Primary 4 Science Tuition | Clementi

Primary 4 Science Tuition | Clementi is for families who are no longer looking only for more worksheets. At Primary 4, the real question is whether a child can turn Science knowledge into explanations: read an experiment, identify the relevant concept, use scientific vocabulary precisely, interpret a diagram or table, and answer the exact question asked. Parents searching for Primary 4 Science tuition in Clementi, a Science tutor near Clementi, or a small-group Science tuition centre are usually trying to solve one of those deeper problems even when the symptom first appears as a falling test score.

Strong Primary Science tuition in Singapore should therefore do more than revise chapters. It should work from the current MOE Primary Science syllabus, diagnose misconceptions, strengthen scientific inquiry and process skills, and prepare students for the kind of application that eventually becomes important in PSLE Science. For Primary 4, the official 2023 syllabus places particular emphasis on plant systems, the human digestive system, matter, light and heat, while the wider Primary 3-to-6 course is organised around Diversity, Cycles, Systems, Interactions and Energy.

For Clementi families, this guide explains what useful Primary 4 Science tuition should actually accomplish, how a 3-pax small-group lesson can make a child’s reasoning visible, what to look for in a Science tutor, how to distinguish concept weakness from answer weakness, and how Primary 4 should build the runway toward Primary 5, Primary 6 and PSLE Science. It is a location guide, not a claim that every class is physically conducted in Clementi; parents should confirm the current lesson venue, schedule and availability directly before enrolling.

The 50-second answer for parents

Primary 4 is the year in which Science begins to become less forgiving of shallow recognition. A child may know a fact and still be unable to earn the mark because the question asks for a relationship, mechanism, comparison or evidence-based explanation. Useful tuition should make the missing step visible.

If the child forgets facts, repair retrieval and concept organisation.
If the child knows the topic but cannot answer, repair question interpretation and application.
If the child gives vague answers, repair mechanism language and scientific vocabulary.
If experiments are confusing, repair variables, observations, inference and fair-test reasoning.
If diagrams and tables cause errors, teach representation reading rather than giving more notes.
If the child does well topic by topic but drops in mixed tests, train concept selection and transfer.
If performance collapses under time, separate knowledge problems from execution problems.

The goal is not to make Primary 4 feel like an early PSLE boot camp. The goal is to build the scientific habits that make later PSLE preparation more efficient because the child already knows how to observe, retrieve, connect, explain and check.

Where this Clementi guide sits in the eduKateSG Science system

This article is the Primary 4 local owner in the eduKateSG Science location lane. The broad subject architecture remains with the Science Learning Hub and the canonical Primary Science Tuition Singapore guide. Parents who want the method rather than the location view can also read How Primary Science Tuition Works.

The purpose of a local page is narrower. A family in Clementi is often comparing convenience, class size, teaching style, the child’s current school demands, travel time, lesson timing and whether a tutor can diagnose the exact Science failure rather than simply deliver a generic programme. This page owns that year-and-location search job without replacing the broader Science owners.

The next steps in this Clementi cluster are Primary 5 Science Tuition | Clementi, Primary 6 Science Tuition | Clementi and PSLE Science Tuition | Clementi.

Why Primary 4 Science is a structural year

Primary 3 introduces students to formal school Science. Primary 4 is where many children discover that remembering a definition is not the same as controlling a concept. The syllabus topics become useful precisely because they are concrete enough to observe in daily life yet rich enough to demand disciplined reasoning.

A child can memorise that roots take in water. That is knowledge. But if a diagram shows two plants under different conditions, the child must decide which observation matters, what was changed, what was kept the same, and what conclusion the evidence supports. A child can memorise that heat flows from a hotter object to a cooler one. But an unfamiliar experiment may ask the child to infer what happens when materials, starting temperatures or exposure conditions change. The examination is already training the student to think with Science, not merely recite it.

Primary 4 therefore has two jobs. It must secure the year’s content, and it must upgrade the student’s operating system for Science. The second job is easy to miss because it is less visible than a stack of completed worksheets.

The current Primary 4 syllabus: what students are expected to build

The Ministry of Education’s 2023 Primary Science syllabus organises concepts by level so that learning develops coherently from Primary 3 through Primary 6. For Primary 4, the published overview includes plant systems, the human digestive system, matter, light and heat. These are not isolated chapters. They are training grounds for larger scientific ideas.

