springdale primary school - moespringdalepri.moe.edu.sg/qql/slot/u152/parents/parent...

Springdale Primary School


Sharing Outline

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• Science Process Skills (Upper Block)• Answering techniques


Skills & ProcessesSkills•Observing•Comparing•Using apparatus & equipment•Communicating•Inferring•Formulating hypothesis•Predicting•Analysing•Generating possibilities•Evaluating

Processes• Creative problem

solving• Decision-making• Investigation

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Big Ideas in the Primary Science Syllabus

Big Ideas(Themes)

Key Inquiry Questions

Diversity • What is our environment made up of?• Why is it important to maintain diversity?• How do we go about understanding the diverse range of living

and non-living things?

Systems • What are the different parts of a system?• How do parts of a system or different systems interact together

to perform a function?

Cycles • What are the cycles in our everyday life?• How are cycles important to life?

Interactions • How does Man interact with his surroundings?• What are the consequences of Man’s interactions with his

surroundings?

An Overview

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Big Ideas in the Primary Science Syllabus

Big Ideas(Themes)

Key Inquiry Questions

Energy • How does energy affect Man and his surroundings?• Why is it important to conserve energy?

An Overview

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Themes Life Science Physical Science

Diversity • Diversity of living things• (General characteristics &

classification)

• Diversity of non-living things• (General characteristics and

classification)• Diversity of Materials

Systems • Plant System (Plant parts & functions, respiratory & circulatory system)

• Human System (Digestive, Respiratory & circulatory system)

• Cell System

• Electrical System

Cycles • Cycle in plants & animals• (Life cycles, Reproduction)

• Cycle in Matter & Water (Matter, water)

Themes

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Themes

Themes Life Science Physical Science

Interactions • Interaction within the environment (Web of Life, Adaptation, Man’s Impact on the environment)

• Interaction of forces (Magnets, Frictional force, Gravitational force, Elastic Spring Force)

Energy • Energy forms & uses• (Photosynthesis)

• Energy forms & uses(Light & Heat)

• Energy Conversion

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Themes P3 P4 P5 P6

Diversity • Living & Non-living things

• Diversity of Living things

• Diversity of Materials

Systems • Plant system• Human system

(Digestive System)

• Circulatory & Respiratory Systems in Plants & Animals

• Cells• Electrical

System

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Themes P3 P4 P5 P6

Cycles • Life cycle of plants & animals

• Matter • Water• Reproduction

in Plant & Human

Interactions • Magnet • Environment• Web of Life• Adaptation• Man’s impact

on the environment

• Forces

Energy • Light• Heat

• Energy & Photosynthesis

• Energy forms & uses

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Exam Format (Standard Science)

Booklet Item Type No. of Questions

Marks per Question

TotalMarks

A Multiple-choice

28 2 56

B Open-ended 12 - 13 2 - 5 44

Format of Paper

Duration of Paper: 1 hour 45minutes**All concepts learnt from P3 to P6 will be assessed during PSLE

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Booklet Item Type No. of Questions

Marks per Questions

TotalMarks

A Multiple-choice

18 2 36

B StructuredOpen-ended

6-75-6

2 - 32 - 4

1424

Format of Paper

Duration of Paper: 1 hour 15 minutes

Exam Format (Foundation Science)

**All concepts learnt from P3 to P6 will be assessed during PSLE

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Assessment

1) Knowledge with understanding (40%)Pupils should be able to demonstrate knowledge and understanding of scientific facts, concepts and principles

2) Application of Knowledge and Process Skills (60%)a) Apply scientific facts, concepts and principles to new situationsb) Use one or a combination of the basic process skills

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What are the implications?

Students must:1) Understand concepts and “Big Ideas”

- Make connections between concepts learnt- Apply concept(s) in new situations- Explain clearly and accurately referencing to science concepts / principles / facts

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What are the implications?

Students must:2) Revise concepts learnt from P3 – P6

3) Focus on Scientific Inquiry- Inquiry: activities and processes which scientists and students engage in the study of the world around us- Important to practise an array of thinking skills (e.g. creative problem solving, decision making & investigation skills) that support scientific inquiry

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Science Process Skills

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Why these skills and processes?

Bloom’s Taxonomy (1954)

Revised Bloom’s Taxonomy (2001)

Evaluation Creating

Synthesis Evaluating

Analysis Analysing

Application Applying

Comprehension Understanding

Knowledge Remembering

More complex

Less complex

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RBT Knowledge Dimensions

1) Factual knowledge

– Basic facts and vocabulary that pupils must know or be familiar within a subject

• Examples:

– Water can exist in 3 states; solid, liquid and gaseous state.

