science psle revision guide (3rd edition) — the most...

Science PSLE Revision Guide (3rd Edition) — The most complete handbook developed to prepare pupils for success in PSLE Science

The features of this book are especially designed to help pupils develop a deeper understanding of key Science concepts and guide them in mastering the application of skills and processes:

IntroductionShows the connection between themes and chapters

Topical NotesCovers all topics for quick and systematic revision Get It Right!Explains and corrects common misconceptions Good To KnowGives additional information for enrichment Remember?Recalls concepts covered in earlier levels or chapters My Revision ChecklistAssesses understanding of key concepts

Application To Daily LifeProvides an understanding of how Science is infused into our lives

Revision Notes

Useful guidelines and tips to master the application of skills and processes

Detailed analysis of challenging examination questions

Specimen paper for self-assessment (with answers provided)

Five full-colour thematic maps that show the learning outcomes of each theme in the Primary Science syllabus

Other publications also useful for PSLE preparation:

Skills and Processes

Case Studies

Thematic Maps

Practice Examination Paper

The most complete handbook for PSLE!★ Gain thorough understanding of Science concepts ★ Achieve mastery in application of skills and processes★ Build exam confi dence for the PSLE

PSLE!

3rd EditionScience PSLE

★ Builds exam confidence and preparedness★ Provides greater understanding of exam requirements ★ Clarifies misconceptions

Science PSLE Revision & Examination Papers (3rd Edition) is designed to help pupils apply their conceptual knowledge and process skills to examination questions in order to prepare for their PSLE.

Features of this book:

• Revision Papers help to give a systematic assessment of topics learnt from Lower Block to Upper Block. These papers have been classified into Physical Science and Life Science papers, enabling pupils to identify topic-specific weaknesses and work towards overcoming them.

• Examination Papers give pupils the necessary practice and confidence to handle the PSLE.

• Strategies for Answering Examination Questions help pupils understand the requirements of the different types of examination questions and provide guidelines on answering both MCQs and open-ended questions.

• Detailed Answers and Explanations address all questions in the papers to facilitate pupils’ self-assessment and clear their misconceptions.

Also available for your Science PSLE preparation:

Science PSLE R

evision

& Exam

inatio

n P

apers (3rd

Editio

n) Teo

-Gw

an W

ai Lan

Teo-Gwan Wai LanM.Ed., B.Sc.(Hons), Dip.Ed.

ISBN 978-981-4736-39-8

9 789814 736398

3rd Edition

By the sole publisher of

Primary Science textbooks

Science PSLERevision Guide

3rd Edition

Teo-Gwan Wai Lan



For pupils taking PSLEfrom 2017

Previous editions over 200,000 copies sold

The most complete handbook for PSLE!

Updated with bonus features:★ Develops deeper understanding of Science concepts★ Guides application of process skills to exam questions★ Strengthens exam confidence with analysis of challenging questions

The most complete handbook for PSLE!★ Skill-based practices and a specimen PSLE paper for self-assessment★Clear and easy-to-understand lesson points for quick recall ★Suggested essays as a guide to improve writing skills★Online audio clips for more comprehensive learning

En

glish

PS

LE

Revisio

n G

uid

e (2n

d Ed

ition

)

ISBN 978-981-01-9947-0

9 789810 199470

English PSLERevision Guide

2nd Edition

Based on latestPrimaryEnglishsyllabus

The English PSLE Revision Guide (2nd Edition) is specially written to help pupils improve their English language skills. The user-friendly book allows them to recall lessons learnt in primary school for the specific purpose of taking the PSLE. It is designed to help pupils prepare for the PSLE in an effective and strategic manner.

Do you recall…

A quick brush-up!

Smart tips!

Just in case you were wondering…

Specimen Paper

Exam-Smart Study Planner (Available online as well)

Audio Clips (Available online)

ISBN 978-981-01-9823-7

ComprehensionThe Ultimate Guide to Mastering

Shaheed Salim latestMOE

Includes a Visual Text section which is written based on the new exam format

2nd Edition

Based on latestMOE syllabus

GrammarGrammar6PrimaryPractice

Grammar Practice Primary 6

WriteWayThe

Generating Ideas, Mastering Compositions

Revision & Examination Papers


(S)PSLE_Rev&Exam_Cover.indd All Pages 13/4/16 2:56 PM

The most complete handbook for PSLE!★ Skill-based practices and a specimen PSLE paper for self-assessment★Clear and easy-to-understand lesson points for quick recall ★Suggested essays as a guide to improve writing skills★Online audio clips for more comprehensive learning

En

glish

PS

LE

Revisio

n G

uid

e (2

nd

Editio

n)

ISBN 978-981-01-9947-0

9 789810 199470

English PSLERevision Guide

2nd Edition

Based on latestPrimaryEnglishsyllabus

The English PSLE Revision Guide (2nd Edition) is specially written to help pupils improve their English language skills. The user-friendly book allows them to recall lessons learnt in primary school for the specific purpose of taking the PSLE. It is designed to help pupils prepare for the PSLE in an effective and strategic manner.

Do you recall…

A quick brush-up!

Smart tips!

Just in case you were wondering…

Specimen Paper

Exam-Smart Study Planner (Available online as well)

Audio Clips (Available online)

ISBN 978-981-01-9823-7

Comprehension

The Ultimate Guide to Mastering

Shaheed Salim

Bernice Lau Pui Wah

ISBN 978-981-01-9730-8 Based on latestMOE syllabus

Includes a Visual Text section which is written based on the new exam format

2nd Edition


GrammarGrammar6Primary

Practice• Based on the latest s

yllabus

ISBN 978-981-01-1214-1

Grammar Practice Primary 6 (2nd Edition) is designed to help pupils gain mastery of English grammar. The ‘Teaching Points’ section at the beginning of each chapter helps pupils focus on the essential learning points of that chapter. Illustrations also provide reinforcement for pupils to consolidate their understanding. The exercises are graded by diffi culty level to help pupils progress systematically, and to test their mastery of the topic. This book works effectively as a self-study tool, where learners are guided in their learning and are provided with ample practice and exercise. The materials will help pupils greatly in sharpening their grammar skills and increasing their fl uency in the language.

