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FAILURE WILL BE THE FAILURE TO TAKE YOUR FIRST SMALL STEP


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MIND SHAKER
DARE

TO BE DIFFERENT CHOOSING YOUR PATH FOLLOW SUCCESSFUL PEOPLE START YOUR CHANGES START AGAIN GIVE MORE READ
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PLANNING

IF YOU FAIL TO PLAN YOU PLAN TO FAIL

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Where am I?
Areas that I Action identified for planned attention Action taken Achievement

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INFORMATION FOR CANDIDATES


Section Type of questions A Objective a)Multiple choice b) Multiple B Subjective Structure TOTAL
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No of questions 30

Mark % s 30/30 60

4-5

20/20 40 50/50 100

Type of questions:
1. 2.

3.
4. 5. 6. 7. 8.

9.
10.

Facts characteristics, phenomenon Terminology definition, symbol, synonym Sequence process, flow, development, movement, relation Method techniques, steps Classifying Principle - concepts Interpretation collecting data Conclusion to test out the ideas Extrapolation implication, predict the cause and effect. Application using Science concept in new situation.
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Understand the SPS level


Observations Making

inferences Carry out activities/fair test Making hypotheses Record information/data/findings Making conclusion

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SECTION A:
1.
2. 3. 4. 5. 6. 7. 8.

This section consists of 30 questions.


Answer all questions. Suggested time : 45 minutes. Carry 60% marks. Blacken the correct space on the answer sheet. Blacken only one space for each question. If you wish to change your answer, erase the blackened mark that you have done and blacken the new answer. Each question is followed by four options A,B,C and D, either multiple choice or multiple combination. Choose the correct answers. Shade the correct space provided on the answer sheet corresponding to the answer that you have chosen.

9.

10. If you are unable to answer a question, proceed to the next one.
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Guides in answering objective questions (Section A)


1.

2.
3. 4. 5. 6. 7. 8.

Read the questions twice to assure your understanding of the question needs and to avoid confusion before you start answering the paper. Cut the unnecessary/illogical answer. Double check before you choose the best answer. Observe and understand the terminologies. You are allowed to make notes, underline or highlight the answer key. Choose the best answer if the question provides two or more answer that nearly the same. Make sure the answer that you had circled is the same with the choice you have made. Dont be over confident with your answers and recheck other choices. For questions using graphic organizer such as charts, diagram and tables, you need to analyse the information lies beneath in details and try to link it with the question.
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9.

10.

11.

12.

13.

Avoid spending extra time on one question. Answer the easy question first, left the difficult one. Finally, answer the difficult questions. It is advisable to answer all question even the difficult type of question. Avoid leaving unanswered question. Blacken the correct answer by using 2B pencil. If you need to do any correction or change your answer, please make sure you had erase the previous answer without a trace before you blacken the new one. For multiple-choice questions, you need to go through the details given before you choose the right combination. Check your answer and make sure that there are only one answer for each question and no question being left out.
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SECTION B:

1. This section consists of 4 questions.


2. Answer all questions. 3. Write your answers clearly in the spaces provided in the question paper. 4. Candidates are allowed to answer the questions fully or partially either in English or Malay language.

5. The diagrams in the questions provided are not drawn to scale unless stated.
6. The suggested time for this section is 30 minutes. If you are unable to answer a question, proceed to the next question. 8. Write your answers in the spaces provided.
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Guides in answering structure questions (Section B)


1. 2.

3.

4.

5.

6.

7. 8.

It is consists of 3 to 5 questions. Try to limit your answering time to 30 minutes only. Structured questions usually will be followed with a diagram, table, chart, data or graph that link to certain facts, fair test or an analysis using science concepts and principle. The question will start with a paragraph with information's. Observe and understand the information given before you proceed to the next answer. The space provided usually refer to the length of the expected answer. You writing must be clear, neat, short, precise and easy to understand or to read. Your answer can be a word, a statement or a calculation. Avoid using the space given with unwanted facts or details.
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9.

