Cambridge Primary Science Stage 5 Workbook

Cambridge Primary Hodder Cambridge Primary Science Workbook Stage 5 884245_SCIENCE_WORKBOOK_S5.indb 1 1 884245_SCIENCE_WORKBOOK_S5_TP.indd Helen Lewis Series editors: Rosemary Feasey and Deborah Herridge 4/28/17 1:28 PM 02/03/2017 12:33 Acknowledgements The Publisher is extremely grateful to the following schools for their comments and feedback during the development of this series: Avalon Heights World Private School, Ajman The Oxford School, Dubai Al Amana Private School, Sharjah British International School, Ajman Wesgreen International School, Sharjah As Seeb International School, Al Khoud Practice test exam-style questions are written by the author. While every effort has been made to check the instructions for practical work described in this book carefully, schools should conduct their own risk assessments in accordance with local health and safety requirements. 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Cover illustration © Steve Evans Illustrations by Vian Oelofsen Typeset in 12 on 14 pt FS Albert by IO Publishing CC Printed in Great Britain by Hobbs the Printers Ltd, Totton, Hampshire SO40 3WX A catalogue record for this title is available from the British Library 9781471884245 884245_SCIENCE_WORKBOOK_S5.indb 2 4/28/17 1:28 PM Contents Biology Unit 1 The life cycle of a flowering plant Self-assessment Unit 2 Investigating plant growth Self-assessment 4 17 18 25 Chemistry Unit 3 States of matter Self-assessment 26 42 Physics Unit 4 The way we see things Self-assessment Unit 5 Shadows Self-assessment Unit 6 The Earth and beyond Self-assessment 884245_SCIENCE_WORKBOOK_S5.indb 3 43 54 55 66 67 80 4/28/17 1:28 PM Unit 1 The life cycle of a flowering plant Plants and habitats 1 Look at the table. Read the descriptions of the conditions in five habitats. Match each description with the name of the habitat and the plant that might live there. Choose from the words in the boxes. Habitats tropical rainforest mountain city coral reef desert seagrass orchid dandelion pine tree Plants cactus Conditions 2 a poor soil, polluted air b high rainfall, high temperatures c little or no rain d warm, shallow seawater e high winds, low temperatures Habitat Plant Describe the conditions in another habitat and name a plant that might live there. Conditions: ____________________________________________________________________________ Habitat: __________________________________________________________________________ ______ Plant: __________________________________________________________________________________ 4 884245_SCIENCE_WORKBOOK_S5.indb 4 4/28/17 1:28 PM Unit 1 The life cycle of a flowering plant Plant parts 1 Label the parts of these plants. Hint: Label four parts on each plant. a b 2 Choose three of the plant parts you labelled in question 1. Describe the function(s) of each plant part. • Name of plant part: __________________________ Function(s): _________________________________________________________________________ • Name of plant part: __________________________ Function(s): _________________________________________________________________________ • Name of plant part: __________________________ Function(s): _________________________________________________________________________ 5 884245_SCIENCE_WORKBOOK_S5.indb 5 4/28/17 1:28 PM Unit 1 The life cycle of a flowering plant Sorting flowers 1 Sort these flowers into up to four groups. To show the groups, draw a circle around each flower using a different colour for each group. a b f g 2 d h e i j Complete the colour key to show how you sorted the flowers in question 1. Colour key Group colour 3 c Label __________________________ __________________________ __________________________ __________________________ For each of your groups, draw and label a flower that would be an odd one out. Use the spaces below. group colour group colour group colour group colour 6 884245_SCIENCE_WORKBOOK_S5.indb 6 4/28/17 1:28 PM Unit 1 The life cycle of a flowering plant Flower parts 1 2 Draw lines to match each flower part with the correct information. One has been done for you. Flower part Information sepals the male part of the flower petals the female part of the flower stamen a powder produced by the male part of the flower pollen parts on the outside of the flower carpel may be large, brightly coloured, with a pleasant scent (smell) Answer these questions about flower parts. a Which flower part produces pollen? __________________________ b Which flower part receives pollen? ____________________________ c What function do sepals have? ________________________________________________________________________________________ 3 Label the parts of this flower. Use the flower part names from question 1. 7 884245_SCIENCE_WORKBOOK_S5.indb 7 4/28/17 1:28 PM Unit 1 The life cycle of a flowering plant Male and female flower parts 1 Use the clues given to complete this crossword. 1 2 3 4 5 6 7 8 Across 2 Receives pollen 5 Stalk that holds up the anther 7 Contains ovules 8 Joins the stigma to the ovary Down 1 The whole female part of the flower 2 The whole male part of the flower 3 Become seeds 4 Makes and stores pollen 6 Powder that is spread from flower to flower 8 884245_SCIENCE_WORKBOOK_S5.indb 8 4/28/17 1:28 PM Unit 1 The life cycle of a flowering plant Pollination 1 Look at the flowers below. a Which flowers do you think are pollinated by the wind? ________________________________________________________________________________________ b Which flowers are pollinated by animals? ________________________________________________________________________________________ saw-tooth oak flower jacaranda flower orchid ragweed flower wheat flower 2 gerbera flower Explain how you worked out the answers to question 1. ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ 3 a Find out about one more flower that is pollinated by the wind and one more flower that is pollinated by animals. b Draw both flowers below, labelling each with its name. c Label the features of each flower that show how it is pollinated. 9 884245_SCIENCE_WORKBOOK_S5.indb 9 4/28/17 1:28 PM Unit 1 The life cycle of a flowering plant Fertilisation and fruits 1 Read the text below. Write the missing words in the spaces. Choose from the words in the boxes: tube female seeds grain male fruit style fertilisation stigma When a pollen __________________________ lands on the __________________________ of a flower of the same species, a pollen __________________________ may grow down through the centre of the __________________________ towards the ovary. The __________________________ cell inside the pollen grain passes down the tube to join with the __________________________ cell in the ovule. This process is called __________________________. After this, the ovary develops into a __________________________. This is the stage where seeds are produced as the ovules become __________________________. 2 Label these fruits with their parts. avocado kiwi fruit 3 Look at the fruits in the picture above. Describe three similarities and three differences. Similarities Differences 10 884245_SCIENCE_WORKBOOK_S5.indb 10 4/28/17 1:28 PM Unit 1 The life cycle of a flowering plant Seeds 1 Use the identification key below to identify these seeds. Write the name of each seed on the line next to its letter. a __________________________ b __________________________ c __________________________ d __________________________ e __________________________ Is the seed smooth? NO YES Is the seed almost round? Is the seed curved? YES NO YES white clover aster rough hawkbit NO Is the seed long and thin? YES spotted cats’s ear 2 NO dog fennel Choose two seeds from question 1. Write a list of the similarities and differences between them. ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ 11 884245_SCIENCE_WORKBOOK_S5.indb 11 4/28/17 1:28 PM Unit 1 The life cycle of a flowering plant Seed dispersal 1 1 2 Some fruits use the wind to disperse their seeds. Draw lines to match each type of fruit to its features and appearance (the picture). Type of fruit Features glider openings at the top parachute stiff wings shaker light, fluffy parts Some learners did a test to find out which fruits or seeds travel furthest in the wind. a Calculate the average distance that each fruit or seed travelled. Write it in the table. Fruit or seed Distance travelled in centimetres Test 1 Test 2 Test 3 A 306 294 219 B 363 327 462 C 264 510 333 D 300 221 352 Average b Which fruit or seed travelled furthest? Explain your answer using the data from the table. _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ c How do you think the learners carried out their test? Write down three things they could have done. • ____________________________________________________________________________________ • ____________________________________________________________________________________ • ____________________________________________________________________________________ 12 884245_SCIENCE_WORKBOOK_S5.indb 12 4/28/17 1:28 PM Unit 1 The life cycle of a flowering plant Seed dispersal 2 1 Look at these fruits. strawberry water lily dandelion geranium maple grapefruit cleaver kei apple In this table, write the name of the fruit that uses each method of seed dispersal. Method of seed dispersal Fruit wind animals: eaten animals: fur explosion drop and roll water 2 Choose one fruit from the pictures above. Explain why you think it uses a particular method of seed dispersal. What about the fruit makes you think that? ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ 13 884245_SCIENCE_WORKBOOK_S5.indb 13 4/28/17 1:28 PM Unit 1 The life cycle of a flowering plant Newly-discovered plants 1 a Read this newspaper article. The bold words are explained in the Glossary box. FOUR INCREDIBLE PLANTS JUST DISCOVERED! A report just released by the Royal Botanic Gardens in Kew, London, reveals that globetrotting botanists discover an amazing 2000 new plant species every year! If you are looking for undiscovered plants, pack your bags for Brazil, Australia or China! These have been the top three countries for plant discoveries over the past decade. Oberholzeria etendekensis is a small shrub found in the Namibian desert. This shrub is unusual in that it represents a completely new genus. ● Sartidia isaloensis is a grass, and was discovered in the Isalo National Park on the island of Madagascar. It ● survives only on the ledges of sandstone cliffs, out of the reach of annual fires. ● Gilbertiodendron maximum, the largest plant discovered last year, is a rainforest tree found in Gabon. It can reach a gigantic 45 metres in height! Its trunk can be up to 1.4 metres in diameter. Here’s the lowdown on four of the plant species that were discovered last year. ● Drosera magnifica is a huge insect-eating plant from Brazil that grows up to 1.5 metres tall. A botanist discovered it while looking at Facebook photographs! Glossary globetrotting – travelling all over the world decade – ten years lowdown – the most important information about something genus – a group of living things made up of several species b Choose one of the newly-discovered species from the article. Find out as much as you can about it. Write a short report in this space. _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 14 884245_SCIENCE_WORKBOOK_S5.indb 14 4/28/17 1:28 PM Unit 1 The life cycle of a flowering plant Germination and life cycles 1 A B 2C 25 C 25 C 2C 2C 2C C D 25 C 25 C a Which seed is most likely to germinate? _____________________________________________ b Explain your answer to question a. _________________________________________________________________________________________ _________________________________________________________________________________________ 2 a These pictures show different stages in the life cycle of a flowering plant. One of the pictures has been numbered 1. Number the other pictures 2 to 4 to show the correct order of the life cycle. 1 _________________ _________________ _________________ _________________ b Label the pictures above. Use these words: fertilisation germination seed dispersal pollination 15 884245_SCIENCE_WORKBOOK_S5.indb 15 4/28/17 1:28 PM Unit 1 The life cycle of a flowering plant What have you learnt about the life cycle of flowering plants? 1 a Label the male and female parts of this flower. b Describe two different ways in which flowers can be pollinated. • ____________________________________________________________________________________ • ____________________________________________________________________________________ 2 a When do seeds form? _________________________________________________________________________________________ _________________________________________________________________________________________ b Describe three different ways in which seeds can be dispersed. • ____________________________________________________________________________________ • ____________________________________________________________________________________ • ____________________________________________________________________________________ 3 Write the next three stages in the life cycle of a flowering plant. Pollination, _________________________, ________________________, _________________________ 16 884245_SCIENCE_WORKBOOK_S5.indb 16 4/28/17 1:28 PM Self-assessment Unit 1 The life cycle of a flowering plant I understand this well. I need more help with … I understand this but need more practice. I do not understand this yet. ________________________________________ ________________________________________ ________________________________________ ________________________________________ Learning objectives I know that there are many different types of plants. I can name the habitats of different plants. I can sort flowers into different groups. I know that plants reproduce. I can identify the male and female parts of a flower. I can describe how flowers are pollinated. I can say why some flowers are brightly-coloured or scented. I can explain when seeds are formed. I can name the three main parts of a seed. I can describe some of the ways in which plants disperse their seeds. I can name and order the stages in the life cycle of a flowering plant. 17 884245_SCIENCE_WORKBOOK_S5.indb 17 4/28/17 1:29 PM Unit 2 Investigating plant growth Plants and habitats 1 Use the identification key below to identify these plants. Write the name of the plant underneath each picture. a b _____________________ c _____________________ d _____________________ e _____________________ f _____________________ _____________________ Is the plant’s growth habit mat-forming? YES NO Does it grow in the water? Is its growth habit climbing? YES NO floating pennywort saxifrage YES Are its leaves roughly oval in shape? YES NO Is its growth habit clumping? NO YES Japanese honeysuckle NO ivy New Zealand flax date palm 18 884245_SCIENCE_WORKBOOK_S5.indb 18 4/28/17 1:29 PM Unit 2 Investigating plant growth How water affects germination 1 Some learners wanted to find out the answer to this question. They planted some seeds. They watered the seeds every day, giving each batch of seeds a different volume of water. Can seeds have too much water? The learners made sure their test was fair. List four variables (factors) that they kept the same. 2 • __________________________ • __________________________ • __________________________ • __________________________ After ten days, the learners measured the height of the seedlings. They also calculated the germination rate. Here is their table of results. Batch of seeds A B C D E F Volume of water (ml) 0 50 100 200 400 800 Height of seedlings (mm) 0 36 58 45 13 0 Germination rate (%) 0 62 84 70 24 0 a Which batch of seeds grew best? How can you tell? Use the data in the table to answer the question. _________________________________________________________________________________________ _________________________________________________________________________________________ b Can you tell whether the batch of seeds that grew best received the best possible volume of water? Explain your answer, using the data in the table above. _________________________________________________________________________________________ _________________________________________________________________________________________ c Answer the question the learners were investigating. Support your answer using the data in the table above. _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 19 884245_SCIENCE_WORKBOOK_S5.indb 19 4/28/17 1:29 PM Unit 2 Investigating plant growth Soil and germination 1 Predict the answer to the question. Explain your thinking. Do seeds need soil in order to germinate? _________________________________________________________ _________________________________________________________ _________________________________________________________ 2 Some Stage 5 learners did an investigation to find out if seeds need soil to germinate. • They used two identical plastic cups. bean seeds in soil bean seeds in sand • They half-filled one cup with soil. They half-filled the other cup with sand. • They placed ten bean seeds around the edge of each cup. • They poured two more tablespoons of soil into the cup with the soil in it. • They poured two more tablespoons of sand into the cup with the sand in it. • They poured four tablespoons of water into each cup. • They put the cups next to each other in a warm place. • They observed the cups every day. If the cups were dry, the learners watered them. They gave each cup the adding tablespoons of soil and sand same amount of water. • After ten days they counted the number of seeds that had germinated in each cup. a What did the learners do to make sure the test was fair? _________________________________________________________________________________________ _________________________________________________________________________________________ b What did the learners do to make sure the results were reliable (could be trusted)? _________________________________________________________________________________________ c Suggest something else the learners could have done to make the results even more reliable. _________________________________________________________________________________________ _________________________________________________________________________________________ d Predict what you think happened in the test. Explain your thinking. _________________________________________________________________________________________ _________________________________________________________________________________________ 20 884245_SCIENCE_WORKBOOK_S5.indb 20 4/28/17 1:29 PM Unit 2 Investigating plant growth How roots affect plant growth 1 Describe two functions of the roots of a plant. • _______________________________________________________________________________________ • _______________________________________________________________________________________ 2 Some Stage 5 learners did an investigation. They found out how losing some or all of its roots affects the growth of a plant. • The learners used three healthy plants of the same species and size. • They labelled the plants A, B and C. • They cut off all the roots of plant A. • They cut off half of the roots of plant B. • They did not cut off any of the roots of plant C. A B C • They put each plant in an identical pot with the same amount and type of soil. • They put the plants next to each other on a windowsill. • They gave each plant the same amount of water. • They observed the plants every day for ten days. • They made sketches and measured the height of each plant. a What did the learners do to make sure the test was fair? _________________________________________________________________________________________ _________________________________________________________________________________________ b Predict what you think happened in the test. Explain your thinking. _________________________________________________________________________________________ _________________________________________________________________________________________ 3 Here are the measurements the learners made on day ten of the test. Match each measurement with the plant you think it is from: plant A, plant B or plant C. a 40 cm __________________________ b 47 cm __________________________ c 32 cm __________________________ 21 884245_SCIENCE_WORKBOOK_S5.indb 21 4/28/17 1:29 PM Unit 2 Investigating plant growth How temperature affects plant growth 1 Some Stage 5 learners carried out a fair test investigation to find out how temperature affects plant growth. Here are the results of their investigation. Day Uncovered plant Plant in ‘greenhouse’ Temperature (°C) Height (cm) Temperature (°C) Height (cm) 1 19 11 35 11 2 22 12 38 12.5 3 25 14 40 15 4 21 14.5 36 18.5 5 18 15 34 21 6 23 16.5 39 24 7 21 18 37 26 8 20 19 36 28.5 9 19 20.5 35 31 10 22 22.5 40 34 Average a Work out the average temperature for each plant. Write your answers in the table. b What do the results show? Use data from the table to explain your answer. _________________________________________________________________________________________ _________________________________________________________________________________________ c Draw a line graph in the grid below to show the height data for both plants. Give the graph a title. Add a key to show which line relates to which plant. ___________________________________________________ Height of plant (cm) 40 30 20 10 0 22 884245_SCIENCE_WORKBOOK_S5.indb 22 1 2 3 4 5 6 Days 7 8 9 10 4/28/17 1:29 PM Unit 2 Investigating plant growth Science word puzzle Rearrange each set of letters to make a scientific word from Unit 2. Write the words in the grid. The first one has been done for you. 1 If you have written all the words correctly, another word will appear in the shaded squares. 