BRIEFING FOR PARENTS: PSLE SCIENCE
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Assessment Objectives
Examination Format
Process Skills & Examples
Common Misconceptions
Requirement for Open-ended Responses
Parents as Facilitators
Q&A
Nan Hua Primary School 2013
PURPOSE OF THE PSLE SCIENCE EXAMINATION
To assess pupils’ attainment in Science with respect
to the aims of Primary Science Education as
stated in the 2008 Science Syllabus.
AIMS:
• Provide primary students with experiences which build on their
interest in and stimulate their curiosity about their environment
• Provide students with basic scientific terms and concepts to help
them understand themselves and the world around them
• Provide students with opportunities to develop skills, habits of
mind and attitudes necessary for scientific inquiry
• Prepare students towards using scientific knowledge and
methods in making personal decisions
• Help students appreciate how science influences people and the
environment
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ASSESSMENT OBJECTIVES
I Knowledge with Understanding
Pupils should be able to demonstrate knowledge and
understanding of scientific facts, concepts and principles.
II Application of Knowledge and Process Skills
A Apply scientific facts, concepts and principles to new
situations.
B Use one or a combination of the following basic process skills.
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Observing
Comparing
Classifying
Communicating
Using apparatus and equipment
•Inferring
•Predicting
•Analysing
•Generating possibilities
•Evaluating
•Formulating hypothesis
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Science Syllabus
Theme
Life Science
Physical Science
Diversity
•Diversity of living things
(General characteristics and
classification)
•Diversity of non-living things
(General characteristics and
classification)
•Diversity of Materials
Cycle
•Cycle in plants and animals
(Life cycles, Reproduction)
•Cycle in matter & water
(Matter, Water)
•Plant system
(Plant parts & functions, Respiratory
and circulatory systems)
•Human system
(Digestive system, Respiratory and
circulatory systems)
•Cell system
•Electrical system
•Interaction within the
environment
(Web of Life, Adaptations, Man’s
Impact on the Environment)
•Interaction of forces
(Magnets, Frictional force,
Gravitational force, force in
springs)
•Energy forms and Uses
(Photosynthesis)
•Energy forms and uses
(Light and heat)
•Energy conversion
Systems
Interactions
Energy
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An Overview : Big Ideas in the Primary Science Syllabus
Big Ideas
(Themes)
Key Inquiry Questions
Diversity
• What is the environment made up of?
• Why is it important to maintain diversity?
• How do we go about understanding the diverse range
of living and non-living things?
Systems
• What are different parts of a system?
• How do parts of a system or different systems interact
together to perform a function?
Interactions
• How does Man interact with the surroundings?
• What are the consequences of Man’s interactions with
his surroundings?
Cycles
• What are the cycles in our everyday life?
• How are cycles important to life?
Energy
• How does energy affect Man and his surroundings?
• Why is it important to conserve energy?
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Examination Format
(Standard Science)
Format of Paper
Booklet
Item Type
Number Number of
of
Marks per
Questions Question
Marks
A
Multiplechoice
30
2
60
B
Openended
14
2, 3 or 4
40
Duration of Paper: 1 hour 45 minutes
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Examination Format
(Foundation Science)
Format of Paper
Booklet
A
B
Item Type
Multiplechoice
(3 options)
Number Number of
of
marks per
Questions question
Marks
16
2
32
Structured
6-8
2-3
14
Openended
6-8
2-4
24
Duration of Paper: 1 hour 15 minutes
Provision of Word List
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What are the implications?
• Accurate Understanding of Concepts and “Big Ideas” is
important.
