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Grade 5 Natural Science and technology Question Paper for term 2
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GRADE 5 NATURAL SCIENCE & TECHNOLOGY
TERM 2 QUESTION PAPER
Time: 2 hours Total marks: 100
Name: ___________________________ Class: _______ Date: ___________
INSTRUCTIONS
- Read all the questions carefully.
- Answer all questions.
- Write neatly and show working where needed.
- Number your answers exactly as the questions are numbered.
SECTION A: MULTIPLE CHOICE (15 marks)
Choose the correct answer and write only the letter (A, B, C or D) next to the question number. Each question is 1 mark.
1. Which of the following is NOT a state of matter?
A. Solid
B. Liquid
C. Gas
D. Light
2. Which device converts electrical energy into light energy?
A. Motor
B. Bulb
C. Buzzer
D. Magnet
3. A food chain shows:
A. How plants make food
B. The transfer of energy from one organism to another
C. The planets in the solar system
D. Different types of rocks
4. Which of the following is a renewable resource?
A. Coal
B. Oil
C. Sunlight
D. Natural gas
5. When salt is mixed with water and completely disappears, the salt is:
A. A mixture
B. A solution
C. A magnet
D. A conductor
6. Which simple machine makes lifting a heavy object easier by reducing the effort distance?
A. Lever
B. Screws
C. Wedge
D. None of the above
7. Which action is a force?
A. Evaporation
B. Pushing a door
C. Melting ice
D. Photosynthesis
8. Which metal is strongly attracted to a magnet?
A. Aluminium
B. Copper
C. Iron
D. Plastic
9. Which of the following is an example of a living thing responding to a stimulus?
A. A rock breaking
B. A plant bending toward sunlight
C. Water evaporating
D. A match burning
10. Which statement is true about conductors and insulators?
A. Plastic is a good conductor of electricity.
B. Metal is a good conductor of electricity.
C. Wood is a good conductor of electricity.
D. Rubber is a good conductor of electricity.
11. Which method separates sand from water quickly?
A. Evaporation
B. Filtration (using a sieve or filter)
C. Distillation
D. Magnetism
12. The long life cycle stages of a butterfly in correct order are:
A. Egg → Larva (caterpillar) → Pupa (chrysalis) → Adult
B. Egg → Pupa → Larva → Adult
C. Larva → Egg → Pupa → Adult
D. Adult → Egg → Larva → Pupa
13. The force that pulls objects toward the centre of the Earth is called:
A. Friction
B. Magnetism
C. Gravity
D. Electricity
14. Which one is an advantage of recycling paper?
A. Use more trees
B. Save trees and reduce waste
C. Increase landfill
D. Use more water
15. Which planet is known as the Red Planet?
A. Mercury
B. Venus
C. Earth
D. Mars
SECTION B: SHORT ANSWER QUESTIONS (25 marks)
Answer briefly. Show diagrams where asked. Marks are indicated.
1. Define the term "solution." (2)
2. Give two examples of non-living things in a habitat. (2)
3. Name two effects of friction. (2)
4. Write two ways to separate a mixture of rice and sand. (2)
5. What are the two ends of a magnet called? (1)
6. Draw and label a simple series circuit with: one battery, one bulb, one switch (label components). (4)
7. Name one conductor and one insulator of electricity. (2)
8. What is the main source of energy for most food chains? (1)
9. State one difference between a plant cell and an animal cell (basic, not microscopic detail). (2)
10. Give one safety rule when working with electricity in class. (1)
11. What do we call the change of state when a liquid becomes a gas? (1)
12. Give an example of a push and an example of a pull. (3)
SECTION C: STRUCTURED / LONGER QUESTIONS (40 marks)
Answer all parts. Show diagrams and workings where requested.
