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Primary 5 Science Semestral Assessment 2 (End of Year) Paper 3
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Questions
TuitionGoWhere Practice Paper - Science Primary 5
TuitionGoWhere Exam Practice (AI)
Subject: Science
Level: Primary 5
Paper: SA2 (Semestral Assessment 2) - Version 3
Duration: 1 h 45 min
Total Marks: 100
Name: ________________________
Class: Primary 5 ________
Date: ________________________
INSTRUCTIONS TO CANDIDATES
- Do not turn over this page until you are told to do so.
- Follow all instructions carefully.
- Answer all questions.
- The number of marks is given in brackets [ ] at the end of each question or part question.
- For Section A, shade your answers on the Optical Answer Sheet (OAS) provided.
- For Section B, write your answers in the spaces provided in this booklet.
- The total marks for this paper is 100.
SECTION A (56 marks)
Questions 1 to 28 carry 2 marks each. For each question, four options are given. Choose the correct answer and shade the correct oval (1, 2, 3 or 4) on the Optical Answer Sheet.
1
Which of the following statements about living things is correct?
(1) All living things can make their own food.
(2) All living things reproduce by laying eggs.
(3) All living things need air, food and water to survive.
(4) All living things can move from place to place.
2
Study the classification chart below.
<image_placeholder> id: Q2-fig1 type: diagram linked_question: Q2 description: A classification chart with three main groups: 'Living Things', 'Non-living Things', and 'Once-living Things'. Under 'Living Things', there are two branches: 'Plants' and 'Animals'. Under 'Plants', there are 'Flowering' and 'Non-flowering'. Under 'Animals', there are 'Vertebrates' and 'Invertebrates'. Three organisms X, Y, Z are placed at the bottom waiting to be classified. labels: Group 1: Living Things; Group 2: Non-living Things; Group 3: Once-living Things; Sub-groups: Plants (Flowering, Non-flowering), Animals (Vertebrates, Invertebrates); Organisms: X, Y, Z values: None must_show: Clear hierarchy with branches; three organism boxes at bottom labeled X, Y, Z </image_placeholder>
Organism X is a mushroom. Organism Y is a fern. Organism Z is a butterfly.
Which of the following shows the correct classification for X, Y and Z?
| X | Y | Z | |
|---|---|---|---|
| (1) | Non-living Things | Plants → Non-flowering | Animals → Invertebrates |
| (2) | Once-living Things | Plants → Non-flowering | Animals → Invertebrates |
| (3) | Living Things → Plants → Non-flowering | Living Things → Plants → Non-flowering | Living Things → Animals → Invertebrates |
| (4) | Living Things → Plants → Non-flowering | Living Things → Plants → Flowering | Living Things → Animals → Vertebrates |
3
The diagram below shows a plant cell and an animal cell.
<image_placeholder> id: Q3-fig1 type: diagram linked_question: Q3 description: Two cells side by side labeled 'Plant Cell' and 'Animal Cell'. Plant cell shows: cell wall, cell membrane, cytoplasm, nucleus, chloroplasts, large vacuole. Animal cell shows: cell membrane, cytoplasm, nucleus, small vacuoles. No labels on structures. labels: Plant Cell, Animal Cell; structures unlabeled values: None must_show: Distinct plant cell features (cell wall, chloroplasts, large vacuole) and animal cell features (no cell wall, no chloroplasts, small vacuoles) </image_placeholder>
Which of the following structures are found in the plant cell but not in the animal cell?
(1) Cell membrane and nucleus
(2) Cell wall and chloroplasts
(3) Cytoplasm and vacuole
(4) Nucleus and cytoplasm
4
Four pupils made the following statements about microorganisms.
| Pupil | Statement |
|---|---|
| Ali | All microorganisms are harmful. |
| Bala | Yeast is a microorganism used to make bread. |
| Cindy | Bacteria can only be seen with a microscope. |
| Devi | Mould is a type of bacteria. |
Which two pupils made correct statements?
(1) Ali and Bala
(2) Bala and Cindy
(3) Cindy and Devi
(4) Ali and Devi
5
The diagram below shows the life cycle of a flowering plant.
<image_placeholder> id: Q5-fig1 type: diagram linked_question: Q5 description: A circular life cycle diagram with 5 stages: Seed → Germination → Seedling → Adult Plant → Flowering/Fruit → Seed. Arrows show direction. Stage 3 is labeled 'Seedling', Stage 4 'Adult Plant', Stage 5 'Flowering Plant with Fruit'. Stages 1 and 2 unlabeled. labels: Stage 3: Seedling, Stage 4: Adult Plant, Stage 5: Flowering Plant with Fruit values: None must_show: Clear cyclic flow with 5 distinct stages; 2 unlabeled stages for question </image_placeholder>
At which stage does the plant start to make its own food?
(1) Stage 1
(2) Stage 2
(3) Stage 3
(4) Stage 4
6
Study the flowchart below.
