Systems P6 PSLE Science

Respiratory System

Respiratory System - PSLE Science Study Notes

Key Concepts

What is the Respiratory System?

  • The respiratory system is a group of organs that work together to take in oxygen and remove carbon dioxide from our body
  • Breathing involves two main processes:
    • Inhalation (breathing in): Taking air into the lungs
    • Exhalation (breathing out): Removing air from the lungs
  • Our body needs oxygen to break down food and release energy (this happens in all our cells)
  • Carbon dioxide is a waste product that must be removed from our body

The Breathing Mechanism

  • Inhalation process:

    • The rib cage moves upwards and outwards
    • The diaphragm contracts and moves downwards (flattens)
    • The chest cavity becomes larger
    • Air pressure inside the lungs decreases
    • Air rushes into the lungs through the nose/mouth
  • Exhalation process:

    • The rib cage moves downwards and inwards
    • The diaphragm relaxes and moves upwards (curves up)
    • The chest cavity becomes smaller
    • Air pressure inside the lungs increases
    • Air is pushed out of the lungs through the nose/mouth

Gas Exchange in the Lungs

  • Gas exchange happens in tiny air sacs called alveoli (singular: alveolus)
  • Oxygen passes from the air in the alveoli into the blood
  • Carbon dioxide passes from the blood into the alveoli to be breathed out
  • The blood carries oxygen to all parts of the body
  • The blood brings carbon dioxide from all parts of the body back to the lungs

Special Features of Alveoli for Gas Exchange

  • Very thin walls (one cell thick) - allows gases to pass through easily
  • Moist surface - gases dissolve in moisture for easier exchange
  • Large surface area - millions of alveoli provide more area for gas exchange
  • Rich blood supply - surrounded by many tiny blood vessels (capillaries) to transport gases quickly

Important Definitions

Respiratory System: The system of organs responsible for taking in oxygen and removing carbon dioxide from the body.

Trachea: The windpipe; a tube that carries air from the nose and mouth to the bronchi. It has C-shaped rings of cartilage to keep it open.

Bronchi (singular: bronchus): Two tubes that branch from the trachea, each leading to one lung. They carry air into the lungs.

Bronchioles: Smaller tubes that branch from the bronchi inside the lungs. They carry air to the alveoli.

Alveoli (singular: alveolus): Tiny air sacs in the lungs where gas exchange takes place. They have very thin, moist walls and are surrounded by blood capillaries.

Diaphragm: A sheet of muscle below the lungs that helps with breathing. It contracts and flattens during inhalation, and relaxes and curves upwards during exhalation.

Gas Exchange: The process where oxygen passes from the alveoli into the blood, and carbon dioxide passes from the blood into the alveoli.

Inhalation: The process of breathing in air; the diaphragm contracts and moves down, rib cage moves up and out, chest cavity enlarges.

Exhalation: The process of breathing out air; the diaphragm relaxes and moves up, rib cage moves down and in, chest cavity decreases in size.

Oxygen: A gas in the air that our body needs to break down food and release energy. It makes up about 21% of the air we breathe in.

Carbon Dioxide: A waste gas produced when our body breaks down food to release energy. We need to remove it from our body by breathing out.

Worked Examples

Example 1: Describing the Breathing Process

Question: Describe what happens to the diaphragm and rib cage when we breathe in. (3 marks)

Step-by-step answer:

Step 1: Identify what happens to the diaphragm

  • The diaphragm contracts (1 mark)
  • The diaphragm moves downwards/flattens (1 mark)

Step 2: Identify what happens to the rib cage

  • The rib cage moves upwards and outwards (1 mark)

Complete Answer (3 marks): “When we breathe in, the diaphragm contracts and moves downwards/flattens. The rib cage moves upwards and outwards.”

Key point: Always mention both the ACTION (contracts/relaxes) and the DIRECTION (up/down) for full marks.


