, interpretasi, dan investigasi.
b. Komunikasi
Keterampilan berkomunikasi secara ilmiah menggunakan berbagai cara, seperti menggunakan grafik, carta, peta, simbol, diangram, rumus matematis, dan demonstrasi visual, baik secara tertulis maupun lisan.
c. Klasifikasi
Keterampilan melakukan klasifikasi diperlukan untuk mengelompokkan berbagai objek untuk mempermudah mempelajarinya, berdasarkan persamaan, perbedaan, dan saling keterkaitan obyek.
d. Pengukuran
Keterampilan melakukan pengukuran menggunakan alat ukur standar untuk melakukan observasi secara kuantitatif, membandingkan, dan mengklasifikasikan, serta mengkomunikasikannya secara efektif. Alat pengukuran meliputi penggaris, meteran, neraca, gelas ukur, termometer, pH meter, Higrometer, dan sebagainya.
e. Inferensi
Keterampilan melakukan interpretasi dan menjelaskan kejadian di sekitar kita. Kemampuan ini dibutuhkan antara lain untuk menyusun hipotesis. Interpretasi menghubungkan pengalaman lampau dengan apa yang sedang dilihat.
f. Prediksi
Keterampilan melakukan prediksi ditentukan oleh observasi yang teliti dan inferensi untuk memprediksi apa yang akan terjadi untuk menentukan reaksi yang tepat terhadap lingkungan.
g. Percobaan Sederhana
Keterampilan melakukan percobaan diawali dengan kemampuan menyusun pertanyaan, mengidentifikasi variabel, mengemukakan hipotesis, mengidentifikasi variabel kontrol, membuat desain percobaan, melakukan percobaan, mengumpulkan data, dan interpretasi data.
3. Penilaian sikap
Penilaian sikap ilmiah meliputi sikap obyektif, terbuka, tidak menerima begitu saja sesuatu sebagai kebenaran, ingin tahu, ulet , tekun, dan pantang menyerah. Selain itu, kemampuan bekerjasama, bertukar pendapat, mempertahankan pendapat, menerima saran, dan kemampuan sosial lainnya dapat juga dilakukan melalui pembelajaran IPA.
B. Bentuk Penilaian IPA
Bentuk-bentuk penilaian untuk mata pelajaran IPA yang dapat digunakan untuk mengukur ketiga aspek diatas adalah sebagai berikut :
1. Penilaian Tertulis
Penilaian secara tertulis dilakukan dengan tes tertulis (paper and pencil test). Tes tertulis merupakan kumpulan soal-soal yang diberikan kepada peserta didik dalam bentuk tulisan. Dalam menjawab soal, peserta didik tidak selalu harus merespon dalam bentuk jawaban, tetapi juga dapat dilakukan dalam bentuk lain seperti memberi tanda, mewarnai, menggambar dan sejenisnya. Tes tertulis meliputi soal bentuk pilihan ganda, menjodohkan, benar-salah, isian, jawaban singkat dan uraian.
Penyusunan soal tes tertulis memperhatikan kaidah-kaidah penulisan soal dilihat dari segi materi, konstruksi, maupun bahasa, dan menuntut penalaran yang tinggi. Hal ini dapat dilakukan guru dengan cara:
• Materi yang ditanyakan mengukur perilaku pemahaman, penerapan, sintesis, analisis, atau evaluasi. Perilaku ingatan juga diperlukan namun kedudukannya adalah sebagai langkah awal sebelum peserta didik dapat mengukur perilaku yang disebutkan di atas.
• Setiap pertanyaan diberikan dasar pertanyaan (stimulus), misalnya dalam bentuk ilustrasi/bahan bacaan seperti kasus, contoh, tabel dan sebagainya.
• Mengukur kemampuan berpikir kritis.
• Mengukur keterampilan pemecahan masalah.
