Science Guide Books

[plum-cake]

janet_lee88:

Hi plum-cake,

Thanks for compiling.
If you are looking for a Science guide for yourself, Ultimate Science PSLE is sufficient...but my son prefers the MC guide as it is not too 'wordy'.

Parents like us HAVE TO buy guides and assessment books because of the pathetic content of school text...just wondering why can't MOE look into this ? Why have a textbook full of colourful pics and weak content when exam questions are so in-depth ???

My choice of assessment:
PSLE Ultimate Science (Guide book)
*Longman Science Title is My Weekly Companion' by Alan Tan and Rekha Balakrishnan (Good for revision)
*Oxford Primary essentials
*Conquer Science SAP
*Science Process skills
*EPH Helen's books - Lower/Upper Block New Syllabus Science Bk 1 & 2
*Science Explorer by Ace (optional)

Thanks Janet,

Yes for myself first, then in dec 20% sale I might go for other titles.
PSLE Ultimate Science (Guide book)is this by EPH?

*Longman Science Title is My Weekly Companion' by Alan Tan and Rekha Balakrishnan (Good for revision)
*Oxford Primary essentials
*Conquer Science SAP
*Science Process skills
*EPH Helen's books - Lower/Upper Block New Syllabus Science Bk 1 & 2
*Science Explorer by Ace

are these guide books and available for lower primary?

Thanks again.

[janet88]

plum-cake:

janet_lee88:

Hi plum-cake,

Thanks for compiling.
If you are looking for a Science guide for yourself, Ultimate Science PSLE is sufficient...but my son prefers the MC guide as it is not too 'wordy'.

My choice of assessment:
PSLE Ultimate Science (Guide book)
*Longman Science Title is My Weekly Companion' by Alan Tan and Rekha Balakrishnan (Good for revision)
*Oxford Primary essentials
*Conquer Science SAP
*Science Process skills
*EPH Helen's books - Lower/Upper Block New Syllabus Science Bk 1 & 2
*Science Explorer by Ace (optional)

Thanks Janet,
Yes for myself first, then in dec 20% sale I might go for other titles.
PSLE Ultimate Science (Guide book)is this by EPH?
Yes, if I'm not wrong, Ultimate Science is by EPH.

*Longman Science Title is My Weekly Companion' by Alan Tan and Rekha Balakrishnan (Good for revision)
*Oxford Primary essentials
*Conquer Science SAP
*Science Process skills
*EPH Helen's books - Lower/Upper Block New Syllabus Science Bk 1 & 2
*Science Explorer by Ace

are these guide books and available for lower primary?
Thanks again.

All the titles of assessment are avail for both lower and upper block...other than Longman Science Weekly & Oxford, I have both Upper & Lower block.

[buds]

plum-cake:

buds:

Agree.. .. not just reprints.. but mebbe also version changes here and there as the syllabus tweaks over the years? So, like you... i also don't go so far as to get the upper block or the PSLE all in one guides. Since there are ust too many in the market and we're so spoilt for choice, i have reached the discipline where i only get what i need. Since P3, we only work with 1 Science guide, 1 assessment book, 1 stash of enrichment papers (topic by topic and test papers) and 1 Science encyclopedia. Since i cannot swallow too much information even if i have it at hand, it's best i use the few i have and work its contents to the best of my DDs' abilities. Honestly, i cannot see my myself complete the reading for too many books. I find that the layout of the pages and how concise the information is and whether or not it gives me a headache are some aspects i factor in, when i flip thru it before deciding to get one. In my opinion, these Science books relatively have same content and just that bit of extra here and there that's all. I mean they are Sc facts right? The main information will not sway too far. The craze for Sc books is cos the schools make us buy pathetic Sc text and workbooks reali.. :roll:

Thanks , I agree to your points. I thot of getting one now, so I can educate myself can I ask you which encyclopedia that you are using? is it kids friendly?
Thanks again..

Have baby on my lap now, sweetie.. i PM you later, k?

[buds]

Champion:

buds:

Agree.. .. not just reprints.. but mebbe also version changes here and there as the syllabus tweaks over the years? So, like you... i also don't go so far as to get the upper block or the PSLE all in one guides. Since there are ust too many in the market and we're so spoilt for choice, i have reached the discipline where i only get what i need. Since P3, we only work with 1 Science guide, 1 assessment book, 1 stash of enrichment papers (topic by topic and test papers) and 1 Science encyclopedia.