Example 2: Explaining Gas Exchange

Question: Explain how the structure of alveoli helps with gas exchange. (4 marks)

Step-by-step answer:

Step 1: Think of the special features of alveoli (aim for 4 features)

Step 2: For EACH feature, explain HOW it helps

Complete Answer (4 marks):

  1. “The alveoli have very thin walls (one cell thick), which allows gases to pass through easily.” (1 mark)

  2. “The alveoli have moist surfaces, which allows gases to dissolve for easier exchange.” (1 mark)

  3. “There are millions of alveoli, providing a large surface area for more gas exchange to take place.” (1 mark)

  4. “The alveoli are surrounded by many blood capillaries, which helps to transport oxygen and carbon dioxide quickly.” (1 mark)

Key point: Always link the structure (thin walls, moist, etc.) to the function (how it helps gas exchange).


Example 3: Comparing Breathing In and Breathing Out

Question: Complete the table to compare what happens during inhalation and exhalation. (4 marks)

Process Position of Diaphragm Position of Rib Cage
Inhalation ? ?
Exhalation ? ?

Step-by-step answer:

Step 1: Recall inhalation movements

  • Diaphragm: contracts and moves downwards/flattens
  • Rib cage: moves upwards and outwards

Step 2: Recall exhalation movements

  • Diaphragm: relaxes and moves upwards/curves up/dome-shaped
  • Rib cage: moves downwards and inwards

Complete Answer:

Process Position of Diaphragm Position of Rib Cage
Inhalation Contracts and moves downwards/flattens Moves upwards and outwards
Exhalation Relaxes and moves upwards/curves up Moves downwards and inwards

(1 mark for each correct answer, total 4 marks)

Common Mistakes to Avoid

Mistake 1: Confusing the Direction of Diaphragm Movement

  • WRONG: “When we breathe in, the diaphragm moves upwards”
  • CORRECT: “When we breathe in, the diaphragm contracts and moves downwards/flattens”
  • Remember: DOWN for IN, UP for OUT

Mistake 2: Not Stating Both Action and Direction

  • INCOMPLETE: “The diaphragm moves down” (missing the word “contracts”)
  • COMPLETE: “The diaphragm contracts and moves downwards”
  • Remember: Always mention what the muscle DOES (contracts/relaxes) AND which way it MOVES

Mistake 3: Mixing Up Oxygen and Carbon Dioxide Movement

  • WRONG: “Carbon dioxide moves from the alveoli into the blood”
  • CORRECT: “Oxygen moves from the alveoli into the blood, and carbon dioxide moves from the blood into the alveoli”
  • Remember: Oxygen IN to blood, Carbon dioxide OUT to alveoli

Mistake 4: Saying Air Goes Directly to the Blood

  • WRONG: “We breathe in oxygen which goes into our blood”
  • CORRECT: “We breathe in air containing oxygen. The oxygen passes from the alveoli into the blood”
  • Remember: Air goes to the lungs/alveoli first, then oxygen passes into blood

Mistake 5: Not Explaining HOW Structure Helps Function

  • INCOMPLETE: “Alveoli have thin walls” (structure only, no function)
  • COMPLETE: “Alveoli have thin walls, which allows gases to pass through easily” (structure + function)
  • Remember: Always link structure to how it helps the process

Mistake 6: Writing About the Lungs Instead of Alveoli for Gas Exchange

  • VAGUE: “Gas exchange happens in the lungs”
  • SPECIFIC: “Gas exchange happens in the alveoli in the lungs”
  • Remember: Be specific - gas exchange is in the alveoli

Mistake 7: Forgetting That the Trachea Has Rings

  • INCOMPLETE: “The trachea carries air to the lungs”
  • COMPLETE: “The trachea is a tube with C-shaped rings of cartilage that carries air to the lungs. The rings keep the trachea open”
  • Remember: Mention the C-shaped rings when describing the trachea

Mistake 8: Not Knowing the Effects of Smoking

  • VAGUE: “Smoking is bad for health”
  • SPECIFIC: “Smoking damages the alveoli, reducing the surface area for gas exchange” OR “Smoking causes the airways to become narrow, making breathing difficult”
  • Remember: Give specific effects on the respiratory system

