Khoa Học Tổng Hợp Đề Thi Và Khung Chương Trình Tiểu Học

Why choose Cambridge?
Cambridge Assessment International Education prepares school students for life, helping them develop an informed
curiosity and a lasting passion for learning. We are part of the University of Cambridge.
Our international qualifications are recognised by the world’s best universities and employers, giving students a
wide range of options in their education and career. As a not-for-profit organisation, we devote our resources to
Curriculum Framework
delivering high-quality educational programmes that can unlock learners’ potential.
Our programmes and qualifications set the global standard for international education. They are created by subject
Cambridge Primary experts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform for
learners to progress from one stage to the next, and are well supported by teaching and learning resources.
Science 0846 Our mission is to provide educational benefit through provision of international programmes and qualifications for
school education and to be the world leader in this field. Together with schools, we develop Cambridge learners
who are confident, responsible, reflective, innovative and engaged – equipped for success in the modern world.
Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future with
an international education from Cambridge International.
Quality management
Our systems for managing the provision of international qualifications and education programmes
for students aged 5 to 19 are certified as meeting the internationally recognised standard for
quality management, ISO 9001:2008. Learn more at www.cambridgeinternational.org/ISO9001
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of
the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
UCLES retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for their own
internal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a third party even for
internal use within a centre.
Version 1
Cambridge Primary Science 0846 Curriculum Framework.
Contents Introduction
Welcome to the Cambridge Primary Science curriculum framework.

Introduction..................................................................................................................................... 2
This framework provides a comprehensive set of progressive learning objectives for science. The objectives detail
Stage 1...............................................................................................................................................4 what the learner should know or what they should be able to do in science in each year of primary education. They
provide a structure for teaching and learning and a reference against which learners’ ability and understanding can
be checked.
Stage 2..............................................................................................................................................6
The Cambridge Primary Science curriculum is presented in four content areas: Scientific enquiry, Biology, Chemistry
Stage 3..............................................................................................................................................8 and Physics. Scientific enquiry is about considering ideas, evaluating evidence, planning investigative work and
recording and analysing data. The Scientific enquiry objectives underpin Biology, Chemistry and Physics, which are
Stage 4............................................................................................................................................10 focused on developing confidence and interest in scientific knowledge. Environmental awareness and some history
of science are also incorporated. The Cambridge Primary Science curriculum framework provides a solid foundation
upon which the later stages of education can be built.
Stage 5............................................................................................................................................ 12
The Cambridge Curriculum is founded on the values of the University of Cambridge and best practice in schools.
Stage 6............................................................................................................................................14 The curriculum is dedicated to developing learners who are confident, responsible, innovative and engaged. Each
curriculum framework for English, mathematics and science is designed to engage learners in an active and creative
learning journey.
Note on codes
Each learning objective has a unique curriculum framework code, e.g. 1Ep1. These codes appear in the
Cambridge International Teacher Guide, schemes of work and other published resources. Each sub-strand
has a blue reporting code, e.g. Ep. These codes appear in Checkpoint feedback reports. Please note that
the Ep reporting code covers both the Ideas and evidence and the Plan investigative work sub-strands. The
Eo reporting code covers both the Obtain and present evidence and the Consider evidence and approach
sub-strands. Stages 1 and 2 are not assessed and so do not have reporting codes.
Safety issues
An essential part of this programme is that learners develop skills in scientific enquiry. This includes the
collection of primary data by experiment. Scientific experiments are engaging and provide opportunities for
first hand exploration. However, they must, at all times, be conducted with the utmost respect for safety,
specifically:
•• It is the responsibility of the teacher in charge to adhere and conform to any national, regional and
school regulation in place with respect to safety of scientific experimentation.
•• It is the responsibility of the teacher in charge to make a risk assessment of the hazards involved with
any particular class or individual when undertaking a scientific experiment that conforms to these
regulations.
Cambridge International takes no responsibility for the management of safety for individual published
experiments or for the management of safety for the undertaking of practical experiments in any given
location. Cambridge International only endorses support material in relation to curriculum content and is
not responsible for the safety of activities contained within it. The responsibility for the safety of all activities
and experiments remains with the school.
2 www.cambridgeinternational.org/primary Back to contents page

Cambridge Primary Science 0846 Curriculum Framework. Cambridge Primary Science 0846 Curriculum Framework.
Animal welfare and the use of animals in science Stage 1

Throughout biology, learners study a variety of living things, including animals. As part of the University of
Cambridge, Cambridge International shares the approach that good animal welfare and good science go
hand-in-hand. Scientific enquiry
Learners should have opportunities to observe animals in their natural environment. This should be done Ideas and evidence
responsibly and not in a way that could cause distress or harm to the animals or damage to the environment.
•• 1Ep1 Try to answer questions by collecting evidence through observation
If living animals are brought into schools then the teacher must ensure that any national, regional and school
Plan investigative work
regulations are followed regarding animal welfare. In all circumstances, the teacher responsible must ensure
all animals have: •• 1Ep2 Ask questions and contribute to discussions about how to seek answers
•• a suitable environment, including being housed with, or apart from, other animals (as required for the •• 1Ep3 Make predictions
species) •• 1Ep4 Decide what to do to try to answer a science question
•• a suitable diet
Obtain and present evidence
•• the opportunity to exhibit normal behaviour patterns
•• protection from pain, injury, suffering and disease. •• 1Eo1 Explore and observe in order to collect evidence (measurements and observations) to answer questions
•• 1Eo2 Suggest ideas and follow instructions
There is no requirement for learners to participate in, or observe, animal dissections for Cambridge Primary. •• 1Eo3 Record stages in work
Although dissection can provide a valuable learning opportunity, some learners decide not to continue
studying biology because they dislike animal dissection. Several alternatives are available to dissection (such Consider evidence and approach
as models and diagrams) which teachers should consider during their planning.
•• 1Eo4 Make comparisons
If a teacher decides to include animal dissection then animal material should be obtained from premises •• 1Eo5 Compare what happened with predictions
licensed to sell them for human or pet consumption, or from a reputable biological supplier. This approach •• 1Eo6 Model and communicate ideas in order to share, explain and develop them
helps to ensure animal welfare standards and also decreases the risk from pathogens being present in the
material. No teacher or learner should kill animals for dissection.
When used, fresh material should be kept at 5 °C or below until just before use. Frozen material should be
Biology
defrosted slowly (at 5 °C) without direct heat. All fresh or defrosted material should be used within 2 days. Plants
Preserved animal materials should only be handled when wearing gloves and in a well-ventilated room.
•• 1Bp1 Know that plants are living things
The responsibility for ensuring the welfare of all animals studied in science remains with the school. •• 1Bp2 Know that there are living things and things that have never been alive
•• 1Bp3 Explore ways that different animals and plants inhabit local environments
•• 1Bp4 Name the major parts of a plant, looking at real plants and models
•• 1Bp5 Know that plants need light and water to grow
•• 1Bp6 Explore how seeds grow into flowering plants
Humans and animals

•• 1Bh1 Recognise the similarities and differences between each other
•• 1Bh2 Recognise and name the main external parts of the body
•• 1Bh3 Know about the need for a healthy diet, including the right types of food and water
•• 1Bh4 Explore how senses enable humans and animals to be aware of the world around them
•• 1Bh5 Know that humans and animals produce offspring which grow into adults
Back to contents page www.cambridgeinternational.org/primary 3 4 www.cambridgeinternational.org/primary Back to contents page

Cambridge Primary Science 0846 Curriculum Framework. Stage 1 Cambridge Primary Science 0846 Curriculum Framework.
Chemistry Stage 2
Material properties
•• 1Cp1 Use senses to explore and talk about different materials
Scientific enquiry
•• 1Cp2 Identify the characteristics of different materials
•• 1Cp3 Recognise and name common materials Ideas and evidence
•• 1Cp4 Sort objects into groups based on the properties of their materials •• 2Ep1 Collect evidence by making observations when trying to answer a science question
•• 2Ep2 Use first hand experience, e.g. observe melting ice
•• 2Ep3 Use simple information sources
Physics
Plan investigative work
Forces
•• 2Ep4 Ask questions and suggest ways to answer them
•• 1Pf1 Explore, talk about and describe the movement of familiar things •• 2Ep5 Predict what will happen before deciding what to do
•• 1Pf2 Recognise that both pushes and pulls are forces •• 2Ep6 Recognise that a test or comparison may be unfair
•• 1Pf3 Recognise that when things speed up, slow down or change direction there is a cause
Obtain and present evidence
Sound
•• 2Eo1 Make suggestions for collecting evidence
•• 1Ps1 Identify many sources of sound •• 2Eo2 Talk about risks and how to avoid danger
•• 1Ps2 Know that we hear when sound enters our ear •• 2Eo3 Make and record observations
•• 1Ps3 Recognise that as sound travels from a source it becomes fainter •• 2Eo4 Take simple measurements
•• 2Eo5 Use a variety of ways to tell others what happened
Consider evidence and approach

•• 2Eo6 Make comparisons
•• 2Eo7 Identify simple patterns and associations
•• 2Eo8 Talk about predictions (orally and in text), the outcome and why this happened
•• 2Eo9 Review and explain what happened
Biology
Living things in their environment
•• 2Be1 Identify similarities and differences between local environments and know about some of the ways in
which these affect the animals and plants that are found there
•• 2Be2 Understand ways to care for the environment. Secondary sources can be used
•• 2Be3 Observe and talk about their observation of the weather, recording reports of weather data

Chemistry Stage 3
Material properties
•• 2Cp1 Recognise some types of rocks and the uses of different rocks
E Scientific enquiry
•• 2Cp2 Know that some materials occur naturally and others are man-made
Ep Ideas and evidence
Material changes
•• 3Ep1 Collect evidence in a variety of contexts to answer questions or test ideas
•• 2Cc1 Know how the shapes of some materials can be changed by squashing, bending, twisting and/or
stretching Ep Plan investigative work
•• 2Cc2 Explore and describe the way some everyday materials change when they are heated or cooled •• 3Ep2 Suggest ideas, make predictions and communicate these
•• 2Cc3 Recognise that some materials can dissolve in water •• 3Ep3 With help, think about collecting evidence and planning fair tests
Eo Obtain and present evidence

