If you have these questions in mind, keep on reading as I will be answering them in this blog post!<\/p>\n
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2025 PSLE Science Examination Paper Topic Weightage<\/span><\/h2>\nWe\u2019ve summarised the 2025 PSLE Science topic weightage in the table below.<\/p>\n
For your convenience, we have also indicated the question numbers for each topic to help you easily identify the appropriate questions to practise with your child for your preferred topics.<\/p>\n
![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-02-1024x1012.png\")
<\/p>\n
Let\u2019s focus on this summary table of the top <\/span>10<\/span> topics with the highest mark weightage:<\/span><\/p>\n![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-03-1024x784.png\")
<\/p>\n
Key Insight 1:<\/strong> The highest mark weightage came from P5 and P6 topics.<\/h3>\nSo if your child doesn\u2019t have enough time to revise all topics before the PSLE Science paper, focus on:<\/p>\n
\n- P5 & P6 topics<\/li>\n
- P4 topics<\/li>\n
- P3 topics<\/li>\n<\/ol>\n
<\/p>\n
![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-04.png\")
<\/p>\n
Key Insight 2:<\/strong> Don\u2019t neglect experiment-based questions!<\/h3>\nExperimental questions have been taking up a large percentage of marks in PSLE and school Prelim papers!<\/p>\n
This is why understanding and answering these experimental questions is very important to do well in the PSLE Science paper:<\/p>\n
\n- State the aim<\/strong> of an experiment<\/li>\n
- State \/ Explain the relationship<\/strong> between the changed and measured variables of an experiment<\/li>\n
- Explain how we ensure a fair test<\/strong> in an experiment<\/li>\n
- Explain how we ensure reliable<\/strong> results in an experiment<\/li>\n
- Understand the difference between a<\/strong> hypothesis and a conclusion<\/strong> and how to state them correctly<\/li>\n
- Identify a control setup<\/strong> and explain its purpose<\/strong><\/li>\n
- Describe the steps<\/strong> required to conduct an experiment<\/strong><\/li>\n<\/ul>\n
If your child is struggling with the above question types, fret not! You can sign him\/her up for The Pique Lab’s Experimental Techniques Masterclass<\/strong><\/a> to help him\/her answer them and score better for PSLE Science!<\/p>\n<\/p>\n
<\/p>\n
Special & Challenging Questions In The 2025 PSLE Science Examination Paper<\/span>
<\/h2>\nHere\u2019s a list of the more special and challenging questions that your child can attempt to assess his\/her ability to tackle higher-order questions.<\/p>\n
\n\ud83c\udf1f What Are Higher-order Questions?<\/strong> \ud83c\udf1f<\/p>\n\ud83d\udd0e Questions where students are more likely to make careless mistakes.
\ud83d\udd0e<\/strong>\u00a0Questions with unfamiliar contexts, requiring your child to think carefully and identify the concepts needed to answer the question correctly.<\/p>\n<\/blockquote>\n<\/p>\n
Multiple-Choice Questions<\/span><\/h3>\n<\/h3>\n\n- Q6<\/strong><\/li>\n<\/ul>\n
![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-05.png\")
<\/p>\n
\n- \n
Q19<\/strong><\/h4>\n<\/li>\n<\/ul>\n![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-06.png\")
<\/p>\n
\n- \n
Q20<\/strong><\/h4>\n<\/li>\n<\/ul>\n![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-07-1024x648.png\")
<\/p>\n
\n- \n
Q22<\/strong><\/h4>\n<\/li>\n<\/ul>\n![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-08-1024x762.png\")
<\/p>\n
\n- \n
Q25<\/strong><\/h4>\n<\/li>\n<\/ul>\n![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-09-1024x751.png\")
<\/p>\n
Open-Ended\/Structured Questions<\/span><\/h3>\n\n- \n
Q32c<\/strong><\/h4>\n<\/li>\n<\/ul>\n![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-10-1024x723.png\")
<\/p>\n
\n- \n
Q33d<\/strong><\/h4>\n<\/li>\n<\/ul>\n![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-11-999x1024.png\")
<\/p>\n
\n- \n
Q37<\/strong><\/h4>\n<\/li>\n<\/ul>\n![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-12-1024x659.png\")
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\n- \n
Q40c<\/strong><\/h4>\n<\/li>\n<\/ul>\n![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-13-1024x762.png\")
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In-Depth Analysis Of 2 Special & Challenging Questions From The 2025 PSLE Science Examination Paper
<\/h2>\n
From the list of special & challenging questions above, we will be discussing 2 questions (Q22 and Q40c).<\/p>\n
Analysis of MCQ Q22<\/h2>\n
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![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-14-1024x762.png\")
<\/p>\n
Widely termed as the \u201cOtah\u201d question, Q22 was the most hotly debated MCQ question in the 2025 PSLE Science Paper.<\/p>\n
Most students understand that options (2) and (4) are definitely wrong, but they are unsure whether to choose option (1) or (3) as the correct answer.<\/p>\n
As such, we will be focusing our analysis on whether option (1) or (3) is the correct answer.<\/p>\n
A common pitfall for students answering real-life application MCQs is overthinking the underlying Science concepts, which often leads to confusion.<\/strong><\/p>\nTip #1:<\/strong> To solve real-life application MCQs with ease, ask your child to follow these 3 steps!<\/h3>\n\n- Think of the opposite scenario for each option.<\/li>\n
- Link it back to logic or his\/her real-life experience<\/li>\n
- Ask: Does this make sense?<\/li>\n<\/ol>\n
Case 1:<\/strong> If your child thinks option (1) is correct, this means that he\/she believes that if the food inside the leaves were replaced with a good conductor of heat (e.g., a piece of metal, such as wrapping a metal fork in a banana leaf over a strong fire), there would be no burnt marks on the leaves.<\/p>\nLet\u2019s consider this: Based on logic and real-life experience, does this make sense?<\/p>\n
No! We know the banana leaf would still burn. So option (1) is wrong.<\/p>\n
Case 2:<\/strong> If your child thinks option (3) is correct, he\/she believes that if the leaves were replaced with a good conductor of heat (e.g., wrapping the same food in a metal sheet, such as aluminium foil when barbecuing potatoes or fish), there would be no burnt marks on the metal sheet.<\/p>\nAsk your child to think about the last time he\/she barbecued food wrapped in aluminium foil or watched someone barbecue food wrapped in aluminium foil. Based on that experience, does this make sense?<\/p>\n
Yes!<\/strong><\/p>\nSo, Case 2 represents the correct scenario<\/strong>, and<\/strong> option (3) is the correct answer<\/strong>. \ud83d\ude0a<\/p>\nLet’s deep dive into the Science concepts that make option (3) the correct answer.<\/p>\n
After the leaves (the area that is in direct contact with the strong fire) gain heat from the strong fire to become hotter, heat will be conducted away from the hotter part of the leaf to the cooler part of the leaf. Since the leaves are poor<\/strong> conductors of heat, heat will be conducted away from the hotter part of the leaf to the cooler part of the leaf at a very slow rate<\/strong>. This means that there will be a lot of heat that is built up at the hotter part of the leaf, which eventually results in the hotter part of the leaf being burnt!<\/p>\n<\/p>\n
Analysis of OEQ\/SQ Q40c<\/h2>\n
![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-15-1024x762.png\")
<\/p>\n
While most students would get Q40c right, some would lose marks due to careless mistakes, especially when they did not read the question carefully or the annotations are incomplete.<\/p>\n
Before we address the potential careless mistakes and how to avoid them, here\u2019s a tip to approach structured\/open-ended questions smarter:<\/p>\n
Tip #2: Identify the topic(s) tested in each structured\/open-ended question!<\/strong><\/h3>\nDoing this helps your child apply the relevant concepts, template answers or answering structures to tackle the question! \ud83d\ude00<\/p>\n
What are the 2 key topics tested for Q40c? They are (Electro)magnets<\/strong> and Energy conversion<\/strong>!<\/p>\nBased on the 2 topics above, how do we explain<\/strong> why the iron block can drop down, hit object P and drive object P into the sand?<\/p>\nStep 1 (Electromagnet concept):<\/strong> When the switch is open, there will be an open circuit. The electromagnet will be demagnetised and cannot attract the iron block anymore, causing the iron block to fall off the iron bar.<\/p>\nStep 2 (Energy conversion concept)<\/strong>: When the iron block falls down, the (gravitational) potential energy (GPE) of the iron block will be converted to kinetic energy (KE), which is then transferred to object P, causing object P to move into the sand.<\/p>\nTo drive object P deeper<\/strong> into the sand, from step 2, we know that object P needs to have more KE. To allow object P to have more KE, once again from step 2, we know that the iron block needs to have more GPE<\/strong> at the start.<\/p>\nHow can the iron block have more GPE? Recall the two factors that affect the amount of GPE:<\/p>\n
1. Mass of the object<\/p>\n
AND<\/p>\n
2. Height of the object above the ground<\/p>\n
The greater the mass and the greater the height above the ground, the greater the amount of GPE<\/strong> the object has!<\/p>\nThus, many students might write this answer: “Drop the iron block from a greater height above the ground.”<\/p>\n
While the answer above sounds right, the student would actually be awarded zero marks<\/strong>! \ud83d\ude22 Why is that so?<\/p>\nLet\u2019s read Q40c carefully again!<\/p>\n
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![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-16-1024x85.png\")
<\/p>\n
The question specified \u201cwithout changing its height<\/strong>\u201d! Do you see the mistake now?<\/p>\nWhile the above answer demonstrates the correct Science concept, it doesn\u2019t follow the condition stated in the question.<\/p>\n