Exam Tips

Keywords to Include for Full Marks

When describing breathing in (inhalation):

  • “diaphragm contracts
  • “moves downwards/flattens
  • “rib cage moves upwards and outwards
  • “chest cavity enlarges/becomes larger
  • “air pressure decreases
  • “air rushes in/enters

When describing breathing out (exhalation):

  • “diaphragm relaxes
  • “moves upwards/curves up/dome-shaped
  • “rib cage moves downwards and inwards
  • “chest cavity becomes smaller/decreases in size
  • “air pressure increases
  • “air is pushed out

When explaining gas exchange:

  • oxygen passes from the alveoli into the blood
  • carbon dioxide passes from the blood into the alveoli
  • Use the word “exchange” (gases are swapped)

When describing alveoli structure:

  • very thin walls (one cell thick)”
  • moist surface”
  • large surface area (millions of alveoli)”
  • “surrounded by blood capillaries
  • Always explain HOW each feature helps: “which allows/helps…”

Mark-Earning Phrases

  • “The diaphragm contracts and moves downwards” (2 points - action + direction)
  • “Alveoli have thin walls, which allows gases to pass through easily” (structure + function)
  • Oxygen moves from the air in the alveoli into the blood” (gas + from where + to where)
  • “Smoking damages the alveoli, reducing the surface area for gas exchange” (cause + effect)

Answering Techniques

  1. For “Describe” questions: State what happens, include direction of movement

    • Example: “The rib cage moves upwards and outwards”
  2. For “Explain” questions: Give reason or link cause and effect

    • Example: “The alveoli have thin walls, which allows gases to pass through easily”
  3. For “Compare” questions: Show differences clearly for both items

    • Use a table if possible
    • State opposite movements (up vs down, in vs out)
  4. For “State the function” questions: Say what the organ DOES

    • Example: “The trachea carries air from the nose and mouth to the lungs”
  5. For diagram questions:

    • Draw arrows to show direction of movement
    • Label all parts clearly
    • Use arrow labels (e.g., “Oxygen →” showing direction)

Common Question Types and How to Answer

Type 1: “What happens when we breathe in/out?”

  • Mention BOTH diaphragm AND rib cage
  • State action (contracts/relaxes) AND direction (up/down)
  • Mention change in chest cavity size if needed

Type 2: “How are alveoli adapted for gas exchange?”

  • Name at least 3 features (thin walls, moist, large surface area, many blood capillaries)
  • For each feature, explain HOW it helps

Type 3: “Describe the path of air”

  • Start from nose/mouth
  • Follow the sequence: nose → trachea → bronchi → bronchioles → alveoli
  • Can add detail: “Air enters through the nose, travels down the trachea, which splits into two bronchi. Each bronchus carries air into a lung where it travels through smaller bronchioles to reach the alveoli.”

Type 4: “What are the effects of smoking?”

  • Give specific effects on respiratory organs
  • Examples: damages alveoli, narrows airways, causes lung diseases, reduces oxygen uptake

Effects of Smoking on the Respiratory System

Harmful Substances in Cigarette Smoke

  • Cigarette smoke contains many harmful chemicals
  • These chemicals damage the respiratory system over time
  • Smoking causes both short-term and long-term health problems

Effects on the Respiratory Organs

1. Damages the Alveoli

  • Smoking damages and destroys the walls of alveoli
  • This reduces the surface area for gas exchange
  • Less oxygen can enter the blood
  • The person becomes breathless easily and has difficulty breathing

2. Narrows the Airways

  • Chemicals in smoke cause the bronchi and bronchioles to become narrow
  • This makes it harder for air to pass through
  • The person wheezes and has difficulty breathing
  • Airways may become inflamed and swollen

3. Increases Mucus Production

  • Smoking causes the airways to produce more mucus (sticky fluid)
  • Excess mucus blocks the airways
  • This makes breathing difficult
  • The person coughs frequently to try to clear the mucus (“smoker’s cough”)

4. Damages Cilia

  • Cilia are tiny hair-like structures that line the airways
  • They normally sweep away dust and germs
  • Smoking paralyzes and destroys the cilia
  • Dust, germs, and harmful particles stay in the lungs
  • This increases the risk of lung infections

