Science

Please use the resources to improve your Science skills and knowledge

Unit 3:

**Area of Interaction:** Human Ingenuity: //What are the consequences?// **Significant Concept:** As we grow up we have many changes in our bodies and our lives **Unit question:** What responsibilities do we have as we grow up? **Assessment Task:** A Powerpoint, to answer the unit question

Supplementary Questions:What are the physical changes that take place as we grow from babies to adults? - In __your__ words, write about the physical and emotional changes. What activities can people do or not do at certain ages? Why? What causes many of the emotional changes that happen in adolescence? - What are the effects of hormone changes, body changes, peer group pressure? What are the problems that many teenagers have, and what do you think are the causes? Can you suggest some solutions? - Make sure that the causes of the problems and the connections between the problems and solutions are clear. <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">Do you think that the media gives a realistic view of the behaviour of teenagers? Give reasons for your opinion. <span style="color: #008000; font-family: 'Comic Sans MS',cursive; font-size: 14px;">- Use real examples from Indonesian and overseas media, especially newspapers. You should also write about teenagers are shown on TV and in movies <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">How would you design a program that would help young people to avoid problems? <span style="color: #008000; font-family: 'Comic Sans MS',cursive; font-size: 14px;">- Choose a problem from your answers to the earlier questions. Make sure you are clear about the cause of the problem and how you can solve it. <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">Is Science able to give us the ability to prevent teenage problems?<span style="color: #008000; font-family: 'Comic Sans MS',cursive; font-size: 14px;"> - Think about Biology and or Medicine (including Psychaitry)



<span style="color: #c10b0b; display: block; font-family: Impact,Charcoal,sans-serif; font-size: 18px; text-align: center;">Look at the movies "adolescence1" and "adolescence2" in the Grade 8 Science folder on the server <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 32px;">Upload your Powerpoint posters for the first three questions and link them on your wiki Adolescent Problems
 * In your groups, **
 * 1. complete the following table, and paste it into the wikis for all group members: **
 * **Problem** || **Description of the problem** || **Causes of the problem** || **Suggestions to help fix the problem** ||
 * 2. Find a news item about adolescent problems. Put the link, and a summary IN YOUR WORDS **
 * 2. Find a news item about adolescent problems. Put the link, and a summary IN YOUR WORDS **
 * 2. Find a news item about adolescent problems. Put the link, and a summary IN YOUR WORDS **
 * 2. Find a news item about adolescent problems. Put the link, and a summary IN YOUR WORDS **
 * 2. Find a news item about adolescent problems. Put the link, and a summary IN YOUR WORDS **
 * 2. Find a news item about adolescent problems. Put the link, and a summary IN YOUR WORDS **

You might want to look at @http://bidansmart.wordpress.com/2010/03/15/masalah-perkembangan-pada-anak-remaja-dan-dewasa-awal/

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 24px;">Unit 2: <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Area of Interaction:** <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Environments: Where do we live? <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Significant Concept:** <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Our senses provide information about our environment to our brains <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Unit question:** <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">How does our brain find out about where we live? <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Assessment Task:** <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">A short comic book about how the senses send information to our brains



Make a call

<span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Here are the experiment sheets:

** Watch this video, about how our brains see colour: Pink **

** Task-Specific Clarification ** – The Senses

You are to make a short comic book about how the senses send information to our brains

