SCIENCE - mes.intnet.mumes.intnet.mu/.../psac6/specimen_papers/2016/core_subjects/Science.pdf · In 2017, the transitional year, a one-off assessment in Science will be set for the

SCIENCESpecimen Assessment Booklet

GRADE 6

PRIMARY SCHOOL ACHIEVEMENT CERTIFICATE

Mauritius Examinations Syndicate

Let the mind manage the bodyQue l’esprit gère le corps

MES

Mens Gerat Corpus

February

2017

Background

The introduction of the Primary School Achievement Certificate (PSAC) in replacement of the Certificate of Primary Education (CPE) has prompted a major review of the end of primary cycle assessment. In particular, the assessment has been reviewed in line with the new goals and objectives of the revised National Curriculum Framework, Grades 1 to 6 (NCF).

The paper design has changed with the focus now being on the assessment of scientific skills and competencies across the ability range.

In 2017, the transitional year, a one-off assessment in Science will be set for the Grade 6 pupils. The assessment will be based on the units from Grade 5 and Grade 6 that pupils would have covered in 2017 (more details are provided in the Paper Description Section).

In parallel, the modular assessment in Science will also start for Grade 5 pupils. They will take the first part of their assessment at the end of Grade 5. This first part of the modular assessment will be based on the Grade 5 syllabus. The pupils will take the second part of their assessment when they will be in Grade 6 and this assessment will be based on the Grade 6 syllabus mainly.

This booklet aims at giving the necessary information to educators on the assessment for Grade 6 in 2017. More specifically, it contains the following:

1. The guiding principles 2. The paper design 3. The specimen assessment booklet 4. The specimen mark scheme

Guiding Principles

The following guiding principles informed the development of the assessment booklet:

1. Closely linked to the teaching and learning syllabus:

Educators and learners are encouraged to familiarise themselves with the content and specifications of the NCF and the Teaching and Learning syllabus. Reference to the textbook alone would not provide a complete understanding of the learning aims and objectives.

2. To have a positive washback on teaching and learning: The paper assesses knowledge as well as other important scientific skills and competencies. This will encourage the development of scientific literacy instead of knowledge of content only.

PSAC - I

3. To discourage the teaching to the test:At classroom level, the teaching should be rich and the pupils should be motivated to learn more, to ask questions, to experiment rather than learning content by heart. With the new design proposed, the assessment becomes less predictable so that teaching to the test is discouraged and is rather focused on nurturing pupils’ liking for and interest in the subject.

4. To promote a deeper understanding of concepts and critical thinking:By emphasising the development of a deeper understanding of scientific concepts, the Science assessment seeks to discourage pupils from rote learning. Pupils will be assessed not only on their ability to recall scientific facts and phenomena but also on their ability to apply their knowledge to a given context. Thus, pupils are encouraged to develop a deeper understanding of concepts. They are encouraged to think and bring their own reasoning to the assessment rather than just trying to remember or reproduce what they learnt by heart.

5. To promote the development of inquiry skills: The curriculum and the Teaching and Learning Syllabus put much emphasis on the development of inquiry skills. Inquiry skills, as defined in the syllabus, relate to a pupil’s ability to do the following: • Questioning • Investigating and experimenting • Predicting • Classifying • Observing • Measuring • Comparing • Drawing conclusions • Communicating • Explaining based on observations • Problem-solving • Decision making The assessment takes into consideration the above skills and provides opportunities for pupils to show their understanding and the mastery of these skills.

This approach will encourage an understanding of the scientific method. While carrying out experiments at classroom level is not new in itself, often the reason and the purpose of each step undertaken in a scientific experiment are not explained. It is expected that a proper understanding of the scientific method (adapted to the level of pupils) will be helpful to the pupils not only in Science but across subjects and also as they continue their learning process in the higher grades.

II - PSAC

6. To be fair: It is expected that the assessment remains fair. It has to be fair in the way it assesses the pupils and the level at which they are assessed. The assessment should provide the opportunity for the less performing pupils to demonstrate their abilities and what they are able to do while at the same time allowing the high performers to demonstrate their capabilities as well. The mark allocation has also been reviewed in view of allowing a fairer marking of the assessment where all marks are accounted for.

Paper DescriptionThe purpose of the specimen assessment booklet is to give an idea of the design of the paper, the types of questions that might be set and the level at which the different content and skills are treated. It should not be seen as fixed in terms of types of items for the different questions nor in terms of the way the different topics are treated. For instance, if the question on animals in the specimen assessment booklet is principally assessing knowledge and understanding, it could also be treated in a question which is more inquiry based subsequently. Based on the above, the changes to the assessment are mainly related to: a) the design of the paper b) the mark allocation c) the focus of the paper

The specimen paper also respects the weighting of the assessment objectives given in the Annual Programme for the PSAC Assessment 2017.

