BRIEFING FOR PARENTS: PSLE SCIENCE
• Assessment Objectives• Examination Format• Process Skills & Examples• Common Misconceptions• Requirement for Open-ended Responses• Parents as Facilitators• Q & A
Nan Hua Primary School 2013
PURPOSE OF THE PSLE SCIENCE EXAMINATION
To assess pupils’ attainment in Science with respect to the aims of Primary Science Education as stated in the 2008 Science Syllabus.
AIMS:• Provide primary students with experiences which build on their
interest in and stimulate their curiosity about their environment• Provide students with basic scientific terms and concepts to help
them understand themselves and the world around them• Provide students with opportunities to develop skills, habits of
mind and attitudes necessary for scientific inquiry• Prepare students towards using scientific knowledge and
methods in making personal decisions• Help students appreciate how science influences people and the
environmentNan Hua Primary School 2013
ASSESSMENT OBJECTIVES
I Knowledge with Understanding Pupils should be able to demonstrate knowledge and
understanding of scientific facts, concepts and principles.
II Application of Knowledge and Process SkillsA Apply scientific facts, concepts and principles to new
situations.B Use one or a combination of the following basic process skills.
• Observing• Comparing• Classifying• Communicating• Using apparatus and equipment
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•Inferring•Predicting•Analysing•Generating possibilities•Evaluating•Formulating hypothesis
Theme Life Science Physical Science
Diversity •Diversity of living things
(General characteristics and classification)
•Diversity of non-living things
(General characteristics and classification)•Diversity of Materials
Cycle •Cycle in plants and animals
(Life cycles, Reproduction)
•Cycle in matter & water
(Matter, Water)
Systems •Plant system
(Plant parts & functions, Respiratory and circulatory systems)•Human system
(Digestive system, Respiratory and circulatory systems)•Cell system
•Electrical system
Interactions •Interaction within the
environment
(Web of Life, Adaptations, Man’s Impact on the Environment)
•Interaction of forces
(Magnets, Frictional force, Gravitational force, force in springs)
Energy •Energy forms and Uses
(Photosynthesis)
•Energy forms and uses
(Light and heat)•Energy conversion
Sci
en
ce S
ylla
bus
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An Overview : Big Ideas in the Primary Science Syllabus
Big Ideas
(Themes)
Key Inquiry Questions
Diversity • What is the 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 different parts of a system?
• How do parts of a system or different systems interact
together to perform a function?
Interactions • How does Man interact with the surroundings?
• What are the consequences of Man’s interactions with
his surroundings?
Cycles • What are the cycles in our everyday life?
• How are cycles important to life?
Energy • How does energy affect Man and his surroundings?
• Why is it important to conserve energy?Nan Hua Primary School 2013
Examination Format(Standard Science)
Booklet Item Type Number of
Questions
Number of Marks per Question
Marks
AMultiple-choice 30 2 60
B Open-ended 14 2, 3 or 4 40
Format of Paper
Duration of Paper: 1 hour 45 minutesNan Hua Primary School 2013
Examination Format(Foundation Science)
Booklet Item Type Number of
Questions
Number of marks per question
Marks
AMultiple-choice
(3 options)
16 2 32
B
Structured
Open-ended
6-8
6-8
2-3
2-4
14
24
Format of Paper
Duration of Paper: 1 hour 15 minutesProvision of Word List Nan Hua Primary School 2013
What are the implications?• Accurate Understanding of Concepts and “Big Ideas” is
important.– MAKE CONNECTIONS between concepts learnt– APPLY concept(s) in new situations– EXPLAIN clearly, completely and accurately referencing to science concepts/ principles/ facts
• Revision of concepts learnt from P3 to P6
• Focus: Scientific Inquiry– Inquiry: activities and processes which scientists and
students engage in the study of the world around us
– Important to practise the array of thinking skills (e.g. creative problem solving, decision-making & investigation skills) that support scientific inquiry
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Skill :Creative problem solving
A process of analysing a problem or choosing an innovative and relevant solution in order to remedy or alter a problem situation
The steps can include:- analysing : define the problem
- generating : think of many ideas
- evaluating : choose a solutionNan Hua Primary School 2013
Skill: Decision-MakingThe process of establishing and
applying criteria to select from among seemingly equal alternatives.
• Pupils should be able to:- analyse
- generate
- evaluate
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Skill :InvestigationThis involves formulating questions or
hypotheses, devising fair methods and carrying out those methods to find out answers to the questions or to verify the hypotheses.
• Pupils should be able to:
- control variables, select appropriate apparatus and measure accurately, generate, analyse and evaluate results, communicate and justify explanations with evidence, connect explanation to scientific knowledge
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Understanding an investigation/ experiment:
E.g. Mary wants to find out which type of liquid evaporates the fastest.
