-
Science PSLE Revision Guide (3rd Edition) — The most complete
handbook developed to prepare pupils for success in PSLE
Science
The features of this book are especially designed to help pupils
develop a deeper understanding of key Science concepts and guide
them in mastering the application of skills and processes:
IntroductionShows the connection between themes and chapters
Topical NotesCovers all topics for quick and systematic revision
Get It Right!Explains and corrects common misconceptions Good To
KnowGives additional information for enrichment Remember?Recalls
concepts covered in earlier levels or chapters My Revision
ChecklistAssesses understanding of key concepts
Application To Daily LifeProvides an understanding of how
Science is infused into our lives
Revision Notes
Useful guidelines and tips to master the application of skills
and processes
Detailed analysis of challenging examination questions
Specimen paper for self-assessment (with answers provided)
Five full-colour thematic maps that show the learning outcomes
of each theme in the Primary Science syllabus
Other publications also useful for PSLE preparation:
Skills and Processes
Case Studies
Thematic Maps
Practice Examination Paper
The most complete handbook for PSLE!★ Gain thorough
understanding of Science concepts ★ Achieve mastery in application
of skills and processes★ Build exam confi dence for the PSLE
PSLE!
3rd EditionScience PSLE
★ Builds exam confidence and preparedness★ Provides greater
understanding of exam requirements ★ Clarifies misconceptions
Science PSLE Revision & Examination Papers (3rd Edition) is
designed to help pupils apply their conceptual knowledge and
process skills to examination questions in order to prepare for
their PSLE.
Features of this book:
• Revision Papers help to give a systematic assessment of topics
learnt from Lower Block to Upper Block. These papers have been
classified into Physical Science and Life Science papers, enabling
pupils to identify topic-specific weaknesses and work towards
overcoming them.
• Examination Papers give pupils the necessary practice and
confidence to handle the PSLE.
• Strategies for Answering Examination Questions help pupils
understand the requirements of the different types of examination
questions and provide guidelines on answering both MCQs and
open-ended questions.
• Detailed Answers and Explanations address all questions in the
papers to facilitate pupils’ self-assessment and clear their
misconceptions.
Also available for your Science PSLE preparation:
Science PSLE R
evision
& Exam
inatio
n P
apers (3rd
Editio
n) Teo
-Gw
an W
ai Lan
Teo-Gwan Wai LanM.Ed., B.Sc.(Hons), Dip.Ed.
ISBN 978-981-4736-39-8
9 789814 736398
3rd Edition
By the sole publisher of
Primary Science textbooks
Science PSLERevision Guide
3rd Edition
Teo-Gwan Wai Lan
By the sole publisher of
Primary Science textbooks
For pupils taking PSLEfrom 2017
Previous editions over 200,000 copies sold
The most complete handbook for PSLE!
Updated with bonus features:★ Develops deeper understanding of
Science concepts★ Guides application of process skills to exam
questions★ Strengthens exam confidence with analysis of challenging
questions
The most complete handbook for PSLE!★ Skill-based practices and
a specimen PSLE paper for self-assessment★Clear and
easy-to-understand lesson points for quick recall ★Suggested essays
as a guide to improve writing skills★Online audio clips for more
comprehensive learning
En
glish
PS
LE
Revisio
n G
uid
e (2n
d Ed
ition
)
ISBN 978-981-01-9947-0
9 789810 199470
English PSLERevision Guide
2nd Edition
Based on latestPrimaryEnglishsyllabus
The English PSLE Revision Guide (2nd Edition) is specially
written to help pupils improve their English language skills. The
user-friendly book allows them to recall lessons learnt in primary
school for the specific purpose of taking the PSLE. It is designed
to help pupils prepare for the PSLE in an effective and strategic
manner.
Do you recall…
A quick brush-up!
Smart tips!
Just in case you were wondering…
Specimen Paper
Exam-Smart Study Planner (Available online as well)
Audio Clips (Available online)
ISBN 978-981-01-9823-7
ComprehensionThe Ultimate Guide to Mastering
Shaheed Salim latestMOE
Includes a Visual Text section which is written based on the new
exam format
2nd Edition
Based on latestMOE syllabus
GrammarGrammar6PrimaryPractice
Grammar Practice Primary 6
WriteWayThe
Generating Ideas, Mastering Compositions
Revision & Examination Papers
Based on latestMOE syllabus
(S)PSLE_Rev&Exam_Cover.indd All Pages 13/4/16 2:56 PM
The most complete handbook for PSLE!★ Skill-based practices and
a specimen PSLE paper for self-assessment★Clear and
easy-to-understand lesson points for quick recall ★Suggested essays
as a guide to improve writing skills★Online audio clips for more
comprehensive learning
En
glish
PS
LE
Revisio
n G
uid
e (2
nd
Editio
n)
ISBN 978-981-01-9947-0
9 789810 199470
English PSLERevision Guide
2nd Edition
Based on latestPrimaryEnglishsyllabus
The English PSLE Revision Guide (2nd Edition) is specially
written to help pupils improve their English language skills. The
user-friendly book allows them to recall lessons learnt in primary
school for the specific purpose of taking the PSLE. It is designed
to help pupils prepare for the PSLE in an effective and strategic
manner.
Do you recall…
A quick brush-up!
Smart tips!
Just in case you were wondering…
Specimen Paper
Exam-Smart Study Planner (Available online as well)
Audio Clips (Available online)
ISBN 978-981-01-9823-7
Comprehension
The Ultimate Guide to Mastering
Shaheed Salim
Bernice Lau Pui Wah
ISBN 978-981-01-9730-8 Based on latestMOE syllabus
Includes a Visual Text section which is written based on the new
exam format
2nd Edition
Based on latestMOE syllabus
GrammarGrammar6Primary
Practice• Based on the latest s
yllabus
ISBN 978-981-01-1214-1
Grammar Practice Primary 6 (2nd Edition) is designed to help
pupils gain mastery of English grammar. The ‘Teaching Points’
section at the beginning of each chapter helps pupils focus on the
essential learning points of that chapter. Illustrations also
provide reinforcement for pupils to consolidate their
understanding. The exercises are graded by diffi culty level to
help pupils progress systematically, and to test their mastery of
the topic. This book works effectively as a self-study tool, where
learners are guided in their learning and are provided with ample
practice and exercise. The materials will help pupils greatly in
sharpening their grammar skills and increasing their fl uency in
the language.