– MAKE CONNECTIONS between concepts learnt
– APPLY concept(s) in new situations
– EXPLAIN clearly, completely and accurately referencing to
science concepts/ principles/ facts
• Revision of concepts learnt from P3 to P6
• Focus: Scientific Inquiry
– Inquiry: activities and processes which scientists and
students engage in the study of the world around us
– Important to practise the array of thinking skills (e.g.
creative problem solving, decision-making & investigation
skills) that support scientific inquiry
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Skill :Creative problem solving
A process of analysing a problem or
choosing an innovative and relevant
solution in order to remedy or alter a
problem situation
The steps can include:
- analysing : define the problem
- generating : think of many ideas
- evaluating : choose a solution
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Skill: Decision-Making
The process of establishing and
applying criteria to select from among
seemingly equal alternatives.
• Pupils should be able to:
- analyse
- generate
- evaluate
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Skill :Investigation
This involves formulating questions or
hypotheses, devising fair methods and
carrying out those methods to find out
answers to the questions or to verify the
hypotheses.
• Pupils should be able to:
- control variables, select appropriate
apparatus and measure accurately, generate,
analyse and evaluate results, communicate
and justify explanations with evidence,
connect explanation to scientific knowledge
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Understanding an
investigation/ experiment:
E.g. Mary wants to find out which type
of liquid evaporates the fastest.
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Mary wants to find out which type of liquid
evaporates the fastest.
(1) Identify the aim and underline:
Mary wants to find out which type of liquid
evaporates the fastest.
(2) Identify the independent variable (what I change):
• Independent Variable :
Only ONE - the one that you are testing
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Mary wants to find out which type of
liquid evaporates the fastest.
(3) Dependent Variable (what I observe/measure):
(this data/observation is used to infer the rate of evaporation of the
liquids)
(4) Constant Variables (what I keep the same):
List the steps for the experiment.
1. Get three identical containers and label A,B and C.
2. Get three different types of liquids, A, B and C.
3. Add equal amount (50ml) of
1. Liquid A into Container A,
2. Liquid B into Container B
3. Liquid C to the Container C.
4. Place the containers at the same place.
5. Measure and record the amount of liquid in each
container after 2 hours.
6. Compare the data. The container with the least
amount of liquid left after 2 hours will be the liquid
which evaporates the fastest.
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OBSERVATIONS
• Before
Liquid A
• After 2 hours
Liquid A
Amount of
liquid left
after 2h (ml)
Rate of
evaporation
Liquid B
Liquid C
Liquid B
Liquid C
15
38
30
[least]
[most]
[Less than B]
[More than A]
How will the graph look like?
Amount of liquid left
60
50
40
30
Liquid B
Liquid C
Liquid A
Liquid B
Liquid C
20
10
Liquid A
0
Time
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What can you conclude from the
experiment?
Conclusion:
• Liquid A evaporated the fastest.
• Liquid B evaporated the slowest.
• Liquid C evaporated faster than Liquid B
but slower than Liquid A.
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What is the relationship between the
amount of time and the amount of liquid
left in the containers?
• What is the relationship between the time and the
amount of liquid left in the containers?
Answer:
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Sample questions from PSLE
To do well in Science, pupils must:
• use a combination of the following process
skills
• make connections between concepts learnt
• apply concept(s) in new situations
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Observing
Comparing
Classifying
Using apparatus and equipment
Communicating
Inferring
Predictiing
Analysing
Generating possibilities
Evaluating
Formulating hypothesis
Nan Hua Primary School 2013
Skill : OBSERVING
 Using the 5 senses (sight, hearing, touch, smell, taste)
to find out about : - objects and events,
- their characteristics,
properties,
differences,
similarities,
and changes.
 Using instruments to extend the range of the senses
and accuracy of the observation (Observations are
recorded.)
 Identifying observations that are relevant to a
particular investigation
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Skill: Observing
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Skill : COMPARING
 Identifying factors for the purpose of comparison,
eg, when comparing a bus and a car, the factors
could be function, capacity or cost.