Grammar Practice

WriteWayThe

Generating Ideas, Mastering Compositions

From the creators of

Bonus + Coloured and detachable concept maps!

+ Two Exam Practice Papers!

MATHEMATICS

PSLERevision Guide

2nd Edition

Heuristic-based Questions

Non-routine Questions

Exam Practice Papers

Revision Notes

Worked Examples

Solutions

�

�

�

�

�

�

MATHEMATICS

Michelle Choo

The most complete handbook for PSLE! Includes questions which require the use of calculators


ISBN 978-981-4741-47-7

9 789814 741477



For pupils taking PSLEfrom 2017

Science P

SL

E R

evision

Gu

ide

(3rd Ed

ition

)


(S)PSLERevGuide3ed_Cover.indd All Pages 7/11/16 4:51 pm

For students taking PSLEfrom 2017

Science Revision GuidePrimary 3&4


3rd Edition


Writing TeamNoraini Binte AbbasTeo-Gwan Wai LanWinnie PehAkshita NandaJacqueline WooManisha Nayak

(S)PSLERG_titlepg.indd 2 9/6/16 3:29 PM

ii © 2016 Marshall Cavendish Education Pte Ltd

© 2004, 2010 Marshall Cavendish International (Singapore) Private Limited

© 2014, 2016 Marshall Cavendish Education Pte Ltd

Published by Marshall Cavendish Education

Times Centre, 1 New Industrial Road, Singapore 536196

Customer Service Hotline: (65) 6213 9444

E-mail: [email protected]

Website: www.mceducation.com

First published 2004

Second edition 2010

Reprinted 2010 (thrice), 2011 (thrice), 2012, 2013, 2014, 2015 (thrice), 2016

Third edition 2016

Reprinted 2017 (fourth)

All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system

or transmitted, in any form or by any means, electronic, mechanical,

photocopying, recording or otherwise, without the prior permission

of the copyright owner. Any requests for permission should be

addressed to the Publisher.

Marshall Cavendish is a registered trademark of Times Publishing Limited.

ISBN 978-981-4741-47-7

Acknowledgements The publisher would like to thank the following for permission to reproduce copyright material:

Front cover and Title page (tiger) © Ludmila Yilmaz | 123rf.com

(S)PSLERG_Prelim ii.indd 2 3/11/16 3:48 pm

Printed in Singapore

Low

er B

lock

Diversity

iii© 2016 Marshall Cavendish Education Pte Ltd

This section analyses challenging examination questions and provides strategies that you can use to answer them correctly.

This section comprises five full-colour detachable thematic maps that link the concepts across the chapters in each theme. It also contains thematic glossaries to help you identify key concepts. Use this section as a guide to help you recall all the concepts you need to master for the PSLE.

This section explains the skills and processes listed in the latest Primary Science syllabus and helps you sharpen your application of these skills and processes.

This section contains a Practice Examination Paper to prepare you for the PSLE. Assess yourself by comparing your answers with those provided.

Dear pupil,

Primary Science is studied as a subject from primary 3 to 6. At primary 3 and 4, you will study the topics in the Lower Block Syllabus. At primary 5 and 6, you will study the topics in the Upper Block Syllabus. At the end of primary 6, you will sit for the PSLE which will test you on all the topics from the Lower Block to the Upper Block.

This book is specially designed to guide you through your revision and to help you conquer the challenges in the PSLE.

Let us take a look at the five sections of this book and what they have in store for you!

To get the most out of this book, follow our highly recommended 5-step plan to conquer the PSLE!

Step 1Use Section A to revise all the concepts covered from Lower Block to Upper Block.

Step 5Finally, use Section D to assess yourself. Compare your answers with those provided.

Step 3Use Section B to learn and sharpen your application of skills and processes.

Step 2Use Section E to understand the big picture and recall the concepts that you have studied.

Step 4Use Section C to understand how to analyse examination questions and how to answer them correctly.

How To Use This Book

Section

Revision

NotesA

(S)PSLERG_SecADivider.indd 3 4/5/16 7:29 AM

263© 2016 Marshall Cavendish Education Pte Ltd

Section

Skills and

Processe

sB

(S)PSLERG_Sec B.indd 263 5/3/16 1:18 PM


Section

Case Stud

iesC

(S)PSLERG_Sec C.indd 313 4/29/16 8:46 PM

339

Section

Practice E

xaminati

on

Paper

D

(S)PSLERG_D(ExamP).indd 339 21/04/16 12:59 PM

Section

Thematic

MapsE

(S)PSLERG_SecEDivider.indd 395 21/04/16 5:12 PM

This section contains revision notes on the five themes that are covered from Lower Block to Upper Block. The notes are presented in an easy-to-read manner.

(S)PSLERG_Prelim.indd 3 6/7/16 2:12 PM

iv © 2016 Marshall Cavendish Education Pte Ltd

PrefaceSection A

Introduction Provides an introduction to the theme and shows you the connection to other themes

Read more in Links the topic you are learning to related concepts that you will learn at higher levels

Remember? Provides links to concepts you learnt in earlier levels or chapters

My Revision Checklist Helps you chart the course of your revision through an acknowledgement of your understanding of each learning point and the date you carried out this exercise. The date will serve as a reference and reminder if you need to revisit the chapter.

Overview Provides a summary of all the Life Science and Physical Science chapters that you need to learn in Lower Block and Upper Block

Low

er B

lock

Diversity

4 Diversity 5© 2016 Marshall Cavendish Education Pte Ltd © 2016 Marshall Cavendish Education Pte Ltd Diversity

Case StudiesIntroduction To DiversityThere is a great diversity of living and non-living things in the world. Living things, such as plants, animals, fungi and bacteria, come in a variety of shapes and sizes. Some living things are so small that we need to use a microscope to see them, while other living things can grow more than 100 metres tall. Diversity can be seen in non-living things as well. Non-living things can be made of different materials, such as wood, rubber, metal, fabric, ceramic, glass and plastic. Different materials have different characteristics or properties such as strength, flexibility, the ability to float or sink in water, transparency and the ability to absorb water.Due to this diversity of living and non-living things, we need to classify and organise them into groups. This makes it easier to learn more about them. There are many ways to group things. Things in the same group have some similar characteristics.

