Teacher Notes Energy (STD)

My Pals are Here!
Science Primary 5&6 Teachers Notes on Activity Books Energy
Theme: Energy
Chapter 1 Energy in food
Activity 1.1 Energy flow
Approximate time frame: 0.5 period
Suggested venue: Classroom
Please take note of the following:
Pg 3 For Procedure 3, the leaves can be cut using a pair of scissors instead of
plucking them.
Concepts
We rely on the energy stored in food to keep us alive and to do work.
All organisms need energy to carry out life processes, such as movement, respiration
and reproduction.
The Sun is the Earths main source of energy.
Specific objectives
Pupils should be able to:
state that animals depend directly or indirectly on plants for food
describe the transfer of energy along energy flow diagrams from producers to
consumers
Process skills
Skill/process
Meaning
How is it applied in this activity?
Communicating To understand and be able to inform

others of information that is
presented in different forms
words, diagrams, pictures, tables,
graphs etc.
By using energy flow diagrams to

describe the transfer of energy from
one organism to another
Analysing
By analysing energy flow diagrams

and inferring the source of energy
for all animals
To consider carefully and in detail

objects, ideas, principles or series
of actions in order to determine the
patterns and relationships
Teaching suggestion
Teaching strategy
Questioning
Explanation
Teaching suggestion
Cycles of questionsanswers-questions
Ask the pupils where they get their energy

from and lead them to infer that the Sun is our
main source of energy.
2009 Marshall Cavendish International (Singapore) Pte Ltd
My Pals are Here! Science Primary 5&6 Teachers Notes on Activity Books Energy
Theme: Energy
Activity 1.2 Source of energy
Approximate time frame: 2 periods
Suggested venue: Science laboratory
Background information
Information on the experiment to test for the presence of starch in leaves
The leaves are boiled to kill the leaf cells so as to stop the process of
photosynthesis.
The alcohol helps to remove chlorophyll from the leaves.
The hot water helps to soften the decolourised leaves.
Concepts
Plants are able to convert light energy from the Sun into chemical potential energy
during photosynthesis.
Chlorophyll is a green pigment found in leaves that traps light energy from the Sun.
Specific objective
state that photosynthesis is the process whereby green plants manufacture food
using water and carbon dioxide in the presence of chlorophyll and sunlight
Process skills
Skill/process
Meaning
Observing
To use the senses and/or

instruments to notice the
surroundings, in order to learn or
understand the characteristics,
properties, similarities, differences
and changes of objects or events
By observing the colour change

when iodine is added to the leaves
Comparing
To identify the similarities or

differences between objects, ideas,
principles or series of actions
By comparing the results of the

iodine test on the two leaves that
have been subjected to different
treatments prior to the experiment
Using apparatus
and equipment
To know how to use, which to

choose and how to handle
apparatus and equipment correctly
for different purposes
Predicting
To determine whether an outcome

will happen on the basis of
observations, experiences or
scientific reasons
By using the pair of forceps to

transfer the two leaves from
one apparatus to another
without tearing them
By setting up the apparatus
needed for heating to be
carried out
By predicting whether starch will

be present in the leaf that has not
been exposed to sunlight for two
days prior to the experiment
Material list
Material
Per class
Quantity
Per group
Remarks
Per pupil
two leaves from
the plant
Potted plant
Paperclip
Black paper
two pieces
Beaker
Wire gauze
Tripod stand
Bunsen burner
Boiling tube
Scissors
a pair
Forceps
a pair
Alcohol
a bottle
Petri dish
Iodine solution
a bottle
Dropper
This can be
individual work if it
is going to be used
for assessment.
Alternatively, the
teacher can group
the pupils into
groups of four.
Safety pointers
Make sure that the beaker of hot water is only half-filled with water so that it would be
easier to remove the leaves from the beaker of hot water.
Let the hot water cool before removing the boiling tubes from the beaker.
Do not use a pair of forceps to remove the leaves from the boiling tubes. Drain the
alcohol in the sink instead and let the leaves slide out from each boiling tube.
Handle the leaves gently after removing them from the hot water as they are quite
soft and tear easily.
Handle the iodine solution carefully as it can stain the uniform.
Keep the alcohol away from flames.
Do not light the Bunsen burner in step 5 of part E with the alcohol-filled boiling tubes
in the beaker.
Teaching suggestions
Teaching strategy
Explanation
Teaching suggestion
Questioning
Ask the pupils to suggest the purpose of

carrying out each step prior to the iodine test.
SAIL
Instruction and
assessment
A rubric can be used to assess each pupils

performance during the experiment.
Rubric
For assessing the pupils performance during the experiment
Skill(s): Performing and Observing
Beginning
1
Demonstrating
experimental
techniques and
skills
Meets at least
one but not all
the criteria in
level 3
Developing
2
Meets at least
two but not all
the criteria in
level 3
Accomplished
3
Making
observations
Meets at least
one but not all
the criteria in
level 3
Meets at least
two but not all
the criteria in
level 3
Score
Cuts off the tip of leaf B

that is not covered by
black paper
Ensures the leaves are
soft and fully
decolourised
Moves the leaves from
one apparatus to the
next without tearing
them
Covers the entire
surface of both leaves
with iodine solution
Performs the
experiment safely
without assistance
*Explains that the
purpose of placing the
leaves in the alcohol is
to decolourise the
leaves
*Explains that placing
the leaves back into hot
water after they have
been decolourised is to
soften the leaves
Gives an accurate
description of the
individual leaves
stained in different
colours (i.e. which leaf
4
appears blue-black and

