CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
Unit 1 Living Things
1.1 Bones and skeletons
Worksheet 1.1 Label the skeleton
1
2
Skeletons to be coloured as per code given.
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
1
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
1.2 Why we need a skeleton
Worksheet 1.2A Draw a graph of bone length
Worksheet 1.2B Draw a graph of bone length
1
See bar chart for Worksheet 1.2A.
2
a Naima
b Gita
Worksheet 1.2C Draw a graph of bone length
1
Name
Mira
Naima
Gita
Padmini
Length of bone
(cm)
22
25
20
23
2
Bar chart drawn with bars labelled from left to right Gita (20), Mira (22), Padmini (23)
and Naima (25).
3
a Naima
b Gita
c 5 cm
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
2
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
1.4 Different kinds of skeletons
Worksheet 1.4 Sort and group animals
1
a There are various ways to sort the animals. The answers will depend
on the features of the animals learners chose for sorting them. Suggested answer is:
Group A: eagle, fish, hen, goat, owl, snake.
Group B: crab, snail, earthworm, locust.
b Learners’ own answers, e.g. having legs or no legs; having bones or no bones,
or even small or large animals. The answers suggested above are based on the feature
of having bones or no bones.
c Learners’ own answers – will depend on features of the animals learners chose
for sorting and grouping. Suggested answers are:
Group A: Animals with bones/vertebrates.
Group B: Animals with no bones/invertebrates.
2
a Suggested answer: eagle, hen, owl
b Suggested answer: birds
3
Any suitable answers. For example, Group A – cat, horse, mouse; Group B – fly, spider, jellyfish
4
LH circle: B, C, F, H
RH circle: A, D, E, I, J
Overlap: G, K
1.5 Medicines and infectious diseases
Worksheet 1.5 Different ways to take medicines
1
Way medicine is
taken
Mixture
Tablet
Injection
Inhaler
Powder
Number of people
Nasreen’s family
3
5
1
0
2
Total number of
people
Fatima’s family
2
4
0
2
1
5
9
1
2
3
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
3
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
2
3
Tablets. There are tablets for many different kinds of illness (or any other reasonable suggestion).
4
Injection. Not many illnesses need regular injections (or any other reasonable suggestion).
5
Mixtures. They are easier for young children to swallow than tablets and they taste
better than tablets and powders (or any other reasonable suggestion).
6
Aspirin can cause a condition known as Reye’s syndrome in children and teenagers.
Reye’s syndrome causes swelling in the liver and brain. It most often affects children
and teenagers recovering from a viral infections, usually flu or chickenpox.
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
4
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
Unit 2 Energy
2.3 Energy changes
Worksheet 2.3 How far can an elastic band fly?
1
a It had movement energy
b From being stretched
2
a Learners’ own answers from data sheet.
b By stretching it more
c Stretching it more gave the elastic band more stored energy
3
a Stored energy
b Movement energy from hand → stored energy in elastic band → movement energy in elastic band
4a&b Learners’ own answers.
5 The thickness of the elastic band, or the diameter/length of the elastic band.
2.4 Energy and living things
Worksheet 2.4 Make food chains
1 Answers will depend on card picked.
a Herbivore – deer
Omnivore – monkey
Carnivore – eagle, tiger
b Producers – mango, grass
Predators – eagle, tiger
Prey – monkey, deer
2b&3b Grass → deer → tiger
Mango → monkey → eagle
4 Mango → bug → monkey → eagle
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
5
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
5
a All the herbivores would die because they had no food, then the carnivores would
die because there were no herbivores to eat.
b At first there would be more herbivores because there were no tigers to eat them,
but as the number of herbivores increased there would not be enough plants for them
to eat and so some herbivores would die.
6
Primary consumers are herbivores that eat plants. Secondary consumers are carnivores
that eat herbivores.
Examples of primary consumers are elephant, zebra, deer.
Examples of secondary consumers are lion, leopard, tiger.
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
6
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
Unit 3 Materials
3.1 Materials, substances and particles
Worksheet 3.1 Make a particle model
Learners should observe that there is more movement of the marbles in step 1 and that
the spaces between the marbles are also bigger in step 1.
1
a The arrangement in which the marbles are closely packed together in the box.
b The arrangement in which the divider is halfway across the box.
c When we shook the box with the marbles are closely packed together, the marbles
could not move around freely as there was very little space between them.
They could only move slightly in the same position.
This how a solid behaves in the particle model.
In the arrangement in which the divider is halfway across the box, the marbles could move
around and change their position a bit as there was more space between them.
This is how a liquid behaves in the particle model.
2
Learners’ own answers: dried peas or lentils, for example.
3
Completed Venn diagram
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
7
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
3.2 How do solids and liquids behave?
Worksheet 3.2 Make a sand clock
1
The time will vary depending on factors in answer to question 2.
2
The volume of sand used, the size of sand grains, the dryness of sand and the size of the hole in the foil.
3
a Use more sand; make the hole in the foil smaller.
b Use less sand; make the hole in the foil bigger.
4
Suggested method:
• Decide on the time you want measured. You can use the time measured for the sand
to flow out of the bottle to decide if you need more or less sand.
• Fill a bottle with the amount of sand you think you will need.
• Tape a piece of aluminium foil to the neck of the bottle as you did before.
Make a hole in the foil.
• Pour the sand out of the bottle through the hole in the foil into a container.
5
• Use the timer to measure how much sand flows in the number of minutes you have chosen.
If you run out of sand before the time is up, try again with a smaller hole.