Plant system: from naming parts to explaining function

Weak learning sounds like a list: roots, stem, leaves, flowers. Stronger learning connects structure to function and function to evidence. A student should become able to explain why a particular plant part matters in a given situation, what might happen when a function is disrupted, and which observation in the question supports the answer.

This requires precise language. “The plant cannot grow” is often too broad. The student has to identify what process or requirement is affected and how that affects the plant. The point is not to memorise longer model answers. The point is to understand the mechanism well enough to rebuild an answer when the context changes.

Human digestive system: sequence, transformation and purpose

Digestive-system questions often reveal whether a child can reason through a sequence. Food does not simply “go through the body.” Different organs have roles, processes occur in an order, and the system has a purpose. Good teaching helps students distinguish where a process occurs, what changes, why that change matters and what should not be claimed.

Diagrams are especially useful here. Instead of asking students only to label a picture, a tutor can ask them to trace a substance, predict what happens if a stage is interrupted, compare two locations in the system, and explain the relationship between structure and function. That converts a labelled diagram into a reasoning tool.

Matter: properties, states and careful observation

Matter is often underestimated because the words solid, liquid and gas appear familiar. The difficulty arrives when students must reason from properties and evidence. What can be inferred from shape? What can be inferred from volume? What changes during heating or cooling? Which observations describe the material, and which are interpretations?

A strong Primary 4 Science tutor uses matter to teach disciplined distinction. Students learn that observation and inference are different. They learn to describe what is actually seen before explaining why it happened. That habit becomes essential in later experiments and PSLE structured questions.

Light: invisible paths made visible through evidence

Light is a powerful topic for building model-based reasoning. Students cannot normally see a light ray travelling through space, yet they can infer behaviour from shadows, visibility and experimental arrangements. This is exactly what Science often requires: use observations to reason about something that is not directly visible.

When students memorise “light travels in straight lines” without understanding how that principle predicts a result, they become brittle. Change the position of a light source, object or screen and the familiar answer disappears. Good practice varies one feature at a time and asks the child to explain the result rather than guess it.

Heat: direction, comparison and cause

Heat questions often expose imprecise everyday language. Children may say an object “has cold” or that a material “makes heat disappear.” Tuition should replace loose language with a clear model of energy transfer appropriate to the level, while keeping the explanation within syllabus expectations.

The student should learn to compare starting conditions, recognise what changes over time, identify what a material or setup affects, and avoid causal claims that the experiment cannot support. This is not only a heat skill. It is scientific reasoning.

Five themes, one connected Science

The Primary Science syllabus uses five themes: Diversity, Cycles, Systems, Interactions and Energy. Students often experience school chapters one after another, but the themes are meant to connect. Primary 4 is a useful year to begin making those connections explicitly.

A plant is a system, but it also depends on energy and interacts with its environment. Matter can undergo changes that form cycles. Heat and light are forms or expressions of energy-related ideas. The digestive system is not simply a collection of organs; it is a coordinated system whose parts contribute to a larger function.

When tuition treats every chapter as an isolated packet, students can perform well immediately after a lesson and still struggle later. Mixed questions expose the problem. A student who has learned through connections is more likely to recognise which concept matters even when the chapter name is not written at the top of the page.

Why “more worksheets” is an incomplete tuition strategy

Practice matters. But practice only improves the skill that is actually being practised. If a student repeatedly misreads experimental variables, twenty more experiment questions can strengthen the habit of misreading. If a student copies question wording into an explanation, another worksheet does not automatically teach mechanism.

A useful tutor therefore asks a diagnostic question before a volume question: what kind of error is this?

Concept error: the student does not understand the scientific idea.
Retrieval error: the student understood it before but cannot recall it when needed.
Selection error: the student recalls several ideas but chooses the wrong one.
Reading error: the relevant detail in the question is missed or misunderstood.
Representation error: a diagram, table, graph or setup is interpreted incorrectly.
Reasoning error: the student jumps from observation to conclusion without a valid link.
Language error: the idea is present but expressed too vaguely or inaccurately.
Execution error: timing, rushing or checking breaks an otherwise sound solution.

Different errors require different repairs. This is why small-group tuition can be valuable when it truly remains small: the tutor can inspect how the answer was produced, not just whether it was correct.

