The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.

Related Publications

Discover the best professional documents and content resources in AnyFlip Document Base.

TABLE OF CONTENT

Bil Contents Page Number
1.0 4
2.0 Introduction 4

3.0 Content And Learning Standard Based On DSKP 6
Year 5
4.0 7
Topic To Be Tested With Allocation Of Teaching
5.0 Times 8
6.0 9
Allocation Of Marks Percentage For Every Subtopic
7.0 That Will Be Tested 10
8.0 18
9.0 Number Of Items To Be Tested 21
10.0 32
Table of Test Specifications: Written Test for
Physical Science Year 5
Student’s Questions

Mark Scheme And Rubric
Feedback From Head Of Science’s Panitia SJK(C)
Chong Hwa 3, Kluang Johor.

1.0 INTRODUCTION

Subject Science
Year Year 5
Themes Physical Science
Topics 5.0 Electric
6.0 Heat

2.0 CONTENT AND LEARNING STANDARD BASED ON DSKP YEAR 5

CONTENT STANDARD LEARNING STANDARD
5.1 Sources of Electrical Energy Pupils are able to:

5.1.1 Explain with examples the
sources of electrical energy.

5.2 Series circuit and Pupils are able to:
parallel circuit.
5.2.1 Identify the arrangement of bulbs in
series and parallel in a complete circuit.

5.2.2 Sketch the series and parallel circuit
diagrams using symbols.

5.2.3 Compare and contrast the brightness
of the bulbs in series and parallel circuits.

5.2.4 Carry out experiments to compare
the brightness of bulbs in series or parallel
circuit by changing the number of bulbs.

5.2.5 Carry out experiments to compare
the brightness of bulbs in series or parallel
circuit by changing the number of dry
cells.

5.2.6 State the condition of bulbs when a
few switches are opened or closed in a
series and parallel circuit by carrying out
activities.

5.2.7 Explain the observations on series
and parallel circuits through written or
verbal forms, sketches, ICT in a creative
way.

5.3 Safety precautions in handling Pupils are able to:
electrical appliances and the
conservation of electricity. 5.3.1 Generate ideas on the factors that
affect the usage of electrical energy by
carrying out activities.

5.3.2 Explain with examples the effects of
mishandling electrical appliances.

5.3.3 Describe the safety precautions in
handling electrical appliances.

5.3.4 Explain the observations on safety
precautions in handling electrical
appliances and the conservation of
electricity through written or verbal forms,
sketches, ICT in a creative way.

6.1 Heat and Temperature Pupils are able to:

6.1.1 State the meaning of heat and
temperature.

6.1.2 Measure temperature using the
standard tool and unit with the correct
techniques.

6.1.3 Use space-time relationship to
observe the changes of temperature when
ice is heated and determine the freezing

point and boiling point of water by carrying
out activities.

6.1.4 Describe the changes of water
temperature when hot water is cooled
down to room temperature.

6.1.5 Conclude effects on materials when
they gain and lose heat by carrying out
activities.

6.1.6 Provide reasoning on the importance
of application of expansion and contraction
principle of materials in daily life.

6.1.7 Explain the observations about heat
and water temperature through written or
verbal forms, sketches, ICT in a creative
way.

3.0 TOPIC TO BE TESTED WITH ALLOCATION OF TEACHING TIMES

Topic (Electric) Allocation of Teaching Time (hours)

1. Sources of Electrical Energy 1.5

2. Series circuit and parallel circuit. 4.5

3. Safety precautions in handling 3
electrical appliances and the
conservation of electricity.

Topic (Heat)

4. Heat and Temperature 3

Total Teaching Time : 12 hours

4.0 ALLOCATION OF MARKS PERCENTAGE FOR EVERY SUBTOPIC THAT WILL BE
TESTED

No Topics (Electric) Allocation of Mark Final Score

1. Sources of Electrical Teaching Percentage (%) Percentage (%)
Energy
Times (hours)

1.5 . 13

= .

2. Series circuit and 4.5 . 37
parallel circuit.

= .

3. Safety precautions in 3 25
handling electrical 3
appliances and the
conservation of =
electricity.
25
Topic (Heat) 100

4. Heat and Temperature =

Total 12

5.0 NUMBER OF ITEMS TO BE TESTED

No Topics (Electric) Allocation of Mark Calculation Items
Teaching Percentage 2
1. Sources of Times 4
Electrical Energy (hours) (%) = . 3

1.5 13 3
12
2. Series circuit and 4.5 37
parallel circuit.

= .

3. Safety precautions 3 25
in handling
electrical 3
appliances and the 12 =
conservation of
electricity. 25
=
Topic (Heat)
100
4. Heat and
Temperature

Total

6.0 Table of Test Specifications : Writ

Type of Questions Objective (Section A
HOTS
Level of
Skills Create
Evaluate
Topics Analyze
Application

5.0 Electric 11 1
5.1 Sources of 11 11
Electrical Energy 1
1
5.2 Series Circuit and 1 5
Parallel Circuit 5

5.3 Safety precautions
in handling electrical
appliances and the
conversation of
electricity

6.0 Heat
6.1 Heat and
Temperature

Total number of items

tten Test for Physical Science Year 5

A) Structured (Section B) Total
HOTS Items
Total Scientific Attitude
Items Create
Evaluate
Analyze

Application

2 1 (b) 1 (c) 1
3 1 (a)
3

2 2 (a) 2 (b) 2 (c) 2 (c) 1
10 2

7.0 Students’s Questions

OBJECTIVE QUESTIONS
YEAR 5

PHYSICAL SCIENCE

1. Picture below shows a remote-control car and its controller.

Ali wants to play the control car but it’s not moving. What should he do?
a) Put the control car under the sunlight.
b) Link the control car to a generator.
c) Return the control car to its shopper.
d) Insert a pair of dry cells into the controller.

