solaf sps conclusion

8/18/2019 Solaf Sps Conclusion

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SOLAF SPS 2014VOLUME 1

JPN PERAK 1


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INTERPRETING DATA

The questions based on the

Table

Graph Bar chart

Diagram

To state:

The aim/purpose of the investigation

The relationship between the thing to change and thing to

observe.

The trend or pattern of the data given

The conclusion or what you have learnt from the

investigation.

Conclusion (What have you learnt from theinvestigation)

Ways to form the conclusion.

• bserve the overall result of the investigation in the table / bar

chart / graph / diagram / statement

• bserve the data and determine them

• !orm the conclusion

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The sentence:

Example 1:

The result of the investigation is recorded in the table below:

Number of bulb Brightness of the bulb

3 Bright

2 Brighter

1 Brightest

Therefore" your conclusion can be written in the form of a

hypothesis sentence:

The accepted answers:

1. The lesser the number of bulbs, the more the brightness of the bulb or

2. As the number of bulbs decrease, the brightness of the bulb increase or

3. The brightness of the bulb increase as the number of bulbs decrease.

#ote: !or the conclusion. WT can come before WT$ %as in no. &'

Example 2:

The result is:

Pupil s

Time taken to solve the Mathematic problems (s)

M !

" 3#

$ %#

Therefore the conclusion can be written as below:

1. &f the pupils are different, the time ta'en to solve the Mathematics problems

JPN PERAK 3

The data shows that the nu!e" o# !u$!

de%"ease and the !"&'htness o# the !u$!

&n%"ease(

The"e &s no t"end #o" )u)&$s and &t shows that the )u)&$sand the t&e ta*en to so$+e the )"o!$es a"e d#e"ent


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also different. or

2( Time ta'en to solve the Mathematics problems for each of the pupil is different.

Example 3 :

$bservation: (ish in bea'er ) died while fish in bea'er * still alive.&nference : (ish in bea'er ) cannot breathe / did not get enough air .

$onclusion is made based on the science fact that has been proven in the

investigation.

The answer is:

Animal + (ish need air to sta alive + breath.

Example 4 :

The -uestion:

hat can be concluded for the length of the shadow from 8.00 am to 3.00pm

The result :

T&e The $en'th o# the shadow , % -&"e%t&on o# the shadow

.(00 a 130 /est

(00 a 100 /est

10(00 a 0 /est

11(00 a 40 /est12(00 noon 10

1(00 ) 40 East

2(00 ) 0 East

3(00 ) 100 East

-ata shows 8.00 am to 12.00 noon length of the shadow decrease -ata shows 1.00 pm to 3.00 pm, length of the shadow increase(

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Therefore conclusion can be written as below:

(rom /.!! am to 12.!! noon, the length of the shadow decrease while from 1.!!

pm to 3.!! pm the length of the shadow increaseExample 5 :

The -uestion:

hat can be concluded for the direction of the shadow in the evening?

The result :

T&e The $en'th o# the shadow , % -&"e%t&on o# the shadow

.(00 a 130 /est

(00 a 100 /est10(00 a 0 /est

11(00 a 40 /est

12(00 noon 10

1(00 ) 40 East

2(00 ) 0 East

3(00 ) 100 East

Therefore conclusion can be written as below:

&n the evening the direction of the shadow is in the east. (specific conclusion)

Note:

There are many ways to ma(e conclusion and it all depends on the result of

the investigation and the science facts to be studied. Therefore student

must understand the questions very well and (now how to relate the question

with the science facts that they have learnt. There are general conclusion

and specific conclusion and they are all depends on the questions.

Question samples:

a0 rite down a conclusion for the investigation above.

JPN PERAK

1(00 ) to 3(00 ) shows e+en&n'


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b0 hat can be concluded from the data given.

c0 hat have you learnt from the investigation

d0 hat is the conclusion for the direction of shadow from 1 pm to pm

EXERCISES

1( 5n an &n+est&'at&on a '"ou) o# )u)&$s use a s)"&n')owe"ed to6 %a"(

The ta!$e !e$ow shows the&" o!se"+at&ons

!m"er of times the

spring is wo!nd

#istanced tra$eled

%cm&

'ime ta(en

%second&

3 40 10

40 .

