P6 Parent Seminar: Gearing for the Science (Std) Paper

Transcription

1 P6 Parent Seminar: Gearing for the Science (Std) Paper Scope & Format Strategies 12 April 2014

2 Format of Paper (Standard Course) Booklet Item Type No. Qtns Marks per Qtn Weighting A MCQ % B Openended 14 2,3,4 40% Duration of Paper: 1 h 45 min

3 Theme Life Science Physical Science Diversity Cycles Systems Interactions Energy General characteristics & classification of living things Life Cycles Reproduction Plant Systems Human Systems (Digestive, Respiratory & Circulatory) Cell System Interactions with Environment (ecology, adaptation, man s impact) Forms & Uses (Photosynthesis) General characteristics & classification of nonliving things Materials Matter Water Electrical Systems Forces (magnets, friction, gravity, elastic spring) Forms & Uses (Light, Heat) Energy Conversion

4 Distribution of Marks According to Syllabus Content Life Science 45-55% Physical Science 45-55% According to Assessment Objectives Knowledge with Understanding Application of Knowledge & Process Skills ~40% ~60%

5 Application of Knowledge & Process Skills (60%) Application applying concepts in new situations Process Skills Observing, Comparing, Classifying Using Apparatus & Equipment Communicating, Inferring, Predicting Analysing, Generating Possibilities Evaluating, Formulating Hypothesis

6 What is Key Accurate Understanding of Concept and Big Ideas is important MAKE CONNECTIONS between concepts learnt APPLY concept in new situations EXPLAIN Revision of concepts learnt from P3 to P6 Process Skills Expt Design what is a fair test? Using Apparatus which instrument is more accurate? Interpretation of graphs, grouping, etc.

7 Examples of Questions

8 Knowledge with Understanding E.g.1 Substance X freezes at 63 0 C and boils at C. Which one of the following shows the correct state of substance at 70 0 C and at C? State of Substance X at 70 0 C C (1) solid gas (2) solid liquid (3) liquid gas (4) liquid liquid

9 Applying Concepts E.g. 2 Which of the following caused rod X to move towards the magnet? A. Rod X was pulled by gravity B. Rod X had lost some of its magnetism. C: Rod X gained kinetic energy due to the flame.

10 Skill: Observation & Classification E.g. 3 Which of the following correctly shows the characteristics A and T?

11 E.g. 3(cont d) A (1) Straight beak Beak longer than head (2) Curved beak Beak shorter than head (3) Beak longer than head (4) Beak shorter than head T Straight beak Curved beak

12 Skill: Interpreting Graphs, Applying E.g. 4 a)what is the relationship between the percentage of females hatched and the temperature?

13 E.g. 4(cont d) b)based on Susan s results, give a reason why this type of lizard may disappear from the earth due to global warming.

14 Skill: Evaluating fair test E.g. 5 Jeanette wanted to find out what type of soil was suitable for growing balsam plants. She planted 3 balsam plants of similar size in 3 pots, X, Y and Z. X Y Z Material of Pot Plastic Plastic Plastic Type of Soil Garden soil Sand Clay Size of Pot 1.5 l 1.0 l 0.5 l Amt water per day 0.2 l 0.2 l 0.2 l Why was the experiment NOT a fair one?

15 Skill: Experimental Design E.g. 6 a)based on the graph, how many object X passed the sensor in 22 seconds?

16 E.g. 6(cont d) 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. c)suggest one way to count more than 20 object X in a minute without changing the speed of the belt.

17 Skill: Analysing, Inferring E.g.7 a)in which kettle, A or B, would the water boil first? Give a reason for your answer.

18 E.g. 7(cont d) b)in a desert, snakes crawl on the hot sand while lizards run using two of its four legs. 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?

19 Gearing towards the PSLE Revise P3,4,5 work which forms bulk of PSLE Qns (concepts in the textbook, notes) Review questions in revision papers and worksheets (Quantity AND Quality) Link ideas and concepts e.g. relate digestion and respiration to source of energy in living things Have an inquiring attitude ASK questions & SEEK answers

20 MCQ Don t rush through Go through ALL options even if you have an answer in mind Use elimination to narrow down to possible answers

21 Tackling O.E. Questions Use scientific terms e.g. attracted vs stick or attach magnetic objects to magnets Answer in context to question Clarity in Language - Be clear and specific the location must be the same Ensure phrasing does not mislead and won t be interpreted as scientifically incorrect Learn task words in question stem e.g. identify, list, explain, explain how

22 Tackling O.E. Questions Tip: Identify objective of question asking about aim / procedure / pattern / conclusion? Look out for and use clues given: Diagrams., graphs, tables Earlier parts of question E.g. 2: Interpreting Graphs, Applying Marks given Make sure you answer has science concepts in it (Topic Concept) DO NOT memorize questions and model answers answer TO the question

23 Some Important Points to Note Science has EQUAL weighting as other subjects in determining aggregate score Science is NOT a difficult subject, as long as concept is thoroughly understood Learning Science is about Understanding more than memorizing Basic Science skills is important in Secondary education

24 Thank you HOD SCIENCE