1. (Life cycles and habitats) (10 marks)
a. Draw the life cycle of a frog and label each stage. (4)
b. Explain why tadpoles and adult frogs live in different parts of the habitat (2)
c. Name two ways humans can help protect frog habitats. (2)
d. Explain what would happen to the insect population if all frogs in a pond died out (2)
2. (Materials and their properties) (10 marks)
a. A teacher gives you three objects: a wooden spoon, a metal spoon and a plastic spoon. For each spoon, say whether it is likely to be:
- flexible or not flexible
- a good conductor of heat or not
(Give answers in a table or list.) (4)
b. Explain why some materials are chosen for making cooking pots. Give two reasons. (2)
c. Describe an experiment to show that oil and water do not mix (you are not required to do it, just describe steps and what you would observe). (4)
3. (Electricity and circuits) (10 marks)
a. Explain three differences between an open circuit and a closed circuit. (3)
b. Draw a diagram of a simple circuit to show two bulbs connected in parallel to a battery. Label the battery, bulbs, and wires. (4)
c. Why would a bulb still glow if one bulb in a parallel circuit is removed? (3)
4. (Forces, simple machines and energy) (10 marks)
a. Define the terms "push" and "pull" and give one example of each. (2)
b. Name three types of simple machines and give an example of each used at home or school. (3)
c. Explain how a ramp (inclined plane) helps when moving a heavy box into a truck. (3)
d. Give one example of energy changing form (for example, electrical to light) and name the device that makes this change. (2)
SECTION D: PRACTICAL / DATA HANDLING / DRAWING (20 marks)
1. (10 marks) You are given sugar, water and a stirring spoon.
a. Design a fair test to find out whether warm water or cold water dissolves sugar faster. Include:
- What you will change (variable) (1)
- What you will keep the same (3)
- How you will measure your results (2)
- What you expect to see (hypothesis) (2)
- One safety point (1)
- How you will present the results (1)
2. (10 marks) Study the picture below and answer the questions. (The teacher will show or draw the picture described; if you are writing at home, draw a simple version.)
Picture description to be shown/drawn by teacher: A boy uses a bar magnet near small nails and paperclips lying on a table. Some nails are on the left, some paperclips on the right. There is also a coin on the table.
a. Predict which objects will be picked up by the magnet and explain why. (3)
b. If two magnets are placed close together and their north poles face each other, what will happen? (1)
c. Explain one useful use of magnets in the home. (2)
d. The student notices the magnet picks up a paperclip but a plastic toy stays on the table. Explain why. (2)
e. Name one safety rule when using magnets. (2)
-----------------------------
END OF QUESTION PAPER
ANSWER KEY and MARKING GUIDELINES
SECTION A (15)
1 D, 2 B, 3 B, 4 C, 5 B, 6 A, 7 B, 8 C, 9 B, 10 B, 11 B, 12 A, 13 C, 14 B, 15 D
(Each 1 mark)
SECTION B (25)
1. Solution: a mixture where a substance (solute) dissolves in a liquid (solvent) so it looks the same throughout. (2)
2. Examples: rocks, water, soil, air, fallen logs (any two). (2; 1 each)
3. Effects of friction: slows things down, causes heat, wears surfaces away. (2; 1 each)
4. Separate rice and sand: use a sieve/screen, blow away lighter rice/husk (or hand picking), add water to float rice? Best: sieving/screening and using water if densities differ. (2)
5. Ends: north and south poles. (1)
6. Series circuit drawing: battery (cells) → wires → bulb → switch in series; labels (4)
Mark: correct symbols and labels (4); minor drawing errors deduct accordingly.
7. Conductor: copper/iron/steel; Insulator: plastic/rubber/wood/glass. (2)
8. Main source of energy for most food chains: the Sun. (1)
9. Difference: plants make their own food (photosynthesis) and have chlorophyll/green leaves; animals do not make food and move (or plants have roots, etc.). (2)
10. Safety: Do not touch wires with wet hands; switch off before connecting; use low voltage batteries only, etc. (1)
11. Liquid to gas: evaporation. (1)
12. Push example: pushing a swing, pulling example: opening a drawer (3; 1.5 each)
SECTION C (40)
1. Life cycles (10)
a. Frog life cycle: egg → tadpole (larva) → tadpole with legs/juvenile → adult frog. (4 marks: 1 per correctly named/drawn stage and arrows)
b. Tadpoles live in water and breathe with gills; adult frogs breathe air and may live on land and water, different food needs. (2)
c. Help: protect wetlands, avoid pollution, plant native plants, prevent draining of ponds. (2; 1 each)
d. If frogs die out, insect population (e.g., mosquitoes) may increase, affecting balance and possibly spreading disease; predators that eat frogs lose food. (2)
2. Materials (10)
a. Wooden spoon: not flexible (stiff), not a good conductor of heat (or poor conductor compared to metal) — note: wood is poor conductor so it stays cooler.
