year 6 science paper 2.docx

4\. a) Figure 1a shows an animal without a backbone. Study the animal and answer the following questions. \ **Figure 1a** i. Name the three main body parts of the animal in Figure 1a? a. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ b. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ c. \_\_\_\_\_\_...

4\. a) Figure 1a shows an animal without a backbone. Study the animal and answer the following questions. \ **Figure 1a** i. Name the three main body parts of the animal in Figure 1a? a. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ b. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ c. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \[3 marks\] ii. Which part does the wings and legs are attached to? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \[1 mark\] iii. To which group does the animal in Figure 1a belong? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \[1 mark\] B\) Aziz wanted to find out if squirrels need food to live. He kept two groups of squirrels (Group Y and Group X) in glass containers and made holes on top of them. Aziz then put some acorn for Group M but **not** for Group K. The experiment is shown in Figure 1b.   Figure 1b Observe what happened to the squirrels after 1 week. \(a) Which group of squirrels **stayed alive** after one week? \[1 mark\] \(b) Explain why they were still alive. \[1 mark\] \(c) What have Aziz learned from this experiment? Living things need \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \[1 mark\] \(d) What would have happened to the squirrels if there were **no** holes made in both containers? d. Describe one thing that Aziz did to ensure that his experiment is a **fair test**. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \[1 mark\] i. State 1 property of plastic that makes it suitable for making the spectacle lens. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ii. State another material that is also suitable for making the spectacles lens. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 5b) The table below shows the number of days for each stage of the life cycle of a plant. **Stage** **Number of days taken** ------------------------------------- -------------------------- Roots appear. 4 Shoots appear. 3 Green leaves appear. 6 More roots and green leaves appear. 5 Flower appears. 14 Fruits appear. 10 i. How many days does it take for the seeds to grow roots? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ii. How many days does it take for the seedlings to use up the stored food in the seed leaves? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ iii. What will happen to the seed leaves once the stored food is used up? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ iv. Why are the fruits important for the plant to repeat its life cycle? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 6\. a) The diagram below shows an electrical circuit.  i. Write down the energy conversion that takes place when the circuit is closed. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ii. What will happen to the bulb if the switch is "on"? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ iii. What is the use of a switch? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ iv. What happens to the bulb if more dry cells are added to the circuit? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ b\) Study the following information. +-----------------------------------------------------------------------+ | - Do not touch electrical appliances with wet hands. | | | | - Do not repair electrical appliances yourself. | +-----------------------------------------------------------------------+ i. What is the importance of the above information? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ii. Write another statement that can be added to the above information. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **ANSWER SHEET.** 4\. a) i -- 3 ii -- legs and wings iii -- dragonfly b -- Animals that can fly: bat / butterfly / flamingo Animals that cannot fly: penguin / kangaroo / octopus c -- i -- transparent / strong / hard ii -- glass 5\. a) i - 4 days ii -- 3 days iii -- the seed leaves will fall off once the stored food is used up. iv -- the fruits have seeds which helps the plant to repeat its life cycle. b\) i -- the seed coat protects the seed from harm. ii -- Part B will become a young seedling. iii -- the seed will dry up / die. iv -- Part C is the food supply. If there is no food for the seed/seedling to eat, it will die. 6\. a) i -- option 1: stored energy electrical energy light energy & heat energy / option 2: electrical energy light energy & heat energy ii -- the bulb will light up. iii -- the switch is used to switch on or off the circuit. iv -- the bulb will be brighter. b\) i - It tells us the importance of handling / using electricity safely. ii -- Any reasonable answer will be accepted. **TABLE OF SPECIFICATIONS** **Question \#** **Full marks** **Assessment Objectives** **Cognitive Level** **Year** **Theme** **Topic** ----------------- ---------------- --------------------------- ----------------------------------------- -------------------------- ----------- --------------------------- --------------------------------------- 4 a i 1 Knowledge with understanding Remembering 4 Variety & Classifications Classification of Living Things ii 1 Knowledge with understanding Remembering 4 Variety & Classifications Classification of Living Things iii 1 Knowledge with understanding Remembering 4 Variety & Classifications Classification of Living Things b 6 Handling information & solving problems Classifying 4 Variety & Classifications Classification of Living Things c i 1 Experimental skills & Investigations Analyzing 4 Variety & Classifications Variety of materials & its properties ii 1 Experimental skills & Investigations Analyzing 4 Variety & Classifications Variety of materials & its properties 5 a i 1 Knowledge with understanding Analyzing 5 Cycles Life Cycle of Plants ii 1 Knowledge with understanding Analyzing 5 Cycles Life Cycle of Plants iii 1 Handling information & solving problems Generating possibilities 5 Cycles Life Cycle of Plants iv 1 Handling information & solving problems Generating possibilities 5 Cycles Life Cycle of Plants b i 1 Experimental skills & Investigations Inferring 5 Cycles Life Cycle of Plants ii 1 Experimental skills & Investigations Inferring 5 Cycles Life Cycle of Plants iii 1 Experimental skills & Investigations Inferring 5 Cycles Life Cycle of Plants iv 1 Experimental skills & Investigations Inferring 5 Cycles Life Cycle of Plants 6 a i 1 Knowledge with understanding Analyzing 6 Energy & Forces Electric Circuits ii 1 Handling information & solving problems Inferring 6 Energy & Forces Electric Circuits iii 1 Knowledge with understanding Analyzing 6 Energy & Forces Electric Circuits iv 1 Experimental skills & Investigations Evaluating 6 Energy & Forces Electric Circuits b i 1 Experimental skills & Investigations Communicating 6 Energy & Forces Electric Circuits ii 1 Experimental skills & Investigations Communicating 6 Energy & Forces Electric Circuits