10.

11.

12.

13. 14. 15.

Your answer must be clear and precise with all the details in order. Your answer should give support with concrete science facts and concepts besides to test the SPS. If the question given consists of pictures, table or both, observe and analyse the pictures to help you to find out the main idea that lead towards the purpose of the investigations and its variables. You need to read all instruction or statement to help you gain better understanding on the questions. Try to find out the main discussion or the gist first. Make sure you are able to differentiate the SPS. Avoid giving unconvinced or unclear answer. Write in the space provided only.
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TECHNIQUE IN ANSWERING
1. 2.

3.
4. 5.

6.

Know the right technique and learning strategy. Know the format and type of questions. Learn and understand the SPS. Use the TSTS when answering the questions. Learning Science through answering Science questions. Learning Science through a fun and enjoyable methods.

You will achieve a very good marks in the UPSR exam.

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10 easy steps ;
1.

2.

3.

Read a topic first to get a quick preview on certain topic and search for the main ideas and try to relate the ideas. Read again to identify and concentrate on; - important facts - keywords/ key phrases/ key issues - Science terminology - Science concepts and principles - SPS and TSTS been used Make summary/ short notes/ mind map/ fish bones/ mnemonic
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4.

5. 6.

7.

8.

Use symbols, abbreviations, charts, diagram, graphic. 4R - read, review, revise, repeat Write down the topic, subtopic with different colours or numbers to give stress on important topics, to differentiate or compare or to attract. Make a space for additional notes/ information's. Make a formula to help you to solve problems and understands better.
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9.

10.

Use reference book and workbook to practice in answering questions and get use to the type of question that will be asked in the exam. Always remember and use a) Knowledge,Understanding,Application b) SPS c) TSTS

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Helping Students to Remember


Putting all related ideas in one sketch Relate/Link to something I know Think the idea in picture form - visualize

How can I remember more?

Make sketches

Mnemonics Use numbers Say it to yourself

Classifyputting into classes or groups

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WHY ARE STUDY SKILLS IMPORTANT?

To analyze information better (close reading) To extract information better (note taking) To remember information better by using certain strategies
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STRATEGIES/ WAYS TO REMEMBER

DOING A MIND MAP IS LIKE HAVING A TREE WITH BRANCHES

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1. MICROORGANISM
1.1 Understanding that microorganism is a living thing. state types of microorganisms - compare the size. - bacteria, virus, fungi and protozoa. state that yeast is an example of microorganism - making dough. - observe the effect of yeast. state that microorganism breathes - causes the dough to rise. state that microorganism grows - sprinkle a few drops of water on a slice of bread and put in the plastic bag. - observe for a few days. - use microscope or magnifying glass. state that microorganism moves - observe rotten oranges or mouldy rice. - samples of water from ponds, rivers or drains conclude that microorganisms are living things and most of them cannot be seen with naked eyes - using microscope to observe microorganism. 1.2 Understanding that some microorganisms are harmful and some are useful. state examples of the use of microorganisms - making bread, tapai, tempe and fertiliser. state the harmful effects of microorganisms - causing illness, food poisoning, food to turn bad and tooth decay. describe that diseases caused by microorganisms can spread from one person to another - stomach upset, measles, flu, cough, conjunctivitis, mumps and AIDS.

THEME A : INVESTIGATING LIVING THINGS


2. SURVIVAL OF THE SPECIES
2.1 Understanding that different animals have their own ways to ensure the survival of their species. give examples of animals that take care of their eggs and young - cow, hen, cat, bird. explain how animals take care of their eggs and young - fish; keep their young in their mouths. - bird; feed their young. - snake or tiger; attack in order to protect their eggs or young when they are disturbed. - frog; lay slimy eggs. - turtle; hide their eggs. - kangaroo; carry their young in their pouches. - elephant; stay in herds. explain why animals take care of their eggs and young - ensure the survival of their species. 2.3 Realising the importance of survival the species. predict what will happen if some species of animals or plants do not survive - discuss the consequences if certain species of animals and plants become extinct. - shortage of food resources. - other species may also face extinction.

