techniques in answering

7/28/2019 Techniques in Answering

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WELCOME

TECHNIQUES IN ANSWERING

UPSR

SCIENCE QUESTIONS

PROGRAMME


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SCIENCE

Duration : One hour fifteen minutes

Section:A - 30 questions

B 4 or 5 questions


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Tips

1. Read the question carefully.

2. Underline the keywords

3. Read the answers given4. Choose the best answer

5. If you unable to answer a question,

proceed to the next question.


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SCIENCE PROCESS SKILLS


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HAT are the SCIENCE PROCESS SKILLS?1. Observing

2. classifying

3. Measuring and using numbers

4. making inferences

5. predicting

6. Communicating

7. Using space-time relationship

8. interpreting data

9. Defining operationally

10. Controlling variables

11. Making hypotheses

12. experimenting


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1. OBSERVING

Using your 5 senses effectively


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OBSERVING


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OBSERVINGUsing the 5 senses (see, hear, touch, smell, taste) to

find out about objects and events, their characteristics,properties, differences, similarities, and changes

Qualitativeusing the senses

Quantitative

using exact measurementObservations are recorded.

Example: Describing a pencil as yellow.


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Identifying relevantparticulars of an objects andits environment.OBSERVING


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Focusing on relevant particularsfrom massive information.Identifying relevant particulars ofan object and its environment.


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Identifying similarities and differences.


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Identifying strange / unusual features.


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Realizing changes in environment.melting ice


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Identifying the correct sequence.


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2. CLASSIFYINGUsing observation to group ororder objects or events according

to similarities or differences in

properties

Example: Placing all rocks havingcertain grain size or hardness into

one group.


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WHY DO WE NEED TO CLASSIFY?

1.Too many items orinformation.

2. Items or information are not

organized


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HOW DO WE CLASSIFY ?

1.Identify the generalcharacteristics of the items.

2. Sort out items of the same

characteristics into theirrespective group.

3. Identify other characteristic.

4. Repeat step 1-3 until there is

only one item in each group.


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You are classifying when you are ...

1. Detecting similarities.2. Grouping objects based on certain

criterion.3. Using other criterion in groupingobjects.

4. Grouping objects in different ways.


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CLASSIFY


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Detecting similarities

same color

same shape


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Grouping objects based on certain

criterion

colour

..


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Using other criterion in grouping

objects

shape

..


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Grouping objects in different ways

..


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Application of classifying


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Application of classifying


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3. MEASURING AND USINGNUMBERSComparing an unknown quantity

with a known (metric units, time,

student- generated frames of

reference)

Observations are quantified using

proper measuring devices andtechniques


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Measurements are to be recorded

in an orderly and systematic

fashion with labeled units ofmeasure. Charts, graphs, or

tables can be generated manually

or with computer software.


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You are measuring andusing numbers

when you are


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Able to count and compare quantityof items in different groups.


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Able to recognized the pattern froma table of numbers.


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Using numbers to recordphenomenon0 - STOP1 - ROTATE2 - ROTATE FASTER3 - FASTEST


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Using scales and explaining ratios.


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Compare objects using numbers.


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Using tools correctly.
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Recording unit correctly.Choosing and using standard unit.


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Comparing time, distance, area andvolume with relevant units.

Determining the accuracy inmeasurements.


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4. MAKING INFERENCESExplanation or interpretation thatfollow from the observation.

Making an "educated guess" about anobject or event based on previouslygathered data or information.


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You are making

inferences when you

are


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Using information fromobservations to make reasonableearly conclusions.


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MAKING INFERENCESWhen we are able to make

inferences, and interpret and

explain events around us, we

have better appreciation of

the environment around us


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Making various possibleinterpretations from singleobservation.


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Testing the accuracy ofinferences through additionalobservations.


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Using inferences as a tool todetermine the appropriateadditional observations.


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5. PREDICTING

Stating the outcome of a future event based on a patternof evidence.

Example: Predicting the height

of a plant in two weeks time based on a graphof its growth during the previous four weeks.


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You are predicting, when

you are


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Using pattern of data explicitly tomake projections.


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Extrapolating and inserting data asa tool to predict.


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6. COMMUNICATING

using words (written and spoken) or

graphic symbols to describe an action,

object or event.

Example: Describing the change inheight of a plant over time in writingor through a graph


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Using the written and spokenwork, graphs, demonstrations,

drawings, diagrams, or tables totransmit information and ideas toothers

To reflect the true nature ofscience, ideas must be shared.

You are communicating


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You are communicating

when you are.

Speaking, listening or writing toexpress ideas or meanings. Using charts, graphs and tables topresent information.


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You are communicatingwhen you are.

Recording information frominvestigations. Posting questions clearly. Using references. Writing experiment report to enableothers to repeat the experiment.

D i d ki t


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Drawing and making notes.

It is yellow in colour, tastes

sour,rectangular in shape

f


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Using and explaining the meaning of

symbols.

7


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7. USING SPACE-TIMERELATIONSHIP Describing changes in parameter with time

Parameters are location, direction, shape,size, volume, weight and mass.

Applying numbers and theirmathematical relationships to makedecisions

Numbers are basic to science -

mathemat ical know ledge is appl ied

8 INTERPRETING DATA


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8. INTERPRETING DATA(INTEGRATED SKILLS)

Organizing, analyzing, andsynthesizing data using tables,

graphs, and diagrams to locate

patterns that lead to the construction

of inferences, predictions, or

hypotheses.

9 DEFINING OPERATIONALLY


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9. DEFINING OPERATIONALLY(INTEGRATED SKILLS)

Creating a definition by describing

what is done and observed

It is in the language of thestudents.

Definitions are in context of students'experiences - not from the glossary,

not to be memorized.


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DEFINING OPERATIONALLYStating how to measure a variable inan experiment.

Example: Stating that bean growth will bemeasured in centimeters per week.


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DEFINING OPERATIONALLY It is producing a definition of a thing

or event by giving a physicaldescription or the results of a givenprocedure.

An acid turns blue litmus paper red and tastes sour.

10 CONTROLLING


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10. CONTROLLING

VARIABLESManipulating one factor toinvestigate the outcome of an

event while other factors are held

constant (keep the same)

Young children become confused

with multiple variables.

Students need practice inidentifying variables that affect

outcomes.

Identify variables in an investigation


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( What to keep the same, what to changeand what to observe)

Quantityof salt

Volume of water

Temperature of water

Rate of stir


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11. MAKING HYPOTHESES

Hypothesizing is stating a

tentative generalization which

may be used to explain a

relatively large number ofevents. It is subject to immediate

or eventual testing by

experiments (to determine itsvalidity)

Suggest suitable explanations in


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line with the evidence at handQuantity of

sugar

Time taken to

dissolve

5 spoons 10 min

3 spoons 5 min

1 spoon 2 min

As the quantity of sugarincreases the time taken forthe sugar to dissolve increases


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Be aware that there are morethan one explanation forevents.


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You can write by this way

1. The (more/less) the (MV) the (more/less)

the (RV).

2. When the (MV+trend) the (RV+trend)

3. As a statement such as .

Plants need sunlight to grow.

Animals need food to stay alive.


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12. Experimenting(Designing a fair test) Designing experiments involves planning a

series of data-gathering operations which

will provide a basis for testing a hypothesis

or answering a question.

Example:

Automobile manufacturers test seat belt

performance in crash tests.


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GOOD LUCKPrepared, researched and

presented by:

Pn. Zainah bt. Hj.Don

Science Facilitator,

techniques in answering

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