science sharing session for parents2019 lower block sharing for parents...materials diversity cycles...
TRANSCRIPT
SCIENCE SHARING SESSION FOR PARENTS2019 LOWER BLOCK
School of Excellence, Individuals of Character
COVERAGE OF WORKSHOP
2
MOE Science Framework
Syllabus for P3 and P4
Experiments and Variables
Strategies for answering Science questions
Applying Answering Techniques for HOT
Questions
Alternative Conceptions
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MOE SCIENCE FRAMEWORK stimulate their curiosity about their environment
learn scientific concepts to help them
understand themselves and the world around them
opportunities to developskills and attitudes necessary to solve problems
help students
appreciate how science influences people and the environment
MOE SCIENCE SYLLABUS
Where do we get a copy of the 2014* syllabus?
https://www.moe.gov.
sg/docs/default-
source/document/edu
cation/syllabuses/scie
nces/files/science-
primary-2014.pdf
Coverage of the Syllabus
Five themes
Primary 3 Primary 4
Living
and Non-
Living
Things
Materials
Diversity Cycles Systems Energy Interactions
Cycles in
plants
and
animals
Matter
Plant parts
and
functions
Human
systems –
Digestive
system
Light and
heat
energy
Magnets
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SYLLABUS CHANGE
6
THEME CHANGES
Diversity Classifying animals into amphibians and
reptiles
Diversity Hardness (scratch test) is taken out of
syllabus
Cycles Pupils required to know the cycles for
animals introduced in TB (butterfly,
beetle, mosquito, grasshopper, cockroach,
chicken and frog)
Otherwise, will be labelled as Animal X
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THINGS TO NOTE – NOT REQUIRED
Pupils are only required to identify the muscular and skeletal system. Detailed knowledge of the muscular and skeletal systems (such as names of the bones/muscles in the body and descriptions of how they work) are not required.
Pupils are only expected to know that Iron and Steel are magnetic materials. Recall of other magnetic materials such as nickel and cobalt is not required.
The laws of reflection are not required.
Recall of the rate of heat transfer of specific materials (such as different types of metals) is not required.
Pupils are not required to recall names of specific living things (e.g. guppy) and their characteristics (e.g. give birth to young alive)
7School of Excellence, Individuals of Character
CHANGES TO ASSESSMENT
SUMMATIVE ASSESSMENT – P3
SA1 (Term 2) SA2 (Term 4)
Diversity Living and Non-living
things
Plants
Animals
Fungi & Bacteria
Exploring Materials
Living and Non-living
things
Plants
Animals
Fungi & Bacteria
Exploring Materials
Cycles Life cycles of some
animals
Life cycles of plants
Matter
Weightage 50 marks – SA1
(100%)
80 marks – SA2
(100%)
Overall 30% 70%
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SUMMATIVE ASSESSMENT – P4
SA1 (Term 2) SA2 (Term 4) *SBB
Systems Body Systems
Plant Systems
Body Systems
Plant Systems
Energy Light Energy Light Energy
Heat Energy
Interactions Magnets & their Properties
Making Magnets
Using Magnets
P3 topics P3 – Cycles
Life cycles of
some animals
and plants
Matter
P3 – Diversity & Cycles
Weightage 100 marks – SA1 100 marks – SA2
Overall 30% 70%
10School of Excellence, Individuals of Character
SCIENCE PROCESS SKILLS
• Observing• Comparing• Classifying• Inferring• Predicting• Analysing• Evaluating• Communicating• Generating possibilities
• Formulating
hypothesis
• Creative Problem
Solving
• Decision-making
• Investigation
11School of Excellence, Individuals of Character
PROCESS SKILLS IN PRIMARY SCIENCE
Comparing Identifying the similarities and differences
between two or more objects, concepts or
processes.
Classifying Grouping objects or events based on common
characteristics.
Inferring Interpreting or explaining observations or
pieces of data or information.
Analysing Identifying the parts of objects, information or
processes, and the patterns and relationships
between these parts.
Evaluating Assessing the reasonableness, accuracy and
quality of information, processes or ideas and
also the quality and feasibility of objects.
Communicating Transmitting and receiving information
presented in various forms – written, verbal,
pictorial, tabular or graphical.