Diversity Theme — Content

Chapter 1 Classifying thingsChapter 2 Living and non-living thingsChapter 3 PlantsChapter 4 AnimalsChapter 5 Fungi and bacteriaChapter 6 Exploring materials

—

Lower Block Upper Block

• Chapter 2 Living and non-living things• Chapter 3 Plants• Chapter 4 Animals• Chapter 5 Fungi and bacteria• Chapter 6 Exploring materials

• Chapter 1 Classifying things• Chapter 3 Plants• Chapter 4 Animals• Chapter 5 Fungi and bacteria• Chapter 6 Exploring materials• Chapter 14 The human body as a

system

• Chapter 2 Living and non-living things• Chapter 7 Life cycles• Chapter 9 From parents to young• Chapter 10 Reproduction in plants• Chapter 16 Plants and their parts• Chapter 17 The plant transport system• Chapter 20 The unit of life• Chapter 27 Adaptations• Chapter 31 Energy in food

• Chapter 2 Living and non-living things• Chapter 7 Life cycles• Chapter 9 From parents to young• Chapter 11 Reproduction in humans• Chapter 20 The unit of life• Chapter 26 Food chains and food webs• Chapter 27 Adaptations• Chapter28Man’simpactonhisenvironment• Chapter 31 Energy in food

• Chapter 2 Living and non-living things• Chapter 8 Matter and its three states• Chapter 12 Water and changes in state• Chapter 21 Electrical systems• Chapter 29 Light and shadows• Chapter 30 Heat and temperature

• Chapter 2 Living and non-living things• Chapter 25 Living together• Chapter 26 Food chains and food webs• Chapter28Man’simpactonhisenvironment

Connection to other topics:

Chapter 1 Classifying things

Chapter 2 Living and non-living things

Chapter 3 Plants

Chapter 4 Animals

Chapter 5 Fungi and bacteria

Chapter 6 Exploring materials

Good to Know Provides additional but relevant information that gives you an edge to score well

26 Diversity © 2016 Marshall Cavendish Education Pte Ltd

Fish • Allfishliveinwater. • Mostfish,suchasthesalmon,haveanouter covering of scalesontheirbodies.

However,somefish,suchasthecatfish,donot. • Fishhavefinstohelpthemswimandgillstohelpthembreathe.

• Mostfish,suchasthefightingfishandgoldfish,lay eggs.However,somefish,suchastheguppyandmolly,givebirth to their young.

Insects • Insectshaveahardoutercoveringorexoskeleton.Thisgivestheinsectitsshape

andprotectsitssoftbody. • Thebodyofaninsectisdividedintothree parts.

tail

fin

gillcoverscales

Characteristicsofafish

Good KnowtoSome birds can swim underwater or dive into water. Penguins cannot fly

but can swim underwater. Some birds dive down from the sky or into the water to hunt for fish. Examples are gulls, pelicans and cormorants.

Good KnowtoMost fish die if they are out of the water for too long. This is because their

gills cannot take in oxygen from the air to breathe. However, some fish like the snakehead and mudskipper are able to stay out of water for a few hours up to a few days using special ways to obtain oxygen.

Good KnowtoThe three parts of an insect’s body are:

– the head, where the feelers that help the insect to smell and touch, are found;

– the thorax, where the legs, and one or two pairs of wings are found (some insects do not have wings);

– the abdomen, where the holes for breathing are found.

(S)PSLERG_A(D) 04.indd 26 5/30/16 8:42 PM

103Systems© 2016 Marshall Cavendish Education Pte Ltd

Low

er B

lock

System

s

Stem • The stems of most plants grow above the ground. • The stem supports the plant. • It also holds up the leaves to trap sunlight for making food. • Some plants have strong stems that grow straight up. • Some plants have weak stems. Weak stems may climb up other plants for support

or creep along the ground.

Good Knowto

Good KnowtoSome stems are found underground. They are known as underground stems.

Underground stems, such as potato and ginger, store food.

Potato Ginger

Leaves • The function of leaves is to make food for the plant. • Leaves trap sunlight in order to make food.

Good Knowto• Most leaves are green due to the chlorophyll present in them.• Some plants may have leaves of other colours, but they also contain chlorophyll.

Get t Right!✗ Wrong concept : Plants that consume insects, such as the Venus fl ytrap, do not make their own food.✓ Right concept : Plants such as the Venus fl ytrap can still make their own food. They consume insects to get enough nutrients to grow healthily.

Read more in UB – Chapter 31

The stem of a tree is known as its trunk. The trunk and branches of trees are protected by an outer covering called bark.

(S)PSLERG_A(D) 16.indd 103

5/30/16 8:13 PM

Get it Right! Points out and corrects common misconceptions that you may have

59Cycles

Uppe

r Blo

ckCycles

© 2016 Marshall Cavendish Education Pte Ltd

Big Questions• Whydolivingthingsreproduce?• Whatisheredity?• Whatcharacteristicsareinherited?• Whatisafamilytree?

1. Why Do Living Things Reproduce? • All living thingshavetheabilitytoreproduce.Thisisoneofthecharacteristicsthat

differentiatesthemfromnon-livingthings. • Eachlivingthinghasalimited life span,whichmayvaryinlength.Thus,allliving

thingswilldiesomeday. • Livingthingsmaydieduetooldage,illnesses,accidentsorattacksbypredators. • Reproductioninlivingthingshelpstheirownkindto continue to existonEarth.

2. What Is Heredity? • Family membersoftensharesimilarities

intheircharacteristicsortraits. • Thesetraitsarecontrolledbystructures

calledgenesfoundinthenucleiofcells. • Genescarryinformation about

characteristicsinlivingthings. • Parentspass ontheircharacteristics

or traitstotheiryoungwhentheyreproduce.