– A substance melts when it changes from solid to a liquid

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2) Conceptual knowledge

– Inter-relationship between basic facts

• Examples:

– Factors that affect the survival of an organism

– Roles of various physical processes in the water cycle

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3) Procedural knowledge

– Knowing “how-to-do” process skills

• Examples:

– How to use data loggers in experiments

– How to investigate the transparency of materials to light and communicate findings

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4) Metacognitive knowledge

– Understanding & awareness of one’s thinking processes

• Examples:

– Understand that conclusions in science should be made objectively based on data

– Knowing how to look for data and information to validate observations and explanations about photosynthesis

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Revised Bloom’s Taxonomy (RBT)

Cognitive Categories

Question Commonly associated words

Remembering Can pupils recallinformation?

List, identify, name, label & state

Understanding Can pupils explain ideas or concepts?

Classify, interpret, summarise, describe, compare, paraphrase, giving examples

Applying Can pupil use information in a familiar or new situation?

Use a concept Carry out a procedure Implement a procedure

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Revised Bloom’s Taxonomy (RBT)

Cognitive Categories

Question Commonly associated words

Analysing Can pupil break information into parts to explore relationships?

Distinguish (cause & effect)Infer, predict and investigate

Evaluating Can pupils justify an opinion, decision or course of action?

Select, critique, judge, choose, check

Creating Can pupils generate new products, ideas or ways of looking at things?

Generate possibilities, design an investigation, provide alternatives, modify, suggest

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Using Apparatus and Equipment

• Developing the ability to select apparatus and units when taking measurements

• Using apparatus correctly and carefully

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• Knowing the functions of various apparatus, instruments or equipment

• Knowing the limitations of various apparatus – that is, what the apparatus cannot measure

– e.g. a clinical thermometer cannot measure the boiling point and freezing point of water

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Crystal wanted to show how a steel rod could be magnetised using electricity. She found the following items in the Science room:

Using Apparatus & Equipment


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Using only the items shown in the diagram, answer the following questions:

(a) In her set-up, she also wanted to show that there was electricity passing through the circuit. Complete the diagram below to show how Crystal should set up the experiment . The coiled wire has been drawn for you.


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Communicating

• Transmitting and receiving information presented in various form:

– Verbal (by talking)

– Pictorial (using pictures or drawings)

– Tabular (using tables)

– Graphical (using graphs)

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Communicating – Pictures or Drawings

• May need to use symbols instead

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Communicating - Life cycle of organism(s)

Egg

Adult butterfly Caterpillar (Larva)

Pupa

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Fill in the blanks with the correct processes.

Communicating

Communicating – Water Cycle

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Communicating – Tabular

A B

1 2.3

2 4.5

4 6.7

8 8.3

16 10.5

Relationships of data in a table •When A increases, B also increases.

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+ 25

+ 40+ 50

+ 20+ 10

Relationships of data in a table

• As temperature of area increases, the greater the increase in the height of the plant until 44°C.

After which, the increase in height of the plant decreases as the temperature of the area increases.

Communicating – Tabular

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Communicating – Graphical

A graph shows the relationship between two variables

• Bar graph

• Line graph

– X-axis refers to the horizontal-axis (independent variable)

– Y-axis refers to the vertical-axis (dependent variable)

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Ann conducted an experiment using five bar magnets to find out magnet is the strongest. She recorded her results in a graph, as shown below.

Communicating & Analysing


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Which is the strongest bar magnet? Explain your answer.

•Bar magnet C is the strongest magnet because it is able to attract the most number of thumbtacks.

Communicating & Analysing


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Bee Ling used the electrical method to turn an iron nailinto a magnet. She recorded her results in a graph asshown below.

Communicating, Analysing & Inferring


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What does the graph tell you about the relationship between

the number of coils and the number of thumbtacks?

As the number of coils around the iron nail increases, the number of

thumbtacks attracted increases.

Communicating, Analysing & Inferring


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Jane carried out an experiment with two solids, A and B. Sheheated up A and B at the same time with the same amount ofheat. Heat is supplied throughout the experiment. The graphsbelow shows the temperatures of A and B as they are beingheated up.

Communicating


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Springdale Primary SchoolCommunicating


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Answer : ( )


Predicting

• Assessing the likelihood of an outcome based on prior knowledge of how many things usually turn out

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Nick learnt in his Science lesson that bacteria present in the air cause food to turn bad. He also learnt that when food is exposed to more air, food turns bad faster.

Nick carried out an experiment using a packet of milk and 3 set-ups shown below.

Communicating & Predicting

milk

Predicting

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He put the same amount of milk in three test tubes and left the tubes at room temperature. For each set-up, he recorded the number of hours for the milk to first turn bad.