Grammar Practice
WriteWayThe
Generating Ideas, Mastering Compositions
From the creators of
Bonus + Coloured and detachable concept maps!
+ Two Exam Practice Papers!
MATHEMATICS
PSLERevision Guide
2nd Edition
Heuristic-based Questions
Non-routine Questions
Exam Practice Papers
Revision Notes
Worked Examples
Solutions
�
�
�
�
�
�
MATHEMATICS
Michelle Choo
The most complete handbook for PSLE! Includes questions which
require the use of calculators
Science PSLERevision Guide
ISBN 978-981-4741-47-7
9 789814 741477
By the sole publisher of
Primary Science textbooks
For pupils taking PSLEfrom 2017
Science P
SL
E R
evision
Gu
ide
(3rd Ed
ition
)
Previous editions over 200,000 copies sold
(S)PSLERevGuide3ed_Cover.indd All Pages 7/11/16 4:51 pm
-
For students taking PSLEfrom 2017
Science Revision GuidePrimary 3&4
Previous editions over 200,000 copies sold
3rd Edition
Science PSLERevision Guide
Writing TeamNoraini Binte AbbasTeo-Gwan Wai LanWinnie PehAkshita
NandaJacqueline WooManisha Nayak
(S)PSLERG_titlepg.indd 2 9/6/16 3:29 PM
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ii © 2016 Marshall Cavendish Education Pte Ltd
© 2004, 2010 Marshall Cavendish International (Singapore)
Private Limited
© 2014, 2016 Marshall Cavendish Education Pte Ltd
Published by Marshall Cavendish Education
Times Centre, 1 New Industrial Road, Singapore 536196
Customer Service Hotline: (65) 6213 9444
E-mail: [email protected]
Website: www.mceducation.com
First published 2004
Second edition 2010
Reprinted 2010 (thrice), 2011 (thrice), 2012, 2013, 2014, 2015
(thrice), 2016
Third edition 2016
Reprinted 2017 (fourth)
All rights reserved.
No part of this publication may be reproduced, stored in a
retrieval system
or transmitted, in any form or by any means, electronic,
mechanical,
photocopying, recording or otherwise, without the prior
permission
of the copyright owner. Any requests for permission should
be
addressed to the Publisher.
Marshall Cavendish is a registered trademark of Times Publishing
Limited.
ISBN 978-981-4741-47-7
Acknowledgements The publisher would like to thank the following
for permission to reproduce copyright material:
Front cover and Title page (tiger) © Ludmila Yilmaz |
123rf.com
(S)PSLERG_Prelim ii.indd 2 3/11/16 3:48 pm
Printed in Singapore
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Diversity
iii© 2016 Marshall Cavendish Education Pte Ltd
This section analyses challenging examination questions and
provides strategies that you can use to answer them correctly.
This section comprises five full-colour detachable thematic maps
that link the concepts across the chapters in each theme. It also
contains thematic glossaries to help you identify key concepts. Use
this section as a guide to help you recall all the concepts you
need to master for the PSLE.
This section explains the skills and processes listed in the
latest Primary Science syllabus and helps you sharpen your
application of these skills and processes.
This section contains a Practice Examination Paper to prepare
you for the PSLE. Assess yourself by comparing your answers with
those provided.
Dear pupil,
Primary Science is studied as a subject from primary 3 to 6. At
primary 3 and 4, you will study the topics in the Lower Block
Syllabus. At primary 5 and 6, you will study the topics in the
Upper Block Syllabus. At the end of primary 6, you will sit for the
PSLE which will test you on all the topics from the Lower Block to
the Upper Block.
This book is specially designed to guide you through your
revision and to help you conquer the challenges in the PSLE.
Let us take a look at the five sections of this book and what
they have in store for you!
To get the most out of this book, follow our highly recommended
5-step plan to conquer the PSLE!
Step 1Use Section A to revise all the concepts covered from
Lower Block to Upper Block.
Step 5Finally, use Section D to assess yourself. Compare your
answers with those provided.
Step 3Use Section B to learn and sharpen your application of
skills and processes.
Step 2Use Section E to understand the big picture and recall the
concepts that you have studied.
Step 4Use Section C to understand how to analyse
examination questions and how to answer them correctly.
How To Use This Book
Section
Revision
NotesA
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263© 2016 Marshall Cavendish Education Pte Ltd
Section
Skills and
Processe
sB
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313© 2016 Marshall Cavendish Education Pte Ltd
Section
Case Stud
iesC
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339
Section
Practice E
xaminati
on
Paper
D
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Section
Thematic
MapsE
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This section contains revision notes on the five themes that are
covered from Lower Block to Upper Block. The notes
are presented in an easy-to-read manner.
(S)PSLERG_Prelim.indd 3 6/7/16 2:12 PM
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iv © 2016 Marshall Cavendish Education Pte Ltd
PrefaceSection A
Introduction Provides an introduction to the theme and shows you
the connection to other themes
Read more in Links the topic you are learning to related
concepts that you will learn at higher levels
Remember? Provides links to concepts you learnt in earlier
levels or chapters
My Revision Checklist Helps you chart the course of your
revision through an acknowledgement of your understanding of each
learning point and the date you carried out this exercise. The date
will serve as a reference and reminder if you need to revisit the
chapter.
Overview Provides a summary of all the Life Science and Physical
Science chapters that you need to learn in Lower Block and Upper
Block
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4 Diversity 5© 2016 Marshall Cavendish Education Pte Ltd © 2016
Marshall Cavendish Education Pte Ltd Diversity
Case StudiesIntroduction To DiversityThere is a great diversity
of living and non-living things in the world. Living things, such
as plants, animals, fungi and bacteria, come in a variety of shapes
and sizes. Some living things are so small that we need to use a
microscope to see them, while other living things can grow more
than 100 metres tall. Diversity can be seen in non-living things as
well. Non-living things can be made of different materials, such as
wood, rubber, metal, fabric, ceramic, glass and plastic. Different
materials have different characteristics or properties such as
strength, flexibility, the ability to float or sink in water,
transparency and the ability to absorb water.Due to this diversity
of living and non-living things, we need to classify and organise
them into groups. This makes it easier to learn more about them.
