WOODGROVE PRIMARY SCHOOL

SCIENCE DEPARTMENT
SCIENCE PARENTS WORKSHOP 2013
SCIENCE ANSWERING TECHNIQUES
 An Overview of the overall Primary Science Syllabus 2008
Themes Lower Block Upper Block
(Primary 3 and 4) (Primary 5 and 6)

Diversity • General characteristics and

classification of living and non-living things
• Properties and uses of materials

Cycles • Life cycles of plants and animals • Reproduction of plants and animals
• Matter • Water

Systems • Plant parts and functions • Respiratory and circulatory systems in Plant
• Digestive system • Respiratory and circulatory systems in Human
• Cell system
• Electrical system

Interactions • Magnets • Frictional force, gravitational force, force in

springs
• Characteristics of environment
• Habitats and communities
• Food chains and food webs
• Adaptations
• Man’s impact on environment

Energy • Light energy • Kinetic energy, Potential energy, Sound energy

• Heat energy • Photosynthesis and Respiration
• Energy conversion
Assessment Year Plan on School Website
http://www.woodgrovepri.moe.edu.sg
ELIMINATION METHOD
(MCQ)
Elimination Technique
• Basically means to look at the options and
to use logical reasoning to remove obvious
distractors.

• Encourage your child to do working by

using ticks (), (T) for True, (NT) for
statements that are not true or (F) for False
statements
Elimination Technique
Wei Shian wanted to purchase a new pair of glasses. He conducted an
investigation to find out which type of glass surface was the most scratch-
proof. He rubbed 4 surfaces A, B, C and D, each with a toothbrush. Then he
observed each surface with a magnifying glass. He noticed scratches on the
surfaces as shown below.

Arrange the hardness of the following surfaces A, B, C and D in ascending

order.
Most scratches  softest  B
(1) B, D, C, A √
Least scratches  hardest  A
(2) A, D, C, B
X X
(3) B, X
C, D, A
(4) A, C, D, B
X
X
X Answer: (1)
AIMS & VARIABLES
What is an aim?
• The objective of the experiment/ the reason why we wish
to carry out the experiment.

• Use phrases like ‘To find out how…’ / ‘To investigate

how…’ as a starter

• E.g: To find out how the number of turns wound round

an iron nail affects the magnetic strength of the iron nail
when it becomes an electromagnet.
Variables
• A variable is any factor, trait, or condition that can exist in
differing amounts or types.

• An experiment usually has three kinds of variables:

independent, dependent, and controlled.

• Independent variable: Changed variable (Cause)

• Controlled variables: Constant variables
• Dependent variable: Result/ Effect due to the changed
variable
Changed Variable – Aim
• To find out how ________ (Cause/ Changed

variable) affects the _________ (Effect/ Result)

• Identify the difference/ changed variable in the

experiment to determine the aim

Sally conducted an experiment on germination of seed as shown below. She placed
a green bean on the wet cotton wool in the test tube in each set-up. Set-up A, was
placed in the cupboard and Set-up B was placed in the refrigerator.

Step 1: Step 3:
Step 2:
What are the Location/
Circle the
conditions for venue of
difference/
germination? experiment 
changed
temperature 
variable
presence/
Warmth between the two
amount of
Oxygen set-ups?
warmth
Water
Aim of the experiment:
Changed variable
To find out how different locations/temperature/
amount/ presence of warmth affects the
germination of seeds.
Result
Fair Test (Scenario 1- Why is it a fair test?)
Q: Why is this experiment a fair one?

• In a fair test, only one variable can be

changed so that we can confirm that
any difference in the ___________
(result) is due to the ____________
(changed variable).
Example Scenario 1- Why is it a fair test?
Changed variable Result (height of plant)
Betty wanted to find out what type of soil was the most suitable for growing balsam
plants. She planted 3 balsam plants of similar size in three pots, X, Y and Z. The
three pots were placed for the same duration at the same location in the garden.

Pot X Pot Y Pot Z

Material of pot plastic plastic plastic
Type of soil garden soil sand clay
Size of pot 1500 cm3 1500 cm3 1500 cm3
Amount of water 200 cm3 200 cm3 200 cm3
used each day

Q: Why is the above experiment a fair one?