which appears brown)
after the iodine test
Skill(s): Analysing
Drawing
conclusions
Beginning
1
Developing
2
Meets at least
one but not all
the criteria in
level 3
Meets at least
two but not all
the criteria in
level 3
Accomplished
3
Score
Deduces from the results that

leaf A contains starch but leaf
B does not
plants need sunlight/light to
make food
**Identifies at least one key
source of experimental error
and explains how it affects the
accuracy of the results (e.g.
failing to cut the tip off leaf B
would result in confusion,
failing to fully decolourise the
leaves would affect the iodine
test)
Total
* Note: The teacher can assess the pupil on this criterion through verbal questioning.
** Note: The teacher can assess the pupil on this criterion through verbal questioning or
including an additional question in the Activity Book for the pupil to answer. The question can
be phrased as, Explain how one experimental error can affect the accuracy of the results.
Theme: Energy
Activity 1.3 Experiments on photosynthesis
Approximate time frame: 1 period
Pg 8 For question 4 (b) answer, the slash is missing in the further/closer the lamp
is from/to the hydrilla.
Concepts
Stomata are tiny pores found mainly on the underside of the leaf, allowing gases
(carbon dioxide and oxygen) to move in and out of the leaf.
Carbon dioxide is taken in by a plant through the stomata during photosynthesis.
Water and carbon dioxide are changed into simple sugars during photosynthesis with
oxygen being produced as the waste product.
Specific objectives
write a word equation for photosynthesis
state that an increase in the intensity of light would increase the rate of
photosynthesis
Process skills
Skill/process
Meaning
Communicating To understand and be able to

inform others of information
that is presented in different
forms words, diagrams,
pictures, tables, graphs etc.
Part B: Rate of photosynthesis

By correctly presenting the graph with a
given set of values
Inferring
Part A: Carbon dioxide for photosynthesis

By concluding that carbon dioxide is
needed for photosynthesis from the
results of the iodine test on the two leaves
from set-ups A and B
To give explanations to
observations of objects or
events

By inferring that the volume of the air
space in the inverted test tube (caused by
the released bubbles) is an indication of
the rate of photosynthesis
Analysing
To consider carefully and in

detail objects, ideas,
principles or series of actions
in order to determine the

By analysing the set-up and
concluding that the light intensity can
be changed by adjusting the distance
between the hydrilla and the lamp
By using the graph to state the
relationship between the number of
bubbles produced and the light
intensity
Skill/process
Meaning
Predicting
To determine whether an
outcome will happen on the
basis of observations,
experiences or scientific
reasons
Teaching strategy

By predicting how light intensity affects
the rate of photosynthesis
Explanation
Teaching suggestion
Questioning
Discuss the questions in the Activity Book for

part A only as part B is meant for assessment.
SAIL
Instruction and
assessment

ability in the interpretation of results.
Rubric
For assessing each pupils ability in the interpretation of results
Skill(s): Analysing
Beginning
1
Processing
data
Drawing
conclusions
Developing
2
Accomplished
3
Meets at
least one
but not all
the criteria
in level 3
Meets at
least two
but not all
the criteria in
level 3
Meets at
least one
but not all
the criteria
in level 3
Meets at
least two
but not all
the criteria in
level 3
Score
All points on the graph are

accurately plotted
A best fit line is drawn
Line is drawn using a ruler
Infers that the light intensity can
be adjusted by varying the
distance between the hydrilla
and the lamp
the further/closer the lamp is
from/to the hydrilla, the
fewer/greater the number of
bubbles produced per minute
respectively
the fewer/greater the number of
bubbles produced per minute,
the slower/faster the rate of
photosynthesis respectively
Total
Theme: Energy
Chapter 2 Forms and uses of energy
Activity 2.1 Away we go!
Concepts
Energy is the ability to do work.
A raised object possesses gravitational potential energy.
If there are two objects of the same mass being raised, the object that is raised higher
possesses greater gravitational potential energy.
Specific objectives
state that a raised object possesses gravitational potential energy
state that the higher an object is raised, the greater the amount of gravitational
potential energy it possesses
Process skills
Skill/process
Meaning
How is it applied in this

activity?
Observing
To use the senses and/or instruments to

notice the surroundings, in order to learn
or understand the characteristics,
properties, similarities, differences and
changes of objects or events
By observing the relationship

between the increase in the
height of the ramp and the
distance moved by the car on
the ground
Using apparatus
and equipment
To know how to use, which to choose and

how to handle apparatus and equipment
correctly for different purposes
By changing the height of the

ramp after obtaining each set
of values
Inferring
To give explanations to observations of

objects or events
By inferring that an increase

in the height of the ramp
results in an increase in the
distance moved by the car
along the ground
Material list
Material
Per class
Quantity
Per group
1
Plastic conduit (4 cm wide, 60

cm long)
Wooden block (3 cm thick)
Measuring tape
Toy car
Remarks
Per pupil
Each group can
have four pupils.
Each pupil can
take turns to
take the
measurement so
that the teacher
can effectively
asses each
pupil.
Teaching strategy
Explanation
Teaching suggestion
Questioning
Discuss the questions in the Activity Book