Metal spoon: not flexible (usually stiff) or slightly flexible depending; good conductor of heat.
Plastic spoon: flexible (often), poor conductor of heat. (4; 1.25 per item for two properties)
b. Cooking pots chosen because: good conductors of heat (even heating), strong and hard-wearing, safe at high temperatures, does not react with food (two reasons = 2 marks)
c. Experiment oil + water:
- Put water in a clear glass, add oil on top, stir gently.
- Observe that oil floats and forms a separate layer; droplets of oil will not mix; you may add food colouring to water to show separation.
- Explain: oil is less dense and immiscible with water; they form two layers. (4 marks: 2 for steps, 2 for expected observation/explanation)
3. Electricity (10)
a. Differences open vs closed:
- Closed: current flows; bulb lights. Open: circuit broken; current stops; bulb off. (3 marks; 1 each)
b. Diagram of parallel: battery with two separate branches each containing a bulb; both bulbs connected across the battery. (4 marks: correct drawing and labels)
c. In parallel each bulb has its own path to the battery; removing one bulb does not break the other bulb’s path so the other stays lit. (3)
4. Forces & machines (10)
a. Push: a force that moves something away (e.g., pushing a trolley); Pull: a force that brings something closer (e.g., pulling a rope). (2)
b. Three simple machines and examples:
- Lever: seesaw or crowbar
- Inclined plane (ramp): ramp into a truck
- Pulley: flagpole or clothesline pulley
(3; 1 mark each)
c. Ramp makes the distance longer but reduces the force needed — pushing up a ramp requires less effort than lifting directly. (3)
d. Example of energy change: electrical → light in a bulb; electrical → mechanical in a motor; chemical → heat in burning wood, etc. (2)
SECTION D (20)
1. Dissolving sugar experiment (10)
- Variable (change): water temperature (hot/warm/cold). (1)
- Kept the same: amount of sugar, amount of water, same stirring method or time per trial, same container, same size of sugar crystals. (3)
- How to measure: time how long it takes for a measured spoon of sugar to disappear or measure mass of undissolved sugar after set time or note when solution becomes clear. (2)
- Expected: sugar dissolves faster in warm/hot water than in cold water. (2)
- Safety: use caution with hot water; ask teacher or use adult help; do not touch hot containers. (1)
- Present results: table with columns (temperature, trial, time to dissolve), or a bar graph showing time vs temperature. (1)
2. Magnets picture (10)
a. Objects picked up: nails and paperclips (because they are made of iron/steel which are magnetic); coin (depends on coin material—most coins are not magnetic) so likely not picked up. Explain: magnets attract magnetic (ferrous) materials. (3)
b. Two north poles facing: they repel (push apart). (1)
c. Use of magnets at home: fridge magnets to hold notes; magnetic closures on bags; speakers, electric motors. (2)
d. Paperclip picked up; plastic not picked up because paperclip contains iron/steel which is magnetic; plastic is not magnetic. (2)
e. Safety rule: keep magnets away from electronic devices and medical devices (pacemakers), do not swallow small magnets, keep magnets away from credit cards, handle strong magnets with care to avoid fingers getting pinched. (2)
MARK ALLOCATION SUMMARY
Section A: 15
Section B: 25
Section C: 40
Section D: 20
Total: 100
Teacher notes / adjustments
- Diagrams can be simplified depending on class ability.
- Modify difficulty or number of marks if your syllabus requires specific content for Term 2.
- For practical tasks, teacher may allow short class demonstration if materials are limited.
- Time suggested: 2 hours; you may allow extra time for students who require it.
Would you like this paper adapted to a specific curriculum (for example CAPS, NGSS, or another country's syllabus) or converted into a printable PDF with space for student answers?
