File Download Area
Information about "Cambridge Primary Progression Test - Stage 5 Science Paper 1 2011.pdf"
- Filesize: 545.13 KB
- Uploaded: 26/11/2018 22:00:30
- Status: Active
Free Educational Files Storage. Upload, share and manage your files for free. Upload your spreadsheets, documents, presentations, pdfs, archives and more. Keep them forever on this site, just simply drag and drop your files to begin uploading.
Download Urls
-
File Page Link
https://www.edufileshare.com/2999071dfff266d3/Cambridge_Primary_Progression_Test_-_Stage_5_Science_Paper_1_2011.pdf
-
HTML Code
<a href="https://www.edufileshare.com/2999071dfff266d3/Cambridge_Primary_Progression_Test_-_Stage_5_Science_Paper_1_2011.pdf" target="_blank" title="Download from edufileshare.com">Download Cambridge Primary Progression Test - Stage 5 Science Paper 1 2011.pdf from edufileshare.com</a>
-
Forum Code
[url]https://www.edufileshare.com/2999071dfff266d3/Cambridge_Primary_Progression_Test_-_Stage_5_Science_Paper_1_2011.pdf[/url]
[PDF] Cambridge Primary Progression Test - Stage 5 Science Paper 1 2011.pdf | Plain Text
© UCLES 2011 P840/01/A/M/11 [Turn over 1 For Teacher's Use 45 minutes Science Paper 1 Stage 5 Name ……………………………………………\ …….………………………. Additional materials: Ruler READ THESE INSTRUCTIONS FIRST Answer all questions in the spaces provided on the question paper. You should show all your working on the question paper. The number of marks is given in brackets [ ] at the end of each question\ or part question. The total number of marks for this paper is 50. V1 For Teacher's Use Page Mark 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Total© UCLES 2011 P840/01/A/M/11 2 For Teacher's Use 1 Draw lines from the description of the Sun to the correct position of the Sun. description position The Sun is in the east. The Sun is in the south. The Sun is in the west. The Sun is at its highest position in the sky. The Sun is rising The Sun is appearing to rise. The Sun is appearing to set. [2] 2 Klara uses a bottle of perfume. top perfume She forgets to put the top back on the bottle. When she comes back the next day there is less perfume in the bottle. top perfume (a) Why is there less perfume in the bottle? [1]
© UCLES 2011 P840/01/A/M/11 [Turn over 3 For Teacher's Use (b) Which of these has a strong smell? Tick ( ) three boxes. [2] coffee which has just been made cold cup of coffee freshl y baked bread glass of wate r hot baked beans unopened tin of meat
© UCLES 2011 P840/01/A/M/11 4 For Teacher's Use 3 Different materials allow different amounts of light to pass through the\ m. (a) Draw lines from the material to the amount of light that passes through it and to the type of shadow it forms. material amount of li ght that type of shadow passes through it [3] opaque translucent lets lots of light through lets no light through transparent lets some light through
© UCLES 2011 P840/01/A/M/11 [Turn over 5 For Teacher's Use (b) Lucy and her teacher discuss shadows. Lucy thinks of four possible answers to the teacher’s question. Write the correct answer. [1] Give me an example of a translucent object. A wooden chair B mosquito net C glass window D brick wall
© UCLES 2011 P840/01/A/M/11 6 For Teacher's Use 4 Chung and Ho investigate evaporation. At the start, beaker A has a depth of 16mm of water in it. Beaker B has a depth of 26mm of water in it. A B They put the beakers next to each other in a warm room. Every day for two weeks they measure the depth of the water. AB Here are their results. day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 depth of water in A in mm 16 14 12 10 8 6 4 2 0 depth of water in B in mm 26 24 22 20 18 16 14 12 10 8 6 4 2 0
© UCLES 2011 P840/01/A/M/11 [Turn over 7 For Teacher's Use (a) Draw a line graph for the results of beaker A. Draw a line graph for the results of beaker B on the same graph. Some of the points have been drawn for you. 0 12345678910111213 2 4 6 8 10 12 14 16 18 20 22 24 26 day depth of water / mm [3] (b) What factor varies during their experiment? Underline one answer. size of beakers position of beakers in room depth of water in the beakers total number of days of the investigation [1] (c) Complete Chung and Ho’s conclusion. The the depth of water there is in the beaker, the it will take for it all to evaporate. [1]
© UCLES 2011 P840/01/A/M/11 8 For Teacher's Use 5 These statements are about fruits and seeds. Decide if each statement is true or false . Tick ( ) the correct box beside each statement. [3] 6 These statements are about boiling pure water. Decide if each statement is true or false . Tick ( ) the correct box beside each statement. [3] true false All plants grow fruit. Seeds are formed when pollen fertilises the ovum. Fruit contains seeds. Seeds are produced in the roots. true false When you heat water, it sometimes boils at 125°C. When water reaches 100°C, it boils. When water boils, it gets hotter. When water boils, it turns into a gas.
© UCLES 2011 P840/01/A/M/11 [Turn over 9 For Teacher's Use 7 Some students from Class 5 discuss condensation. (a) One student has the correct definition. Write the correct letter. [1] (b) Which of the following processes is the reverse (opposite) of condensing? Tick ( ) the correct box. [1] boiling evaporating freezing melting Condensation is when a liquid turns into a gas. A B C D Condensation is when a gas turns into a liquid. Condensation is when a liquid turns into a solid. Condensation is when a solid turns into a liquid.
