the way to success science upsr

Tuesday, April 11, 2023

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THE WAY TO THE WAY TO SUCCESS SUCCESS

SCIENCE UPSRSCIENCE UPSR

20082008

THE WAY TO THE WAY TO SUCCESS SUCCESS

SCIENCE UPSRSCIENCE UPSR

20082008

MISS. NV. MAHESWARYMISS. NV. MAHESWARYSJKT NATESA PILLAY SJKT NATESA PILLAY


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• STANDARD INDICATOR AND ANSWERING TECHNIQUE

Definition

Indicator – refers to something that shows you in what condition something is.Standard – refers to something made or done according to generally accepted set of rules.Standard Indicator – can be conclude that as an instrument used in the context to determine the correct ways in answering science questions

RationalePupils should be exposed to the standard guide line. Teachers too should be able to apply the correct technique in answering science questions.


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STANDARD MARKUPSR Science Paper consists of two sections; Section A and Section B. Both sections comprise of 30 marks and 20 marks respectively. A+ 90 - 100

A 80 - 89

B 60 – 79

C 40 – 59

D 20 – 39

E 0 - 19

In order for pupils to achieve a minimum score of grade A (80% and above), they should at least get;

Section A : 25 / 30Section B : 15 / 20

Basically to get grade A in this subject is relative, since it depends on the achievement of overall pupils at national level.


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HOW TO PASS!!!• Section A – 16/30• Section B – 04/20• Total 20/40 X 2 = 40 %

•


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HOW TO SCORE A• SECTION A – 24/30• SECTION B - 16/20• TOTAL - 40/50 x 2 = 80%


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POPULAR QUESTIONS

• UPSR ASSESSMENT• - test paper to familiarise pupil with • UPSR exam format (Bilingual Langauge)• Key words/SPS

• YEAR 4 - 39• YEAR 5 - 28• YEAR 6 – 18• TOTAL 85 + (22 TOPIC OF 1,2,3)


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ANALYSIS OF THE UPSR SCIENCE PAPERS

2001- 2007

TOPIC 2001

2002

2003 2004

2005 2006 2007

LIVING THINGS 7 6 8 7 8 9 8

THE PHYSICAL WORLD

8 8 8 9 7 10 9

MATERIALAS 5 8 7 5 7 7 8

THE EARTH AND THE UNIVERSE

6 4 4 6 3 1 1

TECHNOLOGY 4 4 3 3 5 3 3

TOTAL 30 30 30 30 30 30 30

08

9

10

7

2

2

30


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ANALYSIS OF THE UPSR SCIENCE PAPERS

2001- 2007

YEAR MAKING OBSERVATION

MAKINGINFERENCE

PREDICT

PATTENS/TRENDS

VARIABLESMV/CV/RV

COCLUSIONS

MAKING CONNECTIONS

2001 1 2 2 1 7 2 1

2002 1 3 4 1 4 1 3

2003 1 3 3 1 4 2 3

2004 3 3 1 3 3 2

2005 2 4 3 2 1 2

2006 1 3 2 2 2 1 2

2007 1 3 2 2 3 2 2

1 3 2 1 4 2 1


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• WAYS ANIMAL & PLANTS ENSURE THE SURVIVAL OF THE SPECIES

• ANIMALS – TAKE CARE OF THEIR YOUNG & EGGS• PLANTS DISPERSE THEIR FRUITS

SURVIVAL OF THE SPECIES

WIND

WATERANIMALS EXPLOSIVE

MECHANISM


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FOOD CHAIN/FOOD WEB

PRODUCERSCONSUMERS

HERBIVORES

CARNIVORES

OMNIVORES

TOTAL OF FOOD CHAINSKEY- PRODUCER ______

EFFECTS OF CHANGE POPULATIAN –CERTAIN SPECIES

EFFECTS OF EATING ONLY ONETYPE OF FOOD


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• Classify the animals into herbivore, carnivore and omnivore.

