Welcome A NDERSON P RIMARY P4 Parents Forum 8 April 2016 Passion - - PowerPoint PPT Presentation

Welcome

ANDERSON PRIMARY

P4 Parents’ Forum

8 April 2016

Passion for Learning Quest for Excellence Respect for All Service to the Community

PROGRAMME

Subject-based Banding

Catering to your child’s abilities

Passion for Learning Quest for Excellence Respect for All Service to the Community

3

Intent of Subject-based Banding (SBB)

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Every child is unique, and has different aptitudes, capabilities and talents. Our schools believe in providing a balanced education that caters to the different abilities of each child so that we can prepare him for life.

Background of SBB

• Refinement to the streaming process.
• Implemented in all Primary Schools from the 2008 P5

cohort.

• To allow pupils to take subjects at different levels

depending on their aptitudes, motivation and performance.

• To help each child realise his potential, based on his

strengths and interests.

Background of SBB

For example :

Excels in English Language and Mother Tongue Language Needs support in Math and Science Standard Subjects

• English Language and Mother

Tongue Language Foundation Subjects

• Math and Science

What does SBB mean for my child?

(a) SBB is premised on ability-driven education.

• Pupils with specific strengths should pursue their

subject(s) of strength to the best of their abilities

• Pupils who have considerable difficulties coping with

certain subjects should focus on building their foundations in these subjects.

(b) Ensure pupils have a strong foundation in literacy and numeracy

 preparing pupils for secondary and post- secondary education, and enhancing their employability and capacity for lifelong learning  offering of any subject at the higher level should be premised on a strong foundation in literacy and numeracy

What does SBB mean for my child?

(a) School-based Examinations at P4

Schools will set their own P4 examinations on which recommendations for the subjects a student offers would be based.

How does SBB work?

(b) School-based Recommendations at P4

Schools will recommend pupils for the different subject combinations which pupils can achieve and benefit from. Factors considered by schools:  Pupils’ grasp of basic literacy & numeracy concepts from P1 to P4  Pupils’ overall academic performance from P1 to P4

How does SBB work?

(b) School-based Recommendations at P4

How does SBB work?

continued

How does SBB work?

(b) School-based Recommendations at P4

continued

How does SBB work?

(b) School-based Recommendations at P4

continued

How does SBB work?

(b) School-based Recommendations at P4

continued

(c) Parental Choice at the End of P4

Schools will provide option forms to all parents at the end of P4, on which the school’s recommendations will be made. Parents will make the final decision on the subject combination of their children.

How does SBB work?

Please Note: Deadline for parental option is 9 November 2016

(d)Final Decision by Schools at the End of P5

At the end of P5, schools have the autonomy to decide on the level of the subjects to be taken by pupils in P6.

How does SBB work?

(d)Final Decision by Schools at the End of P5

In deciding on a pupil’s subject combination for P6, schools take into account:

• Pupil’s aptitude, motivation and performance in each subject;
• Pupil’s ability to cope with a particular subject combination;
• Whether the subject combination focuses sufficiently on

literacy and numeracy, and facilitates the student’s articulation to secondary school and beyond.

How does SBB work?

continued

How does SBB work? (d) Final Decision by Schools at the End of P5

continued

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What subjects are offered in PSLE?

Subject / Level Standard Foundation Higher English   Chinese    Malay    Tamil    Mathematics   Science  

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Subject-based Banding in Anderson Primary

To recommend 4S1H

• Minimum of 80 marks for MTL
• Minimum of 50 marks for EL, MA & SC

To recommend 4S

• Minimum of 35 marks for EL, MA, SC and/or MTL

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Notes about Higher MTL

• HMTL is an additional subject recommended at P5

& P6

• Recommended to pupils who have a very strong

grounding, aptitude and interest in MTL from P1 to P4

• HMTL has a higher demand in content and

assessment requirements

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Notes about Higher MTL

• HMTL pupils will have to sit for both Standard MTL

and HMTL exams  Important to consider aptitude, motivation and performance in MTL, as well as time management  Also, child’s learning ability and performance in the other 3 subjects (English, Math and Science)