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COMMON TERMS USED Term Description of meaning
Classify to group things based on common
characteristics
Compare to identify similarities and differences
between objects, concepts or processes
Describe to state in words (using diagrams where
appropriate) the main points of a topic
Identify to select and/or name the object, event,
concept or process
Infer to draw a conclusion based on observations
13School of Excellence, Individuals of Character
COMMON TERMS USED
Term Description of meaning
Investigate to find out by carrying out experiments
List to give a number of points or items
without elaboration
Measure to obtain a reading from a suitable
measuring instrument
Observe to obtain information through the use
of the senses
State To give a concise answer with little or
no supporting argument
14School of Excellence, Individuals of Character
HELPING YOUR CHILD TO REVISE SCIENCE
Importance of key concepts / ideas
Strategies for recall
Mnemonics
Mind maps
Online resources for drawing mind maps
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IMPORTANCE OF KEY CONCEPTS AND IDEASScientific vocabulary are used in answers to
explain scientific concepts better, with lesser
room for errors.
The current testing of Science is on scientific
concepts and their application in different
situations.
There is a need to relate how an answer
relates to a concept or how the concept is
applied.
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STRATEGIES TO HELP IN RECALLING
Mnemonics
Is a learning technique that aids
memory. To improve long term memory,
mnemonic systems are used to make
recall easier as it helps us to organize
and retain information.
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STRATEGIES TO HELP IN RECALLING
Steps to create Mnemonics
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.
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STRATEGIES TO HELP IN RECALLING
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Mnemonics (Example 1)
Seeds need
W
O
W
to germinate
Plants need
S
A
W
to make food
Warmth
Oxygen / Air
Water
Sunlight
Air
Water
STRATEGIES TO HELP IN RECALLING Example 2
P3: Properties of Materials
S
T
A
F
F
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Strength
Transparency – Ability of material to allow light to pass
through
Flexibility
Float / Sink
Absorbs water or not (waterproof)
STRATEGIES TO HELP IN RECALLING
Mind maps
•a graphic organiser
•represent words, ideas, tasks, or other items
linked
•arranged around a central key word or idea
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AN EXAMPLE
Image from beautifylminds.com.sg
USES OF MIND MAP
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.
Identify things that pupils have forgotten or has not
been able to make connections.
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SCIENCE EXPERIMENTS AND QUESTION TYPES
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IMPORTANCE OF SCIENCE EXPERIMENTS
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1. We learn better through experiences.
2. Science experiments help to bridge your
alternative conceptions with the actual
concepts.
3. Students learn better and retain information
longer through active experimentation.
KEY TOPICS WITH EXPERIMENTATION (LOWER BLOCK)
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P3: Materials, States of matter
P4: Plant systems, Light energy, Heat energy,
Magnets
VARIABLES IN AN EXPERIMENT
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A variable is any factor, trait, or condition
that can exist in differing amounts or types.
What are some of the variables in this
experiment?
Independent variable is the variable tested
(Only ONE variable is changed for an
experiment). It is the difference between
experimental and control set-ups.
Controlled variables are all other variables
kept constant for the experiment that would
affect the results.
Dependent variable are the observations and
measurements to be taken for an experiment.
VARIABLES
28School of Excellence, Individuals of Character
Usually, the variable that he wants to test out
(and therefore, the only one that he must
change) is found in the question stem.
The experiment is trying to find how a variable
changes the results of the experiment. Therefore,
we must keep all other variables the same to
ensure a fair test.
VARIABLES
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IDENTIFY CHANGED AND MEASURED VARIABLE.
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Length of Wooden Block (cm) Length of shadow (cm)
10 15
20 30
30 40
Changed variable: Length of wooden block
Measured variable: Length of shadow
QUESTION – VARIABLE
Tom wanted to check whether the thickness of Material B affects
how many paper clips a magnet can attract.
What is the variable that he must change?
What are the variables that he must keep the same?
Thickness of
material BHeight Z
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ANSWER – VARIABLE
Tom wanted to check whether the thickness of Material B affects
how many paper clips a magnet can attract.
What is the variable that he must change?
The variable is the thickness of Material B.
What are the variables that he must keep the same?
Height Z, Number of paper clips, Type of magnets etc.
Thickness of
material BHeight Z
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Variable to be tested
FAIR TEST
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In a fair experiment, only ONE variable is CHANGED
in the set-up and only ONE variable is MEASURED as a
direct consequence of the changed variable.
