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Duration : One hour fifteen minutes Section: A - 30 questions
B 4 or 5 questions

1. 2. 3. 4. 5. Read the question carefully. Underline the keywords Read the answers given Choose the best answer If you unable to answer a question, proceed to the next question.


making inferences 5. Making hypotheses 12. Measuring and using numbers 4. interpreting data 9.WHAT are the SCIENCE PROCESS SKILLS? 1. Communicating 7. Controlling variables 11. Defining operationally 10. Using space-time relationship 8. classifying 3. predicting 6. Observing 2. experimenting .

OBSERVING Using your 5 senses effectively .1.


properties. Example: Describing a pencil as yellow. smell. taste) to find out about objects and events. and changes Qualitative – using the senses Quantitative – using exact measurement Observations are recorded. their characteristics. . touch. similarities. differences.OBSERVING Using the 5 senses (see. hear.

Identifying relevant particulars of an objects and its environment. OBSERVING .

.Focusing on relevant particulars from massive information. Identifying relevant particulars of an object and its environment.

Identifying similarities and differences. .

.Identifying strange / unusual features.

Realizing changes in environment. melting ice .

Identifying the correct sequence. .

2. . CLASSIFYING Using observation to group or order objects or events according to similarities or differences in properties Example: Placing all rocks having certain grain size or hardness into one group.

2. Items or information are not organized .WHY DO WE NEED TO CLASSIFY? 1.Too many items or information.

Identify the general characteristics of the items. 4. 2.HOW DO WE CLASSIFY ? 1. Identify other characteristic. Sort out items of the same characteristics into their respective group. . Repeat step 1-3 until there is only one item in each group. 3.

4. 2. Grouping objects based on certain criterion.. 3. Grouping objects in different ways.You are classifying when you are . Detecting similarities. 1. .. Using other criterion in grouping objects.


Detecting similarities same shape same color .

Grouping objects based on certain criterion colour .. .

.Using other criterion in grouping objects . shape .

. .Grouping objects in different ways .

Application of classifying .

Application of classifying .

3. student. MEASURING AND USING NUMBERS Comparing an unknown quantity with a known (metric units.generated frames of reference) – Observations are quantified using proper measuring devices and techniques . time.

or tables can be generated manually or with computer software.• Measurements are to be recorded in an orderly and systematic fashion with labeled units of measure. graphs. . Charts.

You are measuring and using numbers when you are…… .

Able to count and compare quantity of items in different groups. .

Able to count and compare quantity of items in different groups. .

.Able to count and compare quantity of items in different groups.

.Able to recognized the pattern from a table of numbers.

Using numbers to record phenomenon 0 .ROTATE 2 .STOP 1 .FASTEST .ROTATE FASTER 3 .

Using scales and explaining ratios. .

.Compare objects using numbers.

Using tools correctly. .

.Recording unit correctly. Choosing and using standard unit.

distance. Determining the accuracy in measurements. area and volume with relevant units.Comparing time. .

. MAKING INFERENCES Explanation or interpretation that follow from the observation. • Making an "educated guess" about an object or event based on previously gathered data or information.4.

You are making inferences when you are…………… .

.Using information from observations to make reasonable early conclusions.

MAKING INFERENCES When we are able to make inferences. we have better appreciation of the environment around us . and interpret and explain events around us.

Making various possible interpretations from single observation. .

Testing the accuracy of inferences through additional observations. .

.Using inferences as a tool to determine the appropriate additional observations.

5. PREDICTING Stating the outcome of a future event based on a pattern of evidence. . Example: Predicting the height of a plant in two weeks time based on a graph of its growth during the previous four weeks.

when you are ………………… .You are predicting.

.Using pattern of data explicitly to make projections.

.Extrapolating and inserting data as a tool to predict.

Example: Describing the change in height of a plant over time in writing or through a graph . object or event.6. COMMUNICATING • using words (written and spoken) or graphic symbols to describe an action.

Using the written and spoken work. or tables to transmit information and ideas to others To reflect the true nature of science. drawings. . ideas must be shared. diagrams. demonstrations. graphs.

graphs and tables to present information. • • Speaking. Using charts. .You are communicating when you are…. listening or writing to express ideas or meanings.

• Using references. • Posting questions clearly. . • Writing experiment report to enable others to repeat the experiment. • Recording information from investigations.You are communicating when you are….

• Drawing and making notes.

It is yellow in colour, tastes sour,rectangular in shape

• Using and explaining the meaning of symbols.


• Describing changes in parameter with time • Parameters are location, direction, shape, size, volume, weight and mass. • Applying numbers and their mathematical relationships to make decisions

Numbers are basic to science mathematical knowledge is applied

. graphs. predictions. or hypotheses. INTERPRETING DATA (INTEGRATED SKILLS) Organizing. analyzing. and synthesizing data using tables. and diagrams to locate patterns that lead to the construction of inferences.8.

not from the glossary.9. . • Definitions are in context of students' experiences . DEFINING OPERATIONALLY (INTEGRATED SKILLS) • Creating a definition by describing what is done and observed • It is in the language of the students. not to be memorized.

.DEFINING OPERATIONALLY Stating how to measure a variable in an experiment. Example: Stating that bean growth will be measured in centimeters per week.

DEFINING OPERATIONALLY • It is producing a definition of a thing or event by giving a physical description or the results of a given procedure. An acid turns blue litmus paper red and tastes sour. .

Students need practice in identifying variables that affect outcomes. . CONTROLLING VARIABLES Young children become confused with multiple variables.Manipulating one factor to investigate the outcome of an event while other factors are held constant (keep the same) 10.

what to change and what to observe) Volume of water Quantity of salt Rate of stir Temperature of water .Identify variables in an investigation ( What to keep the same.

It is subject to immediate or eventual testing by experiments (to determine its validity) . MAKING HYPOTHESES • Hypothesizing is stating a tentative generalization which may be used to explain a relatively large number of events.11.

Suggest suitable explanations in line with the evidence at hand Quantity of sugar 5 spoons 3 spoons Time taken to dissolve 10 min 5 min 1 spoon 2 min As the quantity of sugar increases the time taken for the sugar to dissolve increases .

Be aware that there are more than one explanation for events. .

You can write by this way… 1. When the (MV+trend) the (RV+trend) 3. 2. As a statement such as …. . The (more/less) the (MV) the (more/less) the (RV). Plants need sunlight to grow. Animals need food to stay alive.

12. Experimenting (Designing a fair test) • Designing experiments involves planning a series of data-gathering operations which will provide a basis for testing a hypothesis or answering a question. Example: Automobile manufacturers test seat belt performance in crash tests. .

Zainah bt. researched and presented by: Pn. Hj. .GOOD LUCK Prepared.Don Science Facilitator.