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Notes about Higher MTL

• HMTL will not be included in the computation of the

PSLE aggregate score

• Bonus Points is only applicable for admission to

Special Assistance Plan (SAP) Schools

• For students in the top 30% of the PSLE cohort who take HCL

at PSLE

HCL Grade Bonus Point Distinction 3 Merit 2 Pass 1

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Notes about Higher MTL

If my child is not offered Higher MTL in P5 & P6, will he/she be able to do Higher MTL in secondary school? Yes, if he/she is in the top 30% of the PSLE cohort and meet the language criteria of scoring an A* in MTL.

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Notes about Higher MTL

Will taking Higher MTL help my child to do better in Standard MTL?

Going back to the intent of SBB, the subject offered should be of appropriate level for the child – his/her aptitude, motivation and performance of the subject.

• If your child has these 3 factors for MTL, taking HMTL may help in

his learning.

• If your child has average performance in MTL and/or is trying to

cope with the content mastery of the other subjects (EMS), it would be challenging for him to manage both MTL and HMTL. Higher demand in HMTL curriculum and assessment He may wish to channel more time and effort in strengthening his knowledge acquisition in MTL and other subjects.

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My child is exempted from MTL, how would that affect the allocation of subjects? My child takes a Non-Tamil Indian Language (NTIL), how would that affect the allocation of subjects? The child will be allocated into various subject combinations based on the subjects he/she takes in school, i.e. EMS, taking into consideration his/her aptitude, ability and motivation of the subjects.

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SBB PSLE

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SBB & Secondary School Admission

• The PSLE aggregate score determines pupils’ eligibility for

secondary school courses and subsequent posting to secondary schools.

• The PSLE aggregate Score is the sum of the T-Score of each

subject.

• The raw mark for each subject is converted to a transformed

score (T-score) – The T-score reflects the pupils’ standing relative to other pupils on a common scale.

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Support from Parents

• Supervising/ monitoring of progress at

home

• Providing motivation and encouragement
• Managing pupils’ anxiety and stress
• Providing physical and emotional well-

being (not under or over-stretching)

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Home-School Partnership

• Working together to help our children

enjoy the process of learning and actualise their full potential

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Lifelong Learning

“At each stage, our student must be enabled to learn in ways appropriate for his age and development levels. Education is a marathon, not a

• sprint. Let us focus on what matters for the long-

haul, and not just what matters for exams. Let us plant in our students the seeds of lifelong learning.”

Mr Heng Swee Keat

Minister for Education (Year 2011 – 2015)

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Subject-based Banding

Passion for Learning Quest for Excellence Respect for All Service to the Community

32

Any Question? Email us at:

phua_ei_ling@moe.edu.sg (HOD Maths)

• r

neo_hwee_hwee@moe.edu.sg (P4 Year Head)

Thank You

for your Support as Partners-in-Education

Passion for Learning Quest for Excellence Respect for All Service to the Community

33

8 April 2016

• Syllabus 2013
• Overview of Mathematics curriculum and

assessments across P4 to P6.

• Spiral Approach in Mathematics.
• Approach to problem-solving

Sharing Focus

• Implemented in 2013 P1 cohort.

]\\

• Seeking a better balance between content and skills ( 21st

century competencies)

• Engaging 21st century learners ( digital natives) who work

and think differently.

Syllabus 2013

• Acquire concepts and skills for everyday use.

Aims of Primary Mathematics

• Develop thinking skills, reasoning, communication ,

application and metacognitive skills.

• Build confidence and foster interest in

mathematics.