It caters for the whole ability range of pupils with a number of direct and simple items as well as items which will enable the most able pupils to show their mastery of the subject.

The assessment focuses on pupils’ acquisition of scientific literacy and the development of Inquiry Skills as espoused in the Teaching and Learning Syllabus.

The paper description for the Science assessment in Grade 6 2017 is given in the Annual Programme for the PSAC assessment 2017. The following is an extract from the document:

The paper at the end of Grade 6 will be of a duration of 1 hour 45 minutes and will carry a total of 100 marks. The paper will comprise 8 – 10 questions each with a number of items graded in terms of difficulty level. The questions will be set based on the different assessment objectives. Questions will be contextualised in certain cases where a new situation related to the topics covered is presented to the learners. The items will be a mix of objective-type, fixed responses, short-structured and open-ended items. Learners may also have to draw, label, fill in tables, complete and interpret simple bar-charts.

PSAC - III

Weighting of the Assessment Objectives in the Science Paper:

Assessment Objectives Weighting %

Knowledge & Understanding 40

Application 40

Inquiry Skills 20

The specimen assessment booklet for Grade 6 pupils of 2017 is based on the following units of the Grade 5 and 6 textbooks and syllabuses: Grade 5 • Plants in their habitats • Transformation of energy • The simple electric circuit

Grade 6 • Air • Plants • Animals

The PSAC assessment in Science for Grade 6 pupils of 2017 will be based on the above units.

The items are graded in terms of difficulty level within each question as well as across the paper. The questions can be on any of the above units, based on the learning objectives given in the Teaching and Learning Syllabus and taking into consideration the content of the textbook. The questions could also cover the three different assessment objectives.

In the specimen assessment booklet, a brief description of each item is given. For each item or question, the following details are given: 1. The assessment objective (AO) 2. The learning objective (LO) from the Teaching and Learning Syllabus 3. The topic being covered 4. Where possible, a reference to the textbook.

IV - PSAC

The information is provided as guidance for Educators. It will give an indication of how the different learning objectives are being assessed and how the questions/items can be grouped under the different assessment objectives.

The assessment booklet also takes into consideration the scope of content areas for Science as defined in the Teaching and Learning syllabus. There are three main strands:

• Knowledge and Understanding • Inquiry Skills and Processes • Attitudes and Values

You may refer to the Teaching and Learning Syllabus (December 2015) published by the MIE for more details. Paper DesignThe first question in the assessment booklet consists of 5 multiple choice questions (MCQs). These items can be on any of the three assessment objectives but are expected to be accessible to all levels of pupils. The questions within the assessment booklet will be graded in terms of difficulty level and the items within a question will also be graded in terms of difficulty level with easier questions at the beginning. The questions will not be of a fixed type and can also be based on any of the units covered.

Specimen Mark SchemeThe specimen mark scheme is also included in this document. This specimen mark scheme gives the expected answers for the different items. However, during a marking exercise, each answer given by the pupils which is not found in the mark scheme is considered and a decision made as to whether it is a correct, wrong or an answer deserving a lower weightage marking. As such the answers given in the specimen mark scheme are not exhaustive.

References:1. Mauritius Institute of Education (November 2015); National Curriculum Framework Grades 1 – 6

2. Mauritius Institute of Education (December 2015); Science Teaching and Learning Syllabus Grades 3 to 6

3. Mauritius Examinations Syndicate (November 2015); Annual Programme for the Primary School Achievement Certificate (PSAC) Assessment for 2017

PSAC - V

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MES

Mens Gerat Corpus

Index Number: .........................................................................................................................

MAURITIUS EXAMINATIONS SYNDICATE

Primary School Achievement Certificate AssessmentSpecimen Assessment Booklet for Grade 6 for 2017

Time: 1 hour 45 minutes

INSTRUCTIONS TO CANDIDATES

1. Check that this assessment booklet contains 9 questions printed on 19 pages numbered 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20.

2. Write your Index Number on the question paper in the space provided above.

3. You should not use red, green or black ink in answering questions.

4. Write all your answers clearly on the assessment booklet.

5. Attempt all questions.

QuestionMarking Revision Control

Marks Sig Marks Sig Marks Sig

1

2

3

4

5

6

7

8

9

Total

Sig (HoG)

SCIE

NC

E(S

ubje

ct c

ode

No.

P14

1)

Question 1 (5 marks)

Circle the correct answer.1. Diagram 1 shows different types of plants.

Which one of the following plants is a herb?

