PSLE Foundation Science small groups tuition in Punggol should help a child understand a scientific concept, examine the evidence in a question and give a clear, accurate explanation without depending on memorised keywords alone. eduKatePunggol’s published format is a maximum of three learners in a 1.5-hour tutorial. The tutor can observe how each pupil reads a diagram or table, identify which condition they overlooked and ask them to explain a different example independently after the correction.

The 2026 SEAB Foundation Science examination, subject code 0039, follows the 2023 MOE Primary Science syllabus with Foundation-specific scope. The revised paper comprises one 1-hour-15-minute written examination with two booklets: twenty multiple-choice questions worth 40 marks and 9–11 short-response or structured questions worth 30 marks. A word list is provided during the examination, but it is not exhaustive and does not replace understanding. Foundation Science is therefore a meaningful knowledge-and-inquiry subject in its own right, not simply a collection of easy Science vocabulary.

• **Foundation Science 0039 (2026):** one paper, 70 marks, 1 hour 15 minutes and two booklets.
• **Booklet A:** 20 multiple-choice questions with three options each, two marks per question.
• **Booklet B:** 9–11 short-response and structured questions worth 30 marks together.
• **A word list is supplied:** helpful for terminology but not a substitute for reasoning or recognition.
• **Tuition priority:** actual MOE Foundation topics, data interpretation, experimental design and concise scientific explanation.
• **No guarantees:** an examination grade or available place in a particular three-student class cannot be promised.

Foundation Science is a distinct official examination route

The Primary Science syllabus identifies the learning outcomes needed for Standard and Foundation students. Some topics or details are not required in Foundation, while the remaining scientific ideas still demand understanding and application. A child should not be expected to complete every Standard extension merely because the tutor has the worksheet.

The appropriate starting point is the school’s current Foundation Science materials and the MOE 2023 syllabus. The tutor can check the exact learning-outcome scope rather than rely on a vague description such as easier Science. Respecting the curriculum allows time for a smaller set of ideas to become genuinely secure.

The 2026 revised format changes how families plan practice

SEAB’s Foundation Science 0039 syllabus for examinations from 2026 specifies one written paper with two booklets. Booklet A has twenty multiple-choice questions, each with three answer options and two marks, for 40 marks. Booklet B contains 9–11 short-response and structured questions for a combined 30 marks.

The full duration is 1 hour 15 minutes, and candidates must answer all questions. This format should not be confused with the Standard Science paper or an older Foundation paper. Parents preparing a later cohort must confirm the official examination-year document instead of assuming no further changes have occurred.

What the examination assesses

Foundation Science candidates should demonstrate knowledge and understanding of scientific facts and principles, apply concepts in familiar or appropriate situations, and engage in scientific inquiry. SEAB includes making predictions, interpreting information, evaluating observations and methods, and communicating explanations with reasoning among the assessed capabilities.

This means a pupil who can recite several definitions may still need help understanding a changed diagram or deciding what a table supports. The tutor should diagnose concept knowledge separately from application. Correct terms matter, but they have to describe the right scientific relationship in the actual question.

The supplied word list is helpful but not sufficient

SEAB states that a word list is provided in the Foundation Science examination to reduce the disadvantage of language weakness when assessing scientific knowledge. The list is not exhaustive. It does not tell the candidate which concept fits a diagram or how two conditions are related.

A tutor can teach pupils to recognise and use relevant scientific vocabulary while also explaining the idea in clear ordinary language. Children should practise reading short Science tasks and using the word list appropriately rather than assume they will never need to recall or understand any terms independently.

Read the whole question before selecting a fact

A diagram may show a plant, a circuit or a magnet, but the question might ask for a prediction, comparison or reason rather than a label. A pupil who writes the most familiar fact from the chapter may answer a different question.

A tutor can ask the learner to restate what is being requested before revealing a method. For example, a question about what happens after a switch opens is not merely asking for the word switch; it asks for the effect and its scientific explanation. This routine applies across Foundation topics.

Booklet A requires careful selection, not lucky guessing

Multiple-choice questions have three options in the 2026 Foundation Science syllabus. A candidate may identify the correct option through understanding or eliminate a clearly wrong option and guess the rest. The selected letter alone does not reveal which occurred.

