Anderson Primary School - P4 FORUM 8th April 2016 · 2016. 4. 8. · (SBB) 4 Every child is...
Transcript of Anderson Primary School - P4 FORUM 8th April 2016 · 2016. 4. 8. · (SBB) 4 Every child is...
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)
4
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
18
What subjects are offered in PSLE?
Subject / Level
Standard Foundation Higher
English
Chinese
Malay
Tamil
Mathematics
Science 19
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
20
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
21
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)
22
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
23
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.
24
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.
25
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.
26
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.
28
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)
29
Home-School Partnership
• Working together to help our children enjoy the process of learning and
actualise their full potential
30
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)
31
Subject-based Banding
Passion for Learning Quest for Excellence Respect for All Service to the Community 32
Any Question?
Email us at:
[email protected] (HOD Maths)
or
[email protected] (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.
of 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
operations.
A teacher has a number of buttons in three colours: blue, red and green.
of 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
operations.
Problem Solving
Conceptual Understanding
Factual understanding
Thinking skills and Heuristics
Attitudes
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 obtain 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 r a 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
otherwise 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:
[email protected] (HOD Maths)
or
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
or 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 object 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.
0
2
4
6
8
10
12
14
R S T U
Parts of a magnet
Number of staples
Nu
mb
er o
f p
ins
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
0
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 orange? Give a reason for your answer.
(b) Yiwen has a medical condition in which fungus grows on 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 one 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 or concept
• Give specific answers
THANK YOU
&
HAVE A
GOOD WEEKEND!