Physics •• 3Eo1 Observe and compare objects, living things and events
•• 3Eo2 Measure using simple equipment and record observations in a variety of ways
Light and dark
•• 3Eo3 Present results in drawings, bar charts and tables
•• 2Pl1 Identify different light sources including the sun
•• 2Pl2 Know that darkness is the absence of light Eo Consider evidence and approach
•• 2Pl3 Be able to identify shadows •• 3Eo4 Draw conclusions from results and begin to use scientific knowledge to suggest explanations
•• 3Eo5 Make generalisations and begin to identify simple patterns in results
Electricity
•• 2Pm1 Recognise the components of simple circuits involving cells (batteries)
•• 2Pm2 Know how a switch can be used to break a circuit
B Biology
The Earth and beyond Bp Plants
•• 2Pb1 Explore how the sun appears to move during the day and how shadows change •• 3Bp1 Know that plants have roots, leaves, stems and flowers
•• 2Pb2 Model how the spin of the Earth leads to day and night, e.g. with different sized balls and a torch •• 3Bp2 Explain observations that plants need water and light to grow
•• 3Bp3 Know that water is taken in through the roots and transported through the stem
•• 3Bp4 Know that plants need healthy roots, leaves and stems to grow well
•• 3Bp5 Know that plant growth is affected by temperature
Bh Humans and animals

•• 3Bh1 Know life processes common to humans and animals include nutrition (water and food), movement,
growth and reproduction
•• 3Bh2 Describe differences between living and non-living things using knowledge of life processes
•• 3Bh3 Explore and research exercise and the adequate, varied diet needed to keep healthy
•• 3Bh4 Know that some foods can be damaging to health, e.g. very sweet and fatty foods
•• 3Bh5 Explore human senses and the ways we use them to learn about our world
•• 3Bh6 Sort living things into groups, using simple features and describe rationale for groupings

C Chemistry Stage 4
Cp Material properties
•• 3Cp1 Know that every material has specific properties, e.g. hard, soft, shiny
•• 3Cp2 Sort materials according to their properties
•• 3Cp3 Explore how some materials are magnetic but many are not Ep Ideas and evidence
•• 3Cp4 Discuss why materials are chosen for specific purposes on the basis of their properties •• 4Ep1 Collect evidence in a variety of contexts
•• 4Ep2 Test an idea or prediction based on scientific knowledge and understanding
P Physics
Ep Plan investigative work
Pf Forces and motion •• 4Ep3 Suggest questions that can be tested and make predictions; communicate these
•• 3Pf1 Know that pushes and pulls are examples of forces and that they can be measured with forcemeters •• 4Ep4 Design a fair test and plan how to collect sufficient evidence
•• 3Pf2 Explore how forces can make objects start or stop moving •• 4Ep5 Choose apparatus and decide what to measure
•• 3Pf3 Explore how forces can change the shape of objects
•• 3Pf4 Explore how forces, including friction, can make objects move faster or slower or change direction Eo Obtain and present evidence
•• 4Eo1 Make relevant observations and comparisons in a variety of contexts
•• 4Eo2 Measure temperature, time, force and length
•• 4Eo3 Begin to think about the need for repeated measurements of, for example, length
•• 4Eo4 Present results in drawings, bar charts and tables
Eo Consider evidence and approach

•• 4Eo5 Identify simple trends and patterns in results and suggest explanations for some of these
•• 4Eo6 Explain what the evidence shows and whether it supports predictions. Communicate this clearly to
others
•• 4Eo7 Link evidence to scientific knowledge and understanding in some contexts
B Biology
•• 4Bh1 Know that humans (and some animals) have bony skeletons inside their bodies
•• 4Bh2 Know how skeletons grow as humans grow, support and protect the body
•• 4Bh3 Know that animals with skeletons have muscles attached to the bones
•• 4Bh4 Know how a muscle has to contract (shorten) to make a bone move and muscles act in pairs
•• 4Bh5 Explain the role of drugs as medicines
Be Living things in their environment

•• 4Be1 Investigate how different animals are found in different habitats and are suited to the environment in
which they are found
•• 4Be2 Use simple identification keys
•• 4Be3 Recognise ways that human activity affects the environment, e.g. river pollution, recycling waste

C Chemistry Stage 5
Cs States of matter
•• 4Cs1 Know that matter can be solid, liquid or gas
•• 4Cs2 Investigate how materials change when they are heated and cooled
•• 4Cs3 Know that melting is when a solid turns into a liquid and is the reverse of freezing Ep Ideas and evidence
•• 4Cs4 Observe how water turns into steam when it is heated but on cooling the steam turns back into water •• 5Ep1 Know that scientists have combined evidence with creative thinking to suggest new ideas and
explanations for phenomena
•• 5Ep2 Use observation and measurement to test predictions and make links
P Physics
Ps Sound •• 5Ep3 Make predictions of what will happen based on scientific knowledge and understanding, and suggest and
•• 4Ps1 Explore how sounds are made when objects, materials or air vibrate and learn to measure the volume of communicate how to test these
sound in decibels with a sound level meter •• 5Ep4 Use knowledge and understanding to plan how to carry out a fair test
•• 4Ps2 Investigate how sound travels through different materials to the ear •• 5Ep5 Collect sufficient evidence to test an idea
•• 4Ps3 Investigate how some materials are effective in preventing sound from travelling through them •• 5Ep6 Identify factors that need to be taken into account in different contexts
•• 4Ps4 Investigate the way pitch describes how high or low a sound is and that high and low sounds can be loud
or soft. Secondary sources can be used Eo Obtain and present evidence
•• 4Ps5 Explore how pitch can be changed in musical instruments in a range of ways •• 5Eo1 Make relevant observations
•• 5Eo2 Measure volume, temperature, time, length and force
Pm Electricity and magnetism
•• 5Eo3 Discuss the need for repeated observations and measurements
•• 4Pm1 Construct complete circuits using switch, cell (battery), wire and lamps •• 5Eo4 Present results in bar charts and line graphs
•• 4Pm2 Explore how an electrical device will not work if there is a break in the circuit
•• 4Pm3 Know that electrical current flows and that models can describe this flow, e.g. particles travelling around Eo Consider evidence and approach
a circuit •• 5Eo5 Decide whether results support predictions
•• 4Pm4 Explore the forces between magnets and know that magnets can attract or repel each other •• 5Eo6 Begin to evaluate repeated results
•• 4Pm5 Know that magnets attract some metals but not others •• 5Eo7 Recognise and make predictions from patterns in data and suggest explanations using scientific
knowledge and understanding
•• 5Eo8 Interpret data and think about whether it is sufficient to draw conclusions
B Biology
Bp Plants
•• 5Bp1 Know that plants need energy from light for growth
•• 5Bp2 Know that plants reproduce
•• 5Bp3 Observe how seeds can be dispersed in a variety of ways
•• 5Bp4 Investigate how seeds need water and warmth for germination, but not light
•• 5Bp5 Know that insects pollinate some flowers
•• 5Bp6 Observe that plants produce flowers which have male and female organs; seeds are formed when pollen
from the male organ fertilises the ovum (female)
•• 5Bp7 Recognise that flowering plants have a life cycle including pollination, fertilisation, seed production, seed
dispersal and germination

C Chemistry Stage 6
Cs States of matter
•• 5Cs1 Know that evaporation occurs when a liquid turns into a gas
•• 5Cs2 Know that condensation occurs when a gas turns into a liquid and that it is the reverse of evaporation
•• 5Cs3 Know that air contains water vapour and when this meets a cold surface it may condense Ep Ideas and evidence
•• 5Cs4 Know that the boiling point of water is 100 °C and the melting point of ice is 0 °C •• 6Ep1 Consider how scientists have combined evidence from observation and measurement with creative
•• 5Cs5 Know that when a liquid evaporates from a solution the solid is left behind thinking to suggest new ideas and explanations for phenomena
•• 6Ep2 Collect evidence and data to test ideas including predictions

P Physics
•• 6Ep3 Discuss how to turn ideas into a form that can be tested
Pl Light •• 6Ep4 Make predictions using scientific knowledge and understanding
•• 5Pl1 Observe that shadows are formed when light travelling from a source is blocked •• 6Ep5 Choose what evidence to collect to investigate a question, ensuring that the evidence is sufficient
•• 5Pl2 Investigate how the size of a shadow is affected by the position of the object •• 6Ep6 Identify factors that are relevant to a particular situation
•• 5Pl3 Observe that shadows change in length and position throughout the day •• 6Ep7 Choose which equipment to use
•• 5Pl4 Know that light intensity can be measured
•• 5Pl5 Explore how opaque materials do not let light through and transparent materials let a lot of light through Eo Obtain and present evidence
•• 5Pl6 Know that we see light sources because light from the source enters our eyes •• 6Eo1 Make a variety of relevant observations and measurements using simple apparatus correctly
•• 5Pl7 Know that beams/rays of light can be reflected by surfaces including mirrors, and when reflected light •• 6Eo2 Decide when observations and measurements need to be checked by repeating to give more reliable data
enters our eyes we see the object •• 6Eo3 Use tables, bar charts and line graphs to present results
•• 5Pl8 Explore why a beam of light changes direction when it is reflected from a surface
Eo Consider evidence and approach
Pb The Earth and beyond •• 6Eo4 Make comparisons
•• 5Pb1 Explore, through modeling, that the sun does not move; its apparent movement is caused by the Earth •• 6Eo5 Evaluate repeated results
spinning on its axis •• 6Eo6 Identify patterns in results and results that do not appear to fit the pattern
•• 5Pb2 Know that the Earth spins on its axis once in every 24 hours •• 6Eo7 Use results to draw conclusions and to make further predictions
•• 5Pb3 Know that the Earth takes a year to orbit the sun, spinning as it goes •• 6Eo8 Suggest and evaluate explanations for predictions using scientific knowledge and understanding and
•• 5Pb4 Research the lives and discoveries of scientists who explored the solar system and stars communicate these clearly to others
•• 6Eo9 Say if and how evidence supports any prediction made
B Biology
•• 6Bh1 Use scientific names for some major organs of body systems
•• 6Bh2 Identify the position of major organs in the body
•• 6Bh3 Describe the main functions of the major organs of the body
•• 6Bh4 Explain how the functions of the major organs are essential

