solaf sps conclusion
TRANSCRIPT
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INTERPRETING DATA
The questions based on the
Table
Graph Bar chart
Diagram
To state:
The aim/purpose of the investigation
The relationship between the thing to change and thing to
observe.
The trend or pattern of the data given
The conclusion or what you have learnt from the
investigation.
Conclusion (What have you learnt from theinvestigation)
Ways to form the conclusion.
• bserve the overall result of the investigation in the table / bar
chart / graph / diagram / statement
• bserve the data and determine them
• !orm the conclusion
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The sentence:
Example 1:
The result of the investigation is recorded in the table below:
Number of bulb Brightness of the bulb
3 Bright
2 Brighter
1 Brightest
Therefore" your conclusion can be written in the form of a
hypothesis sentence:
The accepted answers:
1. The lesser the number of bulbs, the more the brightness of the bulb or
2. As the number of bulbs decrease, the brightness of the bulb increase or
3. The brightness of the bulb increase as the number of bulbs decrease.
#ote: !or the conclusion. WT can come before WT$ %as in no. &'
Example 2:
The result is:
Pupil s
Time taken to solve the Mathematic problems (s)
M !
" 3#
$ %#
Therefore the conclusion can be written as below:
1. &f the pupils are different, the time ta'en to solve the Mathematics problems
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The data shows that the nu!e" o# !u$!
de%"ease and the !"&'htness o# the !u$!
&n%"ease(
The"e &s no t"end #o" )u)&$s and &t shows that the )u)&$sand the t&e ta*en to so$+e the )"o!$es a"e d#e"ent
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also different. or
2( Time ta'en to solve the Mathematics problems for each of the pupil is different.
Example 3 :
$bservation: (ish in bea'er ) died while fish in bea'er * still alive.&nference : (ish in bea'er ) cannot breathe / did not get enough air .
$onclusion is made based on the science fact that has been proven in the
investigation.
The answer is:
Animal + (ish need air to sta alive + breath.
Example 4 :
The -uestion:
hat can be concluded for the length of the shadow from 8.00 am to 3.00pm
The result :
T&e The $en'th o# the shadow , % -&"e%t&on o# the shadow
.(00 a 130 /est
(00 a 100 /est
10(00 a 0 /est
11(00 a 40 /est12(00 noon 10
1(00 ) 40 East
2(00 ) 0 East
3(00 ) 100 East
-ata shows 8.00 am to 12.00 noon length of the shadow decrease -ata shows 1.00 pm to 3.00 pm, length of the shadow increase(
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Therefore conclusion can be written as below:
(rom /.!! am to 12.!! noon, the length of the shadow decrease while from 1.!!
pm to 3.!! pm the length of the shadow increaseExample 5 :
The -uestion:
hat can be concluded for the direction of the shadow in the evening?
The result :
T&e The $en'th o# the shadow , % -&"e%t&on o# the shadow
.(00 a 130 /est
(00 a 100 /est10(00 a 0 /est
11(00 a 40 /est
12(00 noon 10
1(00 ) 40 East
2(00 ) 0 East
3(00 ) 100 East
Therefore conclusion can be written as below:
&n the evening the direction of the shadow is in the east. (specific conclusion)
Note:
There are many ways to ma(e conclusion and it all depends on the result of
the investigation and the science facts to be studied. Therefore student
must understand the questions very well and (now how to relate the question
with the science facts that they have learnt. There are general conclusion
and specific conclusion and they are all depends on the questions.
Question samples:
a0 rite down a conclusion for the investigation above.
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1(00 ) to 3(00 ) shows e+en&n'
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b0 hat can be concluded from the data given.
c0 hat have you learnt from the investigation
d0 hat is the conclusion for the direction of shadow from 1 pm to pm
EXERCISES
1( 5n an &n+est&'at&on a '"ou) o# )u)&$s use a s)"&n')owe"ed to6 %a"(
The ta!$e !e$ow shows the&" o!se"+at&ons
!m"er of times the
spring is wo!nd
#istanced tra$eled
%cm&
'ime ta(en
%second&
3 40 10
40 .