– Herbivores eats plant (grasshopper)

– Carnivores eats animals (eagle and frog)

– Omnivores eats plants and animals (rat and chicken)

Producers consumer consumer


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Construct food webConstruct food webConstruct food webConstruct food web


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Another Sample of question

WaterWeed

WaterWeed

WaterWeed

WaterWeed

Tadpole

Small Fish

Small Fish

Tadpole

Small Fish

Terrapin

Stork

Big Fish

Big Fish

Stork


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WaterWeed

Tadpole

Small Fish

Terrapin Stork

Big Fish

Producers make their own food Consumers eat producer and other consumers

( Omnivore )

Consumers feedon producers( Herbivore )

Consumers only eat other animals ( Carnivore )


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MEASURING LENGTH AND AREA

LENGTH – TOOLS (RULER & MEASURING TAPES

AREA - LENGTH x WIDTH

MM2/CM2/M2/KM2

VOLUMES - SOLIDS & LIQUIDS LENGTH x WIDTH x HEIGHT

MM3/CM3/M3/KM3


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MICROORGANISMSTYPES OF MICRO….-BACTERIA-VIRUSES-FUNGIPROTOZOA

CAN - BREATHE - GROW - MOVE

FOOD SPOILAGE CAUSE

BACTERIAFUNGI

TASTE / SMELL / TEXTURE

USE:FOODFERTILISERMEDICINES

WARM + MOIST

(COLD + DRY)


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BASIC NEEDSBASIC NEEDS LIVING THINGS

LIFE PROCESSESS OF HUMAN / BREATHING-BREATHING-EXCREATION-DEFECATION-REPRODUCTION-RESPON TO STIMULI (Plants)

-LIFE CYCLES- ANIMAL ONLY-REPRODUCTION (EGGS & GIVE BIRTH)

PLANTS – SEEDS/SUCKERS/STEM CUTTINGS/ SPORES/ LEAVES/UNDERGROUND STEMS

Sun lightwater

air

touch


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MATERIALS

PROPERTIES OF MATERIALS

-CONDUCT (ELECTRICITY / HEAT)-FLOAT IN WATER-ABSORB WATER-CAN BE STRECHED-ALLOW LIHGT TO PASS THROUGH

NATURAL &MAN MADE MATERIALS

RECYLING

RUST

IRON

STEELCAUSE

AIR + WATER


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Can conduct eletricityCannot conduct eletricity

PROPERTIES OF MATERIALS

Different materials have different properties

Metal ,carbon,Iron,/steel spoon Wodden, brick,

Cloth,paper,eraser

Allow the eletricity flow through it Cannot allow electricity flow through it


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Diagram of circuit

Name Symbol

Dry cell

Connecting wire

Switch

Bulb


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STATES OF MATTER3 STATES OF MATTER - CHANGE FROM ONS TO ANOTHER

ICE WATERSTEAM /VAPOUR

MELTING

FREEZINGCONDENSION

BOILING/EVAPORATION

WATER CYLES

CLOUD

WATERVAPOUR

RAIN

WATER


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SummaryChanges state of water

Boiling Evaporating• liquid gas• Occurs at the boiling point of water• Happens to whole part of the liquid• Shorter time

• liquid gas• Occurs at any temperature• Takes place at the surface of a liquid• Longer time


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Affective factors during evaporation and boiling processes

Boiling Evaporating

1. The boiling point of water is at 100oc.

2. Water changes to steam at the boiling point.

1. Dry condition2. Windy place3. Hot weather4. Big surface

area


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Sample Question1. Evaporation of water takes place at A. 100oc only B. 20oc only C. 0oc D. any suitable temperature

2. Boiling of water takes place at A. 100oc only B. 20oc only C. 0oc D. any suitable temperature


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3. Which of the following are the factors affecting the rate of water evaporation?