• Heredityisthepassingonoftraitsfromtheparentstotheiryoung.Wesaythattheyounginheritthesetraitsfromtheparents.

9Chapter

From Parents To Young

cytoplasm

DNA(genes)nucleus

cellmembrane

Ananimalcell

Read more in UB – Chapters 10 & 11

Read more in UB – Chapter 20


70 Cycles © 2016 Marshall Cavendish Education Pte Ltd

• Sporesaretinyandcanonlybeexaminedunderamicroscope.

• Sporesaregenerallydispersed by the windbecausetheyarelight.

• Likeseeds,sporeswillgerminateandgrowintonewplantswhenconditionsarefavourable.

Sporesarefoundinspore bagslocatedontheundersideofmatureleaves.

Sporesarefoundinspore bagslocatedattheendsofstalks.

MossFernNon-flowering Plants

sporebag

sporebag

A microscope allows us to see objects that are too small to be seen with the naked eye.

?Remember

Get t Right!

✗ Wrong concept : All plants reproduce from seeds.

✓ Right concept : Only fl owering plants reproduce from seeds. Non-fl owering plants reproduce from spores.

Good KnowtoSome plants can reproduce from other parts of the plant, such as stems,

suckers and leaves. This process is advantageous because it:

– does not depend on birds, insects or the wind for pollination and dispersal;

– does not require fertilisation;

– allows desirable or benefi cial qualities to be passed on to young plants without any change.

3. How Do Non-fl owering Plants Reproduce? • Besidessexualreproduction,someplantscanalsoreproducewithout fertilisation

(asexualreproduction). • Non-flowering plantssuchasfernsandmossesdo not produce seedsandusually

reproducefromspores.


8 Diversity

© 2016 Marshall Cav

endish Education Pte

Ltd

• Thereisusually

morethanonewaytoc

lassifyacollectionofth

ings.Thefollowing

diagramshowsanexa

mpleofhowthecharact

eristicsofthingscanbe

usedin

aclassification.

canbe

classifiedas

canbeclassified

accordingto

canbeclassified

accordingto

Things

Living things

Non-living things

Theirbody

covering

Howthey

reproduceShape

TextureColour

Propertiesof

materialsthey

aremadeof

Howtheymove Rea

d more in LB – Chapters

2, 3, 4, 5 & 6

1

2

3

Icanstatethatclassific

ationistheprocessofp

utting

thingsintogroups.

Icanexplainwhywen

eedtoclassifythings.

Icanclassifythingsacc

ordingtotheircommon

characteristics.

Icanuseclassification

tablesordiagramstosh

ow

similaritiesanddifferenc

esbetweenthings.

My Revision Checklist

SectionPoints

Not sureI know

(S)PSLERG_A(D) 0

1.indd 8

5/28/16 4:39 PM


Diversity

Application To Daily Life

Giant pandas are furry black andwhiteanimalsthatbelongtothebearfamily.TheirnaturalhomeisinthebambooforestsfoundinmountainsinvariouspartsofChina.

Thegiantpanda is the logoof theWorldWideFundforNature(WWF),anorganisationforwildlifeconservation.Doyouknowwhy?Thegiantpandaisanendangeredanimal.Thismeans that if it is not protected, itspopulationwillslowlydecreaseinnumberandeventuallydieout.ThegiantpandaontheWWF logo remindsusof theneed toconservewildlife andprevent them frombecomingextinct.

Why are the giant pandas endangered?First,giantpandasprimarilyeatonlybambooandlivewheretheirfavouritefoodisfound.In the past, thereweremany bambooforestswherethegiantpandascouldliveinandgettheirfood.AsthenumberofpeopleinChinagrew,peopleneededmore landtofarm.Thebambooforestswereclearedaway,threateningthepanda’ssurvival.

Second,giantpandasareslowtoreproduce.Theyarepickymatesandtheyusuallyraiseonebabyatatime.Thismakesithardforthenumberofgiantpandastoincrease.

Third, giant pandaswere hunted in thepastfortheirvaluablefur.Huntingthemisnowillegal.Butsadly,thenumberofgiantpandashasalreadybeengreatlyreduced.

Toprotectthegiantpandas,thegovernmentof China has banned large-scale cuttingof forests. It alsoworkswith theWWFto create bamboo forest links to allowgiant pandas tomove from one foresttoanother to search for food. Lawshavebeen passed to make the hunting ofgiant pandas illegal.More research andconservation efforts are being done tostudy theneedsofgiantpandas.Thiswillhelpprotect themandprevent themfrombecomingextinct.

The Gentle Giants

(S)PSLERG_A(D) 02.indd 155/28/16 4:49 PM

Application To Daily Life Helps you understand how Science is infused in your life

Lower BlockDiversity

1

© 2016 M

arshall Cavendish Education Pte Ltd

Diversity

Theme Life SciencePhysical Science

Lower BlockUpper Block


Diversity • Diversityoflivingandnon-livingthings – Chapter1Classifyingthings – Chapter2Livingandnon-livingthings – Chapter3Plants – Chapter4Animals – Chapter5Fungiandbacteria

—

• Diversityofmaterials – Chapter1Classifyingthings – Chapter2Livingandnon-livingthings – Chapter6Exploringmaterials

—

Cycles • Lifecycles – Chapter7Lifecycles

• Reproduction – Chapter9Fromparentstoyoung – Chapter10Reproductioninplants – Chapter11Reproductioninhumans

• Matter – Chapter8Matteranditsthreestates

• Water – Chapter12Waterandchangesinstate – Chapter13Thewatercycle

Systems • Humansystem – Chapter14Thehumanbodyasasystem – Chapter15Thedigestivesystem• Plantsystem – Chapter16Plantsandtheirparts

• Plantsystem – Chapter17Theplanttransportsystem• Humansystem – Chapter18Airandtherespiratorysystem – Chapter19Thecirculatorysystem• Cellsystem – Chapter20Theunitoflife

—

• Electricalsystem – Chapter21Electricalsystems – Chapter22Usingelectricity

Interactions

—

• Interactionswithintheenvironment – Chapter25Livingtogether – Chapter26Foodchainsandfoodwebs – Chapter27Adaptations – Chapter28Man’simpactonhisenvironment

