primary school achievement certificate -...

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

MES

Mens Gerat Corpus

MAURITIUS EXAMINATIONS SYNDICATE

Primary School Achievement Certificate Grade 6 Modular Science Specimen Assessment Booklet

Que l’esprit gère le corps Let the mind manage the body

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 1-6. It seeks to enhance the

pedagogical experience pupils would derive from the assessment.

The paper design has changed with the focus being on the assessment of scientific skills and

competencies across the ability range. Simultaneously, the modular assessment in Science has

been introduced as from 2017. The modular assessment will contribute to the PSAC at the end of

Grade 6. The first cohort of pupils will be taking the second part of the modular assessment

towards the end of Grade 6 in 2018.

In line with this change, a specimen assessment booklet for the assessment in Grade 6 in Science

has been developed.

This document contains the following:

1. The guiding principles underlying the assessment

2. The Grade 6 specimen assessment booklet

3. The Grade 6 specimen mark scheme

As mentioned above, the modular assessment in Science has been introduced as part of the new

end of primary cycle assessment, the Primary School Achievement Certificate. The modular

assessment is taken in two parts: the first part of the assessment is at the end of Grade 5 and the

second part of the assessment will be towards the end of Grade 6. The first Grade 5 modular

assessment was introduced in 2017 and was based on the Grade 5 syllabus. The pupils will take

the second part of their modular assessment this year in Grade 6. The Grade 6 assessment will be

based on the Grade 6 syllabus mainly. The weighting given to each part of the assessment is

50%.

Background

Modular Assessment

I

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 1-6. It seeks to enhance the

pedagogical experience pupils would derive from the assessment.

The paper design has changed with the focus being on the assessment of scientific skills and

competencies across the ability range. Simultaneously, the modular assessment in Science has

been introduced as from 2017. The modular assessment will contribute to the PSAC at the end of

Grade 6. The first cohort of pupils will be taking the second part of the modular assessment

towards the end of Grade 6 in 2018.

In line with this change, a specimen assessment booklet for the assessment in Grade 6 in Science

has been developed.

This document contains the following:

1. The guiding principles underlying the assessment

2. The Grade 6 specimen assessment booklet

3. The Grade 6 specimen mark scheme

As mentioned above, the modular assessment in Science has been introduced as part of the new

end of primary cycle assessment, the Primary School Achievement Certificate. The modular

assessment is taken in two parts: the first part of the assessment is at the end of Grade 5 and the

second part of the assessment will be towards the end of Grade 6. The first Grade 5 modular

assessment was introduced in 2017 and was based on the Grade 5 syllabus. The pupils will take

the second part of their modular assessment this year in Grade 6. The Grade 6 assessment will be

based on the Grade 6 syllabus mainly. The weighting given to each part of the assessment is

50%.

Background

Modular Assessment

II

With the introduction of the modular assessment in Science as part of the PSAC assessment, a

complete review of the existing assessment paper was carried out. The new Grade 6 specimen

has been designed and developed guided by principles of fairness, the need to set learning

standards, the importance of ensuring positive washback, the pedagogical value of the inquiry-

based approach and the contribution of the subject to the holistic education of the learner.

The following guiding principles and considerations informed the development of the assessment

booklet:

1. To be closely linked to the Teaching and Learning Syllabus and the National

Curriculum Framework:

Educators and learners are encouraged to familiarise themselves with the content and

specifications of the National Curriculum Framework (NCF) and the Teaching and

Learning Syllabus (TSL). Reference to the textbook alone would not provide a complete

understanding of the learning aims and objectives.

2. To ensure a positive washback on teaching and learning:

The assessment of the knowledge acquired as well as that of important skills and

competencies in Science is expected to feed positively in the learning process. This will

encourage the development of scientific literacy instead of knowledge of content only.

3. To discourage teaching to the test:

At classroom level, the teaching should be rich and the pupils should be motivated to

learn more and to ask questions rather than learn content by heart. With the new design

proposed, the paper 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 deeper understanding of concepts and critical thinking:

By encouraging 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

Guiding Principles knowledge to a given context. They will be encouraged to think and bring their own

reasoning to the assessment rather than just try to remember or reproduce what they have

learnt by heart.

5. To promote the development of inquiry skills:

The curriculum and the 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 Predicting Observing Investigating and

experimenting Classifying 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.

It encourages 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.

6. To be fair:

A key consideration is that of fairness. The assessment 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. The mark allocation has also been reviewed in view of

allowing a fairer marking of the paper, where all marks are accounted for.