Cambridge Primary Science 0846 Curriculum Framework. Stage 6
Be Living things in their environment

•• 6Be1 Explore how humans have positive and negative effects on the environment, e.g. loss of species,
protection of habitats
•• 6Be2 Explore a number of ways of caring for the environment, e.g. recycling, reducing waste, reducing energy
consumption, not littering, encouraging others to care for the environment
•• 6Be3 Know how food chains can be used to represent feeding relationships in a habitat and present these in
text and diagrams
•• 6Be4 Know that food chains begin with a plant (the producer), which uses energy from the sun
•• 6Be5 Understand the terms producer, consumer, predator and prey
•• 6Be6 Explore and construct food chains in a particular habitat
C Chemistry
Cc Material changes
•• 6Cc1 Distinguish between reversible and irreversible changes
•• 6Cc2 Explore how solids can be mixed and how it is often possible to separate them again
•• 6Cc3 Observe, describe, record and begin to explain changes that occur when some solids are added to water
•• 6Cc4 Explore how, when solids do not dissolve or react with water, they can be separated by filtering, which is
similar to sieving
•• 6Cc5 Explore how some solids dissolve in water to form solutions and, although the solid cannot be seen, the
substance is still present
P Physics
Pf Forces and motion
•• 6Pf1 Distinguish between mass measured in kilograms (kg) and weight measured in newtons, noting that
kilograms are used in everyday life
•• 6Pf2 Recognise and use units of force, mass and weight and identify the direction in which forces act
•• 6Pf3 Understand the notion of energy in movement
•• 6Pf4 Recognise friction (including air resistance) as a force which can affect the speed at which objects move
and which sometimes stops things moving
Pm Electricity and magnetism

•• 6Pm1 Investigate how some materials are better conductors of electricity than others
•• 6Pm2 Investigate how some metals are good conductors of electricity while most other materials are not
•• 6Pm3 Know why metals are used for cables and wires and why plastics are used to cover wires and as covers
for plugs and switches
•• 6Pm4 Predict and test the effects of making changes to circuits, including length or thickness of wire and the
number and type of components
•• 6Pm5 Represent series circuits with drawings and conventional symbols Cambridge Assessment International Education
1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: info@cambridgeinternational.org www.cambridgeinternational.org
Copyright © UCLES July 2018
*9690961508*
Back to contents page www.cambridgeinternational.org/primary 15
2
1 All living things have different life processes.

Cambridge International Examinations
Cambridge Primary Checkpoint Write down the life process in the table next to the definition.
The first one has been done for you.
definition life process
responding and reacting sensitivity
producing young/offspring
SCIENCE 0846/01
Paper 1 For Examination from 2014 turning food into energy
SPECIMEN PAPER [2]
45 minutes
Candidates answer on the Question Paper.
Additional Materials: Pen Calculator 2 A flounder is a flatfish that lives on the bottom of the sea.
Pencil
Ruler
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of this page.
Write in dark blue or black pen.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
You should show all your working in the booklet.
The total number of marks for this paper is 50.
(a) Name one feature that you can see in the drawing which makes the fish suited
to living on the sea-bed.
Explain how this feature is useful.
Feature
Explanation [2]
This document consists of 18 printed pages and 2 blank pages.
IB14 0846_01_SP/2RP
© UCLES 2014 [Turn over
© UCLES 2014 0846/01/SP/14

3 4
(b) These fish can be caught by fishermen with a rod and line or by dragging large 4 Kofi has built an electrical circuit.
nets across the sea-bed.
Which of these methods is most likely to conserve this variety of fish? switch
Explain your answer.
method cell
explanation [1]
3 The Earth rotates on its axis.
(a) Write down how long the Earth takes to make one complete rotation
on its axis.
[1] lamp
(b) Which of these sentences is true?

(a) The lamps are off.
Tick () one box. What does Kofi do to turn the lamps on?
[1]
The Sun does not move.
The Sun goes round the Moon. (b) In the space below draw the circuit diagram for this electrical circuit.
Use circuit symbols.
The Sun orbits the Earth.
The Sun travels round the Earth.
[1]
[2]
© UCLES 2014 0846/01/SP/14 [Turn over © UCLES 2014 0846/01/SP/14

5 6
5 Complete these sentences. 6 Rosie is playing a drum.
Cables and wires need to be good electrical conductors.
They are made of .
For safety, wires are covered with materials that do not conduct electricity.
(a) She increases the pitch of the note made.

The wires are covered with .
What does Rosie have to do to increase the pitch?
Any material that is a non-conductor is an . [3] Tick () one box.
tighten the drum skin
slacken the drum skin
strike the drum harder
strike the drum softer

[1]

7 8
(b) Which of these statements is true? 7 Elena is investigating the melting point of different salt solutions.
Tick () the correct box beside each sentence. • she makes a salt solution using 10 cm3 of water with a known mass of salt
• she puts the salt solution into a freezer and leaves it to freeze
true false
• she takes the frozen salt solution out of the freezer
Sound can travel around corners.
• she measures the temperature when the frozen salt solution melts
Sound can spread out in all directions. • she repeats each experiment.
Sound cannot travel through solids. Here are her results.
Sound can travel through liquids. melting point in oC

mass of salt
used in g first set of results for second set of results
the experiment for the experiment
Sound can travel in a vacuum.
[3] 1 –2 –2
2 –4 –4
3 –6 –6
4 –7 –5
5 –9 –9
(a) What happens to the frozen salt solution when it melts?
[1]
(b) What is the melting point of pure water?
°C [1]
(c) Complete the sentence about the pattern shown by the results.
The the mass of salt in the solution the
the melting point. [1]

9 10
(d) One temperature in the second set of results does not fit the pattern. 8 Samir is flying a kite.
Which temperature? There is a strong wind blowing.
The picture shows the forces on the kite.

°C [1]
A
(e) Why did Elena collect two sets of results?
[1] B
(a) Which letter shows the gravitational force on the kite?
Which letter shows the pulling force Samir exerts?
Which letter shows the pulling force of the wind?
[2]

11 12
(b) Which two forces balance? (b) Here is some information about a food chain in a woodland.
Circle the correct answer.

Owls eat small birds.
A and C
Small birds eat insects.
B and C Insects eat tree leaves.
C and D
Use the information to complete this food chain.
D and A [1]
Draw arrows to show the direction that energy is flowing.
(c) The strength of the wind increases.
The kite stays in the same place. leaves [2]
What happens to the pulling force that Samir exerts?

10 Gaynor knows that birds have hollow bones like a tube.
[1]
This helps birds to fly.
9 All animals eat to give them energy. She is investigating how the diameter of hollow tubes changes the strength of the
tube.
(a) Here is some information about a food chain in the sea.
Here is her apparatus.
Penguins eat fish.

masses
Fish eat green plants called plankton.
Use the information to draw a food chain in the boxes. tube of rolled
up paper
[1]

13 14
Here are her results. 11 Chen crushes some coffee beans into a powder and adds boiling water.
diameter of tube mass at breaking

in mm in g
4 100 boiling water
coffee beans
8 150 coffee powder
12 200 stage 1 – crushing stage 2 – boiling
water added
16 250
20 200 (a) Why does the water turn brown in stage 2?
24 200 [1]
(a) Which diameter tube is the strongest? (b) Chen then filters the mixture of coffee and water.
mm [1]
filter paper brown solid
(b) Gaynor says her results are not very useful.
The investigation can be improved by using different materials for the tubes.
brown solution
Write down two other ways Gaynor can improve her investigation.
1. stage 3 – filtering
2. [2]
Some brown solid is left on the filter paper.
(c) Why can hollow bones help birds fly?
Circle the statement that explains this.
[1]
all of the coffee powder is soluble
some of the coffee powder is insoluble
all of the coffee powder is insoluble
some of the coffee powder is frozen [1]

15 16
(c) Use these words to complete the sentences about stage 3. 12 Sara and Juan are investigating the distance seeds can be dispersed.
Here is the equipment they use.

filtrate mixture residue solvent
fan seed
The brown solid on the filter paper is the .
The brown solution in the beaker is the . [2]
ruler
(d) Chen heats the brown solution.
1 2 3 4 5 6 7 8 9 10
Half of the water evaporates.
What happens to the colour of the brown solution?

Sara drops a seed near the fan.
Tick () one box.
Juan measures the distance the seed moves.
They repeat the test for five more seeds.

goes colourless
(a) They want to make it a fair test by always using the same size seed.
becomes a lighter brown
What two other factors do they keep the same?
stays the same colour
1.
becomes a darker brown 2. [2]

[1]
Here are their results.
seed number distance in cm
1 8.0
2 7.0
3 8.5
4 8.0
5 4.5
6 9.0

17 18
(b) Plot their results on a bar chart. 13 Gennaro makes the following mixtures in his kitchen.
The first two have been done for you. cooking oil salt and water bicarbonate of sugar and water
and water soda and vinegar
10
9
8
7
6 A B C D
distance 5
in cm
(a) Complete the table to say what happens to each of the mixtures.
4
3 Tick () the correct box for each mixture.
2
does not react
1 chemical makes a
mixture or make a
reaction solution
0 solution
1 2 3 4 5 6
A
seed number
[3] B
(c) Sara thinks one of the results may be wrong. C
D
Which one is it?
Seed number [1] [2]
(d) These seeds have all been dispersed by the same method. (b) Which is irreversible?
[1]
Circle the correct method.
animal dispersal explosive dispersal self dispersal

(c) Why is it irreversible?
[1]
water dispersal wind dispersal [1]
(d) Write down how he could get salt back from B.
[1]

19 20
BLANK PAGE BLANK PAGE
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 copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
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 department of the University of Cambridge.
© UCLES 2014 0846/01/SP/14 © UCLES 2014 0846/01/SP/14

2
1 The diagram shows the Sun and Earth.