2. Picture below shows Ali’s house which was installed with a bunch of solar
panels on its rooftop.

Ali’s parent installed the solar panel to generate electricity to their house and to
reduce their monthly electricity bill. But Ali found that his parent will switch on the
suis on the night if they want to use an electric appliance. What is the reason of
Ali’s parent actions?
a) The solar panels are broken.
b) The solar panel was off during the night.

it is not working on the night.
d) Ali’s parents want to check if the suis are functional.

3. Diagram below shows the installment of Lim Wei’s electric circuit.

How can Lim Wei increase the brightness of the bulb?
a) Add a switch into the circuit.
b) Add a dry cell into the circuit.
c) Increase the length of the wire.
d) Add another bulb into the circuit.
4. Diagram below shows two electric circuits.

What is the inference of the situation above?
a) Diagram A and B use only one dry cell in the circuit.
b) Diagram A uses a longer connected wires than Diagram B.
c) Diagram A have different amount of electricity that flows in each path.
d) Diagram A and B have same amount of electricity that flows in each path.

5. Picture below shows a bunch of electric components and materials.

Based on the circuit diagram below, which one is NOT the way to increase the
brightness of the bulbs?

a) Add a switch into the circuit.
b) Arrange the bulbs in parallel.
c) Add a resistor into the circuit.
d) Increase the length of the connected wire.

6. Which one below is the best practice in handling electrical appliances?
a) Connect only one plug into a socket.
b) Charging an electrical appliance for too long.
c) Inserting an object that conducts electric current into the socket.
d) Touching a switch or an electrical appliance with a damp or wet hand.

7. Puan Aida found that her house’s monthly bill is always high. How can she
solve this problem?

a) Always switch off all the suis in her house.
b) Discard all of the electrical appliances in her house.
c) Reduce the electrical appliances usage in her house.

8. Picture below shows the usage of an electrical appliance in Peng Wi’s house.

What is the worst-case scenario that can happened, if Peng Wi continuously
mishandling the electrical appliance above?

a) High electricity bills.
b) Broken electric socket.
c) Wastage of electricity current.
d) A fire that caused by short circuit.

9. Sarah cooked a porridge for her sick sister in the morning. After one hour, the
porridge become cool and sticky. What is the fastest way for Sarah to keep the
porridge warm again?
a) Heat it on top of the stove.
b) Put the porridge under the sunlight.
c) Put it into the microwave and heat it.
d) Pour some hot water into the porridge.

10. Picture below shows a bottle with tight cap.

Before After 3 minutes

After 3 minutes, the bottle cap becomes loose and easy to open. What is the
inference for this situation?

a) The bottle loses heat and contracted.
b) The bottle cap gain heat and expanded.
c) The water act as a lubricant to the bottle cap.
d) The ingredient in the bottle push out the cap.

SUBJECTIVE QUESTIONS
1. Diagram below shows a circuit.

Diagram A Diagram B
a) Sketch diagram A above using symbols.

(4 marks)

b) Based on your observation, state the reasons why bulb in diagram A was less
brighten than bulb in diagram B.
__________________________________________________________________
(3 marks)

c) Suggest a way to save electricity usage at home.
__________________________________________________________________
(3 marks)

2. Picture below shows a hot chicken soup that had been cooked after 1 hour.

a) What is the temperature of the chicken soup after 1 hour?
_____________________________________________________________________

(3 marks)
b) Explain how the temperature of the chicken soup decreases after 1 hour.
_____________________________________________________________________

(3 marks)
c) Suggest a way to maintain the temperature of the chicken soup after 1 hour.
____________________________________________________________________

(4 marks)

8.0 MARK SCHEME AND RUBRIC

OBJECTIVE QUESTIONS
1. D 6. A
2. C 7. C
3. B 8. D
4. D 9. A
5. B 10. B

SUBJECTIVE QUESTIONS

Mark Description
4 Showing a comprehensive understanding about the question. All
question requirements were provided in the answer.
3 Showing good understanding about the question. All question
requirements were provided in the answer.
2 Showing minimum understanding about the question. Some of the
question requirements were provided in the answer.
1 Not showing an entire understanding about question.

1 (a)

1 (b) - Electric energy that provided in circuit A less than circuit B.
1 (c) - Dry cell that had been used in circuit A less than circuit B.
- Electric current that flowed in circuit A less than circuit B.
2 (a)
2 (b) - Use LED-bulb type over the house.
2 (c) - Use electrical appliances that use green technology.
- Switch off the unused electrical appliances.
- Iron clothes for bulk in a time.
- Any logical and acceptable answers.

- 50 C

- Loses heat energy
- Heat energy in the chicken soup were released to the

environment.

- Use super-low heat setting under the chicken soup.
- Keep it in a thermos.
- Reheat it after 30 minutes.

Name: Tan Yi Rang Class: 6Q

SJK(C) CHONG HWA 3
YEAR 5
SCIENCE

1. This paper contains 2 sections, which is
section A and section B.

2. Answer all the questions in this paper.

SECTION A (10 marks)

QUESTIONS MARKS
NUMBER 8

1 – 10

SECTION B (20 marks)

1 (a) 3

1 (b) 3

1 (c) 3

2 (a) 3

2 (b) 2

2 (c) 4

Total 26 / 30

10.0 FEEDBACK FROM HEAD OF SCIENCE’S PANITIA SJK(C) CHONG HWA 3,
KLUANG JOHOR.

กิจกรรมบำเพ็ญประโยชน์ภายใน 5-3
PROGRAM GIGI SIHAT 2022