III

With the introduction of the modular assessment in Science as part of the PSAC assessment, a

complete review of the existing assessment paper was carried out. The new Grade 6 specimen

has been designed and developed guided by principles of fairness, the need to set learning

standards, the importance of ensuring positive washback, the pedagogical value of the inquiry-

based approach and the contribution of the subject to the holistic education of the learner.

The following guiding principles and considerations informed the development of the assessment

booklet:

1. To be closely linked to the Teaching and Learning Syllabus and the National

Curriculum Framework:

Educators and learners are encouraged to familiarise themselves with the content and

specifications of the National Curriculum Framework (NCF) and the Teaching and

Learning Syllabus (TSL). Reference to the textbook alone would not provide a complete

understanding of the learning aims and objectives.

2. To ensure a positive washback on teaching and learning:

The assessment of the knowledge acquired as well as that of important skills and

competencies in Science is expected to feed positively in the learning process. This will

encourage the development of scientific literacy instead of knowledge of content only.

3. To discourage teaching to the test:

At classroom level, the teaching should be rich and the pupils should be motivated to

learn more and to ask questions rather than learn content by heart. With the new design

proposed, the paper 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 deeper understanding of concepts and critical thinking:

By encouraging 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

Guiding Principles knowledge to a given context. They will be encouraged to think and bring their own

reasoning to the assessment rather than just try to remember or reproduce what they have

learnt by heart.

5. To promote the development of inquiry skills:

The curriculum and the 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 Predicting Observing Investigating and

experimenting Classifying 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.

It encourages 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.

6. To be fair:

A key consideration is that of fairness. The assessment 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. The mark allocation has also been reviewed in view of

allowing a fairer marking of the paper, where all marks are accounted for.

IV

The 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 ways the different topics are treated. For instance, if the question on animals in the

specimen paper is principally assessing the application of knowledge, it can also be treated in a

question which is more inquiry-based or knowledge-based.

The learning objective and topic for each item is also given for ease of reference. These

references will not be found in the actual assessment booklet.

The specimen assessment booklet also respects the weighting of the assessment objectives given

in the Annual Programme for the PSAC Assessment 2018.

It caters for the whole ability range of pupils with a number of items assessing knowledge while

also having items assessing understanding, application and inquiry skills. The items are set to

cater for learners of the whole ability range.

The description for the Science assessment in Grade 6 is given in the Annual Programme for the

PSAC Assessment 2018. The following is an extract from the document:

The assessment will have a modular approach. The first assessment will be carried out at the end

of Grade 5 based on the Grade 5 syllabus and the second assessment will be set towards the end

of Grade 6 and will be essentially based on the Grade 6 syllabus in Science. Each paper will be

of a duration of 1 hour and will each carry a total of 50 marks. Each assessment paper will carry

a weighting of 50%.

The papers will comprise 5 - 6 questions each with a number of items graded in terms of

difficulty level. Questions will be set based on the different assessment objectives. Questions may

be contextualised. 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 charts.

Paper Description For private candidates, the assessment will be carried out through a single external assessment

conducted by the MES.

Table 4 shows the weighting of the different assessment objectives in Science.

Table 4: Weighting of the Assessment Objectives in the Science Paper

Assessment Objectives Weighting %

Knowledge & Understanding 40

Application 40

Inquiry Skills 20

In this booklet, the specimen assessment booklet is given along with a brief description of each

item. For each item or question, the following details are given:

1. The learning objective (LO) from the Teaching and Learning syllabus

2. The topic being covered

This 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 the learning domains for

Science defined in the Teaching and Learning syllabus. There are three main learning domains:

Knowledge and Understanding

Inquiry Skills and Processes

Attitudes and Values

Refer to the Teaching and Learning syllabus (December 2015) published by the MIE for more

details. The TSL can be accessed at: http://www.mie.ac.mu/curriculum.html

V

The 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 ways the different topics are treated. For instance, if the question on animals in the

specimen paper is principally assessing the application of knowledge, it can also be treated in a

question which is more inquiry-based or knowledge-based.

The learning objective and topic for each item is also given for ease of reference. These

references will not be found in the actual assessment booklet.

The specimen assessment booklet also respects the weighting of the assessment objectives given

in the Annual Programme for the PSAC Assessment 2018.

It caters for the whole ability range of pupils with a number of items assessing knowledge while

also having items assessing understanding, application and inquiry skills. The items are set to

cater for learners of the whole ability range.

