Download P5 Science Workshop (2015)

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!