• Interactionsofforces – Chapter23Magnets• Interactionsofforces – Chapter24Forces

Energy

—

• Energyformsanduses – Chapter31Energyinfood• Energyformsanduses – Chapter29Lightandshadows – Chapter30Heatandtemperature

• Energyforms,usesandconversion – Chapter32Formsandusesofenergy – Chapter33Sourcesofenergy

Case StudiesOverview Of Primary Science Chapters

(S)P

SLE

RG

_A O

verview.indd 1

6/4/16 8:13 PM


Low

er B

lock

Diversity

v© 2016 Marshall Cavendish Education Pte Ltd

367

Plants

Fertilisedeggdevelopsintoa

newbabyFertilisation

Penis

Testis

Sperm

Femalereproductivesystem

Fertilisation

Eggcell Malecell

Stigma

Femalepartsofaflower

Malepartsofaflower

Plants

Floweringplants

Non-floweringplants

• Reducing• Reusing• Recycling

ConservedWaterhasmanyuses

Waterisapreciousresource

waterinthesea,river

Watercyclecloud

Water

Definiteshape

LiquidSolid Gaseous

Canexistin3states

Parentspassontheircharacteristicstotheiryoung

Animals

Occurinstages

CyclesRepeatedpatternsofchangeLifecycles

adult

youngplant seed

young egg

Human/Chickenadult

pupa egg

Butterfly/Mosquito/Beetle

adult

larva

watervapour

rain,snoworhail

nymph egg

Cockroach/grasshopper

adult

tadpole egg

Frogadult

Matter

Hasmass Occupiesspace

Definitevolume

Nodefiniteshape

Nodefinitevolume

Canchangefromonestatetoanother

importantin

Evaporation:(liquidtogas)watertowater

vapour

Condensation:(gastoliquid)

watervapour/steam

towater

Melting(0ºC):(solidtoliquid)icetowater

Boiling(100ºC):(liquidtogas)watertosteam

Freezing(0ºC):(liquidtosolid)watertoice

Polluted

• Littering• Oilspills• Resultsofdeforestation

example

Seeds

Sexualreproduction

Style

Ovary

Ovule

Anther

Filament

Pollengrain

contains contains

fuse

involving

formedby

growfrom

Humans

involving

Sexualreproduction

reproduceby

Malereproductivesystem

Vagina

Womb

Ovary

Egg

shouldbe canbe

byby

properties properties propertiesexamples

properties

fuse

Newplant

Germination

Seeddispersal

Animals Wind Water Explosiveaction

by

Pollination

undergoes

367 © 2016 Marshall Cavendish Education Pte Ltd

(S)P

SLE

RG

_A(S

) prelim_2c.indd 367

5/30/16 8:55 PM

359

© 2016 Marshall Cavendish Edu

cation Pte Ltd

If ball A rolls off the wall, it will bo

unce

up to point P as shown in the

diagram on the right.

(b) Compared with point P, how

high will Ball B bounce up to if it rolls o

ff the wall? [1]

(c) When will the kinetic energy p

ossessed by both balls be converted to

sound energy?

[1]

42. The shadow of a block is formed

on the floor as

shown on the right.

(a) What object is needed to form

the shadows? [1]

(b) If the block remains at the sa

me position on the

ground, explain how its shadow can c

hange

in position as shown on the right.

[2]

ball Bball A

ball A at point P

ground

block

floor

block

floor

43.TheaimofIvan’sexperimentisto

findoutwhetherfishprefergreenor

redfishfood.

Hedropssomelittlegreenballsandl

ittleredballsoffishfoodintoatankof

fish.After

one minute, he counts the numbers of

green balls and red balls of fish food

left in the

tank. The graph below shows his resu

lts.

Number of balls of fish food

green fish food

red fish food Time (min)

1

20

10

0

(S)PSLERG_D(ExamP).indd

359

5/30/16 8:35 PM

326 327© 2016 Marshall Cavendish Education Pte Ltd © 2016 Marshall Cavendish Education Pte Ltd

Worked Example 7Richard was trying to make a model of the water cycle to demonstrate the formation of rain. He noticed that hardly any ‘rain’ was formed under the aluminium sheet or inside the beaker.

(a) How can Richard improve on his set-up so that more ‘rain’ can be formed under the aluminium sheet or inside the beaker? You may remove, replace or add any of the things in the set-up.

Draw and label the things in the new set-up below.

(b) State clearly the two things you have removed, replaced or added and explain why.

(c) Explain why Richard’s set-up did not work well.

ice cubes

ice cubes and cold water

beaker

aluminium sheet

1.

2.

The Two Things I Did: E.g. I have …

Why Did I Do That? E.g. This is to …

Kno ledge• In the experimental set-up, you are given opportunities to analyse the model

provided and generate ideas to improve the model.• You need to make careful observations and comparisons before providing a solution

to improve the model.

C ncept• In a water cycle, water changes from one state to another.• Evaporation and condensation are the two important processes that enable the

water cycle to take place.

Skills and processes• Skills: Observing, comparing, communicating, analysing, generating possibilities and

evaluating (the diagram)• Processes: Decision-making (about what to remove, replace and add)

Let’s work it utoStep 1: Read the questions carefully and highlight the important words.Step 2: Recall all the topics that you have learnt and that you think might be linked

to this question. For this question, topics related to water and heat would be relevant.

Step 3: Look at the questions and attempt to answer them.

Answer(a)

(1) ice cubes

(2) hot waterbeaker

aluminium sheet

(b)

(c) Richard’s set-up did not work well because the temperature at the bottom and the top of the aluminium sheet was the same as that of the surroundings. Therefore, there was little/no condensation of water to allow ‘rain’ to form.

1. I have removed the ice cubes from the water.

This is to ensure that there is a difference in temperature between the top and bottom of the beaker.

