1. BRIEFING FOR PARENTS: PSLE SCIENCE
Assessment Objectives
Examination Format
Process Skills & Examples
Common Misconceptions
Requirement for Open-ended Responses
Parents as Facilitators
Q & A
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2. PURPOSE OF THE PSLE SCIENCE EXAMINATION
To assess pupils’ attainment in Science with respect to the aims of Primary Science Education as stated in the 2008 Science Syllabus.
AIMS:
Provide primary students with experiences which build on their interest in and stimulate their curiosity about their environment
Provide students with basic scientific terms and concepts to help them understand themselves and the world around them
Provide students with opportunities to develop skills, habits of mind and attitudes necessary for scientific inquiry
Prepare students towards using scientific knowledge and methods in making personal decisions
Help students appreciate how science influences people and the environment
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3. ASSESSMENT OBJECTIVES I Knowledge with Understanding
Pupils should be able to demonstrate knowledge and understanding of scientific facts, concepts and principles.
II Application of Knowledge and Process Skills
A Apply scientific facts, concepts and principles to new situations.
B Use one or a combination of the following basic process skills.
Observing
Comparing
Classifying
Communicating
Using apparatus and equipment
Inferring
Predicting
Analysing
Generating possibilities
Evaluating
Formulating hypothesis
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4. Theme Life Science Physical Science Diversity Cycle Systems
Diversity of living things
(General characteristics and classification)
Diversity of non-living things
Diversity of Materials
Cycle
Cycle in plants and animals
(Life cycles, Reproduction)
Cycle in matter & water
(Matter, Water)
Systems
Plant system
(Plant parts & functions, Respiratory and circulatory systems)
Human system
(Digestive system, Respiratory and circulatory systems)
Cell system
Electrical system
Interactions
Interaction within the
environment
(Web of Life, Adaptations, Man’s Impact on the Environment)
Interaction of forces
(Magnets, Frictional force, Gravitational force, force in springs)
Energy
Energy forms and Uses
(Photosynthesis)
Energy forms and uses
(Light and heat)
Energy conversion
Science Syllabus
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5. An Overview : Big Ideas in the Primary Science Syllabus
(Themes)
Key Inquiry Questions
Diversity
What is the environment made up of?
Why is it important to maintain diversity?
How do we go about understanding the diverse range
of living and non-living things?
Systems
What are different parts of a system?
How do parts of a system or different systems interact
together to perform a function?
Interactions
How does Man interact with the surroundings?
What are the consequences of Man’s interactions with
his surroundings?
Cycles
What are the cycles in our everyday life?
How are cycles important to life?
Energy
How does energy affect Man and his surroundings?
Why is it important to conserve energy?
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6. Number of Marks per Question
Examination Format
(Standard Science)
Format of Paper
Booklet
Item Type
Number of Questions
Number of Marks per Question
Marks A
Multiple-choice 30 2 60 B
Open-ended 14
2, 3 or 4 40
Duration of Paper: 1 hour 45 minutes
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7. Number of marks per question
Examination Format
(Foundation Science)
Format of Paper
Booklet
Item Type
Number of Questions
Number of marks per question
Marks A
Multiple-choice
(3 options) 16 2 32 B
Structured
Open-ended
6-8
2-3
2-4 14 24
Duration of Paper: 1 hour 15 minutes
Provision of Word List
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8. What are the implications?
Accurate Understanding of Concepts and “Big Ideas” is important.
MAKE CONNECTIONS between concepts learnt
APPLY concept(s) in new situations
EXPLAIN clearly, completely and accurately referencing to
science concepts/ principles/ facts
Revision of concepts learnt from P3 to P6
Focus: Scientific Inquiry
Inquiry: activities and processes which scientists and students engage in the study of the world around us
Important to practise the array of thinking skills (e.g. creative problem solving, decision-making & investigation skills) that support scientific inquiry
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9. Skill :Creative problem solving
A process of analysing a problem or choosing an innovative and relevant solution in order to remedy or alter a problem situation
The steps can include:
- analysing : define the problem
- generating : think of many ideas
- evaluating : choose a solution
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10. Skill: Decision-Making
The process of establishing and applying criteria to select from among seemingly equal alternatives.
Pupils should be able to:
- analyse
- generate
- evaluate
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11. Skill :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.
Pupils should be able to:
- control variables, select appropriate apparatus and measure accurately, generate, analyse and evaluate results, communicate and justify explanations with evidence, connect explanation to scientific knowledge
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12. Understanding an investigation/ experiment: E. g
Understanding an investigation/ experiment: E.g. Mary wants to find out which type of liquid evaporates the fastest.
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13. Mary wants to find out which type of liquid evaporates the fastest.
(1) Identify the aim and underline:
Mary wants to find out which type of liquid
evaporates the fastest.
(2) Identify the independent variable (what I change):
Independent Variable :
Only ONE - the one that you are testing
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14. Mary wants to find out which type of liquid evaporates the fastest.
(3) Dependent Variable (what I observe/measure):
(4) Constant Variables (what I keep the same):
(this data/observation is used to infer the rate of evaporation of the liquids)

