M

E
S

Gerat Cor
ns pus
Me

Let the mind manage the body

Que l’esprit gère le corps

DĂƵƌŝƚŝƵƐdžĂŵŝŶĂƚŝŽŶƐ^LJŶĚŝĐĂƚĞ
MAURITIUS EXAMINATIONS SYNDICATE

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

Primary School Achievement Certificate

Grade 6 Modular Science Specimen Assessment Booklet

&ĞďƌƵĂƌLJϮϬϭϴ


dŚŝƐĚŽĐƵŵĞŶƚĐŽŶƚĂŝŶƐƚŚĞŵŽĚƵůĂƌ^ĐŝĞŶĐĞƐƉĞĐŝŵĞŶĂƐƐĞƐƐŵĞŶƚŬůĞƚĨŽƌ'ƌĂĚĞϲƐƚƵĚĞŶƚƐĂƐƉĂƌƚ
ŽĨ ƚŚĞ W^ ĂƐƐĞƐƐŵĞŶƚ͘ /ƚ ĂůƐŽ ĐŽŶƚĂŝŶƐ ƚŚĞ ƐƉĞĐŝŵĞŶ ŵĂƌŬ ƐĐŚĞŵĞ ĂŶĚ ƌĞůĞǀĂŶƚ ŝŶĨŽƌŵĂƚŝŽŶ ŝŶ
ĐŽŶŶĞĐƚŝŽŶǁŝƚŚƚŚĞĚĞǀĞůŽƉŵĞŶƚŽĨƚŚĞĂƐƐĞƐƐŵĞŶƚ͘
 Background

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

The paper design has changed with the focus being on the assessment of scientific skills and
competencies across the ability range. Simultaneously, the modular assessment in Science has
been introduced as from 2017. The modular assessment will contribute to the PSAC at the end of
Grade 6. The first cohort of pupils will be taking the second part of the modular assessment
towards the end of Grade 6 in 2018.

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

This document contains the following:

1. The guiding principles underlying the assessment

2. The Grade 6 specimen assessment booklet
3. The Grade 6 specimen mark scheme

Modular Assessment

As mentioned above, the modular assessment in Science has been introduced as part of the new
end of primary cycle assessment, the Primary School Achievement Certificate. The modular
assessment is taken in two parts: the first part of the assessment is at the end of Grade 5 and the
second part of the assessment will be towards the end of Grade 6. The first Grade 5 modular
assessment was introduced in 2017 and was based on the Grade 5 syllabus. The pupils will take
the second part of their modular assessment this year in Grade 6. The Grade 6 assessment will be
based on the Grade 6 syllabus mainly. The weighting given to each part of the assessment is
50%.

ϭ


I
Guiding Principles

With the introduction of the modular assessment in Science as part of the PSAC assessment, a
complete review of the existing assessment paper was carried out. The new Grade 6 specimen
has been designed and developed guided by principles of fairness, the need to set learning
standards, the importance of ensuring positive washback, the pedagogical value of the inquiry-
based approach and the contribution of the subject to the holistic education of the learner.

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

1. To be closely linked to the Teaching and Learning Syllabus and the National
Curriculum Framework:
Educators and learners are encouraged to familiarise themselves with the content and
specifications of the National Curriculum Framework (NCF) and the Teaching and
Learning Syllabus (TSL). Reference to the textbook alone would not provide a complete
understanding of the learning aims and objectives.

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

The assessment of the knowledge acquired as well as that of important skills and
competencies in Science is expected to feed positively in the learning process. This will
encourage the development of scientific literacy instead of knowledge of content only.

3. To discourage teaching to the test:

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

4. To promote deeper understanding of concepts and critical thinking:

By encouraging a deeper understanding of scientific concepts, the Science assessment
seeks to discourage pupils from rote learning. Pupils will be assessed not only on their
ability to recall scientific facts and phenomena but also on their ability to apply their

Ϯ


II
 knowledge to a given context. They will be encouraged to think and bring their own
reasoning to the assessment rather than just try to remember or reproduce what they have
learnt by heart.

5. To promote the development of inquiry skills:

The curriculum and the syllabus put much emphasis on the development of inquiry skills.
Inquiry skills, as defined in the syllabus, relate to a pupil’s ability to do the following:

 Questioning  Comparing
 Predicting  Drawing conclusions
 Observing  Communicating
 Investigating and  Explaining based on
experimenting observations
 Classifying  Problem-solving
 Measuring  Decision making

The assessment takes into consideration the above skills and provides opportunities for
pupils to show their understanding and the mastery of these skills.

