Home Past papers Science P3 Science CA1 2025 — Raffles Girls
P3 Science CA1 2025 — Raffles Girls
P3
Science
2025
CA1
12 questions
15 marks
Source: Raffles Girls, 2025
This P3 Science CA1 paper from Raffles Girls (2025) contains 12 questions worth 15 marks. Use it as a study reference for Science topics typically tested at P3 level in Singapore schools.
Q1 Q1 Q1 Q1 Q2 Q2 Q2 Q2 Q2 Q3 Q3 Q3
Q1
Structured
2 marks
🖼 Visual
Visual context
A garden scene with a large tree in the center, surrounded by grass and various stones. Several toads are shown near the base of the tree and among the stones. A dried leaf is depicted on the ground to the left. Labels point to 'dried leaf', 'toad', 'grass', and 'stone'. Below the image is a table with two columns, 'Living things' and 'Non-living things', requiring classification.
(a) Classify the things that Victoria identified in the table below.
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Q1
Structured
1 mark
🖼 Visual
Visual context
Three identical glass jars (set-up A, set-up B, set-up C) with mesh lids are shown. Each jar contains a toad and some insects. Additionally, set-up A and set-up C contain water, while set-up B does not. Labels indicate 'mesh lids', 'insects', 'water', 'jar', 'set-up A', 'set-up B', and 'set-up C'.
(b) Based on the information above, which two set-ups should Victoria use to find out if living things need water to survive?
Set-ups ____ and ____
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Q1
Structured
1 mark
🖼 Visual
Visual context
Three identical glass jars (set-up A, set-up B, set-up C) with mesh lids are shown. Each jar contains a toad and some insects. Additionally, set-up A and set-up C contain water, while set-up B does not. Labels indicate 'mesh lids', 'insects', 'water', 'jar', 'set-up A', 'set-up B', and 'set-up C'.
(c) Explain why the toad in set-up B died after some time.
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Q1
Structured
1 mark
🖼 Visual
Visual context
A table titled 'Mass of the toad (g)' tracks the mass of a toad in set-up A over two weeks. It has two columns: 'Day' and 'Mass of the toad (g)'. The data is: Day 1 (20g), Day 7 (25g), Day 14 (30g).
(d) State the characteristic of living thing that is shown by the results above.
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Q2
Structured
1 mark
🖼 Visual
Visual context
A flowchart for classifying 'Animals' is provided. It starts with 'Animals' and branches based on questions. For Animal D, the path is: 'Does it lay eggs? (Yes)' -> 'Does it have scales? (Yes)' -> Animal D. Other paths include questions like 'Does it live in water?' and 'Does it fly?'
(a) What animal group does animal D belong to?
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Q2
Structured
1 mark
🖼 Visual
Visual context
A flowchart for classifying 'Animals' is provided. It starts with 'Animals' and branches based on questions. For Animal F, the path is: 'Does it lay eggs? (No)' -> 'Does it fly? (Yes)' -> Animal F. Other paths include questions like 'Does it have scales?' and 'Does it live in water?'
(b) State the characteristics of animal F.
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Q2
Structured
1 mark
🖼 Visual
Visual context
A flowchart for classifying 'Animals' is provided. It starts with 'Animals' and branches based on questions. For Animal E, the path is: 'Does it lay eggs? (Yes)' -> 'Does it have scales? (No)' -> 'Does it live in water? (Yes)' -> Animal E. For Animal G, the path is: 'Does it lay eggs? (No)' -> 'Does it fly? (No)' -> Animal G.
(c) State a difference between animals E and G.
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Q2
Structured
1 mark
🖼 Visual
Visual context
A diagram shows a lizard-like animal, labeled 'animal H', with a tail. A label points to its skin, indicating 'moist skin'.
(d) Charmaine concluded that animal H was a reptile. Her teacher told her she was not correct.
Do you agree? Give a reason for your answer.
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Q2
Structured
1 mark
(e) Name an example of a reptile.
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Q3
Structured
2 marks
🖼 Visual
Visual context
A table divides four plant diagrams into two groups, A and B. Group A contains two climbing plants, both showing flowers, and explicitly labeled with 'support'. Group B contains two plants that grow upright from the ground; one is a fern, and the other has broad leaves, neither showing flowers. On page 8, the question asks to fill in the headings for a table with 'A' and 'B' as row labels, implying these are the groups.
(a) Fill in the correct headings for groups A and B.
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Q3
Structured
2 marks
🖼 Visual
Visual context
The question refers to the plant diagrams from question 3 on page 7. Below the question text is a table with four statements about the characteristics of plants in groups A and B, and columns to mark 'True' or 'False' for each statement.
(b) Based on Tom's observations, he made the following statements about the characteristics of plants in groups A and B. Put a tick (✔) in the correct box for each statement below.
(i) The plants in both groups are land plants.
(ii) The plants in both groups reproduce by seeds.
(iii) The plants in group A can make its own food but plants in group B cannot.
(iv) The plants in both groups have stems that allow them to stand upright on their own.
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Q3
Structured
1 mark
🖼 Visual
Visual context
A diagram shows a potted plant inside a wooden box. There is a hole on one side of the box, labeled 'hole'. The plant's stem and leaves are bending and growing towards this hole, indicating it is reaching for light. The box is labeled 'wooden box'.
(c) Which characteristic of living things does the plant above show?
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