Cambridge Primary Checkpoint
Earth
Sun NOT TO
SCALE
SCIENCE 0846/02
Paper 2 For Examination from 2014
SPECIMEN PAPER
45 minutes
Additional Materials: Pen Calculator
Pencil
Tick () the two correct sentences.
Ruler
READ THESE INSTRUCTIONS FIRST The Sun takes 1 year to orbit the Earth.
The Earth takes 1 year to orbit the Sun.
Answer all questions. The Earth takes 24 hours to orbit the Sun.
The Earth spins on its axis once every 24 hours.
The Earth spins on its axis once every year.
[2]
This document consists of 16 printed pages.
IB14 0846_02_SP/2RP
© UCLES 2014 0846/02/SP/14

3 4
2 (a) Some things are living things. 3 Here are some substances that are solids, liquids or gases.
Others have never lived.

butter chocolate ice orange juice steam water
Write down each word in the correct box in the table.
solid liquid gas

kangaroo rat rock sand seaweed
living things things that have never lived
[1] (a) Write down the substances in the correct column, solid, liquid or gas. [1]
(b) Which of the following observations would help to identify a living (b) When ice is warmed, it changes.
thing?
Write down the name of this process.
Tick () the two correct answers.
[1]
it grows
(c) If water was cooled to 0°C it changes.
Write down the name of this process.

it feels warm
[1]
it can get smaller

(d) What will happen to water if it boils?
[1]
it makes young ones [1]

5 6
4 (a) Draw a line to connect the term to the correct meaning. 5 Here is a diagram of a puppet show.
audience
term meaning
producer an animal that eats another animal
puppet
predator a green plant that makes its own food
light translucent
prey an animal that is eaten screen
[2]
(a) Complete this sentence.
(b) What is a consumer? The puppet makes an image called a on the screen. [1]
(b) What must the girl do to the puppet to make this image smaller?
a plant that eats another plant

[1]
a plant that eats an animal

(c) What do the audience see?
Tick () one box.

an animal that eats a plant
a plant that eats plants and animals
[1]
[1]
(d) What would the audience see if the screen were opaque?
[1]

7 8
6 The table shows the boiling points of some liquids. 7 Suzy is growing sunflower seeds.
She thinks that seeds will grow better in a bigger pot

o
liquid boiling point in C
• she puts one seed into each of four different sized pots
A 105
B 78 • she puts them in the same warm place and waters them regularly
C 100 • after four days the seeds begin to grow

D 96
• she measures the height of the shoot every day.
E 1064
What does Suzy do to make it a fair test?
(a) Which liquid has the lowest boiling point? Tick () one box.
[1]
measure the shoots
(b) Which liquid is pure water?
[1] put the pots in the same place
(c) Complete the sentences about boiling and freezing.

measures each shoot on a different day
During boiling liquid changes into a .

uses four different pots [1]
During freezing liquid changes into a . [2]

9 10
8 Seeds are dispersed from plants so they have a better chance to grow. 9 Maria is investigating what happens when indigestion tablets are added to water.
Here are some diagrams of fruits containing seeds. • she measures 100 cm3 of water and puts this into a beaker
Use these examples to answer the questions. • she adds a 1 g indigestion tablet to the water
A B C D • she measures the change in temperature of the water.
Draw a line from each measurement to the piece of equipment needed to make
the measurement.
measurement equipment
ruler
(a) Which two fruits from A, B, C or D dry to release the seeds? mass of tablet
thermometer
and [1]
temperature of the beaker

(b) Which fruit A, B, C or D is dispersed by the wind? water
[1]
measuring cylinder
volume of water
(c) This diagram shows another fruit. balance

[3]
Describe how this fruit is dispersed.
[2]

11 12
10 Animals survive by living in food chains. 11 A music studio is next to a quiet room in a library.
Look at the food web below. Erik practises the glockenspiel in the studio.
(a) Erik strikes the glockenspiel with a hammer.
What causes the sound?
[1]
(b) Erik makes a high pitched sound on the glockenspiel?
What does Erik do to make the pitch higher?
[1]
(a) What is the main food source for toads? (c) Sometimes the sounds are too loud in the library and Aravinder
complains.
[1]
He collects data, using a decibel meter, and records the loudness of the
sound in decibels (dB).
(b) Which three animals eat seed-eating birds?
[2] time 10:00 11:00 12:00 13:00 14:00 15:00
decibel meter reading

22 24 67 87 43 22
in dB
(c) Write down one of the food chains for mice.
[1] At what time is the sound from the studio the loudest?
[1]

13 14
(d) Describe what happens to the sound level between 10:00 and 15:00. 13 Blood is pumped to and from parts of the body.
[1] (a) Which two of these are correct for blood flow from the pump?
Tick () two boxes.

(e) Aravinder suggests the wall between the library and the studio is lined
with foam.
from to
Why is the foam useful?
[1]
the body the heart
12 Nara puts 2g of chalk and 3g of sugar into 30cm3 of water and stirs the
mixture. the lungs the body
She then filters the mixture.
A white solid is left on the filter paper. the heart the lungs
She dries this solid and measures the mass of the solid.
the heart the body [2]
(a) What is the white solid left on the filter paper?
[1] (b) Name two substances that the blood carries to be used by the cells in
the body.
(b) Write down the name of the liquid that passes through the filter paper. 1
[1] 2 [2]
(c) What is the mass of the solid that is left on the filter paper after Nara (c) Name one substance carried by the blood to the lungs so it can be
dries it? removed from the body.
g [1] [1]

15 16
14 Some of the properties of copper are shown in the table. 15 Joshi is investigating how much a spring stretches when different masses are
added.
property
good conductor of electricity
clamp & spring
good conductor of heat
stand
high boiling point
high melting point hanging masses
hard
shiny
bench
(a) Why is copper used to make electrical wires?
Choose from the table. (a) What could he use to measure how much the spring stretches?
[1]
copper wires (b) Before his experiment Joshi thinks that the spring will stretch more if he adds
more masses to the spring.
[1]
What type of statement is this?

(b) Why is copper used to make cooking pots and pans?
Choose the best two reasons from the table. conclusion measurement method prediction [1]
(c) When doing his investigation what must Joshi do to keep himself safe?
copper pot
[1]
2 [2]
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 department of the University of Cambridge.

2
1 The place where an animal lives is called its habitat.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
Cambridge International Primary Achievement Test Draw a line to connect each animal in the list to the habitat in which it lives.
Animal Habitat
*7322131078*
SCIENCE 0843/01
Paper 1 May/June 2010 Camel Arctic
45 minutes
Pencil
Ruler
Polar bear Desert

DO NOT WRITE IN ANY BARCODES. For Examiner's Use
1
2
The number of marks is given in brackets [ ] at the end of each question or part 3
question.
You should show all your working in the booklet. 4
5
6 Tree frog Ocean
7
8
9
10
11
12
13
Whale Rainforest
14
15 [3]
Total
This document consists of 15 printed pages and 1 blank page.
IB10 06_0843_01/2RP
© UCLES 2010 [Turn over Page Total
© UCLES 2010 0843/01/M/J/10
3 4
2 (a) Shirts can be made from synthetic or naturally occurring materials. 3 (a) Freda is investigating light. She makes a periscope from card and two mirrors.
Which shirt is made from a naturally occurring material?

Tick () the correct box.
eye
rayon nylon polyester cotton
[1] (i) On the diagram, show how Freda needs to position the mirrors so that the
periscope will work.
(b) The table shows some materials found in Mr. Patel’s house.
Tick () the materials which came from living things. [1]
Made from living (ii) Freda can see the flower using her periscope.
Materials Use a ruler to draw a ray of light on the diagram to show how she sees the
things
flower. (Remember to draw the arrowheads to show the direction of the
gold light.)
wood [2]
diamonds (b) (i) Glass in a bathroom window lets light through but we cannot see through
it.
silk What is the name that we give to materials that behave in this way?
wool
[1]
slate
(ii) Glass in a normal window lets light through and we can see through it.
[2] What is the name that we give to materials that behave in this way?
[1]
Page Total Page Total

© UCLES 2010 0843/01/M/J/10 [Turn over © UCLES 2010 0843/01/M/J/10
5 6
4 (a) All living things have seven life processes. 5 (a) An electrical circuit has two cells, correctly arranged, and two lamps in series
Fill in the missing two. with one switch. When the switch is closed both of the bulbs light up.
Nutrition Which circuit, A, B or C, matches the description?

Movement
Put a circle around the answer.
Reproduction
Sensitivity
Respiration
[2]
(b) Life processes are what we use to explain if something is living or not.
Put each item in the list into the correct box in the table. A B C
[1]
car dog fallen branch glass seaweed tree
(b) In this circuit, bulb S does not light up.

Living Non-living
R S T
(i) What happens to bulbs R and T?