It encourages an understanding of the scientific method. While carrying out experiments

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

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

ϯ


III
 Paper Description

The purpose of the specimen assessment booklet is to give an idea of the design of the paper, the
types of questions that might be set and the level at which the different content and skills are
treated. It should not be seen as fixed in terms of types of items for the different questions nor in
terms of the ways the different topics are treated. For instance, if the question on animals in the
specimen paper is principally assessing the application of knowledge, it can also be treated in a
question which is more inquiry-based or knowledge-based.

The learning objective and topic for each item is also given for ease of reference. These
references will not be found in the actual assessment booklet.

The specimen assessment booklet also respects the weighting of the assessment objectives given
in the Annual Programme for the PSAC Assessment 2018.

It caters for the whole ability range of pupils with a number of items assessing knowledge while
also having items assessing understanding, application and inquiry skills. The items are set to
cater for learners of the whole ability range.

The description for the Science assessment in Grade 6 is given in the Annual Programme for the
PSAC Assessment 2018. The following is an extract from the document:

The assessment will have a modular approach. The first assessment will be carried out at the end
of Grade 5 based on the Grade 5 syllabus and the second assessment will be set towards the end
of Grade 6 and will be essentially based on the Grade 6 syllabus in Science. Each paper will be
of a duration of 1 hour and will each carry a total of 50 marks. Each assessment paper will carry
a weighting of 50%.

The papers will comprise 5 - 6 questions each with a number of items graded in terms of
difficulty level. Questions will be set based on the different assessment objectives. Questions may
be contextualised. The items will be a mix of objective-type, fixed responses, short-structured and
open-ended items.

Learners may also have to draw, label, fill in tables, complete and interpret simple charts.

ŝǀ


IV
For private candidates, the assessment will be carried out through a single external assessment
conducted by the MES.

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

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

Assessment Objectives Weighting %

Knowledge & Understanding 40

Application 40

Inquiry Skills 20

In this booklet, the specimen assessment booklet is given along with a brief description of each
item. For each item or question, the following details are given:

1. The learning objective (LO) from the Teaching and Learning syllabus
2. The topic being covered

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

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

 Knowledge and Understanding

 Inquiry Skills and Processes
 Attitudes and Values

Refer to the Teaching and Learning syllabus (December 2015) published by the MIE for more
details. The TSL can be accessed at: http://www.mie.ac.mu/curriculum.html

ǀ


V
Paper Design

Table 1 gives the detailed specifications for this specimen paper. It is to be noted that the
information given in Table 1 is specific to this specimen paper. The purpose is to illustrate how
the topics, the learning objectives and the assessment objectives can be treated.

Specimen Mark Scheme

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

References:

1. Mauritius Institute of Education (November 2015); National Curriculum Framework

Grades 1 – 6
2. Mauritius Institute of Education (December 2015); Science Teaching and Learning
Syllabus Grades 3 to 6
3. Mauritius Examinations Syndicate (January 2017); Annual Programme for the Primary
School Achievement Certificate (PSAC) Assessment for 2018

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VI
VII
VIII
IX


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


MAURITIUS
MAURITIUS EXAMINATIONS
EXAMINATIONS SYNDICATE
SYNDICATE

The
The Primary
Primary School
School Achievement
Achievement Certificate
Certificate
Specimen
Specimen Assessment Booklet Grade 6
Assessment Booklet Grade 6 for
for first
first assessment
assessment in
in 2018
2018
Science
Science

Time:
Time: 1
1 hour
hour
INSTRUCTIONS TO CANDIDATES
INSTRUCTIONS TO CANDIDATES
1. Check that this assessment booklet contains 6 questions printed on
1. Check that this assessment booklet contains 6 questions printed on
12 pages numbered 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 13.
12 pages numbered 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 13.
SCIENCE
SCIENCE
141/2) 
No.141/2)

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

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

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

(SubjectCode

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

5. Attempt all questions.

(Subject

5. Attempt all questions.

DĂƌŬŝŶŐ
DĂƌŬŝŶŐ ZĞǀŝƐŝŽŶ
ZĞǀŝƐŝŽŶ ŽŶƚƌŽů
ŽŶƚƌŽů
YƵĞƐƚŝŽŶ
YƵĞƐƚŝŽŶ DĂƌŬƐ
DĂƌŬƐ ^ŝŐ
^ŝŐ DĂƌŬƐ
DĂƌŬƐ ^ŝŐ
^ŝŐ DĂƌŬƐ
DĂƌŬƐ ^ŝŐ
^ŝŐ
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Question 1 (5 marks)

Circle the correct answer.

