zhonghuaprimary school p3-p6 parents’...
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ZHONGHUA PRIMARY SCHOOL
P3-P6Parents’ Science
Workshop2017
• Science syllabus & Curriculum• Skills & Processes (Hands-on session)• MCQ &Open-ended Question
Strategies• Q&A• Feedback
Programme Outline ZHONGHUA PRIMARY SCHOOL
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Science Curriculum Framework
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Knowledge, Understanding
and Application Skills and Processes
Ethics and Attitudes
Scientific phenomena, facts, concepts and principles
Scientific vocabulary, terminology and conventions
Scientific instruments and apparatus including techniques and aspects of safety
Scientific and technological applications
Skills Observing Comparing Classifying Using apparatus and
equipment Communicating Inferring Formulating hypothesis Predicting Analysing Generating possibilities Evaluating
Processes Creative problem solving Decision-making Investigation
Curiosity Creativity Integrity Objectivity Open-mindedness Perseverance Responsibility
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Syllabus RequirementLower Block Primary 3 & 4
Diversity Cycles Systems Interactions Energy
• Diversity of living and non-living things (General characteristics and classification)
• Diversity of materials
• Cycles in plants and animals (Life cycles)
• Cycles in matter and water (Matter)
• Plant system (Plant parts and functions)
• Human system (Digestive system)
Interaction of forces (Magnets)
Energy forms and uses (Light and heat)
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Syllabus Requirement
Upper Block Primary 5 & 6
Cycles Systems Interactions Energy
• Cycles in plants and animals (Reproduction)
• Cycles in matter and water (Water)
• Plant system (Respiratory and circulatory systems)
• Human system (Respiratory and circulatory systems)
• Cell system • Electrical
system
• Interaction of forces (Frictional force, gravitational force, force in springs)
• Interaction within the environment
• Energy forms and uses (Photosynthesis)
• Energy conversion
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Where to get the syllabus:
• http://www.moe.gov.sg Under Syllabus
• Google search “Singapore Science Syllabus 2014”
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Process Skills in Primary Science
Students use process skills to build a conceptual understanding of science content.
Process skills are not used separately but as intertwined, coherent sets of skills.
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Process Skills in Primary Science
Observing • This is the skill of using our senses to gather information about objects or
events. This also includes the use of instruments to extend the range of our senses.
Comparing • This is the skill of identifying the similarities and differences between two or
more objects, concepts or processes. Classifying • This is the skill of grouping objects or events based on common
characteristics. Inferring • This is the skill of interpreting or explaining observations or pieces of data or
information.Analysing • This is the skill of identifying the parts of objects, information or processes, and
the patterns and relationships between these parts.
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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.
Formulating hypothesis • This is the skill of making a general explanation for a related set of
observations or events. It is an extension of inferring. Generating possibilities • This is the skill of exploring all the alternatives, possibilities and choices beyond
the obvious or preferred one. Predicting • This is the skill of assessing the likelihood of an outcome based on prior
knowledge of how things usually turn out. Using apparatus and equipment • This is the skill of knowing the functions and limitations of various apparatus,
and developing the ability to select and handle them appropriately for various tasks.
Communicating• This is the skill of transmitting and receiving information presented in various
forms – written, verbal, pictorial, tabular or graphical. 10
Processes in Primary ScienceProcesses are complex operations which call upon the use of several skills. At the primary level, the processes expected of students are:
Creative Problem Solving • This is a process of analysing a problem and choosing an innovative and
relevant solution in order to remedy or alter a problem situation.
Decision-Making • Decision-making is the process of establishing and applying criteria to
select from among seemingly equal alternatives. The process of establishing criteria involves consideration of the consequences and values.
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.
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How can I help my Child learn Science effectively?
Refer to handout (Annex 1)
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HANDS-ON SESSION
Activity timeZHONGHUA PRIMARY SCHOOL
• Hands-on session at the following stations:Station 1 (Comparison of Fruits)Station 2 (Datalogger)Station 3 (Friction Kits)
• Refer to Annex 2 for the worksheet.
