PREFACE
Nail Those MCQs! Primary Science Upper Block 5/6 serves to ground primary 5 and
6 students in fundamental science concepts taught according to the latest primary school
science syllabus. This objective is achieved through a series of commonly-tested topical
multiple-choice questions. These questions encourage students to think about and analyze
scientific concepts and train them to apply their knowledge and solve higher-order thinking
questions.
An interesting and refreshing feature is the layout of questions and their corresponding
answers, placed alongside each other. The gatefolds on the front and back covers of
the book can be used to conceal the answer columns, allowing students to focus first on
the questions on each page of the exercise. Students can then check the answers on
their own. The guides in the answer columns help students to understand and reinforce
concepts, while at the same time, they also provide an immediate feedback to questions
that are answered incorrectly. In this way, students are empowered to study and learn
responsibly.
This book is indeed a pearl for students who desire to excel in their examinations. It is
also an asset for educators and parents seeking to unlock the potential of young minds in
tackling science.
Shirley Tay
B. Ec, PGDE (Pri)
© SAP Group Pte Ltd
TABLE OF CONTENTS
Nail Those MCQs! Primary Science Upper Block 5/6
SYSTEMS
Knowledge, Understanding, Application,
Skills and Processes
Worksheet
Topic
Page
• Identify the parts of the transport system in a
plant and describe its function
- leaf
- stem
- root
1
The Plant Transport System
1
2
Air And The Respiratory System
5
• Recognize that air is made up of many gases
such as nitrogen, oxygen, carbon dioxide,
water vapour and other gases
3
Air And The Respiratory System
9
4
Air And The Respiratory System
15
5
Air And The Respiratory System
19
6
The Human Circulatory System
23
7
The Human Circulatory System
29
8
The Human Circulatory System
33
9
The Unit of Life
39
10
The Unit of Life
43
11
The Unit Of Life
47
12
Electric Circuits
51
13
Using Electricity
57
14
Using Electricity
63
15
Using Electricity
69
16
Using Electricity
75
• Identify and describe the functions of the
organs in the respiratory system
• Identify and describe the functions of the
organs in the circulatory system
• Recognize that the different systems integrate
together in carrying out life processes
• Compare how different living things such as
plants, fish and mammals take in oxygen and
give out carbon dioxide
• Compare how nutrients, water and oxygen are
transported within plants and humans
- plants: water carrying tubes, food carrying
tubes
- humans: blood vessels
• Understand that the cell is the basic unit of life
• Identify the parts of a plant cell and relate the
parts to the functions
- cell wall
- cell membrane
- cytoplasm
- chloroplasts
- nucleus
• Identify the parts of an animal cell and relate
the parts to the functions
- cell membrane
- cytoplasm
- nucleus
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Knowledge, Understanding, Application,
Skills and Processes
Worksheet
Topic
Page
• Compare a plant cell and an animal cell
• Recognize that an electrical system consists of
an energy source (that is, the battery) and other
circuit components
17
Conductors Of Electricity
81
18
Conductors Of Electricity
87
19
Conductors Of Electricity
93
• Understand that electricity can only flow
through a closed circuit
• List out the effect of some variables on the
current in a circuit in the following cases:
- number of batteries arranged in series
- number of bulbs arranged in series and parallel
• Identify electrical conductors and insulators
• Recognize that good conductors of electricity
are generally good conductors of heat
CYCLES
Knowledge, Understanding, Application,
Skills and Processes
• Understand that the purpose of reproduction is
to ensure the continuity of the organism’s own
kind and that many characteristics are passed
on from parents to offspring
• Recognize the processes in the sexual
reproduction of flowering plants
- pollination
- fertilization
- seed dispersal
- germination
• Compare the different ways in which plants
reproduce
- seeds
- spores
• Recognize the processes of fertilization in
human sexual reproduction
• Recognize the similarities between the sexual
reproduction of flowering plants and humans
Worksheet
Topic
Page
20
Reproduction In Flowering Plants
99
21
Reproduction In Flowering Plants
103
22
Reproduction In Flowering Plants
107
23
Reproduction In Flowering Plants
111
24
Reproduction In Humans
115
25
Reproduction In Humans
119
26
Reproduction In Humans
123
27
Water And Changes Of State
127
• Recognize that water exists in three states that
are interchangeable
• Compare water in its three states and understand
how water changes from one state to another
- melting
- evaporation
- condensation
- freezing
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Knowledge, Understanding, Application,
Skills and Processes
Worksheet
Topic
Page
• Indicate the effect of heat loss or heat gain in
the following cases:
- when ice is heated
- when water is cooled
- when water is heated
- when steam is cooled
28
Water And Changes Of State
131
• List out the factors that affect the rate of
evaporation and provide explanation of
findings
- wind
- temperature
- area of exposed surface
29
Water And Changes Of State
137
30
The Water Cycle
141
31
Water – A Precious Resource
145
