P6 Mass Lecture 1

8/2/2019 P6 Mass Lecture 1

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P6 Science

Mass LectureSeries

Part 1



PSLE Science

Syllabus P3-P6

EnergyInteractions

Systems

Cycles

Diversity



THEME- ENERGY TOPIC

Energy Forms andUses (Light)

Lower Block – P4

•

Formation of shadow• transparency of materials

• object is a source of light or

reflects light

Energy Forms andUses (Heat)

Lower Block – P4

•Good and bad conductors of heat

• effects of heat gain and heat loss

• heat flow

• thermometers

• heat and temperature

• common sources of heat



THEME - ENERGY TOPICS

EnergyConversions

Upper Block – P6

•Conversion of energy

•Examples of forms of energy

•Sun as the main source of energy

Energy Formsand Uses

(Photosynthesis)

Upper Block – P6

•Requirements for photosynthesis

•Food for plants and animals

•Sun as primary source of energy

•Living things need energy



THEME -

INTERACTIONS

TOPICS

Interactions offorces (magnets)

Lower Block – P4

•Uses of magnets

•Magnet making

•Characteristics of magnets

Interactions offorces

Upper Block – P6

•Effects of forces

•Examples of types of forces – magnetic force, gravitational force,

elastic spring force, frictional force

•Push or pull



THEME -INTERACTIONS

TOPIC

Interactionswithin theEnvironment

Upper Block –

P6

•Examples of man’s impact on theenvironment

•Structural and behaviouraladaptations

•Habitats support differentcommunities

•Differentiating organism, population,community

•Energy pathway in food chains orfood webs

•Factors affecting organisms’ survival



THEME -SYSTEMS

TOPIC

Human System

(Digestive)Lower Block – P4

•Functions of digestive system

•Organ systems in humans

Plant System

(Plant Parts and

Functions)

Lower Block – P4

•Plant parts and functions

•Organism is a system

Plant and HumanSystems – Respiratory andCirculatorySystems

Upper Block – P5

•Integration of systems in carrying outlife processes

•Transport of nutrients, water andoxygen in plants and animals

•Organs and functions of humanrespiratory and circulatory systems

•Air is a mixture of gases



THEME -SYSTEMS

TOPIC

Cell SystemUpper Block – P5

•

Cell parts and functions•Plant and animal cells

•Unit of Life

Electrical SystemUpper Block – P5

•Conservation of electrical energy•Use and handling of electricity

•Relating electrical conductors and

heat conductors

•Electrical conductors and non-conductors

•Components of circuits, closedcircuit, electrical circuits



THEME - CYCLES TOPIC

Cycles in Matterand Water (Matter)

Lower Block – P3

•States of matter

•Matter has mass and occupiesspace

Cycles in Plantsand Animals (LifeCycles)

Lower Block – P3

•Life cycles of plants and animals

•Different organisms have differentlife cycles



THEME - CYCLES TOPIC

Cycles in Plants

and Animals

(Reproduction)

Upper Block – P5

•Similarity in fertilisation in flowering

plants and animals

•Processes in sexual reproduction offlowering plants

•Plant reproduction by spores andseeds

Cycles in Matterand Water (Water)

Upper Block – P5

•Water conservation

•Water pollution

•Importance of water cycle

•

Water cycle•Melting and boiling points of water

•Effect of heat gain and loss on statesof water

•Water exists in 3 states



THEME -

DIVERSITY

TOPIC

Diversity ofMaterials

Lower Block – P3

•Relating properties to uses

•Material comparison

•There is a great variety of

materials

Diversity of Livingand Non-livingthings

Lower Block – P3

•Characteristics and needs ofliving things



PSLE Paper

Format



Section Type of question Weighting

A Multiple choice

30 Questions

60%

B Open-ended

14 Questions

40%

Total: 100%

Duration of Exam : 1 hr 45 mins

P6 MAINSTREAM Format



Related Concepts

water

state

solid liquid gas

freeze water condense

evaporate Water vapour

steam

ice

melt

changes

can be

can becan be

as in

to become can to become

can

to become

can

to become

as in

as in

can

Matter

Heat

Processesin Water

Cycle



MCQ Strategies



MCQ Requires working!

• Highlighting key words

•

Identifying concepts• Jotting down or drawing what you know

• Eliminating options



The food chains below show the food relationships among some

organisms that are found in the same field.