TERM 2 QUESTION PAPER
Time: 2 hours Total marks: 100
Name: ___________________________ Class: _______ Date: ___________
INSTRUCTIONS
- Read all the questions carefully.
- Answer all questions.
- Write neatly and show working where needed.
- Number your answers exactly as the questions are numbered.
SECTION A: MULTIPLE CHOICE (15 marks)
Choose the correct answer and write only the letter (A, B, C or D) next to the question number. Each question is 1 mark.
1. Which of the following is NOT a state of matter?
A. Solid
B. Liquid
C. Gas
D. Light
2. Which device converts electrical energy into light energy?
A. Motor
B. Bulb
C. Buzzer
D. Magnet
3. A food chain shows:
A. How plants make food
B. The transfer of energy from one organism to another
C. The planets in the solar system
D. Different types of rocks
4. Which of the following is a renewable resource?
A. Coal
B. Oil
C. Sunlight
D. Natural gas
5. When salt is mixed with water and completely disappears, the salt is:
A. A mixture
B. A solution
C. A magnet
D. A conductor
6. Which simple machine makes lifting a heavy object easier by reducing the effort distance?
A. Lever
B. Screws
C. Wedge
D. None of the above
7. Which action is a force?
A. Evaporation
B. Pushing a door
C. Melting ice
D. Photosynthesis
8. Which metal is strongly attracted to a magnet?
A. Aluminium
B. Copper
C. Iron
D. Plastic
9. Which of the following is an example of a living thing responding to a stimulus?
A. A rock breaking
B. A plant bending toward sunlight
C. Water evaporating
D. A match burning
10. Which statement is true about conductors and insulators?
A. Plastic is a good conductor of electricity.
B. Metal is a good conductor of electricity.
C. Wood is a good conductor of electricity.
D. Rubber is a good conductor of electricity.
11. Which method separates sand from water quickly?
A. Evaporation
B. Filtration (using a sieve or filter)
C. Distillation
D. Magnetism
12. The long life cycle stages of a butterfly in correct order are:
A. Egg → Larva (caterpillar) → Pupa (chrysalis) → Adult
B. Egg → Pupa → Larva → Adult
C. Larva → Egg → Pupa → Adult
D. Adult → Egg → Larva → Pupa
13. The force that pulls objects toward the centre of the Earth is called:
A. Friction
B. Magnetism
C. Gravity
D. Electricity
14. Which one is an advantage of recycling paper?
A. Use more trees
B. Save trees and reduce waste
C. Increase landfill
D. Use more water
15. Which planet is known as the Red Planet?
A. Mercury
B. Venus
C. Earth
D. Mars
SECTION B: SHORT ANSWER QUESTIONS (25 marks)
Answer briefly. Show diagrams where asked. Marks are indicated.
1. Define the term "solution." (2)
2. Give two examples of non-living things in a habitat. (2)
3. Name two effects of friction. (2)
4. Write two ways to separate a mixture of rice and sand. (2)
5. What are the two ends of a magnet called? (1)
6. Draw and label a simple series circuit with: one battery, one bulb, one switch (label components). (4)
7. Name one conductor and one insulator of electricity. (2)
8. What is the main source of energy for most food chains? (1)
9. State one difference between a plant cell and an animal cell (basic, not microscopic detail). (2)
10. Give one safety rule when working with electricity in class. (1)
11. What do we call the change of state when a liquid becomes a gas? (1)
12. Give an example of a push and an example of a pull. (3)
SECTION C: STRUCTURED / LONGER QUESTIONS (40 marks)
Answer all parts. Show diagrams and workings where requested.