Learning Experiences – Connections – Problem Solving

Primary 4 Primary 5 Primary 6 Whole Numbers Whole Numbers Fractions Fractions Fractions Decimals Decimals Decimals Percentage Measurement Percentage (New) Ratio Geometry Ratio (New) Speed (New) Data Analysis Measurement Measurement Circles ( New) Geometry Data Analysis Data Analysis

Curriculum

Curriculum

Primary 1 Whole Numbers Concept of multiplication and division

• Equal groups of objects and finding the total

number of objects. Primary 2 Whole Numbers Multiplication tables of 2,3,4,5,10 Primary 3 Whole Numbers ( factual fluency) Multiplication tables of 6,7,8,9 Primary 3 Fractions Equivalent fractions Expressing fraction in its simplest form. Mixed numbers, Improper fractions Addition and Subtraction of fractions . Primary 4 Whole Numbers Multiplication algorithm Primary 4 Decimals 4 operations of decimals

Assessments

P4 P5 & 6 Item Types No of questions Marks allocated No of questions Marks allocated MCQ 20 2 marks per question 15 1 or 2 marks per question SAQ 20 2 marks per questions 20 1 or 2 marks per question LAQ 5 4 marks per questions 13 3, 4 or 5 marks per question

Complexity and demand of the questions Time management

How are concepts connected and interdependent?

The figure shows a table mat. The outside edge of the mat is formed by 8 semicircles and 4 quarter circles, each of radius 7 cm. (a) Find the perimeter of the mat. (b) Find the area of the mat.

PSLE 2014 Question 14 ( Paper 2)

Primary 1-3

Geometry ( 2D figures) Identifying squares , semi-circles and circles. Measurement ( Area and perimeter) Finding area and Perimeter of squares and rectangles

Problem Solving ( Circles)

How are concepts connected and interdependent?

The figure shows a table mat. The outside edge of the mat is formed by 8 semicircles and 4 quarter circles, each of radius 7 cm. (a) Find the perimeter of the mat. (b) Find the area of the mat.

PSLE 2014 Question 14 ( Paper 2)

Primary 4

Area and Perimeter of Squares and Rectangles. Find the area of a composite figure made up of rectangles and squares.

Problem Solving ( Circles)

How are concepts connected and interdependent?

The figure shows a table mat. The outside edge of the mat is formed by 8 semicircles and 4 quarter circles, each of radius 7 cm. (a) Find the perimeter of the mat. (b) Find the area of the mat.

PSLE 2014 Question 14 ( Paper 2)

Primary 6

Area and circumference of circle

• Find the area and circumference of a circle.
• Find the area and perimeter of semi-circle

and quarter circle. Area and perimeter of composite figure.

• Find the area and perimeter of a figure made

up of some of the following shapes.

• square, rectangle ( P4) , triangle (P5) ,

semicircle, quarter circle ( P6)

Problem Solving ( Circles)

How are concepts connected and interdependent?

Primary 4 Primary 6

Area and Perimeter of Squares and Rectangles. Find the area of a composite figure made up of rectangles and squares. Area and circumference of circle

• Find the area and circumference of a circle.
• Find the area and perimeter of semi-circle

and quarter circle. Area and perimeter of composite figure.

• Find the area and perimeter of a figure made

up of some of the following shapes.

• square, rectangle ( P4) , triangle (P5) ,

semicircle, quarter circle ( P6)

Problem Solving ( Circles)

Problem Solving ( Fractions )

How are concepts connected and interdependent?

Primary 4

Fractions Fraction of a set of objects

A teacher has a number of buttons in three colours: blue, red and green.

• f the buttons are blue. How many blue buttons are there?

A set of objects Fraction of set of objects A set of buttons × 30 = 9

Problem Solving ( Fractions )

How are concepts connected and interdependent?

Primary 5

Four Operation of fractions

• Divide a proper fraction by a whole number.
• Solve word problems involving the 4
• perations.

A teacher has a number of buttons in three colours: blue, red and green.

• f the buttons are blue. The number of blue buttons is twice the number of red buttons.

What fraction of the buttons are green? A set of objects ( red buttons ) ( green buttons ) 1 whole denotes the set of objects

New concepts are tested. The number of objects is not given in this question.

Fraction of set of objects

PSLE 2014 Question 5 ( Paper 2)

Problem Solving ( Fractions )

How are concepts connected and interdependent?