To avoid such careless mistakes and lose unnecessary marks, here is our next tip for your child:<\/p>\n
Tip #3: If the question mentions conditions that must be kept the same, underline them and cross them out! <\/strong><\/h3>\nRefer to the example below! \ud83d\ude00<\/p>\n
<\/p>\n
![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-17-1024x90.png\")
<\/p>\n
Let\u2019s look at the other factor affecting GPE: mass<\/strong>.<\/p>\nFor the iron block to have more GPE, we can also change it to an iron block with a larger mass<\/strong>!<\/p>\nBefore writing down this answer, let\u2019s do a quick check again with Q40c!<\/p>\n
Did the question specify that we have to use the same iron block? No! So is this answer acceptable? Yes, definitely! \ud83c\udf89<\/p>\n
However, do you think your child will be awarded the full marks for this answer?<\/p>\n
The answer is no! Only one mark will be awarded for this answer as it is incomplete!<\/p>\n
Let us share with you one more tip for today:<\/p>\n
Tip #4: Circle the number of marks or keywords in the question to identify the number of marking points required to score full marks!\u00a0<\/strong><\/h3>\n![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-18-1024x97.png\")
<\/p>\n
Since there are 2 marks allocated<\/span> for Q40c, we can infer that 2 marking points are required<\/span> for a complete answer!\u00a0<\/p>\n![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-19-1024x97.png\")
<\/p>\n
Alternatively, since the question asked to suggest changes (plural)<\/strong> to the set-up, it means that your child must suggest 2 or more changes<\/strong> to the set-up for a complete answer!<\/p>\nWhat is the other marking point (besides using an iron block of larger mass) that we are missing?<\/p>\n
Let\u2019s think about this: If we change to an iron block of larger mass, will the electromagnet still be able to carry the iron block?<\/p>\n
To confirm this, we\u2019ll share one last tip!<\/p>\n
Tip #5: Underline any key information in the question to locate it quickly!<\/strong><\/h3>\n![\"\"](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2026\/02\/2025-PSLE-Science-Examination-Paper-Analysis-20-1024x222.png\")
<\/p>\n
Since the question said that the electromagnet could only just carry<\/strong> the iron block in the original set-up, do you think the same electromagnet can still carry an iron block of larger mass? The answer is NO!<\/p>\nHow can we make the electromagnet stronger so that it can still carry the iron block of larger mass?<\/p>\n
Referring back to tip #2 above, recall the two methods to make the electromagnet stronger:<\/p>\n
\n- Add more batteries (in the circuit).<\/li>\n
- Add more turns of wire around the iron bar.<\/li>\n<\/ol>\n
Before writing either of the above answers, recall tip #3 above as well.<\/p>\n
Did Q40c specify that the number of batteries or the number of turns of wire must be kept the same? No! Can we write either of the answers above? Yes!<\/p>\n
Thus, the complete answer for Q40c will be as follows:<\/p>\n
Add more turns of wire around the iron bar \/ Add more batteries to the circuit AND Change to an iron block of larger mass.<\/strong><\/p>\n<\/p>\n
Moving Forward<\/span>
<\/h2>\nWe hope you found this blog post insightful, especially the techniques and good exam habits your child can adopt to do well in his\/her Science exams!<\/p>\n
All the best for your child\u2019s revision and stay tuned for more helpful PSLE Science blog posts! \ud83d\ude0a<\/p>\n
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If you like our methodology, we’ve some ongoing weekly Science classes:<\/p>\n
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P3 Complete Concept Integration\u2122 Science Course<\/strong><\/a>
P4 Complete Concept Integration\u2122 Science Course<\/strong><\/a>
P5 Complete Concept Integration\u2122 Science Course<\/strong><\/a>
P6 Complete Concept Integration\u2122 Science Course<\/strong><\/a><\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"
In this blog post, we break down the 2025 PSLE Science paper, key topic weightage, and strategies to tackle challenging multiple-choice questions and structured or open-ended questions.<\/p>\n","protected":false},"author":10,"featured_media":246751,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"
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Hi Mummies and Daddies!<\/p>
From the 2028 Joint Admissions Exercise (2028 JAE) onwards, your child and other students entering Junior College (JC) will be assessed under a new system: L1R4<\/strong>.<\/p>This marks a significant shift from the long-standing L1R5 system that MOE has been using for decades!<\/p>
In this blog post, we aim to provide you with a comprehensive overview of the L1R4 system, who's affected, what subjects are counted and what this actually means for your child's grades (including Math and Science).\u00a0<\/p>
We hope this blog post will serve as a valuable resource to help you and your child navigate this new change with confidence! Let's dive in:<\/p>
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<\/p>
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<\/p>
<\/p>
[toc]<\/p>
So Is Your Child Affected By The New L1R4 System?<\/h2>
\u274c Secondary 3 and 4 Students in 2025<\/strong><\/p>Students in Secondary 3 and Secondary 4 in 2025 will still be using the traditional L1R5 system and will not be affected by the new L1R4 system.<\/p>
\u2705 Secondary 2 Students in 2025<\/strong><\/p>Students in Secondary 2 in 2025 will be the first batch to be assessed using the new L1R4 system when they:<\/p>
- Sit for the new<\/strong> Singapore-Cambridge Secondary Education Certificate (SEC) exams (Previously O-levels) in 2027 and<\/strong><\/li>
- Apply to JC in 2028<\/strong><\/li><\/ul>
\u2705\u00a0Secondary 1 Students in 2025 and incoming batches of new secondary school students<\/strong><\/p>What Is L1R4? How Does The New L1R4 System Affect My Child\u2019s JC Score?<\/h2>
Under the new L1R4 system, your child\u2019s JC admission will be based on his\/her performance in:<\/p>
- 1 Language subject (L1)<\/li>
- 4 Relevant subjects (R4)
- 1 Humanities subject (H)<\/li>
- 1 Mathematics\/Science subject (M\/S)<\/li>
- 1 Mathematics\/Science\/Humanities subject (M\/S\/H)<\/li>
- 1 best-performing subject (from remaining subjects) (B)<\/li><\/ul><\/li><\/ul>
The new JC admission criteria will continue to be based on<\/strong> G3 subjects<\/strong> to ensure students can cope with the academic rigour of the A-Level curriculum.<\/p>New Junior College\/Millennia Institute Admission Cut-off Scores<\/span>
<\/h2>For admission to Junior Colleges (JC) and Millennia Institute (MI) from the 2028 JAE onwards, students will be assessed under the new L1R4 system and must fulfil the following requirements.<\/p>[caption id=\"attachment_246615\" align=\"aligncenter\" width=\"1024\"]![\"Subject](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2025\/07\/L1R4-System-for-JC-Admissions-05-1024x378.png\")
Subject requirements for JC and MI admission under the new L1R4 system, including specific grades required for English Language, Mathematics and Mother Tongue Language<\/em>[\/caption]\u00a0<\/p>
Key Implications Of The New L1R4 System
<\/h2>
Math, Science & Humanities: Greater Importance For Each Counted Subject<\/strong><\/p>While Math, Science, and Humanities subjects are both mandatory under the L1R5 and L1R4 systems, the L1R5 system offered more room for students to buffer a weaker grade in a Math or Science subject<\/strong> with stronger performance in other areas, such as additional Humanities or Language subjects.<\/p>By taking one fewer subject into consideration, the new L1R4 system reduces this buffering capacity<\/strong>. This means students will need to focus more intensely on improving in all his\/her subjects to maintain a competitive JC score, as each of the five counted subjects now carries a proportionally heavier weight<\/strong>.<\/p>Example: Olivia: Weak in Math\/Science, Strong in Humanities<\/strong><\/p>[caption id=\"attachment_246614\" align=\"aligncenter\" width=\"1024\"]![\"Example](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2025\/07\/L1R4-System-for-JC-Admissions-06-1024x486.png\")
Example of how a student, Olivia, will perform under the existing L1R5 and new L1R4 systems<\/em>[\/caption]\u00a0<\/p>
\u00a0<\/p>
\u00a0<\/p>
Under the L1R5<\/strong> system, Olivia's total JC score of 20 is achieved by counting her 6 best-performing relevant subjects:<\/p>- English (3)<\/li>
- Mother Tongue (3)<\/li>
- Chemistry (7)<\/li>
- Social Studies\/History Elective (2)<\/li>
- Geography (2)<\/li>
- Art (3)<\/li><\/ul>
Despite her low grades in Chemistry and Math, she still qualifies for JC consideration with 20 points because of Art, her additional best-performing subject, which counted as a buffer.<\/p>
Under the L1R4<\/strong> system, only these five subjects<\/strong> are counted:<\/p>- English (3)<\/li>
- Mother Tongue (3)<\/li>
- Chemistry (7)<\/li>
- Social Studies\/History Elective (2)<\/li>
- Geography (2)<\/li><\/ul>
The exclusion of Art removes one of her stronger subjects, and the weak grade in Chemistry now carries more weight<\/strong>, leading to a total JC score of 17<\/strong>, which is just above the JC cut-off score<\/strong>\u00a0of 16. This means that there\u2019s less leeway to offset weak subjects under the L1R4 system, making each grade more critical.<\/p>Fewer Bonus Points to Buffer Mistakes<\/strong><\/p>Bonus points from CCA, Higher Mother Tongue or selected subjects are now capped at 3 (down from 4 previously). This gives students a smaller buffer when applying to JCs, and makes each counted subject even more crucial to securing a competitive JC score.<\/p>
Exception<\/strong>: Students taking Language Elective Programmes (LEP) may be eligible for an additional 2 bonus points.<\/p>L1R5 vs L1R4: What\u2019s The Difference?