At the end of the unit, students should be able to: • communicate scientific information using a range of scientific language • communicate scientific information using appropriate modes of communication • present scientific information in a variety of formats, acknowledging sources as appropriate • demonstrate honesty when handling data and information, acknowledging sources as appropriate • use where appropriate a range of information and communication technology applications to access, process and communicate scientific information. || You have not demonstrated any of the descriptors || You **attempt** to communicate scientific information using **some scientific** ** language ** at an appropriate level. You present some of the information using pictures and words**.**You **attempt** to acknowledge sources of information but this is **inaccurate**. || You communicate scientific information using **scientific** ** language ** at an appropriate level. You present most of the information in an interesting way.You acknowledge sources of information **appropriately**. || You communicate scientific information **effectively** using **scientific** ** language correctly ** at an appropriate level. You present all the information in a very interesting way.You acknowledge sources of information **appropriately**. || At the end of the unit, students should be able to: • recognize and recall scientific information • explain and apply scientific information to solve problems in familiar and unfamiliar situations • analyse scientific information by identifying components, relationships and patterns, both in experimental data and ideas • discuss and evaluate scientific information from different sources (Internet, newspaper articles, scientific texts and publications) and assess its credibility. || You have not demonstrated any of the descriptors || Your comic book **recalls** some scientific ideas and concepts. || Your comic book **explains** scientific ideas and concepts You **identify** basic scientific components, relationships and patterns. You provide an **explanation** that shows understanding. || Your comic book **explains** scientific ideas and**.** You **identify** basic scientific components, relationships and patterns and make **scientifically supported judgments**. || At the end of the unit, students should be able to: • collect and record data using appropriate units of measurement • organize and transform data into numerical and diagrammatic forms, including mathematical calculations and visual representation (tables, graphs and charts) • present data in a variety of ways using appropriate communication modes and conventions (units of measurement) • analyse and interpret data by identifying trends, patterns and relationships • draw conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data || You have not demonstrated any of the descriptors || With guidance, you **organize** and present data in your comic book using using numbers, graphs and/or pictures and draw an **obvious conclusion**. || With guidance, you organize and transform data in your comic book using numbers, graphs and/or pictures and present it in appropriate wayswith units of measurement. You **draw** an **appropriate conclusion** based on the information, with help. || With guidance, you organize and transform data in your comic book using numbers, graphs and/or pictures and present it logically and clearly. The information is presented in appropriate ways with units of measurement. You **identify** trends, patterns or relationships**, with guidance**, and draw an **appropriate conclusion** based on the information, with help. || During the unit, students should: • carry out scientific investigations using materials and techniques safely and skillfully • work effectively as members of a team, collaborating, acknowledging and supporting others as well as ensuring a safe working environment • show respect for themselves and others, and deal responsibly with the living and non-living environment. || You have not demonstrated any of the descriptors || You require **regular guidance** and ** supervision ** when using laboratoryequipment. You can work safely and cooperate with others but **need reminders**. || You use most equipment competently but might require **regular** ** guidanc ** e; on most occasions **pay attention to safety** and work responsiblywith the living and non-living environment. You **generally cooperate** well with other students, with some guidance. || You are able to **work independently**; with guidance use equipment with precision andskill; **pay close attention to safety** and deal responsibly with the living andnon-living environment. You consistently **work effectively as part of** ** a team **, by being guided into collaborating with others and respecting their views. ||
 * || 0 || 1-2 || 3-4 || 5-6 ||
 * ** B Communication in Science **
 * ** C Knowledge and understanding of Science **
 * ** E Processing data **
 * ** F Attitudes in Science **

<span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 24px;">Unit 1: Transport systems <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Area of Interaction:** <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Health and Social Education – How can I look after myself and others? <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Significant Concept:** <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Knowing how the body receives energy can help us stay healthy <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Unit question:** <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">What knowledge about how the body receives energy can help us stay healthy?

<span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">A 2-3 minute video

<span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 24px;">Here are the experiments for this unit:

**This is what you must do for your Summative Assessment:**

** Task-Specific Clarification ** – Modified Criteria

In groups, you must produce a 2-3 minute video or Powerpoint that answers the questions:

What knowledge about how the body receives energy can help us stay healthy? The video should provide suggestions about how knowledge of how the body gets energy can help us to stay helathy. It should also be accompanied by individual reports of experiments that each group does.
 * How do we get energy from food?
 * How are food & oxygen transported around the body?
 * How much energy do we need?
 * How much do we use?
 * How does the body eliminate waste?
 * What are the useful components of food, and how do they affect the body?