2. I have removed the cold water and replaced it with boiling/hot/warm water in the beaker.

This is to increase the rate of evaporation of water and to allow the evaporated water to condense on the aluminium sheet.



beaker

aluminium sheet

(1)

(2)

(S)PSLERG_Sec C.indd 326-327 5/30/16 9:34 PM

326 327© 2016 Marshall Cavendish Education Pte Ltd © 2016 Marshall Cavendish Education Pte Ltd

Worked Example 7Richard was trying to make a model of the water cycle to demonstrate the formation of rain. He noticed that hardly any ‘rain’ was formed under the aluminium sheet or inside the beaker.

(a) How can Richard improve on his set-up so that more ‘rain’ can be formed under the aluminium sheet or inside the beaker? You may remove, replace or add any of the things in the set-up.

Draw and label the things in the new set-up below.

(b) State clearly the two things you have removed, replaced or added and explain why.

(c) Explain why Richard’s set-up did not work well.

ice cubes

ice cubes and cold water

beaker

aluminium sheet

1.

2.



Kno ledge• In the experimental set-up, you are given opportunities to analyse the model

provided and generate ideas to improve the model.• You need to make careful observations and comparisons before providing a solution

to improve the model.

C ncept• In a water cycle, water changes from one state to another.• Evaporation and condensation are the two important processes that enable the

water cycle to take place.

Skills and processes• Skills: Observing, comparing, communicating, analysing, generating possibilities and

evaluating (the diagram)• Processes: Decision-making (about what to remove, replace and add)

Let’s work it utoStep 1: Read the questions carefully and highlight the important words.Step 2: Recall all the topics that you have learnt and that you think might be linked

to this question. For this question, topics related to water and heat would be relevant.

Step 3: Look at the questions and attempt to answer them.

Answer(a)

(1) ice cubes

(2) hot waterbeaker

aluminium sheet

(b)

(c) Richard’s set-up did not work well because the temperature at the bottom and the top of the aluminium sheet was the same as that of the surroundings. Therefore, there was little/no condensation of water to allow ‘rain’ to form.

1. I have removed the ice cubes from the water.

This is to ensure that there is a difference in temperature between the top and bottom of the beaker.

2. I have removed the cold water and replaced it with boiling/hot/warm water in the beaker.

This is to increase the rate of evaporation of water and to allow the evaporated water to condense on the aluminium sheet.



beaker

aluminium sheet

(1)

(2)

(S)PSLERG_Sec C.indd 326-327 5/30/16 9:34 PM


What Do These Observations Mean?Smart

!Study

• Howdoyouinferordrawconclusionsfromwhatyouobserveinyourexperiments?• Howdoyougivereasonableexplanationsbasedontheresultsobtained?

We construct inferences from observations. An inference is an explanation or interpretation of an observation. Each statement that we use to logically explain what we observed is called an inference. When we infer, we construct a link between what is directly observed and what is already known from our past experiences.

OnepurposeoflearningScienceistotestourhypotheses.Howdoweverifyourhypotheses? One way to do so is to carry out investigations, observe the results and make inferences based on our observations. Some common scientific tests are described below.

How Do You Test For The Presence (Or Absence) Of Starch?

Type of test and expected observation(s)

• Iodinesolutionisusedtotestforthepresenceofstarch.• Whenasubstanceiscoveredwithiodinesolution: − Substance + Iodine solution Iodinesolutionturnsdark-blue

(starch is present) – Substance + Iodine solution Iodine solution remains brown

(starch is absent)

Remarks • Iodinesolutionisusefulwhentesting: − whether there is starch in a substance, such as rice, flour and food

made mainly from plant products; − whether starch is stored in parts of plants, such as the leaves,

stems, roots or fruits; – whether photosynthesis has taken place.

(brown)

(brown)

How Do You Test For The Presence (Or Absence) Of Carbon Dioxide?

Type of test and expected observation(s)

• Limewaterisusedtotestforthepresenceofcarbondioxide.• Whenanunknowngasisbubbledintolimewater: − Gas + Limewater (colourless) Limewater turns chalky

(carbon dioxide is present) – Gas + Limewater (colourless) Limewater remains colourless

(carbon dioxide is absent)


267

© 2016 Marshall Cavendis

h Education Pte Ltd

B. Preparing An Object Or Sp

ecimen To Be Observed Under

The Microscope

• Step 1: Place the object

or specimen you want to observ

e on a clean glass slide.

Make sure that the object or sp

ecimen is very thin and smaller

than the

coverslip.

• Step 2: Place a drop of li

quid onto the object or specime

n. The type of liquid used will

be as stated in the procedures

for the experiment, such as wate

r or iodine

solution.

• Step 3: Place a coverslip

carefully over the object or spec

imen on the glass slide.

• Step 4: The drop of liquid

will spread out beneath the co

verslip. Ensure that no air

bubbles are trapped under the

coverslip.

– If there are air

bubbles, gently press or tap the

coverslip to move the

bubbles to the edge of the cove

rslip.

– Use a paper to

wel to gently soak up any extra

liquid on the glass slide.

C. Observing An Object Or Sp

ecimen Under The Microscope

• Step 1: Turn on the light

of the microscope.

• Step 2: Place the glass s

lide containing the object or spe

cimen on the stage of the

microscope.

• Step 3: Secure the glass

slide with the clips on the stage

of the microscope.

• Step 4: Always use the lo

w power objective lens of the m

icroscope to look at the

object or specimen first.

• Step 5: If you need to se

e more details, change to a hig

her power objective lens.

Use of a mounting needle to lo

wer the coverslip

When you are asked to obse

rve something, ask yourself

:

• Whatinformation about th

e object or event is relevan

t

to my investigation?

• Whichsenses should I us

e to gather this information

?

• Whatinstrument can I us

e to help me gather the

information more accurately

?

• Whatcharacteristics, det

ails or changes should

I look out for?

My Skill Checklist

mounting needle

coverslip slide

Observing

InformationSenses Instru

ment

(S)PSLERG_Sec B.indd

267

5/30/16 8:31 PM


Skill 2: Comparing

What Is Comparing?• Comparing is the skill of identifying the similarities and differences between two or more

things that you observe.• Thesimilaritiesanddifferencesobservedwillhelpyoutodrawconclusions about the

significance of the comparison.