A tutor can ask the child to explain why the strongest distractor fails. If the learner selects an option because it contains a remembered keyword while ignoring the diagram, the correction should address that reasoning. A changed question without the same options tests whether the concept is truly understood.

Booklet B requires clear short responses and explanations

Some Booklet B items may be simple fill-in-the-blank or matching tasks, while others need short or structured explanations. A child should answer the actual demand and provide enough relevant scientific reasoning without copying long paragraphs that introduce unrelated information.

The tutor can teach a flexible sequence: state the relevant condition, identify the scientific relationship and describe the effect. The exact amount of writing depends on the question. A one-word answer may be sufficient for identification, while a why question may require a causal explanation. Longer is not automatically better.

The Science framework connects several themes

The MOE Primary Science curriculum organises ideas within Diversity, Cycles, Systems, Energy and Interactions. These themes are related and revisit earlier concepts as pupils progress. A Foundation candidate should work within the Foundation learning outcomes rather than treat every Standard subtopic as compulsory.

A tutor can connect new tasks to known experiences without inventing more advanced content. Classification, changes in matter, life cycles, plant and human systems, light or heat, forces and simple electrical ideas can provide useful contexts where they match the actual syllabus. The school chapter should guide near-term practice.

Scientific observation is different from explanation

An observation describes what was noticed or measured: the temperature decreased or the bulb did not light. An explanation uses a relevant scientific idea to account for that observation under the stated conditions. The two can appear in the same answer but they perform different jobs.

A tutor should ask the pupil to identify which sentence reports data and which states the mechanism. A child who says ‘the bulb is off because it does not light’ has repeated the observation rather than explained it. A changed diagram can test whether the correct explanation is available.

Worked example 1: a simple open circuit

An illustrative circuit shows a cell, wires, a bulb and an open switch arranged in one path. The bulb does not light because the open switch interrupts the complete conducting path needed for current in the simple model. The answer should connect the switch condition to the effect.

A tutor can move the break to another part of a new circuit diagram and ask whether the same principle applies. The child should trace the intended path rather than memorise that every drawing with a switch is open. Paper diagrams suffice for the lesson; no household mains experiment is appropriate.

What makes a model useful?

A diagram simplifies a real system so the learner can focus on relevant relationships. A plant transport sketch may use arrows to show movement; a circuit diagram uses symbols for connections. These representations are not photographs of the underlying microscopic processes or full physical objects.

The tutor can ask what each arrow or symbol represents and which details have been simplified. This protects against treating the illustration literally and helps the child interpret an unfamiliar exam diagram. Understanding the model is more useful than memorising one picture.

Plants as systems: structures and functions must connect

A child may label roots, stems and leaves correctly but fail to explain how their functions contribute to plant processes. The tutor can ask which part absorbs water, which structures transport substances and what the passage actually asks. The level of specialist terminology should follow the Foundation syllabus, not an advanced botany textbook.

A new plant diagram or situation tests whether the learner can reason about the function. Naming the part is useful, but a question asking how it helps the plant needs an appropriate relationship between structure and process. A tutor should teach that difference explicitly.

Worked example 2: a plant without sufficient water

Imagine two similar plants kept under otherwise comparable conditions, but one receives substantially less water. The learner may predict that insufficient water can adversely affect normal plant functioning, while recognising that an actual growth result requires observation rather than guesswork.

The tutor should ask what factor was changed and what outcome would be measured. A changed example with light rather than water tests whether the child can identify the investigated factor rather than repeat a fixed answer about plants. Fair comparisons are central to scientific inquiry.

Human systems need accurate division of roles

The respiratory and circulatory systems have related but distinct roles. The respiratory system participates in gas exchange, while the circulatory system transports substances through the body. A child who says the heart directly takes in air has confused the systems.

A tutor can trace a simplified appropriate pathway and ask how the two systems contribute differently. The detailed structures required depend on the Foundation learning outcomes. More advanced organ terminology does not automatically improve the answer if the basic functional relationship is missing.

Worked example 3: explain two connected systems

A short question asks why the body needs both breathing and blood transport. A suitable explanation at an accessible level is that oxygen enters the body through the respiratory system and is carried by blood to parts of the body through the circulatory system. The processes have related but different functions.

The tutor can ask the child to label what each system contributes and then explain another simple system diagram. This tests whether the learner understands the connection. A long memorised passage may be less useful than a short accurate statement that answers the actual question.