The description for the Science assessment in Grade 6 is given in the Annual Programme for the

PSAC Assessment 2018. The following is an extract from the document:

The assessment will have a modular approach. The first assessment will be carried out at the end

of Grade 5 based on the Grade 5 syllabus and the second assessment will be set towards the end

of Grade 6 and will be essentially based on the Grade 6 syllabus in Science. Each paper will be

of a duration of 1 hour and will each carry a total of 50 marks. Each assessment paper will carry

a weighting of 50%.

The papers will comprise 5 - 6 questions each with a number of items graded in terms of

difficulty level. Questions will be set based on the different assessment objectives. Questions may

be contextualised. 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 charts.

Paper Description For private candidates, the assessment will be carried out through a single external assessment

conducted by the MES.

Table 4 shows the weighting of the different assessment objectives in Science.

Table 4: Weighting of the Assessment Objectives in the Science Paper

Assessment Objectives Weighting %

Knowledge & Understanding 40

Application 40

Inquiry Skills 20

In this booklet, the specimen assessment booklet is given along with a brief description of each

item. For each item or question, the following details are given:

1. The learning objective (LO) from the Teaching and Learning syllabus

2. The topic being covered

This 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 the learning domains for

Science defined in the Teaching and Learning syllabus. There are three main learning domains:

Knowledge and Understanding

Inquiry Skills and Processes

Attitudes and Values

Refer to the Teaching and Learning syllabus (December 2015) published by the MIE for more

details. The TSL can be accessed at: http://www.mie.ac.mu/curriculum.html

VI

Paper Design

Table 1 gives the detailed specifications for this specimen paper. It is to be noted that the

information given in Table 1 is specific to this specimen paper. The purpose is to illustrate how

the topics, the learning objectives and the assessment objectives can be treated.

Specimen Mark Scheme

The specimen mark scheme is also included in this document. It is to be noted that this mark

scheme gives the expected answers for the different items. However, during an assessment, 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 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 (January 2017); Annual Programme for the Primary

School Achievement Certificate (PSAC) Assessment for 2018

VII

Paper Design

Table 1 gives the detailed specifications for this specimen paper. It is to be noted that the

information given in Table 1 is specific to this specimen paper. The purpose is to illustrate how

the topics, the learning objectives and the assessment objectives can be treated.

Specimen Mark Scheme

The specimen mark scheme is also included in this document. It is to be noted that this mark

scheme gives the expected answers for the different items. However, during an assessment, 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 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 (January 2017); Annual Programme for the Primary

School Achievement Certificate (PSAC) Assessment for 2018

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MAURITIUS EXAMINATIONS SYNDICATE The Primary School Achievement Certificate Specimen Assessment Booklet Grade 6 for first assessment in 2018 Science Time: 1 hour INSTRUCTIONS TO CANDIDATES 1. Check that this assessment booklet contains 6 questions printed on

12 pages numbered 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 13.

2. Write your Index Number on the assessment booklet in the space provided.

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

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

5. Attempt all questions.

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2

Question 1 (5 marks)

Circle the correct answer.

1. Which one of the following is a planet? A Earth B Sun C Moon D Star

2. Diagram 1 shows a pan containing oil which is on fire.

Diagram 1: Pan on fire

How can this fire be extinguished? A Cover it with a plastic lid. B Cover it with a metal lid. C Use oxygen gas to extinguish the fire. D Use water to extinguish the fire.

3. Which one of the following materials is obtained from plants? A Leather B Aluminium C Silk D Rubber

4. Which one of the following can be turned into compost? A Tin cans B Vegetable peels C Plastic bottles D Used dry cells

5. Which one of the following is a polluting source of energy? A Sun B Falling water C Bagasse D Wind

3


Circle the correct answer.

1. Which one of the following is a planet? A Earth B Sun C Moon D Star

2. Diagram 1 shows a pan containing oil which is on fire.

Diagram 1: Pan on fire

How can this fire be extinguished? A Cover it with a plastic lid. B Cover it with a metal lid. C Use oxygen gas to extinguish the fire. D Use water to extinguish the fire.

3. Which one of the following materials is obtained from plants? A Leather B Aluminium C Silk D Rubber

4. Which one of the following can be turned into compost? A Tin cans B Vegetable peels C Plastic bottles D Used dry cells

5. Which one of the following is a polluting source of energy? A Sun B Falling water C Bagasse D Wind

4


a) Diagram 2 shows Sam and Amy.

Sam holds a globe representing the Earth. Amy holds a ball representing the Sun.