2. Penilaian Kinerja
Penilaian kinerja dilakukan untuk menilai ketercapaian kompetensi yang menuntut peserta didik menunjukkan kinerjanya. Penilaian ini dilakukan dengan mengamati kegiatan peserta didik dalam melakukan sesuatu. Cara penilaian ini dianggap lebih autentik daripada tes tertulis karena apa yang dinilai lebih mencerminkan kemampuan peserta didik yang sebenarnya. Untuk mata pelajaran IPA, penilaian semacam ini dapat dilakukan melalui kegiatan seperti pengujian/penelitian, melakukan percobaan-percobaan, dan lain-lain. Dalam penilaian kinerja perlu dipertimbangkan hal-hal berikut:
• Identifikasi langkah-langkah kinerja yang diharapkan sesuai dengan tuntutan kompetensi
• Kelengkapan dan ketepatan aspek yang akan dinilai dalam kinerja tersebut.
• Upayakan kemampuan yang dinilai tidak terlalu banyak agar dapat diamati.
• Kemampuan yang dinilai diurutkan berdasarkan urutan yang diamati.
Penilaian kemampuan kinerja dapat dilakukan dengan cara yang paling sederhana yaitu menggunakan:
• daftar cek (checklist). Pada penilaian ini peserta didik mendapat nilai apabila kriteria penguasaan kemampuan tertentu dapat diamati oleh penilai. Kelemahan cara ini adalah penilai hanya bisa memilih dua pilihan absolut yaitu teramati atau tidak teramati, jika tidak dapat diamati maka peserta didik tidak memperoleh nilai (tidak ada nilai tengah);
• skala rentang (rating scale). Pada penilaian ini memungkinkan penilai memberi nilai tengah terhadap penguasaan kompetensi tertentu, karena pemberian nilai secara kontinu dimana pilihan kategori nilai lebih dari dua. Penilaian sebaiknya dilakukan lebih dari satu penilai untuk menghindari subjektivitas.
3. Penilaian Projek
Penilaian projek merupakan kegiatan penilaian terhadap suatu tugas yang harus diselesaikan dalam periode/waktu tertentu. Tugas tersebut berupa suatu kegiatan investigasi sejak dari perencanaan, pengumpulan data, pengorganisasian, pengolahan dan penyajian data. Kegiatan ini umumnya dilakukan dalam bentuk kelompok kecil, tapi tidak menutup kemungkinan menjadi tugas perorangan.
Penilaian bentuk ini dilakukan sejak perencanaan, proses selama pengerjaan tugas, sampai hasil akhir projek. Untuk itu guru perlu menetapkan tahapan yang akan dinilai, seperti penyusunan desain, pengumpulan data, analisis data, menyiapkan laporan tertulis. Penilaian projek dapat dilakukan dengan menggunakan daftar cek ataupun skala rentang.
4. Penilaian Produk
Penilaian produk adalah penilaian terhadap keterampilan dalam membuat suatu produk dan kualitas produk tersebut. Penilaian produk tidak hanya diperoleh dari hasil akhir, namun juga proses pembuatannya. Pengembangan produk meliputi 3 tahap dan dalam setiap tahap perlu diadakan penilaian yaitu:
• Tahap persiapan meliputi penilaian terhadap kemampuan peserta didik dalam merencanakan, menggali, mengembangkan gagasan, dan mendesain produk.
• Tahap pembuatan (produk) meliputi penilaian terhadap kemampuan peserta didik dalam menyeleksi, menggunakan bahan, alat dan teknik.
• Tahap penilaian meliputi penilaian terhadap kemampuan peserta didik membuat produk sesuai dengan yang diharapkan.
Teknik Penilaian Produk
• Cara holistik yaitu berdasarkan kesan keseluruhan produk
• Cara analitik yaitu berdasarkan aspek-aspek produk, biasanya dilakukan terhadap semua kriteria yang terdapat pada semua tahap proses pembuatan produk.