Hi Buds, I like your \"disciplinary action\"! :salute: :salute: For me - I am literally very bad with Science - a non-Science mama so I have to depend on a lot of guide books for infos. Agree, we are spoil for choice

Now now.. what makes you think i didn't fail Science.. :evil:

Honestly.. i'm no Science momma. I used to hate Science like to the core. :rant:
Just to share that i find myself having to read more Science to know whats up with
my DD1's Science stuff as compared to when i had to learn it myself back when i
was in school. I hated Science. The Science teachers suck up till like Sec 3 and
that was only for Bio. The rest were still yuck.

I have to kudos myself for knowing more Science now than when i was 10yrs old like
dinosaur years ago. :lol:

Champion:

buds:

The craze for Sc books is cos the schools make us buy pathetic Sc text and workbooks reali.. :roll:

Who and why did they decide on the pathetic content Science textbook? More pictures than words!! I see my DD1 scribbles notes on the textbook and ask her why did she do so? She answered,\" Teacher said the important notes are not in the book so told us to copy down what she written on the white board!\" And goodness! the pages are full of notes here and there! :roll:

My girls have log books for notes. Specific one place reference. The rest are
notes copied by the teacher. I find note copying not so constructive to do during
lesson hours. The photocopied notes not just bring home and chuck one side. The
teacher asks the children to read up and suddenly pop quiz! I like! :salute: Ensures
the children go on-the-ball mode without actually telling them to. Parents
need to sign periodically on the log book to ensure we know and are updated of what's
been covered in class/school. DD says i don't have to read, can just sign. On & off
i read just to enrich myself... so i don't have to go for any enrichment class! :rotflmao:

[buds]

QuiteKSMum:

Hi phtthp,


I have this bk \"Visual Maps for P3 Science\" by Thum Cheng Cheong.
Bought it fm a stall set up during a sch event - so far don 't think I have seen it in Popular b4.

The author is not yr typical writer - think he wrote this having gone thru the P3 syllabus with his kid(s). He stated he is a qualified lawyer, self-taught artist, trainer etc.

Visual maps is supposed to be a visual combination of mind-maps, drawings, flowcharts, symbols, vivid colours & anything creative.

Topics covered include Diversity, Animals, Materials, Life cycles (Plants & Animals), Systems (Plants & Animals), Body Systems & Magnets.

It was written in Mar05 & he listed his email add as [email protected]
Think I got it for $5.

This sounds interesting.. :love:

Can upload some of the pages for us to see see look look? :please:

[buds]

janet_lee88:

Parents like us HAVE TO buy guides and assessment books because of the pathetic content of school text...just wondering why can't MOE look into this ? Why have a textbook full of colourful pics and weak content when exam questions are so in-depth ???

Ya, that's why i mentioned earlier i cannot understand why despite year after
year parents whine about insufficient content, they still make parents buy
those thin content -deficient textbooks. MOE / Schools should just ask us
to get proper guide bks (full in-depth content for the different levels) plus
accompanying activity books which preferably includes to-do-experiments
at the end of each topic as well to help children tackle experimental qns tt
are usually tested in exams.

For now, at this point in time i definitely agree with the HAVE TO but as to
the HOW MANY (to purchase) :lol:... this is subjective to the needs and of
course the preferences of the individual. As i have learnt over the years...
(for myself) i don't bite off more than i can chew.. ie. I don't give myself..
or rather i try not to give myself and my girls more than we can handle.
By keeping to this discipline i avoid unnecessary stress for myself and
for them. That said however, if one can indeed peruse thru' more of
such information diligently & have the ability to absorb more content
regardless if they are similar.. in fact some are almost identical.. then for
sure it would be an advantage. For me, the Science guide is for me to use
(not for the girls to read) like my personal handbook :D.. on how i can help
them better; if need be... with the concise information printed in it & tagging
on their learning styles to ensure they maximise their learning abilities +
knowledge retention. The assessment books and enrichment papers set are
to gauge how much they understand from what they have then learnt; to
ensure they can manage the questions using the scientific terminologies
used. Finally, the experiments help to build up on their investigation and
analytical skills to reason out the hows and the whys to reach upon the
ah-hahs! :idea:

I also like some of the programmes on tv which offers fun exposure to Science
for example like Sid the Science Kid that they used to feature on OKTO. The
rest we watch occasionally when we have time are the interesting documentaries
which go beyond books. Other than trips to the local zoo, botanical gardens, hort park
and Science Ctr, if opportunities arise to visit safaris or animal enclosures
overseas,
should have a go too.. to get the smack in your face kinda wildlife experience.
I recall once going to Malaysia with Daddie and Mumsie with bros in tow to an open
safari. The lions were all over our small car licking the windows and all! :faint:
But till today, needless to say... it remains a vivid memory for me. That was one
helluva smackin-AND-lickin-in-yer-face-experience... of a lifetime all right.