[3]
R
T [1]
(ii) Why does this happen?
[1]

7 8
(c) In this circuit, bulb Y fails. 7 This is a picture of a food chain.
Y
seaweed fish seal
Z (a) What is the name given to the seaweed in the food chain?
What happens to bulbs X and Z? [1]
(b) What other name, apart from consumer and carnivore, can be given to the
X seal in the food chain?
Z [1]
[1]
6 Joel is trying to separate the mixtures shown using a magnet. (c) In the box, construct a food chain to show the relationship between a plant, a
Tick () two mixtures which can be separated using the magnet. cat, a bird and a caterpillar.
iron and iron and copper copper copper

plastic steel and steel and paper and lead
[2]
[2]

9 10
8 (a) The water from conical flask 1 was poured into the test tube. 9 (a) Anita plays the violin with a bow.
(i) Which line represents the water level in the test tube?
The water was then poured from the test tube into conical flask 2.
(ii) Draw the approximate water level in conical flask 2.
(i) How would she make the volume quieter?
[1]
(ii) What two things could she do to play a note with a higher pitch?
conical test conical 1

flask 1 tube flask 2
2 [2]
[2] (b) Here are four statements about how a violin makes a note and the sound
reaches our ear.
(b) James poured 750 cm3 of orange juice into the flask. Draw a line to show the
surface of the juice. Put numbers in the boxes next to each statement to show their correct order.
The body of the violin makes the sound louder.
The sound carries vibrating air particles until they reach our ears.
ml 1000
The vibrations enter the body of the violin.
500
The violin string vibrates.
[1]
[1]

11 12
10 Sam and Emily are experimenting to find the best material for building bridges. 11 When a solid dissolves in water you cannot filter out the solid.
They measure the strength of the materials by hanging weights in a bag from each
material as shown in the diagram. Aravinder makes a sugar solution by adding sugar to water.
Their results are shown in the table (a) Complete the sentences using either the word solute or solvent in each of the
spaces.
Material Mass supported (g)
cardboard 25
metal 150 Aravinder leaves the solution he made for a long time in a warm room, the
plastic 95
evaporates. When all the has gone,
thin card 5
wood 65 only the is left. [2]
(b) What is the name of the process used to get the solid back from the solution?
(a) Before they started the tests, Emily said that metal would be the strongest.
What is this statement called? [1] [1]
(b) (i) Name two things they could do to make their tests fair. (c) What happens to the concentration of the sugar solution as the water is
removed?
1
[1]
2 [2]
(ii) How could they make their results more reliable?
[1]
(c) From their results, which is the third best material for making a bridge?
[1]

13 14
12 (a) The diagram shows a section through a coconut fruit. 13 Leroy has a beaker containing salt and sand. He wants to separate the salt from
the sand.
oily coconut flesh
salt and sand

liquid
hard shell He has a list of what to do but it is muddled up.

Write the numbers in the correct order to do the separation.
lightweight One has been done for you.
fibre layer
Which part of the fruit stores the food that is used for germination? 5
evaporate off the water
[1] stir to dissolve the salt
(b) A seed is produced when the male and female sex cells join. pour salt water into an evaporating basin
What is this process called?
filter off the sand
[1]
add water
(c) The drawings show four fruits.
[1]
dandelion maple hazelnut burdock
Which two of these plants rely on animals to disperse their fruits?
and [2]

15 16
14 Changes can be either reversible or irreversible. BLANK PAGE
(a) Draw straight lines from each of the changes to show if they are reversible or
irreversible.
condensing water
reversible
nail rusting
breaking an egg
irreversible
evaporating water
[2]
(b) Which one of the above irreversible reactions is not a chemical change?
[1]
Page Total University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
© UCLES 2010 0843/01/M/J/10 © UCLES 2010 0843/01/M/J/10

2
1 The picture shows washing hanging on a line to dry.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
Cambridge International Primary Achievement Test
Complete these sentences using some of these words.

*6513190371*
SCIENCE 0843/02
condensed cool evaporated gained
Paper 2 May/June 2010
45 minutes hot inside less lost
Candidates answer on the Question Paper. more still surface water windy
Pencil
Ruler The washing dries more quickly when it is a and
day. The Sun heats up the water in the clothes and
it is . On a windy day the water is carried away from
Write in dark blue or black pen. the of the clothes.
For Examiner's Use
DO NOT WRITE IN ANY BARCODES.
1 The clothes always weigh after drying because they
Answer all questions. 2
have water.
The number of marks is given in brackets [ ] at the end of each question or part 3
question. 4 [4]
You should show all your working in the booklet. 5
6
7
8
9
10
11
12
13
14
15
16
Total
This document consists of 16 printed pages.
IB10 06_0843_02/2RP
© UCLES 2010 [Turn over Page Total
© UCLES 2010 0843/02/M/J/10
3 4
2 (a) Eating a varied diet is very important to keep our bodies healthy. Look at the 3 Alec is going to test some different materials to see if they conduct electricity.
diets of Sadiq and Fatima. Who has the healthier diet?
Tick () the correct box. (a) Which of these circuits should he use?
Sadiq Fatima test

material test
material
Sadiq Fatima A B
eats sweets and chocolate enjoys eating fruit
drinks fizzy drinks enjoys eating meat
enjoys eating meat drinks plenty of water
[1]
(b) What we eat can be damaging to our teeth.

Tick () two foods which can lead to tooth decay. test
material
test
material
meat
sugary foods C D
[1]
salt
(b) Which two items, if put into the correct circuit above, would cause the bulb to
fizzy drinks light up?
Tick () the two correct answers.
bread 9
10
8
7
6
5
4
3
pasta 1
2
[1] plastic comb steel scissors wooden ruler metal paperclip
[1]

5 6
(c) What do we mean by the terms 4 When wheat seeds are grown on damp paper they germinate and grow an upright
shoot as shown in the drawing.
(i) electrical conductor
[1]
(ii) electrical insulator?
[1]
(d) The picture shows some electrical wiring from a house. Each individual wire is
Some students are using these seeds to investigate plant growth. They decide to
covered in plastic and then all the separate wires are covered in another layer
measure the length of each shoot.
of plastic.
cm
3
2
shoot
1
wheat seed
Why are the wires covered in plastic?
(a) How long is the shoot shown in the diagram?

[1]
mm [1]
(b) The students decide to germinate 8 seeds and measure the length every two
days for six days. The table shows their results.
Length in mm
Shoot Day 0 Day 2 Day 4 Day 6
1 0 2 6 9
2 0 3 7 9
3 0 2 7 10
4 0 3 7 9
5 0 2 7 9
6 0 2 6 10
7 0 3 7 11
8 0 3 8 10

7 8
Use their results to answer these questions. 5 Animals can be divided into groups using body features.
(i) How much did Shoot 2 increase in length between Day 2 and Day 6?
(a) Which group does each animal belong to?
mm [1] The first one has been done for you.
(ii) Draw a bar chart on the axes to show how many shoots there are at each
height on Day 6. body covered body covered
in hair/fur in feathers
5
bear
4
chicken
3
number duck
of shoots 2
eagle
1
horse
0
9 mm 10 mm 11 mm parrot
length of shoot penguin
[2] rat
(iii) Two of the students made these statements. tiger
Tick () the correct box to show if each statement is True or False.
wolf
True False
[2]
All the seeds grew at the same rate. (b) What name is given to animals that have feathers?
All the seeds increased in length as the days passed. [1]
[1]

9 10
6 Some metals are attracted to magnets. 7 Flowering plants and animals have a life cycle.
Write under each picture the stage or name which the plant is in.
(a) In the list, tick () the magnetic materials.
lead magnesium
copper steel
iron nickel
[3] ............................... ............................... ...............................
(b) Peter places a sheet of glass over two magnets. [3]

The diagram shows what happens when he shakes some iron filings over it.
8 Some materials can have a range of properties. Plastic can be transparent or
opaque. Some plastic bags you can see through, others you cannot see through.
Look at the materials in the table and tick () if the material sometimes has the
stated property.
Property Metal Glass Wool

What does this tell you about the poles of the magnets?
flexible
[1] hard
(c) Peter moves one of the magnets. rigid

The diagram shows his new results.
shiny
transparent
[4]
What does this tell you about the poles of the magnets?
[1]

11 12
9 (a) Tick () the correct box to complete the statement. 10 Some substances dissolve in water, some do not dissolve.
Complete the table by ticking () the correct column.
Pulling is an example of a
mass Does not
Substance Dissolves
dissolve
force
chalk
speed
flour
pressure
salt
[1]
wax
(b) The picture shows two teams having a tug-of-war.
winning line [3]
Team A Team B
To win, a team has to pull the other team over the winning line.
Which team is likely to win?
the team with three people in it
the team with two people in it
the team that applies the greatest force
the team that applies a balanced force
[1]
(c) If Team A applies a total force of 100N and Team B applies a force of 850N
explain what will happen.
[1]

13 14
11 The drawings show four animals that fly at night. 12 (a) A skydiver has jumped out of an aircraft but has not yet opened her parachute.
A B C D
Which of these statements best describes what is happening?

Tick () the correct statement.
She is pushed towards the surface of the Earth by the force of gravity.
Use the key to identify the animals shown. She is pushed towards the centre of the Earth by the force of gravity.
body covered in fur She is pulled towards the surface of the Earth by the force of gravity.
yes no She is pulled towards the centre of the Earth by the force of gravity.
[1]
has a bony area eyes surrounded by a
extending from its nose patch of white feathers
yes no yes no
Horseshoe Long-eared Barn Short-eared

Bat Bat Owl Owl
Animal A is (b) Tick () the correct statement.

Animal B is When the skydiver has opened her parachute she will
Animal C is
slow down at first and then fall at a constant speed.
Animal D is [3]
speed up at first and then fall at a constant speed.
slow down at first then speed up.
speed up until she is stationary.
[1]

15 16
13 The diagram shows a human body and part of one of its major organ systems. 14 Ahmed was trying to get some drinking water from damp sand in the desert. He
digs a hole and fixes a plastic sheet over it. He puts a stone in the middle of the
sheet. Underneath the stone in the centre of the hole is a cup.
The diagram shows the equipment he set up.
plastic
fixing sheet
peg stone
damp sand
cup
Use these words to complete the sentences.
(a) Which organ system is shown? boils condenses cup evaporates

freezes hollow topside underside
circulatory digestive nervous reproductive

The Sun heats up the damp sand. The water in the sand .
[1]
It on the of the plastic sheet, and runs
(b) Name the organ labelled A. down the sheet and collects in the .
[3]
[1]
(c) (i) Mark an X on the diagram to show the position of the heart.
[1]
(ii) What is the function of the heart?
[1]
(d) What does the excretory system do?
[1]
Page Total University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of


SCIENCE 0846/01
Paper 1 October 2015
45 minutes
Pencil
Ruler
This document consists of 22 printed pages and 2 blank pages.
IB15 10_0846_01/5RP
2 3
1 There are food chains in the jungle. (e) The baboon also eats ticks.
grass locust scorpion baboon baboon
tick
grass impala tick bird
On the picture draw an arrow () to show that the baboon eats the tick. [1]
(a) Which is a producer?
bird grass locust scorpion

[1]
(b) What does the impala eat?
[1]
(c) What is eaten by the scorpion?
[1]
(d) Circle the word that describes the baboon in the food chain.
producer predator prey

[1]
© UCLES 2015 0846/01/O/N/15 © UCLES 2015 0846/01/O/N/15 [Turn over

4 5
2 The teacher makes a model of the Sun and Earth. 3 Ahmed and Lily are playing a game.
ball They are trying to identify different objects without looking at them.
lamp
They have a bag with an object inside the bag.