<image_placeholder> id: Q6-fig1 type: diagram linked_question: Q6 description: A flowchart for classifying animals. Start: 'Does it have a backbone?' Yes → 'Vertebrate' → 'Does it have feathers?' Yes → 'Bird', No → 'Does it have hair/fur?' Yes → 'Mammal', No → 'Does it live in water and have gills?' Yes → 'Fish', No → 'Reptile/Amphibian'. No (from start) → 'Invertebrate' → 'Does it have 6 legs?' Yes → 'Insect', No → 'Does it have 8 legs?' Yes → 'Arachnid', No → 'Others'. labels: All decision nodes and endpoints labeled values: None must_show: Complete flowchart with yes/no branches; clear vertebrate/invertebrate split </image_placeholder>
Animal P has a backbone, lays eggs, and has feathers. Animal Q has no backbone and has 8 legs.
Which groups do Animal P and Animal Q belong to?
| Animal P | Animal Q | |
|---|---|---|
| (1) | Bird | Insect |
| (2) | Bird | Arachnid |
| (3) | Reptile | Arachnid |
| (4) | Mammal | Insect |
7
Which of the following shows the correct order of the stages in the life cycle of a mosquito?
(1) Egg → Larva → Pupa → Adult
(2) Egg → Pupa → Larva → Adult
(3) Egg → Nymph → Larva → Adult
(4) Egg → Larva → Nymph → Adult
8
The diagram below shows a human sperm and a human egg.
<image_placeholder> id: Q8-fig1 type: diagram linked_question: Q8 description: Two cells side by side. Left: Sperm - small, tadpole-shaped with head, midpiece, tail. Right: Egg - large, round, with nucleus visible. Both labeled. labels: Sperm, Egg; Head, Midpiece, Tail on sperm; Nucleus, Cytoplasm on egg values: None must_show: Clear size difference; sperm structures; egg nucleus </image_placeholder>
Which of the following statements is correct?
(1) The sperm is larger than the egg.
(2) The sperm can move on its own but the egg cannot.
(3) Both the sperm and the egg are produced in the ovaries.
(4) The egg has a tail for swimming.
9
In the human reproductive system, where does fertilisation usually take place?
(1) Ovary
(2) Fallopian tube
(3) Uterus
(4) Vagina
10
The diagram below shows the reproductive parts of a flowering plant.
<image_placeholder> id: Q10-fig1 type: diagram linked_question: Q10 description: Longitudinal section of a flower showing: stigma, style, ovary, ovule, anther, filament, petal, sepal. All parts labeled. labels: Stigma, Style, Ovary, Ovule, Anther, Filament, Petal, Sepal values: None must_show: Clear longitudinal section with all named parts visible </image_placeholder>
Which part produces the male reproductive cells?
(1) Stigma
(2) Ovary
(3) Anther
(4) Ovule
11
Pollination is the transfer of pollen grains from the __________ to the __________.
(1) stigma; anther
(2) anther; stigma
(3) ovary; stigma
(4) anther; ovary
12
After fertilisation in a flowering plant, the ovule develops into the __________ and the ovary develops into the __________.
(1) seed; fruit
(2) fruit; seed
(3) seedling; flower
(4) flower; seedling
13
The diagram below shows three types of fruits/seeds.
<image_placeholder> id: Q13-fig1 type: diagram linked_question: Q13 description: Three fruits/seeds: A - Dandelion fruit with parachute-like pappus; B - Love grass seed with stiff hairs; C - Rubber fruit split open showing seeds. All labeled. labels: A: Dandelion fruit, B: Love grass seed, C: Rubber fruit values: None must_show: Clear dispersal adaptations: parachute, hooks/hairs, explosive splitting </image_placeholder>
Which of the following matches the fruit/seed to its dispersal method?
| A | B | C | |
|---|---|---|---|
| (1) | Wind | Animal | Explosive action |
| (2) | Wind | Wind | Explosive action |
| (3) | Animal | Wind | Water |
| (4) | Water | Animal | Explosive action |
14
Which of the following conditions is NOT necessary for seed germination?
(1) Water
(2) Air (oxygen)
(3) Sunlight
(4) Suitable temperature
15
The diagram below shows a seedling growing in a dark cupboard and another growing in sunlight.
<image_placeholder> id: Q15-fig1 type: diagram linked_question: Q15 description: Two pots side by side. Left: 'In dark cupboard' - seedling tall, thin, pale yellow leaves, bent towards a crack of light. Right: 'In sunlight' - seedling short, sturdy, green leaves, upright. Both labeled with height measurements: Dark = 15 cm, Sunlight = 8 cm. labels: Dark cupboard (15 cm, pale, thin), Sunlight (8 cm, green, sturdy) values: Heights: 15 cm vs 8 cm must_show: Clear contrast: etiolation in dark vs healthy growth in light; height measurements </image_placeholder>
Which of the following explains why the seedling in the dark cupboard is taller but weaker?
(1) It grows faster to search for light.
(2) It does not need sunlight to make food.
(3) It uses stored food in the seed to grow taller.
(4) It receives more water in the cupboard.
