Q&A - P3 Science

[tianzhu]

usaik:

Hi Tianzhu,


Thank you so much for taking time to provide all the explanation. Looks like the answer key is not to be trusted fully.

MERRY XMAS & A HAPPY NEW YEAR TO YOU TOO!!!!!

Hi

You're welcome.

I don’t think the WS’s answer is wrong in this particular instance.In answering this question, we still need to mention the higher proportion of digested food in organ S as shown in the graph.Just that we may feel that additional information is needed to ensure a more complete answer.

Organ S. The amount of digested food is the highest as compared to the other organs. More digested juices are added in the small intestine and digestion is completed in the small intestine.

Best wishes

[usaik]

Hi Tang, Tianzhu,

Thank you so much for your explanation. I do think Science is an interesting subject but the way the questions are set and the way they expect an answer sure need quite a lot of effort to get used to.

Hi Janet_lee88,
Thanks for sharing. I am pretty puzzled with the answer too. To me, there is no difference between point (1) and (2). We can control the strength of the magnet by the amount of electricity also imply that we can turn on and off the electricity of magnetic strength. :? Hope any experienced parent here can help to explain more on why the expected answer is as such.

[tianzhu]

usaik:

To me, there is no difference between point (1) and (2). We can control the strength of the magnet by the amount of electricity also imply that we can turn on and off the electricity of magnetic strength.

Hi usaik

There is a difference between point 1 and 2.

1) We can control the strength of the magnet.
2) We can switch on and off the electricity when we want the train to stop or move.

In primary science, students learned that we can make a magnet by using electrical method

The magnetism can be made stronger (using the example of winding a piece of wire around an iron nail)
- increasing the number of turns of wires around the iron nail
- increasing the number of batteries used.

Applying this concept, you can increase the strength with increase in number of batteries or number of turns in wire. I think you can see removing the batteries as equivalent to turning off the electricity.

Best wishes

[Tang]

usaik:

Hi Tang, Tianzhu,

Thank you so much for your explanation. I do think Science is an interesting subject but the way the questions are set and the way they expect an answer sure need quite a lot of effort to get used to.

Hi Janet_lee88,
Thanks for sharing. I am pretty puzzled with the answer too. To me, there is no difference between point (1) and (2). We can control the strength of the magnet by the amount of electricity also imply that we can turn on and off the electricity of magnetic strength. :? Hope any experienced parent here can help to explain more on why the expected answer is as such.

Hi,

For (1) - Depending on the weight of the trains, the strength of electromagnets may be adjusted so that we get the necessary and correct repulsive force to lift the trains.

For (2) - It is on or off, i.e. there is a repulsive force or no repulsive force. It has nothing to do with the strength of electromagnets.



With regard to the digestion question, my personal experience is that there is a danger that by giving extra information may result in zero mark because the marker may interprete that the pupil is regurgitating from memory instead of answering the question based on information given in the question.

[usaik]

Hi Tianzhu,

Thanks for explaining the difference between the 2. Good explanation indeed. I think the concept which you have used is certainly something which a P3/4 kiddo can understand.

Hi Tang,
Thanks for helping me to see the difference between the 2. I didn't realize how the train works until your explanation. :oops:

Thanks for the note of caution about the extra information. Hmm....I now think it is an ART to answer SCIENCE questions.

[kohhweelin.010441gmail.010441com]

Hi all,


I am not very familiar with the topics for the new syllabus. Does all school start on the same topics at P3? Thanks. :?

[ParentingChildren]

E3:

Hi all,


I am not very familiar with the topics for the new syllabus. Does all school start on the same topics at P3? Thanks. :?

No. This is because Science for primary school is divided into lower (P3-4) and upper (P5-6) blocks. Schools can decide the arrangement of topics within each block.

The easiest way to tell which are the topics that will be covered at P3 is to check with the relevant school directly.

[kohhweelin.010441gmail.010441com]

ParentingChildren:

E3:

Hi all,


I am not very familiar with the topics for the new syllabus. Does all school start on the same topics at P3? Thanks. :?

No. This is because Science for primary school is divided into lower (P3-4) and upper (P5-6) blocks. Schools can decide the arrangement of topics within each block.

The easiest way to tell which are the topics that will be covered at P3 is to check with the relevant school directly.

Thanks! So as long as all the themes for P3 and P4 are taught within these two years, and the rest taught in P5 and P6, the sequence does not matter?

[janet88]

E3:

ParentingChildren:

[quote=\"E3\"]Hi all,


I am not very familiar with the topics for the new syllabus. Does all school start on the same topics at P3? Thanks. :?

No. This is because Science for primary school is divided into lower (P3-4) and upper (P5-6) blocks. Schools can decide the arrangement of topics within each block.

The easiest way to tell which are the topics that will be covered at P3 is to check with the relevant school directly.

Thanks! So as long as all the themes for P3 and P4 are taught within these two years, and the rest taught in P5 and P6, the sequence does not matter?[/quote]For P3, the Science topics are under 'Lower Block'...Diversity comprises of - Living/Non-living things, Plants, Animals, Fungi & Bacteria and Materials. Systems will be taught from Term 3 onwards.

In P4, Cycles (Life Cycles & Matter), Interactions (Magnets) and Energy (Heat & Light) will be taught.

From P5 onwards, there are 4 topics somewhat similar to P3/4 but in deeper context.

[kohhweelin.010441gmail.010441com]

janet_lee88:

E3:

[quote=\"ParentingChildren\"]
No. This is because Science for primary school is divided into lower (P3-4) and upper (P5-6) blocks. Schools can decide the arrangement of topics within each block.

The easiest way to tell which are the topics that will be covered at P3 is to check with the relevant school directly.

Thanks! So as long as all the themes for P3 and P4 are taught within these two years, and the rest taught in P5 and P6, the sequence does not matter?

For P3, the Science topics are under 'Lower Block'...Diversity comprises of - Living/Non-living things, Plants, Animals, Fungi & Bacteria and Materials. Systems will be taught from Term 3 onwards.

In P4, Cycles (Life Cycles & Matter), Interactions (Magnets) and Energy (Heat & Light) will be taught.

From P5 onwards, there are 4 topics somewhat similar to P3/4 but in deeper context.[/quote]Thanks Janet once again for coming to my rescue! Haha. I was thinking of if 2 themes were to be taught in P3, then that would leave 3 themes to be taught in P4! Thanks for confirming the themes but I think what you had posted only pertain to our school. Other schools might jumble up the themes in P3/4. Stilll, got to be mentally prepared.