• Understand the terms melting point of ice (or
freezing point of water) and boiling point of
water
• Understand the roles of evaporation and
condensation in the water cycle
• Recognize the importance of the water cycle
• Recognize the importance of water in life
processes
• Detail the impact of water pollution on earth’s
water resources
ENERGY
Knowledge, Understanding, Application,
Skills and Processes
• Recognize that energy is needed to make
things work or move
Worksheet
Topic
Page
32
Forms And Uses Of Energy
149
33
Forms And Uses Of Energy
155
• Understand that food produced by plants
becomes the source of energy for animals and
man
34
Forms And Uses Of Energy
159
• Identify the differences in which plants and
animals obtain their food
35
Forms And Uses Of Energy
165
• Understand that water, light energy and carbon
dioxide are required for photosynthesis to take
place
36
Sources Of Energy
171
• State that living things need energy to carry
out life processes
• Recognize that the sun is our primary source
of heat and light energy
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Knowledge, Understanding, Application,
Skills and Processes
• Recognize that energy from most of our energy
resources is derived from the sun in some ways
Worksheet
Topic
Page
37
Sources Of Energy
175
38
Energy In Food
179
39
Energy In Food
185
• Investigate energy conversion from one form
to another and to interpret findings
• Recognize and give examples of
various forms of energy
- kinetic energy
- potential energy
- light energy
- electrical energy
- sound energy
- heat energy
INTERACTIONS
Knowledge, Understanding, Application,
Skills and Processes
• Identify a force as a push or a pull
Worksheet
Topic
Page
40
Forces
191
41
Forces
195
42
Types Of Forces
201
43
Types Of Forces
205
44
Types Of Forces
211
45
Types Of Forces
217
• Investigate the effect of friction on moving
objects and interpret the findings
46
Living Together
223
• Investigate the effects of forces on springs and
interpret the findings
47
Living Together
229
• Understand that objects have weight because
of the gravitational pull of the earth on them
48
Characteristics Of The
Environment
233
49
Characteristics Of The
Environment
239
50
Food Chains And Food Webs
245
• List out the effects of a force
- can move a stationary object
- can speed up, slow down or change the
direction
- can stop a moving object
- may change the shape of an object
• Recognize and provide examples of the
following types of forces
- magnetic force
- gravitational force
- elastic spring force
- frictional force
• Describe the characteristics of an environment
- temperature
- amount of light
- amount of rainfall
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Knowledge, Understanding, Application,
Skills and Processes
• Identify the factors that affect the survival of
an organism
- physical characteristics of the environment
- availability of food source
- presence of other types of organisms
Worksheet
Topic
Page
51
Food Chains And Food Webs
249
52
Food Chains And Food Webs
255
• Describe the effects on organisms when the
environment becomes unfavourable
53
Food Chains And Food Webs
259
• Trace the energy pathway from the sun
through the living organisms in a food chain or
food web
54
Adaptations For Survival
265
• Identify the roles of the various organisms in a
food chain or a food web
55
Adaptations For Survival
269
• State clearly the meaning of the terms
- organism
- population
- community
56
Adaptations For Survival
273
57
Adaptations For Survival
277
58
Man’s Impact On The
Environment
281
59
Man’s Impact On The
Environment
285
60
Man’s Impact On The
Environment
291
• Understand that different habitats support
different communities
• Recognize that adaptations can be structural
or behavioural and they serve to enhance the
survival of the organism
• Provide examples of the positive and negative
impacts of man on the environment
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NAME:
DATE:
CLASS:
MARKS
20
SYSTEMS
Worksheet 1
Topic: The Plant Transport System
For each of the following questions, choose the correct option and write its number
(1, 2, 3 or 4) in the brackets.
GUIDED ANSWERS
ANSWERS
1.
Which of the following statements about the function
of the xylem is correct?
(1) The xylem helps the plant to make food.
(2) The xylem keeps the plant upright.
(3) The xylem transports water and dissolved mineral
salts from the roots to the rest of the plant.
(4) The xylem transports food made by the leaves to
the rest of the plant.
(
)
2.
The diagram below shows how both A and B are
transported in a plant.
A
stems
A
roots
leaves
B
B
What could be represented by A and B?
A
B
(1)
water
mineral salts
(2)
starch
water
(3)
mineral salts
starch
(4)
mineral salts
water
(
1
Worksheet 1
© SAP Group Pte Ltd
)
1. (3)
The function of the xylem
is to transport water and
dissolved mineral salts from
the roots to all parts of the
plant. The leaves make
food for the plant during
photosynthesis. The stem
of the plant keeps it upright.
The phloem transports food
from the leaves to the rest
of the plant.
2. (2)
A represents starch made
by the leaves which is
transported by the phloem
tube in the stem from the
leaves to all parts of the
plant. B represents water
and mineral salts which are
absorbed by the roots and
transported to all parts of
the plant via the xylem tube
in the stem.
GUIDED ANSWERS
ANSWERS
3.
3. (3)
Part P represents the
xylem tube while Part Q
represents the phloem tube.
