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About this bookPSLE Science Answering Techniques Revealed! promotes the development of a student’s skills in answering structured and open-ended questions in important Science examinations. It is designed to equip students in Primary 5 and 6 with the necessary skills to answer questions accurately and to the point.

How the book should be usedThe questions are carefully crafted to ensure that they are relevant to the current syllabus. They are structured in a way that allows students to attempt the questions fi rst before looking at the guided answers. Students can learn from the guidelines, notes and tips so that they are aware of common mistakes that often result in the loss of marks.

More than content knowledgeThe current Science syllabus requires students to answer questions in given contexts. It requires more than content knowledge. Students are required to be specifi c in their answers, showing understanding of concepts through application.

More than an assessment bookThis book is not merely a practice book. Students can learn from analysing their answers against the guided answers and learn to be more precise and concise in answering the various types of questions.

About the author“My son is able to grasp Science concepts very well. However, he has not been able to score well in the open-ended questions in his Science papers despite the fact that he knows the answers.”

“My daughter did reasonably well in her multiple-choice questions but she did quite badly for Section B.”

“He knew the answers to the questions but did not know how to express them!”

These are the comments which I often hear from my 15 years of teaching PSLE Science both in local schools as well as learning centres. Students are usually able to regurgitate Science concepts butthey often experience diffi culties applying these to questions relevantly.

As such, we (my team and I) have decided to produce a book with answering guides to aid the students in acquiring skills essential for answering science questions. We believe that we are able to impart the necessary skills to students through this book and our lessons at Newtonapple Learning Hub.

At Newtonapple, we develop a students’ process skills prescribed in the syllabus as well as answering techniques essential to excel in Science. We believe students will enjoy this learning process as they better understand the requirements and expectations of Science open-ended questions in examinations.

Linda KohHead Trainer, Science (Primary)Newtonapple Learning Hub

CONTENTS

CHAPTER 1 WATER AND ITS THREE STATES

Concept Map ...................................................................................................................1

Model Example ...............................................................................................................3

Practice Questions with Detailed Explanations and Solutions

Question 1 Explanation ...............................................................................................5

Question 2 Explanation ...............................................................................................9

Question 3 Process Skill ...........................................................................................13

Question 4 Explanation .............................................................................................17





CHAPTER 2 ELECTRICITY

Concept Map .................................................................................................................37

Model Example .............................................................................................................39

Practice Questions with Detailed Explanations and Solutions










HOTS (Higher Order Thinking Skills) .............................................................................81

Detailed Explanations and Solutions for HOTS ........................................................89

CONTENTS

CHAPTER 3 ENERGY

Concept Map .................................................................................................................97Model Example .............................................................................................................99Practice Questions with Detailed Explanations and Solutions

Question 1 Process Skill .........................................................................................101 Question 2 Explanation ...........................................................................................103 Question 3 Explanation ...........................................................................................105 Question 4 Explanation ...........................................................................................109 Question 5 Explanation ...........................................................................................113 Question 6 Explanation ...........................................................................................117 Question 7 Explanation ...........................................................................................121 Question 8 Explanation ...........................................................................................125

HOTS (Higher Order Thinking Skills) ...........................................................................133 Detailed Explanations and Solutions for HOTS ......................................................137

CHAPTER 4 FORCES

Concept Map ...............................................................................................................141Model Example ...........................................................................................................143Practice Questions with Detailed Explanations and Solutions

Question 1 Explanation ...........................................................................................145 Question 2 Explanation ...........................................................................................149 Question 3 Process Skill .........................................................................................153 Question 4 Process Skill .........................................................................................157 Question 5 Explanation ...........................................................................................161 Question 6 Explanation ...........................................................................................167 Question 7 Process Skill .........................................................................................171 Question 8 Explanation ...........................................................................................175 Question 9 Explanation ...........................................................................................179

HOTS (Higher Order Thinking Skills) ...........................................................................185 Detailed Explanations and Solutions for HOTS ......................................................191

1Chapter 1 Water and its three states

© Singapore Asia Publishers Pte Ltd & Newtonapple

Water and its three states1

Lower BlockHeat and water

linked to

Concept Map

ii

matter

Solid

Liquid

Gas

Boiling

Condensation

HeatGainHeatLoss

temperatureob

servation

ra

pid bubbling

rate

takes place on

colder / cooler surface

co

lder / cooler surroundings

tempe

rature

diffe

rence

betw

een w

ater v

apou

r and

surfa

ce / s

urrou

nding

s

change ofstates

liquid

no d

ef n

ite shape

def nite volume

100°C

ratetemperature

humidityexposed surface area

temperature

presence of wind

any temperature

WATER

sta

te

MeltingFreezing

gaseous

no defi nite

stateno defi nite

volume

shape

solid state

defi nite

defi nite

Evaporation

above freezing point

volume

has m

ass

occu

pies

spa

ce

shape

�Chapter 1 Water and its three states


Notes



Model Example

Sally poured 200 ml of liquid A into a glass container and left the container on the dining table. The diagram below shows what she observed after five minutes.

part Q of container

liquid Apart P of container

glass container

(a) Based on Sally’s observation, compare the temperature of liquid A with the roomtemperature.