40 7

a8 /hat &s the %on%$us&on that %an !e #o"ed #"o th&s &n+est&'at&on9

:::::::::::::::::::::::::::::::

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2

(

Sa"ah Su#& and Sa#wan %ondu%t a stud6 to dete"&ne the "e$at&onsh&) !etween the

d&stan%e o# the $&'ht sou"%e #"o the o!;e%t and the $en'th and the s&


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a8 /hat %an the )u)&$s %on%$ude #"o the&" o!se"+at&ons9

:::::::::::::::::::::::::::::::

:::::::::::::::::::::::::::::::

3( Th"ee %onta&ne"s RS and T %onta&n&n' e=ua$ aounts o# 'a"den so&$ a"e )$anted

w&th !ean seed$&n's o# the sae he&'ht( The seed$&n's a"e )$anted % #"oea%h othe"( The %onta&ne" a"e $e#t &n the o)en and wate"ed w&th the sae aount

o# wate" da&$6( A#te" th"ee wee*s the a+e"a'e he&'ht o# the seed$&n's &n the

%onta&ne"s a"e ta*en( The "esu$ts a"e shown &n the ta!$e(

Container !m"er of seedlings )$erage height of seedlings

P 3 17 %

> 7 12 %

R . %

a8 State the %on%$us&on that %an !e ade #"o the &n+est&'at&on a!o+e(

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4 Jeane %a""&es out an &n+est&'at&on !6 "o$$&n' th"ee !a$$s o# d#e"ent ass down

an &n%$&ned )$ane( The !a$$s wou$d h&t a wooden !$o%* and the d&stan%e the !$o%*

o+es &s "e%o"ded

Ball Mass of the ball (g !istance the wooden bloc" moves (cm

# 1!! .#

$ 2!! /.!M 3!! 1!.3

a8 /hat %an Jeane %on%$ude #"o he" o!se"+at&on9

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JPN PERAK

/ood

en

!$o%*

5n%$&ne

)$ane

!a$$

#istance of light so!rce

from o"*ect %cm&+ength of shadow %cm& Sie of shadow %cm&

7 20 17

10 17 ?

14 12 .1. . 7


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( Fou" wh&te &%e a"e )ut &nto %a'e M and 12 &nto %a'e N( The %a'es a"e o#

s&&$a" s& 1 40

R 12 47

S 10 0

a8 /"&te a %on%$us&on !ased on the e@)e"&ent a!o+e(

:::::::::::::::::::::::::::::::::

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( F&+e seeds a"e )$a%ed &n ea%h o# the !ea*e"s K L and M as shown &n

-&a'"a !e$ow( A$$ !ea*e"s a"e )$a%ed unde" a ta!$e #o" #ou" da6s(

A#te" #ou" da6s seeds &n !ea*e" K 'e"&nate wh&$e !ea*e" L and M do not

'e&nate(

a8 /hat %on%$us&on %an !e ade #"o the &n+est&'at&on9

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JPN PERAK .

%age &umber of mice 'verage mass of the mice

M % 2 g

" 12 #! g


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. A student %a""&es out an e@)e"&ent to show that sun$&'ht &s a !as&% need o# )$ants(

a8 /"&te a %on%$us&on #o" the e@)e"&ent a!o+e

:::::::::::::::::::::::::::::::

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( The !a" %ha"t shows the $en'th o# s)an o# #ou" )u)&$s(

a8 /hat %an !e %on%$uded #"o th&s &n+est&'at&on9

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10( A '"ou) o# )eo)$e a"e as*ed to %onst"u%t th"ee towe" ode$s o# e=ua$ he&'ht us&n'

an&$a %a"ds( The th"ee ode$s %onst"u%ted !6 the '"ou) a"e shown &n ta!$e

!e$ow(

JPN PERAK

Len'th o# S)an

Pu)&$s


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Ea%h ode$ &s )$a%ed on an &n%$&ned )$ane to &n+est&'ate &ts sta!&$&t6( The

"esu$ts o# the stud6 &s shown !e$ow (

a8 /hat ha+e 6ou $ea"n #"o th&s &n+est&'at&on9

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11

(

Ma6a %a""6 out a #a&" test( Two &%e a"e *e)t se)a"ate$6 &n two %onta&ne"s as shown

&n d&a'"a !e$ow( Both %onta&ne"s a"e $e#t #o" a wee*(

a8 /hat %an 6ou $ea"n %on%$us&on8 #"o th&s #a&" test9

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12( A '"ou) o# )u)&$s a""an'ed th"ee ode$s as shown &n the d&a'"a 7 !e$ow