Life cycles involve stages and changes

A life cycle describes the stages through which a living thing develops and reproduces. Some pupils can name pictures from a familiar chart but struggle when the order changes. The tutor can ask what happens first, how one stage leads to another and which parts represent reproduction.

The precise plant and animal reproduction outcomes depend on the Foundation syllabus and year level. A learner should not be expected to memorise every specialist detail from Standard Science where it is excluded. A changed sequence can test whether the child understands the cycle rather than the original picture layout.

Worked example 4: a simple plant cycle

An illustrative plant cycle can move from a seed to germination, growth, flowering and production of new seeds under suitable conditions. The pupil should understand that a cycle links stages and eventually allows new plants to develop.

The tutor may provide mixed-up stage cards and ask the learner to reorder them and explain a transition. A changed plant example tests the same idea. The exercise should remain within the actual Foundation outcomes and avoid inserting advanced reproduction structures not required for the pupil.

Water and matter questions require the direction of change

A student may know the words evaporation and condensation but apply them in the wrong direction. Evaporation involves liquid changing to gas at the surface; condensation involves gas changing to liquid. Understanding the original and resulting state is more useful than merely recognising a picture of a kettle or wet window.

A tutor can ask what material changed, which state it began in and what state resulted. A fresh ordinary situation, described safely without conducting a hazardous experiment, allows the learner to apply the same concepts. The actual course scope governs the detail needed.

Worked example 5: droplets on a cool surface

Suppose water droplets appear on the outside of a cool covered container placed in moist air. Under suitable conditions, water vapour in the surrounding air condenses on the cool surface. The water need not have leaked through the container’s solid wall.

The tutor can ask where the water vapour was before the droplets formed and which change of state occurred. A different example, such as a cool window, checks whether the pupil can explain condensation without copying the original sentence. The scenario is a conceptual exercise, not a required experiment.

Light questions require observation and relevant principles

A learner may identify a shadow but not explain which object blocks light from reaching the surface. A tutor can ask where the light comes from, which object obstructs the path and which region remains less illuminated. The explanation should relate to the actual diagram.

A changed arrangement of light source and object can test transfer. A pupil who assumes every shadow remains the same size and position may be relying on a memorised drawing. The appropriate Foundation syllabus determines the exact concepts assessed; the teaching should remain focused and accurate.

Worked example 6: a shadow changes position

An illustrative torch shines at an object and casts a shadow on a wall. When the light source moves sideways, the shadow’s position can change because the directions of light paths change. The exact location depends on the arrangement shown.

The tutor should ask the child to use the diagram’s stated geometry rather than invent measurements. A new sketch with a different source position provides an independent check. The purpose is interpreting how a system changes under a specified condition, not memorising a universal answer about shadow direction.

Heat is not the same quantity as temperature

A child may say that heat and temperature are interchangeable because a thermometer measures ‘heat’. Temperature indicates how hot or cold a body is; heat refers to energy transfer due to a temperature difference in the appropriate scientific context. Pupils need to use the term suited to the question and level.

A tutor can compare two short descriptions: one reports the thermometer’s reading, while the other explains transfer between warmer and cooler objects. The exact detail should align with Foundation requirements. Clear vocabulary prevents explanations that sound scientific but do not describe the correct process.

Worked example 7: describe a measured cooling trend

A hypothetical table records the temperature of water at equal time intervals: 60, 55, 51 and 48 degrees Celsius. The temperature decreases overall, but the changes are five, four and three degrees, not a constant five-degree drop each time.

The tutor can ask which statement is directly supported by the data and which proposed rate is inaccurate. A new table with a different pattern tests whether the learner reads the values rather than repeats a phrase about cooling. The cause cannot be established without further conditions.

Forces are interactions, not only arrow names

A force can change an object’s motion or shape under appropriate conditions. A child may recognise the term friction but struggle to explain which surfaces interact or which direction a force acts. The tutor should use simple everyday situations and diagrams that match the Foundation syllabus.

An explanation is better when it states the relevant object, condition and effect. A new diagram tests whether the learner can apply the concept without copying a memorised arrow. Avoid promising that a single rule fits every force problem regardless of the actual setup.

Worked example 8: friction in a sliding object

A toy car moving along a level surface may slow because friction and other resistive effects oppose its motion. The pupil should not say that friction always acts in the direction of travel. A diagram can help identify the resisting interaction and resulting change in motion.