1. Which one of the following is a planet?

A Earth >K͗ZĞĐŽŐŶŝƐĞƚŚĂƚĂƌƚŚŝƐĂƉůĂŶĞƚ͘
dŽƉŝĐ͗ĂƌƚŚ͕DŽŽŶĂŶĚ^ƵŶŝŶƚŚĞ^ŽůĂƌƐLJƐƚĞŵ
B Sun

C Moon

D Star

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

Diagram 1: Pan on fire

How can this fire be extinguished?

A Cover it with a plastic lid. >K͗/ŶǀĞƐƚŝŐĂƚĞƚŚĞǁĂLJƐŝŶǁŚŝĐŚǁĞ

ĐĂŶĞdžƚŝŶŐƵŝƐŚĚŝĨĨĞƌĞŶƚƚLJƉĞƐŽĨĨŝƌĞƐ
dŽƉŝĐ͗ŝƌ
B Cover it with a metal lid.

C Use oxygen gas to extinguish the fire.

D Use water to extinguish the fire.




2


3. Which one of the following materials is obtained from plants?

A Leather
>K͗^ƚĂƚĞƚŚĞƐŽƵƌĐĞƐŽĨŶĂƚƵƌĂů
ŵĂƚĞƌŝĂůƐ͘
B Aluminium dŽƉŝĐ͗DĂƚĞƌŝĂůƐŝŶŽƵƌĞŶǀŝƌŽŶŵĞŶƚ

C Silk

D Rubber

4. Which one of the following can be turned into compost?

A Tin cans >K͗ĞŵŽŶƐƚƌĂƚĞƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨƚŚĞŶĞĞĚƚŽ

ĐĂƌĞĨŽƌƉůĂŶĞƚĂƌƚŚ
dŽƉŝĐ͗ĂƌƚŚ͕DŽŽŶĂŶĚ^ƵŶŝŶƚŚĞ^ŽůĂƌƐLJƐƚĞŵ
B Vegetable peels

C Plastic bottles

D Used dry cells

5. Which one of the following is a polluting source of energy?

A Sun
>K͗/ĚĞŶƚŝĨLJƐŽƵƌĐĞƐŽĨĞŶĞƌŐLJƚŚĂƚ
B Falling water ĐĂƵƐĞĂŶĚĚŽŶŽƚĐĂƵƐĞƉŽůůƵƚŝŽŶ
dŽƉŝĐ͗ŶĞƌŐLJ

C Bagasse

D Wind




3


Question 2 (7 marks)
LO: Explain how Earth’s movement causes
ĚĂLJĂŶĚŶŝŐŚƚ
a) Diagram 2 shows Sam and Amy. dŽƉŝĐ͗ĂƌƚŚ͕DŽŽŶΘ^ƵŶŝŶƚŚĞ^ŽůĂƌƐLJƐƚĞŵ

Sam holds a globe representing the Earth.

Amy holds a ball representing the Sun.

Earth Sun

Sam Amy

Diagram 2: Sam and Amy

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

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

What should Sam do to show how day and night occur?

Circle the correct answer.

A Sam should move in one complete circle around Amy.

B Sam should move towards Amy and then away from her.

C Sam should rotate the globe on itself in one complete turn.

[1]




4


b) The three balls below are used to represent the Sun, the Earth and the Moon in
our solar system.

Under each ball, write down which one should be used to represent the Sun, the
Earth and the Moon in our solar system.
>K͗/ĚĞŶƚŝĨLJƚŚĞ^ƵŶ͕ƚŚĞĂƌƚŚ
ĂŶĚƚŚĞŵŽŽŶŝŶƚŚĞƐŽůĂƌƐLJƐƚĞŵ

 
  

>K͗ZĞĐŽŐŶŝƐĞƚŚĞƌĞŐƵůĂƌ
[3]
ŵŽǀĞŵĞŶƚƐŽĨƚŚĞĂƌƚŚĂŶĚDŽŽŶ
c) Fill in the blanks.