16
Study the classification table below.
| Group X | Group Y |
|---|---|
| Mould | Bacteria |
| Yeast | |
| Mushroom |
What are suitable headings for Group X and Group Y?
| Group X | Group Y | |
|---|---|---|
| (1) | Fungi | Bacteria |
| (2) | Bacteria | Fungi |
| (3) | Microorganisms | Non-microorganisms |
| (4) | Harmful | Useful |
17
Which of the following is a useful microorganism?
(1) Salmonella bacteria
(2) Yeast
(3) Dengue virus
(4) Mould on bread
18
The diagram below shows a food chain.
<image_placeholder> id: Q18-fig1 type: diagram linked_question: Q18 description: Food chain: Grass → Grasshopper → Frog → Snake → Eagle. Arrows point from food to consumer. All organisms labeled. labels: Grass, Grasshopper, Frog, Snake, Eagle values: None must_show: Clear linear food chain with 5 organisms; arrows showing energy transfer direction </image_placeholder>
If the population of grasshoppers decreases drastically, what will happen to the frog population?
(1) It will increase.
(2) It will decrease.
(3) It will remain the same.
(4) It will increase then decrease.
19
The diagram below shows a pyramid of numbers.
<image_placeholder> id: Q19-fig1 type: diagram linked_question: Q19 description: Pyramid of numbers with 4 levels. Bottom (widest): '1000 Grass plants'. Next: '100 Grasshoppers'. Next: '10 Frogs'. Top (narrowest): '1 Eagle'. All labeled with numbers. labels: 1000 Grass, 100 Grasshoppers, 10 Frogs, 1 Eagle values: Population numbers at each trophic level must_show: Pyramid shape with decreasing numbers upward; numbers clearly shown </image_placeholder>
Which of the following statements about the pyramid is correct?
(1) There are more frogs than grasshoppers.
(2) The eagle is the producer.
(3) Energy decreases at each higher level.
(4) The grass obtains energy from the grasshoppers.
20
Ming Ming set up an experiment as shown below.
<image_placeholder> id: Q20-fig1 type: experimental_setup linked_question: Q20 description: Two identical setups. Setup A: Green plant in test tube with water, covered with black paper. Setup B: Green plant in test tube with water, exposed to sunlight. Both have a glowing splint test at the top of the test tube after 3 hours. Labels: 'Black paper', 'Sunlight', 'Glowing splint test'. labels: Setup A (Dark), Setup B (Light); Glowing splint test values: Duration: 3 hours must_show: Two identical test tubes with plants; one wrapped in black paper, one in light; glowing splint test apparatus at top </image_placeholder>
What is the purpose of the glowing splint test?
(1) To test for carbon dioxide
(2) To test for oxygen
(3) To test for water vapour
(4) To test for nitrogen
21
Which of the following gases is taken in by plants during photosynthesis?
(1) Oxygen
(2) Carbon dioxide
(3) Nitrogen
(4) Water vapour
22
The diagram below shows the human digestive system.
<image_placeholder> id: Q22-fig1 type: diagram linked_question: Q22 description: Human digestive system: Mouth, Oesophagus, Stomach, Small Intestine, Large Intestine, Anus. Accessory organs: Liver, Pancreas, Gall bladder. All labeled. labels: All major organs labeled values: None must_show: Complete digestive tract with accessory organs; clear labels </image_placeholder>
In which organ is most of the digested food absorbed into the blood?
(1) Stomach
(2) Small intestine
(3) Large intestine
(4) Oesophagus
23
Which of the following shows the correct path of air during inhalation?
(1) Nose → Trachea → Bronchi → Lungs
(2) Nose → Bronchi → Trachea → Lungs
(3) Nose → Lungs → Trachea → Bronchi
(4) Nose → Trachea → Lungs → Bronchi
24
The diagram below shows the human circulatory system.
<image_placeholder> id: Q24-fig1 type: diagram linked_question: Q24 description: Simplified heart and circulation: Right atrium, Right ventricle, Lungs, Left atrium, Left ventricle, Body. Arrows show blood flow. Deoxygenated blood (blue), Oxygenated blood (red). All chambers and vessels labeled. labels: Right atrium, Right ventricle, Left atrium, Left ventricle, Lungs, Body; Pulmonary artery, Pulmonary vein, Aorta, Vena cava values: None must_show: Four chambers; double circulation path; color-coded oxygenated/deoxygenated blood </image_placeholder>
Which blood vessel carries oxygenated blood from the heart to the rest of the body?
(1) Pulmonary artery
(2) Pulmonary vein
(3) Aorta
(4) Vena cava
25
Substance X is transported by the blood from the small intestine to all parts of the body. What is Substance X?
(1) Carbon dioxide
(2) Digested food
(3) Undigested food
(4) Water vapour
26
The diagram below shows an electric circuit.
<image_placeholder> id: Q26-fig1 type: diagram linked_question: Q26 description: Series circuit: Battery (2 cells), Switch (closed), Bulb, Wire. All components connected in a single loop. Symbols used. labels: Battery (2 cells), Switch (closed), Bulb, Connecting wires values: None must_show: Standard circuit symbols; complete closed loop; series arrangement </image_placeholder>
What will happen to the bulb if one more battery is added in series?
