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    PlasmaStorm

    @PlasmaStorm

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    Latest posts made by PlasmaStorm

    • RE: Q&A - P3 Science

      elkniwt:


      There's this question on an experiment. It shows a magnet attracting many nails. Then after the magnet is heated, it shows the number of nails attracted by the magnet is greatly decreased. And the qn asked : What does the experiment above show about magnets?

      My dd's ans is \"If you heat a magnet, it will lose its magnetism.\" And it was marked wrong. Her teacher's ans is \"A magnet loses its magnetism when heated.\" What's the difference?? :?

      I don't think there is any difference.

      From: PlasmaStorm
      πŸ˜„

      posted in Primary 3
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      PlasmaStorm
    • RE: Q&A - PSLE Science

      ChiefKiasu:
      Full.Cream:

      My kids were asking me similar qn, ie, how come water is in gaseous state in the air when it's not 100degC. How to answer this?


      To answer this question, ask another question:
      \"What is the boiling point of water in space, where there is zero atmospheric pressure?\"

      There are two answers I can think of:
      1) The diff between liquid and gaseous state is that the liquid is tightly packed together by intermolecular forces but less so if gas. So the gas has no definite volume. If you leave a bowl of water on the table, the water will start to evaporate as it has heat. Based on what my eldest brother and his secondary textbook taught me, heat is an illusion. it is actually kinetic energy. Heat causes the molecules in the substance, in this case water, to vibrate. When the water molecules vibrates, the vibration causes intermolecular forces causes the water molecules to vibrate and destroy the intermolecular forces within it, causing it to turn into a gas.

      2)If you put water into a vaccum (which is where nothing is, not even air), it will turn into gas. The atmosphereic pressure helps the intermolecular forces to hold the molecules together keeping it in the liquid stage. BUT when there is no atmosphereic pressure, the intermolecular forces are too weak to hold the water molecules together. thus it boils.
      (My 2nd reason was derived from what ChiefKiasu said. Thanks!)

      Hope this helps!

      From: PlasmaStorm πŸ˜„

      posted in Primary 6 & PSLE
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      PlasmaStorm
    • RE: PSLE 2009 - Science

      Vikaesh:
      mew2:

      [quote=\"Vikaesh\"] See if you can come up with a good answer for it with the picture. :thankyou: ! πŸ˜‰



      http://www.postimage.org/

      hey, you cant come up with a good ans after the paper??!! unless you are a tutor or need to publish an assessment book for the coming year? LOL...

      Sorry, but i meant if you could find out the answer to the Question. It's alright if you can't. Hope someone else will come forward to help. :lol:[/quote]I'm not very sure but I put something like this:

      When the light energy from the torch hits the black and white vanes, the black side of the vanes will convert more light energy into heat energy than the white side of the vanes. Thus the air that is in contact with the black side will expand and push it in the direction.

      Is it correct?

      From: PlasmaStorm πŸ˜„

      posted in Primary Schools - Academic Support
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      PlasmaStorm
    • RE: Q&A - PSLE Science

      emerald:
      Very impressed with the answers given here. Maybe someone could help ans this observation by my girl during mealtime :


      Why does pepper(powdered) when added to a bowl of soy sauce float and 'move' on the surface before they finally 'settle down'?
      :? What caused the 'move'?
      Hi I'm a P6 student. What caused the motion could be because of the brownian motion. This is the random movements of tiny particles called atoms.

      From: PlasmaStorm πŸ˜„

      Fomerly: kohjl Jr πŸ˜„

      posted in Primary 6 & PSLE
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      PlasmaStorm
    • RE: Q&A - PSLE Science

      tianzhu:
      Thank you for your help.


      Two interesting questions.What's your view?

      Q1)When water boils at 100 degree C, bubbles can be seen. What is inside these bubbles? (1) Air (2) Steam (3) Water (4) Water vapour

      My guess is it is either water vapour or steam.

      Q2)Where does the developing embryo get its food from?
      Is it the yolk only or both the yolk and the egg white?

      According to the person who posted this question, his answer of yolk only was marked wrong.

      Best Wishes
      Hi I'm a P6 student and for question 1 I think it is option 1. My mother (kohjl) taught me that if you want to remove the oxygen from the water, I should boil it.

      For question 2, I was not very sure so I researched and saw this:

      The egg white serves to protect the egg yolk and provide additional nutrition for the growing embryo. It is composed of several proteins, primarily ovalbumin (54%) dissolved in water.

      So I guess the answer is both the egg white and the egg yolk.

      From: PlasamaStorm πŸ˜„

      (Formerly: kohjl Jr πŸ˜„ )

      posted in Primary 6 & PSLE
      P
      PlasmaStorm
    • RE: Q&A - P3 Science

      Full.Cream:
      MdmKS:

      Got this problem from my P3 child worksheet.


      A conical flask contain some water and a plant with its roots submerged in the water. A stopper is fixed at the mouth of the flask holding the stem of the plant with its leaves hanging outside the conical flask. Sorry, I am not sure how to upload the image file here.
      Question : how to reduce the rate of water being absorbed by the roots? Give 2 methods, without changing the setting of the experiments.