(i) The moon takes 28 days to make a complete rotation around the
……………………… (Sun, Earth).
(ii) The gradual increase in temperature on the Earth’s surface is called
………………………………. (global warming, air pollution). [2]
>K͗^ƚĂƚĞǁŚĂƚŝƐŐůŽďĂůǁĂƌŵŝŶŐ
Question 3 (10 marks)

a) Rayan found that the iron gate in front of his house has turned into a red-
orange-brown colour.

(i) What is the red-orange-brown layer formed on the iron gate called?
……………………….. .
(ii) This coloured layer is formed when the iron gate is in touch with air and
……………………….. .

(iii) The iron gate can be ………………………… to prevent the red-orange-

brown layer from forming. [3]
>K͗ĞĨŝŶĞƌƵƐƚŝŶŐ
^ŚŽǁƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨŚŽǁƌƵƐƚŝŶŐĐĂŶďĞƉƌĞǀĞŶƚĞĚ

 dŽƉŝĐ͗DĂƚĞƌŝĂůƐŝŶŽƵƌĞŶǀŝƌŽŶŵĞŶƚ

5
 

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

dŽƉŝĐƐ͗ŶĞƌŐLJ
ĐŽƐLJƐƚĞŵƐŽĨĨŽƌĞƐƚƐĂŶĚůĂŐŽŽŶƐ

Turbines

>K͗>ŝƐƚ
ƌĞŶĞǁĂďůĞĂŶĚ
Diagram 3: New way of producing electricity in Mauritius
ŶŽŶƌĞŶĞǁĂďůĞ
ƐŽƵƌĐĞƐŽĨ
ĞŶĞƌŐLJ (i) What is the source of energy being used by the turbines in Diagram 3?
…………………………………………………… [1]

(ii) Two friends are discussing this new source of energy. Below is their
conversation:

dŚĞƐĞƚƵƌďŝŶĞƐ /ƚŚŝŶŬƵƐŝŶŐƚŚŝƐ
ĂƌĞŚĂƌŵĨƵů͘ ƐŽƵƌĐĞŽĨĞŶĞƌŐLJ
dƌĞĞƐŚĂĚƚŽďĞ ŝƐŐŽŽĚĨŽƌƚŚĞ
ĐƵƚĚŽǁŶƚŽďƵŝůĚ ĞŶǀŝƌŽŶŵĞŶƚ͘
ƚŚĞŵ͘
 
Raj
Fani

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

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

2. Explain each of your answer:

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

Fani:………………………………………………………………………………
……………….……………………………………………………………… [2]
>K͗ĞŵŽŶƐƚƌĂƚĞƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨŐƌĞĞŶĞŶĞƌŐLJ͘

^ƚĂƚĞǁĂLJƐŝŶǁŚŝĐŚƚŚĞĨŽƌĞƐƚƐĂŶĚůĂŐŽŽŶƐĂƌĞƚŚƌĞĂƚĞŶĞĚďLJŚƵŵĂŶĂĐƚŝǀŝƚŝĞƐ


6

K͗/ŶƋƵŝƌLJ^ŬŝůůƐΘWƌŽĐĞƐƐĞƐ
/ŶǀĞƐƚŝŐĂƚŝŶŐΘĞdžƉĞƌŝŵĞŶƚŝŶŐ
Question 4 (9 marks) dŽƉŝĐ͗WůĂŶƚƐ

Karen and Jay conduct an experiment over one week to find out about one of the
conditions necessary for a plant to produce its own food.
>K͗ĞĨŝŶĞƉŚŽƚŽƐLJŶƚŚĞƐŝƐ
a) Name the process by which a plant produces its own food.

………………………………………………………………… [1]

Karen does the following: Jay does the following:

1. He uses the same type of plant that

1. She uses a plant with green leaves.
Karen uses.
2. She waters the plant regularly. 2. He waters the plant regularly.
3. She puts the plant outside in 3. He keeps the plant inside a dark
the sun. cupboard.
This is shown in Diagram 4. This is shown in Diagram 5.