The tutor may compare a smooth and rough surface in a hypothetical task while acknowledging that any specific result depends on the conditions. The important skill is choosing a concept that explains the stated observation rather than inserting the word friction into every moving-object answer.

Magnets provide a clear classification example

A magnet attracts some materials under ordinary conditions, including many common iron or steel items, but not all shiny objects or metals. A pupil who classifies every silver-coloured item as magnetic has used appearance instead of the tested material property.

A tutor can use safe descriptions or classroom objects to ask which rule is being tested. Changed items can help the learner distinguish evidence from guesses. The exact school experiment should follow teacher guidance. The aim is accurate classification using an observable property, not memorising object colours.

Scientific variables are the beginning of fair comparisons

In a fair investigation, pupils need to know which factor is deliberately changed, what outcome is measured and which other relevant conditions are controlled. A child may memorise the labels independent and dependent variable but still fail to apply them to a new scenario.

A tutor can use simple language first: what did we change, what did we measure and what else could affect the result? The technical terms can then be connected to those roles where required. A new investigation tests whether the reasoning survives a different context.

Worked example 9: an unfair plant comparison

Two seedlings are grown with different amounts of both light and water. If their growth differs, the evidence cannot isolate light as the sole cause, because water also changed. A pupil who concludes that more light certainly caused the difference has ignored an alternative explanation.

The tutor can ask how the test could be improved by keeping the relevant water supply comparable while varying light. A second task could investigate another factor and require the child to identify the controlled conditions independently. Merely writing fair test without naming the problem is not enough.

Repeating an experiment and controlling variables solve different problems

Repeated trials can help evaluate variation, but repeating the same comparison in which two factors always change together does not isolate which factor caused the observed difference. A pupil who memorises ‘repeat three times’ as the answer to every experimental flaw may overlook the actual design problem.

The tutor can present two proposed improvements and ask which one addresses the specific limitation. A new scenario helps distinguish measurement repeatability from a controlled comparison. Scientific inquiry requires reasoning about evidence, not attaching a generic phrase to every question.

Tables and graphs require attention to labels and scales

A graph may show a quantity increasing over time, but the pupil should read both axes, their units and the scale before concluding how much it changed. A steep line is not automatically a large numerical increase if the graph uses an unusual scale.

A tutor can ask the child to describe what the graph directly states, then evaluate a proposed explanation. A changed graph with another scale tests whether reading skills are flexible. This is useful for the Foundation Science paper because interpreting information is an explicit assessment objective.

An observation and an inference belong in different sentences

The statement ‘the plant was shorter after seven days’ reports a measured comparison if the table provides that result. The claim ‘the plant was shorter because it lacked a particular nutrient’ is a causal inference that needs supporting conditions and evidence. A plausible explanation may still be unsupported by the given experiment.

A tutor can have each pupil highlight a direct observation and an inferred cause in a sample response. Then a different task checks whether they can maintain the distinction. This helps prevent confident but unjustified scientific explanations.

A correct keyword may still be an incomplete answer

A pupil can write ‘condensation’ or ‘friction’ and still leave out what changed and why it matters. If the task asks for a reason, a relevant mechanism may be required. Conversely, an identification question may need only a brief term rather than a paragraph.

The tutor should teach the child to recognise the demand word and select the amount of explanation the question requires. A small group can compare two responses and examine which actually answers the task. More words are not always better, but the scientific relationship must be communicated.

Some language difficulties should be separated from Science concepts

A pupil may understand the experiment orally but struggle to compose an accurate written explanation. Another may read the question incorrectly while possessing the scientific knowledge. The Foundation Science word list is designed partly to reduce language disadvantage, but it does not resolve every comprehension or expression issue.

A tutor can ask the child to explain a diagram in ordinary language before introducing the appropriate scientific terms. If the oral explanation is sound, written sentence construction may be the next priority. If the concept itself is wrong, better vocabulary alone will not repair it.

Three pupils may need three different Science corrections

Imagine Aisha knows the concept but chooses a wrong answer because she misreads the diagram, Ben understands the diagram but confuses evaporation and condensation, and Mira answers correctly but cannot explain which observation supports the choice. Their overall marks may be similar while their needs differ.