15. List the steps for the experiment.
Get three identical containers and label A,B and C.
Get three different types of liquids, A, B and C.
Add equal amount (50ml) of
Liquid A into Container A,
Liquid B into Container B
Liquid C to the Container C.
Place the containers at the same place.
Measure and record the amount of liquid in each container after 2 hours.
Compare the data. The container with the least amount of liquid left after 2 hours will be the liquid which evaporates the fastest.
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16. OBSERVATIONS Before After 2 hours Liquid A Liquid B Liquid C
Amount of liquid left
after 2h (ml) 15
[least] 38
[most] 30
[Less than B]
[More than A]
Rate of evaporation

17. How will the graph look like?
Liquid B
Amount of liquid left
Liquid C
Liquid A
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18. What can you conclude from the experiment?
Conclusion:
Liquid A evaporated the fastest.
Liquid B evaporated the slowest.
Liquid C evaporated faster than Liquid B but slower than Liquid A.
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19. What is the relationship between the amount of time and the amount of liquid left in the containers?
What is the relationship between the time and the amount of liquid left in the containers?
Answer:
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20. Sample questions from PSLE

21. To do well in Science, pupils must:
use a combination of the following process skills
make connections between concepts learnt
apply concept(s) in new situations
Observing
Comparing
Classifying
Using apparatus and equipment
Communicating
Inferring
Predictiing
Analysing
Generating possibilities
Evaluating
Formulating hypothesis
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22. Using the 5 senses (sight, hearing, touch, smell, taste)
Skill : OBSERVING
Using the 5 senses (sight, hearing, touch, smell, taste)
to find out about : - objects and events,
- their characteristics,
properties,
differences,
similarities,
and changes.
Using instruments to extend the range of the senses
and accuracy of the observation (Observations are
recorded.)
Identifying observations that are relevant to a
particular investigation
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23. Skill: Observing
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24. Skill : COMPARING Identifying factors for the purpose of comparison,
eg, when comparing a bus and a car, the factors
could be function, capacity or cost.
Identifying the similarities and differences
Similarities : recognise any commonality that exists
between seemingly different object, events or
outcome
Differences : finding subtle differences between otherwise
similar object, events or outcome
Draw a conclusion about the significance of
similarities or differences
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25. Skill: Comparing
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26. Skill : CLASSIFYING
Grouping or ordering objects or events according to
similarities or differences in properties :
- Grouping a set of objects into two groups based on any
one common property
- Grouping a set of objects into two or more groups
according to one or more common property
- Identifying the basis of classification
- Identifying a common pattern in events or a behaviour
pattern in organisms
- Generating criteria for grouping
- Use simple classification schemes: (Lists, tables, or charts
are generated)
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27. Skill: Classifying
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28. Skill : MEASURING & USING APPARATUS
Comparing an unknown quantity with a known (metric units,
time, student- generated frames of reference)
Observations are quantified using proper measuring devices
and techniques
Using measuring devices (eg ruler, weighing scale,
thermometer & datalogger etc) correctly
Selecting appropriate units and instruments when measuring
Exercising estimates and confirm by measuring
Recognising the validity/ reliability of measurement and the
need to repeat and check the measurement
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29. SKILL : MEASURING & USING APPARATUS

31. Skill: Predicting
Skill of forecasting future events or condition based on prior knowledge of how things usually turn out.
It allows us to use what we know to extend our thinking to what we do not know.
Hypothesis is a special type of prediction.
In an experiment, a hypothesis, predicts what the researcher thinks the relationship between the independent (manipulated) variable and the
dependent variable.
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32. Skill: Predicting
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33. Skill : Inferring
Skill of providing explanations for observation or drawing
conclusion based on logic and reasoning; inferences, generally,
follow observations for which the cause is not apparent.
When making inferences, it is helpful to follow these steps:
- Make as many observations about the object/ event as possible.
- Recall from experience as much relevant info about the object/event and integrate the info with what you observe
- State each inference in a way clearly distinguishes it from other
kind of statement( observation/prediction)
“From what I observe I infer that…”
“From those observations, it can be inferred that…”
“From what I observe, I conclude that….”
“The evidence suggests that….may have happened.”
“A possible explanation for what I see is that…”
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34. Skills: Analysing / Inferring
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35. Nan Hua Primary School 2013

36. Skill :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.
Pupils should be able to:
- construct an idea to explain observations
and then test it
- decide on the accuracy of data obtained in
an investigation
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37. Skills: Evaluating / Inferring
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38. Nan Hua Primary School 2013