40 7
a8 /hat &s the %on%$us&on that %an !e #o"ed #"o th&s &n+est&'at&on9
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2
(
Sa"ah Su#& and Sa#wan %ondu%t a stud6 to dete"&ne the "e$at&onsh&) !etween the
d&stan%e o# the $&'ht sou"%e #"o the o!;e%t and the $en'th and the s&
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a8 /hat %an the )u)&$s %on%$ude #"o the&" o!se"+at&ons9
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3( Th"ee %onta&ne"s RS and T %onta&n&n' e=ua$ aounts o# 'a"den so&$ a"e )$anted
w&th !ean seed$&n's o# the sae he&'ht( The seed$&n's a"e )$anted % #"oea%h othe"( The %onta&ne" a"e $e#t &n the o)en and wate"ed w&th the sae aount
o# wate" da&$6( A#te" th"ee wee*s the a+e"a'e he&'ht o# the seed$&n's &n the
%onta&ne"s a"e ta*en( The "esu$ts a"e shown &n the ta!$e(
Container !m"er of seedlings )$erage height of seedlings
P 3 17 %
> 7 12 %
R . %
a8 State the %on%$us&on that %an !e ade #"o the &n+est&'at&on a!o+e(
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4 Jeane %a""&es out an &n+est&'at&on !6 "o$$&n' th"ee !a$$s o# d#e"ent ass down
an &n%$&ned )$ane( The !a$$s wou$d h&t a wooden !$o%* and the d&stan%e the !$o%*
o+es &s "e%o"ded
Ball Mass of the ball (g !istance the wooden bloc" moves (cm
# 1!! .#
$ 2!! /.!M 3!! 1!.3
a8 /hat %an Jeane %on%$ude #"o he" o!se"+at&on9
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/ood
en
!$o%*
5n%$&ne
)$ane
!a$$
#istance of light so!rce
from o"*ect %cm&+ength of shadow %cm& Sie of shadow %cm&
7 20 17
10 17 ?
14 12 .1. . 7
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( Fou" wh&te &%e a"e )ut &nto %a'e M and 12 &nto %a'e N( The %a'es a"e o#
s&&$a" s& 1 40
R 12 47
S 10 0
a8 /"&te a %on%$us&on !ased on the e@)e"&ent a!o+e(
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( F&+e seeds a"e )$a%ed &n ea%h o# the !ea*e"s K L and M as shown &n
-&a'"a !e$ow( A$$ !ea*e"s a"e )$a%ed unde" a ta!$e #o" #ou" da6s(
A#te" #ou" da6s seeds &n !ea*e" K 'e"&nate wh&$e !ea*e" L and M do not
'e&nate(
a8 /hat %on%$us&on %an !e ade #"o the &n+est&'at&on9
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JPN PERAK .
%age &umber of mice 'verage mass of the mice
M % 2 g
" 12 #! g
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. A student %a""&es out an e@)e"&ent to show that sun$&'ht &s a !as&% need o# )$ants(
a8 /"&te a %on%$us&on #o" the e@)e"&ent a!o+e
:::::::::::::::::::::::::::::::
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( The !a" %ha"t shows the $en'th o# s)an o# #ou" )u)&$s(
a8 /hat %an !e %on%$uded #"o th&s &n+est&'at&on9
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10( A '"ou) o# )eo)$e a"e as*ed to %onst"u%t th"ee towe" ode$s o# e=ua$ he&'ht us&n'
an&$a %a"ds( The th"ee ode$s %onst"u%ted !6 the '"ou) a"e shown &n ta!$e
!e$ow(
JPN PERAK
Len'th o# S)an
Pu)&$s
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Ea%h ode$ &s )$a%ed on an &n%$&ned )$ane to &n+est&'ate &ts sta!&$&t6( The
"esu$ts o# the stud6 &s shown !e$ow (
a8 /hat ha+e 6ou $ea"n #"o th&s &n+est&'at&on9
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11
(
Ma6a %a""6 out a #a&" test( Two &%e a"e *e)t se)a"ate$6 &n two %onta&ne"s as shown
&n d&a'"a !e$ow( Both %onta&ne"s a"e $e#t #o" a wee*(
a8 /hat %an 6ou $ea"n %on%$us&on8 #"o th&s #a&" test9
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12( A '"ou) o# )u)&$s a""an'ed th"ee ode$s as shown &n the d&a'"a 7 !e$ow