Primary 4 Primary 5

Fractions Fraction of a set of objects Four Operation of fractions

• Divide a proper fraction by a whole number.
• Solve word problems involving the 4
• perations.

Pr Problem

• blem

Solvi lving ng

Concep ceptual ual Under erstan standing ding Factual ctual under erstanding standing

Thi hink nking ing skil ills ls and Heuri risti stics cs Atti titu tudes des

Points to note Number operation

(14 – 2) ÷ 3 = 4 14 – 2 = 12 ÷ 3 = 4 14 – 2 = 12 2 – 14 = 12 12 ÷ 3 = 4 3 ÷ 12 = 4

Percentage ¼ ×100% = 25%

¼ ×100 = 25% ¼ ×100% = 25 60% - 25%= 35% 60 - 25 = 35% 60 - 25% = 35% 60% - 25% = 35

25% = 0.25 ¼ ×100 = 25

Measures

2.50 p.m. + 4.40 = 7.30 p.m. 2.50 p.m. + 4h 40 min = 7.30p.m. 2h 50 min + 4 h 40 min = 7h 30 min = 7.30 p.m.

Unitary method

6 units  $42 6 units = $42 6 = $42 1/6 = 42

Referencing

Referencing

Metacognition Checking Application of ideas

It is a process by which a pupil uses previously acquired knowledge, skills and understanding to

• btain

an answer in an unfamiliar situation.

What is Problem Solving?

The Polya’s 4-step model provides a framework for problem solving that can h e l p p u p i l s p ra c t i s e s y s t e m a t i c t h i n k i n g . Polya’s 4-step model

Polya’s 4-step model

• 1. Understanding the Problem
• 2. Devising a Plan
• 3. Carrying out the Plan
• 4. Reflecting

• 1. Understanding the Problem
• Look for information given
• Visualise the information
• Organise the information
• Connect the information

• 2. Devising a Plan (Heuristics)
• Act it out
• Use a model/diagram
• Make a systematic list
• Look for patterns
• Work backwards
• Use before-after concept
• Guess and Check
• Make supposition
• Restate the problem in another way
• Simplify the problem
• Solve part of the problem

• 3. Carrying out the Plan
• Use computational skills
• Use geometrical skills
• Use logical reasoning

Incorporating these thinking skills

• Classifying
• Comparing
• Sequencing
• Analysing parts and whole
• Identifying patterns &

relationship

• Induction
• Deduction
• Spatial visualisation

• 4. Reflecting
• Check solution
• Improve on the method used
• Seek alternative solutions
• Extend the method to other

problems

Why use model drawing?

• Represent the mathematical

relationships in a problem pictorially

• Help pupils visualise what could
• therwise be abstract concepts
• Help clarify a problem and plan the

steps for the solution

PART-WHOLE MODEL

…from pictures to model

part part whole

COMPARISON MODEL

Using two or more bars to compare two or more items or variables.

$20 ÷ 2 = $10 Mark paid $40 for both items. Mark bought a pen and a book. The book cost 3 times as much as the pen. If the book cost $20 more than the pen, how much did Mark pay for both items? Pen Book $20 ? 4 x $10 = $40 1 unit 1 unit 2 units  1 unit  1 unit 1 unit $20 4 units  Comparison model

John had 850 more chickens than ducks. After selling ¾ of the chickens, he had 140 more ducks than chickens. How many chickens did he have at first?

850 140 3 units  140 + 850 = 990 1 unit  ducks chickens 990 ÷ 3 = 330 4 units  330 x 4 = 1320 He had 1320 chickens at first.

Before - After

Alan Betty Cindy

6 4 3

1 part 2 parts 2 units

Alan, Betty and Cindy shared a packet of sweets. Alan took of the sweets and was given 6 more. Betty took of the remaining sweets and was given 4 more. Cindy took the remaining 3 sweets. How many sweets were there in the packet?

1 3

2 1

Alan Betty

2 parts  7 x 2 = 14 1 part  4 + 3 = 7 There were 30 sweets.