Diagram 1: Plants

A Hibiscus B Pine C Papaya D Coriander

2. The pictures below show four meals. Which one shows a balanced meal?

Apple

Meat

Eggs

Rice with potato chips

Bread

Vegetables

Fish

LO - Demonstrate understanding of a balanced dietAO - Knowledge & UnderstandingTopic - Animals, Grade 6 (pg 49)

LO - Observe diff types of plants such as trees, shrubs, herbs…AO - Knowledge with UnderstandingTopic - Plants in their habitats, Grade 5 (pg 39)

Grapes

Bananas

Orange

A

C

B

D

2 - PSAC

3. Diagram 2 shows oil burning in a frying pan.

Diagram 2: Oil on fire

How can the fire in the frying pan be extinguished?

A By pouring water over the fire

B By covering the pan with a metal lid

C By covering the pan with a plastic lid

D By supplying oxygen to the fire

4. Diagram 3 is a pie chart showing the amount of the different gases found in the

atmosphere. Part Z on the pie chart represents ______________________________.

A Carbon dioxide

B Water vapour

C Nitrogen

D Oxygen

5. Monkeys usually eat fruits, seeds and small animals.

They are __________________________ .

A omnivores

B granivores

C carnivores

D fructivores

Diagram 3: Pie chart

LO - Classify animals according to their characteristicsAO - Knowledge and UnderstandingTopic - Animals, Grade 6 (pg 37)

Z

LO - Achievement level 2 – Investigate the ways in which we can extinguish different types of firesAO - ApplicationTopic - Air, Grade 6 (pg 13)

LO - Achievement level 1 - State some gases present in air.AO - Knowledge and UnderstandingTopic - Air, Grade 6 (pg 4)

PSAC - 3


a) Diagram 4 shows two sets of teeth.

Label each set of teeth as either milk teeth or permanent teeth.

A: _______________________ B: _______________________

Diagram 4: Two sets of teeth

b) There are four types of teeth:

Incisors Canines Premolars Molars

Write the type of teeth which will help you do the following:

(i) tear meat: ___________________________

(ii) bite a piece of bread: ___________________________

(iii) crush food: ___________________________

LO - Identity the milk and the permanent teeth in humanAO - Knowledge & Understanding Topic - Animals, Grade 6 (pg 51)

[2]

[3]

LO - Demonstrate understanding of the functions and importance of human teethAO - Knowledge & UnderstandingTopic - Animals, Grade 6 (pg 53)

4 - PSAC

LO - Infer the importance of a balanced dietAO - ApplicationTopic - Animals, Grade 6 (pg 46-49)

c) Josh, Leena and Jess are three friends. Below are some descriptions of the 3 friends:

Josh is overweight. He eats a lot of bread, rice, chocolates, chips and burgers.To improve his diet, Josh should eat less

food for __________________________ .

Leena is suffering from a cold.To quickly get better Leena should eat more

food for __________________________ .

Jess is an extremely thin girl. She eats only fruits and vegetables. To improve her diet, Jess should eat more

food for __________________________ .

Jess

Leena

Josh

[3]

PSAC - 5


a) Sara wants to carry out an experiment. She follows the following steps: Step 1: She fills a plastic cup with water

Step 2: She places a piece of thick cardboard over the top of the cup.

Step 3: While holding the cardboard in place, she slowly turns the cup upside down.

Step 4: She then slowly moves her hand away.

(i) Will the piece of cardboard fall off when Sara moves her hand away?

_____________________________________ [1]

(ii) Explain your answer to part (a) (i) above.

_________________________________________________________________

______________________________________________________________ [2]

LO - Air pressureAO - Inquiry Skills, Knowledge & UnderstandingTopic - Air, Grade 6 (pg 14)

Step 1

Step 2

Step 3

Step 4

6 - PSAC

b) Diagram 5 shows the metro which is the main means of transport in many countries.

This metro uses electric cable lines to move.

LO - Air pollutionAO - ApplicationTopic - Air, Grade 6 (pg 17)

Electric cable lines

Diagram 5: Metro using electric cables lines

Suggest how the introduction of the metro in Mauritius could help reduce the level of air pollution. _______________________________________________________________________

____________________________________________________________________ [2]

c) Diagram 6 shows people in China wearing masks to protect them against air pollution.

Diagram 6: People in China wearing masks

(i) Suggest the source of the air pollution shown in Diagram 6.

_______________________________________________________________ [1]

(ii) Why is it important for people to protect themselves against air pollution?

_________________________________________________________________

______________________________________________________________ [2]

PSAC - 7


a) Diagram 7 shows two plants found in Mauritius.

A Fern A ‘Goyave de Chine’ plant

Diagram 7: Two types of plants

Fruits

(i) Write down which one of the plants in Diagram 7 is:

1. flowering: ________________________

2. non-flowering: ________________________ [2]

(ii) Name the natural habitat common to both plants.