Sun

Water Dark cupboard

Green leaf

Soil


Diagram 4: Karen’s plant Diagram 5: Jay’s plant

b) Which condition necessary for a plant to manufacture its own food are Jay and
Karen investigating? >K͗/ŶǀĞƐƚŝŐĂƚĞƉŚŽƚŽƐLJŶƚŚĞƐŝƐ
/ŶǀĞƐƚŝŐĂƚŝŶŐĂŶĚĞdžƉĞƌŝŵĞŶƚŝŶŐ
…………………………………………………………………………
 [1]

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

………………………………………………………………….……. [1]
>K͗^ƚĂƚĞƚŚĞĐŽŶĚŝƚŝŽŶƐĨŽƌ
 ƉůĂŶƚƐƚŽŵĂŬĞƚŚĞŝƌĨŽŽĚ
 

7


d) Why is it important that Jay uses the same type of plant as Karen in this
experiment?
>K͗/ŶǀĞƐƚŝŐĂƚĞƉŚŽƚŽƐLJŶƚŚĞƐŝƐ

………………………………………………………………………………………………

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

e) Which measurement can they take during this experiment?

>K͗/ŶǀĞƐƚŝŐĂƚĞƉŚŽƚŽƐLJŶƚŚĞƐŝƐ
…………………………………………………………………………………………
/ŶǀĞƐƚŝŐĂƚŝŶŐĂŶĚĞdžƉĞƌŝŵĞŶƚŝŶŐ

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

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

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

……………………………………………………………………….. [1]

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

………………………………………………………………………… [1]

>K͗^ƚĂƚĞƚŚĞĐŽŶĚŝƚŝŽŶƐĨŽƌƉůĂŶƚƐ
ƚŽŵĂŬĞƚŚĞŝƌĨŽŽĚ͘




8
 >K͗ŝĨĨĞƌĞŶƚŝĂƚĞƚŚĞǁĂLJƐŝŶǁŚŝĐŚĂŶŝŵĂůƐ
ŽďƚĂŝŶƚŚĞŝƌĨŽŽĚ͘
ůĂƐƐŝĨLJĂŶŝŵĂůƐƚŽƚŚĞƚLJƉĞŽĨĨŽŽĚƚŚĞLJĞĂƚ͘
Question 5 (10 marks) dŽƉŝĐ͗ŶŝŵĂůƐ /ŶƋƵŝƌLJ^ŬŝůůƐΘWƌŽĐĞƐƐĞƐ͗ůĂƐƐŝĨLJŝŶŐ

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

Bear Hawk
Robin

    
 Berries and nuts  Berries  Birds
 Honey  Worms  Snakes
 Bees and insects  Rats

Goat Snail Crocodile

 Grass  Fruits  Fish

 Flowers  Leaves  Zebra

Diagram 6: Animals and their diets

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

Carnivores Herbivores Omnivores

[3]




9


b) Diagram 7 shows the jaws of two dinosaurs, the Tyrannosaurus-Rex which is a

carnivore and the Pachycephalosaurus which is a herbivore.

(i) In the boxes below, write down which jaw belongs to the Tyrannosaurus-
Rex and which one to the Pachycephalosaurus.



 

[1]

Diagram 7: Jaws of dinosaurs

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

………………………………………………………………………………………

………………………………………………………………………………… [2]

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

reptiles.

……………………………………………………………………………… [1]

>K͗/ĚĞŶƚŝĨLJĚŝĨĨĞƌĞŶƚƚLJƉĞƐŽĨĂŶŝŵĂůƐ




10


c) Kelly classifies a bat, a duck and a peacock into two groups as shown in
Diagram 8. >K͗/ĚĞŶƚŝĨLJĚŝĨĨĞƌĞŶƚƚLJƉĞƐŽĨĂŶŝŵĂůƐ

Group A Group B

Bat
Duck Peacock

Diagram 8: Classification of 3 animals

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

………………………………………………………………………………… [1]

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

………………………………………………………………………………………

………….………………………………………………………………………[2]




11


Question 6 (9 marks)
>K͗/ĚĞŶƚŝĨLJĂŵĂƌŝŶĞĂŶĚƚĞƌƌĞƐƚƌŝĂů
a) Name a terrestrial ecosystem. ĞĐŽƐLJƐƚĞŵ
dŽƉŝĐ͗ĐŽƐLJƐƚĞŵƐŽĨĨŽƌĞƐƚƐĂŶĚůĂŐŽŽŶƐ
………………………………………………………….. [1]

b) Diagram 9 shows a marine ecosystem.

 The big fish eat the small fish as their only source of food.
 The small fish are also largely captured by fishermen.
 The birds also eat the small fish.