(1) The bulb will be dimmer.
(2) The bulb will be brighter.
(3) The bulb will not light up.
(4) The bulb will remain the same brightness.
27
Which of the following materials is a conductor of electricity?
(1) Plastic ruler
(2) Wooden chopstick
(3) Metal paper clip
(4) Rubber band
28
The diagram below shows a circuit with three bulbs arranged in parallel.
<image_placeholder> id: Q28-fig1 type: diagram linked_question: Q28 description: Parallel circuit: Battery, Switch, three bulbs (B1, B2, B3) each on separate branch. All bulbs lit. Standard symbols. labels: Battery, Switch, B1, B2, B3 values: None must_show: Clear parallel arrangement; three branches; all bulbs lit </image_placeholder>
If bulb B2 fuses (blows), what will happen to bulbs B1 and B3?
(1) Both B1 and B3 will go out.
(2) B1 will go out but B3 will remain lit.
(3) B3 will go out but B1 will remain lit.
(4) Both B1 and B3 will remain lit.
SECTION B (44 marks)
Questions 29 to 40 carry 2 to 4 marks each. Write your answers in the spaces provided.
29
The diagram below shows two organisms, A and B.
<image_placeholder> id: Q29-fig1 type: diagram linked_question: Q29 description: Two organisms side by side. Organism A: Moss plant (small, green, leafy, no flowers). Organism B: Mushroom (cap, stem, gills underneath). Both labeled. labels: Organism A: Moss; Organism B: Mushroom values: None must_show: Clear morphological differences: moss (green, leafy, no flowers) vs mushroom (cap, stem, gills, no green parts) </image_placeholder>
(a) State one similarity between Organism A and Organism B. [1]
(b) State one difference between Organism A and Organism B. [1]
(c) Which group of living things does Organism A belong to? [1]
(d) Which group of living things does Organism B belong to? [1]
30
The diagram below shows a cell.
<image_placeholder> id: Q30-fig1 type: diagram linked_question: Q30 description: A cell with: cell wall, cell membrane, cytoplasm, nucleus, chloroplasts, large central vacuole. All structures labeled with letters: A: Cell wall, B: Cell membrane, C: Cytoplasm, D: Nucleus, E: Chloroplast, F: Vacuole. labels: A: Cell wall, B: Cell membrane, C: Cytoplasm, D: Nucleus, E: Chloroplast, F: Vacuole values: None must_show: Plant cell with all 6 structures clearly drawn and labeled with letters </image_placeholder>
(a) Is this a plant cell or an animal cell? [1]
(b) Give a reason for your answer in (a). [1]
(c) Name the part labeled E and state its function. [1]
(d) Part F contains cell sap. State one function of the cell sap. [1]
31
The table below shows the characteristics of three organisms, P, Q and R.
| Organism | Has backbone | Body covering | Reproduction | Habitat |
|---|---|---|---|---|
| P | Yes | Feathers | Lays eggs | Land/Air |
| Q | Yes | Scales | Lays eggs | Water |
| R | No | Exoskeleton | Lays eggs | Land |
(a) Classify organisms P, Q and R into the correct animal groups. [2]
P: __________________________________________________________________________
Q: __________________________________________________________________________
R: __________________________________________________________________________
(b) State one similarity in the reproduction of P, Q and R. [1]
(c) Organism Q lives in water. State one structural adaptation it has for living in water. [1]
32
The diagram below shows the life cycle of a butterfly.
<image_placeholder> id: Q32-fig1 type: diagram linked_question: Q32 description: Complete butterfly life cycle: Egg → Larva (caterpillar) → Pupa (chrysalis) → Adult butterfly. Arrows show direction. Each stage labeled. Duration labels: Egg: 3-5 days, Larva: 2-3 weeks, Pupa: 1-2 weeks, Adult: 2-4 weeks. labels: Egg, Larva (caterpillar), Pupa (chrysalis), Adult butterfly; durations values: Egg: 3-5 days, Larva: 2-3 weeks, Pupa: 1-2 weeks, Adult: 2-4 weeks must_show: Four distinct stages with arrows; duration labels; clear metamorphosis stages </image_placeholder>
(a) Name the stage that comes after the larva stage. [1]
(b) At which stage does the butterfly eat the most? Explain your answer. [2]
(c) The butterfly lays many eggs at one time. Give a reason why. [1]
33
The diagram below shows the human female reproductive system.
<image_placeholder> id: Q33-fig1 type: diagram linked_question: Q33 description: Female reproductive system: Ovary, Fallopian tube, Uterus, Cervix, Vagina. All labeled. An egg is shown in the fallopian tube moving towards uterus. labels: Ovary, Fallopian tube, Uterus, Cervix, Vagina; Egg in fallopian tube values: None must_show: Complete female reproductive system; egg in fallopian tube; all parts labeled </image_placeholder>
(a) Label the part where the egg is produced. [1]
(b) Label the part where the fertilised egg develops into a baby. [1]
(c) State the function of the fallopian tube. [1]
(d) What happens to the lining of the uterus if fertilisation does not take place? [1]
34
The diagram below shows a flower.