5. Causes Lung Diseases

  • Long-term smoking can cause serious lung diseases:
    • Lung cancer: Uncontrolled growth of abnormal cells in the lungs
    • Chronic bronchitis: Long-lasting inflammation of the bronchi
    • Emphysema: Permanent damage to alveoli, making breathing very difficult

6. Affects the Whole Body

  • Because gas exchange is less efficient, less oxygen reaches all body cells
  • This affects the whole body’s ability to function properly
  • The person feels tired and weak
  • The heart has to work harder to pump blood

Why People Should Not Smoke

  • Smoking damages the respiratory system permanently
  • It reduces quality of life (breathlessness, constant coughing)
  • It causes serious, life-threatening diseases
  • It also harms people nearby (second-hand smoke)
  • Damage from smoking is often irreversible (cannot be undone)

PSLE Exam Focus

When asked about smoking effects, remember to:

  • State WHICH part of the respiratory system is affected
  • Explain HOW it is damaged
  • Describe what PROBLEMS this causes
  • Example: “Smoking damages the alveoli, reducing the surface area for gas exchange. This means less oxygen can enter the blood, causing breathlessness.”

Quick Summary

Essential Points to Remember for PSLE

Organs and their functions:

  • Nose: air enters the body
  • Trachea (windpipe): tube with C-shaped rings that carries air to the bronchi
  • Bronchi: two tubes that carry air into each lung
  • Bronchioles: smaller tubes that branch from bronchi
  • Alveoli: tiny air sacs where gas exchange occurs
  • Diaphragm: sheet of muscle below lungs that helps with breathing

Breathing IN (Inhalation):

  • Diaphragm contracts and moves downwards/flattens
  • Rib cage moves upwards and outwards
  • Chest cavity enlarges
  • Air pressure decreases
  • Air rushes into the lungs

Breathing OUT (Exhalation):

  • Diaphragm relaxes and moves upwards/curves up
  • Rib cage moves downwards and inwards
  • Chest cavity becomes smaller
  • Air pressure increases
  • Air is pushed out of the lungs

Gas exchange in alveoli:

  • Oxygen passes FROM alveoli INTO blood
  • Carbon dioxide passes FROM blood INTO alveoli
  • Gas exchange allows oxygen to reach all body cells
  • Carbon dioxide (waste) is removed from the body

Four features of alveoli that help gas exchange:

  • Very thin walls (one cell thick) - gases pass through easily
  • Moist surface - gases dissolve for easier exchange
  • Large surface area (millions of alveoli) - more gas exchange
  • Surrounded by many blood capillaries - quick transport of gases

Effects of smoking:

  • Damages and destroys alveoli → reduces surface area for gas exchange
  • Narrows airways → difficulty breathing, wheezing
  • Increases mucus production → blocks airways, causes coughing
  • Damages cilia → germs and dust stay in lungs
  • Causes serious diseases (lung cancer, chronic bronchitis, emphysema)

Path of air: Nose → Trachea → Bronchi → Bronchioles → Alveoli

Always link structure to function when explaining adaptations

Use correct terms: alveoli (not “air bags”), carbon dioxide (not CO2 in words), trachea (not “windpipe” alone)

Remember direction: DOWN = IN (breathing in), UP = OUT (breathing out) for diaphragm

Exam tip: If question worth 3-4 marks, give 3-4 separate points with full explanations

Draw diagrams clearly: label all parts, use arrows to show direction of movement/gas flow


End of Study Notes - Respiratory System

✏️ 30 practice questions available

30 questions from school exam papers

Q1

Why is animal Y able to breathe in the water like the fish?

A diagram showing Animal Y, which appears to be a tadpole or larval amphibian with external gills visible.
📊 Diagram: A diagram showing Animal Y, which appears to be a tadpole or larval amphibian with external gills visible.
1 mark
P6_Science_SA2_2018_-_Methodist_Girls 2018
Q2

How does having many tiny hair-like structures help the fish get more dissolved oxygen?