How Do I Use This Skill? • Youcancomparethingsbyobservingtheminreal life or by observing diagrams, charts

or tables.• Youneedtoknowthecharacteristics of the things that can be compared.

Tips• Intheexaminations,youmaybeaskedto: − compare two or more things or events, – complete a comparison chart.

Example: Compare the organisms below. Write two similarities and two differences between them.

• Youneedtoknowandchoosethecharacteristicsoftheeagleandzebrathatcanbecompared, such as the number of legs, the type of body covering, the way they move and the way they reproduce.

• Thecomparisoncanbepresentedintheformofadescription, a chart or a table.

Eagle Zebra


Section B

Section DSection EPractice Examination Paper

Provides you an avenue to put your knowledge and skills into practice before the PSLE

Thematic MapGives an overview of all the concepts learnt in each theme in Lower Block and Upper Block

GlossaryGives a summary of the key concepts and can be used as a spelling list

IndexProvides easy reference to an extension of key terms and concepts in the book

Study Smart Provides tips on verifying various hypotheses and guidelines on studying for the PSLE

My Skill ChecklistEnsures that you are well-equipped to tackle examination questions that test skills and processes

What Is This Skill/Process?Provides an explanation of the skill/process

How Do I Use This Skill/Process? Explains how and in what context the skill/process can be used

Tips Provides an example of how the skill/process is applied

Section C

Answer Provides you with answers to the questions

Reason Provides explanations for the answers

Skills and ProcessesHighlights the skills and processes required to answer the questions

Let’s Work It Out Shows you how to answer the questions one step at a time

KnowledgeExplains the questions by drawing on what you have learnt

ConceptHighlights the concepts required to answer the questions

368

© 2016 Marshall Cavend

ish Education Pte Ltd

AntherA male reprod

uctive plant part that produce

s pollen

grains

BoilingThe change in

state from a liquid (water) to a

gas (steam)

Boiling point of water

The temperature at which liqu

id water boils

Condensation

The change in state from a g

as (steam or water

vapour) to a liquid (water)

DispersalThe spreading

out of seeds over a distance

to

prevent overcrowding

EvaporationThe change in


gas

(water vapour)

FertilisationThe fusion of a

male reproductive cell (sperm

) with

a female reproductive cell (eg

g)

FilamentMale reproduc

tive plant part that holds the a

nther up

FreezingThe change in


solid

(ice)

Freezing point of water

The temperature at which liqu

id water freezes

GerminationThe first stage

in a plant’s development from

a seed

HeredityThe passing on

of traits from parents to youn

g

HumidityThe measure o

f the amount of water vapour

in the air

Life cycleThe different st

ages in the life of a living thin

g —

birth, growth, development an

d reproduction

MassThe amount of

matter in a body or object

MatterAnything that h

as mass and occupies space

Case Studies

GlossaryMeltingThe change in s

tate from a solid (ice) to a liqui

d (water)

Melting point of ice

The temperature at which sol

id ice melts

Ovary (in humans)

A female reproductive human

organ that produces

female reproductive cells cal

led eggs or ova

Ovary (in plants)

A female reproductive plant p

art that protects the

ovule and becomes the fruit a

fter fertilisation has

taken place

OvuleA structure in t

he ovary that becomes the se

ed after

fertilisation has taken place

PenisA male reprod

uctive human organ that tran

sfers the

sperms into the vagina

PollinationThe transfer of

pollen grains from the anthe

r to the

stigma

Sexual reproduction

The forming of a new individu

al, through the fusion

of male and female reproduc

tive cells

StigmaA female repro

ductive plant part that receive

s pollen

grains from the anther

StyleA female repro

ductive plant part that connec

ts the

stigma to the ovary

Testis (Plural: Testes)

A male reproductive human

organ that produces

male reproductive cells called

sperms

VaginaA female repro

ductive human organ

VolumeThe amount of

space that a body or object o

ccupies

Water cycleThe continuou

s movement of water from th

e earth,

to the sky and back to the ea

rth

WombA female repro

ductive human organ where a

fertilised egg develops

(S)PSLERG_A(S) TMap

s.indd 368

5/30/16 9:15 PM


vi © 2016 Marshall Cavendish Education Pte Ltd

ContentsSection A — Revision Notes

Theme Level Chapter PageDiversity Lower Block 1. Classifying Things

2. Living And Non-living Things3. Plants4. Animals5. Fungi And Bacteria6. Exploring Materials

6916223235

Cycles Lower Block 7. Life Cycles8. Matter And Its Three States9. From Parents To Young10. Reproduction In Plants11. Reproduction In Humans12. Water And Changes In State13. The Water Cycle

42515963747883

Upper Block

Systems Lower Block 14. The Human Body As A System15. The Digestive System16. Plants And Their Parts17. The Plant Transport System18. Air And The Respiratory System19. The Circulatory System20. The Unit Of Life21. Electrical Systems22. Using Electricity

9497101105108118126132141

Upper Block

Interactions Lower Block 23. Magnets24. Forces25. Living Together26. Food Chains And Food Webs27. Adaptations28. Man’sImpactOnHisEnvironment

152160172192199216

Upper Block

Energy Lower Block 29. Light And Shadows30. Heat And Temperature31. Energy In Food32. Forms And Uses Of Energy33. Sources Of Energy

226233241246258

Upper Block


Low

er B

lock

Diversity

vii© 2016 Marshall Cavendish Education Pte Ltd

Section B — Skills And Processes

Section C — Case Studies

PageSharpen Your Skills!Skill 1: ObservingSkill 2: ComparingSkill 3: ClassifyingSkill 4: Using Apparatus And EquipmentSkill 5: CommunicatingSkill 6: InferringSkill 7: PredictingSkill 8: AnalysingSkill 9: Generating PossibilitiesSkill 10: EvaluatingSkill 11: Formulating HypothesisProcess 1: Creative Problem-solvingProcess 2: Decision-makingProcess 3: Investigating