Food chain 1: Plant P Q

Food chain 2: Plant

Z

RIt was observed that the population of Organism Z was

increasing steadily over 3 years. Based on the information

given above, what is/ are the likely cause(s) for the increased

number of Organism Z?

A: an increase in the number of Q.

B: an increase in the number of P.

C: a decrease in the number of R.

D: a decrease in the number of plants.

(1) C only

(2) A and B only

(3) A and C only

(4) C and D only

Q +, P-, plant +, Z +

P+, Plant -, z-

R-, Z+

Plant -, Z-



Predator

Prey

Predator

Prey

Predator



OPEN-ENDEDQUESTION

STRATEGIES



Areas for improvement:

• Use scientific key words or phrases inanswers to demonstrate understandingof scientific concepts

Apply concepts to explain events or

happenings in new situations.

I i t J h l d t id ti l



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 roomtemperature. The plates were heated from

below.

(a) In which kettle, A or B, would the water

boil first? Give a reason for your answer. (1m)



(a) The water in Kettle A would boil first. This is

because of the larger surface area of contact

between the kettle and the metal plate.(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.



Reason 1: The snake has a larger surface areaof contact with the hot sand while the lizard

has a smaller surface area of contact with the

hot sand.

Reason 2: There is more friction between the

snake and the sand as compared to the friction

between the lizard and the sand. The differencearises because of the way they move.



Useful steps to follow:

Step 1: Identify what the question wants – clues from the question stem/ diagram

Step 2: Identify the science topic and

concept.Step 3: Study the diagram/ data (if any)and use the key words/ concepts from

the topic (s) to answer the question.Step 4: Frame an answer that links the keywords/ concepts to a logical reason and

answer within the context.



Mrs Lee finds it difficult to remove a

ring from her finger. How wouldyou advise her to remove it?

Use hot water?Use cold water?



• A force is a push or a pull.

• A force can change the motion (speed &

direction) and the shape of an object.

• Examples of different types of forces:

- magnetic force, gravitational force,

frictional force• Friction is affected by contact surface

textures. There are ways to reduce friction.

• Objects have weight because of thegravitational force between them and Earth.



Mrs Lee finds it difficult to remove a

ring from her finger. How would youadvise her to remove it? Give areason for the method used.

Use soapy water. √

It is slippery andmakes it easier to take

out the ring?



Mrs Lee finds it difficult to remove a ring

from her finger. How would you adviseher to remove it? Give a reason for the

method used.

Soapy water helps toreduce the friction

between the ring and skin.√

If soapy water is not used, there will be a

lot of friction between the ring and the

skin. X



How do swimming caps helpcompetitive swimmers swim faster?

Smooth and sohelp the swimmersswim faster?

The cap reduces the friction (waterresistance) between the hair andwater.√



Why is it not advisable to walk on a wetpavement in rubber slippers?

It is too slippery?

Water reduces friction between thesoles of the slippers and pavement sothe person may slip and fall easily.√



Your turn to try!



(a) What would you do to remove a cap that is

screwed onto a bottle tightly?

Use a thick piece of cloth to twist the cap.

(b) Explain your answer.

This will increase the friction between the cap

and hand to give a better grip to twist the cap.



What is the outer body covering ofthe animal shown in the diagrambelow?

Fur

How does the thick fur keep theanimal from the cold?



• Heat is a form of energy.

• Temperature is a measurement of the

degree of hotness of an object.

• Heat flows from a hotter to a colder placeuntil both reach the same temperature.

• Examples of heat gain/ loss in oureveryday life – change in temperature,changes in state of matter, objects

expand/ contract•Metals are good conductors of heat.Wood, plastic and air are examples of bad

conductors of heat.



Fur traps more air

and air is a poor conductor ofheat

so heat loss from the body isreduced.



How does winter clothing keepa person warm in the cold?



Winter clothing is made ofwooland wool can trap more air

which

is a poor conductor of heat

to reduce heat loss from thebody.



Some birds fluff up their featherson cold days. How does this help

them to keep warm?



More air is trapped when the

feathers are fluffed upas air is a poor conductor of

heatand thus heat loss from the

body is reduced



Your turn to try!



Ice blocks used to be covered withthick cloth when transported fromplace to place.

(a) What is the purpose of this?

Melting of ice will be slower.

(b) Explain your answer.

The thick cloth traps a lot of airspaces. Air is a poor conductor of heatso heat gained by the ice from the

surroundings is reduced.



THANK YOU.

P6 Mass Lecture 1

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