The Way to Success Science Upsr
Transcript of 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.
Responding Variable. The product of the experiments
Manipulated Variable. The things that are difference at the beginning of the
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.
Responding Variable. The product of the experiments
Manipulated Variable. The things that are difference at the beginning of the
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.
Responding Variable. The product of the experiments
Manipulated Variable. The things that are difference at the beginning of the
experiment .
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