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Mary wants to find out which type of liquid evaporates the fastest.
(1) Identify the aim and underline:
Mary wants to find out which type of liquid evaporates the fastest.
(2) Identify the independent variable (what I change):
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• Independent Variable : Only ONE - the one that you are testing
Mary wants to find out which type of liquid evaporates the fastest.
(3) Dependent Variable (what I observe/measure):
(4) Constant Variables (what I keep the same):
(this data/observation is used to infer the rate of evaporation of the liquids)
1. Get three identical containers and label A,B and C.
2. Get three different types of liquids, A, B and C.
3. Add equal amount (50ml) of 1. Liquid A into Container A,2. Liquid B into Container B3. Liquid C to the Container C.
4. Place the containers at the same place.
5. Measure and record the amount of liquid in each container after 2 hours.
6. Compare the data. The container with the least amount of liquid left after 2 hours will be the liquid which evaporates the fastest.
List the steps for the experiment.
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• Before
• After 2 hours Liquid A Liquid B Liquid C
Liquid A Liquid B Liquid C
Amount of liquid left
after 2h (ml)
15[least]
38[most]
30 [Less than B]
[More than A]
Rate of evaporation
OBSERVATIONS
How will the graph look like?
0
10
20
30
40
50
60
Time
Liquid A
Liquid B
Liquid C
Liquid A
Liquid B
Liquid C
Am
ou
nt
of
liq
uid
lef
t
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Conclusion:
• Liquid A evaporated the fastest.
• Liquid B evaporated the slowest.
• Liquid C evaporated faster than Liquid B but slower than Liquid A.
What can you conclude from the experiment?
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What is the relationship between the amount of time and the amount of liquid
left in the containers?
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• What is the relationship between the time and the amount of liquid left in the containers?
Answer:
Sample questions from PSLE
To do well in Science, pupils must: • use a combination of the following process
skills • make connections between concepts learnt• apply concept(s) in new situations
• Observing• Comparing• Classifying• Using apparatus and equipment• Communicating• Inferring• Predictiing• Analysing• Generating possibilities• Evaluating• Formulating hypothesis
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Skill : OBSERVING Using the 5 senses (sight, hearing, touch, smell, taste)
to find out about : - objects and events,
- their characteristics,
properties,
differences,
similarities,
and changes.
Using instruments to extend the range of the senses
and accuracy of the observation (Observations are
recorded.)
Identifying observations that are relevant to a
particular investigationNan Hua Primary School 2013
Skill: Observing
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Skill : COMPARING
Identifying factors for the purpose of comparison,
eg, when comparing a bus and a car, the factors
could be function, capacity or cost.
Identifying the similarities and differences Similarities : recognise any commonality that exists
between seemingly different object, events or
outcome
Differences : finding subtle differences between otherwise
similar object, events or outcome
Draw a conclusion about the significance of
similarities or differences Nan Hua Primary School 2013
Skill: Comparing
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Skill : CLASSIFYING
Grouping or ordering objects or events according to
similarities or differences in properties : - Grouping a set of objects into two groups based on any
one common property
- Grouping a set of objects into two or more groups
according to one or more common property
- Identifying the basis of classification
- Identifying a common pattern in events or a behaviour
pattern in organisms
- Generating criteria for grouping
- Use simple classification schemes: (Lists, tables, or charts
are generated)
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Skill: Classifying
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Skill : MEASURING & USING APPARATUS
Comparing an unknown quantity with a known (metric units,
time, student- generated frames of reference)
Observations are quantified using proper measuring devices
and techniques
Using measuring devices (eg ruler, weighing scale,
thermometer & datalogger etc) correctly
Selecting appropriate units and instruments when measuring
Exercising estimates and confirm by measuring
Recognising the validity/ reliability of measurement and the
need to repeat and check the measurement
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SKILL : MEASURING & USING APPARATUS
Skill: Predicting
Skill of forecasting future events or condition based on prior knowledge of how things usually turn out.
It allows us to use what we know to extend our thinking to what we do not know.
Hypothesis is a special type of prediction. In an experiment, a hypothesis, predicts what
the researcher thinks the relationship between the independent (manipulated) variable and the
dependent variable.Nan Hua Primary School 2013
Skill: Predicting
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Skill : Inferring Skill of providing explanations for observation or drawing conclusion based on logic and reasoning; inferences, generally, follow observations for which the cause is not apparent.
When making inferences, it is helpful to follow these steps: - Make as many observations about the object/ event as possible.