<\/h2>[caption id=\"attachment_246611\" align=\"aligncenter\" width=\"1024\"]![\"What](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2025\/07\/L1R4-System-for-JC-Admissions-02-1024x603.png\")
Differences between the L1R5 and L1R4 JC scoring systems including who's affected, what subjects are counted and what is the maximum bonus points<\/em>[\/caption]\u00a0<\/p>
\u00a0<\/p>
\u00a0<\/p>
Will My Child Be Affected By The New L1R4 Change If She\/He Intends To Apply For Polytechnics Instead?<\/span>
<\/h2>If your child plans to apply to a Polytechnic, the admission criteria operate under a different system and are not directly affected by the L1R4 change for JC.<\/p>
Polytechnic admissions use a distinct scoring system called ELR2B2<\/strong>, which is based on your child\u2019s O-Level or SEC results.<\/p>Here\u2019s a quick overview of ELR2B2:<\/p>
- EL:<\/strong> English Language (compulsory)<\/li>
- R2:<\/strong> Two relevant subjects related to the intended course (e.g., Mathematics, Science, or Humanities, depending on the course requirements)<\/li>
- B2:<\/strong> Two best other subjects (from the remaining O-Level\/SEC subjects)<\/li><\/ul>
In total, five<\/strong> subjects contribute to the ELR2B2 aggregate score, which determines Polytechnic course eligibility. The subjects considered relevant vary by polytechnic course, and a lower ELR2B2 score means better chances of admission.<\/p>Important Changes to ELR2B2 from 2028 Intake<\/strong><\/p>For students applying to Polytechnic Diploma Year 1 from the 2028 intake onwards, they will now be permitted to include one G2 subject<\/strong> (equivalent to Normal (Academic) level) in their ELR2B2 score, specifically within the B2 (two best other subjects) component. The remaining four subjects must continue to be based on G3 subjects to ensure that students can cope with the academic rigour in the polytechnics.<\/p>Consequently, the net aggregate cut-off scores for Polytechnic admission will be adjusted to reflect this change:<\/p>
- For general polytechnic courses, the cut-off will shift from 26 to 22 points<\/strong>.<\/li>
- For Nursing courses, it will adjust from 28 to 24 points<\/strong>.<\/li><\/ul>
Here\u2019s How You Can Help Your Child Succeed In Secondary School
<\/h2>
While the new L1R4 system encourages more holistic development, building a strong academic foundation remains crucial, especially in core subjects like Math and Science.<\/p>
As your child takes more ownership over his\/her studies, here are 3 key areas of growth that you can encourage him\/her to work towards:<\/p>
- Strengthen Core Concepts<\/strong>: Your child should have a thorough understanding of the key concepts from each Math and Science topic, which form the foundation for tackling tougher questions and other topics he\/she will learn subsequently.<\/li>
- Focus on Common Mistake Areas:<\/strong> He\/she should not just understand the concepts, but also how these concepts are tested in different question types. By identifying which question types he\/she finds most challenging, he\/she can plan for his\/her revision more effectively by focusing on these weaker areas. At The Pique Lab<\/a>, the worksheets our students practise with are strategically sorted by sub-topics to help them recognise their weaker question types and build confidence through focused practice.<\/li>
- Practise Exam-style Questions<\/strong>: Familiarity with common exam question styles can greatly reduce your child's exam anxiety. At The Pique Lab<\/a>, past-year question types are consistently woven into our learning materials to help our students build exam question exposure and readiness from Day 1.<\/li><\/ul>[caption id=\"attachment_246613\" align=\"aligncenter\" width=\"1024\"]
![\"3](\"https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2025\/07\/L1R4-System-for-JC-Admissions-04-1024x555.png\")
3 ways your child can excel in Science and Math in secondary school<\/em>[\/caption]\u00a0<\/p>
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What Students in Secondary 1 to 4 (2025 Cohort) Should Focus On
<\/h2>
Secondary 1 (2025)<\/strong><\/p>- This is the perfect time to start building strong foundations in core Math and Science topics such as Density, Mass, Volume<\/a> (Physics) and Separation Techniques<\/a> (Chemistry).<\/li>
- Build good study habits while adjusting to the new rigour of secondary school life, which includes increased CCA and social commitments.<\/li><\/ul>
Secondary 2 (2025)<\/strong><\/p>- The first cohort to sit for the new SEC exams in 2027 and apply to JC using the L1R4 system in 2028.<\/li>
- Emphasise understanding key concepts deeply and begin practising more exam-style questions to get familiar with the exam format.<\/li>
- Identify what the more challenging topics are in Science<\/a> and Math<\/a>, and work on weaker areas to maximise his\/her grades and secure his\/her ideal subject combination.<\/li><\/ul>
Secondary 3 (2025)<\/strong><\/p>
<\/p>\n<\/p>\n
Key Insight 1:<\/strong> The highest mark weightage came from P5 and P6 topics.<\/h3>\nSo if your child doesn\u2019t have enough time to revise all topics before the PSLE Science paper, focus on:<\/p>\n
\n- P5 & P6 topics<\/li>\n
- P4 topics<\/li>\n
- P3 topics<\/li>\n<\/ol>\n
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<\/p>\n
Key Insight 2:<\/strong> Don\u2019t neglect experiment-based questions!<\/h3>\nExperimental questions have been taking up a large percentage of marks in PSLE and school Prelim papers!<\/p>\n
This is why understanding and answering these experimental questions is very important to do well in the PSLE Science paper:<\/p>\n
\n- State the aim<\/strong> of an experiment<\/li>\n
- State \/ Explain the relationship<\/strong> between the changed and measured variables of an experiment<\/li>\n
- Explain how we ensure a fair test<\/strong> in an experiment<\/li>\n
- Explain how we ensure reliable<\/strong> results in an experiment<\/li>\n
- Understand the difference between a<\/strong> hypothesis and a conclusion<\/strong> and how to state them correctly<\/li>\n
- Identify a control setup<\/strong> and explain its purpose<\/strong><\/li>\n
- Describe the steps<\/strong> required to conduct an experiment<\/strong><\/li>\n<\/ul>\n
If your child is struggling with the above question types, fret not! You can sign him\/her up for The Pique Lab’s Experimental Techniques Masterclass<\/strong><\/a> to help him\/her answer them and score better for PSLE Science!<\/p>\n<\/p>\n
<\/p>\n
Special & Challenging Questions In The 2025 PSLE Science Examination Paper<\/span>
<\/h2>\nHere\u2019s a list of the more special and challenging questions that your child can attempt to assess his\/her ability to tackle higher-order questions.<\/p>\n
\n\ud83c\udf1f What Are Higher-order Questions?<\/strong> \ud83c\udf1f<\/p>\n\ud83d\udd0e Questions where students are more likely to make careless mistakes.
\ud83d\udd0e<\/strong>\u00a0Questions with unfamiliar contexts, requiring your child to think carefully and identify the concepts needed to answer the question correctly.<\/p>\n<\/blockquote>\n<\/p>\n
Multiple-Choice Questions<\/span><\/h3>\n<\/h3>\n\n- Q6<\/strong><\/li>\n<\/ul>\n
<\/p>\n
\n- \n
Q19<\/strong><\/h4>\n<\/li>\n<\/ul>\n<\/p>\n
\n- \n
Q20<\/strong><\/h4>\n<\/li>\n<\/ul>\n<\/p>\n
\n- \n
Q22<\/strong><\/h4>\n<\/li>\n<\/ul>\n<\/p>\n
\n- \n
Q25<\/strong><\/h4>\n<\/li>\n<\/ul>\n<\/p>\n
Open-Ended\/Structured Questions<\/span><\/h3>\n\n- \n
Q32c<\/strong><\/h4>\n<\/li>\n<\/ul>\n<\/p>\n
\n- \n
Q33d<\/strong><\/h4>\n<\/li>\n<\/ul>\n<\/p>\n
\n- \n
Q37<\/strong><\/h4>\n<\/li>\n<\/ul>\n<\/p>\n
\n- \n
Q40c<\/strong><\/h4>\n<\/li>\n<\/ul>\n<\/p>\n
In-Depth Analysis Of 2 Special & Challenging Questions From The 2025 PSLE Science Examination Paper
<\/h2>\n
From the list of special & challenging questions above, we will be discussing 2 questions (Q22 and Q40c).<\/p>\n
Analysis of MCQ Q22<\/h2>\n
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<\/p>\n
Widely termed as the \u201cOtah\u201d question, Q22 was the most hotly debated MCQ question in the 2025 PSLE Science Paper.<\/p>\n
Most students understand that options (2) and (4) are definitely wrong, but they are unsure whether to choose option (1) or (3) as the correct answer.<\/p>\n
As such, we will be focusing our analysis on whether option (1) or (3) is the correct answer.<\/p>\n
A common pitfall for students answering real-life application MCQs is overthinking the underlying Science concepts, which often leads to confusion.<\/strong><\/p>\nTip #1:<\/strong> To solve real-life application MCQs with ease, ask your child to follow these 3 steps!<\/h3>\n\n- Think of the opposite scenario for each option.<\/li>\n
- Link it back to logic or his\/her real-life experience<\/li>\n
- Ask: Does this make sense?<\/li>\n<\/ol>\n
Case 1:<\/strong> If your child thinks option (1) is correct, this means that he\/she believes that if the food inside the leaves were replaced with a good conductor of heat (e.g., a piece of metal, such as wrapping a metal fork in a banana leaf over a strong fire), there would be no burnt marks on the leaves.<\/p>\nLet\u2019s consider this: Based on logic and real-life experience, does this make sense?<\/p>\n
No! We know the banana leaf would still burn. So option (1) is wrong.<\/p>\n
Case 2:<\/strong> If your child thinks option (3) is correct, he\/she believes that if the leaves were replaced with a good conductor of heat (e.g., wrapping the same food in a metal sheet, such as aluminium foil when barbecuing potatoes or fish), there would be no burnt marks on the metal sheet.<\/p>\nAsk your child to think about the last time he\/she barbecued food wrapped in aluminium foil or watched someone barbecue food wrapped in aluminium foil. Based on that experience, does this make sense?<\/p>\n
Yes!<\/strong><\/p>\nSo, Case 2 represents the correct scenario<\/strong>, and<\/strong> option (3) is the correct answer<\/strong>. \ud83d\ude0a<\/p>\nLet’s deep dive into the Science concepts that make option (3) the correct answer.<\/p>\n
After the leaves (the area that is in direct contact with the strong fire) gain heat from the strong fire to become hotter, heat will be conducted away from the hotter part of the leaf to the cooler part of the leaf. Since the leaves are poor<\/strong> conductors of heat, heat will be conducted away from the hotter part of the leaf to the cooler part of the leaf at a very slow rate<\/strong>. This means that there will be a lot of heat that is built up at the hotter part of the leaf, which eventually results in the hotter part of the leaf being burnt!<\/p>\n<\/p>\n
Analysis of OEQ\/SQ Q40c<\/h2>\n
<\/p>\n
While most students would get Q40c right, some would lose marks due to careless mistakes, especially when they did not read the question carefully or the annotations are incomplete.<\/p>\n
Before we address the potential careless mistakes and how to avoid them, here\u2019s a tip to approach structured\/open-ended questions smarter:<\/p>\n
Tip #2: Identify the topic(s) tested in each structured\/open-ended question!<\/strong><\/h3>\nDoing this helps your child apply the relevant concepts, template answers or answering structures to tackle the question! \ud83d\ude00<\/p>\n