 Identifying the similarities and differences
Similarities : recognise any commonality that exists
between seemingly different object, events or
outcome
Differences : finding subtle differences between otherwise
similar object, events or outcome
 Draw a conclusion about the significance of
similarities or differences
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Skill: Comparing
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Skill : CLASSIFYING
 Grouping or ordering objects or events according to
similarities or differences in properties :
- Grouping a set of objects into two groups based on any
one common property
- Grouping a set of objects into two or more groups
according to one or more common property
- Identifying the basis of classification
- Identifying a common pattern in events or a behaviour
pattern in organisms
- Generating criteria for grouping
- Use simple classification schemes: (Lists, tables, or charts
are generated)
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Skill: Classifying
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Skill : MEASURING & USING APPARATUS
 Comparing an unknown quantity with a known (metric units,
time, student- generated frames of reference)
 Observations are quantified using proper measuring devices
and techniques
 Using measuring devices (eg ruler, weighing scale,
thermometer & datalogger etc) correctly
 Selecting appropriate units and instruments when measuring
 Exercising estimates and confirm by measuring
 Recognising the validity/ reliability of measurement and the
need to repeat and check the measurement
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SKILL : MEASURING & USING APPARATUS
Skill: Predicting
 Skill of forecasting future events or condition
based on prior knowledge of how things
usually turn out.
 It allows us to use what we know to extend our
thinking to what we do not know.
 Hypothesis is a special type of prediction.
In an experiment, a hypothesis, predicts what
the researcher thinks the relationship between
the independent (manipulated) variable and the
dependent variable.
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Skill: Predicting
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Skill : Inferring
 Skill of providing explanations for observation or drawing
conclusion based on logic and reasoning; inferences, generally,
follow observations for which the cause is not apparent.
 When making inferences, it is helpful to follow these steps:
- Make as many observations about the object/ event as possible.
- Recall from experience as much relevant info about the
object/event and integrate the info with what you observe
- State each inference in a way clearly distinguishes it from other
kind of statement( observation/prediction)
“From what I observe I infer that…”
“From those observations, it can be inferred that…”
“From what I observe, I conclude that….”
“The evidence suggests that….may have happened.”
“A possible explanation for what I see is that…”
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Skills: Analysing / Inferring
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Skill :Evaluating
This is the skill of assessing the
reasonableness, accuracy and quality of
information, processes or ideas.
This is also the skill of assessing the quality
and feasibility of objects.
Pupils should be able to:
- construct an idea to explain observations
and then test it
- decide on the accuracy of data obtained in
an investigation
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Skills: Evaluating / Inferring
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Skill : Generating Possibilities
 This is the skill of adding to, extending or
connecting given ideas by tapping into
prior knowledge or gathered information.
 Pupils should be able to:
- draw inferences or conclusions from
observations
- give reasonable explanations based on
evidence
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Skills: Analysing / Generating Possibilities
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Common
Misconceptions
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Topic : Magnets
Common Misconception :
All metals are magnetic.
Scientific Concept :
Only iron, steel, nickel and cobalt
are magnetic.
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Topic : Heat
Common Misconception :
Heat absorption and heat
conduction are the same.
Scientific Concept :
Metals are better in heat
conduction than wood or plastic.
Dark surface is a better absorber
of heat than a white surface.
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Topic : Force
Common Misconception :
The weight of the object does not depend
on its mass.
Scientific Concept :
The greater the mass of an object, the
greater the weight of the object on Earth.
Note: weight = gravitational force acting on the object
mass = the amount of matter in an object
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Topic : Energy / Force
Common Misconception :
A falling coconut has high gravitational force
that can inflict injury should it hit on someone.
Scientific Concept :
A falling coconut has high gravitational potential
energy.
Note: -gravitational force between Earth and object near Earth’s
surface pulls the object towards the centre of the Earth
-gravitational potential energy is the energy stored in an
object due to its elevated position.
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Topic : Force
Common Misconception :
There is no friction between two smooth
surfaces.
Scientific Concept :
There will be friction as long as the surfaces are in
contact.
In general, the friction between two smooth surfaces is
less than that between two rough surfaces.
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Topic : Adaptation
Common Misconception :
Water is stored in the hump(s) of a camel.
Scientific Concept :
Water is stored in the blood.
