PROFILE

Name Date of birth Gender Race IC Number Nationality Religion

: : : : : : :

SHAMSURIA BINTI EBNI 30 JUNE 1978 FEMALE MALAY 780630-13-6026 MALAYSIAN MUSLIM LOT 29, TAMAN SEA VIEW, TANJUNG ARU, 87000 WP LABUAN

Permanent Home Address :

Postal Address

SK ST ANNE, PETI SURAT 82196, 87032 WP LABUAN

Mobile E-mail Address Option Institute

: : : :

019-8725896 shamsuriaebni@yahoo.com PGSR SAINS AMBILAN NOVEMBER 2008 INSTITUT PERGURUAN KENT , TUARAN

a)

planning and carrying out your own-design experiment based on selected topic,

TOPIC: SHADOWS Objective: 1. 2. To show how shadow are formed To train students how to design a fair test to find out what factors cause the size of a shadow to change by deciding what to keep the same, what to change and what to observe. 3. To train students how design a fair test to find out what factor cause the shape of the shadow to change by deciding what to keep the same what to change and what to observed. 4. Activity 1: LEARNING OUTCOME Describe how shadow are formed. What is the purpose of the investigation. To investigate the formation of the shadow when light is blocked by an opaque object or a translucent object. Thing I need Transparency sheet, eraser, tin container, pencil, sheet of paper, glass plate, torch and white screen.(mahjong paper) What I need to do 1.Work in group. 2.Hold a pencil in front of a white screen. 3.Swicth on the torch. 4.Observe the shadow formed on the white screen. 5.Repeat step 1,2 and 3 using other objects. 6.Record your observation.
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To increase students skill in displaying, drawing and labeling

Question 1.State one reason(inference)for the presence of shadow in the above investigation. 2.state a) What is changed(manipulated variable) b) What is observed(responding variable) c) What is kept the same(constant variable)

Activity 2(i) THE SHAPE AND SIZE OF A SHADOW(l) Learning outcome Design a fair test to find out what factors cause the size of a shadow to change by deciding what to keep the same, what to change and what to observe. What is the purpose of the investigation. To investigate the relationship between the distance between the torch and the wooden block and the size of shadow. Thing I need Torch, wooden block, screen,ruler What I need to do. 1.Work in group. 2.Put the wooden block in front of the screen. 3.Switch on the torch. 4.Observe the shape and size of the shadow cast by the wooden block. 5.Put the torch closer to the wooden block. Question. 1.What will happen to the size of the shadow when the distance between an object and the light source decrease? 2.State two variable that was kept the same(constant variable) in the investigation. 3.What will happen to the size of the shadow, if the wooden block is placed further from the torch?

Activity 2(ii) THE SHAPE AND SIZE OF SHADOW(ll) Learning outcome Design a fair test to find out what factor cause the shape of the shadow to change by deciding what to keep the same , what to change and what to observed. What is the purpose of the investigation. To investigate the relationship between the position of wooden cylinder and the shape of a shadow. Thing I need. Cylinder, torch and screen What I need to do. 1.work in group. 2.Place a wooden cylinder in front of screen. 3.Switch on the torch. 4.Observe the shape of the shadow cast on the screen. 5.Change the position of the wooden cylinder and repeat steps 2 and 3.

Questions. 1.What is the factor that effect the shape of a shadow? 2.State (a)What is change(manipulated variable) (b)What is observed(responding variable) (c)What is kept the same(constant variable)

a)

preparing a complete experiment report,

MY SCIENCE REPORT: [SPS 12:Experimenting(integrated science process skills)] Activity 1: Topic: Shadow Objective: 1. 2. To show how shadow are formed To train students how to design a fair test to find out what factors cause the size of a shadow to change by deciding what to keep the same, what to change and what to observe. 3. To train students how design a fair test to find out what factor cause the shape of the shadow to change by deciding what to keep the same what to change and what to observed. 4. Introduction: A shadow is obstructed by an object. It occupies all of the space behind an opaque object with light in front of it. The cross section of a shadow is a twodimensional silhouette, or reverse projection of the object blocking the light. If an object placed in front of a single light is very close to it you will see that it casts a very large shadow on the opposite wall, and the farther you remove the object from the light the smaller will the image of the shadow become. The location of a light source relative to the object casting shadows determines the size of the shadows. For example, a light that is far away from your subject will cast a shadow similar in size to your subject. Adjustable shadow size works only with shadows coming from a point source, such as a spotlight. If you were using directional or infinite lights, they would always make shadows the same size as the object casting them, regardless of position. Shadows look different, and even take on different shapes, when cast from different perspectives. For example, there is something visibly wrong with the sunbeams on the left side
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To increase students skill in displaying, drawing and labeling

Aim: To investigate the formation of the shadow when light is blocked by an opaque object or a translucent object. Apparatus & Material: Transparency sheet, eraser, tin container, pencil, sheet of paper, glass plate, torch and white screen.