There are many ways to group things. Things in the same group have
some similar characteristics.
Diversity Theme — Content
Chapter 1 Classifying thingsChapter 2 Living and non-living
thingsChapter 3 PlantsChapter 4 AnimalsChapter 5 Fungi and
bacteriaChapter 6 Exploring materials
—
Lower Block Upper Block
• Chapter 2 Living and non-living things• Chapter 3 Plants•
Chapter 4 Animals• Chapter 5 Fungi and bacteria• Chapter 6
Exploring materials
• Chapter 1 Classifying things• Chapter 3 Plants• Chapter 4
Animals• Chapter 5 Fungi and bacteria• Chapter 6 Exploring
materials• Chapter 14 The human body as a
system
• Chapter 2 Living and non-living things• Chapter 7 Life cycles•
Chapter 9 From parents to young• Chapter 10 Reproduction in plants•
Chapter 16 Plants and their parts• Chapter 17 The plant transport
system• Chapter 20 The unit of life• Chapter 27 Adaptations•
Chapter 31 Energy in food
• Chapter 2 Living and non-living things• Chapter 7 Life cycles•
Chapter 9 From parents to young• Chapter 11 Reproduction in humans•
Chapter 20 The unit of life• Chapter 26 Food chains and food webs•
Chapter 27 Adaptations• Chapter28Man’simpactonhisenvironment•
Chapter 31 Energy in food
• Chapter 2 Living and non-living things• Chapter 8 Matter and
its three states• Chapter 12 Water and changes in state• Chapter 21
Electrical systems• Chapter 29 Light and shadows• Chapter 30 Heat
and temperature
• Chapter 2 Living and non-living things• Chapter 25 Living
together• Chapter 26 Food chains and food webs•
Chapter28Man’simpactonhisenvironment
Connection to other topics:
Chapter 1 Classifying things
Chapter 2 Living and non-living things
Chapter 3 Plants
Chapter 4 Animals
Chapter 5 Fungi and bacteria
Chapter 6 Exploring materials
Good to Know Provides additional but relevant information that
gives you an edge to score well
26 Diversity © 2016 Marshall Cavendish Education Pte Ltd
Fish • Allfishliveinwater. •
Mostfish,suchasthesalmon,haveanouter covering of
scalesontheirbodies.
However,somefish,suchasthecatfish,donot. •
Fishhavefinstohelpthemswimandgillstohelpthembreathe.
• Mostfish,suchasthefightingfishandgoldfish,lay
eggs.However,somefish,suchastheguppyandmolly,givebirth to their
young.
Insects •
Insectshaveahardoutercoveringorexoskeleton.Thisgivestheinsectitsshape
andprotectsitssoftbody. • Thebodyofaninsectisdividedintothree
parts.
tail
fin
gillcoverscales
Characteristicsofafish
Good KnowtoSome birds can swim underwater or dive into water.
Penguins cannot fly
but can swim underwater. Some birds dive down from the sky or
into the water to hunt for fish. Examples are gulls, pelicans and
cormorants.
Good KnowtoMost fish die if they are out of the water for too
long. This is because their
gills cannot take in oxygen from the air to breathe. However,
some fish like the snakehead and mudskipper are able to stay out of
water for a few hours up to a few days using special ways to obtain
oxygen.
Good KnowtoThe three parts of an insect’s body are:
– the head, where the feelers that help the insect to smell and
touch, are found;
– the thorax, where the legs, and one or two pairs of wings are
found (some insects do not have wings);
– the abdomen, where the holes for breathing are found.
(S)PSLERG_A(D) 04.indd 26 5/30/16 8:42 PM
103Systems© 2016 Marshall Cavendish Education Pte Ltd
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System
s
Stem • The stems of most plants grow above the ground. • The
stem supports the plant. • It also holds up the leaves to trap
sunlight for making food. • Some plants have strong stems that grow
straight up. • Some plants have weak stems. Weak stems may climb up
other plants for support
or creep along the ground.
Good Knowto
Good KnowtoSome stems are found underground. They are known as
underground stems.
Underground stems, such as potato and ginger, store food.
Potato Ginger
Leaves • The function of leaves is to make food for the plant. •
Leaves trap sunlight in order to make food.
Good Knowto• Most leaves are green due to the chlorophyll
present in them.• Some plants may have leaves of other colours, but
they also contain chlorophyll.
Get t Right!✗ Wrong concept : Plants that consume insects, such
as the Venus fl ytrap, do not make their own food.✓ Right concept :
Plants such as the Venus fl ytrap can still make their own food.
They consume insects to get enough nutrients to grow healthily.
Read more in UB – Chapter 31
The stem of a tree is known as its trunk. The trunk and branches
of trees are protected by an outer covering called bark.
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Get it Right! Points out and corrects common misconceptions that
you may have
59Cycles
Uppe
r Blo
ckCycles
© 2016 Marshall Cavendish Education Pte Ltd
Big Questions• Whydolivingthingsreproduce?• Whatisheredity?•
Whatcharacteristicsareinherited?• Whatisafamilytree?
1. Why Do Living Things Reproduce? • All living
thingshavetheabilitytoreproduce.Thisisoneofthecharacteristicsthat
differentiatesthemfromnon-livingthings. •
Eachlivingthinghasalimited life
span,whichmayvaryinlength.Thus,allliving
thingswilldiesomeday. •
Livingthingsmaydieduetooldage,illnesses,accidentsorattacksbypredators.
• Reproductioninlivingthingshelpstheirownkindto continue to
existonEarth.
2. What Is Heredity? • Family membersoftensharesimilarities
intheircharacteristicsortraits. •
Thesetraitsarecontrolledbystructures
calledgenesfoundinthenucleiofcells. • Genescarryinformation
about
characteristicsinlivingthings. • Parentspass
ontheircharacteristics
or traitstotheiryoungwhentheyreproduce.