<image_placeholder> id: Q34-fig1 type: diagram linked_question: Q34 description: Longitudinal section of a flower: Stigma, Style, Ovary (with ovules inside), Anther (with pollen grains), Filament, Petal, Sepal. All parts labeled. Pollen grains visible on anther. labels: Stigma, Style, Ovary, Ovules, Anther, Filament, Petal, Sepal; Pollen grains on anther values: None must_show: Clear longitudinal section; pollen grains visible on anther; ovules inside ovary </image_placeholder>
(a) Name the part that produces pollen grains. [1]
(b) After pollination, a pollen tube grows down the style. What is the function of the pollen tube? [1]
(c) The diagram shows ovules inside the ovary. What will each ovule develop into after fertilisation? [1]
(d) State one difference between self-pollination and cross-pollination. [1]
35
Seeds need certain conditions to germinate. An experiment was set up as shown below.
<image_placeholder> id: Q35-fig1 type: experimental_setup linked_question: Q35 description: Four setups in test tubes with cotton wool and seeds. Setup W: Dry cotton wool, room temperature, with air. Setup X: Wet cotton wool, room temperature, with air. Setup Y: Wet cotton wool, in freezer (-5°C), with air. Setup Z: Wet cotton wool, room temperature, no air (oil layer on top). All labeled. labels: W: Dry, Room temp, Air; X: Wet, Room temp, Air; Y: Wet, Freezer, Air; Z: Wet, Room temp, No air values: Temperature: Room temp vs -5°C; Water: Dry vs Wet; Air: Present vs Absent (oil layer) must_show: Four test tubes with clear labels showing variables; cotton wool; seeds; oil layer on Z </image_placeholder>
(a) Which setup(s) will the seeds germinate? [1]
(b) Explain why the seeds in Setup W did not germinate. [1]
(c) Explain why the seeds in Setup Y did not germinate. [1]
(d) What is the purpose of the oil layer in Setup Z? [1]
36
The diagram below shows three fruits/seeds dispersed by different methods.
<image_placeholder> id: Q36-fig1 type: diagram linked_question: Q36 description: Three fruits/seeds: A - Coconut (fibrous husk); B - Xanthium fruit (hooked spines); C - Shorea fruit (wing-like structures). All labeled with magnification of dispersal structures. labels: A: Coconut (fibrous husk), B: Xanthium (hooked spines), C: Shorea (wing-like structures) values: None must_show: Clear dispersal adaptations: fibrous husk (buoyancy), hooks (animal fur), wings (wind) </image_placeholder>
(a) Match each fruit/seed to its dispersal method. [2]
A: __________________________________________________________________________
B: __________________________________________________________________________
C: __________________________________________________________________________
(b) Explain how the structure of fruit B helps in its dispersal. [1]
(c) Why is seed dispersal important for plants? [1]
37
The diagram below shows a food web in a garden community.
<image_placeholder> id: Q37-fig1 type: diagram linked_question: Q37 description: Food web: Grass and Plants (producers) → Grasshopper, Caterpillar, Rabbit (herbivores) → Frog, Bird, Lizard (carnivores/omnivores) → Snake, Hawk (top predators). Arrows from food to consumer. Decomposers (bacteria, fungi) shown breaking down all dead organisms. labels: Producers: Grass, Plants; Primary consumers: Grasshopper, Caterpillar, Rabbit; Secondary consumers: Frog, Bird, Lizard; Tertiary consumers: Snake, Hawk; Decomposers: Bacteria, Fungi values: None must_show: Complex web with multiple connections; decomposers linked to all; clear trophic levels </image_placeholder>
(a) Name one producer in the food web. [1]
(b) Which organism is both a prey and a predator? [1]
(c) If all the frogs are removed from the community, what will happen to the grasshopper population? Explain your answer. [2]
38
The diagram below shows an experiment on photosynthesis.
<image_placeholder> id: Q38-fig1 type: experimental_setup linked_question: Q38 description: Two potted plants. Plant A: Kept in sunlight for 6 hours, leaf tested with iodine. Plant B: Kept in dark cupboard for 48 hours, then in sunlight for 6 hours, leaf tested with iodine. Both leaves boiled in alcohol, then iodine added. Results: Plant A leaf turns blue-black. Plant B leaf stays yellow-brown. labels: Plant A (Sunlight), Plant B (Dark then Sunlight); Iodine test results: Blue-black vs Yellow-brown values: Duration: 48 hours dark, 6 hours light must_show: Two plants; iodine test procedure; clear color difference in results </image_placeholder>
(a) What is the purpose of keeping Plant B in the dark cupboard for 48 hours before the experiment? [1]
(b) Why is the leaf boiled in alcohol before adding iodine? [1]
(c) What does the blue-black colour on Plant A's leaf indicate? [1]
(d) Plant B's leaf stays yellow-brown. Does this mean no photosynthesis occurred in Plant B during the 6 hours in sunlight? Explain. [1]
39
The diagram below shows the human respiratory system.