I. Air humidityII. Surrounding temperatureIII. Surface areaIV. Air movement

A. I onlyB. I and II onlyC. I, II and III onlyD. I, II, III and IV


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CONSTELLATIONS• IDENTIFY DIRECTIONS• - BIG DIPPER - NORTH• - SCORPIAN - SOUTH• - SOUTHERN CROSS - SOUTH• - ORION - NORTH


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Skate

THE WHOLE YEARS CONSTELLATIONS

-There are 2 types of the whole years constellations

-It always show the same directions (PERMANENT DIRECTIONS)

-Big Dipper – show the north

-Skate – show the south

north

south

•Look like kite shape

•Rise at the south

•* Rise at the whole year

•Look like ladle

*Rise at the north between

Mei and Jun


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ENERGY TRANSFORMATIAN

SERIES AND PARALLEL CICUITS

HEAT-EFFECT OF HEAT ON MATTER-EXPANDS WHEN HEATED-CONTRACT WHEN COOLED

APPLICATION IN EVERDAY LIFE

-GAPES BETWEEN RAILWAY TRUCKS-INSTALLING ELECTRICITY CABLES LOSE-LOOSING TIGHT BOTTLE CAPS


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THE EARTH/MOON/SUNMOVEMENTS

ROTATION ON ITS AXIS FROM WEST TO EAST

PHASES OF MOON REFLECTS OF SUNLIGHTS

NEW MOONCRESENT MOONHALF MOONFULL MOON

LUNAR CLENDER

PLANETS - MVEMJSUNP

MERCURY VENUS EARTH MARS JUPITER SATURN URANUS NEPTUNR PLUTO

(MY VERY EDUCATED MOTHER JUST SERVES US NINE PIZZA)


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PHASES OF THE MOON


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STRUCTURE MATERIALS

SHAPE

PLACED

STABILITYSHAPE

HEIGHT

BASE AREA


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VARIOUS STRUCTURES OF BUILDINGSVARIOUS STRUCTURES OF BUILDINGS

1.1 There are many structural forms.1.2 For examples of structural forms are :

CubeCube

CuboidCuboid

PyramidPyramidConesConesSphereSphere

CylinderCylinder


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CuboidCuboidPANGSAPURI

SPHERESPHEREMOSQUEMOSQUE


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KLCCKLCC

PhyramidPhyramidPhyramidPhyramid

CylinderCylinder


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Building

HouseHouse


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ChairChair


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LIVING THINGS

COMPETITION AMONG LIVING THINGS

LIMITED RESOURCES

CONSERVATION & PRSERVATION

BALANCED ECOSYSTEM

IMPACT POLLUTION/ DESTRUCTION OFNATURAL HABITATS


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FORCE1. EFFCTS OF FORCE

- CHANGE THE SHAPE OF OBJECTS- MAKES STATIONARY OBJECTS MOVES-STOP,SLOW DOWN OR SPEED UP MOVING OBJECTS

2. FRICTIONWAY TO REDUCE

ROLLERS /MARBELSWHEELS/BALL BEARINGS

LUBRICATING – OIL /GREASE/TALCUM


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SPEEDMOVEMENT CALCULATING

SPEED = DISTANCETIME D

S T


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FOOD PRESERVATION

IMPORTANT LAST LONGER

EASY TO STORE/CARRY

REDUCE WASTAGE

CHEAPE/SAVE


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WASTE MANAGEMENT

EFFECTS POLLUTION

WATERAIR

ECLIPSES SUN (SOLAR)

MOON (LUNAR)

MACHINES EASIER /EFFICIANTLYSAVE TIMES & ENERGY

SIMPEL MACHINES TYPES


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Lunar Eclipse Geometry

• Geometry of the Sun, Earth and Moon During an Eclipse of the Moon. Earth's two shadows are the penumbra and the umbra.


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SECTION B


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1. Guide the students to study the table/diagram/pictures given.

2. (VARIABLE)Example: The parameter of ________


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Relationship / hypothesis / conclusion

If the

the

MV TREND

RV TREND

2.