In a fair test, only one variable can be changed so that we
can confirm that any difference in the height of the plant
(result) is due to the type of soil (changed variable).
Fair Test – Scenario 2
(How will keeping this variable constant make it a fair test?)
Q: How does making (the variable which
remains constant) the same makes it a fair
test?
• Only one variable was changed so that we can
confirm that any difference in the
___________ (result) is due to the
____________ (changed variable) and not
___________ (state the variable kept
constant in the qns stem).
Fair Test – Scenario 3
(Why is this not a fair test?)
Q: Why is the above experiment NOT a fair
one?
• More than one variables were changed so

we cannot confirm that any difference in the

___________ (result) is due to the
____________ (changed variable) or
___________ (the other variable changed).
Example Scenario 3- Why is this not a fair test?
Changed variable
Betty wanted to find out what type of soil was the most suitable for growing balsam
plants. She planted 3 balsam plants of similar size in three pots, A, B and C. The
three pots were placed for the same duration at the same location in the garden.

Pot A Pot B Pot C

Material of pot plastic plastic plastic
Type of soil garden soil sand clay
Amount of soil 1500 cm3 1000 cm3 500 cm3
Amount of water 200 cm3 200 cm3 200 cm3
used each day

Why was the above experiment NOT a fair one?

What is the What should be the What variables were
aim? changed variable? changed?

• Type of soil • Type of soil

• Amount of soil
Fair Test – Scenario 3
(Why is this not a fair test?)
Q: Why is the above experiment NOT a fair
one?
More than one variables were changed so
we cannot confirm that any difference in
the height of the plant (result) is due to the
type of soil (changed variable) or the
amount of soil (the other variable changed).
Fair test- Scenario 4 (Identifying or stating which
variables should be kept constant)

• Usually a table with variables will be given and

pupils are required to tick the variable(s) to be
kept constant

What is the Choose only 1 changed variable

aim? that will affect my result
 Changed variable
Raymond wanted to find out how the type of liquid in which the beans are soaked in
affects their growth.

State in the table below if the following variables should be kept constant or
changed to ensure that the experiment would be a fair one. Put a tick () in the
appropriate boxes.

To be kept
Variable To be changed
constant
Amount of time in which the beans were soaked for

Type of liquid in which the beans were soaked in 
Amount of liquid in which the beans were soaked in 
Temperature of liquid in which the beans were soaked 
in
 What is a ‘control’ in experiments?
• Provides a baseline to measure other results against.

• It is to compare and confirm that any

difference in the ___________ (result)

is due to the ____________ (changed
variable) and not __________ (other
variables).
Control – Scenario 1 (What is the purpose of the control set-up?)
John immersed 4 similar lengths of fabric strips made from different materials into 4
similar containers containing 200ml of water at room temperature as shown below.
He left the five containers at the same location. He recorded his results in the table
below.
Fabric A Fabric B Fabric C Fabric D

200ml of water at room temperature 200ml of water at room temperature

Container Container Container Container Container

with fabric A with fabric B with fabric C with fabric D without any
fabric
Amount of water
in the container
200 200 200 200 200
in the beginning
(ml)
Amount of water
in the container 118 88 148 198 198
at the end (ml)
• What is the purpose of setting up the
container without any fabric?
• It is to compare and confirm that any
difference in the amount of water the
left in the container (result) is due to
the absorbency of the materials
(changed variable) and not the
evaporation of water (other
variables).
Control – Scenario 2
(Choosing of set-ups for a fair test and explaining why)
Jane wanted to find out if roots absorb water. She set up four experimental
set-ups as shown below.

Which two set-ups should Jane choose for her experiment to ensure that it
is a fair one? Explain why.
Jane wants to find out if roots absorb water. There are four set-ups given
below.

Step 1: Identify the aim

Aim Changed variable Presence of roots

Step 2: Visual comparison (by ticking) or table comparison

Setup Plant Water Oil

with
 roots
A 
 
B  
  
C   
D 

Answer: Setup B and Setup C

Jane wants to find out if roots absorb water. There are four set-ups
given below.
a)Which two setups should Jane choose for her experiment? [1m]
b)Explain why. [2m]

Set-ups B and C. This is to compare and confirm

that any difference in the volume of water left in
Beaker C is only due to the absorption of water by
the presence of plant roots and not evaporation.

plant

Oil layer Oil layer

water water

Setup B Setup C
Control- Scenario 2 (Why is the conclusion inaccurate?)
Jonathan carried out an investigation to find out how the adding of fertiliser
affects the growth of a plant. He set up the experiment as shown below and
concluded that the plant grew better with fertiliser added.

