Series route: This guide belongs to the complete PSLE Learner’s Guide volume directory. The original PSLE Learning Guide supplies the wider English, Mathematics and Science route, while PSLE Science provide verified subject-specific continuation.
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This volume solves one precise learner problem: the learner sees ice become liquid and predicts a higher level because “more water appears,” or a lower level because the visible ice shrinks. The aim is not to memorise a slogan. It is to understand the mechanism well enough to recognise the idea when the wording, numbers, diagram or context changes. A Primary 6 learner should be able to explain the decision, perform it under time pressure, and detect a tempting answer that only looks familiar.
- Understand the mechanism before memorising a form.
- Study the worked examples and compare near-misses.
- Repair common misconceptions with targeted tests.
- Complete graded independent practice before reading the answers.
- Use delayed transfer and examination control to make the skill durable.
- Use the parent and tutor notes only after the learner has attempted the work.
The problem beneath the mistake
A floating ice cube is partly above the water, so it is tempting to think the exposed part will add extra water when it melts.
However, the floating cube already pushes water aside. The displaced water supports the cube’s weight.
When the ice melts, its mass does not appear from nowhere. The meltwater has the same mass as the original pure ice, assuming nothing is lost.
That mass of liquid water occupies the same volume as the water that the floating ice had displaced. The level therefore stays unchanged in the ideal case.
The visible shape changes dramatically, but water level depends on occupied and displaced volume inside the container, not on how much ice is seen above the surface.
This result applies to freely floating ice. Ice held under water displaces its full solid volume, so releasing or melting it requires a different analysis.
Ice resting on the bottom is not supported entirely by the water. The simple floating argument no longer applies.
An object frozen inside the ice can change the result, especially if the object would sink or float differently after the ice melts.
Salt water also needs care because the surrounding liquid has a different density from pure meltwater. The ideal pure-water statement should not be extended blindly.
Real experiments may show tiny changes from evaporation, splashing, condensation, temperature effects or reading error. These do not overturn the underlying ideal relationship.
A narrow container makes small level changes easier to detect, but the eye must read the bottom of the meniscus consistently where appropriate.
The reliable routine is identify whether the ice floats freely, trace what water volume is displaced before melting, conserve mass, compare with meltwater volume, and audit special conditions.
Core decision: Freely floating pure ice displaces a quantity of water whose weight matches the ice. When the ice melts into the same liquid, the meltwater occupies exactly the volume that had been displaced in the ideal setup, so the water level stays the same.
A useful rule has three parts: a trigger, an operation and a check. The trigger tells you when the rule applies. The operation tells you what to do. The check tells you whether the result still matches the meaning of the question. Learners who remember only the operation often apply it in the wrong place; learners who remember only an example often freeze when the surface details change.
Mechanism: why the rule works
1. Confirm free floating
The ice must be supported by the water rather than the base or a holder.
Diagnostic question: Is it touching the bottom or restrained? Reliable response: Use the floating argument only when appropriate.
2. Track displaced water
A floating object pushes aside enough water to balance its weight.
Diagnostic question: What amount of water is displaced before melting? Reliable response: Relate support to the ice’s mass.
3. Conserve mass
Melting changes state, not the amount of pure water.
Diagnostic question: Was any water lost or added? Reliable response: Keep ice mass equal to meltwater mass.
4. Compare volumes
The resulting liquid water occupies the volume of an equal mass of surrounding pure water.
Diagnostic question: Does this match the displaced volume? Reliable response: Conclude no ideal level change.
5. Check boundary conditions
Solutes, embedded objects, restraints and contact with the bottom change the setup.
Diagnostic question: Which condition differs from the ideal? Reliable response: Analyse it separately.
6. Control measurement
Temperature, spill, evaporation and reading angle can create apparent changes.
Diagnostic question: Was the experiment controlled? Reliable response: Separate mechanism from measurement noise.
Worked examples: make the decision visible
Do not race through these examples. Before reading each explanation, name the evidence that matters and the information that does not. Then compare the correct route with the tempting route. That comparison is where the transferable learning sits.
Worked example 1: Ideal cube
Task. A pure ice cube floats in pure water and melts without loss.
Reasoning. The meltwater volume matches the previously displaced water volume. The controlling idea is freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. The water level stays the same.
Independent check. State the ideal conditions. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 2: Visible top
Task. One third of the cube appears above water.
Reasoning. The whole cube need not be submerged for its weight to be supported. The controlling idea is freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. The exposed part does not create an extra level rise on melting.
