Yu Neng Pri Sch

12 March 2016

My answer was

right yet no mark

was awarded?

½ mark

again!

The concept

is not present

in the

answer.

The

answer is

not to the

point.

The answer is not structured well.

This is a result of your

children understanding a

concept or topic but being

unable to express

themselves to attain the

marks they deserve.

The focus of learning science is not on giving ‘standard answers’ or keywords but on developing students’ ability to inquire, understand and explain scientific phenomenon.

Students’ responses that show evidence of understanding of relevant concepts and mastery of skills would be carefully evaluated and awarded due credit.

Answers that deviate from the marking scheme but demonstrate the right understanding would be accepted.

Environment Web of Life Adaptation Man’s Impact on the Environment

12 qns K/U 18 qns PS

16m K/U 24m PS

understanding 40%

60%

Question type • 60 % Process Skills(PS) • 40 % Knowledge with Understanding(KU)

PSLE Science 2016 Examination Format (Std)

Booklet Item Type No. of Questions

Number of marks per question

Marks

A Multiple Choice 30 2 60

B Open-ended 14 2-4 40

Total 44 100

Question type • 60 % Process Skills(PS) • 40 % Knowledge with Understanding(KU)

PSLE Science 2016 Examination Format (Fdn)

Booklet Item Type No. of Questions

Number of marks per question

Marks

A Multiple Choice 16 2 32

B • Structured (Fill In the

Blanks, matching etc)

• Open-ended

8

8

2

2-4

16

22

Total 44 70

PSLE Science 2017 Examination Format (Std)

Booklet Item Type No. of Questions

Number of marks per question

Marks

A Multiple Choice 28 2 56

B Open-ended 12-13 2-5 44

Total 40-41 100

Duration : 1 hr 45min

New

PSLE Science 2017 Examination Format (Fdn)

Booklet Item Type No. of Qns

Number of marks per

qn

Marks

A Multiple Choice 18 2 36

B Structured (Fill In the Blanks,

matching etc) Open-ended

6-7

5-6

2-3

2-4

14

20

Total 30-31 70

Duration : 1 hr 15min

New

YU NENG PRIMARY SCHOOL

SCIENCE TABLE OF SPECIFICATIONS

Semestral One 2016 - Resilience 6

Relative

Weightin

g in

(marks)

%

SECTION A : MULTIPLE CHOICE SECTION B : OPEN – ENDED

TOPICS Total

no.

of

Qns

Knowledge

with

Understandin

g

Appln. Of

Knowledge Total

no.

of

Qns

Knowledge with

Understanding Appln. Of Knowledge.

No. of

Qns Qn No.

No.

of

Qns

Qn

No.

P.S.

Type

No.

of

Qns

Qn

No. Marks

No.

of

Qns

Qn

No. Marks

P.S.

Type

THEME -

Energy

Light 4 2 1 Qn 20 1 1 Qn37 2

Heat &

Temperature

5 2 0 1 Q21

R

Com/I 1 0 0 1

Q38 3

Cl/

Com

Energy Forms

and Uses

7 3 1 Qn 4 1 Q22 An/I 1 0 0 1 Q39 3 Com/G

Energy and Photosynthesis

6 2 0 1 Q23 C/E 1 0 0 1 4Q0 4 An

With understanding

understanding

1) Higher Order Science Process Skills

(30mins)

Creative Problem Solving

Decision-Making

Investigation

2) Science Terminology in Answering Science

questions (30 mins)

3) Revising Science Techniques (15 mins)

Themes Skills

Diversity Cycles

Systems Interactions

Energy

1) Observing 2) Comparing 3) Classifying 4) Using apparatus 5) Communicating 6) Analysing 7) Generating 8) Evaluating 9) Inferring 10) Generating Possibilities

Basic Process Skills

9) Creative Problem Solving 10) Decision-making 11) Investigation

Integrated Processes

Summary of Process Skills

Processes are complex operations which call upon the use of several skills. At the primary level, the processes expected of students are: Creative Problem Solving This is a process of analysing a problem and choosing an innovative and relevant solution in order to remedy or alter a problem situation. Decision-Making Decision-making is the process of establishing and applying criteria to select from among seemingly equal alternatives. The process of establishing criteria involves consideration of the consequences and values. Investigation This involves formulating questions or hypotheses, devising fair methods and carrying out those methods to find out answers to the questions or to verify the hypotheses.