The lamp in the model is the Sun.
(a) They try to guess what the object is using their hands.
The ball in the model is the Earth.
What sense are they using?
(a) Draw the letter D on the ball to show where it is day.
[1]
Draw the letter N on the ball to show where it is night.
[1]
(b) Complete the sentence.
(b) The teacher uses the model to show how day becomes night. Choose from the words.
Circle what she does to the model.

conclusion prediction question result
spins the lamp on its own axis
spins the ball on its own axis When they guess what the object is this is called a . [1]
moves the lamp around the ball

(c) They are allowed to look and see if they have guessed correctly.
moves the ball around the lamp
[1] What sense are they using?
[1]

6 7
4 Angelique has a sound meter. 5 Gasoline can exist as a solid, liquid or a gas.
(a) Circle the thing she measures.

process A process B
the mass the weight the loudness the speed solid liquid gasoline
of an object of an object of a sound of a sound gasoline gasoline vapour
[1]
process C process D
(b) Here is a picture of a piano keyboard.
(a) What is the name of process A in the diagram?
[1]
(b) What is the name of process B in the diagram?
[1]
key A key B
low pitched notes high pitched notes
(c) What is the name of process C in the diagram?
Angelique pushes key A and key B. [1]
She uses the same force each time.

(d) What is the name of process D in the diagram?
Tick () the correct sentence.
[1]
Key A has a higher pitch than key B.
Key B has a higher pitch than key A.
Key A is louder than key B.
Key B is louder than key A.

[1]

8 9
6 Materials are chosen for certain purposes because of their properties. (c) This food box is made of plastic.
Glass is used to make windows.
This is because glass is colourless.
Complete each of the following sentences about the uses of materials.
Choose from the list of properties.
attracted to a magnet not attracted to a magnet This is because plastic is . [1]
brittle (breaks easily) flexible (bends easily)

(d) This T-shirt is made from cotton.
not poisonous poisonous
insoluble in water soluble in water
strong weak
a good electrical conductor a poor electrical conductor

This is because cotton is . [1]
(a) This bridge is made from steel.
(e) This cable is made using copper wire.
This is because copper is . [1]
This is because steel is . [1]
(b) This bar magnet is made from steel.
N S
This is because steel is . [1]

10 11
7 Mike investigates friction. (a) Here are Mike’s results.
surface 1 = 5 marbles
surface 2
surface 1 surface 2 = 6 marbles
surface 3
surface 3 = 2 marbles
Complete the table of his results.

block
string Mike surface

holding
cup marbles
1
 he puts a block on three different surfaces

[2]
 he sticks a piece of string and a plastic cup to each block
(b) Complete the sentences.
 he puts one marble in each cup
Choose from the following.
 he adds more marbles until the blocks move.
1 2 3 5 6
The surface with the most friction is surface .
The smoothest surface is surface because
it takes marbles to move the block. [2]

12 13
8 Mia makes a series circuit. (b) Mia draws a circuit diagram.
battery It has 1 battery and 2 lamps.
circuit diagram
lamp lamp
Mia makes different series circuits.
She uses the same size batteries.

Draw a circuit diagram for 1 battery and 3 lamps.
She uses the same size lamps.
circuit diagram
(a) Complete the table.
Choose from the following words.
dim normal bright
number of batteries number of lamps brightness of lamps
1 2 normal
2 2
[1]
1 3
[2]

14 15
9 Humans have a skeleton inside their body. 10 Here are some pictures.
animal running hot air balloon roller-coaster

moving through sliding down the
the air slope
(a) Complete the sentences.
The protects the brain.

[1]
The protects the lungs. pedalling a wind turbine ten-pin bowls

bicycle up a hill turning lined up
[1]
(b) Muscles are used to make bones move. (a) Circle the pictures that have energy because they are moving.
The first one has been done for you. [2]
(b) Describe how the animal in the first picture can increase its movement energy.
biceps
[1]
triceps
What happens to your biceps muscle when you bend your arm?
[1]

16 17
11 Jamila and Safia investigate the germination of seeds. 12 Carlos uses different materials to investigate shadows.
They put six seeds in each dish.
dish seed
shadow
A B C D E Carlos
(a) Safia pours the same volume of water into each dish.
Circle the apparatus she uses to measure the volume accurately.

object
(a) Look at the shadow.
Circle the correct description of the object.
[1]
the object is opaque
(b) Jamila puts the dishes in areas with different temperatures. the object is transparent
She measures the temperature of each dish. the object is transparent and opaque
[1]
What equipment does she use?
[1] (b) Carlos moves closer to the source of light.
What happens to the size of the shadow?
decreases
increases
stays the same

[1]

18 19
(c) Carlos stops moving. 14 Aiko investigates the time it takes sugar cubes to dissolve in water.
The intensity of the light is increased. This is what she does in her first experiment.
What happens to the size of the shadow?  adds 100 cm3 of water to a beaker
Circle the correct answer.  adds one sugar cube to the water
 stirs the water and sugar cube with a glass rod

decreases
 measures the time it takes for the sugar cube to dissolve.
increases
stays the same (a) What piece of equipment does she use to measure the time?
[1]
[1]
13 Humans can have positive and negative effects on the environment.

(b) In her second experiment she wants to use two sugar cubes instead of one.
A new road is being built near your school.
She wants to do a fair test.
Complete the table to show if the effects are positive or negative.
What volume of water should she use?
positive? negative? cm3 [1]
reason
(tick ) (tick )
creates jobs
removes trees
fills in a pond
[2]

20 21
15 Many plants have flowers. 16 Gabriella wants to separate a mixture of salt and sand.
The diagram shows the steps she uses.
They are not in the correct order.

flower
insect
mixture heat add water

and stir
A B C
(a) Which two parts of the flower attract insects?
Circle the two correct answers.
crystals leave to dry

carpel nectary petal sepal stigma on filter paper
[1] D E F
(b) Complete the sentence.

(a) Put the steps in the correct order.
Pollen fertilises the ovum. This produces . [1] Two have been done for you.
A E [2]
(b) Which solid substance is on the filter paper in step E?
[1]

22 23
BLANK PAGE
(c) Steps B and F are processes.
Draw a line between the step and the process that happens.
step process
condensation
heat dissolution
evaporation
filtration
F [2]
© UCLES 2015 0846/01/O/N/15 © UCLES 2015 0846/01/O/N/15

24
BLANK PAGE
*8528091185*
SCIENCE 0846/02
45 minutes
Pencil
Ruler
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every This document consists of 18 printed pages and 2 blank pages.
IB15 10_0846_02/3RP
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of © UCLES 2015 [Turn over
© UCLES 2015 0846/01/O/N/15

2 3
1 Complete the sentences about food chains. (c) What happens to a liquid when it boils?
Choose from the following words. [1]
consumer predator prey producer (d) Water is not shown on the bar chart.
What is the boiling point for water?

A food chain starts with a .
°C [1]
Any animal eaten by another animal is their . 3 Oliver measures how loud some sounds are.
(a) Circle the apparatus he uses.

An animal that eats something else in the food chain is a .
0N
An animal that eats another animal is a .

5
[3]
10
2 This bar chart shows the boiling points of some substances. 15
cm
300
force meter balance sound meter ruler
250 [1]
200
boiling point in °C (b) Oliver picks up a guitar.
150
100
50
0
A B C D
substance guitar
(a) What is the boiling point of substance A? What must he do to the guitar to produce a sound?
°C [1] [1]
(b) Which substance has the lowest boiling point?
[1]

4 5
(c) There is a group of children playing violins. 4 Keys can be used to identify plants.
violin Here is the key for some plants.
A B C D E
The teacher wants them to produce a louder sound.
What two things would make this happen? Does it have berries?
Tick () the two correct sentences.

yes no
Play the violins harder. (It is a Cowberry) Does it have spiky petals?
Play the violins softer.

yes no
Have more violins playing. (It is an Alpine Aster) Does it have

bell-shaped flowers?
Have less violins playing.

[1] yes no
(It is a Fairy Thimble Does it have four
Bellflower) petals on each flower?
yes no
(It is a Common Mezereon) (It is a Pinnate-leaved Ragwort)
Use the key to identify the plants.
A=
B=
C=
D=
E= [3]

6 7
5 Chen wants to separate a mixture of salt, sand and iron powders. 6 Pierre and Yuri investigate how exercise changes pulse rate.
(a) First of all Chen decides to separate the iron from the mixture.
Put a circle around the method he uses.
evaporation
filtration
magnetic attraction
sieving
[1] (a) What equipment will they need to measure pulse rate?
Circle the correct equipment.

(b) Chen then decides to separate the sand from the salt and sand.
cm3
°C
He adds water to the mixture and then stirs the mixture for two minutes. 28
30
2
26 58 15 32 4
3 34
56 12
24 54 9 6
6
36
Put a circle around the method he then uses to obtain the sand. 22 52
20
50
48
1/10
42
40
38 8
10
46 44
18 12
16 14
cm
evaporation
[1]
filtration
magnetic attraction (b) Which unit is a correct measurement of pulse rate?
sieving Circle the correct answer.