The xylem tube transports
both water and mineral
salts from the roots to all
parts of the plant while the
phloem tube carries food
made by the leaves to all
parts of the plant. There is
no transportation of gases
in plants. The exchange of
gases only takes place in
the leaves.
4. (2)
Leaves A and D can
continue making food as
they are still able to receive
water and mineral salts
transported by the xylem
(water-carrying tubes).
On the other hand, leaves
B and C are not able to
make any food as they do
not receive any water and
mineral salts, since both the
xylem and phloem (watercarrying and food-carrying
tubes) have been removed.
The diagram below shows a cross section of a stem.
Part Q
Part P
What substances are transported by parts P and Q
respectively?
4.
Part P
Part Q
(1)
food and oxygen
water only
(2)
mineral salts
only
food and carbon
dioxide
(3)
water and
mineral salts
food only
(4)
food only
water and
mineral salts
(
)
Diameters of different thickness are cut and removed
from the stem shown below.
C
B
Both water-carrying and foodcarrying tubes are removed.
D
Food-carrying
tube is removed.
A
Identify the leaves which are still able to make their
own food.
(1) A only
(2) A and D only
2
Worksheet 1
© SAP Group Pte Ltd
(3) B and C only
(4) None of them
(
)
5.
The diagram below shows how starch and water are
transported in a plant.
S
T
U
Starch:
Water:
flowers
Which one of the following shows the parts of the
plants correctly?
6.
S
T
U
(1)
stem
roots
leaves
(2)
stem
leaves
roots
(3)
leaves
roots
stem
(4)
leaves
stem
roots
(
Keith puts a plant with white flowers in a container
filled with blue liquid for a few hours. After a day, he
observes that the white flowers have turned slightly
blue. What has caused the flowers to change their
colours?
Which of the following is/are the correct function(s) of
the trunk of a rain tree?
A.
It transports water and mineral salts to all parts of
the plant.
B. It keeps the plant upright.
C. It twines round a support to help the plant reach
for more sunlight.
D. It transports food from the leaves to all parts of
the plant.
(1)
(2)
(3)
(4)
A only
A and B only
C and D only
A, B and D only
(
3
Worksheet 1
© SAP Group Pte Ltd
5. (4)
The roots (U) will take in
water and the stem (T)
will help to transport it to
all parts of the plant. The
leaves (S) will make food
and the stem (T) will carry
the food to all parts of the
plant.
)
(1) The pigment found in the leaves of the flowering
plant has turned the flowers blue.
(2) The roots of the flowering plant have taken in the
blue liquid and transported it to the flowers.
(3) The flowering plant has been affected by a fungal
disease.
(4) The roots absorb the blue liquid which is then
transported to the flowers by the stem.
(
)
7.
GUIDED ANSWERS
ANSWERS
)
6. (4)
The water-carrying tubes in
the stem transport the blue
liquid which is absorbed by
the roots and transported
to all parts of the plant,
including its flowers. It is
not the function of the roots
to transport the liquid to
the flowers directly. The
pigment found in the leaves
(chlorophyll) is only needed
to trap sunlight for the plant
to make food.
7. (4)
The functions of a tree
trunk like the rain tree are
to transport food made by
the leaves and, water and
mineral salts absorbed
by the roots to all parts of
the plant. Being a trunk,
it is able to keep the rain
tree upright. It does not
need to twine itself round a
support in order to get more
sunlight.
GUIDED ANSWERS
ANSWERS
8.
8. (2)
X is the xylem tube in the
stem which carries the
water from the roots to all
parts of the plant. Hence,
it will be stained red by the
coloured water.
The diagram below shows the cross-section of a stem
which had been placed in a beaker filled with redcoloured water for a day.
Y
W
Z
X
Which part, W, X, Y or Z of the stem, would be stained
red by the coloured water?
(1) W
(2) X
(3) Y
(4) Z
(
)
Study the experiment below carefully. Then answer
questions 9 and 10.
plant
layer of oil
(50 cm3)
water
(380 cm3)
Container A
9. (2)
The water level in Container
A decreased because the
roots of the plant had taken
in some of the water. The
water level in Container B
remained unchanged. The
layer of oil prevented the
evaporation of water.
10. (3)
Evaporation cannot take
place in either of the two
containers when a layer
of oil covers the surface of
the water. Therefore, any
decrease in the level of
water would be due to the
absorption of water by the
plant through its roots.
The same amount of water was poured into two identical
containers. Container B was set up as a control. Both
containers were left on the table near the window for two
days.
9.
What would most likely be observed after two days?
(1) The water level in Container A decreased but the
water level in Container B increased.
(2) The water level in Container A decreased but the
water level in Container B remained unchanged.
(3) The water levels in both containers decreased.
(4) The water level in Container A increased but the
water level in Container B decreased.
(
)
10. What was the possible reason for putting the layer of
oil in both containers?
(1) To prevent mosquitoes from laying eggs in the water
(2) To act as nutrients for the plant
(3) To prevent the water in both containers from
evaporating
(4) To prevent the water from mixing with the
surrounding air
(
)
4
Worksheet 1
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Container B