If we change more than one variable, we do not know
which of the changed variable affected the measured
variable.
Changed variable and measured variable can
sometimes be represented in a table of data.
QUESTION – FAIR TEST/CONTROL
Tom wanted to check the strength of 3 different magnets.
Is this a fair test?
Ma
gnet A
Ma
gnet B
Ma
gnet C
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ANSWER – FAIR TEST/CONTROL
Tom wanted to check the strength of 3 different
magnets.
Is this a fair test?
No. Only one variable (magnets) must change for an
experiment to be fair. The heights that the magnets
are hung from and the amount of paper clips below
each magnet must be the same.
Ma
gnet A
Ma
gnet B
Ma
gnet C
How many variables
are changed in this
experimental set-up?
Aim of experiment/hypothesis:
Is what an experiment is testing. Most are
given in statements like “to find out….” / “to
investigate…”
Combines variable altered/changed/tested
with the observation/results/measurements
Eg. To find out how the surrounding
temperature (variable changed) affects the
rate of evaporation of water (measured)
AIM / HYPOTHESIS
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One way to remember how to answer
Aim questions is to use this structure:
A (altered)
i
M (measured)
He / she wanted to find out how (what she
altered) affects (what she measured)
AIM / HYPOTHESIS
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AIM OF AN EXPERIMENT
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What is the aim
of this
experiment?
Changed
variable:
Size of the food
Measured
variable:
Amount of time
for food to be
digested.
Aim:
To find out how the size of the food
affects the amount of time for the
food to be digested.
Relationship : To state how changes / patterns in the
variable changed (tested) affects the observations/
measurements. (from graph / results table)
(eg. as …increases, ….increases/decreases)
Eg. As the temperature increases, the rate of
evaporation increases.
Conclusion : answers the aim of the experiment
RELATIONSHIPS / CONCLUSIONS
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QUESTION 1 – RELATIONSHIP / CONCLUSION
The results of Siti’s experiment is shown below.
What is the relationship between Distance X and the Length of the shadow?
Scr
een
Distance X
Leng
th o
f sh
ad
ow Distance X (cm) Length of shadow (cm)
10 24
12 20
14 13
16 10
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ANSWER 1 – RELATIONSHIP / CONCLUSION
The results of Siti’s experiment is shown below.
What is the relationship between Distance X and the Length of the shadow?
The greater the Distance X, the shorter the length of the shadow.
As Distance X increases, the length of the shadow decreases.
What can you conclude about this experiment?
When Distance X increases, the length of shadow decreases.
Scr
een
Distance X
Leng
th o
f sh
ad
ow Distance X (cm) Length of shadow (cm)
10 24
12 20
14 13
16 10
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Distance X
increases
Length of
shadow
decreases
In the experiment below, Roxanne wanted to test how the thickness
of Material A affects the time taken for an ice cube to melt. The
results of her experiment is shown in the table.
QUESTION 2 – RELATIONSHIP / CONCLUSION
Thickness of
Material A
Thickness of Material A(cm) Time taken for ice cube to
melt (min)
5 3
10 7
15 10
20 15
Lid
What is the relationship between the thickness of Material A
and the time taken for the ice cube to melt?
As the thickness of Material A increases, the
time take for the ice cube to melt increases.
STRATEGIES FOR ANSWERING SCIENCE QUESTION TYPES
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1. Identify and interpret the key information given in the
question. (highlight/annotate)
2.Identify the topic and
concept(s) applicable to the
question.
44School of Excellence, Individuals of Character
STRATEGY TO UNDERSTAND THE QUESTION
IDENTIFY AND INTERPRET THE KEY INFORMATION GIVEN IN THE QUESTION. (HIGHLIGHT/ANNOTATE)
Study the following table carefully. The table below
shows the characteristics of 5 organisms, V, W, X,
Y and Z.
OrganismMoves from
place to placeMakes its own
foodResponds to
changesAble to
reproduce
V √ √
W √ √ √
X √ √ √
Y √
Z √ √
Which of the organism(s) in the above table
can be classified as living things? [1m]
Headings Characteristics of
Living Things
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Study the following table carefully. The table below shows the
characteristics of 5 organisms, V, W, X, Y and Z.
