From the creators of Science PSLE - cdn.goguru.com.sg · PSLE Revision Guide (2nd Edition) is a...
Transcript of From the creators of Science PSLE - cdn.goguru.com.sg · PSLE Revision Guide (2nd Edition) is a...
ii © 2010 Marshall Cavendish International (Singapore) Private Limited
Writing TeamNoraini Binte AbbasTeo-Gwan Wai LanWinnie PehAkshita NandaJacqueline WooManisha Nayak
Based onthe latest Primary Science syllabus
Science PSLEPSLERevision Guide
2nd Edition2nd Edition
From the creators of
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This section analyses challenging examination questions and provides strategies that you can use to answer them correctly.
This section comprises fi ve full-colour detachable thematic maps that link the concepts across the chapters in each theme. Use these maps as a guide to help you recall all the concepts you need to master for the PSLE. This section also contains thematic glossaries to help you identify key concepts and serve as a spelling list.
This section explains the process skills listed in the latest Primary Science syllabus that you are required to know and helps you to sharpen your application of these process skills.
This section contains a Practice Examination Paper to prepare you for the PSLE. Assess yourself by comparing your answers with those provided.
Dear pupil,
The PSLE is a challenge, and to conquer it, you need to be equipped with the right tools. The Science PSLE Revision Guide (2nd Edition) is a unique tool that will guide you through your PSLE revision in a thorough and organised manner.
This book has been specially designed to help you understand and tackle the various challenges posed by the PSLE.
Let us take a look at the fi ve sections of this book and what they have in store for you!
To get the most out of this book, follow our highly recommended 5-step plan to conquer the PSLE!
Step 1Use Section A to revise all the concepts covered from Lower Block to Upper Block.
Step 5Finally, use Section D to assess yourself. Compare your answers with those provided.
Step 3Use Section B to learn and sharpen your application of process skills.
Step 2Use Section E to understand the big picture and concepts that you have studied.
Step 4Use Section C to train your analysis of examination questions and how to answer them correctly.
How To Use This Book
Section
Revision NotesASectio
n
Process SkillsB
Section
Case StudiesCSectio
n
Practice Examination
Paper
DSectio
n
Thematic MapsE
This section contains revision notes on the fi ve themes that are covered from Lower Block to Upper Block. The notes are presented in an easy-to-read format, with charts, tables and diagrams.
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PrefaceSection A
IntroductionProvides an introduction to the theme and shows you the connection to other themes
Read more in Links the topic you are learning to related concepts that you will learn at higher levels
Remember? Provides links to concepts you learnt in earlier levels or chapters
My Revision Checklist Helps you chart the course of your revision through an acknowledgement of your understanding of each learning point and the date you carried out this exercise. The date will serve as a reference and reminder if you need to revisit the chapter
OverviewProvides a summary of all the Life Science and Physical Science chapters that you need to learn in Lower Block and Upper Block
4 Diversity
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5Diversity
Case StudiesIntroduction To Diversity
Diversity Theme — Content
Good to KnowProvides additional but relevant information that gives you an edge to score well
Good KnowtoUnwanted plants are known as weeds. Weeds compete with useful plants for
sunlight, water and nutrients. Hence, they are harmful and are removed by farmers and gardeners. Some common weeds are the lalang and the mimosa.
(S)PSLERG_A(D) 03.indd 20 8/18/09 6:55:44 PMGet t Right! Right!
Wrong concept : Plants are non-living things because they do not move from place to place. Right concept : Although plants do not move from place to place, they can move certain parts by themselves to respond to changes around them. Wrong concept : Things that can move are living things. Right concept : Not everything that can move is a living thing. For example, a car can move, but
it is not a living thing.
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Get it Right! Points out and corrects common misconceptions that you may have
Read more in UB – Chapter 10
t Right!
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• Plants reproduce to ensure the survival and continuity of their own kind.
• In sexual reproduction, a male reproductive cell fuses with a female reproductive cell.
• In asexual reproduction, only one parent is involved.
?Remember
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Re
1
2
3
I can state that classifi cation is the process of putting
things into groups.
I can explain why we need to classify things.
I can classify things according to their common
characteristics.
I can use classifi cation tables or diagrams to show
similarities and differences.
My Revision Checklist
Section
Points
Not sureI know
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Diversity 19Di it
Application To Daily Life
A unique characteristic of living things is
their ability to respond to changes in their
surroundings. Winter is one example of an
extreme environment that many organisms
need to respond to, in order to survive.
Some animals respond to the extreme cold by
falling into a deep sleep or hibernating. This
allows them to escape the cold environment.