Set up A Set up B

Difference in
Amount of
Set-ups Type of plant Type of soil Location height of
fertiliser
plant
A Rose plant Garden soil 100 ml In the garden 10cm

B Rose plant Garden soil 250ml In the garden 20cm

Jonathan’s father said that his conclusion was inaccurate.

•Explain why this is so.
•What should Jonathan do to make sure that his conclusion is correct?
Answer
Difference in
Amount of
Set-ups Type of plant Type of soil Location height of plant
fertiliser

A Rose plant Garden soil 100 ml In the garden 10cm

B Rose plant Garden soil 250ml In the garden 20cm

• Jonathan added fertiliser to both setups. Hence, he could

not confirm if the differences in the height of the plants

were due to the adding of fertiliser or the amount of
fertiliser.

• What should Jonathan do to make sure it is a fair test?

• He should not add fertiliser to one of the set-ups.

RELATIONSHIP &
GRAPHS
 Statement to describe relationship

As _____________ increases/ decreases,

(cause)
_______________ also increases/ decreases.
(effect)
Relationship graph – P3 Magnets
(Cause)
Johnny wants to find out how the number of coils round an iron nail affects the
strength of the electromagnet.
(Effect)

He recorded the findings in the table below.

Number of coils Number of paper clips

attracted
 
4 5
8 10
12 15

Based on the results what can you conclude about the relationship
between the number of coils and the strength of the electromagnet?
(Cause)
As the number of coils increases, the strength of
the electromagnet increases.
(Effect)
Relationship graph – P4 Light
(Cause)
Johnny wants to find out how the number of sheets of paper between the torch and
light sensor affects the amount of light received by the sensor. He set up the
experiment as shown. (Effect)
He recorded the findings in the table below.
Connected
 Number of Amount of light
 torch
to a meter
paper sheets (units) light sensor
0 80 X
1 32
Based on the results what can you
2 13 conclude about the relationship between
3 5 the number of paper sheets and the
4 2 amount of light detected?
5 1 (Cause)
6 0 As the number of paper sheets
7 0
increases, the amount of light
(Effect)
detected decreases.
Relationship graph
y-axis
(Effect)

x-axis
(Cause)
Relationship graph – P3 Magnets
x-axis (Cause)
Johnny wants to find out how the
number of coils round an iron nail
affects the strength of the
electromagnet.
y-axis (Effect)

He recorded the findings in the table

below.

Number of Number of
coils paper clips
  attracted Number of paper
4 5 clips attracted
(Effect)
8 10
12 15

Direct relationship
Number of coils
Relationship graph – P3 Magnets
x-axis (Cause)
Johnny wants to find out how the number of
sheets of paper between the torch and light Connected

sensor affects the amount of light received by

to a meter
torch
light sensor
the sensor. y-axis (Effect)
X
He set up the experiment as shown

He recorded the findings in the table below.

 Number of Amount of light inverse relationship

paper sheets (units)
0 80
Amount of
1 32 light/ units
2 13 (Effect)
3 5
4 2
5 1
6 0 Number of paper
7 0 sheets
8 0
In summary…
• Direct relationship  Upward trend

• Inverse relationship  Downward trend

Cause Effect Graphical Trend

  Upward

 

  Downward

 
 Comparative form
• The comparative form is used to describe differences

between two objects/specimens/materials etc..

• Use of comparative words like:

• ‘more’, ‘less’ (e.g: gains more heat)

• adjective + -er (e.g: higher temperature difference, poorer

conductor of heat, stronger material)

 Superlative form
• The superlative is used to describe differences between

three or more.

• Use of superlatives like:

• ‘most’, ‘least’ (e.g: withstand the most number of weight

before breaking)
• adjective + -est (e.g: greatest temperature difference,

took the shortest time to reach 30˚C)

Use CICA method to answer questions involving
data interpretation.

C – Choice
I – Interpret from data (from graph/ table)
C – Conclusion (use comparative/ superlatives)
A – Application
Now try this:
The absorbency of a material refers to the amount of water it can absorb. Michael conducted an
experiment using four strips of similar size, length and thickness but were made from different
materials A, B, C and D. He immersed an equal length of each strip of material into a dish
containing coloured water for the same period of time. The diagram below shows the result of his
experiment.

Based on the results, which one of the materials is the most suitable for
making a kitchen towel that will dry the plates? Explain your answer.

