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2015 PARENTS WORKSHOP SCIENCE Outline of workshop Process Skills & Answering Techniques How to help your child? Science Misconceptions (Using KAHOOT) Types of Assessment Questions Based on Process Skills Symbolic Representation, SR Observation and Classification, O & C Interpretation of Information, IOI Planning Investigation, PI Application of Concepts, AOC Symbolic Representation, SR Misconception: Students assume that bulbs will be brighter when there are more batteries. They have to take note of the arrangement of the bulbs. Observation and Classification, O & C Characteristics of organism Organisms A B C Able to make food on its own? No No Yes Able to move from place to place on its own? No Yes No Which one of the following best represent A, B and C? (1) (2) (3) (4) A Fern Bread mould Bread mould Cat B Bread mould Mouse Fern Mouse C Cat Fern Mouse Fern Misconception: Students tend to get confused between fern and fungi (e.g., mould). A fern is a non-flowering plant while a fungi is not a plant. Interpretation of Information, IOI Lina examined 2 cell specimens, A and B, under a microscope and recorded her observations in the table below. Parts of a cell Cell membrane Chloroplast Cell Wall Nucleus (a) Cell A Cell B Which cell is likely to be taken from a hydrilla leaf? Cell A as it has cell wall and chloroplast. (b) Give an example of Cell B. Root cell as it has no chloroplasts. Interpretation of Information, IOI Lina examined 2 cell specimens, A and B, under a microscope and recorded her observations in the table below. Misconception: Students often assume that all plant cells contain chloroplasts. However, a root cell does not contain chloroplasts as it does not make food. Chloroplasts are present in plant parts which are needed to make food. (b) Give an example of Cell B. Root cell as it has no chloroplasts. Planning Investigation, PI Gulam set up an experiment to investigate the effect of different light intensity on the rate of photosynthesis. Identify the aim of the experiment. He changed ‘d’, the distance between the lighted bulb and beaker and recorded the number of bubbles produced per minute at each position in the table below. Distance between lighted bulb and beaker (cm) 40 35 30 25 20 15 10 Number of bubbles per minute 6 8 10 12 14 14 14 (a) Based on the experiment above, state the changed variable. Planning Investigation, PI Gulam set up an experiment to investigate the effect of different light intensity on the rate of photosynthesis. Light intensity is affected by the distance between the lighted bulb and beaker He changed ‘d’, the distance between the lighted bulb and beaker and recorded the number of bubbles produced per minute at each position in the table below. Distance between lighted bulb and beaker (cm) 40 35 30 25 20 15 10 Number of bubbles per minute 6 8 10 12 14 14 14 (a) Based on the experiment above, state the changed variable. Planning Investigation, PI Gulam set up an experiment to investigate the effect of different light intensity on the rate of photosynthesis. The changed variable is the distance between the lighted bulb and the beaker He changed ‘d’, the distance between the lighted bulb and beaker and recorded the number of bubbles produced per minute at each position in the table below. Distance between lighted bulb and beaker (cm) 40 35 30 25 20 15 10 Number of bubbles per minute 6 8 10 12 14 14 14 (a) Based on the experiment above, state the changed variable. Planning Investigation, PI Gulam set up an experiment to investigate the effect of different light intensity on the rate of photosynthesis. As the distance between the lighted bulb and the beaker increases, the number of bubbles produced per minute decreases. He changed ‘d’, the distance between the lighted bulb and beaker and recorded the number of bubbles produced per minute at each position in the table below. Distance between lighted bulb and beaker (cm) 40 35 30 25 20 15 10 Number of bubbles per minute 6 8 10 12 14 14 14 (b) Describe the relationship of the distance between lighted bulb and beaker and the number of bubbles per minute Planning Investigation, PI Common mistake: As the number of bubbles produced per minute decreases, the distance between the lighted bulb and the beaker increases. Students need to know the cause and effect. The cause comes before the effect. Cause – the distance between the lighted bulb and the beaker Effect – the number of bubbles per minute Application of Concepts, AOC Jenny bought a packet of vegetables from the market and she placed it in the refrigerator immediately when she reached home. After a few hours, she discovered that there were tiny droplets on the inner side of the packet. Explain clearly where did the water droplets come from. The warm water vapour trapped in the packet loses heat and condenses into water droplets when it comes into contact with the cooler inner