Sample of process skills on creative problem solving

Li Ting coiled a piece of wire 10 times around an iron nail as shown in the set-up below. She placed some paper clips near the set-up.

iron nail

battery

switch

Steel paper clip

3

Explain what happened to the iron nail and paper clips when the circuit was closed. [1m]

When the circuit was closed, electric current would flow through the circuit to magnetise the iron nail (1/2m) which then attract the paper clips (1/2m) OR The iron nail would become a temporary magnet (1/2m) and attract the paper clips (1/2m) OR

The steel papers clips would be attracted to the iron nail which has become a temporary magnet/electromagnet.(1m)

Sample of process skills on creative problem solving

3

b) Li Ting replaced the steel paper clips with copper paper clips. When she closed the circuit, would she be able to make the same observation in (a)? Explain your answer. [1m]

c) State two changes that Li Ting could make to the above set-up if she wants to pick up more paper clips. [1m]

No, she would not (1/2m). The copper paper clip is a non-magnetic material (1/2m) and thus would not be attracted to the temporary magnet.

i. Increase the number of batteries. /Add one more battery. (1/2m)

Answering qn Science knowledge

Relating SK to qn

ii. Turn more coils round the iron nail. (1/2m)

Samples of process skills on decision making

Materials W X Y

Amount of light (units) 220 600 0

Denise conducted an experiment to find out the amount of light that passed

through three different materials (W, X, and Y) of the same thickness. She

shone a torch through the three materials and used a light sensor to measure

the amount of light that had passed through each of them for 5 minutes. The

table below shows the data that she had collected.

Based on the data above, she drew a graph showing the amount of light

recorded by the light sensor for each material.

(a) Complete the line graph by drawing the amount of light recorded for material X and label it ‘X’. [1m]

Amount

of light

(units)

Time

(min)

Y

W

X

b) Give an example of material W that could be used in the experiment above. [1m]

P

c) Based on the results in (a) above, which material (W, X or Y) is suitable to be used to make the part marked ‘P’? Give a reason for your answer. [1m]

Frosted glass OR Frosted plastic OR Tracing paper

Material X . It allows the most light to pass through (1/2m) so that the user can see clearly (1/2m).

Samples of process skills on decision making

Answering qn Science concept

Relating SC to qn

Samples of process skills on investigative experiments

Brian set up an experiment using the set-ups shown in the diagram. The two set-ups below are identical except for the material of the beakers and the amount of water in the beakers.

He recorded the results as shown in the table below.

Time (min)

Temperature of water (C)

Beaker made of Material X

Beaker made of Material Y

0 90 90

10 75 85

20 45 70

b) Explain why Brian's experiment is not a fair test. [1m]

c) If Brian had made his experiment a fair one and he obtained the above results, what conclusion can he draw about Material X and Material Y? [1m]

The amount of water is not the same.

Note: There must be a comparison between material X and Y. Material X is a good conductor of heat. (0m)

Material X is a better conductor of heat than Y.

a) What do you think is the aim of Brian's experiment? [1m]

He wants to find out which material, X or Y is a better conductor of heat.

Samples of process skills on investigative experiments

What is a science experiment?

(Scientific method)

Frequently encountered words in

science experiments and questions

and what they mean.

It is a method or system that

scientists use to solve problems or

investigate certain phenomenon in a

logical and orderly way.

•Is what an experiment is testing.

•Combines variable changed/tested with the

observation/ results/ measurements.

• Most are given in statements like “to find

out….” / “to investigate…”

For Example:

To find out how the temperature (variable changed)

affects the rate of evaporation of water (observation).

Mary carried out an investigation in the Science Laboratory with three

beakers of water. She placed an equal amount of salt in Beaker A, B and C

which contained the same amount of water. She stirred the mixture till all the

salt had dissolved. She then recorded the time taken for the salt to be

completely dissolved.

(a) What does Mary want to find out from this experiment ?

salt salt

She wants to find out if the temperature of water affects the rate at which salt dissolves in water.

Variable changed

Observation

Variable: Anything that you can change in an

experiment that will affect the results

Variable changed (independent variable) is also

variable tested (Only ONE variable is changed for an

experiment), is the difference between

experimental and control set-ups.

Variables kept constant (controlled variables): For

all other variables for the experiment that would

affect the results.

Observations/measurements (dependent variable):

Observations and measurements to be taken for an

experiment.

Variables Keep the same Change

i) Amount of water

ii) Temperature of water

iii) Amount of salt

iv) Size of salt

v) Rate of stirring

(b) To have a fair test, which of the following factors should she keep the

same and which should she change?

Put a tick in the correct boxes.

Control experiment: Used to verify that the results of an experiment is due to the variable tested (independent variable)

Fair test: an experiment where only one variable is changed to ensure that the results are due to the independent variable.

Accuracy: Experiments need to be repeated at least three times to ensure that measurements are reliable without errors.

Relationship :

To state how changes / patterns in the variable

changed (tested) affects the observations/

measurements.

For example:

As the temperature increases, the rate of evaporation

increases.