[1]
beats per minute

(c) To finish the separation Chen gets salt from the salt solution.
beats per second
Put a circle around the method he uses to obtain the salt.
minutes per beat
evaporation seconds per beat

[1]
filtration
magnetic attraction
sieving
[1]

8 9
(c) Pierre runs for 1 minute. 7 The flow chart shows part of the water cycle.
Complete the sentence using one of these words.

water droplets in
process B clouds
decrease increase stay the same
rain
water vapour
Pierre thinks his pulse rate will . [1]
process A
(d) What is the sentence above? lakes
sea water
Circle the correct answer. rivers
conclusion method prediction result

[1] (a) What is the name of process A?
[1]
(e) Pierre runs for 1 minute again.
(b) What is the name of process B?
Why is it a good idea to repeat measurements?
[1]
[1]
(c) Sometimes it is so cold that the water in a lake becomes ice.
What is the name of this process?
[1]
(d) Sea water is boiled in a beaker for a long time.
What would you see?
[1]

10 11
8 Lily wants to measure her mass. 9 Flowers have different parts.
She stands on the scales. petal stigma

anther carpel
nectary ovary
sepal
(a) Why do flowers have petals?
[1]
(b) Circle the part of the flower which produces pollen.

she puts her she puts her
hands down hands up
anther carpel ovary
[1]
Tick () the correct answer.
Lily’s mass is greatest when her hands are up. (c) Circle a female part of the flower.
Lily’s mass is less when her hands are up. nectary petal sepal stigma
[1]
Lily’s mass is the same when her hands are up or down.
[1]

12 13
10 Rajiv finds an electric circuit diagram in a book. 11 Oliver and Carlos investigate sound.
They listen to the pitch made by different recorders.
(a) Label the circuit diagram. [3]
Rajiv builds this circuit.
A B C D E
(b) It does not work. Explain why.

(a) The recorders are different lengths.
[1]
What apparatus is used to measure the length of the recorders?
[1]
(c) Rajiv now builds this circuit.
(b) Recorder B has the lowest pitch.
Predict which recorder will have the highest pitch.
Circle the correct letter.
A C D E [1]
It does not work. Explain why.
[1] (c) Explain why you predicted this recorder.
[1]

14 15
12 Using the picture below list three features which help this animal to adapt to its 14 Hassan lives by the sea.
environment.
He wants to find out how much salt is in seawater.
He measures a small volume of seawater using this apparatus.
50 X
40
30
sea water
20
10
1
(a) What is the name of apparatus X?
2
[1]
3 [3]
(b) What is the volume of seawater in apparatus X?

13 Scientists explore the solar system.
cm3 [1]
Which scientist was one of the first to believe that the Sun was at the centre of
our solar system?
(c) Hassan then finds the mass of a clean glass dish.
Tick () the correct scientist.
What piece of apparatus should Hassan use to do this?
Edwin Hubble
Galileo Galilei
balance beaker ruler thermometer
Isaac Newton [1]
Leonardo da Vinci
[1]

16 17
(d) Hassan pours all of the seawater into the glass dish. 15 Priya and Mia make a sundial.
He leaves the dish of seawater in the sun for one day.

shadow
What happens to the volume of seawater in the dish? pointer
11:0
13:00
decreases increases stays the same time scale
10:
00
0
14:
00
9:
:00
00
8: 0
15
00
[1] 1 6:0
7:00 00
17:
6:00 18:00
(a) The time is 14:00.
Describe how the sundial shows this time.
[2]
(b) Why does the shadow change during the day?
the Sun moves during the day
the Earth spins on its axis during the day
the Sun spins on its axis during the day

[1]
(c) Priya wants to make a sundial to show the time over 24 hours.
Mia says this is not possible.
Explain why Mia is correct.
[1]

18 19
3
16 Aiko investigates how much of a solid dissolves in 100 cm of water. BLANK PAGE
She writes down her results.
Here is a page from her note book.
60 °C 120g
30 °C 45g
20 °C 30g
40 °C 65g
50 °C 90g
Why is it a good idea for Aiko to put her results in a table?
[1]
© UCLES 2015 0846/02/O/N/15 © UCLES 2015 0846/02/O/N/15

20
BLANK PAGE

SCIENCE 0846/01
45 minutes
Pencil
Ruler
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every This document consists of 19 printed pages and 1 blank page.
IB16 10_0846_01/7RP
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of © UCLES 2016 [Turn over
© UCLES 2015 0846/02/O/N/15

2 3
1 Here are some organs found in the human body. 2 Complete the sentences about friction.
Complete the sentences. Choose the best words from the list.
air resistance
The organs that filter waste are called the

a force
.
gravity
a mass
The organs that help us breathe are called the

slow down
.
speed up
stay the same

The major organ of the circulatory system is the
Friction is .
.
Friction makes a moving object .
A type of friction is . [3]
The major organ of the nervous system is the
An important organ of the digestive system is the
[3]

4 5
3 Humans need a varied diet. 4 Changes to materials are either reversible or irreversible.
For each of the following changes decide if the change is reversible or

irreversible.
fats, oils and sweets
Tick () the correct boxes.
milk, yoghurt and dry beans, eggs,

cheese nuts, meat and fish
change reversible irreversible
cooking rice
A
dissolving sugar in water
rice and bread and burning wood

pasta cereal
evaporating salt water
melting iron
A food pyramid shows humans how much to eat of each food type. attracting a piece of steel
to a magnet
(a) Which food type should we eat the least of to stay healthy?
baking bread
[1]
[4]
(b) Which food type is in part A on the pyramid?
[1]

6 7
5 Here is Mia with a box of materials for recycling. 6 Draw a line to connect the type of electrical component to the correct symbol.
type of electrical component symbol
switch
wire
WE
RECYCLE
lamp
(a) Name two different materials Mia could recycle. cell
1
resistor
2 [2]
[3]
(b) Mia wants to care for the environment. 7 Every material has its own set of properties.
She recycles as much as possible. Complete the table about some materials and their properties.
Write down one other way she could care for the environment. Some answers have been done for you.
[1]
properties
material Is it a liquid at
Is it soluble Is it attracted
Is it hard? room
in water? to a magnet?
temperature?
mercury no no
iron
salt yes no
sand yes no no
wood yes no
[5]

8 9
8 Flowering plants make seeds. 10 Flowers have male and female organs.
Complete the sentence. Here are three different flowers.
Choose from the following words.
develops
disperses
flower A flower B flower C
fertilises
Complete the sentences.
produces
Choose from the flowers A B C.
Seeds are made when pollen the ovum. [1] The flower that has male and female organs is flower .
The flower that has female organs only is flower .
The flower that has male organs only is flower . [1]

9 Class 6 investigate the sense of smell.
 The class cover their eyes.
 The teacher asks them to smell five different foods.
 The class write down the names of the five different foods.
Why do the class cover their eyes for this investigation?
[1]

10 11
11 Anastasia has a mobile phone. (b) Look at the reading on the sound level meter.
80
60 100
40 120
20 140
The mobile phone rings. 0 160
(a) She measures the volume of the sound with a sound level meter.
In what units is the sound level measured?
Circle the correct answer. What is the reading on the sound level meter?
centigrade Circle the correct answer.
decibels 67 74 84 86
[1]
newtons
seconds (c) Anastasia’s phone is 1 metre from the sound level meter.
[1]
She moves it 5 metres away from the sound level meter.
What happens to the reading on the sound level meter?
decreases
increases
stays the same
[1]

12 13
12 This question is about the Earth, the Sun and the Moon. 13 Look at the picture of a polar bear.
Lily draws a diagram to show the position of the Earth in the month of June.
direction
NOT TO of rotation sharp claws
SCALE
Sun
Earth in The polar bear is suited to its environment.
June
It has sharp claws.
Write down two other ways it is suited to its environment.
2
Put number 6 in the correct box to show where the Earth will be 6 months later. [2]
Put number 9 in the correct box to show where the Earth will be 9 months later.
[2]

14 15
14 The flow chart shows the movement of water through the environment. 15 Jamila and Blessy make a model arm.
They use strings to control the movement of the arm.

water vapour in the air water droplets in the clouds
Jamila Blessy
fresh water in lakes and upper arm

water in the sea containing salt
rivers
forearm
(a) Name the process that changes water in the sea into water vapour.
[1]
(b) Name the process that changes water vapour into water droplets.
(a) Blessy pulls her string.
[1]
Complete the sentence.
(c) When ice is warmed it changes into water. When Blessy pulls her string, the forearm . [1]
What is the melting point of pure ice?

(b) Which part of the arm does the string represent?
[1]
blood vessel
bone
joint
muscle
skin
[1]

16 17
16 Each day Oliver feeds his horse. 17 People who cannot see use braille to read.
His horse sees him when he arrives.

braille bumps
Here is a diagram of Oliver and his horse. on the paper
Sun
fingers touching
the bumps
Yuri investigates how people learn to read braille.

horse
Oliver  Yuri asks six friends to feel a letter in braille.
 He shows the six friends the codes for different letters.
Draw rays of light on the diagram to show how the horse can see Oliver. [3]
 He asks the six friends to say what letter they have felt.
 He repeats the tests until his friends know which letter it is.
(a) Yuri predicts that letter A will be the easiest letter to feel.
Why will letter A be the easiest letter to feel?
[1]
(b) Describe how Yuri will know which of the six friends is the best at feeling
braille.
[1]

18 19
18 Potassium nitrate is a fertiliser. (d) Class 6 decide that their results for one temperature need checking.
 Class 6 investigate how much of this fertiliser can be dissolved in 10 cm3 of Which temperature is this?
water.
C
 They do several experiments.
 Each experiment has water at a different temperature. Explain your answer.
 Class 6 then repeat the experiments to get a second set of results.

[2]
Here are their results.
temperature of water mass of fertiliser that can be dissolved (e) Predict the mass of the fertiliser that can be dissolved in 10 cm3 of water at
in C in g 70 C.
first experiment second experiment The mass of the fertiliser is

20 4.5 4.3 g
30 5.5 5.4
Explain your answer.
40 6.7 6.6
50 8.0 2.0
[2]
60 11.0 11.2
(a) They measure the temperature of the water.
What piece of apparatus do they use?
[1]
(b) They measure the mass of the fertiliser.
What piece of apparatus do they use?
[1]
(c) Why do they always use 10 cm3 of water in each experiment?
[1]
© UCLES 2016 0846/01/O/N/16 © UCLES 2016 0846/01/O/N/16

20
BLANK PAGE

SCIENCE 0846/02
45 minutes
Pencil
Ruler
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge This document consists of 21 printed pages and 3 blank pages.
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
IB16 10_0846_02/7RP
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local © UCLES 2016 [Turn over
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2016 0846/01/O/N/16

2 3
1 This question is about forces. 3 Priya investigates electrical conductors.
Which of the following are examples of forces? She uses different materials in an electrical circuit.
Tick () the three correct boxes. material cell
a beam of light from a torch
a girl unscrewing a jar
a horse pulling a cart
a man pushing a trolley

lamp
the sound of a drum (a) Explain how she can tell if a material is an electrical conductor.
[2] [1]
2 Here is a food chain. (b) Which material is a good conductor of electricity?
copper
glass
plankton crustaceans trout otter
plastic
Complete the sentences.
wood
All food chains begin with a . [1]
In this food chain this is the . (c) Which material is not a good conductor of electricity?