OrganismMoves from
place to placeMakes its own
foodResponds to
changesAble to
reproduce
V √ √
W √ √ √
X √ √ √
Y √
Z √ √
Which of the organism(s) in the above table can be
classified as living things? [1m]
Topic: Diversity
Concept:
All living things are able to reproduce. Thus
W, X and Z are living things. 46School of Excellence, Individuals of Character
3. Answer the question in the appropriate manner using most appropriate words
(scientific vocabulary) to express answer.
4. When asked to explain, it is important
to link how the concept is applied in the situation given.
47School of Excellence, Individuals of Character
STRATEGY TO UNDERSTAND THE QUESTION
ANSWER THE QUESTION IN THE APPROPRIATE MANNER USING MOST APPROPRIATE WORDS (SCIENTIFIC VOCABULARY) TO EXPRESS ANSWER.
It shows that heat reduces/weakens/loses/
lower down / take away some of the
________________________________.
Rachel carried out the activity shown below.
What does the experiment above show about the
effect of heat on magnetism? [1]
48School of Excellence, Individuals of Character
magnetism / magnetic force
SOME QUESTION WORDS…
1. State – To write down a fact
2. Relationship – How the variable tested affects the
observation
3. Explain – link science concept into explanation
4. Compare – to group things based on common
characteristics
5. Classify – to identify similarities and differences
between objects, concepts or processes
49School of Excellence, Individuals of Character
SOME QUESTION WORDS…
6. Why – Give reason
7. What – stating some observation, variable, object
etc…
8. Which – choose the right object, variable etc…
9. When - time
10. How – method. way of doing something etc…
50School of Excellence, Individuals of Character
TYPES OF QUESTIONS
• Identify / State
• Predict / What..
• Similarity and Differences
• Aim / Hypothesis
• Explanation Questions
51School of Excellence, Individuals of Character
QUESTION (1) – STATE / IDENTIFY
Gabriel classified some animals into two groups,
A and B, as shown below.
Group A Group B
Grasshopper Chicken
Beetle Sparrow
Butterfly Pigeon
Cockroach Flamingo
State two characteristics that the animals in Group B
have.
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Topic: Diversity
Concept:
Characteristics that are unique to birds
ANSWER (1)
Topic: Diversity
Concept:
Characteristics that are unique to birds
Pupil A Pupil B
Ans : <incomplete ideas>
• They have a pair of wings.
(Insects also have a pair of
wings.)
• They don’t give birth to
young alive. (Method of
reproduction is not
spelled out.)
Ans : <acceptable>
• They have feathers as
their outer covering.
• They have a beak
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QUESTION (2) – STATE / IDENTIFY
Study the two groups of objects below.
The objects in groups, X and Y, have one property that a paper
bag does not have. Identify this property.
Group X Group Y
coin sewing needle raincoat plastic bag
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Topic : Diversity
Concept : Property of material
ANSWER (2)
Topic : Diversity
Concept : Property of material
Observe (O) : The material of the objects in Group X is
plastic while the material of the objects in Group Y is
metal. The paper bag is made of paper.
Interpret (I) : The objects are made from different materials.
Conclude (C) : Classification is based on the property of
the materials of the objects shown.
Ans : The objects in groups, X and Y, are
waterproof
unlike the paper bag that is not waterproof
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QUESTION (3)
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Sue placed a leather shoe in each of two identical boxes, A and
B. She also placed a packet of silica gel in box A. Silica gel
absorbs moisture. The two boxes were then covered and placed
in a corner of a room.
After three weeks, Sue found some grey powdery substance on
the shoe in box B. This was not observed on the shoe in box A.
(a) What could this grey powdery substance be?
(b) Where did this grey powdery substance come from?
Topic : Diversity
Concept : Conditions which mould will grow.
ANSWER (3)
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Observe (O) : Both boxes were covered. In Box A, there was silica gel
while in Box B, there was some grey powdery substance.
Interpret (I) : Silica gel that absorbs moisture implies a dry
environment. Covered boxes implies a dark and warm environment.
Conclusion (C) : Environment in Box A is dry and warm while
environment in Box B is moist and warm.
Pupil A Pupil B
Ans :
(a) It can be fungi.
Ans :
(a) It can be mould.
(b) It came from the spores on
the shoe.
(b) Mould tend to grow in
warm and moist environment.
(a) What could this grey powdery substance be?
(b) Where did this grey powdery substance come from?