• Duration for each station - 5 minutes.
• A bell will be sounded to signal the change of station.
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Stage
Stat
ion
1
Station 2
Station 3
(Datalogger) P 4 & P5
(Friction Kits)P6
(Fruits comparison)
P3
Layout of Learning Stations
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Skills & Processes usedStation 1 (Fruit Comparison)• Observe, Compare and Communicate
Station 2 (Datalogger)• Observe, Communicate and Predict
Station 3 (Friction Kits)• Observe, Communicate and Analyse
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Skills and Processes
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ObservingThis is the skill of using our senses to
gather information about objects or events. This also includes the use of
instruments to extend the range of our senses.
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Comparing
This is the skill of identifying the similarities and differences between two or more
objects, concepts or processes.
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PS: Observing & Comparing
Pupils are to identify the similarities and
differences between the 4 animals.
Answer : 2
Classifying
This is the skill of grouping objects or events based on common
characteristics.
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PS: Classifying
Pupils are to group the 4 animals
based on their common
characteristics – the number of legs
A, D B, C
Has more than 6 legs
Has 6 legs
Using apparatus and Equipment
This is the skill of knowing the functions and limitations of various apparatus, and
developing the ability to select and handle them appropriately for various
tasks.
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PS: Using apparatus and
Equipment
Based on their knowledge on
matter, pupils are to recall that mass of
matter can measured using weighing scale/
beam balance while volume of matter can be measured using a syringe/
measuring cylinder
2) When lowered into the container, it will push water out to occupy the space previously occupied by water.
1 )Iron box occupies space since it is
matter.
3) Water flows out through the spout. Amount of water collected is the volume of the iron box.
Answer : 2
Communicating
This is the skill of transmitting and receiving information presented in
various forms - verbal, pictorial, tabular or graphical.
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PS: Communicating
Based on the information presented
in the flow chart, pupils are to identify
which letter best represent the animal.
Has no wings
Has a tail
Has more than 6 legs
Answer : 4
Characteristics of the animal that is given in question.
Inferring
This is the skill of interpreting or explaining observations or pieces of data or
information.
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PS: Inferring
Pupils are to interpret the observation that the amount of water droplets should be seen the most when the glass of iced water is placed at a
location with the highest temperature and vice-versa.
Answer : 1
Predicting
This is the skill of assessing the likelihood of an outcome based on prior
knowledge of how things usually turn out.
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PS: PredictingPupils are to predict which is James’ most like observation when
the 2 cups were pushed into the water.
1) Both cups has air in them at the start of the experiment.
2) Air in Cup B is able to escape through the hole, thus allowing water to enter.
3) Air in Cup A is not able to escape.
most likely observation
But since air can be compressed, some water will still be able to enter.
X
Analysing
This is the skill of identifying the parts of objects, information or processes, and the patterns and relationships between
these parts.
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PS: Analysing
Based on the results collected, pupils are to analyse the relationship between 2 variables of
the experiment.
The greater the volume of water in the beaker, the slower the rate of increase in the temperature of water.
EvaluatingThis 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.
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PS: Evaluating
Pupils have to evaluate the 4 liquids on their
ability to reduce friction.
When Liquid A is spread on the floor and the toy car is pushed across it, the car travelled for 200cm before coming to a stop.
When Liquid B is spread on the floor and the toy car is pushed across it, the car travelled for 380cm before coming to a stop.
LONGER DISTANCE TRAVELLED EXPERIENCED LESSER FRICTION
Travelled the furthest, Liquid B reduced the most friction
Answer : 2
PSLE Paper Format
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Section Type of question Number of marks per question Weighting
AMultiple choice28 Questions 2 marks 56%
BOpen-ended
12-13 Questions 2 – 5 marks 44%
Total: 100%
Duration of Exam : 1 hr 45 mins
Format of paperZHONGHUA PRIMARY SCHOOL
MCQ Strategies
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MCQ requires working!
•Highlighting key words•Identifying topics and concepts•Jotting down or drawing what you
know•Eliminating options
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Unable to receive water from the roots since water-
carrying tubes are removed. Leaf will wilt.