Diagram showing the respiratory system of a fish with gills. The main fish illustration shows the gill structure, and a magnified view of the gill shows many tiny hair-like structures covered in large number of blood vessels.
📊 Diagram: Diagram showing the respiratory system of a fish with gills. The main fish illustration shows the gill structure, and a magnified view of the gill shows many tiny hair-like structures covered in large number of blood vessels.
1 mark
P6_Science_2019_Prelims_SA2_-_Anglo_Chinese 2019
Q3

How does oxygen in the environment reach the blood vessels of the air sacs?

Diagram showing the human respiratory system with lungs and a magnified view of an air sac. The magnified section shows air sacs surrounded by blood vessels in a network pattern.
📊 Diagram: Diagram showing the human respiratory system with lungs and a magnified view of an air sac. The magnified section shows air sacs surrounded by blood vessels in a network pattern.
1 mark
P6_Science_2019_Prelims_SA2_-_Anglo_Chinese 2019
Q4

Based on the diagrams, describe one similarity between the structure of the gills and the lungs.

Comparison between fish gill structure (with hair-like structures and blood vessels) and human lung air sacs (with blood vessels), shown in the diagrams above.
📊 Diagram: Comparison between fish gill structure (with hair-like structures and blood vessels) and human lung air sacs (with blood vessels), shown in the diagrams above.
1 mark
P6_Science_2019_Prelims_SA2_-_Anglo_Chinese 2019
Q5

Gabriel set up the apparatus as shown below. In the set-up, the drop of red ink prevents air from entering the test tube. After 1 hour, the red ink drop moved. Which of the following shows the correct observation and reason for the observation?

A diagram showing an experimental apparatus consisting of a test tube containing a worm and wire gauze with a substance to absorb carbon dioxide. The test tube is sealed with a drop of red ink at the end to prevent air entry. The setup includes labeled components: wire gauze, substance to absorb carbon dioxide, worm, test tube, and drop of red ink.
📊 Diagram: A diagram showing an experimental apparatus consisting of a test tube containing a worm and wire gauze with a substance to absorb carbon dioxide. The test tube is sealed with a drop of red ink at the end to prevent air entry. The setup includes labeled components: wire gauze, substance to absorb carbon dioxide, worm, test tube, and drop of red ink.
A. Away from the test tube | Amount of oxygen in the test tube increased
B. Away from the test tube | Amount of carbon dioxide in the test tube increased
C. Towards the test tube | Amount of oxygen in the test tube increased
D. Towards the test tube | Amount of carbon dioxide in the test tube increased
P6_Science_2019_Prelims_SA2_-_Maris_Stella 2019
Q6

Which part of body do the following parts of the model represent? balloon

Diagram for question 31a(i)
1 mark
P6_Science_2019_Prelims_SA2_-_Raffles_Girls 2019
Q7

Which part of body do the following parts of the model represent? bottle

Diagram for question 31a(ii)
1 mark
P6_Science_2019_Prelims_SA2_-_Raffles_Girls 2019
Q8

What will happen to the balloon when part P of the rubber sheet was pulled downwards?

A model of the human respiratory system made from a cut bottle with a balloon secured over the opening at the top and a rubber sheet attached at the bottom with a rubber band. Part P is labeled at the bottom of the rubber sheet.
📊 Diagram: A model of the human respiratory system made from a cut bottle with a balloon secured over the opening at the top and a rubber sheet attached at the bottom with a rubber band. Part P is labeled at the bottom of the rubber sheet.
1 mark
P6_Science_2019_Prelims_SA2_-_Raffles_Girls 2019
Q9

State one difference between the composition of air entering the lungs and the air leaving the lungs in the human respiratory system.

Diagram for question 31c
1 mark
P6_Science_2019_Prelims_SA2_-_Raffles_Girls 2019
Q10

How does having many tiny hair-like structures help the fish get more dissolved oxygen?

