[PPT] - Science Process Skills (Upper Block) Answering techniques PowerPoint Presentation

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Springdale Primary School

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Springdale Primary School

Sharing Outline

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Science Process Skills (Upper Block)
Answering techniques

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Skills & Processes Skills

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

Processes

Creative problem

solving

Decision-making
Investigation

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Big Ideas in the Primary Science Syllabus

Big Ideas (Themes) Key Inquiry Questions

Diversity

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

and non-living things? Systems

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

to perform a function? Cycles

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

Interactions

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

surroundings?

An Overview

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Big Ideas in the Primary Science Syllabus

Big Ideas (Themes) Key Inquiry Questions Energy

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

An Overview

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Springdale Primary School Themes Life Science Physical Science Diversity

Diversity of living things
(General characteristics &

classification)

Diversity of non-living things
(General characteristics and

classification)

Diversity of Materials

Systems

Plant System (Plant parts &

functions, respiratory & circulatory system)

Human System (Digestive,

Respiratory & circulatory system)

Cell System
Electrical System

Cycles

Cycle in plants & animals
(Life cycles, Reproduction)
Cycle in Matter & Water

(Matter, water)

Themes

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Themes

Themes Life Science Physical Science Interactions

Interaction within the

environment (Web of Life, Adaptation, Man’s Impact on the environment)

Interaction of forces

(Magnets, Frictional force, Gravitational force, Elastic Spring Force) Energy

Energy forms & uses
(Photosynthesis)
Energy forms & uses

(Light & Heat)

Energy Conversion

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Themes P3 P4 P5

P6

Diversity

Living & Non-

living things

Diversity of Living

things

Diversity of

Materials Systems

Plant system
Human system

(Digestive System)

Circulatory

& Respiratory Systems in Plants & Animals

Cells
Electrical

System

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Themes P3 P4 P5 P6

Cycles

Life cycle
f plants

& animals

Matter
Water
Reproduction

in Plant & Human Interactions

Magnet
Environment
Web of Life
Adaptation
Man’s impact
n the

environment

Forces

Energy

Light
Heat
Energy &

Photosynthesis

Energy forms &

uses

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Exam Format (Standard Science)

Booklet Item Type

No. of

Questions Marks per Question Total Marks A Multiple- choice 28 2 56 B Open-ended 12 - 13 2 - 5 44 Format of Paper Duration of Paper: 1 hour 45minutes

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

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Booklet Item Type

No. of

Questions Marks per Questions Total Marks A Multiple- choice 18 2 36 B Structured Open-ended 6-7 5-6 2 - 3 2 - 4 14 24 Format of Paper Duration of Paper: 1 hour 15 minutes

Exam Format (Foundation Science)

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

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Assessment

1)Knowledge with understanding (40%) Pupils should be able to demonstrate knowledge and understanding of scientific facts, concepts and principles 2)Application of Knowledge and Process Skills (60%) a) Apply scientific facts, concepts and principles to new situations b) Use one or a combination of the basic process skills

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What are the implications?

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

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

concepts / principles / facts

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What are the implications?

Students must: 2) Revise concepts learnt from P3 – P6 3) Focus on Scientific Inquiry

Inquiry: activities and processes which scientists and

students engage in the study of the world around us

Important to practise an array of thinking skills (e.g.

creative problem solving, decision making & investigation skills) that support scientific inquiry

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Science Process Skills

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Cognitive Categories Question Commonly associated words Remembering Can pupils recall information? List, identify, name, label & state Understanding Can pupils explain ideas or concepts? Classify, interpret, summarise, describe, compare, paraphrase, giving examples Applying Can pupil use information in a familiar or new situation? Use a concept Carry out a procedure Implement a procedure

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Revised Bloom’s Taxonomy (RBT)

Cognitive Categories Question Commonly associated words Analysing Can pupil break information into parts to explore relationships? Distinguish (cause & effect) Infer, predict and investigate Evaluating Can pupils justify an

pinion, decision or course
f action?

Select, critique, judge, choose, check Creating Can pupils generate new products, ideas or ways of looking at things? Generate possibilities, design an investigation, provide alternatives, modify, suggest

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Using Apparatus and Equipment

Developing the ability to select apparatus and units

when taking measurements

Using apparatus correctly and carefully

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Using Apparatus and Equipment

Knowing the functions of various apparatus,

instruments or equipment

Knowing the limitations of various apparatus – that

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

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

Using Apparatus & Equipment

Using Apparatus and Equipment

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

Using Apparatus and Equipment

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Communicating

Transmitting and receiving information presented in

various form: – Verbal (by talking) – Pictorial (using pictures or drawings) – Tabular (using tables) – Graphical (using graphs)

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Communicating – Pictures or Drawings

May need to use symbols instead

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Communicating - Life cycle of organism(s)

Egg Adult butterfly Caterpillar (Larva) Pupa

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Fill in the blanks with the correct processes.