Diagram 2: Sam and Amy

(i) On Diagram 2, shade the part of the Earth to show where night is occurring when Sam holds it in this position. [1]

(ii) Sam wants to show Amy how day and night occur on Earth.

What should Sam do to show how day and night occur? Circle the correct answer.

A Sam should move in one complete circle around Amy.

B Sam should move towards Amy and then away from her. C Sam should rotate the globe on itself in one complete turn.

[1]

Sam Amy

Earth Sun

LO: Explain how Earth’s movement causes b) The three balls below are used to represent the Sun, the Earth and the Moon in

our solar system. Under each ball, write down which one should be used to represent the Sun, the Earth and the Moon in our solar system.

[3] c) Fill in the blanks.

(i) The moon takes 28 days to make a complete rotation around the

……………………… (Sun, Earth).

(ii) The gradual increase in temperature on the Earth’s surface is called

………………………………. (global warming, air pollution). [2]


a) Rayan found that the iron gate in front of his house has turned into a red-orange-brown colour. (i) What is the red-orange-brown layer formed on the iron gate called?

……………………….. .

(ii) This coloured layer is formed when the iron gate is in touch with air and ……………………….. .

(iii) The iron gate can be ………………………… to prevent the red-orange-brown layer from forming. [3]

5


a) Diagram 2 shows Sam and Amy.

Sam holds a globe representing the Earth. Amy holds a ball representing the Sun.

Diagram 2: Sam and Amy

(i) On Diagram 2, shade the part of the Earth to show where night is occurring when Sam holds it in this position. [1]

(ii) Sam wants to show Amy how day and night occur on Earth.

What should Sam do to show how day and night occur? Circle the correct answer.

A Sam should move in one complete circle around Amy.

B Sam should move towards Amy and then away from her. C Sam should rotate the globe on itself in one complete turn.

[1]

Sam Amy

Earth Sun

LO: Explain how Earth’s movement causes b) The three balls below are used to represent the Sun, the Earth and the Moon in

our solar system. Under each ball, write down which one should be used to represent the Sun, the Earth and the Moon in our solar system.

[3] c) Fill in the blanks.

(i) The moon takes 28 days to make a complete rotation around the

……………………… (Sun, Earth).

(ii) The gradual increase in temperature on the Earth’s surface is called

………………………………. (global warming, air pollution). [2]


a) Rayan found that the iron gate in front of his house has turned into a red-orange-brown colour. (i) What is the red-orange-brown layer formed on the iron gate called?

……………………….. .

(ii) This coloured layer is formed when the iron gate is in touch with air and ……………………….. .

(iii) The iron gate can be ………………………… to prevent the red-orange-brown layer from forming. [3]

6

b) Diagram 3 shows a new way of producing electricity in Mauritius.

Diagram 3: New way of producing electricity in Mauritius

(i) What is the source of energy being used by the turbines in Diagram 3?

…………………………………………………… [1] (ii) Two friends are discussing this new source of energy. Below is their

conversation:

1. Write down whether you agree or disagree with Raj and Fani.

Raj: ……………………………… Fani: ………………………………. [2]

2. Explain each of your answer: Raj:…………………………………………………………………………………

…………….………………………………………………………………… [2]

Fani:………………………………………………………………………………

……………….……………………………………………………………… [2]

Raj Fani

Turbines


Karen and Jay conduct an experiment over one week to find out about one of the

conditions necessary for a plant to produce its own food.

a) Name the process by which a plant produces its own food. ………………………………………………………………… [1]

Karen does the following:

1. She uses a plant with green leaves.

2. She waters the plant regularly.

3. She puts the plant outside in the sun.

This is shown in Diagram 4.

Diagram 4: Karen’s plant

b) Which condition necessary for a plant to manufacture its own food are Jay and

Karen investigating? ………………………………………………………………………… [1]

c) Give another condition necessary for a plant to manufacture its own food.

………………………………………………………………….……. [1]

Sun

Water

Green leaf

Soil

Jay does the following:

1. He uses the same type of plant that Karen uses.

2. He waters the plant regularly.

3. He keeps the plant inside a dark cupboard.


Diagram 5: Jay’s plant

Dark cupboard

7

b) Diagram 3 shows a new way of producing electricity in Mauritius.

Diagram 3: New way of producing electricity in Mauritius

(i) What is the source of energy being used by the turbines in Diagram 3?