The observation–inference distinction

One of the highest-value Primary Science habits is learning to separate observation from inference.

An observation is what the student can directly identify from the information provided: a length increased, a bulb lit, a shadow changed size, droplets appeared, a reading rose, one plant had more leaves than another. An inference is an explanation or interpretation built from those observations and relevant scientific knowledge.

Children often mix them. They write an inference as though it were directly observed, or they repeat an observation when the question asks for a reason. A tutor can repair this by repeatedly asking two questions: “What do we actually know from the question?” and “What Science idea explains it?”

That pair of questions later supports claim–evidence–reasoning, experimental analysis and structured PSLE responses. Primary 4 is early enough to make it habitual.

How to read a Science question before answering it

Many marks are lost before the child begins writing. The student sees a familiar word, activates a memorised answer and starts writing without establishing the task. Strong tuition slows this moment down until it becomes automatic.

A useful reading routine is:

Identify what the question is asking: state, identify, compare, explain, predict, conclude, describe or suggest.
Mark the object or system being discussed.
Find the evidence: diagram, table, reading, observation, experimental condition or comparison.
Retrieve the relevant concept.
Decide what relationship links the concept to the evidence.
Write only what the task requires.
Check whether every pronoun and comparison is unambiguous.

This routine appears slow when first taught. With practice it becomes faster than guessing because the child makes fewer false starts and writes fewer irrelevant sentences.

Science vocabulary: precision without memorised decoration

Parents frequently search for “Science keywords” because children are told they have lost marks for missing key words. There is truth in the concern, but the solution is not a bag of magic phrases. Scientific vocabulary earns its value by naming relationships and mechanisms precisely.

For example, the child needs to distinguish melt from dissolve, heat from temperature in the contexts where that distinction matters, observation from inference, transparent from translucent, and the function of an organ from merely its name. A precise term compresses a scientific idea. But inserting a term into an otherwise incorrect causal chain does not rescue the answer.

Vocabulary teaching should therefore use three layers: meaning, boundary and use. What does the term mean? What similar idea must it not be confused with? How does it operate inside a complete answer? Students should be able to recognise the term, explain it in age-appropriate language and use it accurately when the question changes.

Experiments and fair tests at Primary 4

Experiment questions are not a separate species of Science. They are the place where content knowledge and inquiry meet. A child may understand light or heat but still struggle because the experimental design is confusing.

A tutor should explicitly teach students to identify:

the question being investigated;
what is deliberately changed;
what outcome is measured or observed;
what important conditions must be kept the same;
why repeated trials or careful measurement may matter;
what the data actually show;
whether the evidence supports the proposed conclusion; and
what the experiment cannot prove.

The deepest improvement comes when students stop treating “variables” as vocabulary and start seeing them as the logic of a fair comparison. If two setups differ in several important ways, the child should recognise that the cause of a result becomes harder to isolate.

Tables, diagrams and graphs are part of the question, not decoration

Some students read prose carefully but skim visual information. Science punishes that habit. A diagram may contain the only clue to direction, sequence, connection or position. A table may reveal a pattern that is not stated in words. A graph may encode a relationship the student must interpret before any concept can be applied.

Primary 4 tuition should therefore include representation reading as a skill in its own right. Students can be taught to read titles, labels, units, keys, arrows, scales and changing quantities before jumping to an answer. They should learn to translate one representation into another: describe a diagram in words, turn table values into a comparison, or sketch what a written relationship would look like.

This flexibility protects later learning because PSLE Science explicitly assesses application in words and through diagrams, tables and graphs.

The answer architecture we want students to internalise

There is no single sentence template that fits every Science question. But many good explanations contain three functional parts:

Relevant condition or evidence: what in this situation matters?
Scientific mechanism or relationship: why does that condition produce the effect?
Direct conclusion: therefore, what answers the question?

For younger students, this can be taught orally before it is demanded in writing. A tutor can ask: “What do you see? What idea explains it? So what happens?” Over time the child learns to build a complete response without needing the prompts.

What should be avoided is the mechanical use of memorised answer frames that override meaning. The structure should support thinking, not replace it.

Resident case: Adrian knows the fact but cannot use it

Adrian is a fictional eduKateSG resident student used to make the learning problem concrete. Suppose he can correctly tell the tutor that light travels in straight lines. In a routine question he scores. In a changed setup involving a torch, object and screen, he predicts the wrong shadow because he is trying to remember a picture from his notes rather than reason from the principle.