Cindy

6 4 3

1 part 2 parts

2 units  14 + 6 = 20

2 units

1 unit  20 ÷ 2 = 10 3 units  10 x 3 = 30

After - Before

Guess & Check

 Involves making a reasonable

guess, checking the guess and revising the guess if necessary.

 A correct solution may not be

arrived at immediately but it provides information that can be used to better understand the problem.

There were 160 motorcycles and cars at a carpark. The total number of wheels was 510. How many cars were there at the carpark?

Total no. of vehicles = 160 Total no. of wheels = 510 Each car has 4 wheels. Each motorcycle has 2 wheels.

Guess & Check

• No. of

wheels(cars)

• No. of wheels

(motorcycles) Total no. of wheels Check 80 x 4 = 320 80 x 2 = 160 320 + 160 = 480 X 90 x 4 = 360 70 x 2 = 140 360 + 140 = 500 X 95 x 4 = 380 65 x 2 = 130 380 +130 = 510 

Condition 1 :Total no. of wheels = 510 Condition 2 :Total no. of vehicles = 160 First guess : 80 cars & 80 motorcycles Guess & Check There were 95 cars.

• Involve making use of

simulated numbers to make the situation real Make supposition

There were 160 motorcycles and cars at a

• carpark. The total number of wheels was
• 510. How many cars were there at the

carpark?

Make supposition

Suppose all vehicles are motorcycles… Total no. of wheels  160 x 2 = 320

• No. of excess wheels  510 – 320 = 190

Each car has ( 4 –2 = 2) more wheels than each motorcycle.

• No. of cars  190 ÷ 2 = 95

There were 95 cars.

• Get your child to communicate, reason and

reflect.

• Use questions to probe their understanding.
• Relate to real-life situation.

How to help your child to strengthen his/her problem solving skills

Mathematics Sharing

Any Question? Email us at:

phua_ei_ling@moe.edu.sg (HOD Maths)

• r

yeo_sharon @moe.edu.sg (LH Maths)

SCIENCE SHARING FOR PARENTS

OBJECTIVES OF SESSION

• To gain an overall understanding of the

primary science curriculum.

• To gain an insight of how science

concepts are tested.

• To equip parents with a better

understanding of the strategies involved in answering open-ended science questions.

What does my child learn in science? How does my child learn science? How is my child assessed in science? How can I support my child in learning science? Why does my child learn science?

Have learning experiences which build on interest and stimulate curiosity Learn basic concepts to understand themselves and things around them Develop skills Cultivate attitudes

Why does my child learn science ?

Themes * Lower Block (P3-P4) ** Upper Block (P5-P6) Diversity

 Diversity of living and non-living things (General characteristics and classification)  Diversity of materials

Cycles

 Cycles in plants and animals (Life cycles)  Cycles in matter and water (Matter)  Cycles in plants and animals (Reproduction)  Cycles in matter and water (Water)

Systems

 Plant System (Plant parts and functions)  Human System (Digestive system)  Plant System (Respiratory and circulatory systems)  Human System (Respiratory and circulatory systems)  Cell System  Electrical System

Interaction

 Interaction of forces (Magnets)  Interaction of forces (Frictional force, gravitational force, force in springs)  Interaction within the environment

Energy

 Energy Forms and Uses (Light and Heat)  Energy Forms and Uses (Photosynthesis)  Energy Conversion

Note:

• *Lower Block (Primary 3 and 4); ** Upper Block (Primary 5 and 6).
• Topics which are underlined are not required for the Foundation Science .

What does my child learn in science ?