A useful three-student lesson can discuss the common phenomenon while assigning separate tasks: diagram reading, concept comparison and evidence-based explanation. Parents should ask what their child is practising differently after the diagnosis. Small-group size matters when that differentiation is real.

What a ninety-minute Foundation Science tutorial may include

An illustrative lesson begins with retrieval of an earlier concept and an individual schoolwork diagnostic. The tutor explains one relevant scientific relationship using a diagram or table, then guides practice. Each pupil attempts a changed question independently, and the lesson closes with a short review of the repeated error.

Exact minute allocations vary by school topic and group needs. A lesson on a new system may require more explanation; a pupil approaching PSLE may benefit from a short mixed or timed section after concepts are secure. The core learning cycle matters more than the number of worksheets completed.

Booklet A preparation should include reasoned elimination

A child may choose a correct answer by luck. The tutor can occasionally ask why the strongest incorrect option fails, then use a new scenario without answer choices. If a pupil confidently repeats an invalid idea, the misconception is now visible and can be corrected.

The 2026 Foundation Science paper gives three options per multiple-choice question. Practice should reflect the actual paper when training examination decisions, but content teaching can also use open explanations or diagrams. The priority is understanding, not a memorised letter-selection trick.

Booklet B practice should respect response type

Short-response items may ask for a word, a match or a brief factual completion, while structured tasks can require a reason or application. A pupil who writes an entire irrelevant paragraph may not improve the answer; another who supplies only a term when the question asks why may omit the crucial relationship.

A tutor can teach the child to identify what information is requested and provide a concise scientific response. Changed questions test the decision. The exact marking rules and item formats should always follow the official syllabus for the candidate’s examination year.

Timed work should follow concept stability

Foundation candidates need to answer all questions within the actual 2026 duration of 1 hour 15 minutes. But a pupil who cannot interpret an experimental graph untimed will not generally become more accurate through faster guessing. First repair the relevant concept or reading process.

Then use short realistic timed sections and examine where time was spent. A learner who rereads a simple question excessively needs a different strategy from one who makes rapid unsupported assumptions. Full-paper practice is useful when it generates meaningful error analysis rather than only another score.

The word list should be used intelligently

The provided word list may help with unfamiliar terminology, but it is not exhaustive and cannot tell a student which explanation applies. A pupil should learn to connect words with diagrams, processes and evidence during tuition rather than depend on scanning the list for a matching-looking term.

A tutor can practise choosing the scientifically relevant term from context and then ask what the word actually means. A learner who can explain an idea in ordinary language but cannot recall the exact label may need terminology retrieval. The converse—a correct label with no understanding—requires concept teaching.

A four-week review should test a narrow Science capability

Week one records an original error, such as confusing a measured result with an inference. Week two teaches the underlying distinction and gives guided practice. Week three changes the experiment or diagram and reduces prompts. Week four asks for a new independent explanation that uses the same reasoning.

This review can show a useful change even if a school mark remains similar, because tests sample different topics. No tutor can guarantee a fixed grade rise after four sessions. Parents should look for clearer scientific decisions and a realistic next teaching target.

Delayed retrieval builds readiness for unfamiliar questions

A pupil may answer a circuit question correctly after the tutor has just explained an open switch but struggle with a different diagram weeks later. Short delayed retrieval and mixed practice can show whether the principle is still available without the original picture.

The tutor should revisit fragile concepts while the school syllabus progresses. If the same mistake returns, a different representation or simpler prerequisite may be needed. Repeating a long packet of identical model answers is not a substitute for independent transfer.

Foundation is a learning route, not a judgement of potential

Foundation Science is an official examination subject with specified knowledge and inquiry aims. It should not be described as Science for children who cannot reason. A learner may be secure in one topic and need support in another, just like a student following a different course.

A tutor should use respectful feedback and a syllabus-appropriate challenge. Neither a group of three nor a particular revision method can guarantee a school posting result or future subject-level decision. The educational aim is increasing the child’s ability to understand and apply science independently.

Some pupils need a different form of support

A student who needs continuous one-to-one assistance may not benefit sufficiently from a shared lesson; another who is already learning securely may not need tuition. Matching three pupils by curriculum level, pace and participation is a teaching decision, not simply putting three children around one table.

Parents should discuss the child’s actual needs with schoolteachers and the tuition centre. The best result may be a suitable group, temporary individual support or ordinary independent study. A responsible provider should recognise when the advertised format is not the right fit.