•
Heredityisthepassingonoftraitsfromtheparentstotheiryoung.Wesaythattheyounginheritthesetraitsfromtheparents.
9Chapter
From Parents To Young
cytoplasm
DNA(genes)nucleus
cellmembrane
Ananimalcell
Read more in UB – Chapters 10 & 11
Read more in UB – Chapter 20
(S)PSLERG_A(D) 09.indd 59 5/28/16 6:31 PM
70 Cycles © 2016 Marshall Cavendish Education Pte Ltd
• Sporesaretinyandcanonlybeexaminedunderamicroscope.
• Sporesaregenerallydispersed by the
windbecausetheyarelight.
•
Likeseeds,sporeswillgerminateandgrowintonewplantswhenconditionsarefavourable.
Sporesarefoundinspore
bagslocatedontheundersideofmatureleaves.
Sporesarefoundinspore bagslocatedattheendsofstalks.
MossFernNon-flowering Plants
sporebag
sporebag
A microscope allows us to see objects that are too small to be
seen with the naked eye.
?Remember
Get t Right!
✗ Wrong concept : All plants reproduce from seeds.
✓ Right concept : Only fl owering plants reproduce from seeds.
Non-fl owering plants reproduce from spores.
Good KnowtoSome plants can reproduce from other parts of the
plant, such as stems,
suckers and leaves. This process is advantageous because it:
– does not depend on birds, insects or the wind for pollination
and dispersal;
– does not require fertilisation;
– allows desirable or benefi cial qualities to be passed on to
young plants without any change.
3. How Do Non-fl owering Plants Reproduce? •
Besidessexualreproduction,someplantscanalsoreproducewithout
fertilisation
(asexualreproduction). • Non-flowering
plantssuchasfernsandmossesdo not produce seedsandusually
reproducefromspores.
(S)PSLERG_A(D) 10.indd 70 5/30/16 8:07 PM
8 Diversity
© 2016 Marshall Cav
endish Education Pte
Ltd
• Thereisusually
morethanonewaytoc
lassifyacollectionofth
ings.Thefollowing
diagramshowsanexa
mpleofhowthecharact
eristicsofthingscanbe
usedin
aclassification.
canbe
classifiedas
canbeclassified
accordingto
canbeclassified
accordingto
Things
Living things
Non-living things
Theirbody
covering
Howthey
reproduceShape
TextureColour
Propertiesof
materialsthey
aremadeof
Howtheymove Rea
d more in LB – Chapters
2, 3, 4, 5 & 6
1
2
3
Icanstatethatclassific
ationistheprocessofp
utting
thingsintogroups.
Icanexplainwhywen
eedtoclassifythings.
Icanclassifythingsacc
ordingtotheircommon
characteristics.
Icanuseclassification
tablesordiagramstosh
ow
similaritiesanddifferenc
esbetweenthings.
My Revision Checklist
SectionPoints
Not sureI know
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15© 2016 Marshall Cavendish Education Pte Ltd
Diversity
Application To Daily Life
Giant pandas are furry black
andwhiteanimalsthatbelongtothebearfamily.TheirnaturalhomeisinthebambooforestsfoundinmountainsinvariouspartsofChina.
Thegiantpanda is the logoof
theWorldWideFundforNature(WWF),anorganisationforwildlifeconservation.Doyouknowwhy?Thegiantpandaisanendangeredanimal.Thismeans
that if it is not protected,
itspopulationwillslowlydecreaseinnumberandeventuallydieout.ThegiantpandaontheWWF
logo remindsusof theneed toconservewildlife andprevent them
frombecomingextinct.
Why are the giant pandas
endangered?First,giantpandasprimarilyeatonlybambooandlivewheretheirfavouritefoodisfound.In
the past, thereweremany
bambooforestswherethegiantpandascouldliveinandgettheirfood.AsthenumberofpeopleinChinagrew,peopleneededmore
landtofarm.Thebambooforestswereclearedaway,threateningthepanda’ssurvival.
Second,giantpandasareslowtoreproduce.Theyarepickymatesandtheyusuallyraiseonebabyatatime.Thismakesithardforthenumberofgiantpandastoincrease.
Third, giant pandaswere hunted in
thepastfortheirvaluablefur.Huntingthemisnowillegal.Butsadly,thenumberofgiantpandashasalreadybeengreatlyreduced.
Toprotectthegiantpandas,thegovernmentof China has banned
large-scale cuttingof forests. It alsoworkswith theWWFto create
bamboo forest links to allowgiant pandas tomove from one
foresttoanother to search for food. Lawshavebeen passed to make the
hunting ofgiant pandas illegal.More research andconservation
efforts are being done tostudy
theneedsofgiantpandas.Thiswillhelpprotect themandprevent
themfrombecomingextinct.