with the pupils.
SAIL
Instruction and
assessment

performance during cooperative-learning.
Rubric
For assessing the pupils performance during cooperative-learning
Skill(s): Collaborative work skills
Criteria
Contributions
Beginning
1
Participates only
when prompted
Developing
2
Participates with
occasional
prompting
A satisfactory
group member
who does what
is required
Accomplished
3
Participates
without prompting
Routinely
provides useful
ideas
A definite leader
who contributes a
lot of effort
Quality of
work
Provides work that

usually needs to be
checked or redone
by other group
members to ensure
quality (e.g. while
taking the
measurement,
he/she does not
ensure that the
measurement is
taken properly and
makes more than
two mistakes)
Provides work that

occasionally needs
to be checked or
redone by other
group members to
ensure quality (e.g.
while taking the
measurement,
he/she only makes
one or two
mistakes)
Provides work of the

highest quality (Note:
No mistake was
made while taking
the measurement.)
Time
management
Usually task
focused but gets
distracted
occasionally and
needs to be
reminded to stay on
task
Is consistently
focused on the task
and uses time well
throughout the
experiment to ensure
that things get done
on time
Rarely gets
things done
The group has to
change work
responsibilities
because of this
pupil
Score
Problemsolving
Working with
others
Does not try to

solve problems
or help others
solve problems
Lets others do
the work
Does not suggest or

refine solutions, but
is willing to try out
solutions suggested
by others
Actively looks for and

suggests solutions to
problems (e.g. if the
surface of the ground
is too rough for the
car to move, he/she
may suggest
covering the ground
with books as book
covers are smooth)
Rarely listens to,

shares with or
supports the
efforts of others
Is not a good
team player
Often listens to,

shares with and
supports the efforts
of others, but stays
aloof and indifferent
when there is a
conflict among the
group members
Almost always
listens to, shares
with and supports
the efforts of
others
Tries to keep the
group members
working well
together
Total
Extension (page 11)

Skill/process
Analysing
Meaning

objects, ideas, principles or series of
actions in order to determine the

By analysing the relationship
between the height of the ramp and
the distance moved by the car on
the ground
10
Theme: Energy
Activity 2.2 Falling can
Suggested venue: School field
Concepts
An object that is raised higher possesses greater gravitational potential energy.
The more gravitational potential energy an object has, the greater the depression it
can make when it is allowed to fall onto a tray of flour.
Specific objectives
state that the higher an object is raised, the greater the amount of gravitational
potential energy it possesses
state that the more gravitational potential energy an object has, the greater the
depression it can make when it is allowed to fall onto a tray of flour
Process skills
Skill/process
Meaning
Observing


between the increase in the height
of the mineral water bottle and the
depth of the depression it makes in
the flour
Using apparatus
and equipment

By varying the height of the

mineral water bottle from where it
is to be dropped and using a 30
cm ruler to measure the depth of
the depression made in the flour
Inferring
To give explanations to observations

of objects or events
By inferring that an increase in the

height of the raised mineral water
bottle results in an increase in the
depth of the depression made in
the flour
Material list
Material
Per class
Quantity
Per group
1
Filled mineral water bottle
Deep tray (at least 20 cm

deep) filled with flour
30 cm ruler
Remarks
Per pupil
Each group can
have four pupils.
Each pupil can take
turns to take the
measurement.
11
Safety pointer
Make sure that every group member has cleared away from the tray of flour before
the mineral water bottle is dropped.
Teaching strategy
Explanation
Teaching suggestion
Questioning
Discuss the questions in the Activity Book with

the pupils.
SAIL
Instruction and
assessment

performance during cooperative-learning.
Rubric
Criteria
Contributions
Beginning
1
Participates only
when prompted
Developing
2
Quality of
work
Provides work that

usually needs to be
checked or redone
by other group
members to ensure
quality (e.g. while
taking the
measurement,
he/she does not
ensure that the
measurement is
taken properly and
makes more than
two mistakes)
Participates with
occasional
prompting
A satisfactory
group member
who does what
is required
Provides work that

occasionally needs
to be checked or
redone by other
group members to
while taking the
measurement,
he/she only makes
one or two
mistakes)
Accomplished
3
Score
Participates
without prompting
Routinely
provides useful
ideas
A definite leader
who contributes a
lot of effort

No mistake was
made while taking
the measurement.)
12
Time
management
*Problemsolving
Working with
others
Rarely gets
things done
The group has to
change work
responsibilities
because of this
pupil
Usually task
focused but gets
distracted
occasionally and
needs to be
reminded to stay on
task
Is consistently
focused on the task
and uses time well
throughout the
on time
Does not try to

solve problems
or help others
solve problems
Lets others do
the work
Does not suggest or

solutions suggested
by others

problems (e.g.
suggests using a
strand of string to
assist in taking the
measurement of the
depth of the
depression to
improve the accuracy
of the readings)
Rarely listens to,

shares with or
supports the
efforts of others
Is not a good
team player
Often listens to,

shares with and
when there is a
conflict among the
group members
Almost always
listens to, shares
with and supports
the efforts of
others
Tries to keep the
group members
working well
together
Total
* Note: The teacher can pose the problem verbally and get the pupils in the group to write
down the solution at a specific location in the Activity Book.
13
Theme: Energy
Activity 2.3 Super launcher
Concepts
Elastic potential energy is present in a wound-up toy, stretched rubber band,
compressed or stretched spring.
Energy can be converted from one form to another.
Specific objectives
describe the changes in the forms of energy when a paper ball is launched by a
stretched plastic spoon
infer that with an increase in the amount of elastic potential energy in the stretched
plastic spoon, the distance covered by the paper ball launched by the plastic spoon
will be greater
Process skills
Skill/process
Meaning
Observing
To use the senses and/or instruments

to notice the surroundings, in order to
learn or understand the
characteristics, properties,
similarities, differences and changes
By observing the change in the

distance covered by the paper ball
in the three attempts
Inferring
To give explanations to observations