The repair is not another page of definitions. The tutor changes the positions one at a time and asks Adrian to predict before observing the result. He must explain each prediction using the same principle. After several variations, the surface arrangement stops controlling his answer. The principle begins to travel.

That is transfer: the child can use a stable idea when the context changes.

Resident case: Aisha writes too much and still loses marks

Aisha understands the digestive system well enough to talk about it for several minutes. Her written answer, however, contains every fact she remembers. The examiner asked for one reason, but she produces a paragraph with several unrelated claims and one inaccurate extra detail.

The tutor’s job is not to make her write even more. It is to train answer scope. She highlights the exact task, identifies the evidence needed and gives the shortest complete scientific explanation. Then she checks whether every sentence contributes to the answer.

Precision is not about making Science language unnaturally terse. It is about controlling relevance.

Resident case: Ben gets experiments wrong because he rushes the setup

Ben sees two containers in a heat experiment and immediately decides that the different material is the cause. He has not noticed that the starting quantities are also different. His Science knowledge is adequate; his comparison is invalid.

The tutor teaches him to inventory the setup before explaining: what is the same, what is different, what is measured, and what is the intended comparison? He then has to say whether the experiment permits a clean conclusion. This kind of correction improves not only heat questions but later inquiry work across the syllabus.

What a 3-pax Science tutorial can do that a worksheet cannot

A three-student class is useful only if the small size changes the teaching. The advantage is not the number by itself. The advantage is observability.

In a focused 1.5-hour lesson, the tutor can hear each child explain a prediction, inspect how each student reads a diagram, ask follow-up questions when vocabulary is vague, and require a corrected second attempt. One student may have a content gap, another may misread the table, and a third may know the answer but lack the language to express the mechanism. The same wrong option can come from three different causes.

A useful lesson rhythm might include:

short retrieval from older topics;
a concept check using a changed example;
explicit teaching of the day’s mechanism;
guided questions with verbal explanation;
independent application;
one experiment or representation task;
error classification and correction;
a second attempt without the original prompt; and
brief continuation work selected for the specific weakness.

This is very different from completing a predetermined worksheet regardless of what the student’s thinking reveals.

Diagnostic entry: what should happen before a programme decides what to teach

Parents often arrive with a score: 62, 74, 85. The score matters, but it is not a diagnosis. Two students with the same mark may need completely different instruction.

A Primary 4 diagnostic should sample several layers:

recall of core facts and vocabulary;
explanation of mechanisms in the child’s own words;
reading of diagrams and tables;
observation versus inference;
simple experimental variables;
application in an unfamiliar context;
answer scope and completeness;
retention of topics learned earlier; and
working behaviour under mild time pressure.

The best starting point is the earliest unstable layer, not necessarily the latest chapter taught in school.

Repair, stabilise or extend: three different Primary 4 routes

Repair route

This child has accumulating misconceptions or missing foundations. They may be failing tests, guessing vocabulary, confusing basic topic ideas or avoiding Science. The immediate priority is to reduce the number of unstable concepts and rebuild confidence through visible success on correctly chosen tasks.

Repair should be narrow enough to work. “Weak in Science” is not actionable. “Cannot distinguish observation from inference in experiments” is actionable. “Knows plant-part names but cannot explain functions in context” is actionable.

Stabilisation route

This child is generally coping but performance varies. They may score well on topical worksheets and lower on school tests. The priority is retrieval, mixing, question reading and transfer. They need older ideas to return regularly so knowledge remains available after the chapter has ended.

Extension route

This child has strong foundations and needs more than early acceleration. Extension should deepen reasoning: compare explanations, evaluate evidence, predict under changed conditions, identify what an experiment can and cannot conclude, and communicate with greater precision.

Rushing into upper-level content is not automatically superior. Depth at the correct level creates stronger future transfer.

A 12-week Primary 4 improvement cycle

A useful cycle can be organised without pretending every child needs the same calendar.

Weeks 1–2: diagnose and repair the first weak layer

Sample current and earlier content, inspect written work, classify error types and select one or two high-leverage repairs. Establish the student’s answer routine and representation-reading habits.

