Science comes alive - I Experience & I Remember · Aim: To infer and discuss what happens when one part of the digestive system is not working well Materials: Digestive system cards

Science comes alive -

I Experience &

I Remember

9 April 2016

Presenters: Ms Alice Chong

Ms Jane Cheong

I Am A Student Once Again!

1. Exam Format and Syllabus

2. Hands-On Experiments

3. MCQ and Open-Ended Questions

4. Results

5. Questions and Answers

verview of the Primary Science Syllabus

Two key areas: Life Science Physical Science Five main themes: Diversity Cycles Systems Interactions Energy Overview of the Science syllabus (2014)

http://www.moe.gov.sg/education/syllabuses/scienc

es/files/science-primary-2014.pdf

Middle Primary Science Syllabus

Themes Topics Process Skills

Diversity • Diversity of living and non-living things (Pri 3)

• General characteristics & classification (Pri 3)

• Diversity of materials (Pri 4)

Observation

Comparison

Classification

Using apparatus and

equipment

Communication

Inference

Prediction

Analysis

Generating possibilities

Evaluation

Formulating Hypothesis

Cycles • Cycle in plants and animals (Life cycles) (Pri 3)

• Cycle in matter and water (Matter) (Pri 4)

Systems • Plant System (Plant parts and functions) (Pri 4)

• Human System (Amazing Body, Digestive

system) (Pri 4)

Interactions • Interaction of forces (Magnets) (Pri 3)

Energy • Energy Forms and Uses (Heat and Light) (Pri 4)

Examination Format

The examination consists of one written paper, comprising of

two booklets, Booklet A and Booklet B.

Primary 4 Exam Format (1h 30 min)

Booklet Item Type Number

of

Questions

Number of

marks per

question

Marks

A Multiple-

choice

30 2 60

B Structured/

Open-ended

14 1, 2, 3 40

Total: 100 marks

Primary 3 Exam Format (1h 15 min)

Booklet Item Type Number

of

Questions

Number of

marks per

question

Marks

A Multiple-

choice

28 2 56

B Structured/

Open-ended

11-13 1,2,3 24

Total: 80 marks

Examination Format Question Types

Knowledge with Understanding (K/U) / Basic

Questions - 30%

•Demonstrate knowledge and understanding of

fundamental scientific facts, concepts and principles.

Application of Knowledge and

Process Skills (A) -70%

•Apply scientific facts, concepts and

principles to new situations.

•Use one or a combination of basic

process skills.

Preparation & Strategies

Identify and highlight key words and information in question. Identify the topic(s) and concept(s). Consider all options carefully. Use elimination method.

Analyse the graphs, tables or diagrams (if any) carefully.

Look at the marks allocation. Be precise and concise in the answers. Key idea /concept must be clearly expressed.

Ensure that diagrams are drawn clearly. Parts of diagram must be labelled clearly.

Revision Tips

Revise Primary 3 and 4 topics.

Relate key ideas/concepts to daily life applications.

Learn the spelling of key words.

Draw concept maps to link concepts and key words.

Go through questions in activity books, topical

worksheets and exam practice papers again.

Not understanding the

required action

Students do not understand the scientific

terms used in questions.

Short and concise answers are usually required. No explanation is required.

Explain, Why, Give a reason, How can you tell, Describe, Conclude, Infer

Longer answers are usually required . Give relevant details. Involve scientific reasoning and reference to science concepts. DO NOT give one or two word answers.

Common Observations

State, Identify, List, Give an example , Write down, Name

Not giving comprehensive

or complete answers

Answers are too general, not clear

and lack scientific merit.

Glossary of Terms

Activity: Is it waterproof?

Aim: To test for waterproof materials

To observe the interaction between two magnets

Materials: dropper, water, paper, plastic sheet, cotton cloth, aluminium foil

Procedure

1. Place a drop of water on each material

2. Wait for a while, then touch the other side of the material

3. Record your observations in the table below

Object Is the other side of the

object dry or wet?

Is the material

waterproof?

Paper

Plastic

sheet

Cotton

cloth

Aluminium

foil

Conclusion

A waterproof

material does not

____________

water.

absorb

wet

dry

wet

dry

yes

no

yes

no

Activity: What went wrong?

Aim: To infer and discuss what happens when one part of the digestive system is not

working well

Materials: Digestive system cards

Procedure

1. Match the right parts of the digestive system to its functions

2. In your groups, discuss what may happen to the food we eat when an organ of the

digestive system is not working well.

3. Write your answers in the table below

Part of digestive

system What happens if this part is not working well?