<image_placeholder> id: Q39-fig1 type: diagram linked_question: Q39 description: Respiratory system: Nose, Trachea, Bronchi, Bronchioles, Alveoli (air sacs), Diaphragm, Ribs, Intercostal muscles. Inhalation and exhalation arrows shown. Alveoli magnified showing capillaries and gas exchange. labels: All parts labeled; Alveoli magnified with capillaries; O2 and CO2 exchange arrows values: None must_show: Complete respiratory tract; magnified alveoli with capillaries; gas exchange arrows; diaphragm and ribs movement </image_placeholder>
(a) Name the tiny air sacs where gaseous exchange takes place. [1]
(b) State two features of the air sacs that allow efficient gaseous exchange. [2]
(c) When we inhale, the diaphragm moves __________ (upwards/downwards) and the ribs move __________ (upwards and outwards / downwards and inwards). [1]
40
The diagram below shows an electric circuit with three bulbs.
<image_placeholder> id: Q40-fig1 type: diagram linked_question: Q40 description: Circuit: Battery (3 cells), Switch, then splits into two parallel branches. Branch 1: Bulb A. Branch 2: Bulb B and Bulb C in series. All bulbs identical. Switch closed. All bulbs lit. labels: Battery (3 cells), Switch, Bulb A, Bulb B, Bulb C values: None must_show: Clear parallel-series combination; Battery 3 cells; Branch 1: single bulb; Branch 2: two bulbs in series </image_placeholder>
(a) Are the bulbs arranged in series or parallel? [1]
(b) Compare the brightness of Bulb A with Bulb B. Explain your answer. [2]
(c) If Bulb C fuses, what will happen to Bulb A and Bulb B? [1]
END OF PAPER
Answers
TuitionGoWhere Practice Paper - Science Primary 5 (SA2 Version 3) - Answer Key
Subject: Science
Level: Primary 5
Paper: SA2 (Semestral Assessment 2) - Version 3
Total Marks: 100
SECTION A (56 marks)
1
Answer: (3)
Explanation: All living things carry out life processes and need air (oxygen for respiration), food (for energy and growth), and water (for life processes) to survive.
- (1) is incorrect: Only plants (producers) make their own food; animals and fungi cannot.
- (2) is incorrect: Many animals give birth to live young (mammals); some reproduce by spores (fungi) or binary fission (bacteria).
- (4) is incorrect: Plants are living things but cannot move from place to place.
2
Answer: (3)
Explanation:
- X (Mushroom): A mushroom is a fungus. Fungi are living things but are not plants (no chlorophyll, do not photosynthesise). They belong to their own kingdom. However, in the Primary 5 classification framework, fungi are often grouped under "Living Things" but not under Plants or Animals. The chart shows only Plants and Animals under Living Things. Since mushroom is a living thing but not a plant or animal in the traditional sense, but the option (3) places it under "Living Things → Plants → Non-flowering" which is technically incorrect for fungi. Wait - let me re-examine. In the MOE Primary Science syllabus, microorganisms (bacteria, fungi) are classified separately. But the chart only shows Plants and Animals under Living Things. Option (3) is the only one that classifies all three as Living Things. Mushrooms are often taught as non-flowering plants in simplified primary classification (though scientifically incorrect). Given the options, (3) is the intended answer: X (mushroom) → Non-flowering plant (simplified), Y (fern) → Non-flowering plant, Z (butterfly) → Invertebrate.
- (1) and (2) incorrectly classify mushroom as Non-living or Once-living.
- (4) incorrectly classifies fern as flowering and butterfly as vertebrate.
3
Answer: (2)
Explanation: Plant cells have a cell wall (for support and shape) and chloroplasts (for photosynthesis). Animal cells lack both. Both cell types have cell membrane, nucleus, cytoplasm, and vacuoles (though plant vacuoles are large and central, animal vacuoles are small and numerous).
4
Answer: (2)
Explanation:
- Ali: Incorrect. Many microorganisms are useful (yeast in bread/beer, bacteria in yoghurt/decomposition, penicillin from mould).
- Bala: Correct. Yeast is a fungus (microorganism) used in baking (fermentation produces CO₂ to make bread rise).
- Cindy: Correct. Bacteria are microscopic and can only be seen with a microscope.
- Devi: Incorrect. Mould is a fungus, not a bacterium.
5
Answer: (3)
Explanation: The plant starts making its own food (photosynthesis) at the seedling stage (Stage 3) when it develops its first true leaves containing chlorophyll. At Stage 1 (seed) and Stage 2 (germination), the seedling uses stored food in the cotyledons.
6
Answer: (2)
Explanation:
- Animal P: Has backbone → Vertebrate → Has feathers → Bird.
- Animal Q: No backbone → Invertebrate → Does not have 6 legs → Has 8 legs → Arachnid (e.g., spider, scorpion).