Weeks 3–4: concept plus mechanism

Rebuild current school topics with emphasis on why. Students should explain before looking at model answers. Short oral questioning makes hidden confusion visible.

Weeks 5–6: inquiry and experiments

Practise variables, fair comparisons, observations, inference and simple data. Connect these skills to actual topic content rather than treating them as a detached unit.

Weeks 7–8: transfer

Change the organisms, materials, diagrams, wording and experimental arrangement while preserving the underlying principle. Ask students to identify the concept without a chapter label.

Weeks 9–10: mixed retrieval

Bring older concepts back. Mix plant systems, matter, light, heat and earlier Primary 3 foundations in small sets. Require method selection before solution.

Weeks 11–12: school-test execution

Use bounded time, teach checking, examine recurring careless errors and run targeted mini-assessments. Return immediately to repair mode when an error pattern proves conceptual rather than procedural.

The cycle can then repeat at a higher level of independence.

What parents in Clementi should compare when choosing Science tuition

Search results often emphasise class schedules, fees, notes, teachers, revision programmes and trial lessons. Those are legitimate practical factors. But parents should also ask instructional questions because two programmes with similar logistics can produce very different learning experiences.

How does the tutor diagnose a student’s specific Science weakness?
How often are older topics retrieved after the class has moved on?
Are students required to explain reasoning aloud?
How are experiment questions taught?
How are diagrams, tables and graphs handled?
Does feedback identify the cause of an error or only provide the correct answer?
Are students given a genuine second attempt after feedback?
How does the programme distinguish concept repair from exam practice?
How is progress communicated to parents?
What happens when the school’s topic sequence differs from the tuition sequence?

Convenience matters in Clementi because travel time competes with homework, sleep and family routines. The best theoretical programme can still be a poor fit if the weekly logistics are unsustainable. A practical decision therefore combines teaching quality with travel, timing and the child’s total workload.

Why local intent should not be confused with a branch claim

A search for “Primary 4 Science Tuition Clementi” can mean several things. A parent may want a class physically inside Clementi, a tutor convenient from Clementi, a programme that serves Clementi students, or simply a local comparison before deciding how far the family is willing to travel.

This guide answers that local search intent without implying that eduKateSG operates a Clementi branch. Confirm the current teaching venue and available class before making travel assumptions. That protects the parent from making a decision based on an outdated page or a location phrase used only for discovery.

Home support: what helps without turning the parent into another tutor

Parents do not need to reteach the syllabus. A few behaviours are more useful than a second lecture.

Ask the child, “What evidence in the question made you think that?” Ask, “Is that an observation or an explanation?” Ask, “What changed and what stayed the same?” When the child gives a vague answer, request one clearer sentence rather than supplying the model answer immediately.

For retrieval, ask about an older topic unexpectedly once or twice a week. The purpose is not to catch the child out. It is to make memory reconstruct knowledge after a delay. For transfer, change one detail in a familiar example and ask whether the answer still holds.

Most importantly, avoid treating every wrong answer as carelessness. Carelessness is a description, not a cause. The error may come from weak knowledge, overloaded working memory, rushed reading, ambiguous vocabulary or an invalid inference. Better diagnosis produces better correction.

How Primary 4 should prepare for Primary 5 without stealing Primary 5

Preparation does not require racing ahead into the next year’s chapters. The most valuable preparation is portable skill.

A student entering Primary 5 should ideally be able to:

retrieve key Primary 3 and Primary 4 concepts after a delay;
read diagrams and simple tables carefully;
distinguish observation from inference;
identify basic variables in a fair comparison;
explain cause and effect with appropriate scientific vocabulary;
answer the stated task without dumping unrelated facts;
correct an answer after feedback and explain what changed; and
recognise a familiar concept in a changed situation.

Those capabilities make the more interconnected Primary 5 systems and inquiry work easier to absorb.

What not to do

Several common strategies feel productive while producing weak transfer.

Do not memorise model answers without mechanisms. The surface wording changes.
Do not treat keywords as magic tokens. Correct terms must sit inside correct reasoning.
Do not practise only immediately after teaching. Delayed retrieval is necessary.
Do not keep topics permanently separated. Mixed recognition is part of later examination demand.
Do not correct by simply showing the answer. Require a second attempt.
Do not call every error careless. Classify it.
Do not turn Primary 4 into nonstop timed papers. Build the system before testing speed.