Untuk pelajaran IPA, kadang-kadang antara penilaian kinerja, projek ataupun produk tidak ada perbedaan yang nyata. Hal yang membedakan sebenarnya adalah titik berat pada aspek yang dinilai. Pada penilaian kinerja titik berat terdapat pada kinerja peserta didik saat melakukan tugas, jadi saat melaksanakan tugas tersebut guru mengamati kinerja yang dilakukan peserta didik. Karena itu tugas/percobaan harus dilakukan di sekolah, agar kinerja peserta didik benar-benar dapat diamati. Penilaian projek menitik beratkan pada cara merancang dan membuat laporan tugas/percobaan, sedangkan penilaian produk menitik beratkan pada produk/hasil karya yang dihasilkan peserta didik. Bobot yang diukur pada masing-masing aspek berbeda. Pada penilaian kinerja aspek pelaksanaan diberi bobot tinggi, aspek penulisan laporan diberi bobot tinggi pada penilaian projek, sedangkan pada penilaian produk aspek hasil diberi bobot tinggi.
5. Penilaian Sikap
Penilaian sikap dalam mata pelajaran IPA dapat dilakukan berkaitan dengan berbagai objek sikap antara lain: sikap terhadap mata pelajaran, guru mata pelajaran, proses pembelajaran, materi pembelajaran, dan sikap-sikap yang berhubungan nilai-nilai yang ingin ditanamkan dalam diri peserta didik melalui materi tertentu.
Pengukuran sikap dapat dilakukan dengan berbagai cara di antaranya observasi perilaku, pertanyaan langsung, dan penggunaan skala sikap. Ada beberapa model skala yang dikembangkan oleh pakar psikologi untuk mengukur sikap di antaranya Skala Diferensiasi Semantik dan Skala Likert. Petunjuk pengerjaan skala sikap harus selalu disertakan untuk memudahkan peserta didik mengerjakan, termasuk pernyataan bahwa tidak ada jawaban benar atau salah dan tidak memberi pengaruh terhadap nilai mata pelajaran.
Penyusunan butir-butir pernyataan skala Likert harus memperhatikan:
• kalimat tidak mengandung banyak interpretasi
• rumusan pernyataan singkat dan jelas
• kalimat memiliki satu pikiran yang lengkap
• penggunaan kalimat yang sederhana
• penggunaan kata-kata: semua, selalu, tidak pernah dan sejenisnya dihindari.
• jumlah pernyataan positif dan negatif relatif seimbang
6. Penilaian Portofolio
Portofolio adalah alat penilaian yang berupa kumpulan dokumen dan hasil karya beserta catatan perkembangan belajar peserta didik yang disusun secara sistematis, yang bertujuan untuk mendukung belajar tuntas. Hasil karya yang dimasukkan ke dalam bundel portofolio dipilih yang benar-benar dapat menjadi bukti pencapaian suatu kompetensi. Setiap hasil karya dicatat dalam jurnal atau sebuah format dan ada catatan guru yang menunjukkan tingkat perkembangan sesuai dengan aspek yang diamati. Komponen penilaian portofolio meliputi: Catatan guru, hasil pekerjaan peserta didik, dan profil perkembangan peserta didik.
C. Analisis dan tindak lanjut penilaian
Hasil penilaian dianalisis untuk mengetahui kemajuan belajar peserta didik, sekaligus untuk mengetahui kelebihan dan kekurangan belajarnya dan digunakan untuk menentukan bantuan belajar yang tepat sehingga peserta didik dapat belajar secara optimal. Peserta didik yang secara cepat menguasai kompetensi yang dilatihkan berhak mendapat pengayaan. Peserta didik yang belum mencapai standar kompetensi yang diharapkan mendapat program perbaikan.
PANDUAN PROSES PEMBELAJARAN MATA PELAJARAN IPA
A. Persyaratan Pengelolaan Proses Pembelajaran IPA
1. Jumlah maksimum peserta didik setiap rombongan belajar adalah 24 peserta didik.
2. Penyiapan pelaksanaan pembelajaran IPA dalam SBI diperhitungkan sebagai beban tugas dengan kesetaraan 2 jam persiapan setara dengan 1 jam tatap muka.