Mouth

Gullet

Food cannot be broken down into

smaller pieces. Food cannot be moved to the stomach

properly

Activity: What went wrong?

Aim: To infer and discuss what happens when one part of the digestive system is not

working well

Materials: Digestive system cards

Procedure

1. Match the right parts of the digestive system to its functions

2. In your groups, discuss what may happen to the food we eat when an organ of the

digestive system is not working well.

3. Write your answers in the table below

Part of digestive

system What happens if this part is not working well?

Stomach

Small

intestine

Digestive juices may not mix well

with the food.

Food may not be completely broken down/

absorption of digested food may not be complete

Activity: What went wrong?

Aim: To infer and discuss what happens when one part of the digestive system is not

working well

Materials: Digestive system cards

Procedure

1. Match the right parts of the digestive system to its functions

2. In your groups, discuss what may happen to the food we eat when an organ of the

digestive system is not working well.

3. Write your answers in the table below

Part of digestive

system What happens if this part is not working well?

Large

intestine

Water may not be absorbed from

the undigested food causing waste

to be watery

Reflection:

As food is eaten, each organ in the digestive system

has to carry out its _________________ properly so

that food can be completely broken down. When one

organ in the digestive system is not working well, it will

affect the whole process of _________________.

function

digestion

Activity: Poles of a magnet

Aim: To identify the poles of a bar magnet

To observe the interaction between two magnets

Materials: Two bar magnets and an unknown object C wrapped in paper

Procedure

Place two bar magnets end to end.

What do you notice about the magnets when the ends of the magnets are placed near

each other?

3. Draw your observations in the box below. Attract

Repel

4. Write down two observations on how the two magnets interact.

5. Place one end of the bar magnet near the unknown object C.

Then place the other end of the magnet near it. Record your

observations.

a. When unlike poles are facing each other, they attract.

b. When like poles are facing each other, they repel.

The unknown object C is attracted to one end of the

magnet but is repelled by the other end.

6. Is the unknown object C a magnet? Explain why.

Yes, it can repel a magnet.

Conclusion

The two poles of a magnet are the _______________

pole and the _____________ pole.

Like poles _______________ and unlike poles

_____________.

South

North

attract

repel

Activity: Properties of the three states of matter

Aim: To investigate the properties of the three states of matter

Materials: Three syringes, a beaker of sand and a beaker of water

Procedure

•Fill a syringe with sand in it.

•Cover the nozzle of the syringe using your finger.

•Push the plunger.

4. What happened to the shape of the sand inside the syringe?

The shape of the sand remains unchanged.

5. What happened to the volume of the sand ?

The volume of the sand remains unchanged.

Sand is a solid that has definite

shape and definite volume.

6.Repeat steps 1 to 3. Replace sand with water.

7.What happened to the volume of the water inside the syringe?

The volume of the water remains unchanged.

8. Observe the shape of the water in the syringe. Next, remove

your finger, push the whole plunger in and spray all the water

into a beaker. What happened to the shape of the water?

The shape of the water changed.

Water is a liquid that has definite volume

but no definite shape.

9. Fill a syringe with air by pulling back its plunger completely.

10. Cover the nozzle of the syringe using your finger.

11.What happened to the shape of the air inside the syringe?

The shape of the air changed.

12. What happened to the volume of the sand ?

The volume of the air changed.

Air is a gas that has no definite

shape and no definite volume.

Compressed has the same meaning

as having no definite volume.

Has a

definite

shape

Has a

definite

volume

Can be

compressed

Solid

Liquid

Gas

Conclusion

Compare the properties of a solid, liquid and gas by writing either “Yes” or “No” in the table below.

YES YES NO

NO YES NO

NO NO YES

Materials MCQ STEP 1

Identify topic

of question-

Materials –

waterproof

/flexible/

strong STEP 3

Key concepts:

- Can be bent =

flexible

- Does not break

easily = strong

- Waterproof =

does not

absorb water

STEP 2

Highlight

clues/key

question words

Students should infer

that tent covers should

be flexible, and

waterproof

STEP 4

Using key concepts,

eliminate unlikely

answers.

Materials MCQ

STEP 4

Using key concepts, eliminate

unlikely answers.