The Gentle Giants
(S)PSLERG_A(D) 02.indd 155/28/16 4:49 PM
Application To Daily Life Helps you understand how Science is
infused in your life
Lower BlockDiversity
1
© 2016 M
arshall Cavendish Education Pte Ltd
Diversity
Theme Life SciencePhysical Science
Lower BlockUpper Block
Lower Block Upper Block
Diversity • Diversityoflivingandnon-livingthings –
Chapter1Classifyingthings – Chapter2Livingandnon-livingthings –
Chapter3Plants – Chapter4Animals – Chapter5Fungiandbacteria
—
• Diversityofmaterials – Chapter1Classifyingthings –
Chapter2Livingandnon-livingthings – Chapter6Exploringmaterials
—
Cycles • Lifecycles – Chapter7Lifecycles
• Reproduction – Chapter9Fromparentstoyoung –
Chapter10Reproductioninplants – Chapter11Reproductioninhumans
• Matter – Chapter8Matteranditsthreestates
• Water – Chapter12Waterandchangesinstate –
Chapter13Thewatercycle
Systems • Humansystem – Chapter14Thehumanbodyasasystem –
Chapter15Thedigestivesystem• Plantsystem –
Chapter16Plantsandtheirparts
• Plantsystem – Chapter17Theplanttransportsystem• Humansystem –
Chapter18Airandtherespiratorysystem –
Chapter19Thecirculatorysystem• Cellsystem –
Chapter20Theunitoflife
—
• Electricalsystem – Chapter21Electricalsystems –
Chapter22Usingelectricity
Interactions
—
• Interactionswithintheenvironment – Chapter25Livingtogether –
Chapter26Foodchainsandfoodwebs – Chapter27Adaptations –
Chapter28Man’simpactonhisenvironment
• Interactionsofforces – Chapter23Magnets• Interactionsofforces
– Chapter24Forces
Energy
—
• Energyformsanduses – Chapter31Energyinfood• Energyformsanduses
– Chapter29Lightandshadows – Chapter30Heatandtemperature
• Energyforms,usesandconversion – Chapter32Formsandusesofenergy
– Chapter33Sourcesofenergy
Case StudiesOverview Of Primary Science Chapters
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367
Plants
Fertilisedeggdevelopsintoa
newbabyFertilisation
Penis
Testis
Sperm
Femalereproductivesystem
Fertilisation
Eggcell Malecell
Stigma
Femalepartsofaflower
Malepartsofaflower
Plants
Floweringplants
Non-floweringplants
• Reducing• Reusing• Recycling
ConservedWaterhasmanyuses
Waterisapreciousresource
waterinthesea,river
Watercyclecloud
Water
Definiteshape
LiquidSolid Gaseous
Canexistin3states
Parentspassontheircharacteristicstotheiryoung
Animals
Occurinstages
CyclesRepeatedpatternsofchangeLifecycles
adult
youngplant seed
young egg
Human/Chickenadult
pupa egg
Butterfly/Mosquito/Beetle
adult
larva
watervapour
rain,snoworhail
nymph egg
Cockroach/grasshopper
adult
tadpole egg
Frogadult
Matter
Hasmass Occupiesspace
Definitevolume
Nodefiniteshape
Nodefinitevolume
Canchangefromonestatetoanother
importantin
Evaporation:(liquidtogas)watertowater
vapour
Condensation:(gastoliquid)
watervapour/steam
towater
Melting(0ºC):(solidtoliquid)icetowater
Boiling(100ºC):(liquidtogas)watertosteam
Freezing(0ºC):(liquidtosolid)watertoice
Polluted
• Littering• Oilspills• Resultsofdeforestation
example
Seeds
Sexualreproduction
Style
Ovary
Ovule
Anther
Filament
Pollengrain
contains contains
fuse
involving
formedby
growfrom
Humans
involving
Sexualreproduction
reproduceby
Malereproductivesystem
Vagina
Womb
Ovary
Egg
shouldbe canbe
byby
properties properties propertiesexamples
properties
fuse
Newplant
Germination
Seeddispersal
Animals Wind Water Explosiveaction
by
Pollination
undergoes
367 © 2016 Marshall Cavendish Education Pte Ltd
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359
© 2016 Marshall Cavendish Edu
cation Pte Ltd
If ball A rolls off the wall, it will bo
unce
up to point P as shown in the
diagram on the right.
(b) Compared with point P, how
high will Ball B bounce up to if it rolls o
ff the wall? [1]
(c) When will the kinetic energy p
ossessed by both balls be converted to
sound energy?
[1]
42. The shadow of a block is formed
on the floor as
shown on the right.
(a) What object is needed to form
the shadows? [1]
(b) If the block remains at the sa
me position on the
ground, explain how its shadow can c
hange
in position as shown on the right.
[2]
ball Bball A
ball A at point P
ground
block
floor
block
floor
43.TheaimofIvan’sexperimentisto
findoutwhetherfishprefergreenor
redfishfood.
Hedropssomelittlegreenballsandl
ittleredballsoffishfoodintoatankof
fish.After
one minute, he counts the numbers of
green balls and red balls of fish food
left in the
tank. The graph below shows his resu
lts.
Number of balls of fish food
green fish food
red fish food Time (min)
1
20
10
0
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Worked Example 7Richard was trying to make a model of the water
cycle to demonstrate the formation of rain. He noticed that hardly
any ‘rain’ was formed under the aluminium sheet or inside the
beaker.
(a) How can Richard improve on his set-up so that more ‘rain’
can be formed under the aluminium sheet or inside the beaker? You
may remove, replace or add any of the things in the set-up.
Draw and label the things in the new set-up below.
(b) State clearly the two things you have removed, replaced or
added and explain why.
(c) Explain why Richard’s set-up did not work well.
ice cubes
ice cubes and cold water
beaker
aluminium sheet
1.
2.
The Two Things I Did: E.g. I have …
Why Did I Do That? E.g. This is to …
Kno ledge• In the experimental set-up, you are given
opportunities to analyse the model
provided and generate ideas to improve the model.• You need to
make careful observations and comparisons before providing a
solution
to improve the model.
C ncept• In a water cycle, water changes from one state to
another.• Evaporation and condensation are the two important
processes that enable the
water cycle to take place.
Skills and processes• Skills: Observing, comparing,
communicating, analysing, generating possibilities and
evaluating (the diagram)• Processes: Decision-making (about what
to remove, replace and add)
Let’s work it utoStep 1: Read the questions carefully and
highlight the important words.Step 2: Recall all the topics that
you have learnt and that you think might be linked
to this question. For this question, topics related to water and
heat would be relevant.
Step 3: Look at the questions and attempt to answer them.
Answer(a)
(1) ice cubes
(2) hot waterbeaker
aluminium sheet
(b)
(c) Richard’s set-up did not work well because the temperature
at the bottom and the top of the aluminium sheet was the same as
that of the surroundings. Therefore, there was little/no
condensation of water to allow ‘rain’ to form.
1. I have removed the ice cubes from the water.
This is to ensure that there is a difference in temperature
between the top and bottom of the beaker.
2. I have removed the cold water and replaced it with
boiling/hot/warm water in the beaker.
This is to increase the rate of evaporation of water and to
allow the evaporated water to condense on the aluminium sheet.
The Two Things I Did: E.g. I have …
Why Did I Do That? E.g. This is to …
beaker
aluminium sheet
(1)
(2)
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Marshall Cavendish Education Pte Ltd
Worked Example 7Richard was trying to make a model of the water
cycle to demonstrate the formation of rain. He noticed that hardly
any ‘rain’ was formed under the aluminium sheet or inside the
beaker.