…………………………………………………… [1] (ii) Two friends are discussing this new source of energy. Below is their

conversation:

1. Write down whether you agree or disagree with Raj and Fani.

Raj: ……………………………… Fani: ………………………………. [2]

2. Explain each of your answer: Raj:…………………………………………………………………………………

…………….………………………………………………………………… [2]

Fani:………………………………………………………………………………

……………….……………………………………………………………… [2]

Raj Fani

Turbines


Karen and Jay conduct an experiment over one week to find out about one of the

conditions necessary for a plant to produce its own food.

a) Name the process by which a plant produces its own food. ………………………………………………………………… [1]

Karen does the following:

1. She uses a plant with green leaves.

2. She waters the plant regularly.

3. She puts the plant outside in the sun.


Diagram 4: Karen’s plant

b) Which condition necessary for a plant to manufacture its own food are Jay and

Karen investigating? ………………………………………………………………………… [1]

c) Give another condition necessary for a plant to manufacture its own food.

………………………………………………………………….……. [1]

Sun

Water

Green leaf

Soil

Jay does the following:

1. He uses the same type of plant that Karen uses.

2. He waters the plant regularly.

3. He keeps the plant inside a dark cupboard.


Diagram 5: Jay’s plant

Dark cupboard

8

d) Why is it important that Jay uses the same type of plant as Karen in this experiment? ……………………………………………………………………………………………… ………………………………………………………………………………………… [2]

e) Which measurement can they take during this experiment? …………………………………………………………………………………………

………………………………………………………………………………………... [2]

f) What do you expect to happen to Karen’s and Jay’s plants after one week?

Karen’s plant:……………………………………………………………………..…

……………………………………………………………………….. [1]

Jay’s plant: …………………………………………………………………………

………………………………………………………………………… [1]


a) Diagram 6 shows different animals and their respective diets.

Berries and nuts Honey Bees and insects

Diagram 6: Animals and their diets

Based on their diet, classify all of the above animals as either carnivores, herbivores or omnivores.

[3]

Carnivores Herbivores Omnivores

Berries Worms

Birds Snakes Rats

Grass Flowers

Fruits Leaves

Fish Zebra

Bear

Crocodile Snail Goat

Hawk Robin

9

d) Why is it important that Jay uses the same type of plant as Karen in this experiment? ……………………………………………………………………………………………… ………………………………………………………………………………………… [2]

e) Which measurement can they take during this experiment? …………………………………………………………………………………………

………………………………………………………………………………………... [2]

f) What do you expect to happen to Karen’s and Jay’s plants after one week?

Karen’s plant:……………………………………………………………………..…

……………………………………………………………………….. [1]

Jay’s plant: …………………………………………………………………………

………………………………………………………………………… [1]


a) Diagram 6 shows different animals and their respective diets.

Berries and nuts Honey Bees and insects

Diagram 6: Animals and their diets

Based on their diet, classify all of the above animals as either carnivores, herbivores or omnivores.

[3]

Carnivores Herbivores Omnivores

Berries Worms

Birds Snakes Rats

Grass Flowers

Fruits Leaves

Fish Zebra

Bear

Crocodile Snail Goat

Hawk Robin

10

b) Diagram 7 shows the jaws of two dinosaurs, the Tyrannosaurus-Rex which is a carnivore and the Pachycephalosaurus which is a herbivore. (i) In the boxes below, write down which jaw belongs to the Tyrannosaurus-

Rex and which one to the Pachycephalosaurus.

[1]

Diagram 7: Jaws of dinosaurs

(ii) Explain your answers to part (b)(i).

………………………………………………………………………………………

………………………………………………………………………………… [2]

(iii) Dinosaurs are classified as reptiles. Give one characteristic specific to reptiles.

……………………………………………………………………………… [1]

c) Kelly classifies a bat, a duck and a peacock into two groups as shown in

Diagram 8.

Diagram 8: Classification of 3 animals

(i) Give one characteristic which the bat, the duck and the peacock have in

common.

………………………………………………………………………………… [1]

(ii) Give one reason why Kelly puts the bat in a separate group from the duck

and the peacock.

………………………………………………………………………………………

………….………………………………………………………………………[2]

Group A

Bat

Group B

Duck Peacock

11

b) Diagram 7 shows the jaws of two dinosaurs, the Tyrannosaurus-Rex which is a carnivore and the Pachycephalosaurus which is a herbivore. (i) In the boxes below, write down which jaw belongs to the Tyrannosaurus-

Rex and which one to the Pachycephalosaurus.

[1]

Diagram 7: Jaws of dinosaurs

(ii) Explain your answers to part (b)(i).

………………………………………………………………………………………

………………………………………………………………………………… [2]

(iii) Dinosaurs are classified as reptiles. Give one characteristic specific to reptiles.

