MODULE
INTEGRATED SCIENCE GUIDE PRACTICUM
FOR
VII JUNIOR HIGH SCHOOL
1St
Semester
This
module is structured to meet one
of the tasks subject
Management & Technique Science Laboratory
Lecturer:
............
............
Arranged
by:
Mr. L (...........................)
INTERNATIONAL SCIENCE EDUCATION
DEPARTMENT OF MATHEMATICS AND
NATURAL SCIENCE
YOGYAKARTA STATE UNIVERSITY
2011
INTRODUCTION
Praise and thanksgiving constituent
prayed to the presence of Allah SWT upon the
completion of the task of making
module INTEGRATED SCIENCE Practical Guide
for Junior High School.
Instructions
integrated science lab is intended for students
of class VII
contains a guide in conducting lab activities. expectations with the module guide
this lab students have no difficulty in carrying out practical activities Integrated Science.
The
author realizes that
there are still many shortcomings
in the preparation of this Practical Guide Module.
Therefore major constituent
of hope to readers to provide suggestions
and constructive criticism.
Yogyakarta,
13 December 2011
Editor
..............
Mr. L
PRACTICAL
PROSEDURES
General
Regulations in
the
Laboratory :
- Do not enter the lab without teacher permission.
- Do not eat or drink in the laboratory.
- Do not run around in the lab.
- Do not do any experiment without teacher permission.
- Let the lab doors and windows open, unless there is another command from the teacher.
- Do not damage equipment or other device elektrinik in the laboratory.
- Read all instructions carefully.
- Do not breathe too deeply any gas.
- Do not feel any chemicals unless there is permission from the teacher.
- Use equipment properly and carefully
- Wash equipment that has been used. Do not dispose of materials - solid material into the sink. Return the equipment into place.
- Wash hands after the experiment is completed
- Better to use laboratory clothing when working in the lab.
Special
Regulations in Experimenting :
1.
Always
use safety goggles before starting the heating or mixing chemicals.
2.
Do
not expose the test tube mouth toward you or others when heating chemicals.
3.
Do
not breathe gas or chemicals directly, unless there is a command from the
teacher.
4.
Do
not place flammable chemicals near the fire and do not heat it directly.
5.
Read
the description on the packaging of existing chemicals.
6.
If
the agency you are exposed to a chemical, immediately wash with running water,
and then report to the teacher.
7.
Do
not return the chemicals that have been worn into the container or bottle
because it will contaminate.
Below
is a
table
icons that
need attention
in the laboratory.
Icon
|
Information
|
Hazardous
materials because they
contain elements of
the
radiation thus requiring
anti-radiation
equipment
to
use
it.
|
|
 |
Toxic
materials, should not be
eaten. If
ingested
drink
plenty
of
water or
induce
vomiting if
possible.
Immediately
taken
to the doctor
for
further treatment.
|
 |
Substances
hazardous to the
environment. Flushing
shall
be in accordance with the
standards of
environmentally friendly is
by neutralizing
pH
and
dilute.
|
 |
Combustible
materials. Keep away from
fire
and
excessive
heat.
|
 |
Material
is
corrosive, causing a wound
if
the
skin
and
damage
clothing. Use
special
gloves when using it.
|
 |
Biohazard.
Marked
material
is
very dangerous
because
it is a microorganism
that can cause
illness
if exposed to
the
air. Use the
international
standard
clothes
when
using
this
material and place
in
a
special cabinet.
|
ACTIVITY
1
CHARACTERISTICS
OF LIVING THINGS
Subject : Determine the characteristics
of living things based on the observation.
Basic Theory
All of living things have common characteristics that can distinguish it from inanimate matter. Characteristics
of living is to breathe, move, need food, grow and breed, are
sensitive to stimuli, and remove the waste, while inanimate objects do not have this
characteristic. Examples are human beings, animals and plants.
Breathing
or respiration
is the process of
taking
oxygen
from outside the body
to
process
food
burning
in the body.
The process of
burning
food
will produce
energy
or
power.
Migratory
movement
can be observed
as in the
motion of
humans and
animals.
Plants
move when
grown,
for example,
the motion
to open it
when
blooming
petals.
On
the addition of
body size
growth
of living things.
Meaning
of
the
originally
small
body size
becomes larger.
This can
occur
due
to the addition of
cell number and
size of the
cells
that build
the body
of living beings.
All living things
are also
proliferating.
Breeding or
reproduction
of living
beings
is the ability
to
produce offspring.
The goal
is
for the
living
berreproduksi
mempertahankankelangsungan
kind
of life.
While the ability
of living things
to
respond to
a stimulus
is called
iritabilita.