Will still be able to receive
water from the roots since
water-carrying tubes are not
removed. Leaf will remain
green.Food made by
P will be transported to R for storage. Size
of R will increase.
Different materials conducts heat at different rate.
Water in each beaker took the same time to boil.
Water in each beaker took the same time to boil.
P- Best conductor of heat
Q- Worst conductor of heatP contains the
most amount of water
Different materials conducts heat at different rate.
Water in each beaker took the same time to boil.
P- Best conductor of heat
Q- Worst conductor of heat
P contains the most amount
of water
Q contains the least
amount of water
Answer : 2
Temperature of hot water will decrease = lose heat
Heat sourceTemperature of cold milk will increase = gain heat
Milk bottle will feel warm when touched = gained heat from hot water
OPEN-ENDED Question Strategies
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The fundamental and essential process skills
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Step 1: Identify what the question wants –clues from the diagrams/graphs and tables
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 key words/ concepts to a logical reason and answer within the context.
Useful steps to follow:ZHONGHUA PRIMARY SCHOOL
Useful steps to follow:• Use scientific key words or phrases in answers
to demonstrate understanding of scientific concepts
Apply concepts to explain events or happenings in new situations.
Answers must be specific!Look at the marks allocated to gauge
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Open-ended Question Strategies• Aim and Purpose• Experimental control• Variables selection• Fair test• Pattern and relationship
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OPEN-ENDED Question Strategies
(Aim and Purpose)
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Aim and purpose• Commonly encountered in
assessments and examinations• What is required of pupils?• What are pupils tested on?
Tom carried out an investigation using water inthree containers of the same size. The containerswere tilted at different angles so that the exposedsurface areas of the water in each container weredifferent. He left the containers, P, Q and R on atable near an open window for three days. Thetable below describes the three different set-ups.Set-up Type of
containerExposed surface
area of water (cm²)
Surrounding temperature (°C)
Amount of waterat start of
experiment (ml)
P Steel 120 30 400Q Glass 120 30 400R Steel 80 30 400
(a) What was the aim if Tom had compared the amount ofwater left in set-up P and Q after three days?
(b) What was the aim if he had compared the amount ofwater left in set-up P and R after three days?
Tom carried out an investigation using water inthree containers of the same size. The containerswere tilted at different angles so that the exposedsurface areas of the water in each container weredifferent. He left the containers, P, Q and R on atable near an open window for three days. Thetable below describes the three different set-ups.
(a) What was the aim if Tom had compared the amount ofwater left in set-up P and Q after three days?
(b) What was the aim if he had compared the amount ofwater left in set-up P and R after three days?
Set-up Type of container
Exposed surfacearea of water
(cm²)
Surrounding temperature (°C)
Amount of waterat start of
experiment (ml)
P Steel 120 30 400Q Glass 120 30 400R Steel 80 30 400
Strategies / technique to unlock the question
Formulation of answer Detailed explanation
Identify variables / actions
Container P and Q
Amount of water left
Identification of the two testeditems
Linking variables / actions to relevant concepts
P, Q Steel, GlassMaterial
Water EvaporationAmount remaining Rate ofevaporation
Relating the difference in type ofcontainer to a property orcharacteristic
Relating the results measured toa scientific concept
Result / Outcome
Changed variable – material ofcontainer
Dependent variable – rate ofevaporation
Group / classify the conditionsand outcomes to relatedscientific concepts learnt
Derivation of two importantparts of an aim statement
Changed variable: material of container
Results / concept tested:rate of evaporation of water.
(a) To find out if the material of a container affects the rate of evaporation of water.
Tom carried out an investigation using water inthree containers of the same size. The containerswere tilted at different angles so that the exposedsurface areas of the water in each container weredifferent. He left the containers, P, Q and R on atable near an open window for three days. Thetable below describes the three different set-ups.
(a) What was the aim if Tom had compared the amount ofwater left in set-up P and Q after three days?