Hypothesis: [SPS 11: Making hypotheses(integrated science process skills)] The shadow form when light is blocked by an opaque object Controlling Variables: [SPS 10: Controlling Variables(integrated science process skills)] a) What is changed(manipulated variable) Type of object b) What is observed(responding variable) Presence of shadow c) What is kept the same(constant variable) Type of light source/size of object/height of object

Procedures: .(SMS1: Use and handle science apparatus and substances,SMS2: storing science apparatus and materials proplerly,SMS2: storing science apparatus and material properly and safely) 1.We work in group.. 2.A pencil was held in front of a white screen. 3.A torch was switched on. 4.The shadow of the pencil formed on the white screen was observed. :[ SPS 1: Observing(basic science process skills)] 5.Step 1,2 and 3 were repeated by using the objects in place of the pencil. 6.My observation were recorded.

Results & Observation: [ SPS 6: Communicating (basic science process skills)] Type of object Pencil Eraser Glass plate Transparency sheet Sheet of paper Tin container The presence of shadow Yes Yes No No Yes Yes

Discussion: 1.State one reason(inference)for the presence of shadow in the above investigation. [ SPS 4: Making Inferens(basic science process skills)] Opaque objects do not let light pass thought them.

2.state[SPS 10: Controlling Variables(integrated science process skills)] a) What is changed(manipulated variable): Type of object b) What is observed(responding variable): Presence of shadow c) What is kept the same(constant variable): Type of light source/size of object/height of object

Conclusion: A shadow is formed when light is blocked by an opaque object.

Report Activity 2(i) Aim: To investigate the relationship between the distance between the torch and the wooden block and the size of shadow. Apparatus & Material: Torch, wooden block, screen,ruler Hypothesis: [SPS 11: Making hypotheses(integrated science process skills)] When the distance between an object and the light source decrease, the size of the shadow increase. Controlling Variables: [SPS 10: Controlling Variables(integrated science process skills)] a) What is changed(manipulated variable) The distance between the torch and the wooden block b) What is observed(responding variable) The size of shadow c) What is kept the same(constant variable) Type of light source/size of object/height of object Procedures: .(SMS1: Use and handle science apparatus and substances,SMS2: storing science apparatus and materials proplerly,SMS2: storing science apparatus and material properly and safely) 1.We work in group. 2.A wooden block was placed in front of the screen 3.The torch was switch on. 4.The shape and size of the shadow cast by the wooden block were observed:[ SPS 1: Observing(basic science process skills)] 5.The torch was placed closer to the wooden block. 6.The shape and the size of the shadow cast by the wooden block were observed and recorded:[ SPS 1: Observing(basic science process skills)] 7.The torch was placed further from the wooden block.

8.The size of the shadow cast by the wooden block was observed and recorded.:[ SPS 1: Observing(basic science process skills)]

Results & Observation: [ SPS 6: Communicating (basic science process skills)] 1.When the torch is switch on, a shadow is formed. 2.When the torch is placed nearer to the wooden block. the size of the shadow increase. 3.When the torch is placed further from the wooden block, the size of the shadow decrease. The distance between the torch and the wooden block (cm) 15 30 45 The size of the shadow (cm)/ The height of shadow 22 42 72

[ SPS 3: Measuring and using number(basic science process skills)] Discussion: 1.What will happen to the size of the shadow when the distance between an object and the light source decrease? [SPS 8: Interpreting Data (integrated science process skills)] When the distance between an object and the light source decrease, the size of the shadow increase.

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2.State two variable that was kept the same(constant variable) in the investigation. (a) The type of the light source (b) The size of the object 3.What will happen to the size of the shadow, if the wooden block is placed further from the torch? [SPS 8: Interpreting Data (integrated science process skills)] The size of the shadow will decrease. Conclusion: The further the distance between the light source and the object is, the smaller the size of the shadow will be.

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REPORT Activity 2(ii) Aim: To investigate the relationship between the position of wooden cylinder and the shape of a shadow.

Apparatus & Material: Cylinder, torch and screen

Hypothesis: :[SPS 11: Making hypotheses(integrated science process skills)] Different position of the wooden cylinder place have different the shape of the shadow

Controlling Variables: [SPS 10: Controlling Variables(integrated science process skills)] a) What is changed(manipulated variable) The position of wooden cyilinder b) What is observed(responding variable) The shape of shadow c) What is kept the same(constant variable) Type of light source/size of object/height of object

Procedures: .(SMS1: Use and handle science apparatus and substances,SMS2: storing science apparatus and materials proplerly,SMS2: storing science apparatus and material properly and safely) 1.We worked in group. 2.A wooden cylinder was placed in front of screen. 3.A torch was switch on. 4.The shape of the shadow cast on the screen by the wooden block was observed 5.The position of the wooden cylinder was changed and steps 2 and 3 were repeated.