264265268272275278291293296296297298299301303

What Do These Observations Mean? 306

Examination Tips 308

PageWorked Example 1Worked Example 2Worked Example 3Worked Example 4Worked Example 5Worked Example 6Worked Example 7Worked Example 8Worked Example 9Worked Example 10Worked Example 11

314316317319321323326328331333335


viii © 2016 Marshall Cavendish Education Pte Ltd

Index

Section D —PracticeExaminationPaper

Section E—ThematicMaps

PagePartI(Multiple-choiceQuestions)PartII(Open-endedQuestions)Answers

338353361

PageUsingThematicMaps 364Map1:

Map2:

Map3:

Map4:

Map5:

Diversity Glossary Cycles Glossary Systems Glossary Interactions Glossary Energy Glossary

365366367368369370371372373374

PageIndex 375


Low

er B

lock

Diversity

1© 2016 Marshall Cavendish Education Pte Ltd Diversity

Them

eLif

e Sc

ienc

ePh

ysical Scien

ce

Lower Block

Upp

er Block

Lower Block

Upp

er Block

Diversity

•Diversityofliving

and

no

n-livingthings

–

Chap

ter1Classifyingthings

–

Chap

ter2

Livin

gan

d

non-livingthings

–

Chap

ter3

Plants

–

Chap

ter4

Animals

–

Chap

ter5

Fung

iand

ba

cteria

—

•Diversityofm

aterials

–

Chap

ter1Classifying

things

–

Chap

ter2

Livin

gan

dno

n-livingthings

–

Chap

ter6

Exp

lorin

gmaterials

—

Cycle

s•

Life cycle

s

–Ch

apter7

Lifecycles

•Re

prod

uctio

n

–Ch

apter9

From

paren

tsto

you

ng

–Ch

apter 10Re

prod

uctio

ninplants

–

Chap

ter11R

eprodu

ctioninhum

ans

•Matter

–

Chap

ter8

Mattera

nd

itsth

reestates

•Water

–

Chap

ter12Waterand

ch

ange

sinstate

–

Chap

ter13Th

ewatercycle

System

s•

Human

system

–

Chap

ter14Th

ehu

man

bo

dyasasystem

–

Chap

ter15Th

edige

stive

system

•Plan

tsystem

–

Chap

ter16Plan

tsand

theirp

arts

•Plan

tsystem

–

Chap

ter17Theplan

ttranspo

rtsystem

•Hu

man

system

–

Chap

ter 18Aira

ndth

eresp

iratory

system

–

Chap

ter 19Th

ecircu

latorysystem

•Ce

llsystem

–

Chap

ter2

0Th

eun

itoflife

—

•Ele

ctricalsystem

–

Chap

ter 2

1Electricalsystems

–

Chap

ter2

2Us

ingelectricity

Interactions

—

•Interactions

with

inth

een

viron

men

t

–Ch

apter2

5Liv

ingtoge

ther

–

Chap

ter 2

6Food

chainsand

food

web

s

–Ch

apter2

7Ad

aptatio

ns

–Chapter 28Man’simpactonhis

environ

men

t

•Interactions

offorces

–

Chap

ter2

3Mag

nets

•Interactions

offorces

–

Chap

ter2

4Forces

Energy

—

•En

ergy

form

san

dus

es

–Ch

apter3

1Ene

rgyinfo

od•

Energy

form

san

dus

es

–Ch

apter2

9Lig

htand

sh

adow

s

–Ch

apter3

0He

atand

tempe

rature

•En

ergy

form

s,usesan

dco

nversio

n

–Ch

apter3

2Form

san

dus

es

ofene

rgy

–

Chap

ter3

3So

urceso

fene

rgy

Cas

e S

tudi

esO

verv

iew

Of P

rim

ary

Sci

ence

Cha

pter

s

(S)PSLERG_A Overview.indd 1 6/4/16 8:13 PM


(S)PSLERG_A Overview.indd 2 6/4/16 8:13 PM

Section

Revision

NotesA

(S)PSLERG_SecADivider.indd 3 4/5/16 7:29 AM


Case StudiesIntroduction To DiversityThere is a great diversity of living and non-living things in the world. Living things, such as plants, animals, fungi and bacteria, come in a variety of shapes and sizes. Some living things are so small that we need to use a microscope to see them, while other living things can grow more than 100 metres tall. Diversity can be seen in non-living things as well. Non-living things can be made of different materials, such as wood, rubber, metal, fabric, ceramic, glass and plastic. Different materials have different characteristics or properties such as strength, flexibility, the ability to float or sink in water, transparency and the ability to absorb water.Due to this diversity of living and non-living things, we need to classify and organise them into groups. This makes it easier to learn more about them. There are many ways to group things. Things in the same group have some similar characteristics.

Diversity Theme — Content

Chapter 1 Classifying thingsChapter 2 Living and non-living thingsChapter 3 PlantsChapter 4 AnimalsChapter 5 Fungi and bacteriaChapter 6 Exploring materials

—


• Chapter2Livingandnon-livingthings• Chapter3Plants• Chapter4Animals• Chapter5Fungiandbacteria• Chapter6Exploringmaterials

• Chapter1Classifyingthings• Chapter3Plants• Chapter4Animals• Chapter5 Fungiandbacteria• Chapter6Exploringmaterials• Chapter14Thehumanbodyasa

system

Connection to other topics:

Chapter 1 Classifying things

Chapter 2 Living and non-living things

Chapter 3 Plants

Chapter 4 Animals

Chapter 5 Fungi and bacteria

Chapter 6 Exploring materials

(S)PSLERG_A IntroD.indd 4 5/28/16 9:02 PM

SCI_PSLE_LR_01SCI_PSLE_LR_02SCI_PSLE_LR_03SCI_PSLE_LR_04SCI_PSLE_LR_05SCI_PSLE_LR_06SCI_PSLE_LR_07SCI_PSLE_LR_08SCI_PSLE_LR_09SCI_PSLE_LR_10SCI_PSLE_LR_11SCI_PSLE_LR_12SCI_PSLE_LR_13

science psle revision guide (3rd edition) — the most...

Documents