At the end of the unit, students should be able to: • describe and discuss ways in which Science is applied and used to solve local and global problems • describe and evaluate the benefits and limitations of Science and scientific applications as well as their effect on life and society • discuss how Science and technology are interdependent and assist each other in the development of knowledge and technological applications • discuss how Science and its applications interact with social, economic, political, environmental, cultural and ethical factors. || You have not demonstrated any of the descriptors || You **identify** how knowing about how the body gets energy is applied to improving our health. You **state some** of the benefits **and** limitations of knowing about how the body gets energy in improving health. || You **identify** how knowing about how the body gets energy is applied to to improving our health. You **identify some** of the benefits **and** limitations of knowing about how the body gets energy in improving health. You **comment** on ways in which knowing about how the body gets energy affects life, society and the world. || You **outline** how knowing about how the body gets energy is applied to to improving our health. You **outline some** of the benefits **and** limitations of knowing about how the body gets energy in improving health. You **identify** how knowing about how the body gets energy is part of the world they live in and **comment** on ways in which knowing about how the body gets energy affects life, society and the world. || At the end of the unit, students should be able to: • communicate scientific information using a range of scientific language • communicate scientific information using appropriate modes of communication • present scientific information in a variety of formats, acknowledging sources as appropriate • demonstrate honesty when handling data and information, acknowledging sources as appropriate • use where appropriate a range of information and communication technology applications to access, process and communicate scientific information. || You have not demonstrated any of the descriptors || You **attempt** to communicate information about how the body gets energy using **some scientific** ** language ** at an appropriate level. You present some of the information using some photos and diagrams when appropriate with **guidance.**You **attempt** to acknowledge sources of information but this is **inaccurate**. || You communicate information about how the body gets energy using **scientific** ** language ** at an appropriate level. You present most of the information appropriatelyusing photos and diagrams at a **suitable level of complexity** with **guidance.**You acknowledge sources of information **appropriately**. || You communicate information about how the body gets energy **effectively** using **scientific** ** language correctly ** at an appropriate level. You present all the information appropriatelyusing photos and diagrams accurately according to the task at a **suitable level of complexity** with **guidance.**You acknowledge sources of information **appropriately**. || At the end of the unit, students should be able to: • recognize and recall scientific information • explain and apply scientific information to solve problems in familiar and unfamiliar situations • analyse scientific information by identifying components, relationships and patterns, both in experimental data and ideas • discuss and evaluate scientific information from different sources (Internet, newspaper articles, scientific texts and publications) and assess its credibility. || You have not demonstrated any of the descriptors || You **recall** some scientific ideas and concepts about how the body gets energy and apply these toimproving **health problems**. || You **explain** scientific ideas and concepts about how the body gets energy and apply scientificunderstanding to mproving **health problems.