Birds
Fishermen

Big fish

Small fish

Fishing net Seaweed

Starfish

Diagram 9: Marine ecosystem

(i) Name another living thing which forms part of this marine ecosystem
apart from the small and big fish.
>K͗KďƐĞƌǀĞĂŶĚĐŽŵƉĂƌĞůŝǀŝŶŐƚŚŝŶŐƐŝŶ
………………………………………...
ĚŝĨĨĞƌĞŶƚĞĐŽƐLJƐƚĞŵƐ [1]

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

………………………………………………………………………………………

………………………………………………………………………………… [2]




12


c) Study the bar chart below which shows the amount of deforestation which
happened in different parts of the world between the years 1990 and 1999.
Then answer the questions which follow.

ϰϬϬϬ
ĞĨŽƌĞƐƚĂƚŝŽŶͬƚŚŽƵƐĂŶĚƐŽĨŚĞĐƚĂƌĞƐ

ϯϱϬϬ

ϯϬϬϬ

ϮϱϬϬ

ϮϬϬϬ

ϭϱϬϬ

ϭϬϬϬ

ϱϬϬ

Ϭ
ĨƌŝĐĂ ƐŝĂ ĞŶƚƌĂů ƵƐƚƌĂůŝĂ ^ŽƵƚŚ EŽƌƚŚ
ŵĞƌŝĐĂ ŵĞƌŝĐĂ ŵĞƌŝĐĂ
WĂƌƚƐŽĨƚŚĞǁŽƌůĚ

(i) In which part of the world was the amount of deforestation highest?
………………………………………………. [1]

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

………………………………………………………………………………… [2]

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

decreased from 500 to 350 thousands of hectares.
Why do you think the amount of deforestation has decreased?

………………………………………………………………………………………

….………………………………………………………………………………. [2]

>K͗/ŶƋƵŝƌLJ^ŬŝůůƐĂŶĚWƌŽĐĞƐƐĞƐ–ŽŵŵƵŶŝĐĂƚŝŶŐ͕ƌĂǁŝŶŐĐŽŶĐůƵƐŝŽŶƐ
^ƚĂƚĞǁĂLJƐŝŶǁŚŝĐŚƚŚĞĨŽƌĞƐƚƐĂŶĚůĂŐŽŽŶƐĂƌĞƚŚƌĞĂƚĞŶĞĚďLJŚƵŵĂŶĂĐƚŝǀŝƚŝĞƐ
ĞŵŽŶƐƚƌĂƚĞƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨƚŚĞŶĞĞĚƚŽƉƌŽƚĞĐƚĨŽƌĞƐƚƐĂŶĚůĂŐŽŽŶƐ



13
 M
E
S

Gerat


ns Cor
Me pus

Let the mind manage the body

Que l’esprit gère le corps
DĂƵƌŝƚŝƵƐdžĂŵŝŶĂƚŝŽŶƐ^LJŶĚŝĐĂƚĞ
MAURITIUS EXAMINATIONS
 SYNDICATE

WƌŝŵĂƌLJ^ĐŚŽŽůĐŚŝĞǀĞŵĞŶƚĞƌƚŝĨŝĐĂƚĞ
ƐƐĞƐƐŵĞŶƚ


^ĐŝĞŶĐĞ^ƉĞĐŝŵĞŶWĂƉĞƌ
'ƌĂĚĞϲͲϮϬϭϴ


^ƉĞĐŝŵĞŶDĂƌŬ^ĐŚĞŵĞ


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

AVP- accept alternative valid point

Question 1

Give one mark to each correct answer:

1. A

2. B

3. D

4. B

5. C 5 x 1 = 5 marks

Question 2

a) (i) Give one mark to:

the correct side of the globe is shaded.

or
Sam Sam 1 mark

(ii) Give one mark to:

(i) C
1 mark

1
 b) Give one mark to each of the following:

Earth Sun Moon


3 x 1 = 3 marks

c) Give one mark to each correct answer:

(i) Earth
(ii) global warming
2 x 1 = 2 marks

Total = 7 marks

Question 3

a) Give one mark to each of the following:

(i) Rust
(ii) water
(iii) painted/ galvanized/ greased
3 x 1 = 3 marks
b) (i) Give one mark to:
 Wind
1 mark
(iii) Give one mark each to either agree or disagree provided it is supported by a
valid explanation. Give two marks to each correct explanation.