STEP 3

Key concepts:

- Can be bent

= flexible

- Does not

break easily

= strong

- Waterproof =

does not

absorb water

Students should infer

that tent covers should

be flexible, and

waterproof

1

Materials Open Ended STEP 1

Identify

topic of

question

Properties

of materials

(waterproof)

STEP 2

Highlight

clues/key

question words

STEP 3

Key concepts:

- Materials that

absorb water

are not

waterproof

Students should

infer that the

larger the

difference

between final

and initial mass

the more water

is absorbed

Materials Open Ended

STEP 3

Key

concepts:

- Materials

that absorb

water are

not

waterproof

Students should

infer that the

larger the

difference

between final and

initial mass the

more water is

absorbed

A good bath towel

would absorb

most amount of

water

25 – 10 = 15g

18 – 12 = 6g

14 – 14 = 0g

20 – 16 = 4g

Material W. It absorbed the most amount of water.

Materials Open Ended STEP 1

Identify

topic of

question-

Conducting

a fair test

STEP 2

Highlight

clues/key

question words

STEP 3

Key concepts:

- Only 1 changed variable in an experiment

- Weight of blocks is dependent on its

material hence will vary with its material.

STEP 4

Using key

concepts,

eliminate unlikely

answers.

Digestive system MCQ STEP 1

Identify

topic of

question-

Digestive

system

STEP 3

Key concepts:

- stomach

has/adds

digestive juices

- Small intestine

absorbs

digested food

STEP 2

Highlight

clues/key

question words

Digestive system MCQ

STEP 3

Key concepts:

- stomach has

digestive juices

- Small intestine

absorbs

digested food

STEP 4

Using key concepts, eliminate unlikely

answers.

Digestive System Open Ended STEP 1

Identify

topic of

question

Digestive

system

STEP 2

Highlight

clues/key

question words

STEP 3

Key concepts:

- Digestion is

complete in

small intestine

- No digestion

takes place in

large intestine

20 10 100

Students

should infer

that these are

undigested

food

Digestive system Open Ended

STEP 2

Highlight

clues/key

question words

STEP 3

Key concepts:

- Digestion is

complete in

small intestine

- No digestion

takes place in

large intestine

No digestion takes place in the large intestine, so the amount of

undigested food stays the same as in the small intestine.

20 10 100

1.Study the experiment below.

The table below shows what happened when the south pole of a bar

magnet was brought near to each end of the three objects, X, Y and Z.

N S

C Object Y

A B Object X

E F Object Z

D

• Like poles repel, unlike

poles attract.

• Only magnets will repel

each other.

Topic? Magnet

• Magnets can only attract

magnetic objects.

• Magnets cannot attract

non-magnetic objects.

Ends Attract Repel No Change

A

B

C

D

E

F

Which object(s) is/are most likely a magnet?

(1) X only

(2) Z only

(3) X and Y only

(4) Y and Z only ( )

Magnetic Object

Non-magnetic

Object

Only magnets will

repel each other

2

E F Object Z

2. Sam put three ring magnets through a vertical wooden rod,

one after above the other. He observed that magnet 2 rested on

top of magnet 1 while magnet 3 “floated” above magnet 2.

Magnet 2

Magnet 3

Magnet 1

a. Explain his observation. [2]

The unlike poles of Magnet 1 and 2 are facing each other hence

they are attracted to each other. (1)

• Like poles repel, unlike

poles attract.

• Only magnets will repel

each other.

Topic? Magnet

The like poles of Magnet 2 and 3 are facing each other so

they repel each other. (1)

b. What could Sam do such that the three magnets were attracted

to each other? [1]

Flip Magnet 3.

1.Mrs Lee poured 200ml of water into each of the containers, A, B, C

and D as shown below.

A B C D

What does the above experiment show about the property of water?

(1) Water has a definite shape and volume.

(2) Water has no definite shape and volume.

(3) Water has definite shape but no definite volume.

(4) Water has no definite shape but has definite volume.

( )

Topic? Matter

• Water is liquid.

• Liquid has no definite

shape but has definite

volume.

Definite

volume

No definite shape

4

2. John conducted an investigation on two substances, X and Y,

using two identical syringes. Each syringe was covered with black

paper and completely filled with either substance X or Y.

sealed opening

black paper

0 10cm

push

He pushed each plunger as hard as he could. He then measured the

distance, d. The table below shows his results.

Distance, d (cm)

Syringe with X Syringe with Y

10 4

Plunger

cannot be

pushed in

so it must

be either

solid or

liquid.

Plunger can be

pushed in, so it

must be a gas.

Gas can be

compressed or

gas has no

definite volume.

Topic? Matter

• Only gas can be

compressed.

a. Based on his results, identify the state of substance X. [1]

Liquid/Solid [1]

b. Based on his results, identify the state of Substance Y and

explain your answer. [2]

Substance Y is in gaseous state.(1) Substance Y can be

compressed and only gas can be compressed, (1) hence

Substance Y is in gaseous state.

Thanks!

Any questions?