Conclusion :

Answers the aim of the experiment

In an experiment to study the effect of overcrowding on the height of plants, Sally took two pots, A and B, and placed them side by side in the garden. She then planted 3 seedlings in Pot A and 15 seedlings in Pot B. Watering them daily, she recorded the height of the plants at the end of each week for four weeks.

a) Write the variables that she needed to take note of. i)Controlled variables : ____________________________________________________ ____________________________________________________ ii) Changed Variable: ____________________________________________________

Average height of plants (in cm ) at the end of

Pot Week 1 Week 2 Week 3 Week 4

A 2 3 4 5

B 3 5 7 9

The same amount of water, same type of soil, same amount of sunlight, same size of pots, same amount of soil

The number of seedlings

b) What is the relationship between the height of plants and the number of seedlings ?

c) What can Sally conclude from her experiment?

The greater the number of seedlings , the greater the height of plants. OR The fewer the seedlings, the shorter the plants.

Overcrowding causes plants to grow taller.

1) Yusof conducted an experiment to find out if the number of strokes of a magnet affect their strength. He made four temporary magnets by using the stroking method. He recorded the number of paper clips that each magnet could attract and drew a bar graph below.

Temporary Magnet Number of strokes used

A 2

B 3

C 1

D 4

a) Label the bar graph with the letter representing the temporary magnet (A, B, C or D) that matches the result. [2m]

A

Temporary magnet

Number of paper Clips

C B

1) Yusof conducted an experiment to find out if the number of strokes of a magnet affect their strength. He made four temporary magnets by using the stroking method. He recorded the number of paper clips that each magnet could attract and drew a bar graph below.

Temporary Magnet Number of strokes used

A 2

B 3

C 1

D 4

b) What conclusion could he draw from this experiment? [1m]

An increase in the number of strokes of a magnet will cause an increase in the strength of the temporary magnet created.

2) Rahman put 300g of soil into each of the three identical containers, A, B and C as shown below. He added 300ml of water into each container. After twenty minutes, he observed that there was a change in the water level in each container. The new water levels are shown in the diagram below.

a) Which container had soil with the most air spaces ? [1m]

Container C

The water level in Container C is the lowest as most of the water has occupied the air spaces in the soil.

Observation

Relating concept to qn

superlative

b) Explain your answer in (a). [1m]

2) Rahman put 300g of soil into each of the three identical containers, A, B and C as shown below. He added 300ml of water into each container. After twenty minutes, he observed that there was a change in the water level in each container. The new water levels are shown in the diagram below.

c) Besides using the same type of containers, name two variables that were kept constant in this experiment. [1m]

The amount of soil and the amount of water.

3. A company made a new material called 'keepwarm' to make winter coats. A scientist tested 'keepwarm' to find out how well it can retain heat. She tested 'keepwarm' and three other materials. She poured 50ml of water in each of the 4 identical beakers and wrapped each beaker with a different material.

She recorded her observations in the table below:

Temperature of water (°C)in beaker wrapped with

Time

(minutes) Material A Material B Material C Material D

0 80 80 80 80

20 68 60 58 62

The scientist said that 'keepwarm' was the best material to make coats. a) Which material, A, B, C or D, was ‘keepwarm’? [1m]

Material A

b) Explain your answer. [2m]

After 20 minutes, the temperature drop in beaker A which has been wrapped with Material A is the lowest (12 degree drop). (1/2m)

So Material A is the poorest conductor of heat among the four materials. Hence the rate of heat loss from the body through Material A is the slowest and able to keep the body warm.

Observation

superlative

superlative superlative

Relating concept to qn

Relating concept to qn

4. Meiling carried out an experiment to investigate the effect of salt on melting ice. She collected and measured the amount of water from the melting ice at 10-minute intervals. The graph below shows the result of her experiment.

(a) What is the correct label for Y-axis?

Amount of water from the melting ice.

(b) What can Meiling conclude from her results?

Salt causes the melting ice to melt faster.

Meiling carried out another experiment with two ice cubes of the same size, one wrapped with aluminium foil and the other with tissue paper of the same thickness as the foil. (c) Which ice cube will melt faster? Explain your answer.

The ice cube wrapped in aluminium foil. Aluminium foil is a better conductor of heat than tissue paper, causing the heat from the surrounding air to be conducted faster to the ice cube to melt the ice cube wrapped in aluminium foil faster.

Answering qn Science concept

Relating SC to qn

comparative

comparative

5. Mark pushed a box over a surface that was covered with Liquid A. When the box came to a stationary position, the distance it had moved was measured. He repeated the experiment two more times.

He repeated the experiment with Liquids B, C and D. He recorded the results in the table below.