1 tentruins nutrients ________________ 2 stemragine 3 hengoesrue ________________ ________________ 4 siddslove 5 drainpegs 6 englides ________________ ________________ ________________ 7 epurematter 8 theylah 9 shonyshpotites ________________ ________________ ________________ 1 u n t r i e n t s 2 3 4 5 6 7 8 9 23 884245_SCIENCE_WORKBOOK_S5.indb 23 4/28/17 1:29 PM Unit 2 Investigating plant growth What have you learnt about plant growth? 1 a Describe three things a living plant can do that an artificial plant cannot do. • ___________________________________________________________ • ___________________________________________________________ • ___________________________________________________________ b Name three growth habits and sketch them. c Name three things seeds need for germination. • ___________________________________________________________ • ___________________________________________________________ • ___________________________________________________________ d Describe the functions of these plant parts. Roots _________________________________________________________________________________ _________________________________________________________________________________________ Stem _________________________________________________________________________________ _________________________________________________________________________________________ Leaves ________________________________________________________________________________ _________________________________________________________________________________________ e Draw a labelled diagram to show a healthy plant in ideal growing conditions. 24 884245_SCIENCE_WORKBOOK_S5.indb 24 4/28/17 1:29 PM Self-assessment Unit 2 Investigating plant growth I understand this well. I need more help with … I understand this but need more practice. I do not understand this yet. ________________________________________ ________________________________________ ________________________________________ ________________________________________ Learning objectives I can name some different growth habits of plants. I can order the stages of growth in a bean plant. I know that seeds need water and warmth to germinate, but not light. I can plan a fair test to find out if seeds can have too much water. I can use data to answer questions about germination rates and times. I know that plants need energy from light to grow. I can say what conditions a plant needs to grow. I can say how the leaves, stem and roots help to give a plant its food. I can say how a greenhouse helps plants to grow. 25 884245_SCIENCE_WORKBOOK_S5.indb 25 4/28/17 1:29 PM Unit 3 States of matter States of matter 1 Write the missing words in the sentences below. Use these words: gases liquids mass matter solids states volume a Everything you see around you is __________________________. b All matter weighs something (has __________________________). c All matter takes up space (has __________________________). d Matter exists in one of three __________________________. e __________________________ have a fixed shape and can be held. f __________________________ feel wet, can be poured, and take the shape of their container. g __________________________ move around, fill up spaces, and are usually invisible. 2 a Sort the materials in the pictures according to their states. Fill in the table below. bubble mixture A B C burning wax air wax glass melted wax plastic carbon dioxide cola States Materials b Write the names of three more materials for each state in the table. 26 884245_SCIENCE_WORKBOOK_S5.indb 26 4/28/17 1:29 PM Unit 3 States of matter Which liquid is fastest through the funnel? 1 WATER WATER washing-up liquid WATER WATER shampoo bath foam WATER water cooking oil A group of Stage 5 learners predict that the bath foam will take the longest to travel through the funnel. It is the thickest liquid and they think it will travel slowly. Liquid (30 ml) Time to travel though the funnel (seconds) washing-up liquid 19 shampoo 55 bath foam 120 water 2 cooking oil 25 Look at the illustrations and table above. Use the information to answer these questions. a Was the prediction the group made correct? Use the data to answer this question. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ b List three things that the group might have done to make their test fair. • ____________________________________________________________________________________ • ____________________________________________________________________________________ • ____________________________________________________________________________________ c Do you think that the group collected enough evidence to test their prediction? Explain your answer. _______________________________________________________________________________________ _______________________________________________________________________________________ d What conclusion can you draw from this test? Write down your conclusion. _______________________________________________________________________________________ _______________________________________________________________________________________ 27 884245_SCIENCE_WORKBOOK_S5.indb 27 4/28/17 1:29 PM Unit 3 States of matter Gas facts 1 Match the sentences below to the correct gas. Choose from these words: argon You will need to use your research skills for the activities on this page. carbon dioxide nitrous oxide nitrogen propane a This gas is used in hospitals as an anaesthetic. ________________________________________ b This gas is used in aircraft and racecar tyres. __________________________________________ c This gas is used as a fuel for portable stoves. __________________________________________ d This gas is used in fire extinguishers. ________________________________________ e This gas is used in lamps. _____________________________________ 2 a Write one question about each gas. Use your research skills to find out the answer to each question. Argon Question: ___________________________________________________________________________ Answer: _____________________________________________________________________________ Carbon dioxide Question: ___________________________________________________________________________ Answer: _____________________________________________________________________________ Nitrous oxide Question: ___________________________________________________________________________ Answer: _____________________________________________________________________________ Nitrogen Question: ___________________________________________________________________________ Answer: _____________________________________________________________________________ Propane Question: ___________________________________________________________________________ Answer: _____________________________________________________________________________ b Challenge a partner to answer your questions. Write how many are right: _____________ 28 884245_SCIENCE_WORKBOOK_S5.indb 28 4/28/17 1:29 PM Unit 3 States of matter Changes of state 1 Complete the diagram below. Use these words: condensation evaporation freezing gas liquid Key state of matter heating cooling process of changing state melting solid higher temperature lower temperature 2 Draw a picture with labels to show each process. a Condensationb Evaporation c Freezingd Melting 29 884245_SCIENCE_WORKBOOK_S5.indb 29 4/28/17 1:29 PM Unit 3 States of matter Freezing different liquids 1 A group of Stage 5 learners set up an investigation to find out how the thickness of a liquid affects how fast it freezes. This is what they used. milk apple juice washing-up liquid ketchup baby oil shampoo vinegar water Complete their plan on how to answer their question. a What to keep the same b Prediction using scientific knowledge ______________________ _______________________________________ _______________________________________ _______________________________________ ______________________ ______________________ ______________________ ______________________ d Table of results c What relevant observations will you make? ______________________ ______________________ How does the thickness of a liquid affect how fast it freezes? ______________________ ______________________ ______________________ e Outline of graph 30 884245_SCIENCE_WORKBOOK_S5.indb 30 4/28/17 1:29 PM Unit 3 States of matter Investigating freezing 1 You are going to plan an investigation to answer Ana’s question. Does water change in volume when it freezes? a Predict the answer to Ana’s question, explaining your thinking. ____________________________________________________________________ ____________________________________________________________________ b What will you do in your investigation? Draw a labelled diagram. c What will you observe or measure? _________________________________________________________________________________________ d How will you make sure that your observations or measurements are reliable? _________________________________________________________________________________________ _________________________________________________________________________________________ e What kind of problems do you think you might have when you carry out the investigation? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ f What could you do to avoid these problems? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 31 884245_SCIENCE_WORKBOOK_S5.indb 31 4/28/17 1:29 PM Unit 3 States of matter Evaporation 1 Use these words to complete these sentences. evaporation gas air liquid heated The liquid in the puddle is being ____________________________ by the Sun. The particles have more energy so they move into the ____________________________. When this happens, the particles of water change state from a ____________________________ to a ____________________________. This process is called ____________________________. 2 Write your answers in the boxes. Definition __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ Evaporation Examples of evaporation __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ 32 884245_SCIENCE_WORKBOOK_S5.indb 32 4/28/17 1:29 PM Unit 3 States of matter Investigating evaporation 1 1 The Stage 5 class wanted to find out if washing dries more quickly on windy days than on still days. They used two identical flannels. They measured their masses. They soaked the flannels in water, wrung them out, and measured their masses again. Then they hung the flannels to dry, with an electric fan blowing on one of them. They measured the mass of each flannel every 30 minutes. Here is their table of results. Flannel Mass of flannel when dry Mass of flannel after wetting After 0 mins After 30 mins After 60 mins After 90 mins After After 120 mins 150 mins A – no fan 23 g 68 g 59 g 51 g 40 g 31 g 23 g B – fan 24 g 72 g 53 g 35 g 24 g 24 g 24 g a Use the data in the table above to complete the table below. Mass of water in flannel Flannel After 0 mins After 30 mins After 60 mins After 90 mins After After 120 mins 150 mins Hint: Mass of water = mass after wetting – mass when dry. A – no fan B – fan b Draw a line graph of the results from question 1a here. c What conclusions can you draw from the data the learners collected? _________________________________________________________________________________________ _________________________________________________________________________________________ 33 884245_SCIENCE_WORKBOOK_S5.indb 33 4/28/17 1:29 PM Unit 3 States of matter Investigating evaporation 2 1 Class 5 learners wanted to find out how surface area affects the speed of evaporation. They used four containers with different surface areas. They poured the same volume of water into each container. They put them all on a windowsill. After three days they measured the volume of water left in each container. Here is their table of results. Container Surface area of container (cm2) Volume of water poured into the container (ml) Volume of water left after three days (ml) A 87 cm2 200 ml 126 ml B 102 cm2 200 ml 113 ml C 160 cm2 200 ml 64 ml D 219 cm2 200 ml 14 ml Volume of water that evaporated (ml) a Fill in the final column of the table. b Draw a line graph by plotting these two variables: • surface area of container • volume of water that evaporated. 2 Study the line graph. Use it to predict the volume of water that would have evaporated after three days if the learners had poured 200 ml of water into containers with a surface area of: a 190 cm2 __________________________ b 60 cm2 __________________________ 34 884245_SCIENCE_WORKBOOK_S5.indb 34 4/28/17 1:29 PM Unit 3 States of matter Boiling and condensation 1 a What do you need to do to water to make it boil? _________________________________________________________________________________________ b What are the bubbles in boiling water made from? __________________________ c What is the steam that comes from boiling water made from? _________________________________________________________________________________________ d What is the boiling point of water? __________________________ e Is it possible to heat water above its boiling point? Explain your answer. _________________________________________________________________________________________ _________________________________________________________________________________________ f How does the boiling point of salt water compare to that of freshwater? _________________________________________________________________________________________ 2 a Complete this sentence: Condensation happens when a __________________________ is cooled and changes state into a __________________________. This can has been taken out of the fridge and left in a warm place for a few minutes. b What is on the outside of the can? _________________________________________________________________________________________ c Explain how it got there. _________________________________________________________________________________________ _________________________________________________________________________________________ d Give another example of where condensation happens. _________________________________________________________________________________________ 35 884245_SCIENCE_WORKBOOK_S5.indb 35 4/28/17 1:29 PM Unit 3 States of matter Investigating condensation 1 You are going to plan an investigation to answer Liam’s question. a Predict the answer to Liam’s question, explaining your thinking. If salt water evaporates and then condenses, will there be any salt in the condensed water? _________________________________________________________________ _________________________________________________________________ b What will you do in your investigation? Draw a labelled diagram. c How will you find out if the condensed water has any salt in it? _________________________________________________________________________________________ d How will you make sure your results are reliable? _________________________________________________________________________________________ _________________________________________________________________________________________ e How will you present your results? Explain why you have chosen this way of presenting your results. _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ f Predict your results, explaining your thinking. _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 36 884245_SCIENCE_WORKBOOK_S5.indb 36 4/28/17 1:29 PM Unit 3 States of matter Changes of state clues 1 Match each clue below with the correct words. boiling cooling evaporation freezing heating melting a Raising temperature __________________________ b The process in which a solid becomes a liquid __________________________ c Lowering temperature __________________________ d The process in which water turns to water vapour throughout the liquid, not just on the surface __________________________ e The process in which water becomes a solid ___________________________ f The process in which a liquid becomes a gas __________________________ 2 Write a clue for each of these. a Freezing point _________________________________________________________________________________________ b Boiling point _________________________________________________________________________________________ c Water vapour _________________________________________________________________________________________ d Ice _________________________________________________________________________________________ e Condensation __________________________________________________________________ __________________________________________________________________ 37 884245_SCIENCE_WORKBOOK_S5.indb 37 4/28/17 1:29 PM Unit 3 States of matter Dissolving and solutions 1 Complete the table. Use these words and phrases: clear cloudy dissolve do not dissolve evaporation filtering solution suspension Soluble materials Insoluble materials what they do when mixed with water what the mixture looks like what the mixture is called how to separate the mixture 2 a Name three soluble materials. _________________________________________________________________________________________ b Name three insoluble materials. _________________________________________________________________________________________ c Some Stage 5 learners pour a teaspoon of cornflour into a cup of water. They stir the mixture well and then observe it. They see particles of cornflour floating in the water. What type of mixture did they form by mixing cornflour with water? _________________________________________________________________________________________ d Some Stage 5 learners pour a teaspoon of sugar into a cup of water. They stir the mixture well and then observe it. They cannot see any particles of sugar floating in the water. What type of mixture did they form by mixing sugar with water? _________________________________________________________________________________________ e The Stage 5 learners pour some of the sugar and water mixture into a saucer. They leave the saucer on the windowsill for few days. i Predict what will happen to the water. ii _____________________________________________________________________________________ Predict what will be left behind in the saucer. _____________________________________________________________________________________ 38 884245_SCIENCE_WORKBOOK_S5.indb 38 4/28/17 1:29 PM Unit 3 States of matter Stir it up! 1 Does stirring affect how quickly sugar dissolves? Predict the answer to Ana’s question. Explain your thinking. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 2 Some Stage 5 learners planned an investigation to find out the answer to Ana’s question. Here is their plan: 1. We will pour water into three cups. We will label the cups A, B and C. 2. We will pour sugar into each cup. We will not stir cup A. We will stir cup B slowly. We will stir cup C quickly. 3. We will time how long it takes the sugar in each cup to dissolve. a In their plan, the learners have not explained how they will make sure that their investigation is a fair test. How can the learners make sure it is a fair test? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ b What can the learners do to make sure their results are more reliable? Explain your thinking. _________________________________________________________________________________________ _________________________________________________________________________________________ 3 With the teacher’s help, Stage 5 changed their plan so that they would have a fair test with reliable results. Then they carried out their investigation. Here is their table of results: Cup Time taken for sugar to dissolve (seconds) Test 1 Test 2 Test 3 Average A – no stirring 51 41 52 48 B – stirring slowly 20 29 26 25 C – stirring quickly 11 8 8 9 a Do the results give you enough information to draw a conclusion? If so, what is your conclusion? ___________________________________________________________________________ _________________________________________________________________________________________ b Do the results support your prediction? Explain your thinking. _________________________ _________________________________________________________________________________________ 39 884245_SCIENCE_WORKBOOK_S5.indb 39 4/28/17 1:29 PM Unit 3 States of matter The water cycle 1 a In the space below, draw a diagram of the water cycle. Include these labels: evaporation clouds trees river Sun rain and snow underground water ocean b Add numbers to your water cycle diagram. Below, write a caption for each number to explain what is happening. _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 40 884245_SCIENCE_WORKBOOK_S5.indb 40 4/28/17 1:29 PM Unit 3 States of matter What have you learnt about states of matter? 1 a Describe two properties that all matter has. • ________________________________________________________ • ________________________________________________________ b Describe two properties of each state of matter. Solids • ____________________________________________________________________________________ • ____________________________________________________________________________________ Liquids • ____________________________________________________________________________________ • ____________________________________________________________________________________ Gases • ____________________________________________________________________________________ • ____________________________________________________________________________________ c Name three materials that belong to each state of matter. Solids: _________________________________________________________________________________ Liquids: _______________________________________________________________________________ Gases: ________________________________________________________________________________ 2 a Write each process on the box in the correct column of the table. condensation evaporation Processes that involve heating melting freezing boiling Processes that involve cooling b Some water is evaporating from a puddle. What will happen to the rate of evaporation if the temperature rises? ______________________________________________________________ c Condensation is forming on a leaf. What will happen to the rate of condensation if the temperature falls? _________________ ______________________________________________________________ 41 884245_SCIENCE_WORKBOOK_S5.indb 41 4/28/17 1:29 PM Self-assessment Unit 3 States of matter I understand this well. I need more help with … I understand this but need more practice. I do not understand this yet. ________________________________________ ________________________________________ ________________________________________ ________________________________________ Learning objectives I can identify solids, liquids and gases. I can describe the different properties of solids, liquids and gases. I know that evaporation happens when a liquid turns into a gas. I know that condensation happens when a gas turns into a liquid. I understand that condensation is the reverse of evaporation. I know that air contains water vapour and that when it meets a cold surface it may condense. I can say what happens to matter when it melts or freezes. I know the boiling point of water. I know the melting point of ice. I know what is left behind when a liquid evaporates from a solution. I can test to find out if materials will dissolve in water. I can say what happens in the water cycle. 42 884245_SCIENCE_WORKBOOK_S5.indb 42 4/28/17 1:29 PM Unit 4 The way we see things Unit 4 The way we see things Sources and uses of light 1 Write the name of each object in the correct column of the table. aluminium foil candle diamond fireworks glow-worm metal spoon meteor mirror the Moon oil lamp the Sun television torch lightning stars Not light sources 2 Natural light sources Artificial light sources How is light being used in each picture below? Choose from: capturing an image observing the universe growing food generating electricity a b __________________________________ c __________________________________ __________________________________ d __________________________________ 43 884245_SCIENCE_WORKBOOK_S5.indb 43 4/28/17 1:29 PM Unit 4 The way we see things Comparing brightness 1 Some Stage 5 learners wanted to compare the brightness of different light sources. They collected the following light sources: torch candle table lamp night light bicycle light a Predict the order of the light sources from brightest to dimmest. __________________________________________________________________ __________________________________________________________________ The learners used a light meter to measure the brightness of the light sources they collected. Look at their table of results. Light source torch candle table lamp night light bicycle light Brightness (in lux) 120 10 450 60 200 b Order the light sources from brightest to dimmest. _________________________________________________________________________________________ _________________________________________________________________________________________ c Describe any differences or similiarities between your predictions and the results. _________________________________________________________________________________________ _________________________________________________________________________________________ d Draw a bar chart of the data in the table. 44 884245_SCIENCE_WORKBOOK_S5.indb 44 4/28/17 1:29 PM Unit 4 The way we see things Travelling light 1 Complete the sentences using these words: arrow beam ray ray diagram rays spreads straight a As light travels away from its source, it __________________________ out. b Light travels in __________________________ lines. c You can imagine a __________________________ of light as being made up of lots of __________________________. d You can draw a __________________________ as a straight line. e An __________________________ on the line shows the direction in which the light is travelling. f You can show how light travels by drawing a __________________________. 2 What will happen when each light source is switched on? Draw a ray diagram to show how the light from each light source will travel. Picture Ray diagram a street lamp b lamp c laser pointer 45 884245_SCIENCE_WORKBOOK_S5.indb 45 4/28/17 1:29 PM Unit 4 The way we see things Reflections 1 a Tick the diagram that shows a reflection being produced. A B b Add these labels to the diagrams above: very smooth surface 2 incoming rays of light uneven surface reflected rays A pencil is reflected on the surface of a metal spoon. a How is the reflection of the pencil similar to the real pencil? _________________________________________________________________________________________ _________________________________________________________________________________________ b How is the reflection of the pencil different to the real pencil? _________________________________________________________________________________________ _________________________________________________________________________________________ 46 884245_SCIENCE_WORKBOOK_S5.indb 46 4/28/17 1:29 PM Unit 4 The way we see things Incoming and reflected rays 1 Measure the angle, a, at which each light ray hits the mirror. Write the size of the reflected light ray next to each diagram. a 2 a __________________________________ a b __________________________________ a c __________________________________ a d __________________________________ Measure the angle, b, at which each light ray is reflected from the mirror. Write the size of the incoming light ray next to each diagram. a __________________________________ b b b b b __________________________________ c __________________________________ d __________________________________ 47 884245_SCIENCE_WORKBOOK_S5.indb 47 4/28/17 1:29 PM Unit 4 The way we see things What have you learnt so far? 1 Look at the picture and answer the questions. a There are three light sources in the picture. Circle them. b Order the light sources from brightest to dimmest. Use the numbers 1 to 3. The brightest light source is 1. The dimmest is 3. c How are the people in the picture using light? Describe three ways. • ____________________________________________________________________________________ • ____________________________________________________________________________________ • ____________________________________________________________________________________ d Draw rays on the picture to show how the light from the reading lamp is travelling. e Colour in the person who has the brightest light from the reading lamp. f Draw a circle around an object that is producing a reflection. g Look at the reflection in the picture. How is the reflected image different to the object being reflected? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 48 884245_SCIENCE_WORKBOOK_S5.indb 48 4/28/17 1:29 PM Unit 4 The way we see things Mirror maze 1 Class 5 learners have made a maze using mirrors. They shine a laser pointer onto the first mirror in the maze. or irr 45º m laser pointer 1 mirror 6 mi rro r 2 45º r3 rro mi mi rro r5 r4 rro mi Hint: The light beam will not hit all the mirrors. a Circle the object that you think the light from the laser pointer will reach. b Draw the path that the light beam will take. As you do this, write the angle at which the light beam hits each mirror and the angle at which it is reflected. The angles for the first mirror have been done for you. c Was your prediction in a correct? __________________________ 2 Draw your own light maze on a sheet of plain paper. Give it to a partner to solve. 