      T!A

      for plants, i believe the answers will always revolve around water, air & sunlight. the answer is probably to reduce the (i) sunlight & (ii)CO2 which will slow down photosynthesis (sun + CO2 + water = starch). Not sure how this can be achieve, tho. :oops:

      Hi I'm a P6 student and I think that if you cut the leaves, there will be less photosynthesis and so it will use less water.

      Hope this helps!

      From: PlasmStorm πŸ˜„

      (Formerly, kohjl Jr πŸ˜„ )

      posted in Primary 3
      P
      PlasmaStorm
    • RE: PSLE 2009 - Science

      turquoise:
      NYCWTC:

      [quote=\"turquoise\"]In the exam paper, it was stated that fruit trees, vegetables and butterflies make up the community. Therefore there are no other insects like bees etc.


      Exam questions are set in closed communities to prevent over-speculation and analysis of conditions. Otherwise there'll be an endless debate like what is taking place here.

      Did the question mention that fruit trees, vegetables and butterflies make up the community? I don't recall that.

      Yes, it did. The first sentence.[/quote]I don't recall that either. I normally will underline such important information so that I will not miss it.

      Does anyone else who had taken the exam remember? Thank you.

      From: PlasmaStorm πŸ˜„
      (Formerly kohjl Jr πŸ˜„ )

      posted in Primary Schools - Academic Support
      P
      PlasmaStorm
    • RE: PSLE 2009 - Science

      There was an MCQ question about a farmer who had discovered caterpillars on his plants, and he thus sprayed β€œa lot” of pesticides on the plants. The question then asked whether the number of plants had increased/decreased, and whether the fruit yields had increased/decreased.


      This topic can generate a few hours of discussion and cannot be answered so simplistically. The answer would depend greatly on the context of the situation that the examiner has in mind. A Primary 6 child answering this question would not only need to understand the concepts but also has to read the mind of the examiner as to what is the context of the question. Please let me explain:

      SIZE OF THE LAND: Historically, a farmer that uses DDT on his crops and fruit trees would ensure that his plants are not eaten by insects such as caterpillar (and hence his number of plants would increase), and he would also have an increase in the yield of fruits. In our Asian context, the farm would generally be a small holding of not more than one kilometre square. Thus, even if all the insects were killed, including those required for pollination, insects from the surrounding areas would still provide sufficient coverage for pollination to occur. (Note: Bees are known to fly as far as 5km for food.)

      However if the farm is very large, then the pesticide could reduce pollination to such an extent that the yield of fruits would decrease. This would be the case in America where large farms are the norm and which may be tens to hundreds of kilometres in size.

      TYPE OF INSECTICIDE: Most insecticides that are used in our modern context are those that target a specific species or only the caterpillar stage of the butterfly. These are called β€œnarrow-spectrum” pesticides. More importantly, they are developed so as not to harm bees as the bees are the most important form of pollinators for farmers. So even if the farmer uses a lot of insecticide, he would not harm the bees. Neither would narrow-spectrum pesticides kill the plants/crops or affect the yield adversely since this is, after all, why farmers use pesticides in the first place – to have healthy plants and boost yield.

      TIMING OF THE INSECTICIDE SPRAYING: If the insecticide was sprayed after pollination, then the yield of fruit would increase. If the insecticide was applied just before pollination began and the farm was very large (and assuming that broad-spectrum insecticide was used and all bees were killed), then the yield of fruit would decrease. If the fruits were ripening on the tree, then the yield of fruit would increase. If the tree was not flowering yet or had just produced a batch of fruits, then killing all the bugs and caterpillars would not make much of a difference as they would just return the next season. Then the answer would be plants increased and fruits, no difference. There are so many permutations because there are just so many parameters that are not given in the question. How would the student know which assumption to make?

      If the answer is expected to be plants decreased, fruit decreased, then we are assuming that the farmer is so stupid or ignorant of farming technology that he sprays so much broad-spectrum insecticide until he poisons the plants leading to a decrease in the number of plants and hence fruit yield.

      So what exactly are the parameters and context of the question? How big was the farm – small Asian farms or large American farms? What kind of insecticides were used – narrow-spectrum or broad-spectrum type that killed all insects? When was the insecticide applied? How would the children know if all these parameters are not clearly stated in the question?

      The assumptions underlying this question and debate thereof could be the subject of a long JC-level General Paper discussion. It certainly cannot be a multiple-choice question for P6 students at PSLE level.

      This question should not have been set in the first place without clear information on the context and parameters provided.

      It is therefore little wonder that there is so much dissent and debate on this Question in this forum.

      Regards.
      Father of PlasmaStorm πŸ˜„
      (Formerly known as kohjl Jr πŸ˜„ )

      posted in Primary Schools - Academic Support
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      PlasmaStorm
    • RE: PSLE 2009 - Science

      atutor2001:
      Hi Kohjl (Mummy)


      I have not seen better answers than those from your son. His concept is clear and his answer is precise. Your are so blessed.
      Thank you!

      (Formerly kohjl Jr πŸ˜„ )

      From: PlasmaStorm πŸ˜„

      posted in Primary Schools - Academic Support
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      PlasmaStorm
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