Answer:

Water Condensation

TinywaterdropletsontheoutersurfaceoftheglasscontainerlabelledpartP.

Condensation.

Itiscoolerthanthewatervapourfromthesurroundings.

TemperatureofliquidAislowerthanroomtemperature.

Thinking Process:

Topic: Focus:

Note Always consider the topic and focus of the question so that an appropriate concept from the focus of the topic can be applied.

What did Sally observe?

What process caused this to happen?

What did you learn about the surface on which the process takes place?



(b) BasedonSally’sobservation,explainwhywaterdropletswereformedatpartPofthecontainerbutnotpartQofthecontainer.

Thinking Process:

Topic: Focus:

Tip Different parts of the question, in this case part (a), are often linked / clues to other parts of the question.

Answer:

(Based on the thinking process above, craft your answer):

PartPcontainedthecoolerliquidA.TheoutersurfaceofpartPlostheattoliquidAand

becamecooler.Thewarmersurroundingwatervapourlostheatandcondensedonthe

coolersurfaceofpartPformingtinywaterdroplets.PartQcontainedonlyairandthe

temperatureofitsoutersurfacewasthesameasthatofthesurroundingwatervapour.

Water Condensation

Concepts relevant to the difference (Application of concepts learnt)

Results observed

water droplets formed

no water droplets formed

warmersurroundingwatervapourlostheat

andcondensedintotinywaterdroplets

NotemperaturedifferencebetweensurroundingwatervapourandoutersurfaceofpartQ

nocondensation

As observed from the diagram, how is part P different from part Q?(What is the cause for water droplets forming at part P but not part Q?)

Part P: Part Q:

Consider answer given in Part (a) and how it can be linked to the difference identified.

PartP PartQ

cooleroutersurfaceofpartP

liquidA surroundingair

Thus,condensationdidnottakeplace.



Practice Question (Explanation Based)

Concepts relevant to the clue identified (Application of concepts learnt)

Results observed

1 Sarah was standing in an air-conditioned room with 2 windows.

After some time, she noticed that some water droplets had formed on the windowpanes.

(a) Drawonthediagram,onpartsA,B,CorD,toindicatewherethewaterdropletshadformed.

Thinking Process (for both parts (a) and (b) ):

Topic: Focus:

Clue provided by the question in the diagram: (What is the main cause for the water droplets to form?)

water droplets formed at

and

A B C D

14°C

windows

wall



(b)Explain how the water droplets formed on the parts of the windows you haveidentified.

Thinking Process:

Refer to the thinking process done in part (a) and construct your explanation below on how the water droplets were formed.

Answer:



Detailed Explanation and Solution for Question 1 (Explanation Based)


© Singapore Asia Publishers Pte Ltd

Practice Question (Explanation Based)

Conceptsrelevantto the clue identified (Applicationof concepts learnt)

Resultsobserved

1 Sarah was standing in an air-conditioned room with 2 windows.

After some time, she noticed that some water droplets had formed on the windowpanes.

(a) Draw on the diagram, on parts A, B, C or D, to indicate where the water droplets had formed.

Thinking Process (for both parts (a) and (b) ):

Topic: Focus:

Clue provided by the question in the diagram:(What is the main cause for the water droplets to form?)

water droplets formed at

and

A B C D

14°C

windows

wall

(a) (a)

Water Condensation

14°C

windows cooler than exterior surroundings

warmer exterior surrounding water vapour lost heat and

condensed on the outer surface of windowpanes to

form water droplets

A D


© Singapore Asia Publishers Pte Ltd & Newtonapple �Chapter 1 Water and its three states

© Singapore Asia Publishers Pte Ltd

(b) Explain how the water droplets formed on the parts of the windows you have identified.

Thinking Process:

Refer to the thinking process done in part (a) and construct your explanation belowon how the water droplets were formed.

Answer:

The windows lost heat to the cool air in the air-conditioned room and were cooler than

the exterior surrounding air.

Hence, the warmer surrounding water vapour in the air lost heat to the outer surface

of the cooler windowpanes and condensed to form water droplets.

about this book psle science answering …sapgrp.com/shop/images/pdf/4347853_preface.pdfabout this...

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