30 Questions

TimeAllowed: 45 Minutes
Mark your answerson{he AnswerSheetonly.

U s ea 2 8 o r B p e n c i l .
D o N OT usea bir o or pen.
R u bo u t a nym istakes completely.
Y o uma vusea calculator and a r uler .

O Education;rl Testing Centre200'i

TheUniversity r-rfNew [Link] PrabaSubramaniam
S Y D N E YA U S T R A L I A
[Link]
9837 A275
 PRACTICE QUESTIONS
Practice Question I

Leavescah be grouped by their shape.

\'\4rich lcaf is the odd one out?

(B) (c)

,tP,
V ilv
Practice Question 2

This picture showsthe skeleton of a human bociy.

\A/hichpart of this body has the longest bones?

(A) the arm

(B) the head
(C) the hand
(D) the leg

Practice Question 3

James placed soil, stones,coins and some pieces of plastic in ajar of water. Then he gave it
a good [Link] picture showswhat happened after it sertled.

KEY lVhich of the items floared?

C= coins (A) coins

i-i-;
,,'l solt (B) soil
(C) .'itones
O stones
(D) plastic
O plastic
-_- water

,)-
 THE PAPERBEGINS HERE.
by four students in a school
i. This graph shorvs h.w nlatly llit'ccs ,1'papcr rvere collected
pluvground.

* o 4
o o
,o-
X ^
Who collectedthe most Pleces
F a J
of paper?
z 'o-
?,
z (A) Jeff
(B) Lin
1 (C) Fatma
(D) Gina
U
Jeff Lin Fatma Gina
Students

amount of waterl
2. \A'hich glassobject shown r'r'ould be the best to measure an

(A) (B ) (c) (D)

r
L
t-
t-
rr
r

O
T
f,
t--
L
F
-T

o
This slug is moving along a ruler.

Approximately how long is the slug's body?

b i i , 4 r 6 +,8 e 10 11 72 13 14

-K F:' l
--rrY F

(A) 4 cm
(B) 9 cm
(C) 11cm
(D) 13 cm

q
J -

.i:,-"..-,ii.!
A
These pictures show how a surf wave looks [Link] moves tolvards the shore.
They are not in the correct order.
o R

To the sea shore

\Ahich of the following is the correct order?

(A) R, S, Q, P
(B) R, P, Q, S
( c ) P ,q , s , R
(D) P,S,qR

5. This picture showsthe parts of the human ear. One part of the ear is sholvn belotr'.

auditory canal
n"7*o" ". /
semicircttlar
canals

/ stirrup bone
\
, u , \ - \A4-richpart of the ear is shorvn?

\ nerve to (A)
the brain ear drum
(B) cochlea
\
/ \ \ (C) hammerbone
ear drum anvil bone cochlea (D) stirmp bone

6. The following graph shows the length of time taken for the four stagesin the iife of a butterfly.

caterpillar butterfly

o(') o1
0 2 4 6 10 12 I4 16 lB 2{) 22 24 26 28 30 J/ -/t 3b 38
Davs

Wrich is the shortest stage in the l i l ' c o l t h i s l r t r t t e r f l t ?

(A) egg
( B) caterpillar
(C) pupa
(D) btrtterfiy
-+
 Rocks are made up of one or ll()rc clill'ert:tit n r i n e r a l sT. h e b l o c k belon'cotttains three
d i { h ' r e n tm i t t e t ' a l s .

From wl-rich of' these large sectiotrsof rock n'asthe block cut?

(A) (B) (c) (D)

8. \A4renyou re6,cle \r,aste,)/ou must sort things into groups according to what they are made of'

Here is a drarvins of some of the things found in a recycling bin.

plastic

shopping
bags

Belorv are different ways of sorting these thil'rgs.

\Arhichmethod of sorting rt'ould group these items for recycling?

(A) large containers, small contaiuers, flat containers, round containers

(B) glas,scontainers, P?p.f bundles, met3l containers
p^[Link],
(C) i;g; containers, smali conrainers,papeq'bundles,metal containers
(D) plaitic containers, glasscontainers, fla-tbundleE round bundles

-5-
9.

ffi .nl
\ \
\ \ I
\ ! t r

Horv hearYis block B?

(A) 2 kg
(B) 5 kg
(C) 6 kg
(D) 8 kg

sal cockatoos and seagulls in the school

10. The table showsthe weather and when students
piayground during one week'

Weather Cockatoos Seagulls

Duy visit vlsrr
Hot Cold Windy Catm
Monday r' r' r'
Tuesday r' r' r'
\&'ednesday ( r' r'
Thursday /, r' r'
Friday r' r' r'

playgror-rndon a day that is

Cockatoosare most likelY to visit the school

(A) hot.
(B) cold.
(C) windY.
(D) calm.