C: Material C. [no marks]

I: From the diagram, it absorbed the most amount of water. [1]
C: Hence, it is the most absorbent. [½]
A: It is most suitable for making a kitchen towel as it will absorb
the most amount of water from the dishes to dry them. [½]
P4 : Heat
John conducted an experiment and recorded his observation as shown in the table below.

Material Average time taken

Container to melt completely
ice A 1 h 30 min
made of with
block B 3 h 05 min
Material A
Based on the results in the table, which
material is the most suitable for making Part ‘X’
part ‘X’ of a frying pan as shown? Explain
your answer.
C: Material A. [no marks]
I: From the table, it took a shorter time for the ice to melt
completely. [1]
C: Hence, it is a better conductor of heat. [½]
A: It is most suitable for making part ‘X’ of a frying pan as it gains
more heat from the flame faster to cook the food. [½]
 Comparing Graphs - gradient

Change in Y
Gradient = Change in X

If the line is steeper, it has a larger gradient so there is a greater difference

If the line is gentler, it has a smaller gradient so there is a lesser difference

Which line P or Q shows a greater increase in temperature
over time?
Temperature (ºC)

P
P - steeper slope – greater change
Q
Q - gentler slope – lesser change

P has a greater increase in

temperature over time.

Time (min)
Which line, A and B shows a slower rate of evaporation?
Amount of water (ml)

Rate of evaporation = Change in amount of water

Time

A B

Time (min)
B – gentler slope – slower rate
A – steeper slope – faster rate

B has a slower rate of evaporation

 Extension of spring
Length of spring (cm)
Spring A

80

60

40
Original 20
length with
no mass
Load (g)
20 40 60 80

What is the extension of Spring A when 80g of mass was added?

Extension of spring = New length - Original length

Length of spring with 80g  80cm
Original length of spring  20cm
Extension of spring  80-20
= 60cm
 Let’s The graph shows how the length of

practise!
Daisy’s shadow changes over a period
of time as she walks in a straight line
near a street lamp at night.

Which section, X or Y shows Daisy

walking at a slower speed? Explain.
Answer
The graph shows how the length of Daisy’s shadow
changes over a period of time as she walks in a
straight line near a street lamp at night.

Which section, X or Y shows Daisy walking at a slower

speed? X

Ans: Lesser increase in length of shadow at X

over same timing (2 seconds) than Y

change
change for Y
for X
The diagram below shows three containers, P, Q and R
with 100ml of water at room temperature. They were
placed at the same location until all the water
evaporated.

Container P Container Q Container R

Based on the diagrams above, draw three lines to show the different rates of
evaporation for the three containers in the graph below. Label your lines.
Volume
of water
(ml)

Time (min)
What are the factors affecting rate of evaporation

Wind Largest exposed surface area most

Humidity water evaporates  fastest rate of
evaporation  P
Area of exposed surface
Temperature

Steepest gradient  fastest rate of evaporation P

Gentlest gradient  slowest rate of evaporation Q

Volume
of water 100
(ml)

P R Q
0 Time (min)
DAILY APPLICATION
QUESTIONS
Involves (a) explanation of observation and
(b) applying the concepts to explain how
things work around us.
Tips
• Read the question closely and highlight
information in the abstract
• For application questions, pupils are
usually required to make use of the
explanation/ observation or answer from an
earlier part (E.g: part (a))
• May require a combination of Answering
techniques
Ken conducted an experiment as shown below to find out how the amount of light
reflected by three materials, A, B and C is affected by the distance the material is
away from the light source. He set up his experiment as shown in the diagram below.
He placed the materials at different distances away from the light source and he used
a light sensor to record the amount of light that was reflected. He recorded the
results and plotted the results in the graph below.

a) Based on the results of his experiment,

what can you conclude about the three
materials?
From the furthest distance away from the light source,
Material C reflects the most amount of light while
material A does not reflect any light at all and material
B reflects more light than A but less than C.
b) Based on your answer in part (a), which material would be
the least suitable for making safety vests for motorists who
travel at night. Explain your answer.

C: Material A.
I: From the graph, the material did not reflect any light when it
is the furthest away from the light source.
C: Hence, it is the poorest reflector of light.
A: It is the least suitable for making vests for motorists as it
will not reflect light from a far distance and on-coming vehicles
will not be able to see the motorists who travel at night.