__________________________________________ [1]

LO - Subtopic - Conditions for plants to growAO - Knowledge & UnderstandingTopic - Plants in their habitats, Grade 5 (pg 65-66)

8 - PSAC

Diagram 8: Water Lilies

LO - Demonstrate an understanding of how plants make their food by photosynthesisAO - ApplicationTopic - Plants, Grade 6 (pg 25)

LO - Conditions for plants to growAO - ApplicationTopic - Plants in their habitats, Grade 5 (pg 55)

b) Diagram 8 shows Water Lilies in a pond at the SSR Botanical Garden in Pamplemousses in Mauritius.

Flower

Leaf

(i) Give one reason why the leaves of the Water Lilies have a very large surface.

_________________________________________________________________

______________________________________________________________ [2]

(ii) Efforts are being made to conserve these plants. Explain why it is important to conserve these plants.

_________________________________________________________________

______________________________________________________________ [2]

PSAC - 9

c) The table below shows different plants. Choose the most appropriate habitat for each plant and give a reason why the plant can live in this habitat.

Plants Habitat: (Circle the most appropriate one)

Reason why the plant can live in this habitat:

Example

Mangrove

A In deserts

B In wetlands

C On mountains

Its roots are found above the ground to get enough oxygen.

Cactus

A In marshy lands

B In deserts

C On mountains

_________________________

_________________________

_________________________

Hyacinth

A In fresh water

B In dry soil

C In the sand

_________________________

_________________________

_________________________

Moss

A On sandy beaches

B In deserts

C On trunks of big trees

_________________________

_________________________

_________________________

LO - Conditions for plants to grow - Observe the parts of plants which enable them to live in specific habitatsAO - Knowledge & Understanding and ApplicationTopic - Plants in their habitats, Grade 5 (pg 39)

[9]

10 - PSAC

LO - Safe use of electricity AO – Application Topic – The simple electric circuit


a) Match Column A, which shows some of the safety precautions that must be taken when using electricity, to the corresponding reasons why the precautions must be taken in Column B.

Column A: Safety Precautions Column B: Reasons

Do not use electrical appliances in the bathroom.

Because they are conductors of electricity.

Do not insert metal objects in an electric socket

Because water is a conductor of electricity.

Wear gloves when repairing an electric circuit.

Because rubber is a non-conductor of electricity

[3]

PSAC - 11

Copper

Plastic

b) Table 1 shows four properties of copper. Diagram 9 shows an electrical wire.

Table 1: Properties of Copper

1 It is shiny

2 It conducts electricity

3 It is heavy

4 It has a reddish colour

Write down one property from Table 1 which explains why copper is used to make electrical wires._______________________________________________________________________ [1]

c) You want to construct a complete electric circuit to light up a small bulb. You have the following items:

Diagram 9: An electrical wire

2 dry cells, 1 small bulb, 1 switch, electrical wires

(i) Draw and label a complete electric circuit using all of the above items in the space below. The switch has been drawn for you.

LO - Draw and label the diagram of a complete circuitAO - ApplicationTopic - The simple electric circuit, Grade 5

[4]

LO - Subtopic - Insulators and ConductorsIdentify and name materials that will allow a bulb to light.AO - Knowledge & UnderstandingTopic - The simple electric circuit, Grade 5 (pg 103)

12 - PSAC

LO - Draw and label the diagram of a complete circuitAO - ApplicationTopic - The simple electric circuit, Grade 5

(ii) To make the bulb in the circuit light up more brightly, you can ________________. (Circle the correct answer)

A use one more switch B use one more bulb C use one more dry cell

(iii) Explain your answer in (c) (ii).

_______________________________________________________________________

____________________________________________________________________ [2]

LO - Demonstrate an understanding of how electricity flows - Transformation of energy AO - Knowledge & Understanding Topic - The simple electric circuit, Energy Grade 5

(iv) Complete the following sentences.

1. The ______________________ energy in the dry cell transforms into electrical

energy in the electrical wire.

2. The electrical energy then transforms into ______________________ energy

and ________________________ energy in the bulb. [3]

(v) You decide to replace a piece of the electrical wires by a piece of cotton thread in your circuit.

1. What will happen to the bulb?

___________________________________________________________________ [1]

2. Explain why.

_______________________________________________________________________

____________________________________________________________________ [2]

LO - Subtopic- Insulators and conductors AO - Inquiry Skills Knowledge & Understanding Topic - The simple electric circuit, Grade 5

LO - Investigate a simple electric circuit and communicate findingsAO - Inquiry SkillsTopic - The simple electric circuit, Grade 5 (pg 93)

[1]

PSAC - 13

Question 6 (8 marks)You want to test whether a plant can manufacture its food when there is no light.

