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Cracking the PSLE Science Examination: Trends, Insights and Strategies for Success
As parents, we recognise the significance of the Primary School Leaving Examination (PSLE) and its influence
on our children’s academic journey. Science, in particular, is a subject that often demands targeted preparation.
This article offers valuable insights from past PSLE Science exam papers, from 2017 to 2023. By familiarising
yourself with the exam structure, question trends, and essential topics, you can effectively guide your child in
their preparation.
Note that there have been some slight changes to the PSLE Science syllabus from 2023. The most significant
change being the removal of the topic of Cells in the Systems theme. P6 students taking PSLE in the year 2025
are still tested on the Cells topic. The scientific knowledge of the cell parts and their functions are not tested for
P6 students in the Year 2026.
Despite the changes, this article is still useful even for P6 students affected by the 2023 change.
TRENDS
Based on our in-house analysis of the past 7 papers (2017 to 2023), we have identified the topics which have
the greatest weightage of marks. Hence, it is of absolute importance that your child masters the concepts from
these topics to do well.
The number in each cell represents the total number of marks allocated for the main topic. Rows highlighted in
yellow indicate that the topics have been consistently heavily tested, from 2017 to 2023.
In summary, the most heavily tested topics are:
– Reproduction in Plants and Animals
– Changes in States and the Water Cycle
– Heat Energy
– Electrical Systems and Using Electricity
– Forces
– Ecosystems, Food Chains and Food Web
– Scientific Inquiry Skills (Conducting Experiments)
INSIGHTS AND STRATEGIES
Based on the list above, we will identify the concepts that are often tested for each of the main topic. Then we
will study some past PSLE questions from which we can learn some tips and apply answering techniques.
Reproduction in Plants and Animals
Concepts that are often tested include:
– Parts of a flower and their respective functions
– Infer the method of pollination by observable characteristics of the flower
– Process and conditions of pollination, fertilisation and germination and in plants
– Identify methods of seeds (or fruits) dispersal
Study Question: PSLE Science/2018/Q11
Answer: (3)
Explanation: It is given that the reproductive parts are hidden within (and not exposed to wind). This feature
enables insects to brush against the anthers and stigmas more easily as they move into the flowers to collect
nectar. In addition it is also given that the flower has a strong smell, which is likely an adaptation to attract
insects.
Also, observe that the maturing periods of the male and female parts of the same flower are different. This
would make pollination with only one flower unlikely since the female part of the flower mature before the male
part of the same flower.
Tips and Strategies: Students must recognise the distinct characteristics of flowers that are pollinated by wind
and insects. Flowers that are pollinated by wind would usually have their anthers and stigmas exposed to the
surroundings and not hidden. When exposed, the pollen grains from the anthers can be carried away by the
wind more easily while the stigmas can receive pollen grains floating in the air more easily as well.
Read these notes for a better understanding of the concepts
>> [Link]
Please take note of the various flower parts and their functions. Do understand how the pollination and
fertilisation takes place.
Changes in States and the Water Cycle
Concepts that are often tested include:
– Comparing properties of matter in the three main states
– Processes of melting, evaporation, boiling, freezing and condensation
– Factors that affect the rate of melting, evaporation, boiling, freezing and condensation
Study Question: PSLE Science/2021/Q35
Answer: As Fook Choy exhaled, warm exhaled air containing water vapour escaped from the openings near the
spectacles. As warmer water vapour came into contact with the cooler surface of the lens, it lost heat to the
lens and condensed into water droplets on the surface of the lens, causing the lens to become fogged.
Explanation: In an air−conditioned room, the lens will be at a lower temperature than exhaled air (which
contains water vapour). Upon contact with the lens, warmer water vapour will lose heat to the lens and
condensation occurs. Condensation is the process by which a gas loses heat and changes to the liquid state.
Tips and Strategies: The explanation for condensation is a common exam question that is tested repeatedly
every year. Students must memorise key phrases such as: warmer water vapour loses heat to the cooler
surface. It is vital that students specify the direction of heat transfer.
Read these notes for a better understanding of the condensation process
>> [Link]
Take note of the details when explaining the condensation process.
Heat Energy
Concepts that are often tested include:
– Understanding of how heat flows
– Factors that affect the rate of heat transfer (including good and poor conductors of heat)
– Expansion and contraction of matter, as a result of heat gain or loss
Study Question: PSLE Science/2018/Q31(b)
Answer: Air is a poor conductor of heat. On a cold day, the air will conduct heat from the warmer interior of the
greenhouse to the cooler exterior surroundings at a slower rate. This enables the interior to retain more heat
and keep the plants warm.
Explanation: On a cold day, the interior of the greenhouse is warmer than the cooler exterior surroundings. Heat
from the interior of the greenhouse will move to the cooler exterior surroundings. Air being a poor conductor of
heat will help slow down the heat loss.
Tips and Strategies: Students need to identify air as a poor conductor of heat since the question requires
students to refer to a specific property of air. And with all heat transfer explanations, students must also state
clearly the direction of heat flow.
Electrical Systems and Using Electricity
Concepts that are often tested include:
– Understand how electric current flows in a closed circuit
– Drawing of circuit diagrams
– Identifying electrical conductors and insulators in an electrical system
– Effect of number and arrangement of bulbs in an electrical system
– Effect of the number of batteries (in series) in an electrical system
Read these notes for a better understanding of the series and parallel circuits.