** You **identify** basic scientific components, relationships and patterns. You provide an **explanation** that shows understanding. || You **explain** scientific ideas and concepts about how the body gets energy and apply scientificunderstanding to mproving **health problems**. You **identify** basic scientific components, relationships and patterns and make **scientifically supported judgments**. || At the end of this unit, students should be able to: • state a focused problem or research question to be tested by a scientific investigation • formulate a testable hypothesis and explain it using scientific reasoning • design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed, and the way in which the data is to be collected and processed • evaluate the validity and reliability of the method • judge the validity of the hypothesis based on the outcome of the investigation • suggest improvements to the method or further inquiry, when relevant. || You have not demonstrated any of the descriptors || With guidance, you **attempt to identify** the purpose of the project and makereferences to variables but these are **incomplete** or not fully developed. Themethod suggested is **partially complete**. The **comments** about the method **are** ** either absent or incomplete **. || With guidance, you **identify** the purpose of the project, **make a simple hypothesis**. You identify **some** of the variables and controls of the experiments with assistance. They describe a simple method. You attempt to comment on the methods, results, and suggested improvements, but they are not fully developed for this level. || With guidance, you **identify** the purpose of the investigation, **make a simple hypothesis** and **explain** it using simple reasoning. You identify the variables and controls of the experiment swith assistance. They describe a simple method. You comment on the quality of the method and the results with help. You suggest improvements to the methods, with guidance. || At the end of the unit, students should be able to: • collect and record data using appropriate units of measurement • organize and transform data into numerical and diagrammatic forms, including mathematical calculations and visual representation (tables, graphs and charts) • present data in a variety of ways using appropriate communication modes and conventions (units of measurement) • analyse and interpret data by identifying trends, patterns and relationships • draw conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data || You have not demonstrated any of the descriptors || With guidance, you **organize** and present data using **simple** ** numerical or **** diagrammatic forms ** and draw an **obvious conclusion**. || With guidance, you organize and transform data into numerical and diagrammaticforms and present it in appropriate wayswith units of measurement. You **draw** an **appropriate conclusion** based on the data, with help. || With guidance, you organize and transform data into numerical and diagrammaticforms and present it logically and clearly. The data is presented in appropriate ways with units of measurement. You **identify** trends, patterns or relationships**, with guidance**, and draw an **appropriate conclusion** based on the data, with help. || During the unit, students should: • carry out scientific investigations using materials and techniques safely and skillfully • work effectively as members of a team, collaborating, acknowledging and supporting others as well as ensuring a safe working environment • show respect for themselves and others, and deal responsibly with the living and non-living environment. || You have not demonstrated any of the descriptors || You require **regular guidance** and ** supervision ** when using laboratoryequipment. You can work safely and cooperate with others but **need reminders**. || You use most equipment competently but might require **regular** ** guidanc ** e; on most occasions **pay attention to safety** and work responsiblywith the living and non-living environment. You **generally cooperate** well with other students, with some guidance. || You are able to **work independently**; with guidance use equipment with precision andskill; **pay close attention to safety** and deal responsibly with the living andnon-living environment. You consistently **work effectively as part of** ** a team **, by being guided into collaborating with others and respecting their views. ||
 * || 0 || 1-2 || 3-4 || 5-6 ||
 * ** A One world **
 * ** B Communication in Science **
 * ** C Knowledge and understanding of Science **
 * ** Criterion D: Scientific Inquiry **
 * ** E Processing data **
 * ** F Attitudes in Science **