49 884245_SCIENCE_WORKBOOK_S5.indb 49 4/28/17 1:29 PM Unit 4 The way we see things Light and seeing 1 Tick the diagram that shows how we see things. a b lamp eye lamp eye table lamp c lamp d eye eye table 2 table table Draw light rays in this picture, to show how the girl sees the bird. 50 884245_SCIENCE_WORKBOOK_S5.indb 50 4/28/17 1:29 PM Unit 4 The way we see things Your eyes and how they work 1 Draw a diagram of the eye from the outside. Label these parts: eyebrow 2 3 eyelashes eyelid iris pupil sclera tear duct Draw lines to match each part of the eye with the right description or function. Part of the eye Description or function a iris transparent layer that covers the eye b optic nerve lets light into the eye c cornea coloured part of the eye d pupil focuses light rays onto the retina e retina electrical signals travel along this to the brain f lens the back of the eye The diagram below shows the inside of the eye. Label the parts listed in question 2. 51 884245_SCIENCE_WORKBOOK_S5.indb 51 4/28/17 1:29 PM Unit 4 The way we see things Fun with your blind spot 1 The spot where your optic nerve connects to your retina has no light-sensitive cells. It is called your blind spot. When light hits that part of your retina, you cannot see it. Hold this page in your hand with your arm held out. Close your left eye and focus on the square with your right eye. Slowly move the page towards you. What do you observe? ____________________________________________________________________________________________ ____________________________________________________________________________________________ 2 In question 1 you should have observed that the circle disappeared. This happened because light that reflected from the circle was hitting your blind spot. Follow the instructions in question 1 again. Do you see only darkness in the place where the circle was? Or do you see something else? If you see something else, what do you see? ____________________________________________________________________________________________ ____________________________________________________________________________________________ 3 In question 2, you should have observed that where the circle was matched the rest of the paper. This happened because your brain automatically fills in the missing information from your blind spot. The brain does not just match coloured backgrounds. It can also make other changes to what you see. Hold this page in your hand with your arm held out again. Close your right eye and focus your left eye on the square. Slowly move the page towards you. What happens to the two long rectangles and the circle? ____________________________________________________________________________________________ ____________________________________________________________________________________________ 52 884245_SCIENCE_WORKBOOK_S5.indb 52 4/28/17 1:29 PM Unit 4 The way we see things What have you learnt about the way we see things? 1 Which torch is brighter? __________________________ a 2 b a Look at the diagram below. At what angle does the beam of light hit the mirror? __________________________ Hint: Use a protractor. incoming light ray mirror b At what angle will the beam of light be reflected from the mirror? ____________________ c Complete the diagram to show how the ray of light will be reflected from the mirror. 3 Draw a labelled diagram to show how we see objects. 53 884245_SCIENCE_WORKBOOK_S5.indb 53 4/28/17 1:29 PM Self-assessment Unit 4 The way we see things I understand this well. I need more help with … I understand this but need more practice. I do not understand this yet. ________________________________________ ________________________________________ ________________________________________ ________________________________________ Learning objectives I can identify natural and artificial light sources. I can say why we need light. I can order light sources from brightest to dimmest. I can measure the brightness of light. I can draw a diagram to show how light travels. I can explain how we see light sources. I know that light can be reflected by surfaces, including mirrors. I can explain how we see objects that are not light sources. I can describe how a beam of light changes direction when it is reflected from a surface. I can write using mirror writing. I can design and make my own periscope. I understand how my eyes work. 54 884245_SCIENCE_WORKBOOK_S5.indb 54 4/28/17 1:29 PM Unit 5 Shadows Unit 1 The life cycle of a flowering plant Making shadows 1 a Look at the picture. Why is there a shadow? _________________________________________________________________________________________ b What is a shadow? _________________________________________________________________________________________ c In the picture, the shape of the shadow is similar to the shape of the tree. Explain why. _________________________________________________________________________________________ 2 Some Stage 5 learners made shadows by shining a torch onto a toy from different positions. The shadows they made looked like those shown below. Draw lines to match each shadow with what the learners did. Shadow What the learners did a shone the torch from the left b shone the torch from the right c shone the torch close to the toy d shone the torch far from the toy 55 884245_SCIENCE_WORKBOOK_S5.indb 55 4/28/17 1:29 PM Unit 5 Shadows More shadow diagrams 1 Label the diagram. Use these words: beam of light light source shadow 2 Do the following to complete the diagram. a Draw light rays. b Shade the area of shadow. c Add labels. 3 Draw the shadow cast on the wall: a by the sunflower in question 1. sunflower ray of light wall b by the colander in question 2. 56 884245_SCIENCE_WORKBOOK_S5.indb 56 4/28/17 1:29 PM Unit 5 Shadows Silhouette characters 1 Can you identify these characters by their silhouettes? Match each silhouette to the correct character. Choose from: astronaut 2 ballerina doctor fire fighter footballer tennis player a b c ______________________ ______________________ ______________________ d e f ______________________ ______________________ ______________________ a Draw a different character on a sheet of paper. b Make it into a silhouette. c Cut it out and stick it in the space below. d Ask a partner to guess what the silhouette is. Write the guess here. _____________________________________________________________________________________ e Was your partner’s guess correct? ___________________________________________________ 57 884245_SCIENCE_WORKBOOK_S5.indb 57 4/28/17 1:29 PM Unit 5 Shadows Light and materials 1 Complete the table to show what you know about transparent, translucent and opaque materials. Transparent How much light passes through it? Translucent Opaque almost all light Can you see through it? yes, but not clearly What sort of shadow does it cast? a dark shadow Diagram light source translucent material wall 2 Use your research skills to find out about some transparent, translucent and opaque materials and their uses. Record your findings in this table. Type of material Example(s) Uses transparent translucent opaque 58 884245_SCIENCE_WORKBOOK_S5.indb 58 4/28/17 1:29 PM Unit 5 Shadows Investigating translucent materials 1 How does the number of layers of translucent material affect the amount of light that passes through? Predict the answer to the question Ana is asking. Explain your thinking. _______________________________________ _______________________________________ _______________________________________ _______________________________________ 2 A group of Stage 5 learners carried out an investigation to find out the answer to Ana’s question above. They used a light meter to measure the brightness of the light produced by a torch. They placed a layer of tracing paper over the torch and measured the brightness of the light again. They continued to add one layer of tracing paper at a time, measuring the brightness of the light each time. Describe two things that the learners needed to do to make sure the test was fair. • ____________________________________________________________________________________ • ____________________________________________________________________________________ 3 Here is the table of results that the Stage 5 group recorded: Number of layers of tracing paper 0 1 2 3 4 5 6 7 Brightness of light (lux) 60 54 48 42 36 30 24 18 a What pattern do you notice in the data? _________________________________________________________________________________________ _________________________________________________________________________________________ b Use the pattern you described above to predict the brightness of the light with eight layers of tracing paper. _________________________________________________________________ c Use the pattern you described above to predict the number of layers of tracing paper needed to block all the light from the torch. ___________________________________________ 59 884245_SCIENCE_WORKBOOK_S5.indb 59 4/28/17 1:29 PM Unit 5 Shadows Changing shadows 1 Hadir is putting on a shadow puppet performance. Complete the sentences below. Use these words: bigger and fuzzier disappear darker lighter smaller and sharper a If Hadir uses a brighter light source, the puppet’s shadow will get __________________________. b If Hadir moves the puppet closer to the screen, the puppet’s shadow will get __________________________. c If Hadir switches off the light source, the puppet’s shadow will __________________________. d If Hadir moves the puppet further away from the screen, the puppet’s shadow will get __________________________. e If Hadir uses a dimmer light source, the puppet’s shadow will get __________________________. 