This living organism gets its energy from the . [3]
brass
gold
rubber
silver
[1]

4 5
4 Insects pollinate flowers. 5 This question is about sound.
(a) Decide if these sentences are true or false.
Tick () the correct box next to each sentence.
true false
When a string of a guitar vibrates a sound is produced.
A unit of loudness of sound is the decibel.

(a) Circle one statement that is true about the flowers pollinated by insects. [1]
flowers can be bright colours
(b) Decide if these sentences are true or false.
flowers close at night
Tick () the correct box next to each sentence.
leaves are large
petals are always small true false
stems bend easily Sound travels at the same speed in all solid materials.
[1]
The speed of sound in space is the same as the speed of
sound in air.
(b) Why do many flowers pollinated by insects produce sweet nectar? [1]
[1]

6 7
6 Mixtures can often be separated. (c) Angelique wants to separate a mixture of dried peas and sand.
This is a list of ways of separating mixtures. She uses a sieve rather than filter paper.
filtration Explain why she uses a sieve.
evaporation
[1]
magnetic attraction
sieving
7 Humans have bony skeletons inside their bodies.
(a) Use the words from this list to complete the table.
Draw a line from each label to the correct part of the body.
mixture method of separation One has been done for you.

salt and water
back bone
steel powder and lumps of steel
sand and water
steel powder and copper powder skull

[3] elbow
(b) Angelique wants to separate a mixture of sand, iron powder and salt.
ribs
She knows she must use the following steps.
hand bone
add water and stir
evaporate
pelvis
filter knee cap
use a magnet
Put these steps in the correct order. The first one has been done for you.
leg bone
first use a magnet foot bone
[3]
last [1]

8 9
8 Mike is in a dark room. (b) Mike moves the puppet.
He puts a puppet between a light source and a screen. He does not move the light source.
puppet He does not move the screen.

light
screen Draw lines from the size of image to the correct distance of puppet from
source
screen.
size of image distance of puppet from screen
(a) Light travels from the light source.

at the mid-point
Light is blocked by the puppet.
A dark area appears on the screen.
What is the name of this dark area? furthest from

the screen
[1]
closest to
the screen
[2]

10 11
9 Gabriela investigates how a water clock works. (b) Here are her results.
 She accurately measures a volume of water.

volume = 15 volume = 10 volume = 25
time = 30 time = 20 time = 40
 She pours the water into a filter funnel.
 She times how long it takes for the water to pass through. volume = 5 volume = 20
time = 10 time = 35
She repeats this with different volumes of water.
Put her results in the table in the correct order.
volume of
time taken
water
filter funnel
beaker
[2]
(a) Which apparatus does she use to measure accurately the volume of water? (c) What did she forget to add to the headings in the table?
Circle the correct apparatus. [1]
[1]

12 13
10 Seeds are dispersed. (b) Chen disperses seeds.
(a) Sophia disperses seeds.
seed
Sophia
seed
What kind of seed dispersal is Chen using?

What kind of seed dispersal is Sophia using?
animal dispersal
animal dispersal
insect dispersal
insect dispersal
self-dispersal
self-dispersal
water dispersal
water dispersal
wind dispersal
wind dispersal [1]
[1]

14 15
11 When a substance is mixed with water it may dissolve. 12 Ahmed and Rajiv use the internet to find information about planets.
Complete the sentences about adding substances to water. planet years to orbit Earth days
around the Sun to orbit
Choose from the words. around the Sun
insoluble residue Earth 1 Earth year 365.2
soluble solute
Jupiter 1 Jupiter year 4332.0
solution solvent
Mars 1 Mars year 687.0
(a) A liquid that dissolves a solid is called a . [1] Mercury 1 Mercury year 88.0
(b) A substance that does not dissolve in water is . [1] Venus 1 Venus year 224.7
(c) A substance that dissolves in water is . [1] (a) Which planet takes the longest time to orbit the Sun?

(d) A substance is dissolved in water.
Earth Jupiter Mars Mercury Venus
This substance is called the . [1] [1]
(e) The mixture of a substance dissolved in water is called a (b) Which planet has the shortest year?
. [1] Circle the correct answer.

[1]
(c) The larger the orbit around the Sun the more days it takes to move around the
Sun.
Which two planets have a smaller orbit than the Earth?
Circle the correct answers.

[1]

16 17
13 It is raining. 14 Carlos investigates light.
Look at his apparatus.
solar
cell
light
source light
Pierre meter
ruler
(a) Pierre knows it is raining.
He uses his ears to hear the rain. Here are some statements made by Carlos.
Explain how Pierre uses two other senses to know it is raining. What is each type of statement?
Draw a line from the statement to the correct activity.
statement activity
[2]
“I think the reading collecting results

(b) Why is it important for Pierre to sense rain? on the light meter will
be higher when the
light source is closer.”
[1]
“The reading for increasing reliability
50 cm is 25 units.”
“I should repeat
each measurement making a prediction
three times.”
“I should use the

same light source
fair testing
each time.”
[2]

18 19
15 Youssef and Hassan are investigating how seeds grow. (b) Look at their results after 6 days.
plastic pot
seeds
soil and water
 Youssef puts seeds in a plastic pot.
 Hassan adds soil and water.

Describe two changes in the results compared to day 3.
Look at their results after 3 days.
first change
second change
[2]
root
(a) Hassan measures the length of one of the roots.
centimetres
root 1 2 3 4 5
10 20 30 40 50
millimetres
What is the length of the root in millimetres?
mm [1]

20 21
16 Solid, liquid and gas are the three states of matter. (c) The table shows the state of the substances at room temperature 25 C.
The table shows the melting points and boiling points of eight substances. Complete the table. Put the letters A C F G and H into the correct columns.
substance melting point in C boiling point in C solid liquid gas

A 0 500 at room temperature at room temperature at room temperature
B 65 230 B E D
C 0 100
D –90 10
E –32 100
F –5 80
[3]
G 45 256
H –100 5
(a) Substance B is stored at 0 C.
The substance is heated until it reaches 200 C.
Describe the change of state of substance B while it is heated.
[1]
(b) Substance F is stored at 0 C.
The substance is heated until it reaches 200 C.
Describe the change of state of substance F while it is heated.
[1]
© UCLES 2016 0846/02/O/N/16 © UCLES 2016 0846/02/O/N/16

Khoa Học Tổng Hợp Đề Thi Và Khung Chương Trình Tiểu Học

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Khoa Học Tổng Hợp Đề Thi Và Khung Chương Trình Tiểu Học

Uploaded by

Copyright:

Available Formats

Why choose Cambridge?

Welcome to the Cambridge Primary Science curriculum framework.

2 www.cambridgeinternational.org/primary Back to contents page

Animal welfare and the use of animals in science Stage 1

Humans and animals

Back to contents page www.cambridgeinternational.org/primary 3 4 www.cambridgeinternational.org/primary Back to contents page

Consider evidence and approach

Back to contents page www.cambridgeinternational.org/primary 5 6 www.cambridgeinternational.org/primary Back to contents page

Eo Obtain and present evidence

Bh Humans and animals

Back to contents page www.cambridgeinternational.org/primary 7 8 www.cambridgeinternational.org/primary Back to contents page

Eo Consider evidence and approach

Be Living things in their environment

Back to contents page www.cambridgeinternational.org/primary 9 10 www.cambridgeinternational.org/primary Back to contents page

Back to contents page www.cambridgeinternational.org/primary 11 12 www.cambridgeinternational.org/primary Back to contents page

Ep Plan investigative work

Back to contents page www.cambridgeinternational.org/primary 13 14 www.cambridgeinternational.org/primary Back to contents page

Be Living things in their environment

Pm Electricity and magnetism

Copyright © UCLES July 2018

1 All living things have different life processes.

The first one has been done for you.

definition life process

responding and reacting sensitivity

READ THESE INSTRUCTIONS FIRST

Answer all questions.

Explain how this feature is useful.

This document consists of 18 printed pages and 2 blank pages.

© UCLES 2014 0846/01/SP/14

Explain your answer.

3 The Earth rotates on its axis.

(b) Which of these sentences is true?

Use circuit symbols.

The Sun orbits the Earth.

The Sun travels round the Earth.

© UCLES 2014 0846/01/SP/14 [Turn over © UCLES 2014 0846/01/SP/14

5 Complete these sentences. 6 Rosie is playing a drum.

Cables and wires need to be good electrical conductors.

They are made of .

(a) She increases the pitch of the note made.

Any material that is a non-conductor is an . [3] Tick () one box.

tighten the drum skin

slacken the drum skin

strike the drum harder

strike the drum softer

© UCLES 2014 0846/01/SP/14 [Turn over © UCLES 2014 0846/01/SP/14

Sound cannot travel through solids. Here are her results.

Sound can travel through liquids. melting point in oC

(a) What happens to the frozen salt solution when it melts?

(b) What is the melting point of pure water?

The the mass of salt in the solution the

the melting point. [1]

© UCLES 2014 0846/01/SP/14 [Turn over © UCLES 2014 0846/01/SP/14

Which temperature? There is a strong wind blowing.

The picture shows the forces on the kite.

(a) Which letter shows the gravitational force on the kite?

Which letter shows the pulling force Samir exerts?

Which letter shows the pulling force of the wind?

© UCLES 2014 0846/01/SP/14 [Turn over © UCLES 2014 0846/01/SP/14

Circle the correct answer.

(c) The strength of the wind increases.

The kite stays in the same place. leaves [2]

What happens to the pulling force that Samir exerts?

Penguins eat fish.