39. Skill : Generating Possibilities
This is the skill of adding to, extending or
connecting given ideas by tapping into
prior knowledge or gathered information.
Pupils should be able to:
- draw inferences or conclusions from
observations
- give reasonable explanations based on
evidence
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40. Skills: Analysing / Generating Possibilities
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41. Nan Hua Primary School 2013

42. Common Misconceptions
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43. Common Misconception : All metals are magnetic.
Topic : Magnets
Common Misconception :
All metals are magnetic.
Scientific Concept :
Only iron, steel, nickel and cobalt are magnetic.
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44. Common Misconception :
Topic : Heat
Common Misconception :
Heat absorption and heat conduction are the same.
Scientific Concept :
Metals are better in heat conduction than wood or plastic.
Dark surface is a better absorber of heat than a white surface.
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45. Topic : Force Common Misconception :
The weight of the object does not depend on its mass.
Scientific Concept :
The greater the mass of an object, the greater the weight of the object on Earth.
Note: weight = gravitational force acting on the object
mass = the amount of matter in an object
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46. Topic : Energy / Force Common Misconception :
A falling coconut has high gravitational force that can inflict injury should it hit on someone.
Scientific Concept :
A falling coconut has high gravitational potential energy.
Note: -gravitational force between Earth and object near Earth’s surface pulls the object towards the centre of the Earth
-gravitational potential energy is the energy stored in an object due to its elevated position.
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47. Topic : Force Common Misconception :
There is no friction between two smooth surfaces.
Scientific Concept :
There will be friction as long as the surfaces are in contact.
In general, the friction between two smooth surfaces is less than that between two rough surfaces.
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48. Topic : Adaptation Common Misconception :
Water is stored in the hump(s) of a camel.
Scientific Concept :
Water is stored in the blood.
The hump(s) store(s) fats which is used as food reserve.
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49. Topic : Adaptation Common Misconception :
Predators do not need camouflage.
Scientific Concept :
Predators need camouflage to increase their chances of catching their prey.
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50. Pupils tend to lose marks in assessments because……
They fail to use the scientific key terms.
e.g.- matter occupies space
- the metal rod is a better heat conductor
than the plastic rod, hence it gains heat
faster.
They use imprecise words to refer to scientific key terms.
e.g. - the length of spring expanded instead of extended.
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51. Pupils tend to lose marks in assessments because……
They are not specific in their explanation.
They fail to answer the questions that require comparisons to be made completely.
They do not answer directly to the context of the question.
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52. Pupils tend to lose marks in assessments because……
They write reasons/points of the same concept in answering questions which require more than one reason/suggestion.
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53. They do not link their answers to the question asked.
Pupils tend to lose marks in assessments because……
They do not link their answers to the question asked.

54. Pupils tend to lose marks in assessments because……
They are not specific in their explanation.
Incomplete for question that requires comparison to be made.

55. Pupils tend to lose marks in assessments because……
When Judy walks from A to B, the length of her shadow decreases as she is walking towards the light source. When she is at B, the shadow is the shortest. As she walks away from the light source to C, the length of her shadow increases. At C, her shadow is the longest as she is furthest from the lamp post.

56. Pupils tend to lose marks in assessments because……
They are not specific in their explanation.
They do not link their answers to the context of the question.

57. They fail to use the scientific key terms
Pupils tend to lose marks in assessments because……
They fail to use the scientific key terms

58. They fail to use the scientific key terms
Pupils tend to lose marks in assessments because……
They fail to use the scientific key terms

59. They fail to use the scientific key terms
Pupils tend to lose marks in assessments because……
They fail to use the scientific key terms
The glass block X had a cooler surface than the water vapour in Room D. Hence, the water vapour from the surrounding air in Room D lost heat and condensed on the glass block X. Glass blocks Y and Z are warmer than the temperature in Room D, hence no condensation occurred.

60. Pupils tend to lose marks in assessments because……

61. They do not link their answers to the context of the question.
Pupils tend to lose marks in assessments because……
They do not link their answers to the context of the question.

62. Pupils tend to lose marks in assessments because……

63. They fail to use the scientific key terms
Pupils tend to lose marks in assessments because……
They fail to use the scientific key terms

64. They are not specific in their explanation.
Pupils tend to lose marks in assessments because……
They are not specific in their explanation.
You need to analyze the results given.

65. They write reasons/points of the same concept
Pupils tend to lose marks in assessments because……
They write reasons/points of the same concept
Adding decomposers and adding detritivores are considered as 1 point since they fall under the same concept.