- Recall from experience as much relevant info about the object/event and integrate the info with what you observe
- State each inference in a way clearly distinguishes it from other kind of statement( observation/prediction) “From what I observe I infer that…” “From those observations, it can be inferred that…” “From what I observe, I conclude that….” “The evidence suggests that….may have happened.” “A possible explanation for what I see is that…”
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Skills: Analysing / Inferring
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Skill :EvaluatingThis is the skill of assessing the
reasonableness, accuracy and quality of information, processes or ideas.
This is also the skill of assessing the quality and feasibility of objects.
Pupils should be able to: - construct an idea to explain observations
and then test it - decide on the accuracy of data obtained in an investigation
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Skills: Evaluating / Inferring
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Skill : Generating Possibilities
This is the skill of adding to, extending or
connecting given ideas by tapping into
prior knowledge or gathered information.
Pupils should be able to:
- draw inferences or conclusions from
observations
- give reasonable explanations based on
evidence Nan Hua Primary School 2013
Skills: Analysing / Generating Possibilities
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Common Misconceptions
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Common Misconception :
All metals are magnetic.
Topic : Magnets
Scientific Concept :
Only iron, steel, nickel and cobalt are magnetic.
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Common Misconception :
Heat absorption and heat conduction are the same.
Topic : Heat
Scientific Concept :
Metals are better in heat conduction than wood or plastic.
Dark surface is a better absorber of heat than a white surface.
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Common Misconception :
The weight of the object does not depend on its mass.
Topic : Force
Scientific Concept :
The greater the mass of an object, the greater the weight of the object on Earth.
Note: weight = gravitational force acting on the object
mass = the amount of matter in an object
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Common Misconception :
A falling coconut has high gravitational force that can inflict injury should it hit on someone.
Topic : Energy / Force
Scientific Concept :
A falling coconut has high gravitational potential energy.
Note: -gravitational force between Earth and object near Earth’s surface pulls the object towards the centre of the Earth
-gravitational potential energy is the energy stored in an object due to its elevated position.
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Common Misconception :
There is no friction between two smooth surfaces.
Topic : Force
Scientific Concept :
There will be friction as long as the surfaces are in contact. In general, the friction between two smooth surfaces is less than that between two rough surfaces.
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Common Misconception :
Water is stored in the hump(s) of a camel.
Topic : Adaptation
Scientific Concept :
Water is stored in the blood. The hump(s) store(s) fats which is used as food reserve.
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Common Misconception :
Predators do not need camouflage.
Topic : Adaptation
Scientific Concept :
Predators need camouflage to increase their chances of catching their prey.
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Pupils tend to lose marks in assessments because……
• They fail to use the scientific key terms. e.g.- matter occupies space - the metal rod is a better heat conductor than the plastic rod, hence it gains heat faster.• They use imprecise words to refer to scientific
key terms. e.g. - the length of spring expanded instead of
extended.Nan Hua Primary School 2013
Pupils tend to lose marks in assessments because……
• They are not specific in their explanation.
• They fail to answer the questions that require comparisons to be made completely.
• They do not answer directly to the context of the question.
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Pupils tend to lose marks in assessments because……
• They write reasons/points of the same concept in answering questions which require more than one reason/suggestion.
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Pupils tend to lose marks in assessments because……
They do not link their answers to the
question asked.
Incomplete for question that
requires comparison to
be made.
Pupils tend to lose marks in assessments because……
They are not specific in their
explanation.
Pupils tend to lose marks in assessments because……
When Judy walks from A to B, the length of her shadow decreases as she is walking towards the light source. When she is at B, the shadow is the shortest. As she walks away from the light source to C, the length of her shadow increases. At C, her shadow is the longest as she is furthest from the lamp post.
Pupils tend to lose marks in assessments because……
They are not specific in their
explanation.
They do not link their answers to
the context of the question.
Pupils tend to lose marks in assessments because……
They fail to use the scientific key terms
They fail to use the scientific key terms
Pupils tend to lose marks in assessments because……
They fail to use the scientific key terms
Pupils tend to lose marks in assessments because……
The glass block X had a cooler surface than the water vapour in Room D. Hence, the water vapour from the surrounding air in Room D lost heat and condensed on the glass block X. Glass blocks Y and Z are warmer than the temperature in Room D, hence no condensation occurred.
Pupils tend to lose marks in assessments because……
Pupils tend to lose marks in assessments because……
They do not link their answers to the context of
the question.
Pupils tend to lose marks in assessments because……
Pupils tend to lose marks in assessments because……
They fail to use the scientific key terms
Pupils tend to lose marks in assessments because……
You need to analyze the results given.
They are not specific in their
explanation.
Adding decomposers and adding detritivores
are considered as 1 point since they fall under the
same concept.