What are the 2 key topics tested for Q40c? They are (Electro)magnets<\/strong> and Energy conversion<\/strong>!<\/p>\nBased on the 2 topics above, how do we explain<\/strong> why the iron block can drop down, hit object P and drive object P into the sand?<\/p>\nStep 1 (Electromagnet concept):<\/strong> When the switch is open, there will be an open circuit. The electromagnet will be demagnetised and cannot attract the iron block anymore, causing the iron block to fall off the iron bar.<\/p>\nStep 2 (Energy conversion concept)<\/strong>: When the iron block falls down, the (gravitational) potential energy (GPE) of the iron block will be converted to kinetic energy (KE), which is then transferred to object P, causing object P to move into the sand.<\/p>\nTo drive object P deeper<\/strong> into the sand, from step 2, we know that object P needs to have more KE. To allow object P to have more KE, once again from step 2, we know that the iron block needs to have more GPE<\/strong> at the start.<\/p>\nHow can the iron block have more GPE? Recall the two factors that affect the amount of GPE:<\/p>\n
1. Mass of the object<\/p>\n
AND<\/p>\n
2. Height of the object above the ground<\/p>\n
The greater the mass and the greater the height above the ground, the greater the amount of GPE<\/strong> the object has!<\/p>\nThus, many students might write this answer: “Drop the iron block from a greater height above the ground.”<\/p>\n
While the answer above sounds right, the student would actually be awarded zero marks<\/strong>! \ud83d\ude22 Why is that so?<\/p>\nLet\u2019s read Q40c carefully again!<\/p>\n
<\/p>\n
<\/p>\n
The question specified \u201cwithout changing its height<\/strong>\u201d! Do you see the mistake now?<\/p>\nWhile the above answer demonstrates the correct Science concept, it doesn\u2019t follow the condition stated in the question.<\/p>\n
To avoid such careless mistakes and lose unnecessary marks, here is our next tip for your child:<\/p>\n
Tip #3: If the question mentions conditions that must be kept the same, underline them and cross them out! <\/strong><\/h3>\nRefer to the example below! \ud83d\ude00<\/p>\n
<\/p>\n
<\/p>\n
Let\u2019s look at the other factor affecting GPE: mass<\/strong>.<\/p>\nFor the iron block to have more GPE, we can also change it to an iron block with a larger mass<\/strong>!<\/p>\nBefore writing down this answer, let\u2019s do a quick check again with Q40c!<\/p>\n
Did the question specify that we have to use the same iron block? No! So is this answer acceptable? Yes, definitely! \ud83c\udf89<\/p>\n
However, do you think your child will be awarded the full marks for this answer?<\/p>\n
The answer is no! Only one mark will be awarded for this answer as it is incomplete!<\/p>\n
Let us share with you one more tip for today:<\/p>\n
Tip #4: Circle the number of marks or keywords in the question to identify the number of marking points required to score full marks!\u00a0<\/strong><\/h3>\n<\/p>\n
Since there are 2 marks allocated<\/span> for Q40c, we can infer that 2 marking points are required<\/span> for a complete answer!\u00a0<\/p>\n<\/p>\n
Alternatively, since the question asked to suggest changes (plural)<\/strong> to the set-up, it means that your child must suggest 2 or more changes<\/strong> to the set-up for a complete answer!<\/p>\nWhat is the other marking point (besides using an iron block of larger mass) that we are missing?<\/p>\n
Let\u2019s think about this: If we change to an iron block of larger mass, will the electromagnet still be able to carry the iron block?<\/p>\n
To confirm this, we\u2019ll share one last tip!<\/p>\n
Tip #5: Underline any key information in the question to locate it quickly!<\/strong><\/h3>\n<\/p>\n
Since the question said that the electromagnet could only just carry<\/strong> the iron block in the original set-up, do you think the same electromagnet can still carry an iron block of larger mass? The answer is NO!<\/p>\nHow can we make the electromagnet stronger so that it can still carry the iron block of larger mass?<\/p>\n
Referring back to tip #2 above, recall the two methods to make the electromagnet stronger:<\/p>\n
\n- Add more batteries (in the circuit).<\/li>\n
- Add more turns of wire around the iron bar.<\/li>\n<\/ol>\n
Before writing either of the above answers, recall tip #3 above as well.<\/p>\n
Did Q40c specify that the number of batteries or the number of turns of wire must be kept the same? No! Can we write either of the answers above? Yes!<\/p>\n
Thus, the complete answer for Q40c will be as follows:<\/p>\n
Add more turns of wire around the iron bar \/ Add more batteries to the circuit AND Change to an iron block of larger mass.<\/strong><\/p>\n<\/p>\n
Moving Forward<\/span>
<\/h2>\nWe hope you found this blog post insightful, especially the techniques and good exam habits your child can adopt to do well in his\/her Science exams!<\/p>\n
All the best for your child\u2019s revision and stay tuned for more helpful PSLE Science blog posts! \ud83d\ude0a<\/p>\n
<\/p>\n
<\/p>\n
<\/h2>\n
<\/p>\n
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If you like our methodology, we’ve some ongoing weekly Science classes:<\/p>\n
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P3 Complete Concept Integration\u2122 Science Course<\/strong><\/a>
P4 Complete Concept Integration\u2122 Science Course<\/strong><\/a>
P5 Complete Concept Integration\u2122 Science Course<\/strong><\/a>
P6 Complete Concept Integration\u2122 Science Course<\/strong><\/a><\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"
In this blog post, we break down the 2025 PSLE Science paper, key topic weightage, and strategies to tackle challenging multiple-choice questions and structured or open-ended questions.<\/p>\n","protected":false},"author":10,"featured_media":246751,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"
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Hi Mummies and Daddies!<\/p>
From the 2028 Joint Admissions Exercise (2028 JAE) onwards, your child and other students entering Junior College (JC) will be assessed under a new system: L1R4<\/strong>.<\/p>This marks a significant shift from the long-standing L1R5 system that MOE has been using for decades!<\/p>
In this blog post, we aim to provide you with a comprehensive overview of the L1R4 system, who's affected, what subjects are counted and what this actually means for your child's grades (including Math and Science).\u00a0<\/p>
We hope this blog post will serve as a valuable resource to help you and your child navigate this new change with confidence! Let's dive in:<\/p>
<\/p>
<\/p>
<\/p>
<\/p>
<\/p>
<\/p>
[toc]<\/p>
So Is Your Child Affected By The New L1R4 System?<\/h2>
\u274c Secondary 3 and 4 Students in 2025<\/strong><\/p>Students in Secondary 3 and Secondary 4 in 2025 will still be using the traditional L1R5 system and will not be affected by the new L1R4 system.<\/p>
\u2705 Secondary 2 Students in 2025<\/strong><\/p>Students in Secondary 2 in 2025 will be the first batch to be assessed using the new L1R4 system when they:<\/p>
- Sit for the new<\/strong> Singapore-Cambridge Secondary Education Certificate (SEC) exams (Previously O-levels) in 2027 and<\/strong><\/li>
- Apply to JC in 2028<\/strong><\/li><\/ul>
\u2705\u00a0Secondary 1 Students in 2025 and incoming batches of new secondary school students<\/strong><\/p>What Is L1R4? How Does The New L1R4 System Affect My Child\u2019s JC Score?<\/h2>
Under the new L1R4 system, your child\u2019s JC admission will be based on his\/her performance in:<\/p>
- 1 Language subject (L1)<\/li>
- 4 Relevant subjects (R4)
- 1 Humanities subject (H)<\/li>
- 1 Mathematics\/Science subject (M\/S)<\/li>
- 1 Mathematics\/Science\/Humanities subject (M\/S\/H)<\/li>
- 1 best-performing subject (from remaining subjects) (B)<\/li><\/ul><\/li><\/ul>
The new JC admission criteria will continue to be based on<\/strong> G3 subjects<\/strong> to ensure students can cope with the academic rigour of the A-Level curriculum.<\/p>New Junior College\/Millennia Institute Admission Cut-off Scores<\/span>
<\/h2>For admission to Junior Colleges (JC) and Millennia Institute (MI) from the 2028 JAE onwards, students will be assessed under the new L1R4 system and must fulfil the following requirements.<\/p>[caption id=\"attachment_246615\" align=\"aligncenter\" width=\"1024\"] Subject requirements for JC and MI admission under the new L1R4 system, including specific grades required for English Language, Mathematics and Mother Tongue Language<\/em>[\/caption]\u00a0<\/p>
Key Implications Of The New L1R4 System
<\/h2>
Math, Science & Humanities: Greater Importance For Each Counted Subject<\/strong><\/p>While Math, Science, and Humanities subjects are both mandatory under the L1R5 and L1R4 systems, the L1R5 system offered more room for students to buffer a weaker grade in a Math or Science subject<\/strong> with stronger performance in other areas, such as additional Humanities or Language subjects.<\/p>By taking one fewer subject into consideration, the new L1R4 system reduces this buffering capacity<\/strong>. This means students will need to focus more intensely on improving in all his\/her subjects to maintain a competitive JC score, as each of the five counted subjects now carries a proportionally heavier weight<\/strong>.<\/p>Example: Olivia: Weak in Math\/Science, Strong in Humanities<\/strong><\/p>[caption id=\"attachment_246614\" align=\"aligncenter\" width=\"1024\"] Example of how a student, Olivia, will perform under the existing L1R5 and new L1R4 systems<\/em>[\/caption]\u00a0<\/p>
\u00a0<\/p>
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Under the L1R5<\/strong> system, Olivia's total JC score of 20 is achieved by counting her 6 best-performing relevant subjects:<\/p>- English (3)<\/li>
- Mother Tongue (3)<\/li>
- Chemistry (7)<\/li>
- Social Studies\/History Elective (2)<\/li>
- Geography (2)<\/li>
- Art (3)<\/li><\/ul>
Despite her low grades in Chemistry and Math, she still qualifies for JC consideration with 20 points because of Art, her additional best-performing subject, which counted as a buffer.<\/p>
Under the L1R4<\/strong> system, only these five subjects<\/strong> are counted:<\/p>- English (3)<\/li>
- Mother Tongue (3)<\/li>
- Chemistry (7)<\/li>
- Social Studies\/History Elective (2)<\/li>
- Geography (2)<\/li><\/ul>
The exclusion of Art removes one of her stronger subjects, and the weak grade in Chemistry now carries more weight<\/strong>, leading to a total JC score of 17<\/strong>, which is just above the JC cut-off score<\/strong>\u00a0of 16. This means that there\u2019s less leeway to offset weak subjects under the L1R4 system, making each grade more critical.<\/p>Fewer Bonus Points to Buffer Mistakes<\/strong><\/p>Bonus points from CCA, Higher Mother Tongue or selected subjects are now capped at 3 (down from 4 previously). This gives students a smaller buffer when applying to JCs, and makes each counted subject even more crucial to securing a competitive JC score.<\/p>
Exception<\/strong>: Students taking Language Elective Programmes (LEP) may be eligible for an additional 2 bonus points.<\/p>L1R5 vs L1R4: What\u2019s The Difference?