QUESTION (4)
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(a) Ali inverted a clear plastic cup and push it down completely
into the tub of water as shown below. Did the water level in the
cup rise? Why?
Concept :
Air occupies space. Water cannot be compressed
(due to its definite volume)
(b) While the inverted plastic cup is still in the water, pierce a
hole at the base of the cup with a thumbtack. Explain why the
water level in the cup starts to rise.
ANSWER (4A)
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Topic : Diversity
Concept : Air occupies space. Water cannot be compressed
(due to its definite volume).
Observe (O) : decide the observation – The water level did not
rise in the cup.
Interpret (I) : Air occupies space in the cup.
Conclusion (C) : Water therefore cannot enter as air occupies
the space in the cup.
Pupil A Pupil B
Ans :
No. Air occupies space.
Ans :
No. The air in the cup occupies the space and
prevents water from entering the cup.
OR
Yes, the water level rises slightly in the cup as
air can be compressed. The air in the cup
occupies the space and prevents water from
entering the cup.
ANSWER (4B)
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Topic : Diversity
Concept : Air occupies space. Water cannot be compressed
(due to its definite volume).
Observe (O) : The water level in the cup starts to rise when a
hole is being pierced at the base of the cup.
Interpret (I) : Volume of water in the cup increases as the air
escapes through the hole.
Conclusion (C) : Air has escapes through the hole and water
moves in to takeover the space previously occupied by the air.
Pupil A Pupil B
Ans :
Air escapes through the hole.
Ans :
The air in the cup escapes through
the hole. As air leaves the cup, water
enters from the tub into the cup to
fill the space.
QUESTION (5)
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Sam conducted an experiment using 3 rectangular boards, A, B and
C, which were made of different materials. Using the set-up shown
below, he continued adding 1kg weight onto the board until it breaks.
He recorded the amount of weights that each board could support
before breaking.
(a) Which property of the rectangular board was he testing?
(b) Which board is the most suitable for making a book shelf? Explain
your answer.
STRATEGIES TO HELP IN RECALLING Example 2
P3: Properties of Materials
S
T
A
F
F
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Strength
Transparency – Ability of material to allow light to pass through
Flexibility
Float / Sink
Absorbs water or not (waterproof)
ANSWER (5A)
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Sam conducted an experiment using 3 rectangular boards, A, B and
C, which were made of different materials. Using the set-up shown
below, he continued adding 1kg weight onto the board until it breaks.
He recorded the amount of weights that each board could support
before breaking.
(a) Which property of the rectangular board was he testing?
Ans : Strength of the rectangular board
(b) Which board is the most suitable for making a book shelf? Explain
your answer.
ANSWER (5B)
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Pupil A Pupil B
Ans : <Incomplete and without
comparison>
B. It could support 4kg of
weights.
Ans : <acceptable and
substantiated by comparison>
B. It could support the greatest
amount of weights among the
three boards.
Topic : Diversity
Concept : Strength of Material
Observe (O) : to explain the board which is the most suitable
for making a book shelf
Interpret (I) : The board which will be the most suitable for
making a book shelf must be strong enough to take the mass
of the books.
Conclusion (C) : Board B is the strongest among the 3 boards.
QUESTION (6)
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Young
PlantSeed
leaves
If the seed leaves are removed from the
young plant, the plant will not continue to
grow. Explain why.
ANSWER (6)
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Topic : Cycles
Concept : Seed leaves provide food for germinating seed.
Observe (O) : The young plant will not continue to grow if the
seed leaves are removed.
Interpret (I) : Seed leaves are important to the plant’s growth.
Conclusion (C) : Without seed leaves, young plant needs to
make its own food using its leaves. The leaves have however
not grown yet.
Ans: The leaves have not appeared yet (½m)
and cannot make its own food (½m) so it
depends on the seed leaves for food. (1m)
QUESTION (7) – EXPLAIN
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Glass A and Glass B are stuck together as shown below.
Sandra added ice into Glass B to help separate the 2 glasses.
Explain how the glasses are able to separate when she added the
ice into the cup?
Glass AGlass B
Ice
Explain questions are among the hardest
questions to get correct. This is because the
student needs to provide appropriate scientific
reasoning and concepts to explain a
phenomenon.
Using the OIC method, we can explain a given
phenomenon, provided that we have sound
scientific reasoning.