They write reasons/points of the same concept
Pupils tend to lose marks in assessments because……
Pupils tend to lose marks in assessments because……
Pupils tend to lose marks in assessments because……
They write reasons/points of the same concept
1st :
2nd :
When approaching Science questions,ASK:
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• Which theme & topic(s)?
• Which scientific concept(s)?
• What are the keywords in the qn?
• How do I order my points?
• How do I construct my answer?
Which theme & topic(s)?Systems
Electrical System
Arrangement of bulbs
When approaching Science questions,ASK:
Which scientific concept(s)?
When approaching Science questions,ASK:
What are the keywords in the question?
Circuit A. If one of the heating elements in A breaks down, the other heating elements will still work.
The heating elements in A will be warmer than B.
The batteries in A will be used up faster than B
What constitute a good brief constructed response to open-ended Science question?
The response shows an in-depth understanding of the topic.
Relationships among science facts and concepts are clearly, completely, and accurately explained and fully supported with relevant data or examples.
Ideas are expressed clearly and concisely in a logical manner.
All aspects of the questions are addressed with direct reference to the question.
Spelling and language conventions are correctly applied.
Language used in the response is appropriate for the needs of the audience.
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During the examination …
A : Answer with Techniques (CCAD)
S : Schedule your time and skip difficult questions
T : Try and don’t give up
A : Analyze the question carefully – * highlight/underline key words/clues * examine the diagram – labels / arrows / axis * read all options and evaluate best answer
(MCQ)
R : Review your answers
Parents as Facilitators
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Learning Strategies
Pupils can:
• Use concept maps or mind-maps to summarise main concepts
• Use mnemonics – e.g. to remember the 4 conditions for photosynthsis
Ch icken - for chlorophyll
C aught - carbon dioxide
S tealing - sunlight W ings - water
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Learning strategiesPupils can be:
• Visual learners - can remember facts by just reading
• Kinesthetic learners - learn by making models, using manipulatives
• Audio learners - learn concepts through music, oral delivery of information
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WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN SCIENCE CLASS….
Encourage open exploration of the natural world. Wander and wonder with your child.
Eg:- Regular trips to the Science Centre, Zoological Gardens, Botanical Gardens, a local pond, or even your own garden or markets…even in your even own kitchen!
- Ask your child for explanations of what they see, smell, taste, feel, and hear.
Observe, explore, and discuss natural phenomena.
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WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN SCIENCE CLASS….
Provide time/ materials/resources for applied science projects
Eg:- subscription to Wildlife magazine, National Geographic Kids or Singapore Scientist Magazine
- internet, encyclopedia, CDs, Discovery Channel, National Geographic Channel, news articles from Straits Times etc…
Note: Children will learn to be resourceful and become independent learners ultimately.
Work together on a science project once per month at home.
Eg: Young Scientist Card: Young Zoologist, Young Botanist etc…
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WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN SCIENCE CLASS….
Encourage involvement in community projects that support scientific understanding
Eg: Recycling, Preventive Measure to Stop Dengue Fever
Ask your child to give evidence for their thinking.
Eg: - Ask for ways of proving water evaporates.
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WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN SCIENCE CLASS….
Regularly check your child's activity book and files. Make sure assignments are carefully done, completed, and understood.
Eg: - Does the work reflect a child's thoughts, your thoughts, or verbatim copy from the book?
- Look for both answers and questions. Science is not always about answers, it's about trying to understand better.
- Analyse the errors in the assignment (Is it due to carelessness or misconception?).
Then intervene with suitable measures.
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WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN SCIENCE CLASS….
Support your child in learning scientific vocabulary by using scientific terms as you talk. Ensure that he is well-prepared for the Science spelling and dictation exercise in class.
Talk about science and science class.
- Ask what was learned and what they would have liked to learn.
- Ask if they had questions that weren't answered and encourage them to seek clarification.
- Ask them to replicate a classroom experiment at home with household items for a "family show and tell."
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WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN SCIENCE CLASS….
Work in partnership with your child’s teacher.
- Communicate with your child’s teacher regularly.
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Daily experiences-ask questions
Situation Ask:
When watching television…. What does the television run on?
What is the energy changed into?
After a rain….. Where did the puddle of water go?
When taking out an apple from the refrigerator…
Where did the water droplets on the apple come from?
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Situation Ask:
When purchasing vegetables…..
Which vegetables are fruits?
Which are leaves?
Which are stems?
When pumping air into the tyre of a bicycle or car……
How much air can go into the tyre?
Why?
When brewing soup…. Why do we add in the salt last?
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Daily experiences-ask questions
Thank youScience Level Head, [email protected]
Science Teacher, 6TAG2 & [email protected]
Science Teacher, [email protected]
Nan Hua Primary School 2013
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