1. (Life cycles and habitats) (10 marks)
a. Draw the life cycle of a frog and label each stage. (4)
b. Explain why tadpoles and adult frogs live in different parts of the habitat (2)
c. Name two ways humans can help protect frog habitats. (2)
d. Explain what would happen to the insect population if all frogs in a pond died out (2)
2. (Materials and their properties) (10 marks)
a. A teacher gives you three objects: a wooden spoon, a metal spoon and a plastic spoon. For each spoon, say whether it is likely to be:
- flexible or not flexible
- a good conductor of heat or not
(Give answers in a table or list.) (4)
b. Explain why some materials are chosen for making cooking pots. Give two reasons. (2)
c. Describe an experiment to show that oil and water do not mix (you are not required to do it, just describe steps and what you would observe). (4)
3. (Electricity and circuits) (10 marks)
a. Explain three differences between an open circuit and a closed circuit. (3)
b. Draw a diagram of a simple circuit to show two bulbs connected in parallel to a battery. Label the battery, bulbs, and wires. (4)
c. Why would a bulb still glow if one bulb in a parallel circuit is removed? (3)
4. (Forces, simple machines and energy) (10 marks)
a. Define the terms "push" and "pull" and give one example of each. (2)
b. Name three types of simple machines and give an example of each used at home or school. (3)
c. Explain how a ramp (inclined plane) helps when moving a heavy box into a truck. (3)
d. Give one example of energy changing form (for example, electrical to light) and name the device that makes this change. (2)
SECTION D: PRACTICAL / DATA HANDLING / DRAWING (20 marks)
1. (10 marks) You are given sugar, water and a stirring spoon.
a. Design a fair test to find out whether warm water or cold water dissolves sugar faster. Include:
- What you will change (variable) (1)
- What you will keep the same (3)
- How you will measure your results (2)
- What you expect to see (hypothesis) (2)
- One safety point (1)
- How you will present the results (1)
2. (10 marks) Study the picture below and answer the questions. (The teacher will show or draw the picture described; if you are writing at home, draw a simple version.)
Picture description to be shown/drawn by teacher: A boy uses a bar magnet near small nails and paperclips lying on a table. Some nails are on the left, some paperclips on the right. There is also a coin on the table.
a. Predict which objects will be picked up by the magnet and explain why. (3)
b. If two magnets are placed close together and their north poles face each other, what will happen? (1)
c. Explain one useful use of magnets in the home. (2)
d. The student notices the magnet picks up a paperclip but a plastic toy stays on the table. Explain why. (2)
e. Name one safety rule when using magnets. (2)
-----------------------------
END OF QUESTION PAPER
ANSWER KEY and MARKING GUIDELINES
SECTION A (15)
1 D, 2 B, 3 B, 4 C, 5 B, 6 A, 7 B, 8 C, 9 B, 10 B, 11 B, 12 A, 13 C, 14 B, 15 D
(Each 1 mark)
SECTION B (25)
1. Solution: a mixture where a substance (solute) dissolves in a liquid (solvent) so it looks the same throughout. (2)
2. Examples: rocks, water, soil, air, fallen logs (any two). (2; 1 each)
3. Effects of friction: slows things down, causes heat, wears surfaces away. (2; 1 each)
4. Separate rice and sand: use a sieve/screen, blow away lighter rice/husk (or hand picking), add water to float rice? Best: sieving/screening and using water if densities differ. (2)
5. Ends: north and south poles. (1)
6. Series circuit drawing: battery (cells) → wires → bulb → switch in series; labels (4)
Mark: correct symbols and labels (4); minor drawing errors deduct accordingly.
7. Conductor: copper/iron/steel; Insulator: plastic/rubber/wood/glass. (2)
8. Main source of energy for most food chains: the Sun. (1)
9. Difference: plants make their own food (photosynthesis) and have chlorophyll/green leaves; animals do not make food and move (or plants have roots, etc.). (2)
10. Safety: Do not touch wires with wet hands; switch off before connecting; use low voltage batteries only, etc. (1)
11. Liquid to gas: evaporation. (1)
12. Push example: pushing a swing, pulling example: opening a drawer (3; 1.5 each)
SECTION C (40)
1. Life cycles (10)
a. Frog life cycle: egg → tadpole (larva) → tadpole with legs/juvenile → adult frog. (4 marks: 1 per correctly named/drawn stage and arrows)
b. Tadpoles live in water and breathe with gills; adult frogs breathe air and may live on land and water, different food needs. (2)
c. Help: protect wetlands, avoid pollution, plant native plants, prevent draining of ponds. (2; 1 each)
d. If frogs die out, insect population (e.g., mosquitoes) may increase, affecting balance and possibly spreading disease; predators that eat frogs lose food. (2)
2. Materials (10)
a. Wooden spoon: not flexible (stiff), not a good conductor of heat (or poor conductor compared to metal) — note: wood is poor conductor so it stays cooler.