By interpreting that if the plastic

spoon is stretched further back, it
will store more elastic potential
energy, allowing more energy to be
transferred to the paper ball and
causing it to fly further
Using
apparatus
and
equipment
To know how to use, which to choose

and how to handle apparatus and
equipment correctly for different
purposes
By launching the paper ball safely

and ensuring that the plastic spoon
is stretched backwards at different
angles in the three attempts
Material list
Material
Per class
Quantity
Per group
1
Long plastic spoon
Small piece of paper

rolled into a ball
Chalk
Measuring tape
Remarks
Per pupil
The teacher can get
the pupils to work in a
pair and rotate
between themselves
when carrying out the
steps. This is to
facilitate the teacher in
assessing each pupil
using the rubric.
14
Safety pointer
Make sure that nobody is standing in front of you when the paper ball is about to be
launched.
Teaching strategy
Explanation
Teaching suggestion
Questioning
Ask the pupils to predict the relationship

between the degree at which the plastic spoon
is stretched backwards and the distance
covered by the paper ball.
SAIL
Instruction and
assessment

Rubric
Demonstrating
experimental
techniques and
skills
Beginning
1
Developing
2
Meets at
least one but
not all the
criteria in
level 3
Meets at least
two but not all
the criteria in
level 3
Accomplished
3
Score
Uses the thumb to hold the

plastic spoon firmly against
the edge of the desk (Note:
If the plastic spoon slips
before the paper ball is
launched, the pupil is not
holding the plastic spoon
firm enough. Only penalise
the pupil when the plastic
spoon slips twice.)
Uses a chalk to mark the
spot where the paper ball
first lands on the table (The
paper ball might roll off
after touching the table and
the pupil should not take
the distance covered by the
paper ball after it rolls off.)
Ensures that the plastic
spoon is stretched
backwards at different
angles in the three attempts
15
Making
observations and
taking
measurements
Meets at
least one but
not all the
criteria in
level 3
Meets at least
two but not all
the criteria in
level 3
Measure the distance

between the plastic spoon
and the paper ball
accurately
Records three readings for
the three attempts
All the results follow the
same trend as the teachers
results
Skill(s): Analysing
Beginning
1
Drawing
conclusions
Meets at
least one but
not all the
criteria in
level 3
Developing
2
Meets at least
two but not all
the criteria in
level 3
Accomplished
3
Score
Deduces from the results

that the paper ball will
travel further when the
plastic spoon is stretched
further backwards
Infers from the results that
stretching the plastic
spoon further back
increases the amount of
elastic potential energy
stored in it
Explains that when the
stretched plastic spoon is
released, the elastic
potential energy is
transferred to the paper
ball and changes into
kinetic energy when the
paper ball flies forward
Total
Extension (page 15)

Teaching strategy
Questioning
Explanation
Teaching suggestion
Discuss the energy conversions in a
pinball machine.
16
Theme: Energy
Activity 2.4 Stretch, twist and go!
Concepts
Potential energy is a form of energy that can be stored.
Specific objective
work in a team to carry out an experiment
Process skills
Skill/process
Meaning
Predicting
To determine whether an outcome will

happen on the basis of observations,
experiences or scientific reasons
By predicting how an increase in

the number of twists made to the
rubber band on the toy can affect
the distance covered by it
Using
apparatus
and
equipment
To know how to use, which to choose

and how to handle apparatus and
equipment correctly for different
purposes
By making the toy using the

materials provided and changing
the number of twists made to the
rubber band on the toy to obtain
different sets of readings
Observing
To use the senses and/or instruments

to notice the surroundings, in order to
learn or understand the characteristics,

between the number of twists
made to the rubber band on the
toy and the distance covered by it
Inferring

objects or events
By inferring that the greater the

number of twists made, the further
the toy will travel
Material list
Material
Per class
Quantity
Per group
1
Empty thread spool (at least 2

cm in diameter)
Rubber band
Stick (must be longer than the

diameter of the thread spool)
Remarks
Per pupil
Each group can
have four pupils.
Each pupil can
take turns to
take the
measurement.
17
Teaching
Explanation
strategy
Investigating
To carry out a
scientific inquiry
in order to
achieve a
certain learning
objective
Teaching suggestion(s)
Ask the pupils to predict how the increase in the

number of twists made to the rubber band will affect
the distance travelled by the toy.
Get the pupils to carry out the experiment to test their
prediction.
Get the pupils to summarise their findings using a
table. A sample of what their table may look like:
No. of
twists
Distance
covered
in the 1st
attempt
(cm)
Distance
covered
in the 2nd
attempt
(cm)
Distance
covered
in the 3rd
attempt
(cm)
Average
(cm)
10
20
30
SAIL
Instruction and
assessment
A rubric can be used to assess each pupils performance