surface of the packet. HOW TO HELP YOUR CHILD? I R Q Identify Topics Recall Keywords Question Tag Example use of IRQ Technique Alicia carried out an experiment as shown below. Recall Keywords: •Solid, liquid, gas •matter expands when it gains heat •matter contracts when it loses heat Identify topic Three states of matter Question Tag She heated the flask gently with a flame. After some time, she observed some bubbles in the coloured water of the beaker. How were the bubbles formed? Air in the flask gained heat and expanded. It then escaped into the glass tubing as bubbles. SCIENCE MISCONCEPTIONS (kahoot.it) Question 1 Which one of the following statements is true about reproduction in flowering plants? below 1) Flowering plants produce fruits. 2) Some flowering plants do not bear fruits. 3) Flowering plants like Hibiscus & Rose do not bear fruits. Misconception: Some flowering plants do not bear fruits. Fact: All flowering plants produce fruits when the flowers are pollinated and fertilised. However, not all fruits are fleshy. Some are dry, like capsules. Not all fruits are easily identified or seen. Question 2 Which one of the following is correct about reproduction in human? statements 1) Fetus develops in the mother's womb. 2) Fetus develops in the mother's stomach. Misconception: Baby grows in the stomach. Fact: When egg fuses with sperm, fertilization takes place. Fetus will then develop in the mother’s womb. Question 3 Which one of the following clouds would you agree with? statements about 1) Clouds are made up of water vapour. 2) Clouds are made up of water droplets. 3) Clouds are gases, you can’t touch them. Misconception: Clouds are made up of water vapour. Fact: The clouds is made up of tiny water droplets. Hence, they are in the liquid state. Mist generated during boiling which can be seen is also made up of tiny water droplets. Steam cannot be seen. Question 4 Which one of the following statements photosynthesis and respiration is true? about 1) Photosynthesis occurs in the day and respiration at night 2) Photosynthesis occurs in the day & respiration all the time 3) Photosynthesis occurs all the time and respiration at night 4) Photosynthesis occurs at night and respiration in the day Question 4 Which one of the following statements photosynthesis and respiration is true? about Misconception: Plants carry out photosynthesis in the day and respiration in the night. 2) Photosynthesis occurs in the day & respiration all the time Fact: Respiration occurs in the plant throughout the day. However, the rate of photosynthesis is much faster than the rate of respiration during the day; the carbon dioxide given out during respiration is quickly taken in for photosynthesis, and the oxygen taken in is much less than that given out. Hence, the plant appears to be only giving out oxygen and taking in carbon dioxide during the day. Question 5 Which of the following would confirm that an object is a magnet when a magnet is brought near? 1) Object was attracted by the North pole of the magnet 2) Object was attracted by the South pole of the magnet 3) Object was repelled by the North pole of the magnet 4) Nothing happened when the magnet was brought close to object Question 5 Which of the following would confirm that an object is a magnet when a magnet is brought near? 3) Object was repelled by the North pole of the magnet Misconception: To test if an object is a magnet, it must be either repel or attract the other magnet. Fact: To test if an object is a magnet, it must be able to repel a magnet when brought close to it. Question 6 Which one of the following statements about melting ice is correct ? 1) The temperature of ice increases as it melts. 2) When ice melts, it stays at 0°C as it is not gaining heat. 3) When ice melts, it remains at 0°C until all is melted. Misconception: The temperature of ice stays at 0°C when it melts, so it is not gaining heat. Fact: The ice is gaining heat as it is melting, but the heat is used to help the particles to break away from the intermolecular forces so that they can slide past one another, and not to increase its temperature. So temperature remains at 0°C until all the ice has melted. Question 7 Which one of the following is false about metals? 1) All metals are magnetic. 2) All metals can conduct electricity. 3) All metals are good conductors of heat. Misconception: All metals are magnetic. Fact: Not all metals are magnetic. (eg: copper, gold) Question 8 Which one of the following statements about cells is incorrect? 1) All cells contain a nucleus. 2) All cells contain cytoplasm. 3) All cells contain cell membrane. 4) Some plant cells contain chloroplast. Misconception: All cells contain a nucleus. All plant cells contain chloroplast. Fact: The mammalian red blood cells has no nucleus. Not all plant cells have chloroplasts that contain chlorophyll to trap light for photosynthesis. (eg, onion cell and root cell) Q&A Thank you!