Fish respiratory system diagram showing gills with many tiny hair-like structures covered in large number of blood vessels. An enlarged circular inset shows the detail of these hair-like structures with blood vessels running through them.
📊 Diagram: Fish respiratory system diagram showing gills with many tiny hair-like structures covered in large number of blood vessels. An enlarged circular inset shows the detail of these hair-like structures with blood vessels running through them.
1 mark
P6_Science_SA2_2019_-_Anglo_Chinese 2019
Q11

How does oxygen in the environment reach the blood vessels of the air sacs?

Human respiratory system diagram showing lungs, trachea, and an enlarged circular inset of an air sac showing blood vessels surrounding it. The diagram labels the air sac and blood vessels.
📊 Diagram: Human respiratory system diagram showing lungs, trachea, and an enlarged circular inset of an air sac showing blood vessels surrounding it. The diagram labels the air sac and blood vessels.
1 mark
P6_Science_SA2_2019_-_Anglo_Chinese 2019
Q12

Based on the diagrams, describe one similarity between the structure of the gills and the lungs.

Both the fish gill diagram and human lung/air sac diagram showing structures with blood vessels for gas exchange.
📊 Diagram: Both the fish gill diagram and human lung/air sac diagram showing structures with blood vessels for gas exchange.
1 mark
P6_Science_SA2_2019_-_Anglo_Chinese 2019
Q13

State one difference between the composition of air entering the lungs and the air leaving the lungs in the human respiratory system.

A model of the human respiratory system made from a cut bottle with a balloon secured over the opening at the top and a rubber sheet attached at the bottom. The model shows: opening at the top, cut bottle, balloon inside, rubber band securing the balloon, rubber sheet at the bottom, and point P on the rubber sheet.
📊 Diagram: A model of the human respiratory system made from a cut bottle with a balloon secured over the opening at the top and a rubber sheet attached at the bottom. The model shows: opening at the top, cut bottle, balloon inside, rubber band securing the balloon, rubber sheet at the bottom, and point P on the rubber sheet.
1 mark
P6_Science_SA2_2019_-_Raffles_Girls 2019
Q14

While Muthu was running, describe how carbon dioxide produced by his body was released into the environment.

Diagram for question 29c
2 marks
2022-P6-Science-Prelim-Catholic_High 2022
Q15

Mrs Woo wore a surgical mask as she was having cough. The surgical mask helps to prevent her respiratory droplets from reaching other people around her when she coughs. What are the properties of the materials used to make parts A and B so that the surgical mask can perform its function?

A drawing of a surgical mask. Part A points to the ear loops/straps on the right side of the mask. Part B points to the main front mask material/body of the mask.
📊 Diagram: A drawing of a surgical mask. Part A points to the ear loops/straps on the right side of the mask. Part B points to the main front mask material/body of the mask.
A. A: flexible; B: waterproof
B. A: strong; B: absorbent
C. A: stiff; B: absorbent
D. A: flexible; B: stiff
2022-P6-Science-Prelim-MGS 2022
Q16

While Muthu was running, describe how carbon dioxide produced by his body was released into the environment.

Diagram for question 29c
2 marks
P6_Science_Prelim_2022_CatholicHigh_Exam_Papers 2022
Q17

Which part of the fish allows exchange of gases?

A diagram of a fish with parts labelled 1, 2, 3, and 4. Part 1 appears to be the dorsal fin (top fin), part 2 appears to be the gill cover/operculum, part 3 appears to be the eye, and part 4 appears to be the gill area or lower body region.
📊 Diagram: A diagram of a fish with parts labelled 1, 2, 3, and 4. Part 1 appears to be the dorsal fin (top fin), part 2 appears to be the gill cover/operculum, part 3 appears to be the eye, and part 4 appears to be the gill area or lower body region.
A. 1
B. 2
C. 3
D. 4
P6_Science_Prelim_2022_Rosyth_Exam_Papers 2022
Q18

Describe how oxygen in the environment reaches the muscles.

Diagram for question 31b
2 marks
P6_Science_Prelim_2022_Rosyth_Exam_Papers 2022
Q19

How do the adult of organism P and its young breathe in water?