<\/h2>[caption id=\"attachment_246611\" align=\"aligncenter\" width=\"1024\"] Differences between the L1R5 and L1R4 JC scoring systems including who's affected, what subjects are counted and what is the maximum bonus points<\/em>[\/caption]\u00a0<\/p>
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Will My Child Be Affected By The New L1R4 Change If She\/He Intends To Apply For Polytechnics Instead?<\/span>
<\/h2>If your child plans to apply to a Polytechnic, the admission criteria operate under a different system and are not directly affected by the L1R4 change for JC.<\/p>
Polytechnic admissions use a distinct scoring system called ELR2B2<\/strong>, which is based on your child\u2019s O-Level or SEC results.<\/p>Here\u2019s a quick overview of ELR2B2:<\/p>
- EL:<\/strong> English Language (compulsory)<\/li>
- R2:<\/strong> Two relevant subjects related to the intended course (e.g., Mathematics, Science, or Humanities, depending on the course requirements)<\/li>
- B2:<\/strong> Two best other subjects (from the remaining O-Level\/SEC subjects)<\/li><\/ul>
In total, five<\/strong> subjects contribute to the ELR2B2 aggregate score, which determines Polytechnic course eligibility. The subjects considered relevant vary by polytechnic course, and a lower ELR2B2 score means better chances of admission.<\/p>Important Changes to ELR2B2 from 2028 Intake<\/strong><\/p>For students applying to Polytechnic Diploma Year 1 from the 2028 intake onwards, they will now be permitted to include one G2 subject<\/strong> (equivalent to Normal (Academic) level) in their ELR2B2 score, specifically within the B2 (two best other subjects) component. The remaining four subjects must continue to be based on G3 subjects to ensure that students can cope with the academic rigour in the polytechnics.<\/p>Consequently, the net aggregate cut-off scores for Polytechnic admission will be adjusted to reflect this change:<\/p>
- For general polytechnic courses, the cut-off will shift from 26 to 22 points<\/strong>.<\/li>
- For Nursing courses, it will adjust from 28 to 24 points<\/strong>.<\/li><\/ul>
Here\u2019s How You Can Help Your Child Succeed In Secondary School
<\/h2>
While the new L1R4 system encourages more holistic development, building a strong academic foundation remains crucial, especially in core subjects like Math and Science.<\/p>
As your child takes more ownership over his\/her studies, here are 3 key areas of growth that you can encourage him\/her to work towards:<\/p>
- Strengthen Core Concepts<\/strong>: Your child should have a thorough understanding of the key concepts from each Math and Science topic, which form the foundation for tackling tougher questions and other topics he\/she will learn subsequently.<\/li>
- Focus on Common Mistake Areas:<\/strong> He\/she should not just understand the concepts, but also how these concepts are tested in different question types. By identifying which question types he\/she finds most challenging, he\/she can plan for his\/her revision more effectively by focusing on these weaker areas. At The Pique Lab<\/a>, the worksheets our students practise with are strategically sorted by sub-topics to help them recognise their weaker question types and build confidence through focused practice.<\/li>
- Practise Exam-style Questions<\/strong>: Familiarity with common exam question styles can greatly reduce your child's exam anxiety. At The Pique Lab<\/a>, past-year question types are consistently woven into our learning materials to help our students build exam question exposure and readiness from Day 1.<\/li><\/ul>[caption id=\"attachment_246613\" align=\"aligncenter\" width=\"1024\"] 3 ways your child can excel in Science and Math in secondary school<\/em>[\/caption]
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<\/p>
What Students in Secondary 1 to 4 (2025 Cohort) Should Focus On
<\/h2>
Secondary 1 (2025)<\/strong><\/p>- This is the perfect time to start building strong foundations in core Math and Science topics such as Density, Mass, Volume<\/a> (Physics) and Separation Techniques<\/a> (Chemistry).<\/li>
- Build good study habits while adjusting to the new rigour of secondary school life, which includes increased CCA and social commitments.<\/li><\/ul>
Secondary 2 (2025)<\/strong><\/p>- The first cohort to sit for the new SEC exams in 2027 and apply to JC using the L1R4 system in 2028.<\/li>
- Emphasise understanding key concepts deeply and begin practising more exam-style questions to get familiar with the exam format.<\/li>
- Identify what the more challenging topics are in Science<\/a> and Math<\/a>, and work on weaker areas to maximise his\/her grades and secure his\/her ideal subject combination.<\/li><\/ul>
Secondary 3 (2025)<\/strong><\/p>
<\/p>\n
<\/p>\n
Key Insight 2:<\/strong> Don\u2019t neglect experiment-based questions!<\/h3>\nExperimental questions have been taking up a large percentage of marks in PSLE and school Prelim papers!<\/p>\n
This is why understanding and answering these experimental questions is very important to do well in the PSLE Science paper:<\/p>\n
\n- State the aim<\/strong> of an experiment<\/li>\n
- State \/ Explain the relationship<\/strong> between the changed and measured variables of an experiment<\/li>\n
- Explain how we ensure a fair test<\/strong> in an experiment<\/li>\n
- Explain how we ensure reliable<\/strong> results in an experiment<\/li>\n
- Understand the difference between a<\/strong> hypothesis and a conclusion<\/strong> and how to state them correctly<\/li>\n
- Identify a control setup<\/strong> and explain its purpose<\/strong><\/li>\n
- Describe the steps<\/strong> required to conduct an experiment<\/strong><\/li>\n<\/ul>\n
If your child is struggling with the above question types, fret not! You can sign him\/her up for The Pique Lab’s Experimental Techniques Masterclass<\/strong><\/a> to help him\/her answer them and score better for PSLE Science!<\/p>\n<\/p>\n
<\/p>\n
Special & Challenging Questions In The 2025 PSLE Science Examination Paper<\/span>
<\/h2>\nHere\u2019s a list of the more special and challenging questions that your child can attempt to assess his\/her ability to tackle higher-order questions.<\/p>\n
\n\ud83c\udf1f What Are Higher-order Questions?<\/strong> \ud83c\udf1f<\/p>\n\ud83d\udd0e Questions where students are more likely to make careless mistakes.
\ud83d\udd0e<\/strong>\u00a0Questions with unfamiliar contexts, requiring your child to think carefully and identify the concepts needed to answer the question correctly.<\/p>\n<\/blockquote>\n<\/p>\n
Multiple-Choice Questions<\/span><\/h3>\n<\/h3>\n\n- Q6<\/strong><\/li>\n<\/ul>\n
<\/p>\n
\n- \n
Q19<\/strong><\/h4>\n<\/li>\n<\/ul>\n<\/p>\n
\n- \n
Q20<\/strong><\/h4>\n<\/li>\n<\/ul>\n<\/p>\n
\n- \n
Q22<\/strong><\/h4>\n<\/li>\n<\/ul>\n<\/p>\n
\n- \n
Q25<\/strong><\/h4>\n<\/li>\n<\/ul>\n<\/p>\n
Open-Ended\/Structured Questions<\/span><\/h3>\n\n- \n
Q32c<\/strong><\/h4>\n<\/li>\n<\/ul>\n<\/p>\n
\n- \n
Q33d<\/strong><\/h4>\n<\/li>\n<\/ul>\n<\/p>\n
\n- \n
Q37<\/strong><\/h4>\n<\/li>\n<\/ul>\n<\/p>\n
\n- \n
Q40c<\/strong><\/h4>\n<\/li>\n<\/ul>\n<\/p>\n
In-Depth Analysis Of 2 Special & Challenging Questions From The 2025 PSLE Science Examination Paper
<\/h2>\n
From the list of special & challenging questions above, we will be discussing 2 questions (Q22 and Q40c).<\/p>\n
Analysis of MCQ Q22<\/h2>\n
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<\/p>\n
Widely termed as the \u201cOtah\u201d question, Q22 was the most hotly debated MCQ question in the 2025 PSLE Science Paper.<\/p>\n
Most students understand that options (2) and (4) are definitely wrong, but they are unsure whether to choose option (1) or (3) as the correct answer.<\/p>\n
As such, we will be focusing our analysis on whether option (1) or (3) is the correct answer.<\/p>\n
A common pitfall for students answering real-life application MCQs is overthinking the underlying Science concepts, which often leads to confusion.<\/strong><\/p>\nTip #1:<\/strong> To solve real-life application MCQs with ease, ask your child to follow these 3 steps!<\/h3>\n\n- Think of the opposite scenario for each option.<\/li>\n
- Link it back to logic or his\/her real-life experience<\/li>\n
- Ask: Does this make sense?<\/li>\n<\/ol>\n
Case 1:<\/strong> If your child thinks option (1) is correct, this means that he\/she believes that if the food inside the leaves were replaced with a good conductor of heat (e.g., a piece of metal, such as wrapping a metal fork in a banana leaf over a strong fire), there would be no burnt marks on the leaves.<\/p>\nLet\u2019s consider this: Based on logic and real-life experience, does this make sense?<\/p>\n
No! We know the banana leaf would still burn. So option (1) is wrong.<\/p>\n
Case 2:<\/strong> If your child thinks option (3) is correct, he\/she believes that if the leaves were replaced with a good conductor of heat (e.g., wrapping the same food in a metal sheet, such as aluminium foil when barbecuing potatoes or fish), there would be no burnt marks on the metal sheet.<\/p>\nAsk your child to think about the last time he\/she barbecued food wrapped in aluminium foil or watched someone barbecue food wrapped in aluminium foil. Based on that experience, does this make sense?<\/p>\n
Yes!<\/strong><\/p>\nSo, Case 2 represents the correct scenario<\/strong>, and<\/strong> option (3) is the correct answer<\/strong>. \ud83d\ude0a<\/p>\nLet’s deep dive into the Science concepts that make option (3) the correct answer.<\/p>\n
After the leaves (the area that is in direct contact with the strong fire) gain heat from the strong fire to become hotter, heat will be conducted away from the hotter part of the leaf to the cooler part of the leaf. Since the leaves are poor<\/strong> conductors of heat, heat will be conducted away from the hotter part of the leaf to the cooler part of the leaf at a very slow rate<\/strong>. This means that there will be a lot of heat that is built up at the hotter part of the leaf, which eventually results in the hotter part of the leaf being burnt!<\/p>\n<\/p>\n
Analysis of OEQ\/SQ Q40c<\/h2>\n
<\/p>\n
While most students would get Q40c right, some would lose marks due to careless mistakes, especially when they did not read the question carefully or the annotations are incomplete.<\/p>\n
Before we address the potential careless mistakes and how to avoid them, here\u2019s a tip to approach structured\/open-ended questions smarter:<\/p>\n
Tip #2: Identify the topic(s) tested in each structured\/open-ended question!<\/strong><\/h3>\nDoing this helps your child apply the relevant concepts, template answers or answering structures to tackle the question! \ud83d\ude00<\/p>\n