-6-
l t . Jarrethad cabbaec,lcttuc:c::rnclspir-r;rch
gr()wingin her qarden.

She rvantecl,tokrrow which vcqcL:rble

snailsliked to eat most.

S l r t 'c h e c k e d{ o r r r ' p l a r r rosl cach type daily at 5 prn and recordecl tl're number of srrailssl-re
Ibund on [Link] then t-entovedthesesnailsand watered her plants.

Here are her restrlLs.

Number of snails found

Cabbage plants [Link] plants Spinach plants
Day one I+fl r,. I+il II WTl
Day two l,l+1 I++T II iIII
Day three III L{II II II

FromJanet's results,which r/egetabledid the snailsseem to like most and what might
explain why she found fewer snails each day?

Vegetable fanet's action

(A) spinach waterins the plants
(B) lettuce removing the snails
(c) lettuce watering the plants
(D) spinach removing the snails

12. This flowchart showsa wa,vof describing sounds.

LOUD

I
SIREN GI-{SS THUNDER HUM
CLINK

\A'hich of the following describesa 'hum,?

(A) high and loud

(B) high and soft
(C) lorv and loud
(D) low and soft
 information below'
For questions 13 and 14 use the
heat up and cool down'
out how quicklv water and sand
Sonya and DannY wanted to find

of heat. The light globe on for six mintltes and

'vvas
They used a light globe as a soLrrce
then tttrned off.

l The resultsare in tl're table belolv.

@ Time
minutes)
0
2
T"*p"ruture
Water
20
22
('C)
Sand
20
c)^

thermometer
24 28
!
6 26 32
8 25 29
r0 q l
LA 26

of the sancl after 6 minr-rtesi,

13. What was the rise in the temperature

(A) 12"c
(B) 20"c
(c) 26"c
(D) 32"c
conchrde frotn this experiment?
14. W-l-ratcould Son,vaand Dannv
clolvu more qtrickh sand'
(A) \A'aterheats up more quickl-vand cools -than
-or. quickly and cools clorvn more slolvlv thar-rsand'
(B) Water heats Lrp
quickly than sand'"
(c) Water heats up more siowly'and cools dorvn more
dorvn rnore slowly than sand'
( D ) Water heats up more slowlyand cools

to winds accorcling to their speeds'

15. This table showsthe names given
Wind sPeed
Wind class (km/h)
calm 0
light air 1to6
light breeze 7to12
gentle breeze
1 0
I J ?0
to
-modera[e
breeze 21 ro 30
fresh breeze 31 to 40
strong breeze 4 i to 5 : '

to fresh breeze'
A boat was sailing ln 21m o c l e r z r t e
t h c b r ) l t t w A Ss a i l i n g :
hzrve beet-t t h e l o w e s t a n c l h i s h e s t r v i n d s p e e c l sl v h e r e
What wotrld

Lowest wind sPeed (k*/D Highest@

 For questions l6 and I7 use the information below.

These photoerapltssit'e inlirrnratiorrabout birds ancl tlle rr,alther,fl1,.

\A/inesp:inis tl-redist:urcefiom u'inqrip to winetip.

Albatross:
. winespan = 340 cm, long and narrou,
o rvings flap rareiv
. glides lorv ol'er \\'ater
o feeds from the ocean surface
r d o e sn o t h o v e r

Eagle:
. wingspan = 230 cm, long and I'ide
o lt'ings flap slortlv
. soarshigh in the sky
o feeds on small animals
r hovers

Swift:
. wingspan= 45 cm, short and narrott
. wings flap quicklv
o changesdirection quickly
o feeds on [Link] insects
r does not l-lover

Hummingbird:
o rvingspan= 13 cm, short ancl wide
o wings flap quickly
r changesdirection quickly
o feeds on nectar from flowers
o hot'ers

1 6 . A bird u-ill be able to change direction quicklv if it has u,ings thar are

(A) long.
(B) short.
(C) n'ic1e.
(D) nat'ro\\..

1 7 . \44ren a bircl is flr'ing lessthan half a l-ir-rgspanabor,ethe ground or u,ater,the rvingsget extra lift
r,r,hichis knon,n as "lround effect".

\A/hichbird is most likelv ro be able to use ground effect rvhen flying?

(A) an albatross
(B) an eagle
(C) a suift
(D) a hummingbird
18:. Some students saw a teacher put a plastic bag over some
leaveson a plant on a sunny day. One day laler, the-vsarv
drops of water on the inside of the plastic bag. water drops
on inside of bag
The teacher explained that the water had come from
the leavesof the plant.
bag sealed

The str,rdentsthought this method rnight also l-ork to find out if soil has water l n r t .