You carry out the experiment below: 1. You use two identical potted plants, Plant A and Plant B. 2. You place Plant A inside a dark box. 3. You place Plant B in sunlight.

a) To conduct this experiment successfully, you need to provide air to both plants. Give two other conditions you need to provide to both plants.

1. ____________________________________

2. ____________________________________ [2]

b) Why do you need two plants in your experiment?

______________________________________________________________________

____________________________________________________________________ [2]

LO - Investigate the conditions necessary for plants to grow and communicate findings AO - Inquiry Skills, Knowledge & Understanding Topic - Plants, Grade 5

Diagram 10: Plants in a dark box and in sunlight

Diagram 10 shows Plant A and Plant B.

Plant A placed inside a covered dark box Plant B placed in sunlight

14 - PSAC

c) What will happen to plants A and B after two weeks? Give a reason for each answer.

Plant A: ________________________________________________________

Reason: ________________________________________________________ [2]

Plant B: ________________________________________________________

Reason: ________________________________________________________ [2]

Question 7 (13 marks)a) Diagram 11 shows two persons wearing oxygen masks in a plane. There is a lack of oxygen in the plane.

Diagram 11: Oxygen masks in a plane

(i) Which gas increases in the air we breathe out when compared to the air we

breathe in? ___________________________________ [1] (ii) Why is it important for the woman and the child to get a good supply of oxygen as quickly as possible?

________________________________________________________________

_______________________________________________________________ [2]

LO - Demonstrate an understanding that oxygen is essential for all living things AO - Inquiry Skills, Knowledge & Understanding Application Topic - Air, Grade 6

PSAC - 15

b) Kevin carries out an experiment to find out about the conditions necessary for burning.

1. He has four identical burning candles, K, L, M and N. 2. He covers three of them with jars of different sizes as shown in Diagram 12. He leaves Candle N uncovered

Diagram 12: Burning candles

3. He then writes down the time taken for the candles to go off in the table below.

Candle Time taken for the candles to go off

K 10 seconds

L 16 seconds

M ……

N Does not go off until it burns out completely

(i) What could be the time taken for Candle M to go off?

A 5 seconds B 13 seconds C 20 seconds [1]

(ii) Explain your answer in (b) (i).

________________________________________________________________

_______________________________________________________________ [2]

(iii) Why does Candle N take much longer to go off?

________________________________________________________________

_______________________________________________________________ [2]

LO - Investigate the ways in which we can extinguish different types of fire.AO - Inquiry Skills, Knowledge & UnderstandingTopic - Air (pg 10)

K L M N

16 - PSAC

(iv) Kevin wants to make sure that the time he has recorded in the table is correct. What can he do? ______________________________________________________________________

____________________________________________________________________ [2]

c) Reshma gently puts a lump of dry soil in a jar containing water as shown in Diagram 13.

(i) What can she observe after a few seconds? _________________________________________ [1]

(ii) What conclusion can she draw from this experiment?

_________________________________________

_________________________________________ [2] Question 8 (9 marks)Animals can be classified according to their characteristics.

a) Classify the animals below according to the main way they move. You may use one animal more than once. One example is given.

Sharks, Whales, Dogs, BirdsLizards, Humans, Lions, Butterfly, Bats

By flying By crawling By walking on two legs By swimming By walking on

four legs

Example:

Birds

Butterfly

Bats

LO - Animals - Characteristics of animals AO - Application Topic - Animals, Grade 6

Water

Soil

Diagram 13: Soil in water after a few seconds

[4]

PSAC - 17

b) (i) Give another characteristic you could use to classify the animals above.

___________________________________________ _______________ [1]

(ii) Classify the above animals using the characteristic you have named above in (b) (i).

You can draw a table.

Question 9 (16 marks) a) Diagram 14 shows falling water being used to produce electricity.

Diagram 14: Falling water

Complete the following sentences using the words below:

form rainy source movement dry

(i) Falling water from high waterfalls can be used as a ________________________ of energy.

(ii) The _____________________________ energy from the falling water is transformed into electrical energy in turbines.

(iii) During _______________________ weather, the waterfall cannot be used as a source of energy.

[4]

LO - Transformation of energyAO - Knowledge & UnderstandingTopic - Energy, Transformation of energy, Grade 5 (pg 65)

[3]18 - PSAC

b) Complete the table below to give the transformation of energy taking place in each situation.

Situation Energy transformation

A child eating

_______________________ energy found

in food is transformed into heat energy.

Girl playing a guitar

Movement energy is transformed into

________________________ energy.

A movie on a television set

_________________________ energy is

transformed into sound and light energy.

Pizza cooking in a gas oven

Chemical energy from fossil fuels is

transformed into ____________________

energy in the oven.

LO - Transformation of energy AO - Knowledge & Understanding Topic - Transformation of energy Grade 5 - pg 95

[4]

PSAC - 19

c) Three friends are talking about a new car. The car uses electrical energy to move. The table shows what each child is saying about the car. Read it carefully.