(a) How can Richard improve on his set-up so that more ‘rain’
can be formed under the aluminium sheet or inside the beaker? You
may remove, replace or add any of the things in the set-up.
Draw and label the things in the new set-up below.
(b) State clearly the two things you have removed, replaced or
added and explain why.
(c) Explain why Richard’s set-up did not work well.
ice cubes
ice cubes and cold water
beaker
aluminium sheet
1.
2.
The Two Things I Did: E.g. I have …
Why Did I Do That? E.g. This is to …
Kno ledge• In the experimental set-up, you are given
opportunities to analyse the model
provided and generate ideas to improve the model.• You need to
make careful observations and comparisons before providing a
solution
to improve the model.
C ncept• In a water cycle, water changes from one state to
another.• Evaporation and condensation are the two important
processes that enable the
water cycle to take place.
Skills and processes• Skills: Observing, comparing,
communicating, analysing, generating possibilities and
evaluating (the diagram)• Processes: Decision-making (about what
to remove, replace and add)
Let’s work it utoStep 1: Read the questions carefully and
highlight the important words.Step 2: Recall all the topics that
you have learnt and that you think might be linked
to this question. For this question, topics related to water and
heat would be relevant.
Step 3: Look at the questions and attempt to answer them.
Answer(a)
(1) ice cubes
(2) hot waterbeaker
aluminium sheet
(b)
(c) Richard’s set-up did not work well because the temperature
at the bottom and the top of the aluminium sheet was the same as
that of the surroundings. Therefore, there was little/no
condensation of water to allow ‘rain’ to form.
1. I have removed the ice cubes from the water.
This is to ensure that there is a difference in temperature
between the top and bottom of the beaker.
2. I have removed the cold water and replaced it with
boiling/hot/warm water in the beaker.
This is to increase the rate of evaporation of water and to
allow the evaporated water to condense on the aluminium sheet.
The Two Things I Did: E.g. I have …
Why Did I Do That? E.g. This is to …
beaker
aluminium sheet
(1)
(2)
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306 © 2016 Marshall Cavendish Education Pte Ltd
What Do These Observations Mean?Smart
!Study
•
Howdoyouinferordrawconclusionsfromwhatyouobserveinyourexperiments?•
Howdoyougivereasonableexplanationsbasedontheresultsobtained?
We construct inferences from observations. An inference is an
explanation or interpretation of an observation. Each statement
that we use to logically explain what we observed is called an
inference. When we infer, we construct a link between what is
directly observed and what is already known from our past
experiences.
OnepurposeoflearningScienceistotestourhypotheses.Howdoweverifyourhypotheses?
One way to do so is to carry out investigations, observe the
results and make inferences based on our observations. Some common
scientific tests are described below.
How Do You Test For The Presence (Or Absence) Of Starch?
Type of test and expected observation(s)
• Iodinesolutionisusedtotestforthepresenceofstarch.•
Whenasubstanceiscoveredwithiodinesolution: − Substance + Iodine
solution Iodinesolutionturnsdark-blue
(starch is present) – Substance + Iodine solution Iodine
solution remains brown
(starch is absent)
Remarks • Iodinesolutionisusefulwhentesting: − whether there is
starch in a substance, such as rice, flour and food
made mainly from plant products; − whether starch is stored in
parts of plants, such as the leaves,
stems, roots or fruits; – whether photosynthesis has taken
place.
(brown)
(brown)
How Do You Test For The Presence (Or Absence) Of Carbon Dioxide?
Type of test and expected observation(s)
• Limewaterisusedtotestforthepresenceofcarbondioxide.•
Whenanunknowngasisbubbledintolimewater: − Gas + Limewater
(colourless) Limewater turns chalky
(carbon dioxide is present) – Gas + Limewater (colourless)
Limewater remains colourless
(carbon dioxide is absent)
(S)PSLERG_Sec B.indd 306 5/30/16 8:31 PM
267
© 2016 Marshall Cavendis
h Education Pte Ltd
B. Preparing An Object Or Sp
ecimen To Be Observed Under
The Microscope
• Step 1: Place the object
or specimen you want to observ
e on a clean glass slide.
Make sure that the object or sp
ecimen is very thin and smaller
than the
coverslip.
• Step 2: Place a drop of li
quid onto the object or specime
n. The type of liquid used will
be as stated in the procedures
for the experiment, such as wate
r or iodine
solution.
• Step 3: Place a coverslip
carefully over the object or spec
imen on the glass slide.
• Step 4: The drop of liquid
will spread out beneath the co
verslip. Ensure that no air
bubbles are trapped under the
coverslip.
– If there are air
bubbles, gently press or tap the
coverslip to move the
bubbles to the edge of the cove
rslip.
– Use a paper to
wel to gently soak up any extra
liquid on the glass slide.
C. Observing An Object Or Sp
ecimen Under The Microscope
• Step 1: Turn on the light
of the microscope.
• Step 2: Place the glass s
lide containing the object or spe
cimen on the stage of the
microscope.
• Step 3: Secure the glass
slide with the clips on the stage
of the microscope.
• Step 4: Always use the lo
w power objective lens of the m
icroscope to look at the
object or specimen first.
• Step 5: If you need to se
e more details, change to a hig
her power objective lens.
Use of a mounting needle to lo
wer the coverslip
When you are asked to obse
rve something, ask yourself
:
• Whatinformation about th
e object or event is relevan
t
to my investigation?
• Whichsenses should I us
e to gather this information
?
• Whatinstrument can I us
e to help me gather the
information more accurately
?
• Whatcharacteristics, det
ails or changes should
I look out for?
My Skill Checklist
mounting needle
coverslip slide
Observing
InformationSenses Instru
ment
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268 © 2016 Marshall Cavendish Education Pte Ltd
Skill 2: Comparing
What Is Comparing?• Comparing is the skill of identifying the
similarities and differences between two or more
things that you observe.•
Thesimilaritiesanddifferencesobservedwillhelpyoutodrawconclusions
about the
significance of the comparison.