SCIENCE THEMES / TOPICS LOWER BLOCK

PRIMARY 3

• DIVERSITY
• Living things
• Plants
• Animals
• Fungi & bacteria
• Exploring materials
• SYSTEMS
• Body systems
• Plant systems

PRIMARY 4

• INTERACTIONS
• Magnets
• CYCLES
• Life cycles of Animals
• Life cycles of Plants
• Matter
• ENERGY
• Light & shadows
• Heat & temperature

SCIENCE THEMES / TOPICS UPPER BLOCK

PRIMARY 5

• SYSTEMS
• Cells
• Air & living things
• Plant transport system
• Electrical systems
• CYCLES
• Heredity & reproduction
• Reproduction in plants
• Water matters

PRIMARY 6

• ENERGY
• Forms of energy
• Energy & the sun
• INTERACTIONS
• Forces
• The environment
• Environmental interactions
• Adapting to the environment
• People & the environment

Engaging with an event, phenomenon

• r problem through:

Collecting and presenting evidence through: Reasoning; Making meaning of information and evidence through: Skills  Formulating hypothesis  Generating possibilities  Predicting  Observing  Using apparatus and equipment  Comparing  Classifying  Inferring  Analysing  Evaluating Communicating Processes Creative problem-solving, Investigation and Decision-making

What does my child learn in science ?

What does my child learn in science ?

• Curiosity
• Creativity
• Integrity
• Objectivity
• Open-mindedness
• Perseverance
• Responsibility

How does my child learn science ?

• Introduction to concepts.
• Exploring through hands-on activities.
• Applying concepts in various contexts.
• Making links between concepts.

How is my child assessed in science ?

• Holistic Assessment : Both paper and pencil

tests and performance assessments are used.

• Focus is on conceptual understanding and

application of concepts and skills.

• Students can explain their understanding of

concepts in their own words.

• Concepts which are correct in the context of the

questions will be carefully evaluated and awarded marks.

How can I support my child in learning science ?

• Challenges of early science learners:
• Language - Lack of vocabulary range and

language precision.

• Concepts - Unable to visualise abstract

concepts.

• Complexity - Unable to link and apply

complex concepts.

How can I support my child in learning science ?

• Science is not about :
• Memorizing ‘correct’ keywords.
• Knowing lots of information.
• Drilling theoretical questions that are not

workable in real life.

How can I support my child in learning science ?

• Carry out science activities at home.
• Relate the science learnt in school to things

in everyday life.

• Ask questions that require description or
• explanation. Encourage them to discuss and

talk about science ideas.

• Encourage your child to read beyond the

textbooks (e.g. science comics).

TESTING OF SCIENCE CONCEPTS

George arranged a torch and three objects, A, B and C, in a straight line in front of a whiteboard. The shadows formed by the objects are shown above. Based on the information above, tick the correct property of

• bject A.

QUESTION 1

Shadow formed on screen Torch Whiteboard A B C

Does not allow light to pass through Allows all light to pass through Allows some light to pass through

The set-up below uses a light sensor to count the number of identical object X on a moving belt. The belt moves at a constant speed. When an object X is between the light source and the sensor, it blocks light from reaching the sensor. The data recorded is shown in the graph below. QUESTON 2

light sensor connected to a counter light source moving belt

(a) Based on the graph, how many object X passed the sensor in 22 seconds? (b) The light source and the sensor are placed 3 cm above the belt. State whether an object that is less than 3 cm in height can be counted. Give a reason for your answer. No, an object that is less than 3 cm in height cannot block the light and so light will still reach the light sensor. 5 objects

The graph below shows the number of steel pins attracted to different parts (R, S, T and U) of a bar magnet. QUESTION 3 Label the diagram of the bar magnet below with the correct parts for R and U.

2 4 6 8 10 12 14 R S T U Parts of a magnet Number of staples

Number of pins Parts of a magnet

R U U Bar magnet

Aishah was given 2 similar rods, P and Q. One of the rods was a magnet and the other was a magnetic material. She wanted to find out which rod was the magnet. Aishah arranged the rods P and Q as shown in Figure 1. She found that there was a strong force of attraction between the

• rods. When she rearranged the rods as shown in Figure 2, the

force of attraction was weak. QUESTION 4

Figure 1 Figure 2

Rod P was the magnet because its end had a stronger force of attraction on Q compared to the weaker force of attraction using its centre. Which rod, P or Q, was the magnet? Give a reason for your answer.