66. Pupils tend to lose marks in assessments because……

67. They write reasons/points of the same concept
Pupils tend to lose marks in assessments because……
They write reasons/points of the same concept
1st :
2nd :

68. When approaching Science questions, ASK:
Which theme & topic(s)?
Which scientific concept(s)?
What are the keywords in the qn?
How do I order my points?
How do I construct my answer?
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69. When approaching Science questions,
ASK:
Which theme & topic(s)?
Systems
Electrical System
Which scientific concept(s)?
Arrangement of bulbs

70. When approaching Science questions, ASK:
What are the keywords in the question?
Circuit A. If one of the heating elements in A breaks down, the other heating elements will still work.
The heating elements in A will be warmer than B.
The batteries in A will be used up faster than B

71. What constitute a good brief constructed response to open-ended Science question?
The response shows an in-depth understanding of the topic.
Relationships among science facts and concepts are clearly, completely, and accurately explained and fully supported with relevant data or examples.
Ideas are expressed clearly and concisely in a logical manner.
All aspects of the questions are addressed with direct reference to the question.
Spelling and language conventions are correctly applied.
Language used in the response is appropriate for the needs of the audience.
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72. During the examination …
A : Answer with Techniques (CCAD)
S : Schedule your time and skip difficult questions
T : Try and don’t give up
A : Analyze the question carefully –
* highlight/underline key words/clues
* examine the diagram – labels / arrows / axis
* read all options and evaluate best answer (MCQ)
R : Review your answers

73. Parents as Facilitators
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74. Learning Strategies Pupils can:
Use concept maps or mind-maps to summarise main concepts
Use mnemonics – e.g. to remember the 4 conditions for photosynthsis
Ch icken - for chlorophyll
C aught - carbon dioxide
S tealing - sunlight
W ings - water
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75. Learning strategies
Pupils can be:
Visual learners - can remember facts by just reading
Kinesthetic learners - learn by making models, using manipulatives
Audio learners - learn concepts through music, oral delivery of information
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76. WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN SCIENCE CLASS….
Encourage open exploration of the natural world. Wander and wonder with your child.
Eg:- Regular trips to the Science Centre, Zoological Gardens, Botanical Gardens, a local pond, or even your own garden or markets…even in your even own kitchen!
- Ask your child for explanations of what they see, smell, taste, feel, and hear.
Observe, explore, and discuss natural phenomena.
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77. WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN SCIENCE CLASS….
Provide time/ materials/resources for applied science projects
Eg:- subscription to Wildlife magazine, National Geographic Kids or Singapore Scientist Magazine
- internet, encyclopedia, CDs, Discovery Channel, National Geographic Channel, news articles from Straits Times etc…
Note: Children will learn to be resourceful and become independent learners ultimately.
Work together on a science project once per month at home.
Eg: Young Scientist Card: Young Zoologist, Young Botanist etc…
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78. WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN SCIENCE CLASS….
Encourage involvement in community projects that support scientific understanding
Eg: Recycling, Preventive Measure to Stop Dengue Fever
Ask your child to give evidence for their thinking.
Eg: - Ask for ways of proving water evaporates.
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79. WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN SCIENCE CLASS….
Regularly check your child's activity book and files. Make sure assignments are carefully done, completed, and understood.
Eg: - Does the work reflect a child's thoughts, your thoughts, or verbatim copy from the book?
- Look for both answers and questions. Science is not always about answers, it's about trying to understand better.
- Analyse the errors in the assignment (Is it due to carelessness or misconception?).
Then intervene with suitable measures.
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80. WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN SCIENCE CLASS….
Support your child in learning scientific vocabulary by using scientific terms as you talk. Ensure that he is well-prepared for the Science spelling and dictation exercise in class.
Talk about science and science class.
- Ask what was learned and what they would have liked to learn.
- Ask if they had questions that weren't answered and encourage them to seek clarification.
Ask them to replicate a classroom experiment at home with household items for a "family show and tell."
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81. WAYS TO HELP YOUR CHILD TO BE SUCCESSFUL IN SCIENCE CLASS….
Work in partnership with your child’s teacher.
- Communicate with your child’s teacher regularly.
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82. Daily experiences-ask questions
Situation
Ask:
When watching television….
What does the television run on?
What is the energy changed into?
After a rain…..
Where did the puddle of water go?
When taking out an apple from the refrigerator…
Where did the water droplets on the apple come from?
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83. Daily experiences-ask questions
Situation
Ask:
When purchasing vegetables…..
Which vegetables are fruits?
Which are leaves?
Which are stems?
When pumping air into the tyre of a bicycle or car……
How much air can go into the tyre?
Why?
When brewing soup….
Why do we add in the salt last?
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84. Science Teacher, 6TAG2 & 6TAG3 chua_ah_khoon@moe.edu.sg
Thank you
Science Level Head, 6B
Science Teacher, 6TAG2 & 6TAG3
Science Teacher, 6TAG1
Nan Hua Primary School 2013