Diagram for question 29c
1 mark
P6_Science_2023_SA2_-_ACS_Primary 2023
Q20

Describe the change in Mr Tan's breathing rate after getting the bacterial infection and explain why.

A table showing Mr Tan's breathing rate before and after bacterial infection: Before getting bacterial infection: 16 breaths per min; After getting bacterial infection: 27 breaths per min.
📊 Diagram: A table showing Mr Tan's breathing rate before and after bacterial infection: Before getting bacterial infection: 16 breaths per min; After getting bacterial infection: 27 breaths per min.
2 marks
P6_Science_2023_SA2_-_Maris_Stella_High 2023
Q21

A few people were trapped in a lift during a blackout which caused the fan in the lift to stop working. Which of the following shows the correct changes in the amount of the components of air inside the lift after one hour? A - Amount of oxygen decreases B - Amount of water vapour increases C - Amount of carbon dioxide remains unchanged

A. A and B only
B. B and C only
C. A and C only
D. A, B and C
P6_Science_2024_SA2_-_Henry_Park 2024
Q22

Two boys were trapped in a lift for several hours. Which graph shows the amount of oxygen, water vapour and carbon dioxide in the lift as time goes by?

An illustration of a lift with two boys inside. Below are four graphs labeled (1), (2), (3), and (4), each showing 'Amount of gases (%)' on the y-axis and 'Time(h)' on the x-axis. Each graph contains three lines representing oxygen (solid line), water vapor (dotted line), and carbon dioxide (dashed line). Graph (1): oxygen decreases, water vapor increases, carbon dioxide increases. Graph (2): oxygen decreases, water vapor remains relatively constant, carbon dioxide increases. Graph (3): oxygen increases, water vapor increases, carbon dioxide increases. Graph (4): oxygen decreases, water vapor increases, carbon dioxide remains relatively constant. A key is provided indicating: solid line = oxygen, dotted line = water vapor, dashed line = carbon dioxide.
📊 Diagram: An illustration of a lift with two boys inside. Below are four graphs labeled (1), (2), (3), and (4), each showing 'Amount of gases (%)' on the y-axis and 'Time(h)' on the x-axis. Each graph contains three lines representing oxygen (solid line), water vapor (dotted line), and carbon dioxide (dashed line). Graph (1): oxygen decreases, water vapor increases, carbon dioxide increases. Graph (2): oxygen decreases, water vapor remains relatively constant, carbon dioxide increases. Graph (3): oxygen increases, water vapor increases, carbon dioxide increases. Graph (4): oxygen decreases, water vapor increases, carbon dioxide remains relatively constant. A key is provided indicating: solid line = oxygen, dotted line = water vapor, dashed line = carbon dioxide.
A. Graph (1)
B. Graph (2)
C. Graph (3)
D. Graph (4)
P6_Science_2024_SA2_-_Nan_Hua 2024
Q23

The diagram below shows how various substances are transported in the human body. Which of the following statements are true? A: Gas M is oxygen. B: System Y is involved in gaseous exchange. C: System Z is involved in absorption of simple substances.

A flow diagram showing transport of substances in the human body. System X (circle) exchanges with surrounding air and exhaled air (connected by dashed lines). Gas M flows downward from System X to System Y (circle), and gas N flows upward from System Y back to System X. System Y connects to System Z (circle) below it. Food enters System Z from the left. The diagram illustrates the relationship between the respiratory system (X), circulatory system (Y), and digestive system (Z).
📊 Diagram: A flow diagram showing transport of substances in the human body. System X (circle) exchanges with surrounding air and exhaled air (connected by dashed lines). Gas M flows downward from System X to System Y (circle), and gas N flows upward from System Y back to System X. System Y connects to System Z (circle) below it. Food enters System Z from the left. The diagram illustrates the relationship between the respiratory system (X), circulatory system (Y), and digestive system (Z).
A. A and B only
B. A and C only
C. B and C only
D. A, B and C
P6_Science_2024_SA2_-_Rosyth 2024
Q24

A group of students carried out an investigation to test their hypothesis. They did the following: Rest for 2 minutes and record initial breathing rate. Perform different exercises (walk, jump and run) for 1 minute each. Count their breathing rate for 30 seconds immediately after each exercise. Record all data in a table. Create a bar graph to compare results. Which hypothesis is most suitable for this investigation?

