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Objectives of workshop
• To equip parents with the skills and
confidence to coach their children in
the learning of science
• Gain an insight on why certain answers
are not acceptable
• Acquire strategies on answering science
open-ended questions
OVERVIEW
• MOE Science framework
• Themes covered in P4
• Resources used for P4 Science
• Process Skills used in Investigations
• Sample questions and Misconceptions
• Q & A
2008 Syllabus
MOE Science Framework –
Science as an Inquiry
,
Through nurturing pupils as an inquirer, they: • are curious in exploring
their natural and physical world •develop a rich
understanding of concepts, principles, models, and theories. • acquire skills and
methodologies to solve problems
• Understand Science is more than knowing facts
• Pupils take control of their own learning
• Allow the application of knowledge to new situations
Inquiry-Based Learning
THEMES / TOPICS • Primary 3
Diversity of living and non-living
things
Diversity of materials
Plant System (Plant parts and functions)
Human System
(Digestive system)
• Interaction of
forces (Magnets)
Primary 4 Cycles in plants and animals (Life cycles) Cycles in matter and water (Matter) Energy Forms and Uses (Light and Heat)
Science
Process Skills
Booklet
• customised for the
school.
• specific process
skills are taught.
RESOURCES IN HGP
Science Notes
• compiled by Science
Teachers in HGP.
• content includes
notes by topics,
misconception,
sample process skill
questions and
concept map.
Process skills • Process Skills used in Investigations
o Formulating (Question)
oPredicting (Hypothesis)
oUsing the Scientific Method
(Methodology)
oCommunicating (Results –
Tables and Graphs)
o Inferring, Analysing
(Conclusion)
Process skills • Observing
• Comparing
• Classifying
• Communicating (bar graph)
• Communicating (line graph)
• Inferring
• Predicting
Communicating [Bar graph]
0
2
4
6
8
10
12
1 2 3 4
1
Number of paper clips
Time taken to reach the
ground (s)
1 10
2 8
3 6
4 4
Time taken to reach the
ground(s)
Number of paper
clips
Example:
Paper Helicopter
Variables I could change
Result variable I could measure
Length of wing
Time taken for paper helicopter to reach the ground
Aim of experiment:
To find out the effect of
on Length of wing
Time taken for the paper helicopter to reach the ground.
Drawing the line graph
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1 3 5 7
2
Time taken
to reach
the ground
(s)
Length of wings (cm)
Communicating [Line graph]
0
2
4
6
8
10
12
1 3 5 7
1
Length of wing (cm)
Time taken to reach the
ground (s)
1 2
3 4
5 6
7 8
Time taken to reach the
ground(s)
Length of wing
(cm)
Example:
How does using a retort stand
to drop the paper helicopter
improve the experiment?
So that the helicopter will always be dropped from the same height. Reduce human error and makes the result
more accurate.
• Zainal wanted to investigate which material was best at
reflecting light. He set up his experiment in a dark room as
shown below.
• Zainal shone the light from the torch onto material P and
walked towards it. When he could clearly see the material,
he stopped and measured the distance x between the
torch and the wall. He repeated the experiment with
materials Q, R and S each time. His results are shown below.
Material P Q R S
x/cm 290 330 300 310
• Zainal wanted to investigate which material was best at
reflecting light. He set up his experiment in a dark room as
shown below.
• Zainal’s teacher said that he should use a light sensor to
measure the amount of light reflected from the material.
Explain how this suggestion would improve Zainal’s
experiment.
Predict the time taken when the length of wing is 0cm.
Time
taken to
reach the
ground(s)
Length of wing (cm)
0
2
4
6
8
10
12
1 2 3 4
1
0
2
4
6
8
10
12
1 2 3 4
1
0
2
4
6
8
10
12
1 2 3 4
1
0
2
4
6
8
10
12
1 2 3 4
1
John Peter
Time
taken to
reach the
ground(s)
Mass of paper clip (g)
Time
taken to
reach the
ground(s)
Time
taken to
reach the
ground(s)
Mass of paper clip (g) Mass of paper clip (g)
John and Peter made some paper helicopters. They changed the mass of paper clips and timed how long it took to fall to the ground. Here is the start of their graph. They predicted what the rest of the graph would look like below. Whose prediction is better? Why?
Ban Leng carried out an experiment using a metal ball.
He dropped the ball from a height of 50cm onto a container
of sand. The call created a circular dent which was 2 cm in
diameter and 1 cm deep.
(a) Ban Leng dropped the metal ball from different heights.
Predict how the depth of the dent would change with the
height of the drop. Give a reason for your prediction.
There are two chairs in a room. Yen Ping touched the seat
of each chair and her hand felt cooler on the marble seat.
Which one of the following best explains why her hand felt
cooler on the marble seat compared to the leather seat?
(1) The leather seat was hotter than the marble seat
(2) More heat flowed from Yen Ping’s hand to the marble
seat
(3) Marble is a poor conductor of heat compared to
leather.
1.Underline -underline key points in question. Have to address all the key points in the question.
R. Data logger does not detect any light so R does not allow light to pass through. So others will not be able to see through the door when he is taking a shower.
2.Concept tested [cause & effect]
Identify concept tested:
So – how does the concept lead to the observation.
(Why)Air in the bottle is trapped and occupies space. (so) when water tries to enter the bottle, it pushes the air into the plastic bag.
(Concept)Air blown into the beaker is trapped and occupies space. (so) the air pushes some water out of the beaker and the water level drops.
The water level in the beaker drops.
2.Concept tested [cause & effect]
Identify concept tested
So – how does the concept lead to the observation.
2. Concept tested [cause & effect]
Concept tested infomation from table
So – how does the information from table lead to the observation.
Plastic B. (table)Plastic B is not flexible so it cannot be squeezed and (table)Plastic B is lightweight so it can be carried around easily.
All four types of plastics are waterproof.
3.Comparison -mention
both setups
Seeds in dish X will germinate.
Seeds in dish Y will not germinate.
To find out if seeds need water to germinate.
3.Comparison -mention
both setups
Ah Yong conducted an experiment using two identical flasks as shown below. Flask C was covered with feathers while flask D was not. Both flasks were filled with 200 cm3 of water at 25º C.
Ah Yong placed both flasks into a tank of hot water at 90ºC. He recorded the temperature of water in both flasks
at different times. His results are shown in the graph below.
3.Comparison -mention
both setups
(a) Based on Ah Yong’s results, what can
he conclude about feathers? Explain your
answer.
Ans: Feathers are poor conductor of heat. There are pockets of air in feather, heat does not pass through the feathers easily.
Ans: Feathers are poor conductor of heat. Feathers allow the temperature of the flask to rise slowly.
Ans: Feathers are poor conductors of heat. The temperature of the beaker with feathers becomes hotter slower.
3.Comparison -mention
both setups
(a) Based on Ah Yong’s results, what can
he conclude about feathers? Explain your
answer.
Must have conclusion and explanation. - conclusion addresses that feather is a poor conductor
of heat (or describe what a poor conductor is) - explanation focuses on the graph - talks about flasks C
and D and not about the feathers.
Answer: Feathers are poor conductors of heat. The beaker with feathers gains heat slower or the temperature of the beaker with feathers increases at a slower rate.
Practise good answering habits in daily work
Understand why certain answers are not acceptable
Draw up a schedule to revise the content areas (constant revision boost memory)
Make notes effectively – learning maps, concept maps, diagrams
Practise process skills
Make Science relevant in daily lives
Keep all Science textbooks, notes and worksheets from P3 to P6
Back home…
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