JPN PERAK

Model Model ) Model *

10

Mode$ C &s the #&"st to to))$e #o$$owed !6 ode$ ?( Mode$ D does not to))$e


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to &n+est&'ate the sta!&$&t6 o# the ode$s(

-&a'"a 7

/hen the %a"d!oa"d was &n%$&ned s$ow$6 the )u)&$s "e%o"ded the&" o!se"+at&ons

as #o$$ows

&( Mode$ D to))$ed o+e" #&"st #o$$owed !6 ode$ C(

&&( Mode$ C to))$ed o+e" #&"st #o$$owed !6 ode$ ?(

a8 /hat ha+e 6ou $ea"n #"o th&s &n+est&'at&on9

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13( An &n+est&'at&on has !een %a""&ed out !6 M&%hea$ on th"ee d#e"ent $&=u&ds JK and

L &n th"ee d#e"ent sa$$ !ea*e"s(

J K L

The "esu$ts o# the &n+est&'at&ons shown &n the ta!$e !e$ow

'-pe of li!id Effect on litm!s paper

J B$ue $&tus )a)e" %han'es to "ed

K Red $&tus )a)e" %han'es to !$ue

L No %han'es o# "ed and !$ue $&tus )a)e"

a8 /hat &s the %on%$us&on #"o the &n+est&'at&ons9

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JPN PERAK 11

%a"d!oa"d

ode$s o# )o$6st6"ene


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14( -&a'"a !e$ow &s a !a" %ha"t wh&%h shows how an6 wo"ds a"e unde"stood !6 )u)&$s a'e 7 . 10 and 126ea"s(

Nu!e" o#

/o"ds(

7 . 10 12 A'e,6ea" a84/"&te a %on%$us&on !ased on the !a" %ha"t a!o+e(

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1( -&a'"a !e$ow shows an &n+est&'at&on !6 a student(

The student uses #ou" d#e"ent ate"&a$s as o!;e%t ?( The "esu$t a"e as #o$$ows

T6)es o# ate"&a$s O!se"+at&on

o))e" L&'ht !u$! $&'hts u)

Ru!!e" L&'ht !u$! does not $&'ht u)P$ast&% L&'ht !u$! does not $&'ht u)

5"on L&'ht !u$! $&'ht u)

a8 /hat %an 6ou %on%$ude #o" 6ou" o!se"+at&on &n the ta!$e a!o+e9

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JPN PERAK 12


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!8 /"&te a %on%$us&on #o" the ate"&a$s that %an $&'ht u) the !u$!(

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17( -&a'"a !e$ow shows two &"on na&$s &n two !ea*e"s w&th d#e"ent s&tuat&on(

Bea*e" A Bea*e" B

a8 /"&te a %on%$us&on !ased on !ea*e" B(

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1( Ta!$e !e$ow shows the &n#o"at&on !ased on the &n+est&'at&on a!out t&e seeds

!e&n' soa*s and the ass o# the seeds(

T&e seeds a"e soa*ed , &nute Mass o# seeds , '"a

10

10 1

1 2

20 40

2 70

30 0

3

40

a8 /hat %on%$us&on %an !e ade #"o the &n+est&'at&on a!o+e(

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1.( The d&a'"a !e$ow shows the $en'th and the )os&t&on o# the shadow o# a )o$e

th"ou'hout the da6(

JPN PERAK 13

oilwater

boiled wateriron nail


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N

a8 /"&te a %on%$us&on !ased on the )os&t&on o# the shadow o# a )o$e th"ou'hout the

da6(

::::::::::::::::::::::::::::::::(

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1( The )&%tu"e !e$ow shows th"ee wa6s o# )"ese"+at&on(

a8 /hat %on%$us&on %an 6ou a*e !ased on the d&a'"a a!o+e(

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20( Da&d& %a""&es out an &n+est&'at&on to stud6 the a!&$&t6 o# d#e"ent o!;e%ts a!so"!&n'wate"( Ge )uts the o!;e%ts &n th"ee !ea*e"s o# the sae s&


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$e#t(These a"e Da$&Is "esu$t

T6)e o#

o!;e%t

T&ssue )a)e" S)on'e towe$

Vo$ue o#

wate" $e#t &n

the easu"&n'

%6$&nde"( $8

30 20 10

a8 /hat %on%$us&on %an 6ou a*e !ased on the o!se"+at&on a!o+e(

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JPN PERAK 1

solaf sps conclusion

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