Independent check. Use displacement, not visual volume. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 3: Bottom contact
Task. A large piece is wedged against the base.
Reasoning. The container may support part of its weight. The controlling idea is freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. The free-floating conclusion cannot be applied directly.
Independent check. Identify support forces. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 4: Held underwater
Task. Ice is tied fully below the surface.
Reasoning. It displaces its full solid volume rather than only weight-equivalent water. The controlling idea is freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. The level analysis changes when it melts.
Independent check. Do not use the free-floating shortcut. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 5: Coin in ice
Task. A coin is frozen in floating ice and later sinks.
Reasoning. The coin’s displacement changes from weight-supported floating system to its own submerged volume. The controlling idea is freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. The final level can differ.
Independent check. Track the coin separately. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 6: Salt water
Task. Fresh ice floats in salt water.
Reasoning. The denser surrounding liquid requires less displaced volume for the same ice weight. The controlling idea is freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. Pure meltwater may alter the final level and mixing.
Independent check. Do not claim unchanged without analysis. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 7: Spill
Task. Water spills while the cube is added.
Reasoning. Mass leaves the container. The controlling idea is freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. A later level comparison is invalid unless the spill is included.
Independent check. Control the starting condition. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 8: Repeated readings
Task. The level appears 1 mm lower in one trial and unchanged in two.
Reasoning. Small uncontrolled effects or reading error may dominate. The controlling idea is freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. Report the uncertainty and method.
Independent check. Do not cherry-pick. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Deepening lab: compare cases, conditions and limits
A method becomes independent when you can say where it applies, where it stops and which change would alter the conclusion. The cases below deliberately vary one structural feature at a time. For each case, pause before the analysis and predict whether the core rule remains available. Then name the exact condition that controls the decision. This is harder than repeating a worked solution, but it is also closer to what an unfamiliar examination item demands.
Deepening case 1: State change
Case. Solid ice becomes liquid water.
Analysis. The substance remains water. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Track mass across the change. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 2: Mass conservation
Case. No water is added or removed in the ideal setup.
Analysis. The meltwater mass equals the ice mass. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Avoid “new water appears.” State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 3: Displacement line
Case. Mark the level before melting.
Analysis. The mark captures the supported displacement. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Read at eye level. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 4: Wide container
Case. A fixed volume change produces a smaller height change.
Analysis. Container area affects sensitivity. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Do not confuse sensitivity with mechanism. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 5: Narrow cylinder
Case. Small volume differences become more visible.
Analysis. Precision improves only if reading is controlled. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Use repeated trials. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 6: Meniscus
Case. A curved surface must be read consistently.
Analysis. Changing eye height creates parallax. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Use the same convention. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 7: Temperature
Case. Water expands or contracts slightly with temperature.
Analysis. Warming during melting can affect a precise real measurement. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Keep conditions stable. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 8: Condensation
Case. Moisture may collect on a cold container.
Analysis. External droplets can add water if they enter. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Keep them outside. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 9: Evaporation
Case. Some water may leave as vapour during a long trial.
Analysis. Open-system mass can fall. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Cover appropriately without adding pressure effects. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 10: Impure ice
Case. Dissolved material changes density and residue.
Analysis. The pure-water shortcut may fail. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. State composition. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 11: Air bubbles
Case. Trapped air changes average volume and buoyancy.
Analysis. It can escape during melting. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Treat it as an extra component. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 12: Floating wood
Case. A wood block does not melt into water.
Analysis. The final-state comparison differs. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Do not generalise from ice to every floater. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 13: Snow
Case. Packed snow contains air.
Analysis. Melting and air escape complicate the volume picture. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Use pure solid ice for the model. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 14: Iceberg analogy
Case. The same displacement idea applies conceptually to floating ice.
Analysis. Scale does not change the core relationship. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Avoid claims about land ice. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 15: Land ice
Case. Ice on land adds water to the ocean when it melts and reaches it.
Analysis. It was not already displacing ocean water. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Separate the scenario. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 16: Grounded ice
Case. Ice touching the seabed is not entirely free floating.
Analysis. Support changes displacement. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Check contact. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 17: Density language
Case. Ice is less dense than liquid water, so it floats partly above the surface.
Analysis. Density explains the visible fraction. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Do not conclude extra final volume. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 18: Weight support
Case. Upward support from displaced water balances the floating ice.