……………………………………………………………………………… [1]

c) Kelly classifies a bat, a duck and a peacock into two groups as shown in

Diagram 8.

Diagram 8: Classification of 3 animals

(i) Give one characteristic which the bat, the duck and the peacock have in

common.

………………………………………………………………………………… [1]

(ii) Give one reason why Kelly puts the bat in a separate group from the duck

and the peacock.

………………………………………………………………………………………

………….………………………………………………………………………[2]

Group A

Bat

Group B

Duck Peacock

12


a) Name a terrestrial ecosystem. ………………………………………………………….. [1]

b) Diagram 9 shows a marine ecosystem.

The big fish eat the small fish as their only source of food.

The small fish are also largely captured by fishermen.

The birds also eat the small fish.

Diagram 9: Marine ecosystem (i) Name another living thing which forms part of this marine ecosystem

apart from the small and big fish.

………………………………………... [1]

(ii) Explain what will happen to this ecosystem if the small fish are overfished.

………………………………………………………………………………………

………………………………………………………………………………… [2]

Fishermen

Big fish

Small fish

Seaweed

Starfish

Birds

Fishing net

c) Study the bar chart below which shows the amount of deforestation which

happened in different parts of the world between the years 1990 and 1999.

Then answer the questions which follow.

(i) In which part of the world was the amount of deforestation highest?

………………………………………………. [1]

(ii) Why do you think there was a lot of deforestation happening in this

region?

………………………………………………………………………………………

………………………………………………………………………………… [2]

(iii) In some regions, such as in Australia, the amount of deforestation has

decreased from 500 to 350 thousands of hectares.

Why do you think the amount of deforestation has decreased?

………………………………………………………………………………………

….………………………………………………………………………………. [2]

–

13


a) Name a terrestrial ecosystem. ………………………………………………………….. [1]

b) Diagram 9 shows a marine ecosystem.

The big fish eat the small fish as their only source of food.

The small fish are also largely captured by fishermen.

The birds also eat the small fish.

Diagram 9: Marine ecosystem (i) Name another living thing which forms part of this marine ecosystem

apart from the small and big fish.

………………………………………... [1]

(ii) Explain what will happen to this ecosystem if the small fish are overfished.

………………………………………………………………………………………

………………………………………………………………………………… [2]

Fishermen

Big fish

Small fish

Seaweed

Starfish

Birds

Fishing net

c) Study the bar chart below which shows the amount of deforestation which

happened in different parts of the world between the years 1990 and 1999.

Then answer the questions which follow.

(i) In which part of the world was the amount of deforestation highest?

………………………………………………. [1]

(ii) Why do you think there was a lot of deforestation happening in this

region?

………………………………………………………………………………………

………………………………………………………………………………… [2]

(iii) In some regions, such as in Australia, the amount of deforestation has

decreased from 500 to 350 thousands of hectares.

Why do you think the amount of deforestation has decreased?

………………………………………………………………………………………

….………………………………………………………………………………. [2]

–

Note: The answers given in this specimen mark scheme are not exhaustive. A mark scheme is only finalised after a sampling exercise during the marking.

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

MES

Mens Gerat Corpus

MAURITIUS EXAMINATIONS SYNDICATE

Note: The answers given in this specimen mark scheme are not exhaustive. A mark scheme is only finalised after a sampling exercise during the marking.

1

AW – accept alternative wording

AVP- accept alternative valid point

Question 1

Give one mark to each correct answer:

1. A

2. B

3. D

4. B

5. C 5 x 1 = 5 marks

Question 2

a) (i) Give one mark to: the correct side of the globe is shaded.

or 1 mark

(ii) Give one mark to:

(i) C

1 mark

Sam Sam

b) Give one mark to each of the following:

Earth Sun Moon

3 x 1 = 3 marks

c) Give one mark to each correct answer:

(i) Earth (ii) global warming

2 x 1 = 2 marks

Total = 7 marks

Question 3

a) Give one mark to each of the following: (i) Rust

(ii) water

(iii) painted/ galvanized/ greased

3 x 1 = 3 marks

b) (i) Give one mark to:

Wind 1 mark

(iii) Give one mark each to either agree or disagree provided it is supported by a

valid explanation. Give two marks to each correct explanation.