Diagram for question 8
A. The higher the exercise intensity, the higher the breathing rate.
B. The lower the oxygen level in the air, the higher the breathing rate.
C. The higher the surrounding air temperature, the higher the breathing rate.
D. The longer the rest period between exercises, the lower the breathing rate.
2025-P6-Science-Prelim_Exam-ACS_Junior 2025
Q25

State all the organs in the human respiratory system.

Diagram for question 32a
1 mark
2025-P6-Science-Prelim_Exam-Nanyang 2025
Q26

Which one of the lines, X or Y, best represents the breathing rate of Quincy in order for him to get sufficient oxygen? Explain your answer.

Two diagrams showing air tubes: Pat's air tube with normal air tube wall and air flow shown with arrows; Quincy's air tube with thick air tube wall, mucus layers, and air flow shown with arrows. Below is a graph showing breathing rate (breaths/min) on the y-axis (ranging from 0 to 50) versus time (min) on the x-axis (ranging from 0 to 6). Two lines are plotted: Line X starts at approximately 20 breaths/min at time 0 and increases to approximately 40 breaths/min by time 6. Line Y starts at approximately 15 breaths/min at time 0, remains relatively flat between 15-20 breaths/min throughout the 6-minute period.
📊 Diagram: Two diagrams showing air tubes: Pat's air tube with normal air tube wall and air flow shown with arrows; Quincy's air tube with thick air tube wall, mucus layers, and air flow shown with arrows. Below is a graph showing breathing rate (breaths/min) on the y-axis (ranging from 0 to 50) versus time (min) on the x-axis (ranging from 0 to 6). Two lines are plotted: Line X starts at approximately 20 breaths/min at time 0 and increases to approximately 40 breaths/min by time 6. Line Y starts at approximately 15 breaths/min at time 0, remains relatively flat between 15-20 breaths/min throughout the 6-minute period.
2 marks
2025-P6-Science-Prelim_Exam-Nanyang 2025
Q27

Based on the results above, what can Ali conclude about the amount of carbon dioxide present in exhaled air after running?

A diagram showing a boy breathing through a straw into a beaker containing limewater. The beaker is labeled with 'straw' at the top and 'limewater' at the bottom.
📊 Diagram: A diagram showing a boy breathing through a straw into a beaker containing limewater. The beaker is labeled with 'straw' at the top and 'limewater' at the bottom.
1 mark
2025-P6-Science-Prelim_Exam-Nanyang 2025
Q28

Name part A. State the function of part A in the human respiratory system.

Diagram of human respiratory system showing a side profile of human torso with lungs visible. Part A is indicated by an arrow pointing to the trachea (windpipe).
📊 Diagram: Diagram of human respiratory system showing a side profile of human torso with lungs visible. Part A is indicated by an arrow pointing to the trachea (windpipe).
1 mark
2025-P6-Science-Prelim_Exam-Tao_Nan 2025
Q29

Using the information above, compare the breathing rate during resting and running.

Bar graph showing Ahmad's breathing rate for resting and running. The y-axis shows 'Number of breaths per min' and the x-axis shows 'Activity' with two bars: one for 'resting' (approximately 15-16 breaths per min) and one for 'running' (approximately 40-45 breaths per min).
📊 Diagram: Bar graph showing Ahmad's breathing rate for resting and running. The y-axis shows 'Number of breaths per min' and the x-axis shows 'Activity' with two bars: one for 'resting' (approximately 15-16 breaths per min) and one for 'running' (approximately 40-45 breaths per min).
1 mark
2025-P6-Science-Prelim_Exam-Tao_Nan 2025
Q30

State the function of the human respiratory system. Include in your answer the gases involved.

1 mark
2025-P6-Science-Weighted_Assessment_1-Paya_Lebar_MGS 2025

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