during cooperative-learning.
Rubric
Criteria
Contributions
Beginning
1
Participates only
when prompted
Developing
2
Participates with
occasional
prompting
A satisfactory
group member
who does what
is required
Accomplished
3
Score
Participates
without prompting
Routinely
provides useful
ideas
A definite leader
who contributes a
lot of effort
18
Quality of
work
Provides work that

usually needs to be
checked or redone
by other group
members to ensure
quality (e.g. while
taking the
measurement,
he/she does not
ensure that the
measurement is
taken properly and
makes more than
two mistakes)
Provides work that

occasionally needs
to be checked or
redone by other
group members to
while taking the
measurement,
he/she only makes
one or two
mistakes)

No mistake was
made while taking
the measurement.)
Time
management
Rarely gets
things done
The group has to
change work
responsibilities
because of this
pupil
Usually task
focused but gets
distracted
occasionally and
needs to be
reminded to stay on
task
Is consistently
focused on the task
and uses time well
throughout the
on time
Does not try to

solve problems
or help others
solve problems
Lets others do
the work
Does not suggest or

solutions suggested
by others

surface of the ground
is too rough for the
toy to move, he/she
may suggest
covering the ground
with books as book
covers are smooth)
Rarely listens to,

shares with or
supports the
efforts of others
Is not a good
team player
Often listens to,

shares with and
when there is a
conflict among the
group members
*Problemsolving
Working with
others
Almost always
listens to, shares
with and supports
the efforts of
others
Tries to keep the
group members
working well
together
Total
* Note: The teacher can pose the problem verbally and get the pupils in the group to write
down the solution at a specific location in the Activity Book.
19
Theme: Energy
Activity 2.5 Get energised!
Concepts
Energy is needed for an object to do work.
There are three different forms of potential energy, namely chemical, elastic and
gravitational potential energy.
Specific objectives
describe the steps for carrying out each activity
state the changes in the forms of energy for each activity conducted
Process skills
Skill/process
Meaning

activity?
Observing

notice the surroundings, in order to learn or
understand the characteristics, properties,
similarities, differences and changes of
objects or events
By observing the outcomes

of each individual activity
Communicating
To understand and be able to inform others

of information that is presented in different
forms words, diagrams, pictures, tables,
graphs etc.
By recording the
observations in a table
Using
apparatus and
equipment

By using the different

apparatus provided to carry
out the different activities
Generating
possibilities
To come up with other potential possibilities

besides the common one
By generating different
methods of producing
different forms of energy for
activities D and E
20
Material list
Material
Per class
Quantity
Per group
Remarks
Per pupil
Activity A
Light bulb
Connecting wire
Switch
Battery
Battery holder
two
pieces
Activity B
Rock
Activity C
Toy windmill
Activity D
Glass bottle half-filled
with water
Activity E
Plastic ruler (30 cm
long)
Plasticine (a small
lump)
Roll of tape
Metal spoon
The teacher can

prepare two sets of
apparatus for each
activity.
It will be individual
work but only 20 pupils
can be assessed each
time to reduce
confusion. The other
half of the class can be
kept in the classroom
to do written work.
Laboratory assistant(s)
can be roped in to
assist the teacher.
Safety pointers
Handle the rock with care as there might be sharp edges.
Make sure that the bottle is not hit too hard as it may cause the bottle to topple over.
Make sure that nobody is standing next to you when you are catapulting the
plasticine.
Teaching suggestion
Teaching strategy
Explanation
SAIL
Instruction and
assessment
Teaching suggestion
A rubric can be used to assess each pupils ability in
the interpretation of results.
21
Rubric
For assessing each pupils ability in the interpretation of results
Skill(s): Analysing
Beginning
1
Processing
data
Meets at least
one but not all
the criteria in
level 3
Developing
2
Meets at least
two but not all
the criteria in
level 3
Accomplished
3
Drawing
conclusions
Meets at least
one but not all
the criteria in
level 3
Meets at least
two but not all
the criteria in
level 3
Score
Describes the steps clearly

for all the activities (assess
what the pupil has written in
the column What I did in
table A)
Makes clear observations for
all the activities (assess
what the pupil has written in
the column What I
observed in table A)
No spelling mistakes made
in table A
Deduces correctly the
form(s) of energy produced
for all the activities
Deduces that one form of
energy can be converted to
many other forms (Note:
This criterion can be
assessed using question 1
from the Conclusions
section.)
Deduces from the activities
that energy is always being
converted from one form to
another (Note: This criterion
can be assessed using
question 3 from the
Conclusions section.)
Total
Extension (page 19)