Which one of the following shows the correct order in which the milk in the set-ups turned bad, starting from the shortest time to the longest time?

(1) A, B, C

(2) A, C, B

(3) C, B, A Answer : ( )

(4) C, A, B

Communicating & Predicting

Predicting

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Analysing & Inferring

• Identifying parts of objects, information of processes, and the patterns and relationships between these parts

Inferring

• Interpreting or explaining observations or pieces of data or information

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In an experiment, Johan placed two identical kettles on two metal plates of the same material with different surfaces. The kettles contained the same amount of water at room temperature. The plates were heated from below.



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In which kettle, A or B, would the water boil first? Give a reason for your answer.

Kettle A. A greater surface area of the kettle A is in contact with the metal plate than kettle B, thus allowing it to gain more heat than kettle B.



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In a desert, snakes crawl on the hot sand while lizards run using two of its four legs.



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Based on this observation, give two reasons why this lizard can move over a longer distance on hot sand compared to the snake in a desert.



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Springdale Primary SchoolAnalysing & Inferring


Reason 1 – The lizard has lesser surface of its body incontact with the hot sand (structural adaptation).Reason 2 – The lizard runs unlike the snake, so it has lesstime in contact with the hot sand and gains less heat fromit within the same period of time (behavourial adaptation).

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Sally filled a test tube with some water. She placed the test tube in a beaker of water. The test tube floated as shown below in Diagram 1.

When she filled the test tube with more water and placed it in the beaker of water, the test tube sank as shown in Diagram 2.



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Give a reason why the test tube sank when it was filled with more water.

The test tube is heavier when filled with more water.



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A submarine is a type of boat that can travel underwater in the sea as shown in Diagram 3. It has tanks which can be filled with water. The tanks are fixed inside the submarine.



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Based on Sally’s experiment, what should be done to make the submarine rise from underwater to the surface of the sea?

Remove the water in the tanks in the submarine.



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Evaluating & Inferring

• Assessing the reasonableness, accuracy and quality of information, processes or ideas

• Assessing the quality and feasibility of objects

Generating Possibilities

• Exploring all the alternatives, possibilities and choices beyond the obvious or preferred one

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Samy set up an experiment as shown below.

When the metal clips were connected to the container, the bulb lit up.



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State whether liquid P and material Q must be conductor(s) of electricity. Give a reason for your answer.


No The current do not need to flow through the liquid P to light up the bulb.

The current must flow through the container made of material Q. Hence it must be a conductor of electricity to close the circuit.

Yes


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Answering Techniques

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What is Aim of experiment / investigation?

Aim is a statement of the purpose of the experiment /

investigation.

Aim of Experiment

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How do you identify the aim of the experiment /

investigation?

Look out for phrases in the question stem such as:

“…to find out if…..”

“...to find out whether……”

“... to find out how…..”

“... to investigate the effect of…….”.

Highlight the aim of the experiment / investigation.

Aim of Experiment

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John wants to conduct an experiment using 4 set-ups, A, B,C and D, shown below to find out whether a rose planttakes in more water than a balsam plant. aim

Aim of Experiment

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Practice:

Wendy wanted to find out how the arrangement of bulbsin a circuit would affect their brightness. She set up thefollowing circuits A, B, C and D, using electrical bulbs andbatteries.

aim

Aim of Experiment

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Sometimes, the aim of the experiment is not stated inthe question.

By analysing the independent variables (the changedvariables) and experimental results, you would be ableto state the aim of the experiment.

Aim of Experiment

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What is a variable?

A variable is any factor or condition that can exist in

different amounts or types. An experiment usually has

three kinds of variables:

Variables

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•Independent variables answer the question

"What do I change?“

•Dependent variables answer the question

"What do I observe / measure?"

•Constant variables answer the question

"What do I keep the same?"

Variables

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Jamie conducted an experiment using two seeds, X and Y, as

shown in the diagram below (not drawn to scale). She wanted

to find out how the wing span of the wing-like structure affects

how far the seed can be dispersed.

aim changed variable

dependent variable

Wing span

Seed X

Wing span

Seed Y

Variables

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She released the two seeds from the same height at the same

time.

constant variable

Wing span

Seed X

Wing span

Seed Y

Variables

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Practice:

Ahmad wanted to find out how the mass of a plastic toy

affected the time taken for it to fall vertically to the ground

from a given height. What are the variables Ahmad had to

keep constant to ensure that it is a fair test?

changed variable

dependent variable

constant variable

aim

Variables

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John decided to use set-ups A and B to conduct anotherexperiment. Based on observation of the above diagram,what do you think the aim of his experiment is?

changed

variable

number

of leaves

Variables

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changed

variable

number of leaves

To find out if the number of leaves affect the rate of waterabsorption. / To find out if a plant with more leaves absorbmore water than a plant with fewer leaves.