Analysis. This connects pre-melt displacement to mass. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Use qualitative reasoning. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 19: Conclusion wording
Case. “No change under the stated ideal conditions” is precise.
Analysis. It leaves room for special cases and measurement noise. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Avoid an unconditional rule. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 20: Final audit
Case. Floating status, displacement, mass, final volume, extra components and measurement controls complete the explanation.
Analysis. Each blocks a different mistaken prediction. Notice that the answer depends on freely floating pure ice in the same liquid, with no extra material, no spilling, no evaporation and a stable container; changing a decorative detail would not be enough to change the reasoning.
Challenge. Audit six setups. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Finish the lab with a blank-page recall. Write the rule, its conditions, one confirming example, one near-miss and one independent check from memory. Compare that page with the article only after finishing. If the rule is correct but the condition is missing, the learning is not yet safe: an overgeneralised rule can produce confident errors. If the condition is correct but no example can be generated, practise construction rather than rereading.
Common misconceptions and targeted repairs
Misconception 1: Exposed ice adds water
What the learner may think. The part above the surface becomes extra water.
Why it fails. Its mass was already supported by displaced water. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Track weight-equivalent displacement. Use this short test immediately: What water volume was already displaced?
Misconception 2: Smaller visible object lowers level
What the learner may think. The ice shrinks from view, so the level falls.
Why it fails. State change alters shape and density while mass is conserved. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Compare displaced and meltwater volumes. Use this short test immediately: What occupies the container after melting?
Misconception 3: All melting ice leaves level unchanged
What the learner may think. The rule has no conditions.
Why it fails. Bottom contact, restraint, solutes or embedded objects can change the result. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. State free-floating pure ice in pure water. Use this short test immediately: Which condition holds?
Misconception 4: Mass and volume are identical
What the learner may think. Equal mass automatically means equal volume for any substance.
Why it fails. Volume depends on density. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Compare equal mass of the final liquid with displaced liquid. Use this short test immediately: Are the liquids the same?
Misconception 5: One reading proves the mechanism
What the learner may think. A small observed change settles the issue.
Why it fails. Measurement error and open-system effects may dominate. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Repeat and control. Use this short test immediately: What is the uncertainty?
Misconception 6: Iceberg result covers land ice
What the learner may think. All ice melting has no sea-level effect.
Why it fails. Land ice was not already displacing ocean water. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Separate floating from land-supported ice. Use this short test immediately: Where was the ice supported?
Graded independent practice
Attempt each item without looking ahead. Write one line that identifies the controlling evidence before writing the final answer. Items 1–3 check recognition, 4–7 require explanation, and the later items change the surface form so that memory alone is insufficient.
Practice 1: Ideal
Question. Floating pure ice melts in pure water. Predict the level.
Explained answer. It stays the same under ideal conditions.
Why this answer earns trust. Meltwater volume matches previous displacement. Transfer variation: State the conditions.
Practice 2: Reason
Question. Why does exposed ice not add extra level?
Explained answer. Its weight was already supported by displaced water.
Why this answer earns trust. The displacement accounts for the whole ice mass. Transfer variation: Trace the mass.
Practice 3: Bottom
Question. Can the shortcut be used if ice touches the base?
Explained answer. No; the base may support part of the weight.
Why this answer earns trust. Free floating is required. Transfer variation: Analyse support.
Practice 4: Restraint
Question. What if ice is held fully underwater?
Explained answer. The setup requires separate analysis.
Why this answer earns trust. Full solid volume is displaced before melting. Transfer variation: Compare initial and final volumes.
Practice 5: Coin
Question. Why can a coin in ice change the result?
Explained answer. Its floating-system displacement can become its own submerged displacement after sinking.
Why this answer earns trust. The extra component changes state of support. Transfer variation: Track it separately.
Practice 6: Salt
Question. Does the pure-water rule automatically apply in salt water?
Explained answer. No.
Why this answer earns trust. The surrounding liquid has different density. Transfer variation: State composition.
Practice 7: Experiment
Question. Name two controls.
Explained answer. Prevent spill and evaporation, and read level at fixed temperature and eye height.
Why this answer earns trust. Each affects measured level. Transfer variation: Repeat trials.
Practice 8: Mass
Question. Does melting create more water mass?
Explained answer. No; it changes state without adding matter.
Why this answer earns trust. Mass is conserved in the closed setup. Transfer variation: Name possible losses.
Practice 9: Rule recall
Question. State the mechanism.