Tools and Materials :
1. Living
things
2. Stationary
Procedures
:
1. Provide
a living
being, among others: a
fungus that grows
on
bread,
seeds
are
germinated,
the leaves on the
trees
are
still
alive,
flowering
plants,
earthworms, grubs,
fish,
frogs, yourself.
2. Observe
that living thing.
Write down the
characteristics of living things
can
you
observe.
Do not
write down
characteristics of living things
can
not
you
observe.
Question
:
Can
you
find out how
to
know the
characteristics of living
on
a
living being
can
you
observe?
Explain!
ACTIVITY
2
CLASIFICATION
OF LIVING THINGS
Subject : Classify insects based on the
form outside
the body as a basis for classification.
Basic Theory
Classification of living things is a way of sorting
and classifying living things into several
groups specified atauunit. The purpose
of classification of living things is
to make it easier to identify,
compare and study of living
things.
Classification
of living
things based
on
similarities and
differences in
characteristics
in living things,
such as
body shape
or function of
the tool
body.
Various
methods are used
to
classify
living things.
Based
on his
size, plants
are grouped
into trees,
shrubs
and
bushes.
Depending on the environment of his life, plants are grouped into plants living in dry lngkungan (xerofit), the aquatic environment (hidrofit), and humid environment (higrofit).
Based on its benefits, plants are grouped into herbs - medicines, clothing plants, ornamental plants, food crops and so on. Based on the type of food, animals are grouped into flesh-eating animals (carnivores), plant eaters (herbivores) and animal-eating plants and animals (omnivore).
Based on its benefits, plants are grouped into herbs - medicines, clothing plants, ornamental plants, food crops and so on. Based on the type of food, animals are grouped into flesh-eating animals (carnivores), plant eaters (herbivores) and animal-eating plants and animals (omnivore).
Tools and Materials :
- Petri dish
- Tweezers
- Chloroform
- Magnifying glass
- Clear jar lid
- Grasshoppers, beetles, butterflies, dragonflies, already, ants, flies, spiders, millipedes, and the bees
Procedures :
1. Stunning
of animals that
would
be observed
with cotton soaked in
chloroform.
The trick is to
put
animals
into the jar,
put cotton
that has been moistened
with chloroform,
and then close the
jar.
Allow
the animal
to
die.
2. Put
the animals
to be
observed in
the petri dish.
Use
tweezers to
hold the
animal
and use
tweezers
to hold the
animal
and
use the
magnifying
glass
for
observation
so that
all parts of the
animal's body
is easily seen.
3. By
using a
magnifying glass,
observe the
body
(a
head,
thorax, and
abdomen,
or head
and thorax
united),
the number of
feet (6
pieces,
8 pieces
or
more
than
8 pieces)
and
wings
(present
or absent)
4. Record
observations
in a
table
Observation Table
Animals
|
Part of Body
|
Sum of Feet
|
wings
|
grasshopper
|
Head
|
6 Feet
|
yes
|
Chest
|
|||
Stomach
|
Question :
1. How
characteristic of
animals that
you
observed?
2. Of
all the animals
were observed.
Does anyone
have the
same
characteristics?
Classify
animals that
have the
same
characteristics!
ACTIVITY
3
INTRODUCTION
TO
MEASURING TOOLS
Subject : Perform basic measurements
accurately using an
appropriate measuring
instrument and
is
often used in
everyday life.
Tools and Materials:
- Ruler
- Sliding-term
- Micrometer screw
- Scale of Ohaus
- Kitchen Scales
- Watches / Clocks
- Stopwatch
- Thermometer
Procedures
:
1. Prepare
the gauge
length, mass,
time, and
temperature
on the
lab
table!
2. Identification
of these
tools
and identify the
characteristics
and
usefulness of
these tools!
3. The
results are entered
in the
table
below!
Name
of tool
|
Characteristics
|
Function
|
….
|
….
|
….
|
….
|
….
|
....
|
….
|
….
|
….
|
Question
1. From
the names of
measuring devices
above,
where is
the tool used to
measure the scale length?
measure the scale length?
2. From
the names of
measuring devices
above,
where is
the tool used to
measuring the amount of time?
measuring the amount of time?
3. From
the names of
measuring devices
above,
where is
the tool used to
measure the mass scale?
measure the mass scale?
4. From
the names of
measuring devices
above,
where is
the tool used to
measure the temperature scale?
measure the temperature scale?
5. From
the answers
no.
1,
where
the length
gauge
most
closely?
6. From
the answers
no.
2,
where
the length
gauge
most
closely?
7. From
the answers
no.