EXPLAIN
68School of Excellence, Individuals of Character
O – Observation
(what is seen or predicted to happen / what needs to
be done to a particular experimental set-up to achieve
its objective. )
I – Interpretation
(Tying in of concepts and how it relates to
phenomenon)
C – Conclusion
(Explaining or predicting what will happen)
EXPLAIN - OIC
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ANSWER (7) – EXPLAIN
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Explain how the glasses are able to separate when she added the
ice into the cup?
O – For the cup to be separate, Glass B needs to contract.
I – Since the Glass B is hotter than the ice, Glass B would lose
heat to the ice and the glass would contract.
C – Therefore, the glasses could be separated as Glass B
contracts and becomes smaller.
Glass A Glass B
Ice
IMPORTANCE OF KEY CONCEPTS AND WORDS
• Key words are scientific words used in science that have specific
meanings, different from daily usage.
• Key concepts are the main scientific ideas that explains
why/how something occurs.
• Key words are used in answers to explain scientific concepts
better, with lesser room for errors.
• The current testing of science is on scientific concepts and their
application in different situations.
• There is a need to relate how an answer relates to a concept or
how the concept is applied.
71School of Excellence, Individuals of Character
EXAMPLE 1
Mr Lim switched on the lamp in the room and saw the book on the table.
Explain why Mr Lim is able to see the book on the table.
He switched on the lamp.
There is light in the room.
Key concept: Reflection of light
The light from the lamp travelled to the book and is reflected into Mr Lim’s eyes.
Generic statements
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EXAMPLE 2Siva poured the water at room temperature into a cup and added ice cubes to cool it.
She observed that the temperature of the water dropped to 10oC before increasing again. Why do you think it is so?
The ice is cold.
All the ice melt. There is no more ice after that.
There are only 4 ice cubes.
The water take the coldness from the ice. (MISCONCEPTION)
Key concept: Heat transfer
The water lost heat to the ice cubes, so its temperature dropped to 10oC. After the water was cooled, it became cooler than the surrounding, so it gained heat from the surroundings and its temperature increased.
Generic statements
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EXAMPLE 3Sam used a bar magnet to test whether Material A is a magnet.
What must we observe to show that Material A is a magnet? Why?
Material A is attracted to the magnet. So, A is a magnet.
The magnet moves away from the material.
Test for magnets is attraction. (MISCONCEPTION)
Key concept: Repulsion as test for magnets.
Material A is repelled by the magnet. Only magnets can repel each other.
Incomplete
statements
N
SMaterial A
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ALTERNATIVE CONCEPTIONS
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ALTERNATIVE CONCEPTIONS
Refers to the misconceptions that we have when interact with the environment around us.
MISCONCEPTIONSNo Question True False
1. A spider is not an insect.
2. Fungi are classified as non-flowering plants
3. Not all types of bacteria are harmful
4. Plants are non- living things because they do not move
from place to place
5. A whale is a type of fish.
6. Mass and weight are two different things.
7. Food is digested in only certain parts of the digestive
system
8. A mirror is not a source of light.
9. Some materials are colder than others. E.g. a metal cup is
colder than a foam cup.
10. When two objects are attracted to each other, both of them
are magnets.
SCIENCE AROUND US
Rivervale PS Science website http://rivervalescience.wixsite.com/website
Newspapers
National Geographic or Discovery Channel ‘None of the above’ ‘The Magic of Science’ ‘Mythbusters’
Simple experiments at home
Young Scientist Magazines
National Geographic Magazines / website
Science Adventures (popular bookstore)
Science Spy (popular bookstore)
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Where to get the ideas for experiments?- Magazines, newspapers, internet
What should I keep in mind when doing experiments with my kids- Safety- Helping your child to see the aim,
conclusion, variables
Example:- opening a toy to look at the parts- balloons and static electricity
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• opening a can with can opener
• cooling drinks
• fogging on the toilet mirror
• boiling water, cooking
• observing plants
• heating of electrical devices, etc etc…
Science is all around us!
80School of Excellence, Individuals of Character
FUN WEBSITES FOR KIDS
How Stuff Workshttp://www.howstuffworks.com
National Geographic kidshttp://video.nationalgeographic.com/video/kids/
National Geographic channel http://video.nationalgeographic.com/video/national-geographic-channel
Discovery channel kidshttp://kids.discovery.com/tell-me
81School of Excellence, Individuals of Character