Process skill(s)
Communicating,
analysing
Description
Pupils are to study a

line graph and draw
a conclusion based
on the graph given.
Comments
Ask pupils what are the conclusions that can be
drawn from the graph. (Answer: There are
continuous conversions of energy as Zoe swings
from one end to another. She possesses the
22
greatest gravitational potential energy but the

least kinetic energy at the highest point. She also
possesses the greatest kinetic energy but the
least gravitational energy at the lowest point.)
23
Theme: Energy
Activity 2.6 Energy conversions
Pg 21 For Extension question, the arrow is missing after _____ energy (in moving
steam).
Concepts
There are different forms of energy.
Energy can be stored for later use, e.g. we can store chemical potential energy in
batteries.
We change energy to other form(s) that we can use, e.g. we use a fan to change
electrical energy to kinetic energy.
Specific objectives
state the forms of energy in each example of energy conversion
list the similarities and the differences between a fossil fuel power station and a
hydroelectric power station
Process skills
Skill/process
Meaning
Communicating To understand and be able to

inform others of information that
is presented in different forms
words, diagrams, pictures, tables,
graphs etc.
By using the different examples to

describe how energy is converted from
one form to another
Analysing
By analysing the consequences of

removing electricity, which is a widely
used form of energy, and the
inconvenience it would bring to our
lives if it was to be removed

objects, ideas, principles or
series of actions in order to
determine the patterns and
relationships
Teaching suggestion
Teaching strategy
Questioning
Extension (page 21)

Teaching strategy
Questioning
Explanation
Teaching suggestion
Ask the pupils to suggest the consequences if

electricity is to be removed from their lives.
Explanation
Cycles of
questionsanswersquestions
Discuss the conversion of the different forms of

energy in a fossil fuel power station.
Get the pupils to compare and contrast the
similarities and differences between a fossil fuel
24
power station and a hydroelectric power station.
25
Theme: Energy
Activity 2.7 Energy transformations
Approximate time frame: 2 periods
Pg 23 For Materials, the batteries can be used alone if the battery holders are not
available.
Pg 25 For the diagram, the width of the bands can be increased to improve the
swirling effect of the spiral.
Concepts
A candle and a battery possess chemical potential energy.
Specific objective
work in a team to carry out an experiment
Process skills
Skill/process
Meaning
Observing

By observing the outcomes of the

two experiments
Using apparatus
and equipment

By tying the paper spiral properly to

the retort stand and ensuring that it
spins after the candle is lit up
Analysing

objects, ideas, principles or series
of actions in order to determine the
By analysing the two set-ups and

describing how energy conversion
takes place
Predicting
To determine whether an outcome

will happen on the basis of
observations, experiences or
scientific reasons
By predicting the outcomes of the

two experiments (i.e. what will
happen to the paper spiral and the
nichrome wire respectively during
the experiments)
26
Material list
Material
Per class
Quantity
Per group
Experiment A
Cardboard (13 cm x 13 cm)
a sheet
String (10 cm long)
a strand
Retort stand
Candle
Matches
a box
Experiment B
Battery (1.5 V)
Battery holder (if available)
Switch
Insulated wire
Nichrome wire (5 cm)
Metal pin
Eraser
Candle
Remarks
Per pupil
Each group can
have two pupils.
Safety pointers
Experiment A
Make sure that the paper spiral is not too near the candle before lighting it up.
Make sure that the paper spiral is tied properly to the retort stand.
Handle the burning candle with care.
Experiment B
Do not touch the nichrome wire during the experiment as it would be hot.
Do not touch the melting wax of the candle.
27
Teaching strategy
Explanation
Teaching suggestion
Questioning
Cycles of questions-answersquestions
Discuss the questions in the

Activity Book for experiment B
with the pupils.
Cooperative
learning
An environment in which pupils

assume different roles to contribute
to the completion of tasks
Pupils are asked to divide the

workload equally between their
partner and themselves.
SAIL
Instruction and assessment
A rubric can be used to assess

each pupils performance during
cooperative-learning.
Rubric
For assessing the pupils performance during cooperative-learning (Note: Only meant for
experiment A)
Criteria
Contributions
Beginning
1
Participates only
when prompted
Developing
2
*Quality of
work
Provides work that

usually needs to be
checked or redone by
the partner to ensure
quality (Note: Makes
two of the following
mistakes:
Fails to paste
the page onto
the cardboard
before making
the hole
Fails to follow
the circular
line while
Participates
with occasional
prompting
A satisfactory
group member
who does what
is required
Provides work that

occasionally needs
to be checked or
redone by the
partner to ensure
quality (Note:
Makes one of the
mistakes in level
1.)
Accomplished
3
Score
Participates
without
prompting
Routinely
provides useful
ideas
A definite leader
who contributes
a lot of effort

highest quality
(Note: Makes none
of the mistakes in
level 1.)
28
Time
management
Problemsolving
Working with
others
cutting the
paper spiral
Fails to tie
one end of the
string properly
to the retort
stand and the
other end
properly to the
paper spiral
Fails to stick
the candle
firmly to the
retort stand)
Rarely gets things

done
The partner has
to change work
responsibilities
because of this
pupil
Usually task
focused but gets
distracted
occasionally and
needs to be
reminded to stay
on task
Is consistently
focused on the task
and uses time well
throughout the
experiment to
ensure that things
get done on time
Does not try to

solve problems or
help the partner
solve problems
Lets the partner
do the work
Does not suggest

or refine solutions,
but is willing to try
out solutions
suggested by the
partner
Actively looks for

and suggests
solutions to
candle is touching
the paper spiral,
he/she may suggest
shortening it)
Often listens to,

shares with and
of the partner
Almost always
listens to, shares
with and supports
the efforts of the
partner
Rarely listens to,