What are the 2 key topics tested for Q40c? They are (Electro)magnets<\/strong> and Energy conversion<\/strong>!<\/p>\nBased on the 2 topics above, how do we explain<\/strong> why the iron block can drop down, hit object P and drive object P into the sand?<\/p>\nStep 1 (Electromagnet concept):<\/strong> When the switch is open, there will be an open circuit. The electromagnet will be demagnetised and cannot attract the iron block anymore, causing the iron block to fall off the iron bar.<\/p>\nStep 2 (Energy conversion concept)<\/strong>: When the iron block falls down, the (gravitational) potential energy (GPE) of the iron block will be converted to kinetic energy (KE), which is then transferred to object P, causing object P to move into the sand.<\/p>\nTo drive object P deeper<\/strong> into the sand, from step 2, we know that object P needs to have more KE. To allow object P to have more KE, once again from step 2, we know that the iron block needs to have more GPE<\/strong> at the start.<\/p>\nHow can the iron block have more GPE? Recall the two factors that affect the amount of GPE:<\/p>\n
1. Mass of the object<\/p>\n
AND<\/p>\n
2. Height of the object above the ground<\/p>\n
The greater the mass and the greater the height above the ground, the greater the amount of GPE<\/strong> the object has!<\/p>\nThus, many students might write this answer: “Drop the iron block from a greater height above the ground.”<\/p>\n
While the answer above sounds right, the student would actually be awarded zero marks<\/strong>! \ud83d\ude22 Why is that so?<\/p>\nLet\u2019s read Q40c carefully again!<\/p>\n
<\/p>\n
<\/p>\n
The question specified \u201cwithout changing its height<\/strong>\u201d! Do you see the mistake now?<\/p>\nWhile the above answer demonstrates the correct Science concept, it doesn\u2019t follow the condition stated in the question.<\/p>\n
To avoid such careless mistakes and lose unnecessary marks, here is our next tip for your child:<\/p>\n
Tip #3: If the question mentions conditions that must be kept the same, underline them and cross them out! <\/strong><\/h3>\nRefer to the example below! \ud83d\ude00<\/p>\n
<\/p>\n
<\/p>\n
Let\u2019s look at the other factor affecting GPE: mass<\/strong>.<\/p>\nFor the iron block to have more GPE, we can also change it to an iron block with a larger mass<\/strong>!<\/p>\nBefore writing down this answer, let\u2019s do a quick check again with Q40c!<\/p>\n
Did the question specify that we have to use the same iron block? No! So is this answer acceptable? Yes, definitely! \ud83c\udf89<\/p>\n
However, do you think your child will be awarded the full marks for this answer?<\/p>\n
The answer is no! Only one mark will be awarded for this answer as it is incomplete!<\/p>\n
Let us share with you one more tip for today:<\/p>\n
Tip #4: Circle the number of marks or keywords in the question to identify the number of marking points required to score full marks!\u00a0<\/strong><\/h3>\n<\/p>\n
Since there are 2 marks allocated<\/span> for Q40c, we can infer that 2 marking points are required<\/span> for a complete answer!\u00a0<\/p>\n<\/p>\n
Alternatively, since the question asked to suggest changes (plural)<\/strong> to the set-up, it means that your child must suggest 2 or more changes<\/strong> to the set-up for a complete answer!<\/p>\nWhat is the other marking point (besides using an iron block of larger mass) that we are missing?<\/p>\n
Let\u2019s think about this: If we change to an iron block of larger mass, will the electromagnet still be able to carry the iron block?<\/p>\n
To confirm this, we\u2019ll share one last tip!<\/p>\n
Tip #5: Underline any key information in the question to locate it quickly!<\/strong><\/h3>\n<\/p>\n
Since the question said that the electromagnet could only just carry<\/strong> the iron block in the original set-up, do you think the same electromagnet can still carry an iron block of larger mass? The answer is NO!<\/p>\nHow can we make the electromagnet stronger so that it can still carry the iron block of larger mass?<\/p>\n
Referring back to tip #2 above, recall the two methods to make the electromagnet stronger:<\/p>\n
\n- Add more batteries (in the circuit).<\/li>\n
- Add more turns of wire around the iron bar.<\/li>\n<\/ol>\n
Before writing either of the above answers, recall tip #3 above as well.<\/p>\n
Did Q40c specify that the number of batteries or the number of turns of wire must be kept the same? No! Can we write either of the answers above? Yes!<\/p>\n
Thus, the complete answer for Q40c will be as follows:<\/p>\n
Add more turns of wire around the iron bar \/ Add more batteries to the circuit AND Change to an iron block of larger mass.<\/strong><\/p>\n<\/p>\n
Moving Forward<\/span>
<\/h2>\nWe hope you found this blog post insightful, especially the techniques and good exam habits your child can adopt to do well in his\/her Science exams!<\/p>\n
All the best for your child\u2019s revision and stay tuned for more helpful PSLE Science blog posts! \ud83d\ude0a<\/p>\n
<\/p>\n
<\/p>\n
<\/h2>\n
<\/p>\n
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If you like our methodology, we’ve some ongoing weekly Science classes:<\/p>\n
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P3 Complete Concept Integration\u2122 Science Course<\/strong><\/a>
P4 Complete Concept Integration\u2122 Science Course<\/strong><\/a>
P5 Complete Concept Integration\u2122 Science Course<\/strong><\/a>
P6 Complete Concept Integration\u2122 Science Course<\/strong><\/a><\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"
In this blog post, we break down the 2025 PSLE Science paper, key topic weightage, and strategies to tackle challenging multiple-choice questions and structured or open-ended questions.<\/p>\n","protected":false},"author":10,"featured_media":246751,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"
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Hi Mummies and Daddies!<\/p>
From the 2028 Joint Admissions Exercise (2028 JAE) onwards, your child and other students entering Junior College (JC) will be assessed under a new system: L1R4<\/strong>.<\/p>This marks a significant shift from the long-standing L1R5 system that MOE has been using for decades!<\/p>
In this blog post, we aim to provide you with a comprehensive overview of the L1R4 system, who's affected, what subjects are counted and what this actually means for your child's grades (including Math and Science).\u00a0<\/p>
We hope this blog post will serve as a valuable resource to help you and your child navigate this new change with confidence! Let's dive in:<\/p>
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<\/p>
<\/p>
<\/p>
<\/p>
<\/p>
[toc]<\/p>
So Is Your Child Affected By The New L1R4 System?<\/h2>
\u274c Secondary 3 and 4 Students in 2025<\/strong><\/p>Students in Secondary 3 and Secondary 4 in 2025 will still be using the traditional L1R5 system and will not be affected by the new L1R4 system.<\/p>
\u2705 Secondary 2 Students in 2025<\/strong><\/p>Students in Secondary 2 in 2025 will be the first batch to be assessed using the new L1R4 system when they:<\/p>
- Sit for the new<\/strong> Singapore-Cambridge Secondary Education Certificate (SEC) exams (Previously O-levels) in 2027 and<\/strong><\/li>
- Apply to JC in 2028<\/strong><\/li><\/ul>
\u2705\u00a0Secondary 1 Students in 2025 and incoming batches of new secondary school students<\/strong><\/p>What Is L1R4? How Does The New L1R4 System Affect My Child\u2019s JC Score?<\/h2>
Under the new L1R4 system, your child\u2019s JC admission will be based on his\/her performance in:<\/p>
- 1 Language subject (L1)<\/li>
- 4 Relevant subjects (R4)
- 1 Humanities subject (H)<\/li>
- 1 Mathematics\/Science subject (M\/S)<\/li>
- 1 Mathematics\/Science\/Humanities subject (M\/S\/H)<\/li>
- 1 best-performing subject (from remaining subjects) (B)<\/li><\/ul><\/li><\/ul>
The new JC admission criteria will continue to be based on<\/strong> G3 subjects<\/strong> to ensure students can cope with the academic rigour of the A-Level curriculum.<\/p>New Junior College\/Millennia Institute Admission Cut-off Scores<\/span>
<\/h2>For admission to Junior Colleges (JC) and Millennia Institute (MI) from the 2028 JAE onwards, students will be assessed under the new L1R4 system and must fulfil the following requirements.<\/p>[caption id=\"attachment_246615\" align=\"aligncenter\" width=\"1024\"] Subject requirements for JC and MI admission under the new L1R4 system, including specific grades required for English Language, Mathematics and Mother Tongue Language<\/em>[\/caption]\u00a0<\/p>
Key Implications Of The New L1R4 System
<\/h2>
Math, Science & Humanities: Greater Importance For Each Counted Subject<\/strong><\/p>While Math, Science, and Humanities subjects are both mandatory under the L1R5 and L1R4 systems, the L1R5 system offered more room for students to buffer a weaker grade in a Math or Science subject<\/strong> with stronger performance in other areas, such as additional Humanities or Language subjects.<\/p>By taking one fewer subject into consideration, the new L1R4 system reduces this buffering capacity<\/strong>. This means students will need to focus more intensely on improving in all his\/her subjects to maintain a competitive JC score, as each of the five counted subjects now carries a proportionally heavier weight<\/strong>.<\/p>Example: Olivia: Weak in Math\/Science, Strong in Humanities<\/strong><\/p>[caption id=\"attachment_246614\" align=\"aligncenter\" width=\"1024\"] Example of how a student, Olivia, will perform under the existing L1R5 and new L1R4 systems<\/em>[\/caption]\u00a0<\/p>
\u00a0<\/p>
\u00a0<\/p>
Under the L1R5<\/strong> system, Olivia's total JC score of 20 is achieved by counting her 6 best-performing relevant subjects:<\/p>- English (3)<\/li>
- Mother Tongue (3)<\/li>
- Chemistry (7)<\/li>
- Social Studies\/History Elective (2)<\/li>
- Geography (2)<\/li>
- Art (3)<\/li><\/ul>
Despite her low grades in Chemistry and Math, she still qualifies for JC consideration with 20 points because of Art, her additional best-performing subject, which counted as a buffer.<\/p>
Under the L1R4<\/strong> system, only these five subjects<\/strong> are counted:<\/p>- English (3)<\/li>
- Mother Tongue (3)<\/li>
- Chemistry (7)<\/li>
- Social Studies\/History Elective (2)<\/li>
- Geography (2)<\/li><\/ul>
The exclusion of Art removes one of her stronger subjects, and the weak grade in Chemistry now carries more weight<\/strong>, leading to a total JC score of 17<\/strong>, which is just above the JC cut-off score<\/strong>\u00a0of 16. This means that there\u2019s less leeway to offset weak subjects under the L1R4 system, making each grade more critical.<\/p>Fewer Bonus Points to Buffer Mistakes<\/strong><\/p>Bonus points from CCA, Higher Mother Tongue or selected subjects are now capped at 3 (down from 4 previously). This gives students a smaller buffer when applying to JCs, and makes each counted subject even more crucial to securing a competitive JC score.<\/p>
Exception<\/strong>: Students taking Language Elective Programmes (LEP) may be eligible for an additional 2 bonus points.<\/p>L1R5 vs L1R4: What\u2019s The Difference?