If the

the

RV

MVTREND

TREND


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TREND

+ - =BiggerFasterIncrease

SmallerSlowerDecrease

Same


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1. A group of pupils carried out an investigation on melting ice. An ice cube each was placed into four beakers which each contained 200 ml of water with different temperatures. The table below shows the result of the investigation.

Temperature of water (C)

Period of melting (second)

20 95

40 80

60 65

80 59

a. State what isi. manipulated variable/changed ____________________ii. responding variable/observed/measured ____________________iii. fixed variable / kept the same____________________


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Manipulated Variable (MV)

What to change

Responding Variable (RV)

What to observed/measured

Temperature of water Period of melting

Trend / Pattern Trend / Pattern

increase decrease

Increasedecreaseconstant

1.


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Aim / purpose3.

To investigate the relationship between

MV

and

RV

* _____________________________________________________

_____________________________________________________


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Analysis of the problems / How to overcome the problems.

Teacher will drilling pupils to identify the science process skills by pictures, statements, graft and tables.

Firstly Students will identify the (MV) and (RV) from each variety of question.

After that they will try to answer the (Aim), (Hypothesis) and (Conclusion) based on (MV) and (RV).

Students will memories the formula that given by teacher to answer the questions.


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Picture

Hypothesis

Responding

Conclusion

Manipulated

Aim

Examples 1

Step 1

step 2


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Table

Distance of light source from object

(cm)

Length of shadow (cm)

Size of shadow (cm)

6 20 16

10 16 X

14 12 8

18 8 6

Manipulated Responding

Aim Hypothesis Conclusion

Examples 2

Step 1

Step 2


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4.

1. Number of

2. Size of

3. Weight of

4. Volume of

5. Type of

6. Distance of

7. mass of

8. time of

*________________________________________________________.

Fixed variable / What to keep the same


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0

5

10

15

20

25

1 2 3

Chart Number of black patches

Week

Manipulated Responding

Aim Hypothesis Conclusion

Examples 3

Step 1

Step 2


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Formula

Aim

Hypothesis

Conclusion

To investigate the relationship between( MV ) and ( RV )

1.When / If (MV) (RV)

2.When / if (MV) (RV)

3.When / if (MV) (RV) 4.When / if (MV) (RV)

1.(RV) when (MV)

2.(RV) when (MV)

3.(RV) when (MV) 4.(RV) when (MV)


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Case Study:

We found that it is very hard for the pupils to identify the manipulated variables ( what to changed ), responding variables (what to observe ) and controlled variables ( what to keep the same).


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Example of questions

Number of bulbs used

1 2 3

Brightness of the bulbs

Very bright

Bright Dim

The table shows the result of an observation of an electric circuit.

Based on this observation,

a What is changed?……………………………………………………………

b What is measured?…………………………………………………………………

Manipulated Variable. The things that are difference at the beginning of the

experiment .

Responding Variable. The product of the experiments


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Container 1 Container 2

Water Water

Oil

Living fish Dead fish

1. What is kept the same? The size of container

2. What is changed?Oil layer

3. What to observe?Condition of the fish

2. Pupils can also observe the pictures given to find out the controlled variable, manipulated variable, and responding variable.


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Number of ice cubes Volume of water1 1802 2603 3404 420

Figure 2 shows a different number of ice cubes put into different glasses, each having the SAME AMOUNT OF WATER. The volume of water at the end of the activity is shown in Table 2 Controlled Variable

because it must keep the same throughout the experiment.



experiment .


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Length of thread (cm) 15 20 25 30

Number of oscillations 30 26 22 18

Table 3 shows the readings obtained in an investigation for a period of 20 seconds.

Controlled Variable because it must keep the same throughout

the experiment.



experiment .


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5. If a chart or graph was given, the horizontal axis is the manipulated variable because the years are different at the beginning of the investigation. The vertical axis is the responding variable because the number of trees are different after the investigation.



experiment .


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