shares with or
supports the efforts of
the partner
Total
* Note: The teacher needs to make sure that each member covers two of the tasks
mentioned in level 1 so that each pupil in a pair can effectively be assessed for that criterion.
Extension (pg 24)
Teaching strategy
Questioning
Explanation
Teaching suggestion
Discuss the energy conversions that occur in
a floating paper lantern.
29
Theme: Energy
Chapter 3 Sources of energy
Activity 3.1 Water wheel
Approximate time frame: 1.5 periods
Concept
Sources of energy can be classified as renewable or non-renewable.
Specific objectives
write down the energy conversions in a hydroelectric power station
state the advantages and disadvantages of having a hydroelectric power station over
a fossil fuel power station
Process skills
Skill/process
Meaning

activity?
Observing

notice the surroundings, in order to learn
or understand the characteristics,
By observing the change in

the speed of the spinning
water wheel when the speed
of the running water is
increased
Inferring

objects or events
By interpreting the energy

conversions that happen in a
hydroelectric power station
Using apparatus
and equipment

By using the materials

provided to make a water
wheel
Material list
Material
Per class
Quantity
Per group
Remarks
Paper cup
Per pupil
1
Scissors
a pair
Pencil
Adhesive gum
a packet
Teaching suggestion
Teaching strategy
SAIL
Explanation
Instruction and
assessment
Teaching suggestion
30
Rubric
Beginning 1
Demonstrating
experimental
techniques and
skills
Meets at
least one but
not all the
criteria in
level 3
Developing
2
Meets at least
two but not all
the criteria in
level 3
Making
observations
Meets at
least one but
not all the
criteria in
level 3
Meets at least
two but not all
the criteria in
level 3
Accomplished
3
Cuts four triangular slits
down the sides of the cup
towards the base properly
Presses the remaining
pieces down properly
Makes an angled bent
properly at one corner for
each blade
Uses adhesive gum to
secure the end that is
poked through by a pencil
properly
Score
Describes clearly what is

seen when the water wheel
is held under running water
Describes clearly that when
there is a greater flow of
water, the wheel will turn
faster
Gives an accurate
description of the energy
conversions for the moving
water wheel
Skill(s): Analysing
Beginning 1
Drawing
conclusions
Meets at
least one but
not all the
criteria in
level 3
Developing
2
Meets at least
two but not all
the criteria in
level 3
Accomplished
3
that when there is a
greater flow of water, there
is more gravitational
potential energy and the
running water passes
more kinetic energy to the
water wheel, causing it to
turn faster
States a reason why
running water is not used
to generate electricity in
Singapore (Note: This
criterion can be assessed
using question 1(b) from
the Extension section.)
Score
31
*Identifies at least one key

source of experimental
error and explains how it
affects the accuracy of the
results (e.g. failing to cut
the slits properly would
prevent the wheel from
turning smoothly, failing to
secure the end properly
would cause the wheel to
slide off the pencil)
Total
* Note: The teacher can assess the pupil on this criterion through verbal questioning or
Extension (page 29)
Teaching strategy
Questioning
Explanation
Teaching suggestion
Discuss the questions in the Activity Book
with the pupils. (Note: Omit question 1(b) as
it has been used for assessing the pupils in
the rubric.)
32
Theme: Energy
Chapter 3 Sources of energy
Activity 3.2 Windmill
Concept
Renewable sources of energy such as running water, wind and waves can be used to
generate electricity.
Specific objectives
write down the energy conversions in a wind power station
state the advantages and disadvantages of having a wind power station over a fossil
fuel power station
Process skills
Skill/process
Meaning

activity?
Observing

notice the surroundings, in order to learn or
understand the characteristics, properties,
similarities, differences and changes of
objects or events
By observing the change in

the speed of the turning
windmill when the speed of
the wind is changed
Inferring

objects or events
By interpreting the energy

conversions that happen in
a wind power station
Using apparatus
and equipment

By using the materials to

make a windmill
Material list
Material
Per class
Quantity
Per group
Remarks
Per pupil
a piece
Square paper (10 cm by

10 cm)
Scissors
a pair
Straw (15 cm long)
Adhesive gum
a packet
Wire (longer than straw)
a piece
Eraser
Small fan
1 (to be shared
by four pupils in
The teacher
can place a
fan at each
bench and
get the
pupils to
share among
themselves.
The speed of
the fan can
be changed
to see what
effect it has
on their
windmills.
33
a bench)
Teaching suggestion
Teaching strategy
Explanation
SAIL
Instruction and
assessment
Teaching suggestion
Rubric
Beginning 1
Demonstrating
experimental
techniques and
skills
Meets at
least one but
not all the
criteria in
level 3
Developing
2
Meets at least
two but not
all the criteria
in level 3
Accomplished
3
Draws the diagonal lines on
the paper using a ruler
Makes five holes on the
paper at the appropriate
locations, each with a
diameter that is slightly
greater than that of the straw
Uses the adhesive gum to
secure the end properly
Threads the wire through the
straw properly so that the
windmill can turn freely
Making
observations
Meets at
least one but
not all the
criteria in
level 3
Meets at least
two but not
all the criteria
in level 3
Score
Describes clearly what is