3. Buku teks IPA berbahasa Inggris merupakan salah satu sumber belajar dalam pembelajaran IPA dengan rasio antara jumlah buku teks dan jumlah siswa adalah 1 : 1.
4. Pengaturan tempat duduk disesuaikan dengan aktivitas pembelajaran yang akan dilakukan.
5. Materi pelajaran disesuaikan dengan kecepatan dan kemampuan belajar peserta didik.
6. Laboratorium memiliki peralatan dan bahan yang memadai, serta laboran.
7. Sekolah memiliki perangkat TIK berbasis internet.
8. Menerapkan sistem siswa pindah kelas (moving class).
B. Perencanaan Pembelajaran IPA
1. Rencana pembelajaran IPA disusun dengan memperhatikan perbedaan individu peserta didik.
2. Rancangan proses pembelajaran IPA harus mampu mendorong partisipasi aktif peserta didik.
3. Rencana pembelajaran IPA mencerminkan penumbuhan budaya membaca dan menulis.
4. RPP memuat rancangan program pemberian umpan balik positif, penguatan, pengayaan, dan remedi.
5. RPP disusun dengan mengakomodasikan pembelajaran tematik, keterpaduan lintas mata pelajaran, keragaman budaya, dan isu-isu lokal dan global.
6. RPP disusun dengan mempertimbangkan penerapan teknologi informasi dan komunikasi secara terintegrasi dalam pembelajaran IPA.
7. RPP dikembangkan dalam bahasa Inggris memuat maksimal satu kompetensi dasar untuk satu kali pertemuan atau lebih.
8. Substansi RPP sekurang-kurangnya berisi: SK, KD, Tujuan Pembelajaran, Materi Pembelajaran, Metode pembelajaran, Sumber belajar, dan Penilaian hasil belajar.
9. Bahan ajar disiapkan dan dikembangkan dalam berbagai bentuk seperti handout, LKS, modul, dan bahan ajar berbasis TIK.
C. Pelaksanaan Pembelajaran IPA
1. Pembelajaran menggunakan bahasa Inggris.
2. Memfasilitasi dan memotivasi peserta didik berpikir, bersikap, dan bekerja secara ilmiah.
3. Memfasilitasi dan memotivasi peserta didik untuk belajar secara aktif.
4. Membantu peserta didik mengembangkan kerangka kerja konseptual, mengambil keputusan, dan keterampilan pemecahan masalah.
5. Mendorong peserta didik berdiskusi dan beraktivitas kelompok.
6. Membantu peserta didik mengalami (kognitif, afektif, dan psikomotorik) IPA melalui cara-cara yang bervariasi, menarik, dan menyenangkan.
7. Menilai pemahaman peserta didik sesering mungkin melalui proses pembelajaran.
8. Melatih peserta didik agar dapat mengorganisasi, memproses, menyimpan, dan mengkomunikasikan data.
9. Menumbuhkan kreativitas dan inovasi peserta didik dalam mengembangkan teknologi sederhana.
10. Melatih peserta didik berkompetisi dan menghargai hasil karya orang lain.
D. Contoh-contoh RPP yang Membangun Dampak Sertaan Berbeda.
1. Mencari dan menerapkan informasi dari lingkungan sekitar dan sumber-sumber lain secara logis, kritis, dan kreatif
2. Menunjukkan kemampuan berpikir logis, kritis, kreatif, dan inovatif
3. Menunjukkan kemampuan belajar secara mandiri dan kolaboratif sesuai dengan potensi yang dimilikinya
4. Menunjukkan kemampuan menganalisis dan memecahkan masalah dalam kehidupan sehari-hari
5. Mendeskripsi gejala alam dan sosial
6. Memanfaatkan lingkungan secara bertanggung jawab
7. Menghargai tugas pekerjaan dan memiliki kemampuan untuk berkarya
1. Jumlah maksimum peserta didik setiap rombongan belajar adalah 24 peserta didik.
2. Penyiapan pelaksanaan pembelajaran IPA dalam SBI diperhitungkan sebagai beban tugas dengan kesetaraan 2 jam persiapan setara dengan 1 jam tatap muka.