COMMON PROBLEMS IN ANSWERING OPEN-ENDED QUESTIONS

Study the diagrams of Animal A and Animal B below. QUESTION 5

Animal A Animal B

Based on what you can observe, list 2 similarities between Animals A and B. (a) Both animals can fly. (b) Both animals lay eggs. The answer must be observed in the diagram. It cannot be stated from prior knowledge. (a) Both animals have wings. (b) Both animals have legs.

In the diagram below, equal amounts of ice cubes were placed in 4 containers each of the same size but made of different materials. QUESTION 6

Material Time taken for ice to melt (minutes) A 12 B 40 C 25 D 55

The table below shows the time taken for the ice in each container to melt completely.

(a) Which material, A, B, C, or D would be the most suitable for making a container to keep food warm for the longest time? Explain your choice. Material D. The ice takes the longest time to melt and this shows that it gains heat most slowly and is the poorest conductor of heat. Material D. The ice takes the longest time to melt and it can be used to keep food warm for the longest time. Material D. The ice takes the longest time to melt. The answer is just stating the data found in the table. No explanation is provided. No explanation is provided to answer the question.

(b) Besides the amount of ice cubes, name another variable that should be kept constant. The time taken for the ice cubes to melt. The material of the boxes. The size of the boxes. The location where the boxes are kept. The surrounding temperature where the boxes are kept. Given in the question. This is the variable being tested. This is the variable being measured.

The graph below shows the relationship between the mass of substance X and its volume. More of substance X is gradually introduced into a sealed container with a capacity of 15 m3. QUESTION 7

Volume of substance X (m3) 5 10 15 20

20 40 60 80

Mass of substance X (g)

(a) From the graph, what is the relationship between the mass of substance X and its volume? The volume remain constant. The answer is just stating information about the volume. As the mass of substance X increases, its volume remains constant.

COMMON PROBLEMS OBSERVED

• Question not read carefully
• Vague answers
• Lack of scientific understanding
• Incomplete answers which require further

elaboration

• Irrelevant answers

HOW CAN YOU HELP YOUR CHILD WITH SCIENCE?

OBSERVE THE SCIENCE IN EVERYDAY LIFE

Kelly packed some clothes into a bag and weighed it. The mass of the bag with the clothes was 4 kg. She used a special device to suck out air from the bag and then sealed it. QUESTION 8 Kelly weighed the bag again after sealing it. (a) The mass of the bag is now less than / the same / greater than 4 kg. Circle the correct answer. (b) Explain your answer in part (a).

Mass of the bag with clothes: 4 kg bag Clothes in the sealed bag

Brian poured some water from a jug into 2 similar flasks. In flask A, he placed a funnel at the mouth of the flask and secured it with a stopper as shown below. QUESTION 9 Brian found that after a while, the water could no longer enter flask A. Explain why this is so.

funnel stopper Flask A Flask B

Yiwen placed four similar oranges in four identical sealed boxes. He placed boxes P and Q in a cold place and boxes R and S in a warm place. Substance Y absorbs water from the surrounding. QUESTION 10 In which box, P, Q, R or S, would fungus first appear on the

• range? Give a reason for your answer.

(b) Yiwen has a medical condition in which fungus grows

• n his feet.

The doctor advised Yiwen to wear slippers instead of covered shoes. Explain how wearing slippers helps reduce the growth of fungus on the feet.

Beakers X and Y contain different amounts of boiling water as shown below. Mrs Lim placed similar eggs in each of the beakers for 10 minutes. QUESTION 11 Ten minutes later, Mrs Lim cracked both the eggs and noticed that

• ne of the eggs was more cooked than the other.

Which of the eggs was more cooked? Explain your answer.

egg

YOUR CHILD NEEDS TO…

• Read the questions carefully
• Identify and highlight key points in the

question (E.g. experiment conducted in a dark room? Water at room temperature?)

• Study the graph / chart / diagram / table

carefully

• Link the question back to Science topic
• r concept
• Give specific answers

THANK YOU & HAVE A GOOD WEEKEND!