Communicating

Communicating – Water Cycle

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Communicating – Tabular

A B 1 2.3 2 4.5 4 6.7 8 8.3 16 10.5 Relationships of data in a table

When A increases, B also increases.

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Relationships of data in a table

As temperature of area increases, the greater the

increase in the height of the plant until 44°C. After which, the increase in height of the plant decreases as the temperature of the area increases.

Communicating – Tabular

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Communicating – Graphical

A graph shows the relationship between two variables

Bar graph
Line graph

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

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

Communicating & Analysing

Communicating – Graphical

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Which is the strongest bar magnet? Explain your answer.

Bar magnet C is the strongest magnet because it is

able to attract the most number of thumbtacks.

Communicating & Analysing

Communicating – Graphical

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Bee Ling used the electrical method to turn an iron nail into a magnet. She recorded her results in a graph as shown below.

Communicating, Analysing & Inferring

Communicating – Graphical

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What does the graph tell you about the relationship between the number of coils and the number of thumbtacks?

As the number of coils around the iron nail increases, the number of thumbtacks attracted increases.

Communicating, Analysing & Inferring

Communicating – Graphical

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Jane carried out an experiment with two solids, A and B. She heated up A and B at the same time with the same amount of

heat. Heat is supplied throughout the experiment. The graphs

below shows the temperatures of A and B as they are being heated up.

Communicating

Communicating – Graphical

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Communicating

Communicating – Graphical

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Answer : ( )

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Predicting

Assessing the likelihood of an outcome based on

prior knowledge of how many things usually turn

ut

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Nick learnt in his Science lesson that bacteria present in the air cause food to turn bad. He also learnt that when food is exposed to more air, food turns bad faster. Nick carried out an experiment using a packet of milk and 3 set-ups shown below.

Communicating & Predicting

milk

Predicting

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He put the same amount of milk in three test tubes and left the tubes at room temperature. For each set-up, he recorded the number of hours for the milk to first turn bad. Which one of the following shows the correct order in which the milk in the set-ups turned bad, starting from the shortest time to the longest time? (1) A, B, C (2) A, C, B (3) C, B, A Answer : ( ) (4) C, A, B

Communicating & Predicting

Predicting

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Analysing & Inferring

Identifying parts of objects, information of processes,

and the patterns and relationships between these parts

Inferring

Interpreting or explaining observations or pieces of

data or information

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In an experiment, Johan placed two identical kettles on two metal plates of the same material with different

surfaces. The kettles contained the same amount of

water at room temperature. The plates were heated from below.

Analysing & Inferring

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In which kettle, A or B, would the water boil first? Give a reason for your answer. Kettle A. A greater surface area of the kettle A is in contact with the metal plate than kettle B, thus allowing it to gain more heat than kettle B.

Analysing & Inferring

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

Analysing & Inferring

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

Analysing & Inferring

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Analysing & Inferring

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

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Sally filled a test tube with some water. She placed the test tube in a beaker of water. The test tube floated as shown below in Diagram 1. When she filled the test tube with more water and placed it in the beaker of water, the test tube sank as shown in Diagram 2.

Analysing & Inferring

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

Analysing & Inferring

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

Analysing & Inferring

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

Analysing & Inferring

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Evaluating & Inferring

Assessing the reasonableness, accuracy and quality
f information, processes or ideas
Assessing the quality and feasibility of objects

Generating Possibilities

Exploring all the alternatives, possibilities and choices

beyond the obvious or preferred one

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Samy set up an experiment as shown below. When the metal clips were connected to the container, the bulb lit up.

Evaluating & Inferring

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

Evaluating & Inferring

No

The current do not need to flow through the liquid P to light up the bulb. The current must flow through the container made of material Q. Hence it must be a conductor of electricity to close the circuit.

Yes

Evaluating & Inferring

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Answering Techniques

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What is Aim of experiment / investigation? Aim is a statement of the purpose of the experiment / investigation.

Aim of Experiment

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How do you identify the aim of the experiment / investigation?

Look out for phrases in the question stem such as:
“…to find out if…..”
“...to find out whether……”
“... to find out how…..”
“... to investigate the effect of…….”.
Highlight the aim of the experiment / investigation.

Aim of Experiment

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

aim

Aim of Experiment

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Practice: Wendy wanted to find out how the arrangement of bulbs in a circuit would affect their brightness. She set up the following circuits A, B, C and D, using electrical bulbs and batteries.

aim

Aim of Experiment

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Sometimes, the aim of the experiment is not stated in the question. By analysing the independent variables (the changed variables) and experimental results, you would be able to state the aim of the experiment.

Aim of Experiment

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What is a variable? A variable is any factor or condition that can exist in different amounts or types. An experiment usually has three kinds of variables:

Variables

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Independent variables answer the question

"What do I change?“

Dependent variables answer the question

"What do I observe / measure?"