(b) What was the aim if he had compared the amount ofwater left in set-up P and R after three days?
Set-up Type of container
Exposed surfacearea of water (cm²)
Surrounding temperature (°C)
Amount of water at start of experiment (ml)
P Steel 120 30 400Q Glass 120 30 400R Steel 80 30 400
Strategies / technique to unlock the question
Formulation of answer Detailed explanation
Identify variables / actions
Container P and R
Amount of water left
Identification of the two testeditems
Linking variables / actions to relevant concepts
P, R 120cm², 80cm² exposed surface area
Water EvaporationAmount remaining Rate ofevaporation
Relating the difference in startingconditions to a property orcharacteristic
Relating the results measured to ascientific concept
Result / Outcome Changed variable – exposedsurface area
Dependent variable – rate ofevaporation
Group / classify the conditions andoutcomes to related scientificconcepts learnt
Derivation of two important partsof an aim statement
Changed variable: exposed surface area
Results / concept tested:rate of evaporation of water.
(a) To find out if the exposed surface area of a container affects the rate of evaporation of water.
Point to note:Repetition of question stemTom was trying to find outif the exposed surfacearea of a containeraffects the rate ofevaporation of water.
NOT NECESSARY
Point to note:Examples of typical ‘Aim’ questions:What was the pupil trying to find
out from the above set-ups?
What is the aim / objective / purpose of the experiment?
State the purpose of the experiment.
OPEN-ENDED Question Strategies
(Experimental control)
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Experimental control• Why is an experiment
conducted?• Purpose of setting up an
experimental control• What can pupils be tested on?
Flask X Flask YControl Set-up
500 ml of water sample collected at Q ?500 ml of
water sample collected at R
factory
Q R
farm flow of River A
P
S T
Jack wanted to investigate the impact of building afactory and a farm along River A as shown in thediagram below.
Jack set up an experiment using two identical flasks, Xand Y as shown below. He placed the same number ofsimilar fish into flasks X and Y. He also prepared acontrol set-up.
Besides the same number of similar fish, list what thecontrol set-up should contain in order for Jack toconduct a fair test.
Flask X Flask YControl Set-up
500 ml of water sample collected at Q ?500 ml of
water sample collected at R
factory
Q R
farm flow of River A
P
S T
Jack wanted to investigate the impact of building afactory and a farm along River A as shown in thediagram below.
Jack set up an experiment using two identical flasks, Xand Y as shown below. He placed the same number ofsimilar fish into flasks X and Y. He also prepared acontrol set-up.
(a) Besides the same number of similar fish, list what thecontrol set-up should contain in order for Jack toconduct a fair test.
Strategies / technique to unlock the question Formulation of answer Detailed explanation
Identify variables / actions
From the aim statement, gather thatChanged variable:location from which the water sampleis taken
Controlled variables:Same number of similar fishSame amount of water in each flaskIdentical flasks
Identification of the testeditems in both the questionstem and the diagram, thechanged and controlledvariables
Linking variables / actions to relevant concepts
In control set up, there can only beone changed variable and all the othervariables remain constant.
Change to control set up: locationfrom which the water sample is takenfrom
Zooming in the specificchanges made to the variablein the set-up
Result / Outcome Changed variable – location fromwhich the water sample is taken
controlled variable – same amount ofwater and identical flask
Combining the pupil’sunderstanding of the requiredcontrol conditions, changedvariable identified with thepurpose of this control set-up
It should contain 500 ml of water sample collected at P in an identical flask.
Point to take noteConditions for experimental control set up:
Four essential basis of
comparison
Four essential basis of comparison1) Neutral conditions(example: white is considered a neutral colour)2) Natural conditions(example: The presence of light / sunlight)3) All of the tested conditions (example: the presence of water, air, warmth for the germination of seeds)4) None of the tested conditions (example: No oil, no detergent is to be added)
(b) Explain clearly the purposeof the control set up.
(b) Explain clearly the purposeof the control set up.
