P6 Parent Seminar:P6 Parent Seminar:Gearing forGearing forthe Science (Std) the Science (Std) PaperPaper

• Scope & FormatScope & Format• StrategiesStrategies

5 April 20135 April 2013

Format of PaperFormat of Paper(Standard Course)(Standard Course)

Booklet Item Type No. Qtns

Marks per Qtn

Weighting

A MCQ 30 2 60%

B Open-ended

14 2,3,4 40%

Duration of Paper: 1 h 45 min

ThemeTheme Life ScienceLife Science Physical SciencePhysical Science

DiversityDiversity General characteristics & classification of living things

General characteristics & classification of non-living thingsMaterials

CyclesCycles Life CyclesReproduction

MatterWater

SystemsSystems Plant SystemsHuman Systems (Digestive, Respiratory & Circulatory)Cell System

Electrical Systems

InteractionsInteractions Interactions with Environment (ecology, adaptation, man’s impact)

Forces (magnets, friction, gravity, elastic spring)

EnergyEnergy Forms & Uses (Photosynthesis)

Forms & Uses (Light, Heat)Energy Conversion

Distribution of MarksAccording to Syllabus Content

Life Science 45-55%

Physical Science 45-55%

According to Assessment Objectives

Knowledge with Understanding

~~40%

Application of Knowledge & Process Skills

~~60%

Application of Knowledge & Application of Knowledge & Process Skills (Process Skills (60%60%))

Process SkillsProcess SkillsObserving, Comparing, ClassifyingObserving, Comparing, ClassifyingUsing Apparatus & EquipmentUsing Apparatus & EquipmentCommunicating, Inferring, PredictingCommunicating, Inferring, PredictingAnalysing, Generating PossibilitiesAnalysing, Generating PossibilitiesEvaluating, Formulating HypothesisEvaluating, Formulating Hypothesis

What is KeyWhat is Key Accurate UnderstandingAccurate Understanding of Concept and “Big of Concept and “Big

Ideas” is important Ideas” is important MAKE CONNECTIONS between concepts learntMAKE CONNECTIONS between concepts learnt APPLY concept in new situationsAPPLY concept in new situations EXPLAINEXPLAIN

RevisionRevision of concepts learnt from of concepts learnt from P3P3 to to P6P6 Process SkillsProcess Skills

Expt Design – what is a fair test?Expt Design – what is a fair test? Using Apparatus – which instrument is more Using Apparatus – which instrument is more

accurate?accurate? Interpretation of graphs, grouping, etc. Interpretation of graphs, grouping, etc.

Examples of Examples of QuestionsQuestions

Knowledge with UnderstandingKnowledge with Understanding

E.g.1E.g.1

See example in PSLE (Std Science) BookletSee example in PSLE (Std Science) Booklet

Pg. 78 Question 8Pg. 78 Question 8

Applying ConceptsApplying Concepts

E.g. 2See example in PSLE (Std Science) BookletPg. 81 Question 15

Skill: Observation & ClassificationSkill: Observation & Classification

Eg.3See example in PSLE (Std Science) BookletSpecimen Paper Question 4

Skill: Interpreting Graphs, Applying Skill: Interpreting Graphs, Applying E.g. 4

See example in PSLE (Std Science) BookletPg. 50 Question 9

Skill: Evaluating fair testSkill: Evaluating fair testE.g. 5

See example in PSLE (Std Science) BookletSpecimen Paper Question 15

Skill: Experimental DesignSkill: Experimental DesignE.g. 6

See example in PSLE (Std Science) BookletPg. 123 Question 10

Skill: Analysing, InferringSkill: Analysing, Inferring

E.g.7

See example in PSLE (Std Science) Booklet

Pg. 53 Question 12

Gearing towards the PSLEGearing towards the PSLE Revise P3,4,5 work which forms P3,4,5 work which forms

bulk of PSLE Qns (concepts in the bulk of PSLE Qns (concepts in the textbook, notes) textbook, notes)

ReviewReview questions in revision questions in revision papers and worksheets (Quantity papers and worksheets (Quantity ANDAND Quality) Quality)

LinkLink ideas and concepts e.g. relate ideas and concepts e.g. relate digestion and respiration to source digestion and respiration to source of energy in living things of energy in living things

Have an inquiring attitude – ASK Have an inquiring attitude – ASK questions & SEEK answersquestions & SEEK answers

MCQMCQ Don’t rush through Don’t rush through Go through ALL options – even if you Go through ALL options – even if you

have an answer in mindhave an answer in mind Use elimination to narrow down to Use elimination to narrow down to

possible answerspossible answers

Tackling O.E. QuestionsTackling O.E. Questions Use Use scientific termsscientific terms

e.g. “e.g. “attracted” vs “stick” or “attach” magnetic attracted” vs “stick” or “attach” magnetic objects to magnetsobjects to magnets

Answer Answer in contextin context to question to question Clarity in Language - Be Clarity in Language - Be clearclear and and specificspecific

“… the “… the locationlocation must be the same …” must be the same …” Ensure phrasing does not mislead and Ensure phrasing does not mislead and

won’t be interpreted as scientifically won’t be interpreted as scientifically incorrectincorrect

Learn task words in question stem e.g. Learn task words in question stem e.g. identify, list, explain, explain howidentify, list, explain, explain how

Tackling O.E. QuestionsTackling O.E. Questions Tip:Tip:

Identify objective of question – asking Identify objective of question – asking about aim / procedure / pattern / about aim / procedure / pattern / conclusion?conclusion?

Look out for and use “clues” given:Look out for and use “clues” given: Diagrams., graphs, tablesDiagrams., graphs, tables Earlier parts of question Earlier parts of question E.g. 2: Interpreting Graphs, Applying

Marks givenMarks given Make sure you answer has science Make sure you answer has science

concepts in itconcepts in it DO NOT memorize questions and DO NOT memorize questions and

“model” answers – answer TO the “model” answers – answer TO the questionquestion

HOD SCIENCEyong_song_ling@moe.edu.sg

Thank you