2 Describe three other things that Hadir could do to change the shadow. Also describe how the shadow would change. Other things Hadir could do How the shadow would change • _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ • _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ • _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ 60 884245_SCIENCE_WORKBOOK_S5.indb 60 4/28/17 1:29 PM Unit 5 Shadows More about sticks and shadows 1 Predict the answer to the question that Liam is asking. Explain your thinking. _______________________________________ _______________________________________ Does a shadow stick that is twice as long as another, cast a shadow that is twice as long? _______________________________________ _______________________________________ 2 Stage 5 learners carried out an investigation to find out the answer to Liam’s question. Here is their table of results: Time Length of shadow cast by stick that was 0.5 m long (cm) Length of shadow cast by stick that was 1 m long (cm) 8:30 a.m. 46 92 9:30 a.m. 32 64 10:30 a.m. 25 50 11:30 a.m. 20.5 41 12:30 p.m. 19.5 39 1:30 p.m. 21 42 2:30 p.m. 26.5 53 3:30 p.m. 34 68 a Compare the shadows lengths of the two sticks. What pattern do you notice? _________________________________________________________________________________________ _________________________________________________________________________________________ b At 4:30 p.m. the length of the shadow cast by the 0.5 m-long stick was 49 cm. Predict the length of the shadow of the 1 m-long stick at the same time. _____________________ c Do the learners’ results support the prediction you made in question 1? _________________________________________________________________________________________ d How could you use what you have found out to work out the height of a tall object such as a tree? ____________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 61 884245_SCIENCE_WORKBOOK_S5.indb 61 4/28/17 1:29 PM Unit 5 Shadows The Sun and shadows 1 Order these images by numbering them from 1 to 5. Label the images to show the time of day. The first image has been numbered and labelled for you. Choose from these times of day: mid-morning a Image midday mid-afternoon b Order c Image late afternoon Image Order 1 _______________________ Time of day Time of day early morning _______________________ d Order Image Order _______________________ _______________________ Time of day Time of day _______________________ _______________________ e Image Order _______________________ Time of day _______________________ 2 Complete the sentences using these words height high length longer longest low shorter shortest a The shadows cast by the Sun vary in __________________________. b The length of shadows changes as the __________________________ of the Sun in the sky changes. c Shadows are long when the Sun is __________________________ in the sky. d Shadows are short when the Sun is __________________________ in the sky. e Shadows are __________________________ at sunrise and sunset. f During the morning, shadows get __________________________. g Shadows are __________________________ at midday. h During the afternoon, shadows get __________________________. 62 884245_SCIENCE_WORKBOOK_S5.indb 62 4/28/17 1:29 PM Unit 5 Shadows Sundials 1 What time does each sundial show? a b ______________________ d 2 ______________________ e ______________________ c ______________________ f ______________________ ______________________ a Sort the sundials above into groups by drawing coloured circles around them. Use the same colours to circle the sundials that belong to the same group. b Ask a partner to tell you how they think you have sorted the sundials. c Write a key below to show how you have sorted the sundials. My key 3 Write an explanation of how a sundial works. ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ 63 884245_SCIENCE_WORKBOOK_S5.indb 63 4/28/17 1:29 PM Unit 5 Shadows What I know about shadows 1 Show what you know about the headings in the four boxes below. You could do this by: • writing sentences or making a list • drawing a labelled diagram • a combination of these. How shadows form How to change the size of a shadow The shadows made by transparent, translucent and opaque materials The Sun and shadows 64 884245_SCIENCE_WORKBOOK_S5.indb 64 4/28/17 1:29 PM Unit 5 Shadows Shadows quiz 1 Tick one answer for each question. a A shadow is formed when … an object blocks light. it is very dark. it is very light. light falls onto a surface. b The shape of a shadow is similar to the shape of the object that casts it because … light spreads out from a light source. light has a lot of energy. light travels very fast. light travels in straight lines. c An opaque material casts what type of shadow? a faint shadow a dark shadow no shadow a fuzzy shadow d What type of materials cast no shadow at all? all materials cast a shadow opaque materials translucent materials transparent materials e What could you do to make a shadow larger? Move the light source closer to the object that is casting the shadow. Move the light source further from the object that is casting the shadow. Move the light source upwards. Move the light source downwards. f How do shadows cast by the Sun change in length throughout the day? They are short at sunrise and get longer until sunset. They are long at sunrise and get shorter until sunset. They are long at sunrise, get shorter until midday, and then get longer until sunset. They are short at sunrise, get longer until midday, and then get shorter until sunset. g How do shadows cast by the Sun change in position throughout the day? They move from roughly … east at sunrise to roughly west at sunset. north at sunrise to roughly south at sunset. west at sunrise to roughly east at sunset. south at sunrise to roughly north at sunset. 65 884245_SCIENCE_WORKBOOK_S5.indb 65 4/28/17 1:29 PM Self-assessment Unit 5 Shadows I understand this well. I need more help with … I understand this but need more practice. I do not understand this yet. ________________________________________ ________________________________________ ________________________________________ ________________________________________ Learning objectives I can explain how shadows are formed. I can say how the position of an object affects the size of its shadow. I can make my own hand shadows. I can use a shadow to create a silhouette portrait. I can explain what the words ‘transparent’, ‘opaque’ and ‘translucent’ mean. I can plan a fair test to find out which materials are best for making shadow puppets. I can describe how to make shadows larger, darker and sharper. I can put on a shadow puppet performance. I can describe how the length and position of shadows change throughout the day. I understand how sundials are used to tell the time. 66 884245_SCIENCE_WORKBOOK_S5.indb 66 4/28/17 1:29 PM Unit 1 The life cycle of a flowering plant Unit 6 The Earth and beyond Earth, Sun and Moon 1 Label the Sun, Earth and Moon in the diagram below. 2 a Use your research skills to find out three interesting facts about the Earth, the Sun and the Moon. Three interesting facts about the Earth Three interesting facts about the Sun Three interesting facts about the Moon b Share what you have found out with a partner. 67 884245_SCIENCE_WORKBOOK_S5.indb 67 4/28/17 1:29 PM Unit 6 The Earth and beyond Sun and Earth 1 Draw the position of the Sun in the sky at each time of day. The first one has been done for you. sunrise 2 mid-morning midday mid-afternoon sunset Ai lives in Beijing. Her cousin Hang lives in San Francisco. San Francisco is nine hours ahead of Beijing. a Complete the table. Time in Beijing Time in San Francisco 8 a.m. 5 p.m. 10 a.m. 7 p.m. 12 p.m. 2 p.m. 4 p.m. 6 p.m. 8 p.m. b What time will it be in San Francisco when it is 9 p.m. in Beijing? __________________________ c What time will it be in Beijing when it is 8 p.m. in San Francisco? __________________________ d Ai wants to phone Hang. What time of day would be best for her to make the phone call? __________________________ e Explain the answer you gave to question d. _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 68 884245_SCIENCE_WORKBOOK_S5.indb 68 4/28/17 1:29 PM Unit 6 The Earth and beyond Daylight hours 1 Here are the average daylight hours during each month of the year in a mystery city. Month Daylight hours Month Daylight hours January _3 14 4 hours July _1 9 2 hours February _3 13 4 hours August _1 10 2 hours March _1 12 2 hours September _3 11 4 hours April 11 hours October 13 _14 hours May _3 9 4 hours November _1 14 2 hours June 9 _14 hours December 15 _14 hours Plot the data as a line graph on the axes below. You will need a world map, atlas or globe. 2 The data about daylight hours in question 1 is from one of these cities: ● Moscow, Russia ● Wellington, New Zealand ● Seoul, South Korea ● Tangier, Morocco Which city do you think the data is from? Why? _______________________ _________________________________________________________________ _________________________________________________________________ 69 884245_SCIENCE_WORKBOOK_S5.indb 69 4/28/17 1:29 PM Unit 6 The Earth and beyond Seasons 1 a Explain why Orlando’s idea must be wrong. Use what you know about the Earth’s orbit. ____________________________________________ ____________________________________________ I think the Earth has seasons because it is closer to the Sun at some times of year than at other times of the year. ______________________________________________________________ ______________________________________________________________ b Explain why the Earth has seasons. Use diagrams to help you. 2 Valentina lives in the city of Buenos Aires, Argentina. Complete this table about the seasons in Buenos Aires. Choose from these words: cold hot wide shallow narrow steep summer South America Argentina Buenos Aires winter When Buenos Aires is tilted away from the Sun ... When Buenos Aires is tilted towards the Sun ... the Sun’s rays strike the ground at a the Sun’s rays strike the ground at a ______________________ angle. ______________________ angle. the Sun’s energy is spread out over a the Sun’s energy is spread out over a ______________________ area. ______________________ area. the weather is ______________________. the weather is ______________________. the season is ______________________. the season is ______________________. 