The hump(s) store(s) fats which is used as food
reserve.
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Topic : Adaptation
Common Misconception :
Predators do not need camouflage.
Scientific Concept :
Predators need camouflage to increase their chances
of catching their prey.
Nan Hua Primary School 2013
Pupils tend to lose marks in
assessments because……
• They fail to use the scientific key terms.
e.g.- matter occupies space
- the metal rod is a better heat conductor
than the plastic rod, hence it gains heat
faster.
• They use imprecise words to refer to scientific
key terms.
e.g. - the length of spring expanded instead of
extended.
Nan Hua Primary School 2013
Pupils tend to lose marks in
assessments because……
• They are not specific in their explanation.
• They fail to answer the questions that require
comparisons to be made completely.
• They do not answer directly to the context of
the question.
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Pupils tend to lose marks in
assessments because……
• They write reasons/points of the same concept
in answering questions which require more
than one reason/suggestion.
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Pupils tend to lose marks in
assessments because……
They do not link
their answers to the
question asked.
Pupils tend to lose marks in
assessments because……
They are not
specific in their
explanation.
Incomplete for
question that
requires
comparison to
be made.
Pupils tend to lose marks in
assessments because……
When Judy walks from A to B, the length of her shadow
decreases as she is walking towards the light source. When she
is at B, the shadow is the shortest. As she walks away from the
light source to C, the length of her shadow increases. At C, her
shadow is the longest as she is furthest from the lamp post.
Pupils tend to lose marks in
assessments because……
They are not
specific in their
explanation.
They do not link
their answers to
the context of
the question.
Pupils tend to lose marks in
assessments because……
They fail to use the
scientific key terms
Pupils tend to lose marks in
assessments because……
They fail to use the
scientific key terms
Pupils tend to lose marks in
assessments because……
They fail to use the
scientific key terms
The glass block X had a cooler surface than the water vapour
in Room D. Hence, the water vapour from the surrounding air in
Room D lost heat and condensed on the glass block X. Glass
blocks Y and Z are warmer than the temperature in Room D,
hence no condensation occurred.
Pupils tend to lose marks in
assessments because……
Pupils tend to lose marks in
assessments because……
They do not link their
answers to the context of
the question.
Pupils tend to lose marks in
assessments because……
Pupils tend to lose marks in
assessments because……
They fail to use the
scientific key terms
Pupils tend to lose marks in
assessments because……
They are not
specific in their
explanation.
You need to analyze
the results given.
Pupils tend to lose marks in
assessments because……
They write
reasons/points of
the same concept
Adding decomposers
and adding detritivores
are considered as 1 point
since they fall under the
same concept.
Pupils tend to lose marks in
assessments because……
Pupils tend to lose marks in
assessments because……
They write
reasons/points of
the same concept
1st :
2nd :
When approaching Science questions,
ASK:
•
•
•
•
•
Which theme & topic(s)?
Which scientific concept(s)?
What are the keywords in the qn?
How do I order my points?
How do I construct my answer?
Nan Hua Primary School 2013
When approaching Science questions,
ASK:
Which theme & topic(s)?
Systems
Electrical System
Which scientific concept(s)?
Arrangement of bulbs
When approaching Science questions,
ASK:
What are the keywords in the question?
Circuit A. If one of the heating elements in A breaks
down, the other heating elements will still work.
The heating elements in A will be warmer than B.
The batteries in A will be used up faster than B
What constitute a good brief constructed response
to open-ended Science question?
 The response shows an in-depth understanding of the topic.
 Relationships among science facts and concepts are clearly,
completely, and accurately explained and fully supported with
relevant data or examples.
 Ideas are expressed clearly and concisely in a logical manner.
 All aspects of the questions are addressed with direct reference to
the question.
 Spelling and language conventions are correctly applied.
 Language used in the response is appropriate for the needs of the
audience.