How to measure progress before the report-book mark changes

Marks are delayed indicators. A child’s underlying Science system can improve before a school test captures it. Parents and tutors can watch nearer signals:

fewer repeated misconceptions;
clearer oral explanations;
more accurate use of scientific vocabulary;
better reading of experiments before answering;
more complete explanations with less irrelevant writing;
greater retention of older topics;
improved accuracy when chapters are mixed;
less dependence on prompts; and
more useful self-correction after mistakes.

These are leading indicators of stronger performance because they represent the operations from which marks are produced.

FAQ: Primary 4 Science Tuition | Clementi

When should a Primary 4 student start Science tuition?

There is no universal month. Start when the learning problem is persistent enough that schoolwork and home correction are not resolving it, or when the family wants structured extension that the child can sustain. Earlier is not automatically better; accurate diagnosis is better.

Is Primary 4 too early to think about PSLE Science?

It is too early for relentless PSLE drilling, but not too early to build the habits that PSLE later depends on: concept understanding, scientific inquiry, evidence use, precise explanation, retrieval and transfer.

Should Primary 4 tuition follow the school’s exact chapter order?

It should remain compatible with school while protecting prerequisite knowledge. If the school sequence changes, tuition can coordinate current demands without abandoning cumulative retrieval.

Are Science keywords important?

Yes, when they express the correct concept precisely. No, if “keywords” means inserting memorised phrases into an incorrect or irrelevant answer.

How much homework should Science tuition give?

Enough to consolidate the lesson and provide retrieval, not so much that volume replaces diagnosis. A short, well-chosen set can be more useful than a thick worksheet completed mechanically.

What is the benefit of a 3-pax class?

Three students can give the tutor time to hear individual reasoning, inspect errors, ask follow-up questions and require corrected attempts while preserving useful peer comparison. The benefit depends on the tutor actually using the small size that way.

Does eduKateSG have a Clementi Science branch?

This page is a Clementi search and guidance page. Parents should confirm the current lesson venue, available Science class and travel arrangement directly rather than assuming a branch from the page title.

What should we do if the child scores well but dislikes Science?

Look beyond marks. Curiosity, agency and understanding matter. Extension can use prediction, real observations, simple investigations and better questions rather than only harder worksheets.

What if the child understands verbally but writes weak answers?

That often indicates an expression or answer-scope problem rather than a concept problem. Ask the child to convert an oral explanation into one complete written response, then compare what was lost in translation.

What if the child memorises notes well but struggles with unfamiliar questions?

Increase transfer practice. Keep the underlying concept the same while changing the surface context, representation or experimental setup. Ask the child to name the principle before solving.

Primary 4 Science Tuition Clementi: the operating principle

Primary 4 Science should build a child who can do more than recognise the chapter. The student should be able to inspect evidence, retrieve the relevant idea, explain the mechanism, control scientific language and adapt when the question changes.

For Clementi families comparing Primary 4 Science tuition, that is the useful standard. Class size, notes, location and schedule matter. But the deeper question is whether the programme makes thinking visible and systematically turns errors into more reliable scientific reasoning.

Done well, Primary 4 becomes the year in which Science stops being a collection of facts and starts becoming a disciplined way of explaining the world.

Official and eduKateSG references

A final parent test before committing to a programme

Before enrolling, ask the child to complete two or three representative questions and listen to the tutor’s diagnosis. A useful diagnosis should be more specific than “needs more practice.” It should identify the likely learning layer: perhaps the child cannot hold two conditions in mind, confuses an observation with an explanation, uses an everyday meaning where Science requires a precise one, or knows the concept but cannot connect it to the evidence presented.

Then ask what the next few lessons would do differently because of that diagnosis. If the answer is simply “we will cover the syllabus and give worksheets,” the programme may still be competent, but the parent has learned that the model is primarily delivery-based. If the tutor can explain how teaching, questioning, retrieval, correction and later re-testing will change in response to the child’s pattern, the instructional logic is clearer.

Finally, protect the child’s total week. Science improvement competes for the same finite attention as school, sleep, family time and other subjects. A sustainable Primary 4 plan is one the child can repeat long enough for retrieval and transfer to develop. The purpose of tuition is not to make the calendar look academically impressive. It is to create better learning than the child would otherwise have achieved with the same limited hours.