© UCLES 2011 P840/01/A/M/11 10 For Teacher's Use 8 Sara and Ruth are shipwrecked on a desert island. They are very thirsty and make some drinking water from sea water. Sara and Ruth use things they find from the shipwreck. Here is their apparatus. plate black cup white cup (a) Which cup contains the sea water at the start? Give a reason for your answer. [1] (b) The water is separated from the salt of the sea water. Tick ( ) two boxes to explain how this happens. [1] Salt evaporates when it is heated. Only the water evaporates when it is heated. After boiling the salt disappears. Water vapour condenses when it is cooled.
© UCLES 2011 P840/01/A/M/11 [Turn over 11 For Teacher's Use (c) Which part of the apparatus condenses the water? [1] (d) Why can it do this? [1]
© UCLES 2011 P840/01/A/M/11 12 For Teacher's Use 9 Class 5B discuss seed dispersal. They decide to investigate the length of the wings of a spinner. The spinner represents a seed which spins when it falls from a tree. The wind then carries it away from the tree. They drop each spinner from a height of 2m. (a) Write one factor they change in their investigation. [1] (b) Write one factor they keep the same in their investigation. [1]
© UCLES 2011 P840/01/A/M/11 [Turn over 13 For Teacher's Use (c) Here are Class 5B’s results. length of wing in cm time taken to fall 2m in seconds 3 1.5 5 2.3 8 3.0 10 4.6 12 5.9 16 7.8 What conclusion can you make from these results? [1] (d) One group dropped each spinner three times from 2 m. Why did they do this? [1]
© UCLES 2011 P840/01/A/M/11 14 For Teacher's Use 10 Here are some questions and answers about insect-pollinated plants. Draw lines from the questions to the correct answers. One has been done for you. questions answers [3] How do plants attract bees? How do the bees carry pollen? What carries pollen from one plant to the next? What part of the flower does the pollen come from? Why does the bee go to the flower? Bees. They have brightly coloured petals. To drink the nectar. It sticks to their back legs. The stamen.
© UCLES 2011 P840/01/A/M/11 [Turn over 15 For Teacher's Use 11 Here is a seed germinating. (a) What is the meaning of the word germination? [1] (b) These three statements are about germination. They are not in the correct order. Write the numbers 1, 2 and 3 in the boxes to show the correct order. [1] (c) Write two things that seeds need to germinate. 1 2 [2] A shoot grows up towards the light. A tiny root grows downwards into the soil. Leaves grow.
© UCLES 2011 P840/01/A/M/11 16 For Teacher's Use 12 Sam and Emily investigate position and length of shadows during the day.\ Emily stands in the playground. Sam draws around her feet with chalk. At 9 o’clock in the morning he draws around her shadow to record its position and length. He repeats this process at 12 o’clock and 3 o’clock in the afterno\ on. Here are their results. 12 o’clock 3 o’clock 9 o’clock (a) Which of the following must they do to make their investigation a fair t\ est? Tick ( ) two boxes. [2] (b) Why does Emily have a shadow? [1] Do the investigation on a cloudy day. Emily should stand up straight when Sam draws the shadow. Emily should stand in a different place each time. Emily should move so the shadows move. Emily should stand on the chalk marks each time Sam draws the shadow.
© UCLES 2011 P840/01/A/M/11 [Turn over 17 For Teacher's Use (c) Sam does not know why Emily’s shadow moves. He asks his friends. because a different part of the Sun is shining on Emily because Emily is moving because Emily always turns her back to the Sun because the Sun is shining from different directions each time Carlos Nadia Sam Maya Which friend has the correct answer? [1] (d) Why does the Sun look as if it is moving across the sky? [1]
© UCLES 2011 P840/01/A/M/11 18 For Teacher's Use 13 Here are some plants growing in a pot. (a) The plants are put in a cupboard with no light for a few days. What will they look like after being in the cupboard? [1] (b) The plants are taken out of the cupboard. They are put in the light for a few days. What will they look like after a few days in the light? [1] (c) The plants are put back into the cupboard with no light for a few weeks.\ What will happen to the plants after a few weeks in the cupboard? [1]
© UCLES 2011 P840/01/A/M/11 [Turn over 19 For Teacher's Use 14 Here is a light ray hitting a mirror. light ray A B C D mirror (a) Which letter represents the reflected ray? [1] (b) Draw an arrow head on the reflected ray to show the direction the light \ travels. [1]
© UCLES 2011 P840/01/A/M/11 20 For Teacher's Use 15 Class 5 discuss light sources with their teacher. What does a light source do? takes in light reflects light gives out light takes in energy AB CD (a) Which student knows the correct answer to the teacher’s question? Write the correct letter [1]
© UCLES 2011 P840/01/A/M/11 21 For Teacher's Use (b) Which of the following is not a light source? Tick ( ) the correct box. candle stars moon Sun [1] (c) These statements are about light. Decide if each statement is true or false . Tick ( ) the correct box beside each statement. [1] true false Light intensity cannot be measured with sensors. We see light when it leaves our eyes. Light travels in straight lines.
Permission to reproduce items where third-party owned material protected\ by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copy\ right holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opport\ unity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a depa\ rtment of the University of Cambridge. © UCLES 2011 P840/01/A/M/11 22 BLANK PAGE