seen when the windmill is
facing moving air
Describes clearly that when
there is an increase in the
speed of the wind, the
windmill will turn faster
Gives an accurate
description of the energy
conversions for the turning
windmill
Skill(s): Analysing
Beginning 1
Drawing
conclusions
Meets at
least one but
not all the
criteria in
level 3
Developing
2
Meets at least
two but not all
the criteria in
level 3
Accomplished
3
that when there is an
increase in the wind
speed, the stronger wind
passes more kinetic
energy to the windmill,
causing it to turn faster
States a reason why wind
Score
34
energy is not used to

generate electricity in
Singapore (Note: This
criterion can be assessed
using question 1(c) from
the Extension section.)
*Identifies at least one key
source of experimental
error and explains how it
affects the accuracy of the
results (e.g. failing to
thread the wire through the
straw properly would
prevent it from turning
smoothly, failing to secure
the end properly would
cause the windmill to split
open)
Total
* Note: The teacher can assess the pupil on this criterion through verbal questioning or
Extension (page 32)
Teaching strategy
Questioning
Explanation
Teaching suggestion
Discuss the questions in the Activity Book with

the pupils. (Note: Omit question 1(c) as it has
been used for assessing the pupils in the
rubric.)
35
Theme: Energy
Revision Exercise Energy
Section A: Multiple-choice questions
Question Content
Main topic(s)
domain
Process
skill(s)
How is it applied in this question?
Life
Science
Chapter 1
Energy in food
Classifying
By determining whether each given

substance is a raw material or an
end product of photosynthesis
Life
Science
Chapter 1
Energy in food
Evaluating
By evaluating which of the given

substances should be used to
complete the statement
Physical
Science
Chapter 3
Sources of
energy
Classifying
By identifying only the sources of

energy from a given list
Physical
Science
Chapter 3
Sources of
energy
Classifying
By identifying only the type of power

station that uses chemical energy to
produce electricity from a given list
Physical
Science
Chapter 2
Forms and
uses of energy
Inferring
By inferring the energy conversions

in lighted fireworks
Section B: Structured questions

Question Content
Main topic(s)
domain
6
Life
Science
Life
Science
Chapter 1
Energy in food
Chapter 1
Energy in food
Process
skill(s)

question?
Inferring
By identifying the region that

contains starch from the
results of the iodine test
Analysing
By deducing that in an iodine

test, iodine will remained
brown in regions where
chlorophyll is not present
Analysing
By deducing that energy from

the caterpillar is passed to the
bird when the former is being
consumed by the latter
Inferring
By inferring that energy is

being transferred from one
organism to the next in the
flowchart
36
Physical
Science
Chapter 2
Forms and uses
of energy
Inferring
By inferring the energy

conversions for a ball that is
thrown upwards and later falls
downwards
Physical
Science
Chapter 3
Sources of
energy
Analysing
By analysing the design of the

maglev wind turbine and
deducing how energy loss is
greatly reduced using this
type of wind turbine
Chapter 2
Forms and
uses of
energy
Inferring

conversions for the power
station that uses the maglev
wind turbine
Chapter 1
Energy in
food
Analysing
By deducing the source of

energy for the horse and the
forms of energy it exhibits as
it runs
Chapter 2
Forms and
uses of
energy
Inferring

conversions for the horse that
jumps over a pole and lands
onto the ground
10
11
Physical
Science
Physical
Science
Chapter 3
Sources of
energy
Analysing
By deducing one advantage and

one disadvantage of using solar
cells
37

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My Pals are Here!

Science Primary 5&6 Teachers Notes on Activity Books Energy

How is it applied in this activity?

Communicating To understand and be able to inform

By using energy flow diagrams to

By analysing energy flow diagrams

To consider carefully and in detail

Ask the pupils where they get their energy

2009 Marshall Cavendish International (Singapore) Pte Ltd

How is it applied in this activity?

To use the senses and/or

By observing the colour change

To identify the similarities or

By comparing the results of the

To know how to use, which to

To determine whether an outcome

2009 Marshall Cavendish International (Singapore) Pte Ltd

By using the pair of forceps to

By predicting whether starch will

2009 Marshall Cavendish International (Singapore) Pte Ltd

Ask the pupils to suggest the purpose of

A rubric can be used to assess each pupils

2009 Marshall Cavendish International (Singapore) Pte Ltd

Cuts off the tip of leaf B

appears blue-black and

Deduces from the results that

2009 Marshall Cavendish International (Singapore) Pte Ltd

How is it applied in this activity?

Communicating To understand and be able to

Part B: Rate of photosynthesis

Part A: Carbon dioxide for photosynthesis

Part B: Rate of photosynthesis

To consider carefully and in

Part B: Rate of photosynthesis

2009 Marshall Cavendish International (Singapore) Pte Ltd

How is it applied in this activity?

Part B: Rate of photosynthesis

Discuss the questions in the Activity Book for

A rubric can be used to assess each pupils

All points on the graph are

2009 Marshall Cavendish International (Singapore) Pte Ltd

How is it applied in this

To use the senses and/or instruments to

By observing the relationship

To know how to use, which to choose and

By changing the height of the

To give explanations to observations of

By inferring that an increase

Plastic conduit (4 cm wide, 60

Wooden block (3 cm thick)

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Discuss the questions in the Activity Book

A rubric can be used to assess each pupils

Provides work that

Provides work that

Provides work of the

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Does not try to

Does not suggest or

Actively looks for and

Rarely listens to,

Often listens to,

Extension (page 11)

To consider carefully and in detail