Metal spoon: not flexible (usually stiff) or slightly flexible depending; good conductor of heat.
Plastic spoon: flexible (often), poor conductor of heat. (4; 1.25 per item for two properties)
b. Cooking pots chosen because: good conductors of heat (even heating), strong and hard-wearing, safe at high temperatures, does not react with food (two reasons = 2 marks)
c. Experiment oil + water:
- Put water in a clear glass, add oil on top, stir gently.
- Observe that oil floats and forms a separate layer; droplets of oil will not mix; you may add food colouring to water to show separation.
- Explain: oil is less dense and immiscible with water; they form two layers. (4 marks: 2 for steps, 2 for expected observation/explanation)
3. Electricity (10)
a. Differences open vs closed:
- Closed: current flows; bulb lights. Open: circuit broken; current stops; bulb off. (3 marks; 1 each)
b. Diagram of parallel: battery with two separate branches each containing a bulb; both bulbs connected across the battery. (4 marks: correct drawing and labels)
c. In parallel each bulb has its own path to the battery; removing one bulb does not break the other bulb’s path so the other stays lit. (3)
4. Forces & machines (10)
a. Push: a force that moves something away (e.g., pushing a trolley); Pull: a force that brings something closer (e.g., pulling a rope). (2)
b. Three simple machines and examples:
- Lever: seesaw or crowbar
- Inclined plane (ramp): ramp into a truck
- Pulley: flagpole or clothesline pulley
(3; 1 mark each)
c. Ramp makes the distance longer but reduces the force needed — pushing up a ramp requires less effort than lifting directly. (3)
d. Example of energy change: electrical → light in a bulb; electrical → mechanical in a motor; chemical → heat in burning wood, etc. (2)
SECTION D (20)
1. Dissolving sugar experiment (10)
- Variable (change): water temperature (hot/warm/cold). (1)
- Kept the same: amount of sugar, amount of water, same stirring method or time per trial, same container, same size of sugar crystals. (3)
- How to measure: time how long it takes for a measured spoon of sugar to disappear or measure mass of undissolved sugar after set time or note when solution becomes clear. (2)
- Expected: sugar dissolves faster in warm/hot water than in cold water. (2)
- Safety: use caution with hot water; ask teacher or use adult help; do not touch hot containers. (1)
- Present results: table with columns (temperature, trial, time to dissolve), or a bar graph showing time vs temperature. (1)
2. Magnets picture (10)
a. Objects picked up: nails and paperclips (because they are made of iron/steel which are magnetic); coin (depends on coin material—most coins are not magnetic) so likely not picked up. Explain: magnets attract magnetic (ferrous) materials. (3)
b. Two north poles facing: they repel (push apart). (1)
c. Use of magnets at home: fridge magnets to hold notes; magnetic closures on bags; speakers, electric motors. (2)
d. Paperclip picked up; plastic not picked up because paperclip contains iron/steel which is magnetic; plastic is not magnetic. (2)
e. Safety rule: keep magnets away from electronic devices and medical devices (pacemakers), do not swallow small magnets, keep magnets away from credit cards, handle strong magnets with care to avoid fingers getting pinched. (2)
MARK ALLOCATION SUMMARY
Section A: 15
Section B: 25
Section C: 40
Section D: 20
Total: 100
Teacher notes / adjustments
- Diagrams can be simplified depending on class ability.
- Modify difficulty or number of marks if your syllabus requires specific content for Term 2.
- For practical tasks, teacher may allow short class demonstration if materials are limited.
- Time suggested: 2 hours; you may allow extra time for students who require it.
Would you like this paper adapted to a specific curriculum (for example CAPS, NGSS, or another country's syllabus) or converted into a printable PDF with space for student answers?
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