 * Google Translation: **

Dalam kelompok, Andaharus menghasilkanvideo2-3 menitatau Powerpointyang menjawabpertanyaan :

Bagaimanapengetahuan tentangbagaimana tubuhmenerima energidapat membantu kitatetap sehat ?

•Bagaimana kitamendapatkan energidari makanan ?

•Bagaimanamakanan&oksigendiangkutseluruh tubuh ?

•Berapa banyak energiyang kita butuhkan?

•Berapa banyakkita gunakan?

•Bagaimanatubuhmenghilangkan limbah ?

•Apakah komponen-komponenyang bergunadari makanan, dan bagaimanamereka mempengaruhitubuh ?

Videoharus memberikansaran tentang bagaimanapengetahuan tentangbagaimana tubuhakanenergi dapatmembantu kitauntuk tetaphelathy. Hal ini juga harusdisertaioleh laporanindividumasing-masing kelompokpercobaan yangtidak. At the end of the unit, students should be able to: • describe and discuss ways in which Science is applied and used to solve local and global problems • describe and evaluate the benefits and limitations of Science and scientific applications as well as their effect on life and society • discuss how Science and technology are interdependent and assist each other in the development of knowledge and technological applications • discuss how Science and its applications interact with social, economic, political, environmental, cultural and ethical factors. || Anda belummenunjukkansalah satu darideskriptor || Anda mengidentifikasi bagaimanamengetahui tentangbagaimana tubuhakanenergiditerapkan untuk meningkatkankesehatan kita. Anda menyatakanbeberapa manfaatdan keterbatasanmengetahui tentangbagaimana tubuhmendapatenergidalam meningkatkan kesehatan. || Anda mengidentifikasi bagaimanamengetahui tentangbagaimana tubuhakanenergiditerapkanuntuk untukmeningkatkankesehatan kita. Anda mengidentifikasibeberapa manfaatdan keterbatasanmengetahui tentangbagaimana tubuhmendapatenergidalam meningkatkan kesehatan. Andamengomentaricara-cara yangmengetahui tentangbagaimana tubuhmendapatkanenergi yangmempengaruhi kehidupan, masyarakat dan dunia. || Anda menjelaskan bagaimanamengetahui tentangbagaimana tubuhakanenergiditerapkanuntuk untukmeningkatkankesehatan kita. Anda menguraikanbeberapa manfaatdan keterbatasanmengetahui tentangbagaimana tubuhmendapatenergidalam meningkatkan kesehatan. Anda mengidentifikasibagaimanamengetahui tentangbagaimana tubuhmendapatkanenergi adalahbagian daridunia yang merekahidup di dalam danmengomentaricara-cara yangmengetahui tentangbagaimana tubuhmendapatkanenergi yangmempengaruhi kehidupan, masyarakat dan dunia. || At the end of the unit, students should be able to: • communicate scientific information using a range of scientific language • communicate scientific information using appropriate modes of communication • present scientific information in a variety of formats, acknowledging sources as appropriate • demonstrate honesty when handling data and information, acknowledging sources as appropriate • use where appropriate a range of information and communication technology applications to access, process and communicate scientific information. || Anda belummenunjukkansalah satu darideskriptor || Anda mencoba untuk mengkomunikasikaninformasi tentangbagaimana tubuhmendapatkanenergi yangmenggunakan beberapabahasa ilmiahpada tingkat yang sesuai. Andamenyajikan beberapainformasimenggunakan beberapafoto dandiagramsaatsesuai denganbimbingan.Anda mencobauntuk mengakuisumberinformasi tetapiinitidak akurat. || Anda mengkomunikasikan informasitentangbagaimana tubuhmendapatkanenergi menggunakanbahasa ilmiahpada tingkat yang sesuai. Andaini sebagian besarinformasi yangtepatmenggunakan foto dandiagrampada tingkatkompleksitassesuaidengan petunjuk. Anda mengakuisumber informasitepat. || Anda mengkomunikasikan informasitentangbagaimana tubuhmendapatkanenergi secara efektifmenggunakanbahasa ilmiahdengan benarpada tingkat yang sesuai. Anda hadirsemua informasi yangtepatmenggunakan foto dandiagramsecara akuratsesuai dengantugaspada tingkatyang sesuaikompleksitasdengan bimbingan. Anda mengakuisumber informasitepat. || At the end of the unit, students should be able to: • recognize and recall scientific information • explain and apply scientific information to solve problems in familiar and unfamiliar situations • analyse scientific information by identifying components, relationships and patterns, both in experimental data and ideas • discuss and evaluate scientific information from different sources (Internet, newspaper articles, scientific texts and publications) and assess its credibility. || Anda belummenunjukkansalah satu darideskriptor || Anda ingat beberapa ideilmiah dankonsep tentangbagaimana tubuhmendapatkanenergi danmenerapkanmasalah kesehatanmembaik. || Anda menjelaskan ide-ideilmiah dankonsep tentangbagaimana