Since it is very diffi cult to fi nd food during
winter, animals that hibernate rely on their
body fat to survive. This is why they begin to
store food in the form of body fat, as early
as the end of summer and continue all the
way through autumn.
In order to survive through winter, the bodies
of hibernating animals have some interesting
features. Firstly, the body temperature drops,
such that it almost matches the surrounding
temperature. Secondly, the heart rate and
breathing also slow down. These features
help to reduce the amount of energy
required, allowing the hibernating animal
to survive through winter with the limited
amount of body fat. If the animal stayed
awake and moved around a lot, the body fat
would be used up before winter was over.
Thus, it is important for animals that hibernate,
to store suffi cient body fat before winter. If
there is a shortage of food during autumn,
the animal might not have suffi cient body fat
to survive until spring, when it can begin to
fi nd food again.
Food For Hibernation
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Application To Daily Life Helps you understand how Science is infused in your life
Lower BlockDiversity
1
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Diversity
Theme Life SciencePhysical Science
Lower BlockUpper Block
Lower Block Upper Block
Diversity • Things around us – Chapter 1 Classifying things – Chapter 2 Living and
non-living things• Life around us – Chapter 3 Plants – Chapter 4 Animals – Chapter 5 Fungi and bacteria
—
• Things around us – Chapter 1 Classifying
things – Chapter 2 Living and
non-living things – Chapter 6 Exploring materials
—
Cycles • Life cycles – Chapter 7 Life cycles
• Reproduction – Chapter 9 From parents to young – Chapter 10 Reproduction in plants – Chapter 11 Reproduction in humans
• Matter – Chapter 8 Matter and its three states
• Water – Chapter 12 Water and changes of state
Systems • Living systems – Chapter 13 What is a system? – Chapter 14 Your amazing body
– Chapter 15 The digestive system – Chapter 16 Plants and their parts
• Living systems – Chapter 17 The plant transport system – Chapter 18 Air and the respiratory system – Chapter 19 The human circulatory system – Chapter 20 The unit of life
• Non-living systems – Chapter 13 What is a
system?
• Non-living systems – Chapter 21 Electricity
Interactions
—
• Interactions in ecosystems – Chapter 24 Living together – Chapter 25 Characteristics of the environment – Chapter 26 Food chains and food webs – Chapter 27 Adaptations for survival – Chapter 28 Man’s impact on the environment
• Interactions of forces – Chapter 22 Magnets• Interactions of forces – Chapter 23 Forces
Energy
— • Energy from food and transfer of energy – Chapter 31 Energy in food
• Energy around us – Chapter 29 Light – Chapter 30 Heat and temperature
• Energy around us – Chapter 32 Forms, uses and sources of energy
Case StudiesCase StudiesOverview Of Primary Science Chapters
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396
© 2010 Marshall Cavendish International (Singapore) Private Limited
If ball A rolls off the wall, it will bounce up to point P as shown in the diagram below.
(b) Compared with point P, how high will Ball B bounce up to if it rolls off the wall? [1] (c) When will the kinetic energy possessed by both balls be converted to sound
energy?
[1] 42. The shadow of a block is formed on the fl oor as shown below.
(a) Why is it possible to see a shadow?
[1] (b) If the block remains at the same position on the ground, explain how its shadow
can change in position as shown below.
[2]
ball B
ball A
ball A at point P
ground
block
block
fl oor
fl oor
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Reas o ns
Kno led e
C ncept
Worked Example 3
Process skill
Let’s work it uto
Answer
Reas o n
What Do These Observations Mean?Smart!Study
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• Step 5: If ythe microscope.
When you are asked to observe something, ask yourself:
• What information about the object or event is relevant
to my investigation?
• Which senses shall I use to gather this information?
• What instrument can I use to help me gather the
information more accurately?
• What characteristics, details or changes should
I look out for?
My Skill Checklist Observing
Information Sense Instrument
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h ll di h i l ( i ) i i i d
Skill 5: Communicating
What This Process Skill Is• Communicating is the skill of:
− transmitting (sending or sharing of) information;
− receiving information.
• When you communicate scientifi c information, the information can be presented in various forms, such as:
− by talking (verbal);
− by using pictures, drawings or diagrams (pictorial);
− by using tables (tabular);
– by using graphs (graphical).
How This Process Skill Is Used• You communicate when you want to share your ideas or the fi ndings of your experiment
with others.
• You communicate when you need to understand the information you received.
Process Skill Tips (Diagrams)
A. Drawing Diagrams
• Diagrams help us to understand ideas that are diffi cult to explain in words.
• In Science, you can draw diagrams like scientifi c drawings to describe something you observed, explain an idea or present the results of an experiment.
• In order to help other people understand your drawings, especially in your examination answers, do be careful and draw clearly.