500 ml of water sample collected at P
Control Set-up
Identical flask
factory
Q R
farmflow of River A
P
S T
Flask X Flask YControl Set-up
500 ml of water sample collected at Q ?500 ml of
water sample collected at R
factory
Q R
farm flow of River A
P
S T
Jack wanted to investigate the impact of building afactory and a farm along River A as shown in thediagram below.
Jack set up an experiment using two identical flasks, Xand Y as shown below. He placed the same number ofsimilar fish into flasks X and Y. He also prepared acontrol set-up.
(a) Besides the same number of similar fish, list what thecontrol set-up should contain in order for Jack toconduct a fair test.
Strategies / technique to unlock the question
Formulation of answer Detailed explanation
Identify variables / actions
From the aim statement, gather thatChanged variable will have someimpact on the number of fish in eachflask
Identification of thetested items in both thequestion stem and thediagram, the changedand controlled variables
Linking variables / actions to relevant concepts
Possible impact the changed variablewill have on the number of fish:Factory chemicals / toxic substancesFarm fertilisers / pesticidescontaining harmful substances to thefish
Analysing the effects ofthe changed variable onthe number of fish
Result / Outcome Changed variable – location fromwhich the water sample is taken
Relate – water sample taken from Phas no chemicals or harmfulsubstances while water samples takenfrom Q and R contain chemicals orharmful substances
Combining the pupil’sunderstanding of therequired controlconditions, changedvariable identified withthe purpose of thiscontrol set-up
Changed variable: Water sample taken from different location presence of pollutants or none
Results / concept tested:Change in the number of fish
(b) It is to confirm that any changes in the number of fish is due to the effects of the pollutants present in water samples Q and R.
It is to confirm that any change in the number of fish is due to the effects of the pollutants present in water samples Q and R.
Point to take noteStating the purpose of
experimental control set upGiving
‘motherhood’ statements
Incorrect experimental control statements
To ensure a fair testOR
To act as a control for the experiment
OPEN-ENDED Question Strategies
(Variables selection)
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Variables selection• What are variables?• What can pupils be tested
on?
What can pupils be tested on?
• Independent variable
• Controlled variables
• Dependent variable
Lynn wanted to find out how different factors affect thegermination of seeds. She listed the variables she shouldtake into consideration as shown in the table below.
P Light intensityQ Amount of waterR Number of seeds plantedS Temperature of the surrounding
She made a list of experiments which she would like toconduct as shown in another table as shown below. List thevariables by writing down the letters (P, Q, R, S) that shouldbe kept constant in the blanks provided to enable her toconduct the experiments correctly.
Aim of the experiment Variables to be kept constant
(a) To find out if overcrowding affects germination(b) To find out if light intensity affects germination(c) To find out if amount of heat affects germination(d) To find out if amount of moisture affects germination
Lynn wanted to find out how different factors affect thegermination of seeds. She listed the variables she shouldtake into consideration as shown in the table below.
She made a list of experiments which she would like toconduct as shown in another table as shown below. List thevariables by writing down the letters (P, Q, R, S) that shouldbe kept constant in the blanks provided to enable her toconduct the experiments correctly.
Aim of the experiment Variables to be kept constant
(a) To find out if overcrowding affects germination(b) To find out if light intensity affects germination(c) To find out if amount of heat affects germination(d) To find out if amount of moisture affects germination
P Light intensityQ Amount of waterR Number of seeds plantedS Temperature of the surrounding
Strategies / technique to unlock the question
Formulation of answer Detailed explanation
Identify variables / actions
(a) Overcrowding(b) Light intensity(c) Amount of heat(d) Amount of moisture
Zooming in on the aim of the experiment to identify the changed variables (independent variables)
Linking variables / actions to relevant concepts
overcrowding space / numberLight intensityHeat temperatureMoisture water
Relating the variables to concepts that the experiment is trying to investigate
Result / Outcome Changed variable:(a) R – number of seeds planted(b) P – light intensity(c) S – temperature of the surrounding(d) Q – Amount of water
understanding of variables to be controlled –changed, unchanged
Aim of the experiment Variables to be kept constant
(a) To find out if overcrowding affects germination P, Q, S
(b) To find out if light intensity affects germination Q, R, S
(c) To find out if amount of heat affects germination P, Q, R
(d) To find out if amount of moisture affects germination P, R, S
Point to take noteType of variables (how it should be controlled):
Type Definition Controlling of variable
Independent variable Changed variable
Only condition to be varied
Dependent variable Results / measured outcome
Not to be controlled as changing the independent variable would automatically change the results
Controlled variables Unchanged variables
To remain constant or same throughout the experiment
OPEN-ENDED Question Strategies(Fair Test)
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Fair Test• What can a fair test tell
us?• What can pupils be tested
on?