tubuhmendapatkanenergi danmenerapkan pemahamanilmiah untukmasalah kesehatanmproving. Anda mengidentifikasikomponendasarilmiah, hubungan danpola. Anda memberikanpenjelasanyang menunjukkanpemahaman. || Anda menjelaskan ide-ideilmiah dankonsep tentangbagaimana tubuhmendapatkanenergi danmenerapkan pemahamanilmiah untukmasalah kesehatanmproving. Anda mengidentifikasikomponenilmiah dasar, hubungan danpola danmembuat penilaianilmiahdidukung. || At the end of this unit, students should be able to: • state a focused problem or research question to be tested by a scientific investigation • formulate a testable hypothesis and explain it using scientific reasoning • design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed, and the way in which the data is to be collected and processed • evaluate the validity and reliability of the method • judge the validity of the hypothesis based on the outcome of the investigation • suggest improvements to the method or further inquiry, when relevant. || Anda belummenunjukkansalah satu darideskriptor || Dengan bimbingan, Anda mencoba untukmengidentifikasi tujuanproyek danmembuat referensike variabeltetapi initidak lengkapatau tidaksepenuhnya dikembangkan. Metodeyang disarankanadalahsebagian lengkap. Komentar tentangmetode ini adalahbaiktidak adaatau tidak lengkap. || Dengan bimbingan, Anda mengidentifikasitujuanproyek, membuathipotesissederhana.Anda mengidentifikasibeberapavariabel dankontrol darieksperimendengan bantuan. Mereka menggambarkansebuah metode sederhana. Anda mencoba untukmengomentarimetode, hasil, dansaran perbaikan , tetapi merekatidak sepenuhnyadikembangkan untuktingkat ini. || Dengan bimbingan, Anda mengidentifikasitujuanpenyelidikan, membuathipotesissederhana danmenjelaskannyamenggunakan penalaransederhana.Anda mengidentifikasivariabel dankontrol daribantuanpercobaanswith. Mereka menggambarkansebuah metode sederhana. Anda komentarpada kualitasmetode danhasildengan bantuan. Anda menyarankanperbaikanmetode, dengan bimbingan. || At the end of the unit, students should be able to: • collect and record data using appropriate units of measurement • organize and transform data into numerical and diagrammatic forms, including mathematical calculations and visual representation (tables, graphs and charts) • present data in a variety of ways using appropriate communication modes and conventions (units of measurement) • analyse and interpret data by identifying trends, patterns and relationships • draw conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data || Anda belummenunjukkansalah satu darideskriptor || Dengan bimbingan, Andamengatur dan menyajikandata menggunakandiagrambentuknumerik atausederhana danmenarikkesimpulan yangjelas. || Dengan bimbingan, Anda mengatur danmengubah datamenjadi bentuknumerik dan diagramdan hadirdengan cara yangsesuai denganunitpengukuran.Anda menggambarsebuah kesimpulanyang tepatberdasarkan data, dengan bantuan. || Dengan bimbingan, Anda mengatur danmengubah datamenjadi bentuknumerik dan diagramdan hadirsecara logisdan jelas. Datadisajikan dalamcara yang tepatdengan unitpengukuran.Anda mengidentifikasitren, polaatau hubungan , dengan bimbingan , dan menarikkesimpulanyang tepatberdasarkan data , dengan bantuan. || During the unit, students should: • carry out scientific investigations using materials and techniques safely and skillfully • work effectively as members of a team, collaborating, acknowledging and supporting others as well as ensuring a safe working environment • show respect for themselves and others, and deal responsibly with the living and non-living environment. || Anda belummenunjukkansalah satu darideskriptor || Anda membutuhkan bimbingandan pengawasanteratursaat menggunakanperalatan laboratorium. Anda dapat bekerjadengan aman danbekerjasama denganorang lain, tetapimembutuhkan pengingat. || Anda menggunakan peralatan yang palingkompetentetapi memerlukanbimbinganteratur;pada kesempatanyang palingmemperhatikan keselamatandan bekerjasecara bertanggung jawabdenganhidupdan non - lingkungan hidup. Anda biasanyabekerja samadengan baik dengansiswa lain, dengan beberapa petunjuk. || Anda dapat bekerja secara independen ; dengan peralatanpanduanpenggunaan denganpresisidan keterampilan ; memperhatikankeselamatan danbertanggung jawabmenanganidenganyang hidupdan non - lingkungan hidup. Anda secara konsistenbekerja secara efektifsebagai bagian dari tim, dengan dipandudalamberkolaborasi denganorang lain danmenghormatipandangan mereka. ||
 * || 0 || 1-2 || 3-4 || 5-6 ||
 * ** A One world **
 * ** B Communication in Science **
 * ** C Knowledge and understanding of Science **
 * ** Criterion D: Scientific Inquiry **
 * ** E Processing data **
 * ** F Attitudes in Science **