Variables

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John filled 3 beakers, A, B and C, with the same amount ofwater before placing an equal number of duckweeds in eachbeaker. He then added 1g of soap P and 1g of soap Q intobeaker B and C respectively as shown in the diagram below.He then monitored the number of duckweeds in the threeset-ups over 5 days.

changed

variable

Variables

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The results of his experiment are shown in the table below.

dependent variable

What do you think is the aim of John’s experiment?

To find out if the type of soap affects the survival/growth ofduckweeds.

Variables

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What is a fair test?

A fair test is an experiment that only has 1 changed

variable.

A fair test ensures that the experimental results is only

caused by the variable that is changed and not due to

any other factors.

Fair Test

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How should students approach questions on fair test?

Highlight the independent variable (changed variable)

Check if more than 1 variable has been changed (more than 1 changed variable suggests an unfair experiment)

Highlight / Identify the experimental results

Fair Test

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a) Why is it a fair test?

There is only one changed variable, ________________,

(write the changed variable in that question) in the

experiment.

Fair Test

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b) Why is it not a fair test?

There should be only one changed variable,______________ (write the only variable that should bechanged in the experiment), but ________________(write the other variables that have been changed) hasalso been changed.ORThere is more than 1 changed variable in theexperiment, __________________ and_______________ (write the variables that have beenchanged in the experiment).

Fair Test

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c) How is it a fair test?

It ensures that only the changed variable,_______________ (write the changed variable in theexperiment), is affecting the ________________ (specifythe experimental results).

Fair Test

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Which answer template, A, B or C should be used here?76

Springdale Primary School 77


Which answer template, A, B or C should be used here?

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What is a conclusion?

The conclusion of the experiment depends on its aim.

When an experiment / investigation is conducted, data is

collected. This data is used to ‘answer’ the aim of the

experiment.

The conclusion can also state the relationship between theindependent and dependent variable.

Writing A Conclusion

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How should students answer questions on conclusion?

Highlight aim of experiment

Analyse / understand the data

Conclude based on the aim of experiment


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changed

variable

dependent variable

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Practice:Based on the results of the experiment, what can youconclude about the number of bubbles produced and thedistance between the water plant and the lamp?

As the distance between the lamp and the plantincreases, the number of bubbles produced decreases.


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Reliability in a Science experimentA researcher will use as many repeat sample groups as possible to reduce the chance of an abnormal sample group that will skew the results. If three trials are used in an experiment and one shows a completely different result from the other trials, then there may be something wrong with the experiment. If the results continue to be wildly different, then there is likely to be something very wrong with the experimental design and the results become unreliable.

Reliability

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(units)


To ensure reliability of the experimental results.

Reliability

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To ensure reliability of the experimental results.

Reliability

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What can Jaden do to improve the reliability of his

experiment?

______________________________________________

______________________________________________

Repeat the experiment a few more times and find the average

time taken for the items to reach the ground.

Reliability

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QUESTIONS REQUIRING EXPLANATION

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• For questions that require explanation, students must not merely state definitions of concepts.

• Students must answer in accordance to the context of the question.

• Students must use information/data in the question to support their explanation.

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Using O-I-C strategy to answer questions.

O = Observe

I = Interpret

C = Conclude (may not apply to all questions)

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Floor tile N. The amount of force needed to move the

block is more showing that there is more frictional force

between the block and the tile so it will increase friction

between the bathroom floor and feet to prevent slipping.


It reduces the surface area in contact with the sand so

less heat will be conducted from the hot sand to the

drinks.


A. The reading on the datalogger is highest at all distances

showing that greatest amount of light is reflected so the

safety vest will be able to reflect most light to motorists to

warn them of the presence of the worker.


Ways to help your

child in Science

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Ways to help your child in Science

• Wander and wonder with your child- regular trips to the Science Centre, Zoological Gardens, Botanical Gardens, markets and your own kitchen

• Observe, explore and discuss natural phenomena

• Provide time / materials / resources for Science projects

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• Encourage involvement in community projects that support scientific understanding- Recycling, Preventive measures to stop Dengue Fever

• Ask your child to explain their responses in detail- Ask WHY

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• Check your child’s activity book and files regularly. Make sure assignments are carefully completed and concepts understood.

• Work in partnership with your child’s teacher.

• Encourage your child to explain using science concepts learnt in real life situations.

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springdale primary school - moespringdalepri.moe.edu.sg/qql/slot/u152/parents/parent...

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