[QuiteKSMum]

buds:

QuiteKSMum:

Hi phtthp,


I have this bk \"Visual Maps for P3 Science\" by Thum Cheng Cheong.
Bought it fm a stall set up during a sch event - so far don 't think I have seen it in Popular b4.

The author is not yr typical writer - think he wrote this having gone thru the P3 syllabus with his kid(s). He stated he is a qualified lawyer, self-taught artist, trainer etc.

Visual maps is supposed to be a visual combination of mind-maps, drawings, flowcharts, symbols, vivid colours & anything creative.

Topics covered include Diversity, Animals, Materials, Life cycles (Plants & Animals), Systems (Plants & Animals), Body Systems & Magnets.

It was written in Mar05 & he listed his email add as [email protected]
Think I got it for $5.

This sounds interesting.. :love:

Can upload some of the pages for us to see see look look? :please:

Hi buds,

Will try to upload some pixs - give me some time...I'm a complete idiot in such things... :oops:

[buds]

Thanks much... in advance.

I am very patient, i can wait.

[purple05]

Champion:

purple05:

I bought the one by Just Education, notes are in point form, easy to understand...

Hello purple05,
Can share with us which Science Guide Book you using from Just Education? I upload a few here; maybe can share with us? Thanks
http://postimage.org/image/28cd81v9g/

http://postimage.org/image/28cevl7r8/

http://postimage.org/image/28ci6nwqs/

http://postimage.org/image/1upyrf96s/

http://postimage.org/image/1uq3q1ao4/

http://postimage.org/image/1uqgyc2mc/

Hi,
it's the green book Power Guide (last image),

[phtthp]

does anyone happen to come across any book containing simple, basic misconceptions on Science ? useful because if pupils know misconceptions, then pupils will understand the right concepts correctly.


attended a seminar in March 2011 by MOE Science lecturer, Ho Peck Leng. She gave us some sample qns on misconceptions, distributed in handouts to participants at the seminar. But that day in a rush,…forgot to ask her if got such book available in market on misconceptions. Went MOE website, try to find her contact email… can’t find. Went Popular inquire, … no such type of book found.

here are examples, from the handout distributed to participants.
- are the following statements True or False ?

1)\twhales are fish.

answer: false.

whales are not fish. They are mammals. Whales have mammary glands.


2) a starfish is a fish. how about jellyfish, shellfish ?

answer: false.

a starfish is not a fish. By definition, fish have gills.
starfish doesn’t have gill, so starfish is not a fish.


3) a seahorse is not a fish.

answer: false.

seahorse is a fish. Seahorse has the exact, same anatomy structure as a fish. Only that seahorse swims vertically, whereas fishes swim horizontally. So, students tend to get confused.


4)\tMushrooms are plants.

answer: false.

Mushrooms are fungi, not plants. Fungi reproduce by spores.


5)\tplants get food from the soil.

answer: false.

Plants do not get food from the soil. Plants take in water, nutrients and minerals from the soil. But plants make or manufacture food on their own - from water, carbon dioxide and sunlight, through a process called Photosynthesis. Plants absorb energy from sunlight, carbon dioxide in the air. Green leaves make food in the form of sugar and starch. During photosynthesis, oxygen is released.


6)\ta glass of cold milk becomes warm, because it loses coldness.

ans: false.

the glass of milk gains heat from surrounding, thus become warm. This is to testing students on the concept of heat transfer.


7)\tall heavy objects sink in water.

answer: false.

a ship is very heavy. But do you see the ship sink at the harbour (i mean … apart from movie Titantic) ? No. Because it has to do with density.


8)\ta 10 kg bag of rice has a weight of 10 kg.

answer: false.

a 10 kg bag of rice has a mass of 10 kg, not weight.

In English, if you say ‘a 10 kg bag of rice has a weight of 10 kg.’ , there is nothing wrong with this statement. This sentence is grammatically correct. English teacher won’t mark pupils wrong.

but when come to Science, terminology used must be accurate, precise.

If pupils say ‘a 10 kg bag of rice has a weight of 10 kg.’, rightaway, the Science teacher will mark pupils wrong. Students get zero marks.

because if a person weighs 50 kg on earth – when he go to the moon in outerspace, his weight becomes 0. He become weightless, hence he will be floating on the moon. But his mass still remains 50 kg constant, on the moon. That’s the difference between mass and weight.