Raj: Agree or disagree

2

AW – accept alternative wording

AVP- accept alternative valid point

Question 1

Give one mark to each correct answer:

1. A

2. B

3. D

4. B

5. C 5 x 1 = 5 marks

Question 2

a) (i) Give one mark to: the correct side of the globe is shaded.

or 1 mark

(ii) Give one mark to:

(i) C

1 mark

Sam Sam

b) Give one mark to each of the following:

Earth Sun Moon

3 x 1 = 3 marks

c) Give one mark to each correct answer:

(i) Earth (ii) global warming

2 x 1 = 2 marks

Total = 7 marks

Question 3

a) Give one mark to each of the following: (i) Rust

(ii) water

(iii) painted/ galvanized/ greased

3 x 1 = 3 marks

b) (i) Give one mark to:

Wind 1 mark

(iii) Give one mark each to either agree or disagree provided it is supported by a

valid explanation. Give two marks to each correct explanation.

Raj: Agree or disagree

3

If Agree:

Because when trees are cut, the forest ecosystem is

damaged/disturbed.

Because when trees are cut, the habitats of animals are destroyed.

(AW/AVP)

If disagree:

Because the cutting down of only a few trees will not cause

deforestation.

Because it is more important to use green sources of energy than to

continue using fossil fuels.

We can replant trees.

(AW/AVP)

1 + 2 = 3 marks

Fani: Agree or disagree

If agree:

Because these turbines use a clean source of energy and will not

cause pollution.

Because these turbines will help reduce the amount of air pollution

(AW/AVP)

If disagree:

Because to build these turbines the forest ecosystem had to be

damaged.

Because to build these turbines, trees had to be cut down

(AW/AVP)

1 + 2 = 3 marks

Total: 10 marks

Question 4

a) Give one mark to:

Photosynthesis 1 mark

b) Give one mark to:

Light/ sunlight

1 mark

c) Give one mark to any of the following:

Water

Fertile soil

Nutrients

Chlorophyll (accept)

Carbon dioxide

Oxygen / air

1 mark

d) Give two marks to any of the following ideas:

To be able to compare the results obtained.

Because in this experiment we have to use the same plant to be able to make

comparisons.

(AW/AVP)

2 marks

e) Give two marks to any of the following ideas:

Length or height of plants

Number of leaves

Number of new leaves

Colour of leaves (to be accepted)

(AVP/AW)

2 marks

4

If Agree:

Because when trees are cut, the forest ecosystem is

damaged/disturbed.

Because when trees are cut, the habitats of animals are destroyed.

(AW/AVP)

If disagree:

Because the cutting down of only a few trees will not cause

deforestation.

Because it is more important to use green sources of energy than to

continue using fossil fuels.

We can replant trees.

(AW/AVP)

1 + 2 = 3 marks

Fani: Agree or disagree

If agree:

Because these turbines use a clean source of energy and will not

cause pollution.

Because these turbines will help reduce the amount of air pollution

(AW/AVP)

If disagree:

Because to build these turbines the forest ecosystem had to be

damaged.

Because to build these turbines, trees had to be cut down

(AW/AVP)

1 + 2 = 3 marks

Total: 10 marks

Question 4

a) Give one mark to:

Photosynthesis 1 mark

b) Give one mark to:

Light/ sunlight

1 mark

c) Give one mark to any of the following:

Water

Fertile soil

Nutrients

Chlorophyll (accept)

Carbon dioxide

Oxygen / air

1 mark

d) Give two marks to any of the following ideas:

To be able to compare the results obtained.

Because in this experiment we have to use the same plant to be able to make

comparisons.

(AW/AVP)

2 marks

e) Give two marks to any of the following ideas:

Length or height of plants

Number of leaves

Number of new leaves

Colour of leaves (to be accepted)

(AVP/AW)

2 marks

5

f) Give one mark to each of the following:

Karen’s plant: will grow healthily (with green leaves)

Jay’s plant: will wither/ will die/ the leaves will turn yellow

Accept also:

Jay’s plant will grow tall but with few leaves which are yellow.

(AVP/AW)

1 + 1 = 2 marks

Total: 9 marks

Question 5

a) Give one mark to each correct classification:

3 x 1 = 3 marks

b) (i) Give one mark to the following:

1 mark

Carnivores

Hawk Crocodile

Herbivores

Goat Snail

Omnivores

Bear Robin

Pachycephalosaurus Tyrannosaurus-Rex

(ii) Give two marks to any of the following ideas:

The Tyrannosaurus-Rex has sharper and bigger teeth to catch its prey/ to

tear meat.

The Tyrannosaurus-Rex has a larger mouth/jaws to open its mouth to capture its prey/ the Pachycephalosaurus has a smaller mouth/jaws.