3. Buku teks IPA berbahasa Inggris merupakan salah satu sumber belajar dalam pembelajaran IPA dengan rasio antara jumlah buku teks dan jumlah siswa adalah 1 : 1.
4. Pengaturan tempat duduk disesuaikan dengan aktivitas pembelajaran yang akan dilakukan.
5. Materi pelajaran disesuaikan dengan kecepatan dan kemampuan belajar peserta didik.
6. Laboratorium memiliki peralatan dan bahan yang memadai, serta laboran.
7. Sekolah memiliki perangkat TIK berbasis internet.
8. Menerapkan sistem siswa pindah kelas (moving class).
B. Perencanaan Pembelajaran IPA
1. Rencana pembelajaran IPA disusun dengan memperhatikan perbedaan individu peserta didik.
2. Rancangan proses pembelajaran IPA harus mampu mendorong partisipasi aktif peserta didik.
3. Rencana pembelajaran IPA mencerminkan penumbuhan budaya membaca dan menulis.
4. RPP memuat rancangan program pemberian umpan balik positif, penguatan, pengayaan, dan remedi.
5. RPP disusun dengan mengakomodasikan pembelajaran tematik, keterpaduan lintas mata pelajaran, keragaman budaya, dan isu-isu lokal dan global.
6. RPP disusun dengan mempertimbangkan penerapan teknologi informasi dan komunikasi secara terintegrasi dalam pembelajaran IPA.
7. RPP dikembangkan dalam bahasa Inggris memuat maksimal satu kompetensi dasar untuk satu kali pertemuan atau lebih.
8. Substansi RPP sekurang-kurangnya berisi: SK, KD, Tujuan Pembelajaran, Materi Pembelajaran, Metode pembelajaran, Sumber belajar, dan Penilaian hasil belajar.
9. Bahan ajar disiapkan dan dikembangkan dalam berbagai bentuk seperti handout, LKS, modul, dan bahan ajar berbasis TIK.
C. Pelaksanaan Pembelajaran IPA
1. Pembelajaran menggunakan bahasa Inggris.
2. Memfasilitasi dan memotivasi peserta didik berpikir, bersikap, dan bekerja secara ilmiah.
3. Memfasilitasi dan memotivasi peserta didik untuk belajar secara aktif.
4. Membantu peserta didik mengembangkan kerangka kerja konseptual, mengambil keputusan, dan keterampilan pemecahan masalah.
5. Mendorong peserta didik berdiskusi dan beraktivitas kelompok.
6. Membantu peserta didik mengalami (kognitif, afektif, dan psikomotorik) IPA melalui cara-cara yang bervariasi, menarik, dan menyenangkan.
7. Menilai pemahaman peserta didik sesering mungkin melalui proses pembelajaran.
8. Melatih peserta didik agar dapat mengorganisasi, memproses, menyimpan, dan mengkomunikasikan data.
9. Menumbuhkan kreativitas dan inovasi peserta didik dalam mengembangkan teknologi sederhana.
10. Melatih peserta didik berkompetisi dan menghargai hasil karya orang lain.
D. Contoh-contoh RPP yang Membangun Dampak Sertaan Berbeda.
1. Mencari dan menerapkan informasi dari lingkungan sekitar dan sumber-sumber lain secara logis, kritis, dan kreatif
2. Menunjukkan kemampuan berpikir logis, kritis, kreatif, dan inovatif
3. Menunjukkan kemampuan belajar secara mandiri dan kolaboratif sesuai dengan potensi yang dimilikinya
4. Menunjukkan kemampuan menganalisis dan memecahkan masalah dalam kehidupan sehari-hari
5. Mendeskripsi gejala alam dan sosial
6. Memanfaatkan lingkungan secara bertanggung jawab
7. Menghargai tugas pekerjaan dan memiliki kemampuan untuk berkarya
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