Write whether what they are saying is True or False and give one reason why you think so.

The car is a living thing. It can move by itself.

True or False

__________________________________

Reason why

____________________________________________

____________________________________________

The electrical energy is transformed into other forms of energy for the car to move.

True or False

__________________________________

Reason why

____________________________________________

____________________________________________

I think the car can move without energy.

True or False

__________________________________

Reason why

____________________________________________

____________________________________________

Betty

Kelly

Ben[9] LO - Sources of Energy, Transformation of energy

AO - Inquiry skills, Application Topic - Transformation of energy Grade 5

20 - PSAC

SCIENCESpecimen Assessment Booklet

Specimen Mark scheme

PRIMARY SCHOOL ACHIEVEMENT CERTIFICATE

Mauritius Examinations Syndicate


MES

Mens Gerat Corpus

1

Notes:

AW – accept alternative wording

AVP – accept alternative valid point


GIVE ONE MARK TO EACH CORRECT ANSWER.

1. D

2. C

3. B

4. D

5. A

5 x 1 = 5 marks

Total = 5 marks


a) GIVE ONE MARK TO EACH CORRECT ANSWER

A: Milk teeth B: Permanent teeth

2 x 1 = 2 marks

b) GIVE ONE MARK TO EACH OF THE FOLLOWING:

(i) Canines

(ii) Incisors

(iii) Premolars or Molars (accept both)

3 x 1 = 3 marks

2 - PSAC

1

Notes:

AW – accept alternative wording

AVP – accept alternative valid point


GIVE ONE MARK TO EACH CORRECT ANSWER.

1. D

2. C

3. B

4. D

5. A

5 x 1 = 5 marks

Total = 5 marks


a) GIVE ONE MARK TO EACH CORRECT ANSWER

A: Milk teeth B: Permanent teeth

2 x 1 = 2 marks

b) GIVE ONE MARK TO EACH OF THE FOLLOWING:

(i) Canines

(ii) Incisors

(iii) Premolars or Molars (accept both)

3 x 1 = 3 marks

c) GIVE ONE MARK TO EACH OF THE FOLLOWING

energy

health

energy and/or growth 3 x 1 = 3 marks

Total = 8 marks


a) (i) GIVE ONE MARK TO:

No

(ii) GIVE TWO MARKS TO:

Because of the air pressure/ because air is exerting a higher

pressure from the outside on the cardboard.

(AW) 1 + 2 = 3 marks

b) GIVE TWO MARKS TO ANY OF THE FOLLOWING IDEAS: More people can travel by the metro instead of using their own

cars (thus reducing the amount of air pollution from vehicles)

The metro maybe less polluting than vehicles using diesel and petrol

(AW/ AVP)

2 marks

c) (i) GIVE ONE MARK TO ANY OF THE FOLLOWING: Air/ smoke/ polluted air from exhaust pipes of vehicles

(from vehicles)

Polluted air from chimneys of factories (from factories)

1 mark (ii) GIVE TWO MARKS TO THE FOLLOWING:

The polluted air can affect their health by causing skin,

lung, eye diseases

(AW/AVP) 2 marks

Total = 8 marks

PSAC - 3

3


a) (i) GIVE ONE MARK TO EACH OF THE FOLLOWING:

1. Flowering: Goyave de Chine

2. Non-flowering: Fern

2 x 1 = 2 marks

(ii) GIVE ONE MARK TO:

Forests

1 mark

b) (i) GIVE TWO MARKS TO ANY OF THE FOLLOWING IDEAS:

So that the leaves can get maximum sunlight

So that they can float on the surface of water

(AVP/AW)

Lower weightage

Give one mark to incomplete answers

(ii) GIVE TWO MARKS TO ANSWERS CONTAINING ANY OF THE FOLLOWING IDEAS:

The plants and animals depend on each other for their survival/

the loss of one plant species can lead to the loss of other species.

To keep the balance in nature/ in the environment

To keep the beauty of the environment

To preserve for the future generations

To attract tourists

2 marks

2 marks

4 - PSAC

3


a) (i) GIVE ONE MARK TO EACH OF THE FOLLOWING:

1. Flowering: Goyave de Chine

2. Non-flowering: Fern

2 x 1 = 2 marks


Forests

1 mark

b) (i) GIVE TWO MARKS TO ANY OF THE FOLLOWING IDEAS:

So that the leaves can get maximum sunlight

So that they can float on the surface of water

(AVP/AW)

Lower weightage


(ii) GIVE TWO MARKS TO ANSWERS CONTAINING ANY OF THE FOLLOWING IDEAS:

The plants and animals depend on each other for their survival/

the loss of one plant species can lead to the loss of other species.