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Results & Observation: [ SPS 6: Communicating (basic science process skills)] The position of the cylinder The shape of the shadow

Discussion: 1.What is the factor that effect the shape of a shadow? The shape of the shadow cast by an object depend on how the object is placed. 2.State[SPS 10: Controlling Variables(integrated science process skills)] (a)What is change(manipulated variable) The way the cylinder is placed (b)What is observed(responding variable) The shape of the shadow (c)What is kept the same(constant variable) The type of light/the size of the cylinder/the type of object. Conclusion: The shape of the shadow cast by an object change according to how the object is placed.

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a)

affix the related syllabus description,

Subject: Science Year: 5 Theme: Investigating Forces And Energy

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b)

write a reflective journal of about 200 words of your experience which should include:i) strengths and weaknesses of the experiment, ii) the problems faced, iii) steps taken to improve it.

My Reflective Journal: I completed the task for SCE3106 diverse experiences and knowledge that I

obtained. Cooperation between classmates and lecturers guidance helped me. These tasks seems simple, but very little hard when want to match the science process skills involved with experiments that report was done. Of the 12 science process skills involved are some of the SPS is misleading, there are some similarities between the SPS. However the lecture notes provided by lecturers assist in categorizing the SPS. References from the Internet and some reference books are also a lot of help in identifying SPS involved. Besides, experience in teaching science subject for 10 years, also give an advantage to me in completing this task. Implementation Science Practical Assessment (PEKA) in school also provides many useful inputs to produce a better assignment. Materials supplied by the Malaysian Education Ministry is also one of the most important reference. As a science teacher explanation of the science process skills in the curriculum is not sufficient. Therefore, experience and references essential. while my own for it is difficult to assess the science process skills few of the students. As a teacher of science we must be wise to choose an appropriate topic to examine the lessons of science process skills to be the value. In this assignment I have chosen the title of shadows of the teaching in year 5 under the theme of investigating the physical world. In this assignment I have chosen the title of the shadows of the teaching in five years under the theme of investigating the physical world. For this assignment I had to merge several titles related to a scientific laboratory report. I believe that by combining these three activities into one complete experiment is very appropriate, because it tests the same skills.

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My recommendation to other science teachers to master the science process skills is to participate directly as a practical science in school assessment in a transparent manner. And not only give marks only without understanding the science process skills to be tested. Hopefully this task will be shared with other science teachers and provide benefit to us.

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APPENDIX

Apparatus & Material: The size of the shadow (cm)/The height of shadow

15 cm

30 cm

45 cm

The distance between the torch and the cylinder (cm)

Activity 2(i)

The shape of the shadow cast by an object change according to how the object is placed
Activiti 2(ii)

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BIBLIOGRAFI

1. Poh Swee Hiang. (2005). Pedagogy of Science. Volume 1.Kuala Lumpur Kumpulan Budiman Sdn. Bhd.

2. Curriculum Specification For Year 5 Science.(2006). Kuala Lumpur:Pusat Perkembangan kurikulum,Kemeneterian Pelajaran Malaysia.

3. Science syllabus, Integrated Curriculum For primary School.(2002). Kuala Lumpur:Pusat Perkembangan kurikulum,Kemeneterian Pelajaran Malaysia.

4. Active Teaching andLearning Approaches in Science (2005). Kuala Lumpur:Pusat Perkembangan kurikulum,Kemeneterian Pelajaran Malaysia

5. http://www.primaryresources.co.uk/science/pdfs/KSlight5a.pdf

6. http://www.lon-capa.org/~mmp/applist/shadow/sh.htm

7. wiki.answers.com/.../How_does_the_size_of_the_source_affect_the_shadow_ of_the_object

8. http://www.scribd.com/doc/5567816/Science-Process-Skills

9. http://www.longwood.edu/cleanva/images/sec6.processskills.pdf

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COLLABORATION FORM Name IC Number Subject Lecturer(s) : SHAMSURIA EBNI

: 780630-13-6026 : SCE3106 THINKING AND WORKING SCIENTIFICALLY

: PUAN SUZIELA MD.TAHIR PUAN AINON HADIM MR. CHANDRAN VEGADASAMY MR. HASLAN MANJA

Date

Comment

Signature

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COLLABORATION FORM Name IC Number Subject Lecturer(s) : SHAMSURIA EBNI

: 780630-13-6026 : SCE3106 THINKING AND WORKING SCIENTIFICALLY

: PUAN SUZIELA MD.TAHIR PUAN AINON HADIM MR. CHANDRAN VEGADASAMY MR. HASLAN MANJA

Date

Comment

Signature

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