<\/h2>[caption id=\"attachment_246611\" align=\"aligncenter\" width=\"1024\"] Differences between the L1R5 and L1R4 JC scoring systems including who's affected, what subjects are counted and what is the maximum bonus points<\/em>[\/caption]\u00a0<\/p>
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Will My Child Be Affected By The New L1R4 Change If She\/He Intends To Apply For Polytechnics Instead?<\/span>
<\/h2>If your child plans to apply to a Polytechnic, the admission criteria operate under a different system and are not directly affected by the L1R4 change for JC.<\/p>
Polytechnic admissions use a distinct scoring system called ELR2B2<\/strong>, which is based on your child\u2019s O-Level or SEC results.<\/p>Here\u2019s a quick overview of ELR2B2:<\/p>
- EL:<\/strong> English Language (compulsory)<\/li>
- R2:<\/strong> Two relevant subjects related to the intended course (e.g., Mathematics, Science, or Humanities, depending on the course requirements)<\/li>
- B2:<\/strong> Two best other subjects (from the remaining O-Level\/SEC subjects)<\/li><\/ul>
In total, five<\/strong> subjects contribute to the ELR2B2 aggregate score, which determines Polytechnic course eligibility. The subjects considered relevant vary by polytechnic course, and a lower ELR2B2 score means better chances of admission.<\/p>Important Changes to ELR2B2 from 2028 Intake<\/strong><\/p>For students applying to Polytechnic Diploma Year 1 from the 2028 intake onwards, they will now be permitted to include one G2 subject<\/strong> (equivalent to Normal (Academic) level) in their ELR2B2 score, specifically within the B2 (two best other subjects) component. The remaining four subjects must continue to be based on G3 subjects to ensure that students can cope with the academic rigour in the polytechnics.<\/p>Consequently, the net aggregate cut-off scores for Polytechnic admission will be adjusted to reflect this change:<\/p>
- For general polytechnic courses, the cut-off will shift from 26 to 22 points<\/strong>.<\/li>
- For Nursing courses, it will adjust from 28 to 24 points<\/strong>.<\/li><\/ul>
Here\u2019s How You Can Help Your Child Succeed In Secondary School
<\/h2>
While the new L1R4 system encourages more holistic development, building a strong academic foundation remains crucial, especially in core subjects like Math and Science.<\/p>
As your child takes more ownership over his\/her studies, here are 3 key areas of growth that you can encourage him\/her to work towards:<\/p>
- Strengthen Core Concepts<\/strong>: Your child should have a thorough understanding of the key concepts from each Math and Science topic, which form the foundation for tackling tougher questions and other topics he\/she will learn subsequently.<\/li>
- Focus on Common Mistake Areas:<\/strong> He\/she should not just understand the concepts, but also how these concepts are tested in different question types. By identifying which question types he\/she finds most challenging, he\/she can plan for his\/her revision more effectively by focusing on these weaker areas. At The Pique Lab<\/a>, the worksheets our students practise with are strategically sorted by sub-topics to help them recognise their weaker question types and build confidence through focused practice.<\/li>
- Practise Exam-style Questions<\/strong>: Familiarity with common exam question styles can greatly reduce your child's exam anxiety. At The Pique Lab<\/a>, past-year question types are consistently woven into our learning materials to help our students build exam question exposure and readiness from Day 1.<\/li><\/ul>[caption id=\"attachment_246613\" align=\"aligncenter\" width=\"1024\"] 3 ways your child can excel in Science and Math in secondary school<\/em>[\/caption]
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What Students in Secondary 1 to 4 (2025 Cohort) Should Focus On
<\/h2>
Secondary 1 (2025)<\/strong><\/p>- This is the perfect time to start building strong foundations in core Math and Science topics such as Density, Mass, Volume<\/a> (Physics) and Separation Techniques<\/a> (Chemistry).<\/li>
- Build good study habits while adjusting to the new rigour of secondary school life, which includes increased CCA and social commitments.<\/li><\/ul>
Secondary 2 (2025)<\/strong><\/p>- The first cohort to sit for the new SEC exams in 2027 and apply to JC using the L1R4 system in 2028.<\/li>
- Emphasise understanding key concepts deeply and begin practising more exam-style questions to get familiar with the exam format.<\/li>
- Identify what the more challenging topics are in Science<\/a> and Math<\/a>, and work on weaker areas to maximise his\/her grades and secure his\/her ideal subject combination.<\/li><\/ul>
Secondary 3 (2025)<\/strong><\/p>
If your child is struggling with the above question types, fret not! You can sign him\/her up for The Pique Lab’s Experimental Techniques Masterclass<\/strong><\/a> to help him\/her answer them and score better for PSLE Science!<\/p>\n <\/p>\n <\/p>\n Here\u2019s a list of the more special and challenging questions that your child can attempt to assess his\/her ability to tackle higher-order questions.<\/p>\n \ud83c\udf1f What Are Higher-order Questions?<\/strong> \ud83c\udf1f<\/p>\n \ud83d\udd0e Questions where students are more likely to make careless mistakes. <\/p>\n From the list of special & challenging questions above, we will be discussing 2 questions (Q22 and Q40c).<\/p>\n <\/p>\n Widely termed as the \u201cOtah\u201d question, Q22 was the most hotly debated MCQ question in the 2025 PSLE Science Paper.<\/p>\n Most students understand that options (2) and (4) are definitely wrong, but they are unsure whether to choose option (1) or (3) as the correct answer.<\/p>\n As such, we will be focusing our analysis on whether option (1) or (3) is the correct answer.<\/p>\n A common pitfall for students answering real-life application MCQs is overthinking the underlying Science concepts, which often leads to confusion.<\/strong><\/p>\n Case 1:<\/strong> If your child thinks option (1) is correct, this means that he\/she believes that if the food inside the leaves were replaced with a good conductor of heat (e.g., a piece of metal, such as wrapping a metal fork in a banana leaf over a strong fire), there would be no burnt marks on the leaves.<\/p>\n Let\u2019s consider this: Based on logic and real-life experience, does this make sense?<\/p>\n No! We know the banana leaf would still burn. So option (1) is wrong.<\/p>\n Case 2:<\/strong> If your child thinks option (3) is correct, he\/she believes that if the leaves were replaced with a good conductor of heat (e.g., wrapping the same food in a metal sheet, such as aluminium foil when barbecuing potatoes or fish), there would be no burnt marks on the metal sheet.<\/p>\n Ask your child to think about the last time he\/she barbecued food wrapped in aluminium foil or watched someone barbecue food wrapped in aluminium foil. Based on that experience, does this make sense?<\/p>\n Yes!<\/strong><\/p>\n So, Case 2 represents the correct scenario<\/strong>, and<\/strong> option (3) is the correct answer<\/strong>. \ud83d\ude0a<\/p>\n Let’s deep dive into the Science concepts that make option (3) the correct answer.<\/p>\n After the leaves (the area that is in direct contact with the strong fire) gain heat from the strong fire to become hotter, heat will be conducted away from the hotter part of the leaf to the cooler part of the leaf. Since the leaves are poor<\/strong> conductors of heat, heat will be conducted away from the hotter part of the leaf to the cooler part of the leaf at a very slow rate<\/strong>. This means that there will be a lot of heat that is built up at the hotter part of the leaf, which eventually results in the hotter part of the leaf being burnt!<\/p>\n <\/p>\n While most students would get Q40c right, some would lose marks due to careless mistakes, especially when they did not read the question carefully or the annotations are incomplete.<\/p>\n Before we address the potential careless mistakes and how to avoid them, here\u2019s a tip to approach structured\/open-ended questions smarter:<\/p>\n Doing this helps your child apply the relevant concepts, template answers or answering structures to tackle the question! \ud83d\ude00<\/p>\n What are the 2 key topics tested for Q40c? They are (Electro)magnets<\/strong> and Energy conversion<\/strong>!<\/p>\n Based on the 2 topics above, how do we explain<\/strong> why the iron block can drop down, hit object P and drive object P into the sand?<\/p>\n Step 1 (Electromagnet concept):<\/strong> When the switch is open, there will be an open circuit. The electromagnet will be demagnetised and cannot attract the iron block anymore, causing the iron block to fall off the iron bar.<\/p>\n Step 2 (Energy conversion concept)<\/strong>: When the iron block falls down, the (gravitational) potential energy (GPE) of the iron block will be converted to kinetic energy (KE), which is then transferred to object P, causing object P to move into the sand.<\/p>\n To drive object P deeper<\/strong> into the sand, from step 2, we know that object P needs to have more KE. To allow object P to have more KE, once again from step 2, we know that the iron block needs to have more GPE<\/strong> at the start.<\/p>\n How can the iron block have more GPE? Recall the two factors that affect the amount of GPE:<\/p>\n 1. Mass of the object<\/p>\n AND<\/p>\n 2. Height of the object above the ground<\/p>\n The greater the mass and the greater the height above the ground, the greater the amount of GPE<\/strong> the object has!<\/p>\n Thus, many students might write this answer: “Drop the iron block from a greater height above the ground.”<\/p>\n While the answer above sounds right, the student would actually be awarded zero marks<\/strong>! \ud83d\ude22 Why is that so?<\/p>\n Let\u2019s read Q40c carefully again!<\/p>\n <\/p>\n The question specified \u201cwithout changing its height<\/strong>\u201d! Do you see the mistake now?<\/p>\n While the above answer demonstrates the correct Science concept, it doesn\u2019t follow the condition stated in the question.<\/p>\n To avoid such careless mistakes and lose unnecessary marks, here is our next tip for your child:<\/p>\n Refer to the example below! \ud83d\ude00<\/p>\n <\/p>\n Let\u2019s look at the other factor affecting GPE: mass<\/strong>.<\/p>\n For the iron block to have more GPE, we can also change it to an iron block with a larger mass<\/strong>!<\/p>\n Before writing down this answer, let\u2019s do a quick check again with Q40c!<\/p>\n Did the question specify that we have to use the same iron block? No! So is this answer acceptable? Yes, definitely! \ud83c\udf89<\/p>\n However, do you think your child will be awarded the full marks for this answer?<\/p>\n The answer is no! Only one mark will be awarded for this answer as it is incomplete!<\/p>\n Let us share with you one more tip for today:<\/p>\n Since there are 2 marks allocated<\/span> for Q40c, we can infer that 2 marking points are required<\/span> for a complete answer!\u00a0<\/p>\n Alternatively, since the question asked to suggest changes (plural)<\/strong> to the set-up, it means that your child must suggest 2 or more changes<\/strong> to the set-up for a complete answer!<\/p>\n What is the other marking point (besides using an iron block of larger mass) that we are missing?<\/p>\n Let\u2019s think about this: If we change to an iron block of larger mass, will the electromagnet still be able to carry the iron block?<\/p>\n To confirm this, we\u2019ll share one last tip!<\/p>\n Since the question said that the electromagnet could only just carry<\/strong> the iron block in the original set-up, do you think the same electromagnet can still carry an iron block of larger mass? The answer is NO!<\/p>\n How can we make the electromagnet stronger so that it can still carry the iron block of larger mass?