TABLE SPECIFICATION FOR RSBI
YEAR 7/SEMESTER
2 – 2011/2012
SCIENCE
|
No.
|
Standard of Competence
|
Basic Competence
|
Topic
|
Indicator
|
MC/ Essay
|
Number of Test
|
|
|
4. Understanding physical and chemical properties
|
4.1. Identifying physical change and chemical change.
|
Changes
in matter
|
Given
a description of a substance, students determine the physical or chemical
properties.
|
MC
|
1
|
|
|
|
4.2. Identifying the existence of chemical reaction by conducting a simple
experiment.
|
|
Given an example of physical and chemical change, students
identify the physical and chemical change.
|
MC
|
2,3
|
|
|
|
|
Given
a result of a simple experiment, students identify a chemical reaction.
|
MC
|
4
|
|
|
|
8. Understanding the state of matter and changes in state of matter.
|
8.1.Investigating properties of matter and their application in daily
life.
|
Matter
and its state
|
Given properties of state of matter, students
identify one (two) state (s) of matter.
|
MC
|
5
|
|
|
|
|
|
Given some figures, students identify a property of
one state of matter.
|
MC
|
6
|
|
|
|
|
|
Given a daily life phenomena, students identify a
change of matter.
|
MC
|
7
|
|
|
|
|
|
Students
mention the example of cohesion and adhesion.
|
MC
|
8
|
|
|
|
|
|
Given
an example of some phenomena in daily life, students identify surface tension
phenomenon.
|
MC
|
9
|
|
|
|
8.2.Describing the concept of density and its application in daily life.
|
Density
|
Given a figure of object, students determine the
density of the object.
|
MC
|
10
|
|
|
|
|
|
Given
the length and mass of cube, students determine the density of the cube.
|
MC
|
11
|
|
|
|
|
|
Given a figure, students determine the property of
an object depending on its kind.
|
MC
|
12
|
|
|
|
|
|
Given
data of density, students determine the kind of object.
|
MC
|
13, 14
|
|
|
|
|
|
Students
define that density is one of the properties of an object.
|
MC
|
15
|
|
|
|
|
|
Given some data of an experiment of cubes in a
table, students determine the cubes that are made from the same material.
|
MC
|
16
|
|
|
|
|
|
Given a phenomenon of daily events (liquids that
cannot mix), students identify the benefit of density.
|
MC
|
17
|
|
|
|
8.3.Carrying out expansion experiment and its application in daily life.
|
Expansion
|
Given some variables, students identify the
variables of linear expansion in solid.
|
MC
|
18
|
|
|
|
|
|
Given
data of a metal bar, students determine the length of the metal bar after
being heated.
|
MC
|
19
|
|
|
|
|
|
Students
mention the benefit of expansion in daily life.
|
MC
|
20
|
|
|
|
|
|
Students identify the effect of expansion
coefficient on a bimetal strip.
|
MC
|
21
|
|
|
|
8.4.Describing the function of heat in changing the state of matter and
temperature of an object and its application in daily life.
|
|
Given a figure or other data of a heated object,
students identify the expansion characteristics of a substance.
|
MC
|
22
|
|
|
|
|
Given a figure, students determine the reason why a
glass will break when hot water is suddenly poured in it.
|
MC
|
23
|
|
|
|
|
Heat
|
Given
data of an experiment, students determine one variable one of heating
process.
|
MC
|
24, 25
|
|
|
|
6. Understanding the classification of substances
|
6.1. Classifying the properties of acid, base, and salt using tools and
proper indicator.
|
Acid,
base and salt
|
Given
some examples of substances with a certain pH level, students classify them
into acid, base and neutral in right order.
|
MC
|
26
|
|
|
Given the result of an experiment using indicators,
students determine the pH level of a substance.
|
MC
|
27
|
|||
|
|
|
6.2.Conducting a simple experiment using materials in daily life.
|
Acidic
and alkaline characters in foods
|
Given a table of comparison of some food products tested
using natural indicators; students determine the best natural indicator.
|
MC
|
28
|
|
|
7. Understanding the interdependence of ecosystem.
|
Determining the type of ecosystem and the
interdependence among its components.
|
Ecosystem
|
Given
some figures of ecosystem, students determine the type of the ecosystem.
|
MC
|
29
|
|
|
|
|
|
Given
a figure of a food web, students estimate the impact caused by the loss of
one component of the food web.
|
MC
|
30
|
|
|
|
|
|
Given
a scheme of food web, students predict the right order of minimizing the
energy loss through the food web.
|
MC
|
31
|
|
|
|
|
|
Given a figure of pyramid of numbers, students
calculate the percentage of energy lost upward the pyramid.
|
MC
|
32
|
|
|
|
|
|
Given a diagram of flow of substances in balanced
ecosystem, students identify the niche of the component.
|
MC
|
33
|
|
|
|
|
|
Given schema of interdependence among organism,
students determine the type of the interdependence.
|
MC
|
34
|
|
|
|
|
|
Given a scheme of carbon cycle, students explain the
flow of carbon through the cycle.
|
MC
|
35
|
|
|
|
Identifying the importance of biodiversity in
conserving ecosystem.
|
Biodiversity
and ecosystem conservation
|
Given a list of statements, students determine the
causes of the endangering of the species.
|
MC
|
36
|
|
|
|
|
|
Given a list of two types of conservation places,
students determine the ex situ conservation.
|
MC
|
37
|
|
|
|
Predicting the impacts of human population density
to the environment.
|
Human population density and the correlation to the
environment
|
Given data of human population density in a certain
area, students estimate the population density after 3 years if the
population doubles each year.
|
MC
|
38
|
|
|
|
|
|
Given a table of human demographic factors in some
areas, students calculate the human population growth in a certain area.
|
MC
|
39
|
|
|
|
|
|
Given a text about food crisis caused by human
overpopulation, students predict the right way to overcome the food crisis.
|
MC
|
40
|
|
|
|
|
|
Given some effects of human overpopulation, students
describe the social effect of human overpopulation.
|
MC
|
41
|
|
|
|
Applying the human roles in environmental management
to overcome the environmental damages and pollutions.
|
Pollutions
and environmental damages and its correlation to human activities.
|
Given a figure of human activities which damage the
environment, students predict the impacts that may disturb the balanced
ecosystem.
|
MC
|
42
|
|
|
|
|
|
Given a figure of ecological condition, students
define the terms of biological magnification.
|
MC
|
43
|
|
|
|
|
|
Given a figure of deforestation, students estimate
the impact on global condition.
|
MC
|
44
|
|
|
|
|
|
Given a figure of greenhouse effect, students
analyze the causes of the greenhouse effect.
|
MC
|
45
|
|
|
|
|
|
Given a figure of agricultural activities, students
identify the types of pollution that may occur from that activity.
|
MC
|
46
|
|
|
|
|
|
Given a list of human activities that may reduce the
impacts of acid rain, students determine the best effort.
|
MC
|
47
|
|
|
|
|
|
Given a figure of polluted air, students predict the
economical impact caused by the condition.
|
MC
|
48
|
|
|
|
|
|
Given a list of wastes, students classify the
example of biodegradable waste.
|
MC
|
49
|
|
|
|
|
|
Given a statement about city park, students state
some benefits of it in overcoming the air pollution.
|
MC
|
50
|
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