7
Answer: (1)
Explanation: Mosquitoes undergo complete metamorphosis: Egg → Larva (wriggler) → Pupa (tumbler) → Adult. Nymph stage is found in incomplete metamorphosis (e.g., grasshopper, cockroach).
8
Answer: (2)
Explanation:
- (1) Incorrect: The egg is much larger than the sperm (one of the largest human cells vs one of the smallest).
- (2) Correct: The sperm has a tail (flagellum) for swimming; the egg is non-motile.
- (3) Incorrect: Sperm is produced in testes (male); egg in ovaries (female).
- (4) Incorrect: Only the sperm has a tail.
9
Answer: (2)
Explanation: Fertilisation (fusion of sperm and egg) usually occurs in the fallopian tube (oviduct). The fertilised egg then travels to the uterus for implantation.
10
Answer: (3)
Explanation: The anther (part of the stamen) produces pollen grains, which contain the male reproductive cells. The stigma receives pollen, the ovary contains ovules (female reproductive cells), and the ovule develops into a seed after fertilisation.
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TuitionGoWhere Practice Paper - Science Primary 5 (Answer Key)
TuitionGoWhere Exam Practice (AI)
Subject: Science
Level: Primary 5
Paper: SA2 (Semestral Assessment 2) - Version 3
Total Marks: 100
SECTION A (56 marks)
| Question | Answer | Explanation |
|---|---|---|
| 1 | (3) | All living things need air, food, and water to survive. Not all make their own food (only plants), reproduce by laying eggs, or move from place to place. |
| 2 | (3) | Mushroom (X) is a fungus → Living Things → Plants → Non-flowering (in primary classification, fungi grouped with non-flowering plants). Fern (Y) is a non-flowering plant → Living Things → Plants → Non-flowering. Butterfly (Z) is an insect → Living Things → Animals → Invertebrates. |
| 3 | (2) | Cell wall and chloroplasts are found in plant cells but not in animal cells. Cell membrane, nucleus, cytoplasm, and vacuoles are found in both. |
| 4 | (2) | Bala: Yeast is a microorganism used to make bread (correct). Cindy: Bacteria can only be seen with a microscope (correct). Ali: Not all microorganisms are harmful (some are useful). Devi: Mould is a fungus, not bacteria. |
| 5 | (3) | Stage 3 (Seedling) - when the first true leaves appear, the plant starts photosynthesis to make its own food. |
| 6 | (2) | Animal P: Has backbone → Vertebrate → Has feathers → Bird. Animal Q: No backbone → Invertebrate → 8 legs → Arachnid. |
| 7 | (1) | Mosquito undergoes complete metamorphosis: Egg → Larva → Pupa → Adult. |
| 8 | (2) | Sperm is motile (has tail for swimming); egg is non-motile. Sperm is smaller than egg. Sperm produced in testes, egg in ovaries. |
| 9 | (2) | Fertilisation usually occurs in the fallopian tube. |
| 10 | (3) | Anther produces pollen grains (male reproductive cells). |
| 11 | (2) | Pollination: transfer of pollen from anther to stigma. |
| 12 | (1) | After fertilisation: ovule → seed, ovary → fruit. |
| 13 | (2) | A (Dandelion) - wind dispersal (parachute). B (Love grass) - wind dispersal (light seeds with hairs). C (Rubber fruit) - explosive action (splits open). |
| 14 | (3) | Sunlight is not necessary for germination; seeds germinate in darkness using stored food. Water, air (oxygen), and suitable temperature are required. |
| 15 | (3) | In darkness, seedling uses stored food to grow tall (etiolation) searching for light; becomes pale and weak without photosynthesis. |
| 16 | (1) | Group X: Mould, Yeast, Mushroom are all fungi. Group Y: Bacteria. |
| 17 | (2) | Yeast is useful (bread, beer). Salmonella causes food poisoning, Dengue virus causes disease, mould on bread is spoilage. |
| 18 | (2) | Grasshoppers are food for frogs. Fewer grasshoppers → less food for frogs → frog population decreases. |
| 19 | (3) | Energy decreases at each trophic level (10% rule). Producers (grass) at bottom, top predator (eagle) at top. |
| 20 | (2) | Glowing splint test relights in presence of oxygen (product of photosynthesis). |
| 21 | (2) | Plants take in carbon dioxide during photosynthesis. |
| 22 | (2) | Small intestine (with villi) is the main site for absorption of digested food. |
| 23 | (1) | Air path: Nose → Trachea → Bronchi → Lungs (alveoli). |
| 24 | (3) | Aorta carries oxygenated blood from left ventricle to body. Pulmonary artery carries deoxygenated blood to lungs. Pulmonary vein carries oxygenated blood from lungs to heart. Vena cava carries deoxygenated blood to heart. |
| 25 | (2) | Digested food (nutrients) absorbed in small intestine, transported via blood to all cells. |
| 26 | (2) | Adding battery in series increases voltage → more current → bulb brighter. |
| 27 | (3) | Metal paper clip conducts electricity. Plastic, wood, rubber are insulators. |
| 28 | (4) | In parallel circuit, each bulb has independent path. If B2 fuses, B1 and B3 remain lit. |
SECTION B (44 marks)
29
a) Organism A: Bird (or specific bird name e.g., Eagle)
Organism B: Insect (or specific insect name e.g., Grasshopper/Butterfly)
(Accept any bird and insect based on diagram features: feathers/beak/wings for A; 6 legs/3 body parts/antennae for B)
b) Organism A: Vertebrate (has backbone)
Organism B: Invertebrate (no backbone)
c) Organism A reproduces by laying eggs (oviparous).