3,
where
the length
gauge
most
closely?
ACTIVITY
4
RECTILINEAR
Subject : 1. Observing Rectilinear
Regular.
2.
Observe the motion of uniformly accelerated straight.
3.
Observed uniformly accelerated motion is slowed
Basic Theory
Objects can be
moved through a
straight path or
trajectory that is not straight. Motion through a straight path is
called a straight motion. Examples of straight motion
is a car that was speeding on the road, flat and straight.
Examples of moving objects is not straight movement
windblown foliage.
Motion
at a pace that is not still called irregular motion.
Motion at a pace that
always remains is called irregular motion. Objects
that perform irregular
motion and trajectory
of the straight line is said to do it
straight uniform motion
If
the object to Rectilinear
Regular, for the
same interval of time which he passes is the same distance. For example for 1 s first traveled
a distance of 5 m, for 1 s two also traveled a
distance of 5 m and so on.
Irregular motion is
not so straight. For the same time interval is
not the same distance. For
example for 1 s first traveled a distance of 5 m, for 1 s both traveled a
distance of 7 m, for 1 s three traveled
a distance of 10 m and so on.
Tools & Materials :
1. timer
type
2. A
toy car
3. Boards
along the 1 m
4.
A
block of wood as thick as 10 cm.
Work Procedures :
Subject 1 / Rectilinear Regular :
1. Connect
the toy car
with the ribbon type
timer.
2. Turn
on the timer type.
Simultaneously, pull the toy car to move at a pace of fixed.
3. Note the sign - a black mark made
by
the timer type on
the tape. Measure the distance
between two successive
marks. Was the same result?
4. Cut
the ribbon so that each part contains five
pins. Align the pieces
- pieces of ribbon.
Was the same high?
5. What
can you conclude
from this activity?
Subject
2 / Accelerated Rectilinear Regular:
1. Prop
one end of the board with wooden blocks so that the board be tilted.
2. Connect
the toy car
with the ribbon type
timer, then place in the higher part.
3. Same
time as turning timer
type, remove the toy car to move down.
4. Note
the sign - a black
mark made by
the timer type on
the tape. Measure distance
between two successive
marks. Was the same result?
5. Cut
ribbon to each
part contains five marks. Align the pieces
- pieces of ribbon.
Was the same height?
Subject
3 / Rectilinear Slowed Regular:
1. Prop
one end of the board with wooden blocks so that the board be tilted.
2. Connect
the toy car
with the ribbon type
timer, then place in the lower part.
3. Move
the toy car
with a single push up the board so the
car.
4. When
the car is running record using the timer
type. Long -
eventually the car will stop.
5. If
the car has stopped, do not stand up to
move down the board.
6. Perform
steps - steps such
as steps 4 and 5 on the uniform accelerated
motion straight.
ACTIVITY
5
Pressure in Liquids
Subject
: Describe Pascal through simple experiments and their application in everyday life.
Basic
Theory
Pascal's law states that
when there is an increase in pressure at any point in a confined fluid, there
is an equal increase at every other point in the container. A
container, as shown below, contains a fluid. There is an increase in pressure
as the length of the column of liquid increases, due to the increased mass of
the fluid above.
Tools
& Materials
-
Injection / SPET former
- Rubber balls
- needle
- bucket
- water
- Rubber balls
- needle
- bucket
- water
Work
Procedures
1.
Fill with water injection
2. Fill a rubber ball filled with water until
3. Connect the injection with a rubber ball, try the connection is not there a leak
4. Punch a hole through a rubber ball with a needle in several places
5. Press the injection of water gushing up to
6. Observe jets of water that occurs
2. Fill a rubber ball filled with water until
3. Connect the injection with a rubber ball, try the connection is not there a leak
4. Punch a hole through a rubber ball with a needle in several places
5. Press the injection of water gushing up to
6. Observe jets of water that occurs
Question
1. How
to jets of water on every hole at the
time of injection is pressed?
Give an explanation!
2. What
can you infer
from this activity?
Work
Project
1.
Conduct
an interview to a car wash service station personnel
who have
hydraulic facilities. Before the interview prepare a list of questions.
hydraulic facilities. Before the interview prepare a list of questions.
2.
Create
a report on the interview.
ACTIVITY
6
ECOSYSTEM COMPONENTS, ROLES & INTERACTION
Subject
: Understanding the
understanding of individuals, populations & communities
within an ecosystem and to know the role of living things observed in
the ecosystem.
Basic
Theory
Interrelationships
between living things with abiotiknya components
in a single unit called
a living ecosystem.