<\/p>\n Referring back to tip #2 above, recall the two methods to make the electromagnet stronger:<\/p>\n Before writing either of the above answers, recall tip #3 above as well.<\/p>\n Did Q40c specify that the number of batteries or the number of turns of wire must be kept the same? No! Can we write either of the answers above? Yes!<\/p>\n Thus, the complete answer for Q40c will be as follows:<\/p>\n Add more turns of wire around the iron bar \/ Add more batteries to the circuit AND Change to an iron block of larger mass.<\/strong><\/p>\n <\/p>\n We hope you found this blog post insightful, especially the techniques and good exam habits your child can adopt to do well in his\/her Science exams!<\/p>\n All the best for your child\u2019s revision and stay tuned for more helpful PSLE Science blog posts! \ud83d\ude0a<\/p>\n <\/p>\n <\/p>\n <\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row disabled_on=”off|off|off” admin_label=”Math GAP” _builder_version=”4.21.0″ custom_margin=”0px||” custom_padding=”0px||” saved_tabs=”all” collapsed=”off” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_divider color=”#898989″ admin_label=”Divider” _builder_version=”4.21.0″ locked=”off” global_colors_info=”{}”][\/et_pb_divider][et_pb_image src=”https:\/\/thepiquelab.com\/blog\/wp-content\/uploads\/2019\/05\/The-Pique-Lab-CCI-Science-Course-CTA.png” title_text=”The Pique Lab – CCI Science Course – CTA” align=”center” _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text _builder_version=”4.21.0″ text_font=”||||||||” text_text_color=”#333333″ text_font_size=”18px” text_orientation=”center” global_colors_info=”{}”]<\/p>\n If you like our methodology, we’ve some ongoing weekly Science classes:<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.21.0″ text_font=”geomanist-medium||||||||” text_text_color=”#f44a4a” text_font_size=”18px” text_line_height=”2em” text_orientation=”center” global_colors_info=”{}”]<\/p>\n P3 Complete Concept Integration\u2122 Science Course<\/strong><\/a> [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" In this blog post, we break down the 2025 PSLE Science paper, key topic weightage, and strategies to tackle challenging multiple-choice questions and structured or open-ended questions.<\/p>\n","protected":false},"author":10,"featured_media":246751,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":" [et_pb_section fb_built=\"1\" _builder_version=\"4.21.0\" global_colors_info=\"{}\"][et_pb_row _builder_version=\"4.21.0\" background_size=\"initial\" background_position=\"top_left\" background_repeat=\"repeat\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" custom_padding=\"|||\" global_colors_info=\"{}\" custom_padding__hover=\"|||\"][et_pb_text _builder_version=\"4.21.0\" z_index_tablet=\"500\" global_colors_info=\"{}\"]<\/p> Hi Mummies and Daddies!<\/p> From the 2028 Joint Admissions Exercise (2028 JAE) onwards, your child and other students entering Junior College (JC) will be assessed under a new system: L1R4<\/strong>.<\/p> This marks a significant shift from the long-standing L1R5 system that MOE has been using for decades!<\/p> In this blog post, we aim to provide you with a comprehensive overview of the L1R4 system, who's affected, what subjects are counted and what this actually means for your child's grades (including Math and Science).\u00a0<\/p> We hope this blog post will serve as a valuable resource to help you and your child navigate this new change with confidence! Let's dive in:<\/p> <\/p> <\/p> <\/p> <\/p> <\/p> <\/p> [toc]<\/p> \u274c Secondary 3 and 4 Students in 2025<\/strong><\/p> Students in Secondary 3 and Secondary 4 in 2025 will still be using the traditional L1R5 system and will not be affected by the new L1R4 system.<\/p> \u2705 Secondary 2 Students in 2025<\/strong><\/p> Students in Secondary 2 in 2025 will be the first batch to be assessed using the new L1R4 system when they:<\/p> \u2705\u00a0Secondary 1 Students in 2025 and incoming batches of new secondary school students<\/strong><\/p> Under the new L1R4 system, your child\u2019s JC admission will be based on his\/her performance in:<\/p> The new JC admission criteria will continue to be based on<\/strong> G3 subjects<\/strong> to ensure students can cope with the academic rigour of the A-Level curriculum.<\/p> For admission to Junior Colleges (JC) and Millennia Institute (MI) from the 2028 JAE onwards, students will be assessed under the new L1R4 system and must fulfil the following requirements.<\/p>[caption id=\"attachment_246615\" align=\"aligncenter\" width=\"1024\"] \u00a0<\/p> Math, Science & Humanities: Greater Importance For Each Counted Subject<\/strong><\/p> While Math, Science, and Humanities subjects are both mandatory under the L1R5 and L1R4 systems, the L1R5 system offered more room for students to buffer a weaker grade in a Math or Science subject<\/strong> with stronger performance in other areas, such as additional Humanities or Language subjects.<\/p> By taking one fewer subject into consideration, the new L1R4 system reduces this buffering capacity<\/strong>. This means students will need to focus more intensely on improving in all his\/her subjects to maintain a competitive JC score, as each of the five counted subjects now carries a proportionally heavier weight<\/strong>.<\/p> Example: Olivia: Weak in Math\/Science, Strong in Humanities<\/strong><\/p>[caption id=\"attachment_246614\" align=\"aligncenter\" width=\"1024\"] \u00a0<\/p> \u00a0<\/p> \u00a0<\/p> Under the L1R5<\/strong> system, Olivia's total JC score of 20 is achieved by counting her 6 best-performing relevant subjects:<\/p> Despite her low grades in Chemistry and Math, she still qualifies for JC consideration with 20 points because of Art, her additional best-performing subject, which counted as a buffer.<\/p> Under the L1R4<\/strong> system, only these five subjects<\/strong> are counted:<\/p> The exclusion of Art removes one of her stronger subjects, and the weak grade in Chemistry now carries more weight<\/strong>, leading to a total JC score of 17<\/strong>, which is just above the JC cut-off score<\/strong>\u00a0of 16. This means that there\u2019s less leeway to offset weak subjects under the L1R4 system, making each grade more critical.<\/p> Fewer Bonus Points to Buffer Mistakes<\/strong><\/p> Bonus points from CCA, Higher Mother Tongue or selected subjects are now capped at 3 (down from 4 previously). This gives students a smaller buffer when applying to JCs, and makes each counted subject even more crucial to securing a competitive JC score.<\/p> Exception<\/strong>: Students taking Language Elective Programmes (LEP) may be eligible for an additional 2 bonus points.<\/p> \u00a0<\/p> \u00a0<\/p> \u00a0<\/p> If your child plans to apply to a Polytechnic, the admission criteria operate under a different system and are not directly affected by the L1R4 change for JC.<\/p> Polytechnic admissions use a distinct scoring system called ELR2B2<\/strong>, which is based on your child\u2019s O-Level or SEC results.<\/p> Here\u2019s a quick overview of ELR2B2:<\/p> In total, five<\/strong> subjects contribute to the ELR2B2 aggregate score, which determines Polytechnic course eligibility. The subjects considered relevant vary by polytechnic course, and a lower ELR2B2 score means better chances of admission.<\/p> Important Changes to ELR2B2 from 2028 Intake<\/strong><\/p> For students applying to Polytechnic Diploma Year 1 from the 2028 intake onwards, they will now be permitted to include one G2 subject<\/strong> (equivalent to Normal (Academic) level) in their ELR2B2 score, specifically within the B2 (two best other subjects) component. The remaining four subjects must continue to be based on G3 subjects to ensure that students can cope with the academic rigour in the polytechnics.<\/p> Consequently, the net aggregate cut-off scores for Polytechnic admission will be adjusted to reflect this change:<\/p> While the new L1R4 system encourages more holistic development, building a strong academic foundation remains crucial, especially in core subjects like Math and Science.<\/p> As your child takes more ownership over his\/her studies, here are 3 key areas of growth that you can encourage him\/her to work towards:<\/p> \u00a0<\/p> \u00a0<\/p> \u00a0<\/p> <\/p> Secondary 1 (2025)<\/strong><\/p> Secondary 2 (2025)<\/strong><\/p> Secondary 3 (2025)<\/strong><\/p>Special & Challenging Questions In The 2025 PSLE Science Examination Paper<\/span>
<\/h2>\n\n
\ud83d\udd0e<\/strong>\u00a0Questions with unfamiliar contexts, requiring your child to think carefully and identify the concepts needed to answer the question correctly.<\/p>\n<\/blockquote>\nMultiple-Choice Questions<\/span><\/h3>\n
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Q19<\/strong><\/h4>\n<\/li>\n<\/ul>\n
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Q20<\/strong><\/h4>\n<\/li>\n<\/ul>\n
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Q22<\/strong><\/h4>\n<\/li>\n<\/ul>\n
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Q25<\/strong><\/h4>\n<\/li>\n<\/ul>\n
<\/p>\nOpen-Ended\/Structured Questions<\/span><\/h3>\n
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Q32c<\/strong><\/h4>\n<\/li>\n<\/ul>\n
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Q33d<\/strong><\/h4>\n<\/li>\n<\/ul>\n
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Q37<\/strong><\/h4>\n<\/li>\n<\/ul>\n
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Q40c<\/strong><\/h4>\n<\/li>\n<\/ul>\n
<\/p>\nIn-Depth Analysis Of 2 Special & Challenging Questions From The 2025 PSLE Science Examination Paper
<\/h2>\nAnalysis of MCQ Q22<\/h2>\n
<\/p>\nTip #1:<\/strong> To solve real-life application MCQs with ease, ask your child to follow these 3 steps!<\/h3>\n
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Analysis of OEQ\/SQ Q40c<\/h2>\n
<\/p>\nTip #2: Identify the topic(s) tested in each structured\/open-ended question!<\/strong><\/h3>\n
<\/p>\nTip #3: If the question mentions conditions that must be kept the same, underline them and cross them out! <\/strong><\/h3>\n
<\/p>\nTip #4: Circle the number of marks or keywords in the question to identify the number of marking points required to score full marks!\u00a0<\/strong><\/h3>\n
<\/p>\n<\/p>\nTip #5: Underline any key information in the question to locate it quickly!<\/strong><\/h3>\n
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Moving Forward<\/span>
<\/h2>\n<\/h2>\n
P4 Complete Concept Integration\u2122 Science Course<\/strong><\/a>
P5 Complete Concept Integration\u2122 Science Course<\/strong><\/a>
P6 Complete Concept Integration\u2122 Science Course<\/strong><\/a><\/p>\nSo Is Your Child Affected By The New L1R4 System?<\/h2>
What Is L1R4? How Does The New L1R4 System Affect My Child\u2019s JC Score?<\/h2>
New Junior College\/Millennia Institute Admission Cut-off Scores<\/span>
<\/h2> Subject requirements for JC and MI admission under the new L1R4 system, including specific grades required for English Language, Mathematics and Mother Tongue Language<\/em>[\/caption]Key Implications Of The New L1R4 System
<\/h2> Example of how a student, Olivia, will perform under the existing L1R5 and new L1R4 systems<\/em>[\/caption]L1R5 vs L1R4: What\u2019s The Difference?
<\/h2>[caption id=\"attachment_246611\" align=\"aligncenter\" width=\"1024\"] Differences between the L1R5 and L1R4 JC scoring systems including who's affected, what subjects are counted and what is the maximum bonus points<\/em>[\/caption]Will My Child Be Affected By The New L1R4 Change If She\/He Intends To Apply For Polytechnics Instead?<\/span>
<\/h2>Here\u2019s How You Can Help Your Child Succeed In Secondary School
<\/h2> 3 ways your child can excel in Science and Math in secondary school<\/em>[\/caption]What Students in Secondary 1 to 4 (2025 Cohort) Should Focus On
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