They set up the pots belor,vand put them in a snnnv place.

Pot X PotY

' ) i
I
, \
soil plastic bags a --,---------\ emptv pot

bags sealed

Their method of testing for water in soil worked sttccessfullr'.

\Arhatmust the students have observed in the experiment?

(A) Water formed on the inside of the plastic bag over pot X only.
(B) Water formed on the inside of the plastic bag over pot Y only
(C) Water formed on the inside of both plastic bags.
(D) Water formed on the inside of neither plastic bag.

19. Joe had a firecracker. He cLlt the lvick at X as shol-n in the ciiasranr

The firecracker exploded 6 seconds after it rvas lit it S.

qP How manv seconds wottld it have tzrken

^ to explocle if Jod l-raclnot cr-rtthe r'vick
Wick
i i r r r r clii t i r l t t h e c n d ?
-
t r ( A ) 3
I t e l 6
Firecracker (Ct) g
(D) l:

l0
 20 O e o r - q c ' r l a r r t t ' ct o
l k r r o r r '1 i t t ,t r r : r s so l all cgg. He sct up
LItisexlterintent.

\{rhat,n'a.s
the masso{ the ec-s?

(A) [i grarns
(B) 10 erarns
(C) 60 grams
(D) 70 srarns

For questions 2l and 22 use the graph below.

The ciistallcc a c2i1-travelsbefore the clriver reacts ancl

' l l r i r r k i r r gj s l r r r r t trses the brakes is called tire clri'er.s
d c'.
Tire distance a car-tra'eis rr,rrileit slor's to a halt is callecl
the car's 'brakins dislance'.
Therefore, the ror:[Link] distanceof a car is the sum
of the the driver's thinkine disrance
plus tl're the car's brakine clistance.

The grapl-r sllows tl-restopping distarce of a car in an

emergenc\,.

120
a KEY
: lll{)
I Brakingclistance
E
t
80 W Thinking disrar-rce

! o o
,2
1',

5f" 40
E .

c-
+ ? o I

a
i) ffi
50 60 80 110

C.:rrspeed(km/h)
21. \A'hatis the br-akineclistance
for this car travelling ar B0 km/l-r?

(A) ?5 uretres
(B) 35 r-netres
(C) 50 merres
(D) 60 metres

22. \,\Ihen rhe driver stops rhis car in an elnergenc,vfrom

speeds of 110 krn/h or more

(A) the thinking distanceis equal to rhe brakins disrance.

(B) the tl-rinkingdistance is greater than the braking [Link].
(C) the thinking disranceis smaller rhan the braking distance.
(D) the thinking distancekeeps gerring greater but tl-re
breakins distance does not.

11
23. Hot air risesand cool air moves in to take its place, creating a breeze.
The land heats more quickly than the sea during the da,r'.It cools more quickly than
the sea at niqht.

Below are diagrams that show breezes at different times of the day.
P A
KEY
direction of
air florv

ffi hot air

I cold air

\Vhich two diagrams correctly show the air flow caused bv the heating and cooiing
of the land?

(A) P and R
(B) P and S
(C) Q and R
(D) Q and S

24. A bassguitar has four strings.A sound is made by plucking a string to make it vibrate.

A thicker string makes a lower sound than a thinner string and a shorter string makes a higher
sound than a longer string, if they are all equalll' tight.

A boy tested four strings in tnrn to find out what sound each one made. He placed his finger or
each string to make it shorter and then plucked it as [Link] strings \\'ere equallv tight.

lVhich string gave the highest sound?

_Pluck here_

L2
2i'>. "iiorne sttbstancttshavc elec'Lx)nsLhat are ii tlc to l'nove liotn otle atom t() the nexl.

Substanceswith electrons Substances with electrons

that ARE free to move that ARE NOT free to move
collpef plastic
silver nrbber
m()ve.
Sgbstanceslet clectricitv pirss Lhrolrgh them if they coutain electrons that are free to

In a1 electric circuit, electror-rslrlove fiom the ltegative er-rdof the batterl' to the positive
end of'the battery.
KEY
The ciiagrams show fottr eiectric circuits r,r'ithelectrons moving
directior-rof
in thern.
electron flow
+ positive terminal,
\Alriclr diaglatn is cot't'ect.- negatrvetermlnal

(A) (B)

T - + -

. - # r l r,,-=-,o--e--' rubber \ d d - 4 /

copper . + 4r s:!.
plastlc :.'6' @: c€ / silrrer

26. Farmers sprav their grain crops rvith poisons to kill insects.

The diagranl of'a foocl chain shorvsv,hat happens to the poison u'hen birds that eat the
grain are eaten by other bircls that eat meat'

\Alhathappens is knor't'uas "bio-atlplification".