Guidelines On Drawing Scientifi c Drawings As Clearly As Possible:• Ensure your drawing is clean, neat, simple and clear.
• Use a sharp pencil and ensure you have an eraser ready in case you make mistakes.
• Draw clean and clear lines. Do not draw fuzzy or broken lines.
• Do not shade your drawing, unless you are instructed to do so.
• Give your drawing a clear and concise title that explains completely what is illustrated.
• All labels should be on one side of your drawing (left or right) as much as possible.
• Labels should be written horizontally. Do not write in cursive handwriting.
• Use a ruler to draw straight label lines. Do not use arrows for label lines.
• Label lines should point to the centre of the structure being labelled. Do not cross label lines.
• If you are drawing what you see using a microscope, include the magnifi cation used.
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Section B
Section D
Section EPractice Examination PaperProvides you an avenue to put all your knowledge and skills into practice before the PSLE
Thematic MapGives an overview of all the concepts learnt in each theme in Lower Block and Upper Block
GlossaryGlossary can be used as a summary of the key concepts and as a spelling list
IndexProvides easy reference to an extension of key terms and concepts in the book
Study Smart Provides tips on verifying various hypotheses and guidelines on studying for the PSLE
My Skill ChecklistEnsures that you are well-equipped to tackle PSLE process skills questions
What This Process Skill IsProvides an explanation of process skills
How This Process Skill Is UsedExplains how and in what context the various process skills can be used
Process Skill Tips Provides an example of how the process skill is applied
Section C
Answer Provides you with answers to the questions
Reason Provides explanations for the answers
Process SkillHighlights the process skills required to answer the questions
Let’s Work It Out Shows you how to answer the questions one step at a time
KnowledgeExplains the questions by drawing on what you have learnt
ConceptHighlights the concepts required to answer the questions
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Contents
ThemeDiversity
Cycles
Systems
Interactions
Energy
LevelLower Block
Lower Block
Upper Block
Lower Block
Upper Block
Lower BlockUpper Block
Lower Block
Upper Block
Chapter1. Classifying Things2. Living And Non-Living Things3. Plants4. Animals5. Fungi And Bacteria6. Exploring Materials
7. Life Cycles8. Matter And Its Three States9. From Parents To Young10. Reproduction In Plants11. Reproduction In Humans12. Water And Changes Of State
13. What Is A System?14. Your Amazing Body15. The Digestive System16. Plants And Their Parts17. The Plant Transport System18. Air And The Respiratory System19. The Human Circulatory System20. The Unit Of Life21. Electricity
22. Magnets23. Forces24. Living Together25. Characteristics Of The Environment26. Food Chains And Food Webs27. Adaptations For Survival28. Man’s Impact On The Environment
29. Light 30. Heat And Temperature31. Energy In Food32. Forms, Uses And Sources Of Energy
Page69
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546371758690
104105108111119122133141147
166175187200214222238
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Section A — Revision Notes
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Sharpen Your Skills!Skill 1: ObservingSkill 2: ComparingSkill 3: ClassifyingSkill 4: Using Apparatus And EquipmentSkill 5: CommunicatingSkill 6: InferringSkill 7: PredictingSkill 8: AnalysingSkill 9: Generating PossibilitiesSkill 10: EvaluatingSkill 11: Formulating HypothesisSkill 12: Creative Problem SolvingSkill 13: Decision-makingSkill 14: Investigating
What Do These Observations Mean?
Examination Tips
Page297300303306307310323325326327328329330331333
338
340
Section B — Process Skills
Worked Example 1Worked Example 2Worked Example 3Worked Example 4Worked Example 5Worked Example 6Worked Example 7Worked Example 8Worked Example 9Worked Example 10
Page347349350353356358361363365367
Section C — Case Studies
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Using Thematic MapsMap 1: Diversity GlossaryMap 2: Cycles GlossaryMap 3: Systems GlossaryMap 4: Interactions GlossaryMap 5: Energy Glossary
Index
Index
Page396397398399400401402403404405406
Page407
Part 1 (Multiple Choice Questions)Part II (Open-ended Questions)Answers
Page370385393
Section D — Practice Examination Paper
Section E — Thematic Concept Maps / Glossaries
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4 Diversity © 2010 Marshall Cavendish International (Singapore) Private Limited
Case StudiesCase StudiesIntroduction To DiversityThere is a great diversity of living and non-living things in the world we live in. Living things, such as plants, animals, fungi and bacteria, come in a variety of shapes and sizes. Some living things are very small such that we need to use a microscope to see them, while other living things can reach heights of more than 100 metres. Living things also vary in many other ways, such as how they obtain energy, how they move and where they live.