Ecosystems are composed of units of living things that
individuals, populations and communities. In the ecosystem are biotic components
and abiotic components.
Biotic components of the ecosystem consists of all living beings are in an ecosystem. Eg: animals, plants, and microorganisms. Based on its role in the ecosystem biotic components are grouped into three, namely the manufacturer (producer), consumers (users) and decomposer (decomposers).
Biotic components of the ecosystem consists of all living beings are in an ecosystem. Eg: animals, plants, and microorganisms. Based on its role in the ecosystem biotic components are grouped into three, namely the manufacturer (producer), consumers (users) and decomposer (decomposers).
Abiotic
components of the ecosystem consists of all inanimate objects that
surround living creatures. For
example water, amenity, air, sunlight, temperature and humidity.
Individuals are living tunggal.sebagai example, a goat, a bird, a mouse, and a tree. The population is a collection of similar individuals who occupy a particular area. For example, a set of tigers in the grasslands, and some mujaer fish in the pond. Community is the entire population of living creatures that live in certain areas.
Individuals are living tunggal.sebagai example, a goat, a bird, a mouse, and a tree. The population is a collection of similar individuals who occupy a particular area. For example, a set of tigers in the grasslands, and some mujaer fish in the pond. Community is the entire population of living creatures that live in certain areas.
Tools & Materials:
1. Raffia
rope or other
rope
2. Estimator
3. Stationery
4. Living
things contained in
the observation
Work Procedures :
1. Measure
a piece of land covering an area of
1
m
square in place
that will be observed. Attach
boundaries of land parcels that will be observed by
using a rope that formed a square measuring 1 mx
1 m, or other
broader measures.
2. Observe
all objects and living things contained in the limit of raffia rope.
3. Record
the results in
Table pengamtan observations.
Observation Table
Types
of living
things
|
Role in
the ecosystem
|
Question :
1. How
many populations that
make up the community in which you observe?
2. Is
there any interaction (behind timbl relationship)
between living things in the field of observation?
3. Are
there any abiotic components in the
observed field?
4. Can
anyone acting as a
producer in the field
of observation?
5. Can
you observe a piece
of land which is called the ecosystem? Explain why!
ACTIVITY
7
Separation of Mixed With Sublimation
Separation of Mixed With Sublimation
Subject
: to determine the separation process
mixtures on solids
Tools
& Materials
1. colored
camphor
2. petri
dish
3. 50
ml beaker
4. methylated
spirit stove (Bunsen)
and three feet
(tripot)
5. water
/ice
Work
Procedures
1. Insert
colored camphor-na into the beaker
2. Close
the beaker with a
petri dish
3. Put
ice on top of a
petri dish
4. Turn
cooker methylated spirit and will not le-beaker on the stove over
low heat
5. Observe
and cata events
of what happened
Discussion
1. Determine
the safety first
before doing these activities
2. Write
down the facts - facts that you observed from
the above events and give an explanation.
3. What
functions are placed
on ice petri dish?
4. Whether
the events that occurred on the activities that you do?
ACTIVITY
8
POLLUTION AND ENVIRONMENTAL DAMAGE
Subject : to know air pollution caused by dust
Basic Theory
Environmental
pollution is the inclusion
of events substances - substances or other harmful components into the environment. Environmental pollution
may occur due to
human activities or naturally.
Something that causes puolusi (pollution) are
called pollutants. Pollutants
may include chemicals, dust, living things or living
beings produced, heat, noise
or radiation.
Based
on the nature of contaminants (pollutants), environmental pollution can be
divided into three groups:
chemical pollution, physical and biological. Pollution
is pollution caused
by chemical substances - chemicals. Physics
pollution is pollution
caused by liquid,
solid, or gaseous.
Biological pollution is pollution that
disebabkanoleh wide range of microorganisms that cause disease.
Based
on the pollution of the environment affected
by environmental pollution can be
divided into three namely water
pollution, air pollution, soil pollution.
Tools & Materials :
1. Scotch
tape
2. scissors
Work Procedures :
1. Go
to the edge of the road at the school. Look for dusty.
2. Scissors
tape each eight
inches long. Paste
in the place chosen. For example in the fence, utility pole, wall fence
or wall street. Glue
the tape in place.
3. Unplug
the tape again carefully.
4. Fill
in the observation obtained
in the observation table.
Observation Table
No
|
Name of Place
|
State
of the
tape (dust content)
|
1
|
++
|
|
2
|
||
3
|
||
4
|
Info :
+ = a little dust
++ = must dust
+++ = very much dust
Question :
1. The
place where the
most dust?
2. Which
places have not been so polluted?