70 884245_SCIENCE_WORKBOOK_S5.indb 70 4/28/17 1:29 PM Unit 6 The Earth and beyond The moving Earth 1 a Draw a diagram below to show how the Earth moves. b What is the name of the imaginary line around which the Earth rotates? _____________________________________________________________________________________ c About how long does it take the Earth to complete one rotation? _____________________________________________________________________________________ d Why did ancient people think the Sun travelled around the Earth? _____________________________________________________________________________________ e What is the name of the force that keeps the Earth in orbit around the Sun? _____________________________________________________________________________________ f About how long does it take the Earth to complete one orbit of the Sun? _____________________________________________________________________________________ 2 a Write three more questions below about the Earth and how it moves. Include the answers to the questions. • ____________________________________________________________________________________ ____________________________________________________________________________________ • ____________________________________________________________________________________ ____________________________________________________________________________________ • ____________________________________________________________________________________ ____________________________________________________________________________________ b Read out your questions to a partner. How many questions did they answer correctly? _____________________________________________________________________________________ 71 884245_SCIENCE_WORKBOOK_S5.indb 71 4/28/17 1:29 PM Unit 6 The Earth and beyond Moon phases 1 Order these phases of the Moon. Write the numbers 1 to 8 in the boxes. Number 1 has been done for you. 1 a b c d ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ e f g h ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ 2 Label the phases of the Moon above. Write one of these labels below each picture. first quarter full waning gibbous 3 new last quarter waxing crescent waning crescent waxing gibbous a About how long does it take the Moon to complete one orbit around the Earth? _________________________________________________________________________________________ b How do you know? _________________________________________________________________________________________ _________________________________________________________________________________________ 72 884245_SCIENCE_WORKBOOK_S5.indb 72 4/28/17 1:29 PM Unit 6 The Earth and beyond Planetary awards 1 Use your research skills to answer these questions. Imagine that there is an award ceremony for the planets of the solar system. Which of the planets would win each of these awards? a b greatest number of moons c strongest magnetic field strongest winds d e f 365 shortest year g longest day h largest volcano i 365 highest temperatures 2 shortest day longest year Invent your own planet award. Draw the certificate in the space. On your certificate, write: • what you are giving the award for • the name of the planet that has won the award. 73 884245_SCIENCE_WORKBOOK_S5.indb 73 4/28/17 1:29 PM Unit 6 The Earth and beyond Planet distances 1 The table shows the distance of each planet from the Sun in millions of kilometres. a Fill in the end column of the table. The first two have been done for you. Planet Average distance from the Sun (millions of kilometres) Distance between the orbits of ... (millions of kilometres) Mercury 57 Mercury and Venus – 51 Venus 108 Venus and Earth – 42 Earth 150 Earth and Mars – Mars 228 Mars and Jupiter – Jupiter 779 Jupiter and Saturn – Saturn 1430 Saturn and Uranus – Uranus 2880 Uranus and Neptune – Neptune 4500 Neptune and Pluto – b What patterns do you notice in the data in the table? _________________________________________________________________________________________ _________________________________________________________________________________________ c Imagine that there is another planet, further away than Neptune. Predict its average distance from the Sun. Use the patterns you noticed in b. ____________________________ _________________________________________________________________________________________ d Use your research skills to find out the same data for the dwarf planet, Pluto. Insert this data in the final row of the table. _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 74 884245_SCIENCE_WORKBOOK_S5.indb 74 4/28/17 1:29 PM Unit 6 The Earth and beyond Sun, Moon and planets 1 a What is the name of the process inside the Sun that releases huge amounts of energy? __________________________ b What is the name given to the cooler, darker areas on the surface of the Sun? __________________________ c Which statement is false? Tick a box. The Moon spins slowly. The same side of the Moon always faces the Earth. The Moon does not spin. We only see the sunlit part of the Moon. 2 Complete the sentences. Use these words: longer shorter a The closer to the Sun a planet orbits, the __________________________ its year. b The further from the Sun a planet orbits, the __________________________ its year. c The more slowly a planet spins on its axis, the __________________________ its day. d The faster a planet spins on its axis, the __________________________ its day. 3 a Name the planets of the solar system in order. _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ b Name the rocky planets. _________________________________________________________________________________________ c Name the gas giants. _________________________________________________________________________________________ d Which statement is true? Tick one of the boxes. The outer planets are closer together than the inner planets. The outer planets are the same distance apart as the inner planets. The outer planets are further apart than the inner planets. There is no pattern in the distances between the planets. 75 884245_SCIENCE_WORKBOOK_S5.indb 75 4/28/17 1:29 PM Unit 6 The Earth and beyond Impact! 1 The dark circles you can see on the Moon are craters. They were made by meteorites slamming into the Moon. Predict the answer to this question. Explain your thinking. How does the size of meteorites affect the size of craters? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 2 Some Stage 5 learners carried out an investigation to find out how the size of meteorites affects the size of craters. They poured some flour into a tray and covered it with a layer of cocoa powder. They made five different-sized balls from modelling clay. These were the ‘meteorites’. They dropped the balls onto the flour one at a time. To make sure that their test was fair, they dropped each ball from the same height. They measured the diameter of the crater each ball made. Here is their table of results: a What patterns can you see in the data in the table? Diameter of ball (cm) Diameter of crater (cm) 0.5 1.3 1 2.6 2 5.2 4 10.4 ______________________________ 8 20.8 ______________________________ ______________________________ ______________________________ b Use the data in the table to predict the diameter of crater a ball of diameter 1.5 cm would make. ________________________________________________________________________ c Write down a different question about meteorites and craters, which you could investigate. ____________________________________________________________________________ d Plan an investigation to find out the answer to the question you asked in c. _________________________________________________________________________________________ _________________________________________________________________________________________ 76 884245_SCIENCE_WORKBOOK_S5.indb 76 4/28/17 1:29 PM Unit 6 The Earth and beyond The Milky Way galaxy 1 a Choose one or more of these questions or write questions of your own. • What does the Milky Way look like? • Is the Milky Way moving? What would you like to find out about our galaxy, the Milky Way? • How old is the Milky Way? • How did the Milky Way form? • How big is the Milky Way? • Why is our galaxy called the Milky Way? • What is at the centre of the Milky Way? • Will the Milky Way collide with another galaxy? b Use your research skills to find out the answer to your chosen question or questions. Present your findings in this space. c Share what you have found out with a partner. 77 884245_SCIENCE_WORKBOOK_S5.indb 77 4/28/17 1:29 PM Unit 6 The Earth and beyond Famous astronomers 1 Match each astronomer listed in the table to the correct place and the correct contribution. Write your answers in the table below. Places: China, Greece, Italy, Persia (Iran), Poland, United States Contributions: • created the first heliocentric (Sun-centred) model • created a more advanced heliocentric model • provided evidence of other galaxies outside the Milky Way • calculated the diameter of the Earth • realised the Moon’s brightness was caused by reflected sunlight • observed and studied sunspots. Astronomer 2 a Nicolaus Copernicus b Zhang Heng c Edwin Hubble d Aristarchus e Galileo Galilei f Ahmad ibn Muhammad ibn Kathir al-Farghani Place Contribution Write the names of the astronomers from Activity 1 in date order, from earliest to most recent. __________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 78 884245_SCIENCE_WORKBOOK_S5.indb 78 4/28/17 1:29 PM Unit 6 The Earth and beyond What have you learnt about the Earth and beyond? 1 2 Draw a mind map to show what you have learnt in this unit. Include information about: • the movement of the Earth • the Sun • the phases of the Moon • the planets • other bodies in the solar system • constellations • galaxies • changing ideas about the universe. Look at these diagrams of line graphs. A B C Match each sketch to the data it might show. a Hours of daylight throughout the year for a city on the equator _______________________ b The length of a shadow throughout the day __________________________________________ c Hours of daylight throughout the year for a city in the northern hemisphere _____________________________________________________________________________________ 79 884245_SCIENCE_WORKBOOK_S5.indb 79 4/28/17 1:29 PM Self-assessment Unit 6 The Earth and beyond I understand this well. I need more help with … I understand this but need more practice. I do not understand this yet. ________________________________________ ________________________________________ ________________________________________ ________________________________________ Learning objectives I know that the Sun does not move. I can explain why the Sun appears to move across the sky. I know that the Earth spins on its axis. I know that it takes one day (24 hours) for the Earth to spin round once on its axis. I understand why we have seasons. I know that it takes one year for the Earth to orbit the Sun. I can observe and record the phases of the Moon. I can research interesting facts about the rocky planets. I can answer questions about the gas giant planets. I can explain the difference between an asteroid and a comet. I know the name of our galaxy and what type of galaxy it is. I can talk about the lives and discoveries of some famous astronomers. 80 884245_SCIENCE_WORKBOOK_S5.indb 80 4/28/17 1:29 PM

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