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Model Model ) Model *
10
Mode$ C &s the #&"st to to))$e #o$$owed !6 ode$ ?( Mode$ D does not to))$e
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to &n+est&'ate the sta!&$&t6 o# the ode$s(
-&a'"a 7
/hen the %a"d!oa"d was &n%$&ned s$ow$6 the )u)&$s "e%o"ded the&" o!se"+at&ons
as #o$$ows
&( Mode$ D to))$ed o+e" #&"st #o$$owed !6 ode$ C(
&&( Mode$ C to))$ed o+e" #&"st #o$$owed !6 ode$ ?(
a8 /hat ha+e 6ou $ea"n #"o th&s &n+est&'at&on9
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13( An &n+est&'at&on has !een %a""&ed out !6 M&%hea$ on th"ee d#e"ent $&=u&ds JK and
L &n th"ee d#e"ent sa$$ !ea*e"s(
J K L
The "esu$ts o# the &n+est&'at&ons shown &n the ta!$e !e$ow
'-pe of li!id Effect on litm!s paper
J B$ue $&tus )a)e" %han'es to "ed
K Red $&tus )a)e" %han'es to !$ue
L No %han'es o# "ed and !$ue $&tus )a)e"
a8 /hat &s the %on%$us&on #"o the &n+est&'at&ons9
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%a"d!oa"d
ode$s o# )o$6st6"ene
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14( -&a'"a !e$ow &s a !a" %ha"t wh&%h shows how an6 wo"ds a"e unde"stood !6 )u)&$s a'e 7 . 10 and 126ea"s(
Nu!e" o#
/o"ds(
7 . 10 12 A'e,6ea" a84/"&te a %on%$us&on !ased on the !a" %ha"t a!o+e(
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1( -&a'"a !e$ow shows an &n+est&'at&on !6 a student(
The student uses #ou" d#e"ent ate"&a$s as o!;e%t ?( The "esu$t a"e as #o$$ows
T6)es o# ate"&a$s O!se"+at&on
o))e" L&'ht !u$! $&'hts u)
Ru!!e" L&'ht !u$! does not $&'ht u)P$ast&% L&'ht !u$! does not $&'ht u)
5"on L&'ht !u$! $&'ht u)
a8 /hat %an 6ou %on%$ude #o" 6ou" o!se"+at&on &n the ta!$e a!o+e9
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!8 /"&te a %on%$us&on #o" the ate"&a$s that %an $&'ht u) the !u$!(
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17( -&a'"a !e$ow shows two &"on na&$s &n two !ea*e"s w&th d#e"ent s&tuat&on(
Bea*e" A Bea*e" B
a8 /"&te a %on%$us&on !ased on !ea*e" B(
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1( Ta!$e !e$ow shows the &n#o"at&on !ased on the &n+est&'at&on a!out t&e seeds
!e&n' soa*s and the ass o# the seeds(
T&e seeds a"e soa*ed , &nute Mass o# seeds , '"a
10
10 1
1 2
20 40
2 70
30 0
3
40
a8 /hat %on%$us&on %an !e ade #"o the &n+est&'at&on a!o+e(
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1.( The d&a'"a !e$ow shows the $en'th and the )os&t&on o# the shadow o# a )o$e
th"ou'hout the da6(
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oilwater
boiled wateriron nail
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N
a8 /"&te a %on%$us&on !ased on the )os&t&on o# the shadow o# a )o$e th"ou'hout the
da6(
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1( The )&%tu"e !e$ow shows th"ee wa6s o# )"ese"+at&on(
a8 /hat %on%$us&on %an 6ou a*e !ased on the d&a'"a a!o+e(
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20( Da&d& %a""&es out an &n+est&'at&on to stud6 the a!&$&t6 o# d#e"ent o!;e%ts a!so"!&n'wate"( Ge )uts the o!;e%ts &n th"ee !ea*e"s o# the sae s&
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$e#t(These a"e Da$&Is "esu$t
T6)e o#
o!;e%t
T&ssue )a)e" S)on'e towe$
Vo$ue o#
wate" $e#t &n
the easu"&n'
%6$&nde"( $8
30 20 10
a8 /hat %on%$us&on %an 6ou a*e !ased on the o!se"+at&on a!o+e(
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