What to bring to a Punggol Foundation Science consultation

Bring a school Science worksheet, a recent question the child could not explain and the actual Foundation Science subject entry. Ask the pupil to point out the relevant diagram information and state what was observed before viewing the model answer. The tutor can diagnose concept, language, evidence or interpretation difficulties.

Ask how a three-student tutorial would repair the first gap, how a new independent question will be checked and whether the weekly commitment is manageable. Current class availability, fee and schedule must be verified directly with eduKatePunggol. A general article does not confirm a booking or promise a grade.

PSLE Foundation Science parent checklist

• Confirm Foundation Science code 0039 and the correct examination year.
• Use the actual 2023 MOE Foundation Science outcomes, not every Standard extension.
• Understand Booklet A’s three-option MCQs and Booklet B’s short-response/structured tasks.
• Remember the 2026 exam is one 1-hour-15-minute paper worth 70 marks.
• Practise scientific terms with concept meaning; the supplied word list is not exhaustive.
• Separate observation, inference, mechanism and experimental limitations.
• Review a new independent task after feedback and again after a delay.
• Keep tuition, schoolwork, CCA, meals and sleep in reasonable balance.

Frequently asked questions

What is the PSLE Foundation Science subject code?

SEAB lists Foundation Science as code 0039 in the 2026 PSLE syllabus directory. Use the correct year’s document for each cohort.

How many papers are there?

The 2026 Foundation Science assessment is one written paper, 1 hour 15 minutes, with Booklets A and B totalling 70 marks.

How many MCQ questions are in Booklet A?

Twenty multiple-choice questions with three options each, worth two marks apiece, giving 40 marks.

What appears in Booklet B?

Nine to eleven short-response and structured questions worth 30 marks altogether under the 2026 specification.

Is a word list provided?

Yes. SEAB states that a word list is provided to reduce language disadvantage, but it is not exhaustive and does not replace knowledge and inquiry.

Is Foundation Science the same as Standard Science?

No. The MOE syllabus has Foundation-specific scope; certain topics and learning outcomes are not required. Teaching should follow the correct route.

Can a pupil rely only on memorised keywords?

No. The exam assesses application and inquiry, including interpretation of information, evaluation and communicated explanations.

What is the difference between observation and inference?

An observation describes what was recorded. An inference proposes an interpretation or cause that must be justified by the evidence and conditions.

Why is a fair test important?

A comparison that changes more than one relevant factor may not isolate the cause being investigated. Pupils should identify what changes, what is measured and what should remain comparable.

Can group tuition help with Science explanations?

It may provide chances to discuss mechanisms and receive individual feedback. The learner still needs to explain an unfamiliar question independently; three pupils alone cannot guarantee progress.

Should a pupil do full papers every day?

Not automatically. Targeted concept repair and changed tasks may be more useful before intensive timed practice. Workload should remain sustainable.

How should parents use the word list at home?

Connect useful terms to pictures, observations and explanations. Do not treat the list as an answer key or assume it covers every term needed.

Can tuition guarantee a Foundation Science distinction?

No. A tutor can help prepare skills and review independent progress but cannot guarantee a grade, school placement or examination performance.

What should a parent bring to consultation?

A current Foundation Science worksheet, one confusing question and the child’s own attempt. Ask what misconception is being repaired, how the group is matched and what new task will show progress.

Punggol Foundation Science and official references

• PSLE Foundation Science Small Groups Tutor — effective class-size companion
• PSLE Standard Science: distinct syllabus route
• Primary 5 Science systems — contextual prerequisite guide
• PSLE small-groups tuition overview
• How tutor feedback changes learning
• Progress and retention checks
• Tuition at eduKatePunggol: parent enquiry
• Immutable eduKate Small Groups Tutorials reference
• MOE 2023 Primary Science syllabus — Standard and Foundation learning outcomes
• SEAB PSLE Foundation Science 0039 revised 2026 syllabus
• SEAB PSLE 2026 syllabus directory

Editorial note (November 2026): This independent Punggol tuition guide is not issued by MOE or SEAB. The examination details refer to Foundation Science 0039 from 2026; future candidates should consult their examination-year document. All scientific scenarios are original illustrations and not instructions for unsafe practical experiments. Grades, tuition fees and available seats are not guaranteed.