How Do I Use This Skill? •
Youcancomparethingsbyobservingtheminreal life or by observing
diagrams, charts
or tables.• Youneedtoknowthecharacteristics of the things that
can be compared.
Tips• Intheexaminations,youmaybeaskedto: − compare two or more
things or events, – complete a comparison chart.
Example: Compare the organisms below. Write two similarities and
two differences between them.
•
Youneedtoknowandchoosethecharacteristicsoftheeagleandzebrathatcanbecompared,
such as the number of legs, the type of body covering, the way they
move and the way they reproduce.
• Thecomparisoncanbepresentedintheformofadescription, a chart or
a table.
Eagle Zebra
(S)PSLERG_Sec B.indd 268 5/30/16 8:31 PM
Section B
Section DSection EPractice Examination Paper
Provides you an avenue to put your knowledge and skills into
practice before the PSLE
Thematic MapGives an overview of all the concepts learnt in each
theme in Lower Block and Upper Block
GlossaryGives a summary of the key concepts and can be used as a
spelling list
IndexProvides easy reference to an extension of key terms and
concepts in the book
Study Smart Provides tips on verifying various hypotheses and
guidelines on studying for the PSLE
My Skill ChecklistEnsures that you are well-equipped to tackle
examination questions that test skills and processes
What Is This Skill/Process?Provides an explanation of the
skill/process
How Do I Use This Skill/Process? Explains how and in what
context the skill/process can be used
Tips Provides an example of how the skill/process is applied
Section C
Answer Provides you with answers to the questions
Reason Provides explanations for the answers
Skills and ProcessesHighlights the skills and processes required
to answer the questions
Let’s Work It Out Shows you how to answer the questions one step
at a time
KnowledgeExplains the questions by drawing on what you have
learnt
ConceptHighlights the concepts required to answer the
questions
368
© 2016 Marshall Cavend
ish Education Pte Ltd
AntherA male reprod
uctive plant part that produce
s pollen
grains
BoilingThe change in
state from a liquid (water) to a
gas (steam)
Boiling point of water
The temperature at which liqu
id water boils
Condensation
The change in state from a g
as (steam or water
vapour) to a liquid (water)
DispersalThe spreading
out of seeds over a distance
to
prevent overcrowding
EvaporationThe change in
state from a liquid (water) to a
gas
(water vapour)
FertilisationThe fusion of a
male reproductive cell (sperm
) with
a female reproductive cell (eg
g)
FilamentMale reproduc
tive plant part that holds the a
nther up
FreezingThe change in
state from a liquid (water) to a
solid
(ice)
Freezing point of water
The temperature at which liqu
id water freezes
GerminationThe first stage
in a plant’s development from
a seed
HeredityThe passing on
of traits from parents to youn
g
HumidityThe measure o
f the amount of water vapour
in the air
Life cycleThe different st
ages in the life of a living thin
g —
birth, growth, development an
d reproduction
MassThe amount of
matter in a body or object
MatterAnything that h
as mass and occupies space
Case Studies
GlossaryMeltingThe change in s
tate from a solid (ice) to a liqui
d (water)
Melting point of ice
The temperature at which sol
id ice melts
Ovary (in humans)
A female reproductive human
organ that produces
female reproductive cells cal
led eggs or ova
Ovary (in plants)
A female reproductive plant p
art that protects the
ovule and becomes the fruit a
fter fertilisation has
taken place
OvuleA structure in t
he ovary that becomes the se
ed after
fertilisation has taken place
PenisA male reprod
uctive human organ that tran
sfers the
sperms into the vagina
PollinationThe transfer of
pollen grains from the anthe
r to the
stigma
Sexual reproduction
The forming of a new individu
al, through the fusion
of male and female reproduc
tive cells
StigmaA female repro
ductive plant part that receive
s pollen
grains from the anther
StyleA female repro
ductive plant part that connec
ts the
stigma to the ovary
Testis (Plural: Testes)
A male reproductive human
organ that produces
male reproductive cells called
sperms
VaginaA female repro
ductive human organ
VolumeThe amount of
space that a body or object o
ccupies
Water cycleThe continuou
s movement of water from th
e earth,
to the sky and back to the ea
rth
WombA female repro
ductive human organ where a
fertilised egg develops
(S)PSLERG_A(S) TMap
s.indd 368
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-
vi © 2016 Marshall Cavendish Education Pte Ltd
ContentsSection A — Revision Notes
Theme Level Chapter PageDiversity Lower Block 1. Classifying
Things
2. Living And Non-living Things3. Plants4. Animals5. Fungi And
Bacteria6. Exploring Materials
6916223235
Cycles Lower Block 7. Life Cycles8. Matter And Its Three
States9. From Parents To Young10. Reproduction In Plants11.
Reproduction In Humans12. Water And Changes In State13. The Water
Cycle
42515963747883
Upper Block
Systems Lower Block 14. The Human Body As A System15. The
Digestive System16. Plants And Their Parts17. The Plant Transport
System18. Air And The Respiratory System19. The Circulatory
System20. The Unit Of Life21. Electrical Systems22. Using
Electricity
9497101105108118126132141
Upper Block
Interactions Lower Block 23. Magnets24. Forces25. Living
Together26. Food Chains And Food Webs27. Adaptations28.
Man’sImpactOnHisEnvironment
152160172192199216
Upper Block
Energy Lower Block 29. Light And Shadows30. Heat And
Temperature31. Energy In Food32. Forms And Uses Of Energy33.