The teeth of the Pachycephalosaurus are smaller than those of the

Tyrannosaurus-Rex. (AW/AVP)

2 marks (iii) Give one mark to any of the following ideas:

They reproduce by laying eggs.

Their bodies are covered with scales.

They are cold-blooded animals.

(AW/AVP)

1 mark

c) (i) Give one mark to any of the following ideas:

They all have wings.

They all have two legs.

They are all warm-blooded animals.

1 mark


Because the bat is a mammal while the duck and the peacock are birds

Because the bat’s body is covered with hair whereas the bodies of the duck and the peacock are covered with feathers

The bat reproduces by giving birth to its young ones while the duck and peacock reproduce by laying eggs Accept also:

Because the bat feeds mostly at night whereas the peacock and the duck feed mostly during the day. (AW/AVP)

2 marks Total: 10 marks

6

f) Give one mark to each of the following:

Karen’s plant: will grow healthily (with green leaves)

Jay’s plant: will wither/ will die/ the leaves will turn yellow

Accept also:

Jay’s plant will grow tall but with few leaves which are yellow.

(AVP/AW)

1 + 1 = 2 marks

Total: 9 marks

Question 5

a) Give one mark to each correct classification:

3 x 1 = 3 marks

b) (i) Give one mark to the following:

1 mark

Carnivores

Hawk Crocodile

Herbivores

Goat Snail

Omnivores

Bear Robin

Pachycephalosaurus Tyrannosaurus-Rex


The Tyrannosaurus-Rex has sharper and bigger teeth to catch its prey/ to

tear meat.

The Tyrannosaurus-Rex has a larger mouth/jaws to open its mouth to capture its prey/ the Pachycephalosaurus has a smaller mouth/jaws.

The teeth of the Pachycephalosaurus are smaller than those of the

Tyrannosaurus-Rex. (AW/AVP)

2 marks (iii) Give one mark to any of the following ideas:

They reproduce by laying eggs.

Their bodies are covered with scales.

They are cold-blooded animals.

(AW/AVP)

1 mark

c) (i) Give one mark to any of the following ideas:

They all have wings.

They all have two legs.

They are all warm-blooded animals.

1 mark


Because the bat is a mammal while the duck and the peacock are birds

Because the bat’s body is covered with hair whereas the bodies of the duck and the peacock are covered with feathers

The bat reproduces by giving birth to its young ones while the duck and peacock reproduce by laying eggs Accept also:

Because the bat feeds mostly at night whereas the peacock and the duck feed mostly during the day. (AW/AVP)

2 marks Total: 10 marks

7

Question 6

a) Give one mark to any of the following:

Forest/ Grassland (AVP)

1 mark b) (i) Give one mark to any of the following:

Birds

Fishermen/ human beings

Seaweed

Starfish

1 mark


The big fish will disappear as they will not have enough food.

The ecosystem can collapse/ will be affected as the big fish will have no food.

The other bigger fish and the birds will disappear.

(AW/AVP)

2 marks

c) (i) Give one mark to the following:

South America

1 mark


The region is developing fast.

The forest is being cleared to build cities or for agricultural activities

For infrastructural development such as building of roads or bridges.

For settlement by building houses.

For setting of leisure and entertainment areas.

(AW/AVP)

2 marks

Lower weightage:

There are large areas under forest.

8

Question 6

a) Give one mark to any of the following:

Forest/ Grassland (AVP)

1 mark b) (i) Give one mark to any of the following:

Birds

Fishermen/ human beings

Seaweed

Starfish

1 mark


The big fish will disappear as they will not have enough food.

The ecosystem can collapse/ will be affected as the big fish will have no food.

The other bigger fish and the birds will disappear.

(AW/AVP)

2 marks

c) (i) Give one mark to the following:

South America

1 mark


The region is developing fast.

The forest is being cleared to build cities or for agricultural activities

For infrastructural development such as building of roads or bridges.

For settlement by building houses.

For setting of leisure and entertainment areas.

(AW/AVP)

2 marks

Lower weightage:

There are large areas under forest.

(iii) Give two marks to any of the following ideas:

Because there are laws to protect the forests/ regular patrols by authorities.

Because people were no longer allowed to cut down the trees in forests.

Because people understand that it is important to preserve the ecosystem of

the forest.

Because there might be campaigns to educate people to stop deforestation.

There is a proper planning for urbanisation to avoid clearing of forests.

Forests/ trees might have been replanted. (AVP/AW)

2 marks

Total = 9 marks

primary school achievement certificate -...

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