KEY
a
--,-----'> Means "eaten b\"'
L
U
I ffi Level of poison
4

fs
EE
L
'
L'i'l
*6
a* Gra in-eating bircis Meat-eatingbird

level
The diagram shorvshou,bio-amplification [Link] a poison passesalong a food chain, its
inside animals

(A) increasesbecauseeach animal eats its food in bigger pieces.

(B) ilcreases becauseeach animal [Link] poison already at a higher level'
(C) decreasesbecausethe animals get bigger as you mo\ie along the food chain'
(D) decreasesbecausethere are fel,er meat-eatinganimals than grain-eating animals.
1 0
- I J -
27. Sugar dissolvesin water.
yoJ can dissolve more sugar in a large amount of water than in a small amolrnt'
You can diSsolvemore sugar in hot water than in cold rvater'

below to see holv much sllgar could be dissolvedin r'vater'

Joe set Lrp the experiment
Y and Z are the same [Link] Y holds fivice as much
]u^ W urra X are the same [Link]
a s J a rX .
jar' one spoonfui
The jars were all filled to the top with [Link] aclded sugar to each
no more sligar
at a time. He stirred until all the sugar had dissolvedand stopped when
would dissoivein each iar.

2 spoons dissolved 1 spoon dissolved 2 spoonsdissolved 3 spoons dissolved

lVhich jar contained the hottest water?

( C ) J a rY (D) Jar Z
(A) Jar !V (B) Jar X

be the stronger r'vhenused as a bridge

of these Shapesrvor-rlcl
Janet wanted to fincl out which
suPport.

strong cardboard' Tiren she used them as sllpports under

Janet made the shapesfrom
way.
itrorrg plank. She placed weights on the plank rurtil a support gave

tvVhichexperiment set olrt below would be the best test?

(A) ( B)

(c) (D)

-14
 sp(x)rls
29. I{orr placed eqtral alllotll-}[Link]{'n'ater irrto tu'o [Link]. Hc' stirrc'd firyolargc'
of'white stlsar into each can trrltil it had dissolved.

()ll a slove
He tl-renlefi or-recan in sunliqltt until no \\':tlcr tvas lc'{t. He hcated tlre otlter call
rrntil no \^Iatern'as left.

He thouqht th:rt su{rarrvotrlclbe' lc{'f in both cans; trttt there \{ASa diff'ererlcc:

. white crvstals hacl {orntc:d irr the call that l'l'asleft ir-rsunlight;
. brown toffec l'rad forrncd in tl-rec:rtr lreated otl thc stove.
stick_-v

\Arhat could have led to the difT'erer-rce?

(A) puttil-tg \\'ater into differetlt sizr:d catls

(B) using different allrotlrlts of \\'ater
(C) using differer-rt wa\/s to I'reat the \\'ater
(D) stirring the urater iu otre cau llttt t-tot itr tl-re other

30. Some studentswanted to rneasurehort'mttch air their lungs could hold.

They fillecl a bottle u,irh water and placed it as shor,r'nin the diasrarn.
air as he could, througl-rthe tube into the bottle'
Jason took a cleepbreath and blerv as much
he
\\4ren he hacl finishecl blowing he put a licl on the bottle rvhile it rvasunder water so that
could turtt it the right way up n'ithout spilling zil)r t4i21st'
ruler
I
I
I
,t. ,.. ,. t--'
Jasor-r .

[Link]
:
j'g
water

0
O o
water oRoo

Oo
o
o

To find out ho\t'much air was in his lungs, l-re should

(A) use the ruler to measure the height of the water left in the bottle.
(B) rrse the ruler to measurc the height of the air above the water.
(C) use rhe jug to measure how much \\'ater is needed to filI the bottle again.
(D) use the jug to measure how much water is left in the bottle.

-15
Acknowledgements

The Educational Testing Centre gratefully acknowledges the sources

listed below for permission to reproduce or adapt illustrations.
Every effort has been made to obtain permission tq,use copyright
materials;' the Cenpre:trusts
.::
that their apologies wil!,be. accepted for
.'.rl'..
any effofs Of Om6,S19nS. :,,.,,
,,.,

SOURCES

Pages3,g,I3 adapted from TheDorti,ngKind,erslqNatureEncyclopedia,

Copyright O 1998 Dorling Kindersley Limited, London.

Pages4,13 ofnScience,
adapted from Kingfishn VisualEncyclopedi'a
Copytght O 1995 Larousse plc, London.

Page 4 adapted from Primary Inuestigations4 - Tbacher

Book, Copyright O 1994 Australian Academv of
Rzsource
Science.

Page 12 adapted from Brenda Walpole,AIR (Fun with Science),

Copyright O 1987 Grisewood and Dempsey Ltd, London.

P0t 0?1gASCI1.+