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During the examination …
A : Answer with Techniques (CCAD)
S : Schedule your time and skip difficult questions
T : Try and don’t give up
A : Analyze the question carefully –
* highlight/underline key words/clues
* examine the diagram – labels / arrows / axis
* read all options and evaluate best answer
(MCQ)
R : Review your answers
Parents as
Facilitators
Nan Hua Primary School 2013
Learning Strategies
Pupils can:
• Use concept maps or mind-maps to summarise
main concepts
• Use mnemonics – e.g. to remember the 4
conditions for photosynthsis
Ch icken - for chlorophyll
C aught - carbon dioxide
S tealing - sunlight
W ings - water
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Learning strategies
Pupils can be:
• Visual learners - can remember facts
by just reading
• Kinesthetic learners - learn by making
models, using manipulatives
• Audio learners - learn concepts through
music, oral delivery of information
Nan Hua Primary School 2013
WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN
SCIENCE CLASS….
 Encourage open exploration of the natural
world. Wander and wonder with your child.
Eg:- Regular trips to the Science Centre, Zoological
Gardens, Botanical Gardens, a local pond, or even
your own garden or markets…even in your even own
kitchen!
- Ask your child for explanations of what they see,
smell, taste, feel, and hear.
 Observe, explore, and discuss natural
phenomena.
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WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN
SCIENCE CLASS….
 Provide time/ materials/resources for applied
science projects
Eg:- subscription to Wildlife magazine, National
Geographic Kids or Singapore Scientist Magazine
- internet, encyclopedia, CDs, Discovery Channel,
National Geographic Channel, news articles from
Straits Times etc…
Note: Children will learn to be resourceful and
become independent learners ultimately.
 Work together on a science project once per
month at home.
Eg: Young Scientist Card: Young Zoologist, Young Botanist
etc…
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WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN
SCIENCE CLASS….
 Encourage involvement in community projects
that support scientific understanding
Eg: Recycling, Preventive Measure to Stop Dengue Fever
 Ask your child to give evidence for their
thinking.
Eg: - Ask for ways of proving water evaporates.
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WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN
SCIENCE CLASS….
 Regularly check your child's activity book and
files. Make sure assignments are carefully
done, completed, and understood.
Eg: - Does the work reflect a child's thoughts, your
thoughts, or verbatim copy from the book?
- Look for both answers and questions. Science is not
always about answers, it's about trying to understand
better.
- Analyse the errors in the assignment (Is it due to
carelessness or misconception?).
Then intervene with suitable measures.
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WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN
SCIENCE CLASS….
 Support your child in learning scientific
vocabulary by using scientific terms as you
talk. Ensure that he is well-prepared for the
Science spelling and dictation exercise in class.
Talk about science and science class.
- Ask what was learned and what they would have liked to
learn.
- Ask if they had questions that weren't answered and
encourage them to seek clarification.
- Ask them to replicate a classroom experiment at home
with household items for a "family show and tell."
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WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN
SCIENCE CLASS….
 Work in partnership with your child’s teacher.
- Communicate with your child’s teacher regularly.
Nan Hua Primary School 2013
Daily experiences-ask
questions
Situation
Ask:
When watching television…. What does the television run
on?
What is the energy changed
into?
After a rain…..
Where did the puddle of
water go?
When taking out an apple
from the refrigerator…
Where did the water droplets
on the apple come from?
Nan Hua Primary School 2013
Daily experiences-ask
questions
Situation
Ask:
When purchasing
vegetables…..
Which vegetables are fruits?
Which are leaves?
Which are stems?
How much air can go into
the tyre?
Why?
When pumping air into the
tyre of a bicycle or car……
When brewing soup….
Why do we add in the salt
last?
Nan Hua Primary School 2013
Thank you
Science Level Head, 6B
cheong_mei_ling_audrey@moe.edu.sg
Science Teacher, 6TAG2 & 6TAG3
chua_ah_khoon@moe.edu.sg
Science Teacher, 6TAG1
sam_poh_fong@moe.edu.sg
Nan Hua Primary School 2013