Diversity can be seen in non-living things as well. Non-living things can be made of different materials, such as wood, rubber, metals, fabric, ceramics, glass and plastics. Different materials also have different characteristics or properties, such as hardness, strength, fl exibility, ability to fl oat or sink in water, transparency and electrical conductivity.
Due to this diversity of living and non-living things, we need to classify and organise them into groups, in order to learn more about them. There are many ways to group things. In fact, scientists have created some groups based on the major features or characteristics that things share.
Diversity Theme — Content
Diversity Chapter 1 Classifying things
Chapter 2 Living and non-living things
Chapter 3 Plants
Chapter 4 Animals
Chapter 5 Fungi and bacteria
Chapter 6 Exploring materials
—
Theme Lower Block Upper Block
• Chapter 2 Living and non-living things
• Chapter 3 Plants
• Chapter 4 Animals
• Chapter 5 Fungi and bacteria
• Chapter 6 Exploring materials
• Chapter 1 Classifying things
• Chapter 3 Plants
• Chapter 4 Animals
• Chapter 5 Fungi and bacteria
• Chapter 6 Exploring materials
• Chapter 13 What is a system?
Connection to other topics:
Chapter 1 Classifying things
Chapter 2 Living and non-living things
Chapter 3 Plants
Chapter 4 Animals
Chapter 5 Fungi and bacteria
Chapter 6 Exploring materials
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Case Studies• Chapter 2 Living and non-living things
• Chapter 7 Life cycles
• Chapter 9 From parents to young
• Chapter 10 Reproduction in plants
• Chapter 16 Plants and their parts
• Chapter 17 The plant transport system
• Chapter 20 The unit of life
• Chapter 27 Adaptations for survival
• Chapter 31 Energy in food
• Chapter 2 Living and non-living things
• Chapter 7 Life cycles
• Chapter 9 From parents to young
• Chapter 11 Reproduction in humans
• Chapter 20 The unit of life
• Chapter 26 Food chains and food webs
• Chapter 27 Adaptations for survival
• Chapter 28 Man’s impact on the environment
• Chapter 31 Energy in food
• Chapter 2 Living and non-living things
• Chapter 8 Matter and its three states
• Chapter 12 Water and changes of state
• Chapter 21 Electricity
• Chapter 29 Light
• Chapter 30 Heat and temperature
• Chapter 2 Living and non-living things
• Chapter 24 Living together
• Chapter 26 Food chains and food webs
• Chapter 28 Man’s impact on the environment
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6 Diversity © 2010 Marshall Cavendish International (Singapore) Private Limited
Big Questions• What is classifi cation?
• Why do we classify things?
• How can we classify things?
1. What Is Classifi cation? • We usually put things into groups. The process of putting things into groups is
called classifi cation.
• When we classify things, we sort them into groups based on their characteristics.
2. Why Do We Classify Things? • Classifying things makes it easy for us to show similarities and differences.
– Things with similar characteristics are classifi ed into the same group. These things are usually similar in at least one way.
– Things with differing characteristics are classifi ed into different groups. These things are usually different in at least one way.
• Classifying things also helps us to gain a better understanding of the things we are studying. For example, classifi cation helps us to identify newly discovered living things and to determine whether there is any relationship between them and a previously identifi ed living thing.
• Classifying things helps us to organise them in an orderly and systematic manner. This in turn allows us to fi nd or locate them easily.
Before classifi cation
Classifying Things1Chapter
Chair Cup Dog Giraffe Goldfi shLamp Parrot Radio Snake Table
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3. How Can We Classify Things? • Classifi cation can be shown using classifi cation tables or diagrams.
• We classify things according to their similarities. For example, we can classify things according to their shapes, sizes, colours and patterns.
• The things in the box below may be grouped according to shape, colour or size.
After classifi cation
Dog
Giraffe
Goldfi sh
Parrot
Snake
Chair
Cup
Lamp
Radio
Table
Living Things Non-living Things
Read more in LB – Chapter 2
According to Shape
Triangle Circle
According to Size
Small Big
According to Colour
White Grey
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• There is usually more than one way to classify a collection of things. The following diagram shows some common ways of classifying things.
can be classifi ed as
can be classifi ed according to
can be classifi ed according to
Things
Living things Non-Living things
Form Nutrition Electrical property
Magnetic property
Thermal property
Degree of transparency
to light
Movement Flexibility Hardness
Read more in LB – Chapters 2, 3, 4, 5 & 6
1
2
3
I can state that classifi cation is the process of putting things into groups.
I can explain why we need to classify things.
I can classify things according to their common characteristics.
I can use classifi cation tables or diagrams to show similarities and differences.
My Revision ChecklistSection Points Not sureI know
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