>> [Link]
Answer: The wheels on the wagon reduced the opposing frictional force between the mass and tracks.
Explanation: Wheels can reduce the amount of frictional force between two sliding surfaces.
Tips and Strategies: While students are aware that the presence of wheels can reduce frictional force, they
often do not specify where the frictional force is located. This will lead to deduction of marks.
Answer: The train did not move against gravitational force when it moved from A to B. As the train moved up
the slope, it moved against the pull of gravitational force and so its speed would decrease.
Explanation: Moving upwards is to move against the pull of gravitational force. In this case, more force is
required to move upwards than to move forward.
Tips and Strategies: Note that students need to explain why there was a change in speed. Hence some form of
comparison is required for a before−and−after situation. This question can be answered in terms of forces or
energy. When answering in terms of forces, students will need to compare the direction of movement – along
AB and up the slope. When answering in terms of energy, students should apply the concept of energy
conversion. The answer would be as follows: As the train moves upwards, kinetic energy in the train is
converted to (gravitational) potential energy. With less kinetic energy in the train, the speed of the train
decreases. The answer must explain how energy conversion led to a decrease in speed.
Read these notes to find out the common mistakes on forces concepts.
>> [Link]
Read these notes to identify the differences between the gravitational force and potential energy.
>> [Link]
Ecosystems, Food Chains and Food Web
Concepts that are often tested include:
– Factors that affect the survival of living things (including light, air, water, temperature, availability of food etc)
– Types of relationships between organisms in an ecosystem
Read these notes to understand the food web and explain changes in the population size of animals clearly.
>> [Link]
Scientific Inquiry Skills
Concepts that are often tested include:
– Aim
– Identification and effects of variables in an experiment
– Drawing of conclusion and identification of relationships based on results
Study Question: PSLE Science/2023/Q31
Answer: The different lakes.
Explanation: In an experiment, there will only be one changed variable. The disc was used in different lakes
hence the different lakes would be the changed variable.
Tips and Strategies: Students may be overwhelmed by the amount of information presented in the context.
Students may also get confused with changed and measured variables. Some guiding questions include:
– In the second and third experiment, what has changed?
– What is being measured for each experiment?
Answer: Three measurements were taken for each lake.
Explanation: In an experiment, human errors are frequent. By taking three measurements for each lake, the
measurements can be compared to assess the likelihood of errors. For example, if the first measurement
differs greatly from the second and third measurements, then it is likely that the first measurement was
recorded wrongly, or something may be done wrongly in the process of obtaining the first measurement.
Tips and Strategies: Students must know that experiments should be repeated at least twice (or carried out
three times) to ensure reliability of results. In addition, the availability of multiple measurements allows the
average measurement to be taken, which enhances the reliability of the results even further.
Answer: Lake S. The disc used for Lake S was submerged to the greatest depth before it could not be seen.
Lake S would have the least amount of dirt and allowed the greatest amount of light to pass through.
Explanation: It is given that dirt pollutes the lakes. The more polluted the lake is, the less light it will allow to
pass through.
Tips and Strategies: Students need to compare the results and then interpret the results. Students would
generally be able to state that the disc was able to be submerged in lake S to the greatest depth before it
cannot be seen but students would often fail to interpret fully what the results mean using science concepts.
The concept being tested here would be that polluted water allows less light to pass through. Merely pointing
out given facts from the given table is not the same as explaining. In addition, many students also struggle with
using comparative language, using words such as greatest or least.
Note that the context of the experiment may not necessarily be familiar to students but students are still
expected to state the components such as aim, variables and conclusions when asked.
For instance, a question on the effect of malaria on mosquito bites was tested in the 2020 paper. See below:
−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−
−−−−−−−
PSLE Science/2020/Q32(b)
−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−
−−−−−−−-
While students are not explicitly taught the concept of malaria and likelihood of mosquito bites, students are
still expected to write out a possible hypothesis based on the contextual information.
Tips and Strategies to do well for this component:
− Understand the steps and components in scientific inquiry. For example, students often
confuse experimental aim with hypothesis.
− Understand the differences between fixed, changed and measured variables, and learn to infer what those
variables are based on the given context in the question.
− Being able to write out cause−and−effect relationships accurately. Some students may write their answers
such that the cause and effect are reversed, which is wrong. For example: As the number of oxygen bubbles
increases, the distance between the lamp and the water plant decreases.
Common Errors and How to Avoid Them
Misreading Questions: Many students fail to identify key details in the question.
Solution: Underline important terms and reread the question to confirm your understanding.
Inadequate Explanation: Answers often lack keywords or phrases. For example, the answer “Water in the cup
gains heat and evaporates” can be improved when you include more information. A better and more complete
answer would be “Water in the cup gains heat from the surroundings and evaporates into water vapour”.
Solution: Memorise essential terms, keywords and key phrases for each topic and use them accurately in
answers.
Messy Diagrams: Incomplete or unclear diagrams can result in lost marks.
Solution: Always draw diagrams with a pencil (and ruler where necessary) and label all parts clearly.