Explained answer. Freely floating ice displaces water matching its weight; its meltwater occupies that displaced volume.
Why this answer earns trust. Before and after are linked. Transfer variation: Recall after one week.
Practice 10: Transfer
Question. Classify six ice setups.
Explained answer. Only the ideal free-floating pure case uses the direct no-change conclusion.
Why this answer earns trust. Conditions control transfer. Transfer variation: Include land ice.
Delayed transfer: prove that the learning lasts
Transfer test 1: Scenario sort
Separate floating, restrained and grounded ice. Do this after a delay, without rereading the worked examples. The purpose is to test retrieval and decision-making, not immediate imitation.
Success criterion. The shortcut is used only when valid. If the criterion is not met, return to the smallest missing decision rather than repeating the entire chapter.
Transfer test 2: Mass-volume audit
Explain the result after a delay. Do this after a delay, without rereading the worked examples. The purpose is to test retrieval and decision-making, not immediate imitation.
Success criterion. Displacement and meltwater volume are connected. If the criterion is not met, return to the smallest missing decision rather than repeating the entire chapter.
Transfer test 3: Experiment critique
Find measurement confounds. Do this after a delay, without rereading the worked examples. The purpose is to test retrieval and decision-making, not immediate imitation.
Success criterion. Apparent level changes are not overinterpreted. If the criterion is not met, return to the smallest missing decision rather than repeating the entire chapter.
Examination control
1. Read the job before the story. Underline the command and the noun it governs. “Explain the change,” “state the word,” “find the fraction” and “identify the evidence” are different jobs even when the surrounding context is similar.
2. Separate given information from remembered information. Use only the facts supplied for the current task plus secure subject knowledge. Do not let a previous question, a familiar worksheet or an expected pattern silently become new evidence.
3. Write enough working to expose the decision. A marker or teacher should be able to see the relationship that justifies the answer. Extra sentences are not automatically stronger; the strongest working is concise, relevant and checkable.
4. Reserve a different-route check. For language, read the sentence for meaning and grammar. For mathematics, estimate or reverse the operation. For science, check the claim against the stated observation and a conservation or fair-test principle.
5. Stop when the requested job is complete. Unrequested speculation can contradict a correct answer. Add detail only when it explains the mechanism or satisfies another explicit part of the question.
Under time pressure, use a compact four-part margin routine: trigger → evidence → operation → check. Trigger names the feature that activates the method. Evidence identifies the exact words, values or observations allowed. Operation performs the language, mathematical or scientific step. Check asks whether the final statement answers the requested job, preserves units or referents, and avoids a stronger claim than the evidence supports.
A compact error log
After practice, do not record only “careless mistake.” Name the broken decision. Useful labels include trigger missed, evidence imported, relationship reversed, referent lost, unit dropped, operation correct but job wrong, and check repeated the same route. Add one prevention cue beside the label. A short accurate log is more useful than a long emotional account because it tells the learner what to do on the next item.
Review the log after two days and again after a week. Reattempt only one or two representative items first. If the method transfers, move to a mixed set. If it fails, repair the exact link between trigger and operation. This spacing matters because a solution can feel obvious while it is still visible and disappear when the page is closed.
Notes for parents and tutors
Use a before-and-after diagram with the same ice mass labelled. Ask what water volume supports that mass before melting.
Make the learner state “freely floating pure ice in pure water.” Conditions turn a memorised slogan into a transferable explanation.
Compare floating ice with land-supported ice. The support location is the decisive difference.
The adult’s most useful question is not “Why were you careless?” but “Which decision did the evidence require?” Ask the learner to point to the controlling word, value, relationship or observation. If the learner can explain that link, reduce support. If the learner cannot, model one example and then change the surface details for the next attempt.
Frequently asked questions
What happens to the level when floating ice melts?
It stays the same in the ideal pure-water setup.
Why?
The meltwater occupies the volume of water the ice had displaced.
Does the exposed part add extra water?
No; the whole ice weight was already supported.
What if the ice touches the bottom?
The simple free-floating explanation no longer applies.
What if a coin is frozen inside?
Track the coin separately because it may sink after melting.
Does this apply to land ice?
No; land ice is not already displacing ocean water.
Next routes
Return to the complete volume directory to locate the series, use the original PSLE Learning Guide for the foundation route, and continue through PSLE Science for verified subject guidance. The next useful task is a mixed set in which this idea is sometimes relevant and sometimes irrelevant; that is the point at which a learner must choose, not merely copy.