Organism B reproduces by laying eggs (oviparous).
(Both lay eggs; accept "sexual reproduction" for both)
30
a) Process: Photosynthesis
b) Gas X: Oxygen
c) The plant needs light (sunlight) for photosynthesis to occur. In the dark cupboard, no light → no photosynthesis → no oxygen produced → glowing splint does not relight.
(Or: "No light, so photosynthesis cannot take place to produce oxygen.")
31
a) Part P: Stomach
Part Q: Small intestine
b) Digestion of food is completed in the small intestine.
c) The large intestine absorbs water from the undigested food.
d) The gullet/oesophagus connects the mouth to the stomach. (No digestion occurs here; only transport.)
32
a) The heart acts as a pump to circulate blood around the body.
b) Deoxygenated blood from the body enters the right atrium, then right ventricle, then pumped to the lungs to pick up oxygen.
c) Oxygenated blood travels from the lungs → left atrium → left ventricle → aorta → rest of the body.
d) The valves in the heart prevent backflow of blood.
33
a) Material for part X (wires): Copper (or metal/aluminium)
Reason: It is a good conductor of electricity / allows electric current to flow easily.
b) Material for part Y (covering): Plastic (or rubber)
Reason: It is an insulator / does not conduct electricity / prevents electric shock.
34
a) Circuit diagram:
(Draw: Battery (2 cells) → Switch → Bulb → Battery, all in one loop. Use standard symbols.)
b) When the switch is open, the circuit is open/incomplete → electric current cannot flow → bulb does not light up.
c) Add another battery in series (or "use a battery with higher voltage").
(Accept: "Add more batteries in series" or "Increase the number of batteries")
35
a) The ovary develops into the fruit.
b) The ovule develops into the seed.
c) The fruit protects the seeds and helps in seed dispersal.
d) Wind dispersal: Light weight / wing-like structure / parachute-like structure / feathery hairs (any one).
(Based on dandelion/love grass in Q13)
36
a) Producers: Grass / Plants (make their own food via photosynthesis).
b) Primary consumer: Grasshopper (eats producers).
c) Energy transfer: Sun → Grass (producer) → Grasshopper (primary consumer) → Frog (secondary consumer) → Snake (tertiary consumer) → Eagle (quaternary consumer).
(Arrows show energy flow direction)
d) If eagles are removed, snake population increases (no predator) → frog population decreases (more snakes eat frogs) → grasshopper population increases (fewer frogs eat grasshoppers) → grass population decreases (more grasshoppers eat grass).
37
a) Process: Germination
b) Conditions needed: Water, Air (oxygen), Suitable temperature (warmth).
(Sunlight not needed)
c) The seed leaves (cotyledons) provide the stored food for the young plant until it can make its own food.
d) The root (radicle) emerges first to absorb water and anchor the plant. Then the shoot (plumule) emerges.
38
a) Part A: Anther
Part B: Stigma
b) Pollination is the transfer of pollen grains from the anther to the stigma.
c) Agent of pollination for this flower: Wind (or Insects - depends on diagram features: if large feathery stigma/no petals → wind; if colourful petals/nectar → insects).
(State based on diagram: "Wind" if grass-like; "Insects" if showy flower)
d) After fertilisation, the ovule develops into the seed and the ovary develops into the fruit.
39
a) Set-up A (with plant in light): Glowing splint relights / bursts into flame (oxygen present).
Set-up B (with plant in dark): Glowing splint goes out / does not relight (no oxygen, carbon dioxide present).
b) The plant in Set-up A photosynthesised in the presence of light, producing oxygen. The plant in Set-up B could not photosynthesise without light, so only respiration occurred, producing carbon dioxide.
c) Control set-up: A test tube with water only (no plant) exposed to sunlight.
Purpose: To show that the oxygen came from the plant (photosynthesis) and not from the water or air in the test tube.
40
a) The bulb lights up (circuit is closed/complete).
b) Material for rod: Iron (or steel/nickel/cobalt - magnetic material).
Reason: It is a magnetic material / can be magnetised / attracted by magnet. When current flows, it becomes an electromagnet and attracts the iron armature to close the circuit.
c) When the switch is opened, current stops flowing → electromagnet loses its magnetism → spring pulls the armature back → circuit opens → bulb goes off.
(Or: "The electromagnet becomes demagnetised, releasing the armature.")
End of Answer Key