3. FOOD CHAIN AND FOOD WEB


3.1 Understanding food chains. identify animals and the food they eat - fish, bird, snake, tiger, frog, turtle, kangaroo, elephant. classify animals into herbivore, carnivore and omnivore - discuss and groups according to the food they eat. construct food chain - build food chains to show the food relationship among organisms. identify producer - food chains must begins with plants as producers. identify consumer - after producer comes the consumer. 3.2 Synthesizing food chains to construct food web. construct a food web - based on food chains given. construct food webs of different habitats - study food webs in places such as field, science garden, pond or under flower pot. predict what will happen if there is a change in population of a certain species in a food web - discuss explain what will happen to a certain species of animals if they eat only one type of food - difficult to survive. - food run out. - panda eats bamboo shoots. - koala bear eats eucalyptus leaves. - pangolin eats ants.

2.2 Understanding that different plants have their own ways to ensure the survival of their species. state various ways plants disperse their seeds and fruits - by water, wind, animal and explosive mechanism. explain why plants need to disperse seeds or fruits - ensure the survival of their species. give examples of plant that disperse seeds and fruits by water - coconut and pong-pong. give examples of plants that disperse seeds and fruits by wind - lallang and angsana. give examples of plants that disperse seeds and fruits by animals - watermelon, love grass and rambutan. give examples of plants that disperse seeds by explosive mechanism - balsam, rubber, flame of the forest, chestnut and ladys finger. relate characteristics of seeds and fruits to the ways they are dispersed - water; light and have air space. - wind; light, have wing-like structure, dry, have fine hairs and small. - animals; fleshy, brightly coloured, edible, have smells or have hooks. - explosive mechanism; dry when ripe.

explain ways to prevent diseases caused by microorganism - washing hands before handling food. - boiling water before drinking. - covering mouth and nose when coughing or sneezing. - washing hands after using the toilet. - putting patients who have chicken pox, conjunctivitis or mumps into quarantine.

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a. Putting all related ideas in one sketch

SOLID

LIQUID

GAS

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Make Links ( Associations)

Link to what you know


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Making a picture in your mind

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Diagram (Sketch)
P
Q R S

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5 points (Numbers)
Use fingers - 1 finger for 1 idea Use picture of boxes - 1 box 1 idea

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Mnemonics
MARS VENUS EARTH MERCURY JUPITER SATURN URANUS NEPTUNE PLUTO - My - Very - Efficient - Mother - Just - Serve - Us - Nice - Pizza

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Suggestions for Good Note Taking


When reading Read carefully When listening Concentrate/ Listen carefully

Highlight key ideas

Jot down key ideas

Make a mind map Add details


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Make a mind map Recall details

Note taking activities


Step 1 Write main points Step 2 Elaborate main points

Step 3 Draw mind map Step 4 Write based on mind map


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1.

MAKING INFERENCES Steps


An

Q-key inference

A-key
because.(x

early conclusion/ explanation from an observation why it happen - give reasons. a) observation + why b) observation + cause c) relates observation with cause Usually our previous knowledge and experience will influence the conclusion. *Observe the phenomenon/object before and after -using our senses. *Think why it happens using our mind.

comparing) becausecompare to..(comparing) E.g.: The because the sponge is thick. The because towel A is thicker than towel B.
Getting withered because . a) didnt get enough.. b) didnt get any c) didnt get the right amount of d) there is no..

