WELCOME

TECHNIQUES IN ANSWERING UPSR SCIENCE QUESTIONS PROGRAMME

SCIENCE
Duration : One hour fifteen minutes Section: A - 30 questions
B 4 or 5 questions

Tips
1. 2. 3. 4. 5. Read the question carefully. Underline the keywords Read the answers given Choose the best answer If you unable to answer a question, proceed to the next question.

SCIENCE PROCESS SKILLS

WHAT are the SCIENCE PROCESS SKILLS?

1. Observing
2. classifying 3. Measuring and using numbers

4. making inferences
5. predicting 6. Communicating 7. Using space-time relationship 8. interpreting data 9. Defining operationally 10. Controlling variables 11. Making hypotheses

12. experimenting

1. OBSERVING

Using your 5 senses effectively

OBSERVING

OBSERVING
Using the 5 senses (see, hear, touch, smell, taste) to find out about objects and events, their characteristics, properties, differences, similarities, and changes Qualitative using the senses Quantitative using exact measurement Observations are recorded. Example: Describing a pencil as yellow.

Identifying relevant particulars of an objects and its environment. OBSERVING

Focusing on relevant particulars from massive information. Identifying relevant particulars of an object and its environment.

Identifying similarities and differences.

Identifying strange / unusual features.

Realizing changes in environment. melting ice

Identifying the correct sequence.

2. CLASSIFYING
Using observation to group or order objects or events according to similarities or differences in properties

Example: Placing all rocks having

certain grain size or hardness into one group.

WHY DO WE NEED TO CLASSIFY? 1.Too many items or information.

2. Items or information are not organized

HOW DO WE CLASSIFY ?
1.Identify the general characteristics of the items. 2. Sort out items of the same characteristics into their respective group. 3. Identify other characteristic. 4. Repeat step 1-3 until there is only one item in each group.

You are classifying when you are ... 1. Detecting similarities. 2. Grouping objects based on certain criterion. 3. Using other criterion in grouping objects. 4. Grouping objects in different ways.

CLASSIFY

Detecting similarities

same shape

same color

Grouping objects based on certain criterion

colour

..

Using other criterion in grouping objects

..

shape

Grouping objects in different ways

..

Application of classifying

Application of classifying

3. MEASURING AND USING NUMBERS

Comparing an unknown quantity with a known (metric units, time, student- generated frames of reference) Observations are quantified using proper measuring devices and techniques

 Measurements are to be recorded

in an orderly and systematic fashion with labeled units of measure. Charts, graphs, or tables can be generated manually or with computer software.

You are measuring and using numbers when you are

Able to count and compare quantity of items in different groups.

Able to count and compare quantity of items in different groups.

Able to count and compare quantity of items in different groups.

Able to recognized the pattern from a table of numbers.

Using numbers to record phenomenon

0 - STOP
1 - ROTATE 2 - ROTATE FASTER

3 - FASTEST

Using scales and explaining ratios.

Compare objects using numbers.

Using tools correctly.

Recording unit correctly. Choosing and using standard unit.

Comparing time, distance, area and volume with relevant units.

Determining the accuracy in measurements.

4. MAKING INFERENCES
Explanation or interpretation that follow from the observation. Making an "educated guess" about an object or event based on previously gathered data or information.

You are making inferences when you are

Using information from observations to make reasonable early conclusions.

MAKING INFERENCES
When we are able to make inferences, and interpret and explain events around us, we have better appreciation of the environment around us

Making various possible interpretations from single observation.

Testing the accuracy of inferences through additional observations.

Using inferences as a tool to determine the appropriate additional observations.

5. PREDICTING
Stating the outcome of a future event based on a pattern of evidence.

Example: Predicting the height of a plant in two weeks time based on a graph of its growth during the previous four weeks.

You are predicting, when you are

Using pattern of data explicitly to make projections.

Extrapolating and inserting data as a tool to predict.

6. COMMUNICATING
using words (written and spoken) or graphic symbols to describe an action, object or event.

Example: Describing the change in height of a plant over time in writing or through a graph

Using the written and spoken work, graphs, demonstrations, drawings, diagrams, or tables to transmit information and ideas to others

To reflect the true nature of science, ideas must be shared.

You are communicating when you are.

Speaking, listening or writing to express ideas or meanings. Using charts, graphs and tables to present information.

You are communicating when you are.

Recording information from investigations. Posting questions clearly. Using references. Writing experiment report to enable others to repeat the experiment.

 Drawing and making notes.

It is yellow in colour, tastes sour,rectangular in shape

 Using and explaining the meaning of symbols.

7. USING SPACE-TIME

RELATIONSHIP
Describing changes in parameter with time Parameters are location, direction, shape, size, volume, weight and mass. Applying numbers and their mathematical relationships to make decisions

Numbers are basic to science mathematical knowledge is applied

8. INTERPRETING DATA
(INTEGRATED SKILLS)
Organizing, analyzing, and synthesizing data using tables, graphs, and diagrams to locate patterns that lead to the construction of inferences, predictions, or hypotheses.

9. DEFINING OPERATIONALLY
(INTEGRATED SKILLS)
Creating a definition by describing what is done and observed It is in the language of the students. Definitions are in context of students'

experiences - not from the glossary, not to be memorized.

DEFINING OPERATIONALLY
Stating how to measure a variable in an experiment.
Example: Stating that bean growth will be measured in centimeters per week.

DEFINING OPERATIONALLY
It is producing a definition of a thing or event by giving a physical description or the results of a given procedure.

An acid turns blue litmus paper red and tastes sour.

Manipulating one factor to investigate the outcome of an event while other factors are held constant (keep the same)

10. CONTROLLING VARIABLES

Young children become confused with multiple variables. Students need practice in identifying variables that affect outcomes.

Identify variables in an investigation ( What to keep the same, what to change and what to observe)
Volume of water

Quantity of salt

Rate of stir

Temperature of water

11. MAKING HYPOTHESES

Hypothesizing is stating a tentative generalization which may be used to explain a relatively large number of events. It is subject to immediate or eventual testing by experiments (to determine its validity)

Suggest suitable explanations in line with the evidence at hand

Quantity of sugar 5 spoons 3 spoons Time taken to dissolve 10 min 5 min

1 spoon

2 min

As the quantity of sugar increases the time taken for the sugar to dissolve increases

Be aware that there are more than one explanation for events.

You can write by this way

1. The (more/less) the (MV) the (more/less) the (RV). 2. When the (MV+trend) the (RV+trend) 3. As a statement such as . Plants need sunlight to grow. Animals need food to stay alive.

12. Experimenting (Designing a fair test)

Designing experiments involves planning a series of data-gathering operations which will provide a basis for testing a hypothesis or answering a question. Example: Automobile manufacturers test seat belt performance in crash tests.

GOOD LUCK
Prepared, researched and presented by: Pn. Zainah bt. Hj.Don

Science Facilitator,