Type of liquids

Distance moved by box (cm)

Type of liquids

Distance moved by box (cm)

Types of liquid

Distance moved by box (cm)

1st reading 2nd reading 3rd reading Average

A 12.3 12.6 12.3 12.4

B 25.6 25.3 25.9 25.6

C 14.6 14.8 15.3 14.9

D 21.6 22.2 22.5 22.1

(a) Based on the data in the table, which of the four liquids used by Mark helps to reduce wear and tear the most? Explain your answer.

Liquid B. When the box is pushed over liquid B, it travelled the furthest, that means that the friction between Liquid B and the box was the least, without much friction, heat will not be produced and it will reduce wear and tear.

(b) Why did Mark repeat his experiment a few times for each liquid?

He wanted to make his test a reliable test and to compare and confirm which liquid produces the least friction.

Answering qn Observation

Science Concept

superlative

superlative Relating concept to qn

Application of knowledge/concept

State

Relationship / Conclusion

Experimental set-ups

– Critique

– Improve on set-up

– Choosing sets of set-ups

– Variables

Application

– Expected results

Explain / Why

– Comparisons

– Observations

– Results

– Experimental results

Sequencing (process)

Experimental type questions:

A lot of information for pupils to read

Need to interpret graph or tables

Need to understand scientific terminology

of experiment and apply science concept

to the answers

Pupils need to:

Identify the key words/scientific phrases in the

question

Link the answer/observation noted in the

experiment to at least one scientific concept

Use the right comparative/superlative

Get the spelling of key words in answer correct

For example,

1) potosyntesis ( photosynthesis ) (marks will still

be awarded)

2) attack ( attract ) ×

Strategies for recall

1. Mnemonics

2. Mind maps / concept maps

Hands-on with mnemonics and concept maps

and mind maps

Online resources for drawing concept maps

and mind maps

Mnemonics

Mnemonics are any learning techniques that

aids memory. To improve long term memory,

mnemonic systems are used to make

memorization easier.

1. Take the information that you need to

remember and choose one word out of each

of the phrases that is meaningful.

2. Choose the first letter from each of these

words.

3. Make a word (acronym) or sentence from

it or a combination from it.

4.The sentence should be made easy to

remember by making it humorous.

Let's say we want to memories the four

magnetic materials, iron, steel, nickel and

cobalt.

We take the first letter of each word, iron,

steel, nickel and cobalt and make a word or

sentence.

N I C S

I saw Nicholas Cage

Can you make a mnemonic for the scientific

concept below.

Living things are classified into animals,

plants, micro organisms and fungi.

7 groups of animals

Fishes

Insects

Reptiles

Mammals

Amphibians

Birds

A concept map is a diagram showing the

relationships among concepts. It is a graphical tool

for organizing and representing knowledge.

Concepts, usually represented as boxes or circles,

are connected with labeled arrows in a downward-

branching hierarchical structure. The relationship

between concepts can be articulated in linking

phrases such as "gives rise to", "results in", "is

required by," or "contributes to".

The technique for visualizing these relationships

among different concepts is called "concept

mapping".

Helping children to recall previous

knowledge and identify areas with

misconceptions or that have been forgotten.

Helping pupils to understand and retain

latest knowledge.

Connecting prior knowledge with new

knowledge.

Let's practise drawing a concept map of

plants with some of the words given.

Nutrients , leaves, Plants, Roots, Flowers,

Stem, Water, Fruits, Food, Seeds

Mnemonics:

http://spacefem.com/mnemonics

Concept mapping:

http://cmap.ihmc.us/download

Mind mapping: http://www.mindmeister.com

or http://mind42.com

Raise your child’s awareness of Science in their

daily life. Science is everywhere. Connect the

concepts learnt in the textbooks to actual

happening that takes place around them.

Eg Boiling of water in a kettle ( Evaporation and

Condensation )

Explore non-formal education sites. Eg. Visit to

zoo, beach, hiking

Create opportunities for Science learning at

home while watching educational programmes or

perhaps embarking on inquiry-based experiments

right in your very own home.

Bond with your child through cool Science

Experiments.

e.g . Making your own electromagnet

Vinegar and Baking Soda http://www.sciencekids.co.nz/experiments.html

http://www.sciencebob.com/experiments/

Inject fun into Science learning and revision

through games, quizzes and crossword puzzles.

BrainPoP for EMS

http://www.brainpopjr.com/

http://www.brainpop.com/

Username: yunengps

Password: 1658stud

AsknLearn Learning Management System

https://lms.asknlearn.com/

Show excitement/passion for science. If you

expect your child to develop the passion for

the science, you too have to develop it.

Develop existing skills, reinforce what is

learnt in school. ( You can apply what you have learnt on

RIP strategy! )

All slides will be uploaded into the parent portal

in school website

Userid: ynparent

Password : ynpp

Mr Hashim Shariff (HOD)

Mdm Dewi Wati (LH)

Mrs Siti Singh P5/6 Tr

Mrs Iris Lim P4 Tr

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