Sources Of Energy
226233241246258
Upper Block
(S)PSLERG_Prelim.indd 6 6/4/16 8:21 PM
-
Low
er B
lock
Diversity
vii© 2016 Marshall Cavendish Education Pte Ltd
Section B — Skills And Processes
Section C — Case Studies
PageSharpen Your Skills!Skill 1: ObservingSkill 2:
ComparingSkill 3: ClassifyingSkill 4: Using Apparatus And
EquipmentSkill 5: CommunicatingSkill 6: InferringSkill 7:
PredictingSkill 8: AnalysingSkill 9: Generating PossibilitiesSkill
10: EvaluatingSkill 11: Formulating HypothesisProcess 1: Creative
Problem-solvingProcess 2: Decision-makingProcess 3:
Investigating
264265268272275278291293296296297298299301303
What Do These Observations Mean? 306
Examination Tips 308
PageWorked Example 1Worked Example 2Worked Example 3Worked
Example 4Worked Example 5Worked Example 6Worked Example 7Worked
Example 8Worked Example 9Worked Example 10Worked Example 11
314316317319321323326328331333335
(S)PSLERG_Prelim.indd 7 6/4/16 8:21 PM
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viii © 2016 Marshall Cavendish Education Pte Ltd
Index
Section D —PracticeExaminationPaper
Section E—ThematicMaps
PagePartI(Multiple-choiceQuestions)PartII(Open-endedQuestions)Answers
338353361
PageUsingThematicMaps 364Map1:
Map2:
Map3:
Map4:
Map5:
Diversity Glossary Cycles Glossary Systems Glossary Interactions
Glossary Energy Glossary
365366367368369370371372373374
PageIndex 375
(S)PSLERG_Prelim.indd 8 6/7/16 2:13 PM
-
Low
er B
lock
Diversity
1© 2016 Marshall Cavendish Education Pte Ltd Diversity
Them
eLif
e Sc
ienc
ePh
ysical Scien
ce
Lower Block
Upp
er Block
Lower Block
Upp
er Block
Diversity
•Diversityofliving
and
no
n-livingthings
–
Chap
ter1Classifyingthings
–
Chap
ter2
Livin
gan
d
non-livingthings
–
Chap
ter3
Plants
–
Chap
ter4
Animals
–
Chap
ter5
Fung
iand
ba
cteria
—
•Diversityofm
aterials
–
Chap
ter1Classifying
things
–
Chap
ter2
Livin
gan
dno
n-livingthings
–
Chap
ter6
Exp
lorin
gmaterials
—
Cycle
s•
Life cycle
s
–Ch
apter7
Lifecycles
•Re
prod
uctio
n
–Ch
apter9
From
paren
tsto
you
ng
–Ch
apter 10Re
prod
uctio
ninplants
–
Chap
ter11R
eprodu
ctioninhum
ans
•Matter
–
Chap
ter8
Mattera
nd
itsth
reestates
•Water
–
Chap
ter12Waterand
ch
ange
sinstate
–
Chap
ter13Th
ewatercycle
System
s•
Human
system
–
Chap
ter14Th
ehu
man
bo
dyasasystem
–
Chap
ter15Th
edige
stive
system
•Plan
tsystem
–
Chap
ter16Plan
tsand
theirp
arts
•Plan
tsystem
–
Chap
ter17Theplan
ttranspo
rtsystem
•Hu
man
system
–
Chap
ter 18Aira
ndth
eresp
iratory
system
–
Chap
ter 19Th
ecircu
latorysystem
•Ce
llsystem
–
Chap
ter2
0Th
eun
itoflife
—
•Ele
ctricalsystem
–
Chap
ter 2
1Electricalsystems
–
Chap
ter2
2Us
ingelectricity
Interactions
—
•Interactions
with
inth
een
viron
men
t
–Ch
apter2
5Liv
ingtoge
ther
–
Chap
ter 2
6Food
chainsand
food
web
s
–Ch
apter2
7Ad
aptatio
ns
–Chapter 28Man’simpactonhis
environ
men
t
•Interactions
offorces
–
Chap
ter2
3Mag
nets
•Interactions
offorces
–
Chap
ter2
4Forces
Energy
—
•En
ergy
form
san
dus
es
–Ch
apter3
1Ene
rgyinfo
od•
Energy
form
san
dus
es
–Ch
apter2
9Lig
htand
sh
adow
s
–Ch
apter3
0He
atand
tempe
rature
•En
ergy
form
s,usesan
dco
nversio
n
–Ch
apter3
2Form
san
dus
es
ofene
rgy
–
Chap
ter3
3So
urceso
fene
rgy
Cas
e S
tudi
esO
verv
iew
Of P
rim
ary
Sci
ence
Cha
pter
s
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2 Diversity © 2016 Marshall Cavendish Education Pte Ltd
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-
Section
Revision
NotesA
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4 Diversity © 2016 Marshall Cavendish Education Pte Ltd
Case StudiesIntroduction To DiversityThere is a great diversity
of living and non-living things in the world. Living things, such
as plants, animals, fungi and bacteria, come in a variety of shapes
and sizes. Some living things are so small that we need to use a
microscope to see them, while other living things can grow more
than 100 metres tall. Diversity can be seen in non-living things as
well. Non-living things can be made of different materials, such as
wood, rubber, metal, fabric, ceramic, glass and plastic. Different
materials have different characteristics or properties such as
strength, flexibility, the ability to float or sink in water,
transparency and the ability to absorb water.Due to this diversity
of living and non-living things, we need to classify and organise
them into groups. This makes it easier to learn more about them.
There are many ways to group things. Things in the same group have
some similar characteristics.
Diversity Theme — Content
Chapter 1 Classifying thingsChapter 2 Living and non-living
thingsChapter 3 PlantsChapter 4 AnimalsChapter 5 Fungi and
bacteriaChapter 6 Exploring materials
—
Lower Block Upper Block
• Chapter2Livingandnon-livingthings• Chapter3Plants•
Chapter4Animals• Chapter5Fungiandbacteria•
Chapter6Exploringmaterials
• Chapter1Classifyingthings• Chapter3Plants• Chapter4Animals•
Chapter5 Fungiandbacteria• Chapter6Exploringmaterials•
Chapter14Thehumanbodyasa
system
Connection to other topics:
Chapter 1 Classifying things
Chapter 2 Living and non-living things
Chapter 3 Plants
Chapter 4 Animals
Chapter 5 Fungi and bacteria
Chapter 6 Exploring materials
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SCI_PSLE_LR_01SCI_PSLE_LR_02SCI_PSLE_LR_03SCI_PSLE_LR_04SCI_PSLE_LR_05SCI_PSLE_LR_06SCI_PSLE_LR_07SCI_PSLE_LR_08SCI_PSLE_LR_09SCI_PSLE_LR_10SCI_PSLE_LR_11SCI_PSLE_LR_12SCI_PSLE_LR_13