To keep the balance in nature/ in the environment

To keep the beauty of the environment

To preserve for the future generations

To attract tourists

2 marks

2 marks

c) GIVE ONE MARK TO EACH OF THE FOLLOWING:

Plants: Habitat Cactus B- In deserts

Hyacinth: A- In fresh water

Moss: C – On trunks of big trees

1 x 3 = 3 marks

GIVE TWO MARKS EACH TO ANY OF THE FOLLOWING:

Reasons why the plant can live in this habitat:

Cactus:

It has a thick stem to store water.

Its leaves turn into spines to reduce evaporation/loss of water.

Hyacinth:

It can float on water.

The roots reach far into the water to obtain mineral salts.

Moss:

The plants are very small and grow together.

(AW/AVP)

2 x 3 = 6 marks

Total: 16 marks

PSAC - 5

5


a) (i) GIVE ONE MARK TO EACH CORRECT MATCHING:

Do not use electrical appliances in the bathroom –

Because water is a conductor of electricity

Do not insert metal objects in an electric socket –

Because they are conductors of electricity

Wear gloves when repairing electric circuit –


1 x 3 = 3 marks

b) GIVE ONE MARK TO THE FOLLOWING:

It conducts electricity

1 mark

c) (i) GIVE ONE MARK TO EACH OF THE FOLLOWING:

1. All the items are used.

2. The dry cells are properly connected.

3. The connection with the wires is well made.

4. The labelling is correct.

4 marks


C

1 mark

(iii) GIVE TWO MARKS TO THE FOLLOWING IDEA:

One more dry cell will provide more chemical energy to the circuit

which will be converted into electrical and light energy.

Lower weightage:


2 marks

6 - PSAC

5


a) (i) GIVE ONE MARK TO EACH CORRECT MATCHING:

Do not use electrical appliances in the bathroom –

Because water is a conductor of electricity

Do not insert metal objects in an electric socket –

Because they are conductors of electricity

Wear gloves when repairing electric circuit –


1 x 3 = 3 marks

b) GIVE ONE MARK TO THE FOLLOWING:

It conducts electricity

1 mark

c) (i) GIVE ONE MARK TO EACH OF THE FOLLOWING:

1. All the items are used.

2. The dry cells are properly connected.

3. The connection with the wires is well made.

4. The labelling is correct.

4 marks


C

1 mark


One more dry cell will provide more chemical energy to the circuit

which will be converted into electrical and light energy.

Lower weightage:


2 marks

(iv) GIVE ONE MARK TO EACH OF THE FOLLOWING:

1. Chemical

2. Light and heat

3 marks

(v) 1. GIVE ONE MARK TO:

The bulb will not light up.

1 mark

2. GIVE TWO MARKS TO:

Because cotton thread is not a conductor of electricity/

is an insulator.

2 marks

Total = 17 marks

PSAC - 7

7


(a) GIVE ONE MARK EACH TO ANY TWO OF THE FOLLOWING:

Water

Fertile soil

Right temperature

2 x 1= 2 marks

Wrong answer:

Light/sunlight

(b) GIVE TWO MARKS TO ANY OF THE FOLLOWING IDEA:

• To know whether the results obtained are due only to a

lack of sunlight

• To compare the observations made on the two plants

Lower weightage

Give one mark to incomplete answers.

(c) Plant A

GIVE ONE MARK TO ANY OF THE FOLLOWING IDEAS:

(i) It dies.

(ii) It withers and dies.

(iii) The plant dries up.

(iv) The leaves of the plant turn yellow.

(v) (The plant grows taller (but has fewer leaves than plant B))

2 marks

1 mark

8 - PSAC

7


(a) GIVE ONE MARK EACH TO ANY TWO OF THE FOLLOWING:

Water

Fertile soil

Right temperature

2 x 1= 2 marks

Wrong answer:

Light/sunlight

(b) GIVE TWO MARKS TO ANY OF THE FOLLOWING IDEA:

• To know whether the results obtained are due only to a

lack of sunlight

• To compare the observations made on the two plants

Lower weightage

Give one mark to incomplete answers.

(c) Plant A


(i) It dies.

(ii) It withers and dies.

(iii) The plant dries up.

(iv) The leaves of the plant turn yellow.

(v) (The plant grows taller (but has fewer leaves than plant B))

2 marks

1 mark

10


Since the plant has not received (enough) sunlight, it cannot carry out

photosynthesis/manufacture its food (and thus dies after some time.)

(The plant grows fast towards the source of light.) (If the answer given above is ‘the plant grows taller’).

1 mark

Plant B


It grows into a healthy plant

It becomes bigger/taller/ has more leaves

The plant continues to grow 1 mark

1 mark


Since the plant receives sunlight, it can manufacture its food/carry

out photosynthesis (and thus grows healthily).