3. According
to your opinion,
how to reduce air pollution caused by
dust in the area that you observe?
ACTIVITY
9
DIVERSITY IN LIVING SYSTEMS ORGANIZATION
Subject : 1. Knowing the parts - parts of animal cells and plant cells
2.
Knowing the differences in animal cells and plant cells
Basic Theory
Living body made up
of cells. Single
cell creatures called unicellular
living beings. Multicellular living things are called multicellular living things. In general, the cell consists
of cell membrane, cytoplasm and nucleus
of the cell (nucleus). In the
cytoplasm there are organelles - cell
organelles. Contained in the cell nucleus cell nucleus nukleoplasma and children.
An
outer cell membrane
of cells that protect the cell contents. The cell membrane serves to regulate
the entry of substances out of the dank e in the cell. Cell
membranes are semipermeable.
This means that can be traversed by water and
substances - certain
substances are dissolved. Cell
membranes in plants diselaputi cell wall, whereas
in animal cells do not.
The
cytoplasm is a viscous liquid (plasma)
that sits between the cell membrane and the cell
nucleus. In the cytoplasm there are vacuoles (cell
cavities) and organelle
- cell organelles.
Plant cells have cell
vacuole larger than
animal cell vacuole. In multicellular animals,
vacuoles are rarely found. Cell organelles
in the cytoplasm antaralain motikondria, Golgi bodies,
ribosomes, and endoplasmic
reticulum. Inside the cell nucleus are chromosomes
that contain genes. genes play a role as a
nature which can be derived.
Observing Animal Cells
Tools & Materials :
1. spoon
a small
2. glass
objects
3. glass
cover
4. pipette
5. microscope
6. methylene
blue
Work Procedures :
1. Scrape
the inner cheek wall
of the heart - the heart using a small
spoon.
2. Apply
the material on a
small spoon in the middle of the glass surface of the object.
3. Add
2
drops of methylene blue on the smear. This serves to
methylene blue dye preparations to be more easily observed.
4. Cover
the glass object
with glass cover
in the liver -
the liver. Try to
avoid any air bubbles in the preparations.
5. Observe
under a microscope preparations, ranging from weak perbesarkan then
increased to a strong magnification.
6. Picture
your observations.
Observing Plants Cells
Tools & Materials :
1. Scissors
2. Tweezers
3. glass
objects
4. glass
cover
5. pipette
6. razor
blade
7. microscope
8. shallots
9. solution
of iodine
Work Procedures :
1. Irislah
onion longitudinally.
2. Take
a layer of onion slices.
3. Pull
the thin layer
of the onion
surface by using tweezers.
4. Using
scissors, cut the size of the layer was approximately
5 x 5 cm.
5. Put
a
piece of glass was
on top of things and add 2 drops of iodine
solution.
6. Cover
the preparation with
a glass cover. Try not served until no
air bubbles in
the preparations.
7. Observe
under a microscope.
8. Draw
your observations.
Observation
Table
Part of Cells
|
Animal Cell
|
Plant Cell
|
Cell Wall
|
||
Cell Membrane
|
||
Nucleus
|
+
|
+
|
Chloroplas
|
||
Vacuola
|
||
Golgi
|
||
Reticulum
endoplasma
|
||
Mitocondria
|
||
nucleolus
|
Info :
+ = yes - = no
Question :
1. Parts
of cells or cell
organelles which are
found in animal cells?
2. Parts
of cells or cell
organelles which are
found in animal cells? Plant?
3. Why
plants can perform
photosynthesis?
4. Why
do plant cells have
a fixed shape?
_____________________________________
Anni
Winarsih, BSE IPA Terpadu untuk SMP kelas
VII. Departemen Pendidikan Nasional,
Jakarta, 2008.
Djoko
Arisworo, Ilmu Pengetahuan Alam untuk SMP
Kelas VIII. Grafindo Media Pratama,
Bandung, 2007.
Michael
Purba, IPA Kimia untuk SMP Kelas VII.
Erlangga, Jakarta, 2007.
Modul SMP Terbuka, Departemen Pendidikan Nasional,
Jakarta, 2008.
Rinie
Pratiwi, BSE Ilmu Pengetahuan Alam SMP
kelas VII. Departemen Pendidikan Nasional,
Jakarta,2008.
Saipul
Karim, BSE Belajar IPA untuk kelas VIII
SMP. Departemen Pendidikan Nasional,
Jakarta, 2008.
Tim
IPA, IPA Terpadu 2. Yudistira,
Jakarta, 2008.
Tim
Abdi Guru, IPA Terpadu SMP Kelas VIII.
Erlangga, Jakarta, 2008.
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