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2. MAKING HYPHOTESES

Q-key Hypotheses Conclusion Results The relation What do you understand

Steps A-key General statement The higher/lower.. about objects/ The bigger/smaller phenomenon based The longer/shorter on an observation The thicker/thinner whether it is true of The more/least false till it can be tested before carry The wider/ out the fair test. Hypotheses is build Ifthen based on the When.. inference. It relates between T2C and T2M

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3.

PREDICTION

Q-key
What

Steps
The

A-key
Predict

process of guessing happens what will happen based on if? observation/information/ data/ or previous Predict experience what will happen Analyse the observation to. given or the results Make sure the answer ask to predict the previous or future results Look at the pattern Find the uniformly arrange pattern From the pattern arrangement, predict your vsa/sksalp answer

the number Predict the situation E.g.: -10kg, 1 hour -Will grow healthy/ be extinct/stay alive due to . -

4.

INTERPRETING DATA

Q-key
What

Steps
Analyse

A-key
To

is the title of this investigation? Purpose of the investigation State the pattern

all information given / collected Identify the pattern / information Understand the details of the information Identify the relationship between the information

analyse the effect ofto To find out the relationship between the number of batteries with the light from the bulb

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5. APPLICATION

Q-key

Steps
The

A-key

used of Science facts Information gain from a fair test in a new situation To solve everyday problem Relate to Science facts/ principle make use of the findings to answer the question given.

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6.

VARIABLES

Q-key
State things to.. 1. Keep the same (1 or more) - constant/ fixed (same thing) 2. Change (1 only manipulated/ controlled 3. Measured/ observed (1 only) - findings/ results

Steps
List

A-key
1. 2.

out all variables involved Identify the variables

3.

Same type/size of The presence of.. (the differences / not the same) The condition of

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Measurement Temperature Volume Type Weight Number Time Shape Length Width Colour Size Distance
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Object / Apparatus Water Oil Containers Ball Marbles Ice melted Beaker Strings thread Area Car to stopped

7.

PURPOSE / AIM

A-key
To

find out the.. To investigate the.. To prove that.. To study the..

importance

ofto . the basic needs of relationship between(T2C) and/with(T2M)

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8.

TREND / PATTERN

Q-key Steps State the Observe trend/pattern the trend/ pattern arrangement Identify the differences

A-key Increasing: -From small getting bigger or larger -From lower became higher Decreasing Did not change Consistent

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COMMON MISTAKES DONE BY CANDIDATES;

1.

2.

3.

Didnt use the information given because answering question in a tense or hurried situation. Didnt understand and unable to differentiate the terminology between making inferences, observation, variables and making hypotheses. Very general answer and didnt based on a good Sciences terminologies and the used of unnecessary words.
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4.

5.

6.

The answer given is not applicable to the question needs. The answer given were not supported by strong Science facts or principle. Spelling mistakes and unreadable handwriting.

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In the beginning, the Pencil Maker spoke to the pencil saying, "There are five things you need to know before I send you out into the world. Always remember them and you will become the best pencil you can be."
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You will be able to do many great things, but only if you allow yourself to grow and learn

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You will experience a painful sharpening from time to time, but this is required if you are to become a better pencil.

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You have the ability to correct any mistakes you might make.

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The most important part of you will always be what's inside.

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No matter what the condition, you must continue to write. You must always leave a clear, legible mark no matter how difficult the situation.

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The pencil understood, promising to remember, and went into the box fully understanding its Maker's purpose.

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Now replacing the place of the pencil with you; always remember them and never forget, and you will become the best person you can be.

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You will be able to do many great things, but only if you allow yourself. And allow other human beings to access you for the many gifts you possess.

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You will experience a painful sharpening from time to time, by going through various problems, but you'll need it to become a stronger person.

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You will be able to correct mistakes you might make or grow through them.

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The most important part of you will always be what's on the inside.
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On every surface you walk, you must leave your mark.

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Everyone is like a pencil... created for a unique and special purpose.

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I hear and I forget, I see and I remember, I do and I understand.

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The future belongs To those who believed In the beauty of their dreams

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