The plant is getting all the conditions it needs to grow well.

1 mark

Total: 8 marks


a) (i) GIVE ONE MARK TO ANY OF THE FOLLOWING:

Carbon dioxide

Water vapour 1 mark

(ii) GIVE TWO MARKS TO ANSWERS WITH ANY OF THE FOLLOWING IDEAS

Because in case of a lack of oxygen, people may suffocate and die.

Because oxygen is vital for life and a shortage can cause the

death of people/passengers.

Lower weightage:


2 marks

PSAC - 9

11

b) (i) GIVE ONE MARK TO THE FOLLOWING:

A – 5 Seconds

(ii) GIVE TWO MARKS TO THE FOLLOWING IDEA:

1 mark

Candle M is getting less oxygen than candle K (and so the time taken

for it to go off has to be less than 10 seconds) (AW)

Lower weightage:



2 marks

Because candle N is getting a good supply of oxygen (which is necessary for burning.)

(AW) 2 marks

Lower weightage:


(iv) GIVE TWO MARKS TO THE FOLLOWING IDEA:

Repeat the experiment

(AW/AVP) 2 marks

c) (i) GIVE ONE MARK TO:

Bubbles of air coming out from the soil (ii) GIVE TWO MARKS TO THE FOLLOWING ANSWER:

It shows that (dry) soil contains air.

2 marks

Lower weightage:


1 mark

Total: 13 marks

2 marks

10 - PSAC

11

b) (i) GIVE ONE MARK TO THE FOLLOWING:

A – 5 Seconds

(ii) GIVE TWO MARKS TO THE FOLLOWING IDEA:

1 mark

Candle M is getting less oxygen than candle K (and so the time taken

for it to go off has to be less than 10 seconds) (AW)

Lower weightage:



2 marks

Because candle N is getting a good supply of oxygen (which is necessary for burning.)

(AW) 2 marks

Lower weightage:


(iv) GIVE TWO MARKS TO THE FOLLOWING IDEA:

Repeat the experiment

(AW/AVP) 2 marks

c) (i) GIVE ONE MARK TO:

Bubbles of air coming out from the soil (ii) GIVE TWO MARKS TO THE FOLLOWING ANSWER:

It shows that (dry) soil contains air.

2 marks

Lower weightage:


1 mark

Total: 13 marks

2 marks

12


a) GIVE ONE MARK TO THE CORRECT CLASSIFICATION UNDER EACH

CATEGORY:

By crawling By walking on two legs

By swimming By walking on four legs

Lizards Humans Sharks Whales

Dogs Lions (Lizards)

Note: At least one correct animal should be given in each category 4 marks

b) (i) GIVE ONE MARK TO ANY OF THE FOLLOWING:

What they eat/ their diet

Where they live/ their habitats

Their body cover

The way they give birth/ reproduce 1 mark

(ii) GIVE FOUR MARKS TO THE CORRECT CLASSIFICATION OF THE GIVEN ANIMALS USING THE CHARACTERISTIC GIVEN IN PART (ii)

Note:

The classification can be done in two categories or more. Allocate the marks

as long as the classification is correct. For instance:

if the characteristics used is ‘the way they reproduce’, then the classification can be in two: Reproduce by laying eggs or reproduce by giving birth to their young. If the classification using this characteristic is correct then allocate the four marks.

if the characteristic used is ‘their diet’ and the classification is made using three or more categories, allocate the four marks if the classification done is correct.

4 marks

Total marks = 9 marks

PSAC - 11

12 - PSAC 13


a) GIVE ONE MARK TO EACH OF THE FOLLOWING: (vi) source (vii) movement (viii) dry

b) GIVE ONE MARK TO EACH CORRECT ANSWER:

Chemical

Sound

Electrical

Heat

1 x 3 = 3 marks

1 x 4 = 4 marks

c) GIVE ONE MARK TO EACH CORRECT TRUE OR FALSE AND TWO MARKS TO

EACH CORRECT REASON GIVEN:

Name Claim True or False Reason why

Betty The car is a living thing. It

can move by itself.

False

Cars are not living things/ Cars

are non-living things

Kelly The electrical energy is

transformed into other

forms of energy for the

car to move.

True

Because in an electric car the

source of energy is

electricity and it is

transformed into other forms

of energy.

Ben I think the car can

move without energy.

False

A car needs an external source

of energy to move.

3 x 1 = 3 marks 3 x 2 = 6 marks

Total = 16 marks

Documents

SCIENCE - mes.intnet.mumes.intnet.mu/.../psac6/specimen_papers/2016/core_subjects/Science.pdf · In 2017, the transitional year, a one-off assessment in Science will be set for the