Constant variables answer the question

"What do I keep the same?"

Variables

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Jamie conducted an experiment using two seeds, X and Y, as shown in the diagram below (not drawn to scale). She wanted to find out how the wing span of the wing-like structure affects how far the seed can be dispersed. aim changed variable dependent variable

Wing span Seed X Wing span Seed Y

Variables

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She released the two seeds from the same height at the same time. constant variable

Wing span Seed X Wing span Seed Y

Variables

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Practice: Ahmad wanted to find out how the mass of a plastic toy affected the time taken for it to fall vertically to the ground from a given height. What are the variables Ahmad had to keep constant to ensure that it is a fair test?

changed variable dependent variable constant variable

aim

Variables

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John decided to use set-ups A and B to conduct another

experiment. Based on observation of the above diagram,

what do you think the aim of his experiment is?

changed variable

number

f leaves

Variables

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changed variable

number

f leaves

To find out if the number of leaves affect the rate of water

absorption. / To find out if a plant with more leaves absorb

more water than a plant with fewer leaves.

Variables

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John filled 3 beakers, A, B and C, with the same amount of water before placing an equal number of duckweeds in each

beaker. He then added 1g of soap P and 1g of soap Q into

beaker B and C respectively as shown in the diagram below. He then monitored the number of duckweeds in the three set-ups over 5 days.

changed variable

Variables

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

dependent variable

What do you think is the aim of John’s experiment? To find out if the type of soap affects the survival/growth of duckweeds.

Variables

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What is a fair test? A fair test is an experiment that only has 1 changed variable. A fair test ensures that the experimental results is only caused by the variable that is changed and not due to any other factors.

Fair Test

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How should students approach questions on fair test?

Highlight the independent variable (changed variable)
Check if more than 1 variable has been changed (more

than 1 changed variable suggests an unfair experiment)

Highlight / Identify the experimental results

Fair Test

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a) Why is it a fair test? There is only one changed variable, ________________, (write the changed variable in that question) in the experiment.

Fair Test

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b) Why is it not a fair test?

There should be

nly
ne

changed variable, ______________ (write the only variable that should be changed in the experiment), but ________________ (write the other variables that have been changed) has also been changed. OR There is more than 1 changed variable in the experiment, __________________ and _______________ (write the variables that have been changed in the experiment).

Fair Test

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c) How is it a fair test? It ensures that

nly

the changed variable, _______________ (write the changed variable in the experiment), is affecting the ________________ (specify the experimental results).

Fair Test

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

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

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What is a conclusion? The conclusion of the experiment depends on its aim. When an experiment / investigation is conducted, data is

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

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

Writing A Conclusion

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How should students answer questions on conclusion?

Highlight aim of experiment
Analyse / understand the data
Conclude based on the aim of experiment

Writing A Conclusion

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changed variable dependent variable

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Practice: Based on the results of the experiment, what can you conclude about the number of bubbles produced and the distance between the water plant and the lamp? As the distance between the lamp and the plant increases, the number of bubbles produced decreases.

Writing A Conclusion

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

Reliability

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(units)

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To ensure reliability of the experimental results.

Reliability

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To ensure reliability of the experimental results.

Reliability

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What can Jaden do to improve the reliability of his experiment? ______________________________________________ ______________________________________________

Repeat the experiment a few more times and find the average time taken for the items to reach the ground.

Reliability

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QUESTIONS REQUIRING EXPLANATION

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For questions that require explanation,

students must not merely state definitions of concepts.

Students must answer in accordance to the

context of the question.

Students must use information/data in the

question to support their explanation.

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Using O-I-C strategy to answer questions. O = Observe I = Interpret C = Conclude (may not apply to all questions)

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Floor tile N. The amount of force needed to move the block is more showing that there is more frictional force between the block and the tile so it will increase friction between the bathroom floor and feet to prevent slipping.

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It reduces the surface area in contact with the sand so less heat will be conducted from the hot sand to the drinks.

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

showing that greatest amount of light is reflected so the safety vest will be able to reflect most light to motorists to warn them of the presence of the worker.

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Ways to help your child in Science

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Ways to help your child in Science

Wander and wonder with your child
regular trips to the Science Centre, Zoological

Gardens, Botanical Gardens, markets and your own kitchen

Observe, explore and discuss natural phenomena
Provide time / materials / resources for Science

projects

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Ways to help your child in Science

Encourage involvement in community projects that

support scientific understanding

Recycling, Preventive measures to stop Dengue Fever
Ask your child to explain their responses in detail
Ask WHY

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Ways to help your child in Science

Check your child’s activity book and files regularly.

Make sure assignments are carefully completed and concepts understood.

Work in partnership with your child’s teacher.
Encourage your child to explain using science concepts

learnt in real life situations.

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