Raj: Agree or disagree

2
If Agree:

 Because when trees are cut, the forest ecosystem is

damaged/disturbed.
 Because when trees are cut, the habitats of animals are destroyed.
(AW/AVP)

If disagree:

 Because the cutting down of only a few trees will not cause
deforestation.
 Because it is more important to use green sources of energy than to
continue using fossil fuels.
 We can replant trees.
(AW/AVP)
1 + 2 = 3 marks

Fani: Agree or disagree

If agree:

 Because these turbines use a clean source of energy and will not
cause pollution.
 Because these turbines will help reduce the amount of air pollution
(AW/AVP)

If disagree:

 Because to build these turbines the forest ecosystem had to be

damaged.
 Because to build these turbines, trees had to be cut down
(AW/AVP)
1 + 2 = 3 marks
Total: 10 marks

3
Question 4

a) Give one mark to:

 Photosynthesis
1 mark
b) Give one mark to:
 Light/ sunlight
1 mark
c) Give one mark to any of the following:
 Water
 Fertile soil
 Nutrients
 Chlorophyll (accept)
 Carbon dioxide
 Oxygen / air
1 mark
d) Give two marks to any of the following ideas:
 To be able to compare the results obtained.
 Because in this experiment we have to use the same plant to be able to make
comparisons.
(AW/AVP)
2 marks
e) Give two marks to any of the following ideas:
 Length or height of plants
 Number of leaves
 Number of new leaves
 Colour of leaves (to be accepted)
(AVP/AW)
2 marks

4
 f) Give one mark to each of the following:
 Karen’s plant: will grow healthily (with green leaves)
 Jay’s plant: will wither/ will die/ the leaves will turn yellow
Accept also:
Jay’s plant will grow tall but with few leaves which are yellow.
(AVP/AW)
1 + 1 = 2 marks
Total: 9 marks

Question 5

a) Give one mark to each correct classification:

Carnivores Herbivores Omnivores

 Hawk  Goat  Bear

 Crocodile  Snail  Robin

3 x 1 = 3 marks

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

 
Pachycephalosaurus Tyrannosaurus-Rex
1 mark

5
 (ii) Give two marks to any of the following ideas:

 The Tyrannosaurus-Rex has sharper and bigger teeth to catch its prey/ to
tear meat.
 The Tyrannosaurus-Rex has a larger mouth/jaws to open its mouth to capture
its prey/ the Pachycephalosaurus has a smaller mouth/jaws.
 The teeth of the Pachycephalosaurus are smaller than those of the
Tyrannosaurus-Rex.
(AW/AVP)
2 marks
(iii) Give one mark to any of the following ideas:
 They reproduce by laying eggs.
 Their bodies are covered with scales.
 They are cold-blooded animals.
(AW/AVP)
1 mark

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

 They all have wings.
 They all have two legs.
 They are all warm-blooded animals.
1 mark

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

 Because the bat is a mammal while the duck and the peacock are birds
 Because the bat’s body is covered with hair whereas the bodies of the duck
and the peacock are covered with feathers
 The bat reproduces by giving birth to its young ones while the duck and
peacock reproduce by laying eggs

Accept also:
 Because the bat feeds mostly at night whereas the peacock and the duck
feed mostly during the day.
(AW/AVP)
2 marks
Total: 10 marks

6
Question 6

a) Give one mark to any of the following:

 Forest/ Grassland
(AVP)
1 mark
b) (i) Give one mark to any of the following:
 Birds
 Fishermen/ human beings
 Seaweed
 Starfish
1 mark

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

 The big fish will disappear as they will not have enough food.
 The ecosystem can collapse/ will be affected as the big fish will have no food.
 The other bigger fish and the birds will disappear.
(AW/AVP)
2 marks
c) (i) Give one mark to the following:
 South America
1 mark

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

 The region is developing fast.

 The forest is being cleared to build cities or for agricultural activities
 For infrastructural development such as building of roads or bridges.
 For settlement by building houses.
 For setting of leisure and entertainment areas.
(AW/AVP)
2 marks
Lower weightage:
 There are large areas under forest.

7
(iii) Give two marks to any of the following ideas:

 Because there are laws to protect the forests/ regular patrols by authorities.
 Because people were no longer allowed to cut down the trees in forests.
 Because people understand that it is important to preserve the ecosystem of
the forest.
 Because there might be campaigns to educate people to stop deforestation.
 There is a proper planning for urbanisation to avoid clearing of forests.
 Forests/ trees might have been replanted.
(AVP/AW)
2 marks

Total = 9 marks