Lawrence wanted to test whether Strings A, B or C is the strongest. At the beginning of the experiment, he hung equal weights from each string of equal length as shown below. He increased the weights each time.
Lawrence ensured that all the strings were of the same thickness.
Give a reason why the thickness of the strings must be the same to ensure a fair test.
Lawrence wanted to test whether Strings A, B or C is the strongest. At the beginning of the experiment, he hung equal weights from each string of equal length as shown below. He increased the weights by 1 kg each time.
Lawrence ensured that all the strings were of the same thickness.
Give a reason why the thickness of the strings must be the same to ensure a fair test.
Strategies / technique to unlock the question Formulation of answer Detailed explanation
Identify variables / actions
Independent variables:Material of strings
Controlled variables:Thickness of strings; length of stringsMass of weights
Identification of the testeditems in the questionstem, the independentand controlled variables
Linking variables / actions to relevant concepts
Relate back to the aim of theexperiment:to test whether Strings A, B or C is thestrongest
Only the material of strings can bechanged. All other variables remainunchanged.
Identification of thechanged variable from theaim of the experiment
Result / Outcome Fair – only the material of string is changed
If the thickness of the string is changed, it can affect the strength of the string / amount of weight the string could hold before breaking.
The only changed variablein all the three set ups isrelated and relevant to theaim of the experiment
The thickness of thestring could also affectthe strength of the string/amount of weight thestring could hold beforebreaking.
OPEN-ENDED Question Strategies
(Pattern and Relationship)
ZHONGHUA PRIMARY SCHOOL
Pattern and Relationship• The interconnectedness
of two or more factors• What can pupils be tested
on?
Four students each built a bridge and tested the strength of their bridges. All the weights were of the same mass. The diagrams below show the maximum weights which each of the four bridges could withstand before it broke.
What is the relationship between the thickness of the cardboard and the strength of the bridge?
Four students each built a bridge and tested the strength of their bridges. All the weights were of the same mass. The diagrams below show the maximum weights which each of the four bridges could withstand before it broke.
What is the relationship between the thickness of the cardboard and the strength of the bridge?
Strategies / technique to unlock
the questionFormulation of answer Detailed explanation
Identify variables / actions
From the aim statement, gatherthatChanged variable is the strengthof the bridges
Identification of the tested items in both the question stem and the diagram, the changed and controlled variables
Linking variables / actions to relevant concepts
Thickness of cardboard strength of the bridge
Observing the diagrams to see the changed variable and how the outcome is dependent on it
Result / Outcome Thickness of cardboard increases strength of the bridgeincreases
Forming a relationship between the two variables
Variables: Thickness of the cardboardMass of the weightsDistance between the blocks
Independent Variable:Thickness of the cardboard
Dependent variable:Strength of the bridge
As the thickness of the cardboard increases, the strength of the cardboard increases.
Point to note:As the independent variable changes*, the dependent variable changes.*changes – comparatives such as increase / decrease, longer/ shorter, faster / slower, etc
Point to note:SEQUENCE of expression in
answer
Challenges in doing well
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Is it solely due to lack of knowledge, scientific principles
and facts?
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What happens when there is little mastery in the application of science processes
and skills?
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Overcoming the challenges
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Understanding the importance
of processes and skills
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Knowing how to apply each process and
skill in complex situations
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Q&A
Please complete the feedback form before leaving the room.