If there is still a lot of sand left in the bottle, then you make the hole a little bigger.
You may need to do this a few times.
No. It is good for measuring small periods of time, but you would have keep turning it
every few minutes or every hour throughout the day and keep a record of each hour
that passes (or similar answer).
3.3 Melting and solidifying
Worksheet 3.3A Compare melting in different solids
1
Degrees centigrade (°C)
2
a Sugar
b 185 °C
3
a Ice
4
b 0 °C
Learners to draw bar for beeswax on graph to a height of 62 °C.
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
8
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
Worksheet 3.3B Compare melting in different solids
1–4 See answers for Worksheet 3.3A.
5 Chocolate melts at 36 °C, which is just below your body temperature, so the warmth
in your mouth melts it.
6 Butter and chocolate will melt at room temperature in very warm places, so they should
be kept in the fridge so they stay solid.
Worksheet 3.3C Compare melting in different solids
1–4 See answers for Worksheet 3.3A.
5–6 See answers for Worksheet 3.3B.
7
Sugar, because it has the highest melting point of 185 °C.
8
a The data shows that the solids that contain fats melt at a higher temperature than
the solid that is made mainly of water.
b No, there is not enough data to draw a conclusion.
You would have to test the melting points of a number of other solids that contain a
lot of fat or a lot of water and compare their melting points.
3.4 Chemical reactions
Worksheet 3.4 Observe chemical reactions
Part 1
1
The candle wax melts.
2
Any two from the candle wick burns, smoke forms, soot forms on the back of the spoon.
3
We saw that a new substance formed on the back of the spoon.
4
The wax gets used up during the chemical reaction of burning and changes
into a new substance.
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
9
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
Part 2
1
The mixture bubbles and foams, or similar description.
Drawing, similar to the example shown here.
2
Yes
3
Yes. Both the vinegar and bicarbonate of soda change and a new substance forms.
4
The reaction between vinegar and bicarbonate of soda forms carbon dioxide gas.
This gas makes cakes rise. We can use limewater to test if carbon dioxide is present.
Limewater turns milky in the presence of carbon dioxide.
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
10
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
Unit 4 Materials
4.1 The structure of the Earth
Worksheet 4.1 Plan and make your own model
1
Plasticine, modelling clay, paper mache, playdough.
2
Use different colours.
3
By using a heavy ball such as an old golf ball.
4
The model will show that the Earth is ball-shaped and if you cut it open you will see
the layers of the internal structure – inner core, outer core, mantle and crust in
different colours. You will see that the crust is very thin compared to the other layers.
If you use a hard, heavy ball (like an old golf ball) at the centre it will represent the inner core.
5
Learner’s own picture – look for features crust, mantle, inner core and outer core.
4.4 Animals in different habitats
Worksheet 4.4A Case study: Orangutans
1
The habitat that orangutans live in is a tropical forest.
2
Orangutans are suited to life in the tops of the trees. They swing from one tree
to the next tree with their long arms.
3
They climb to the tops of the trees with their strong legs.
4
They grip the branches with their strong fingers. They use their fingers to grab fruit.
5
They can do delicate tasks with their hands. For example, they can use a thin stick
to get termites from holes on trees.
Worksheet 4.4B Case study: Orangutans
1
The habitat that orangutans live in is tropical grassland/tropical forest.
2
Orangutans live in the tops of the trees/on the forest floor.
3
Orangutans swing/jump from tree to tree. They can do this because they have
very short/long arms.
4
Orangutans have three/five fingers so they can grip/slide down branches.
5
Orangutans can hold small objects like a thin/thick stick with their fingers.
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
11
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
6
They have strong, long/short legs to help them to climb trees.
7
Orangutans use their fingers to grab leaves/fruit to eat.
Worksheet 4.4C Case study: Orangutans
1
Orangutans live in tropical forest habitats.
2
Orangutans live at the tops of the trees.
3
Orangutans eat fruits and small animals like termites.
4
Orangutans have very long arms which allow them to swing from tree to tree.
Also they have five fingers which allow them to grip branches.
5
Orangutans use their sensitive fingers to hold a thin stick, which they send down a hole
in a tree where termites live. They carefully pull out the stick which now has termites on it.
6
Zookeepers must provide the orangutans with a tree with branches to swing on, keep
them warm and give them fruits that they are used to eating. As a treat they can have termites.
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
12
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
Unit 5 Light
5.2 Light travels in straight lines
Worksheet 5.2 Light travels in straight lines
1
The Moon.
2&4
3
The fire.
5&6
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
13
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
5.4 Light in the solar system
Worksheet 5.4A Case study: Jupiter
1
A planet is a body in space that orbits a star.
2
Jupiter
3
A moon is a body in space that orbits a planet or an asteroid.
4
28 or more (4 large moons and at least 24 small moons)
5
Gas
6
A robotic probe
Worksheet 5.4B Case study: Jupiter
1
Earth
Jupiter
Position in solar system
Time to complete one
orbit around the Sun
Number of moons
3rd from the Sun
1 year
5th from the Sun
12 Earth years
1
Composition
Is there any water on the
surface?
Rocks
Yes
28 or more (4 large and at
least 24 small)
Gases
No
2
We put robotic probes into orbit around Jupiter.
These take photographs which are sent back to Earth.
3
The Juno probe is now in orbit around Jupiter until 2021.
It is sending photographs back to Earth.
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
14
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
Worksheet 5.4C Case study: Jupiter
1
a The Sun
b 12 Earth years
2
3
Earth’s surface consists of rocks and Jupiter’s surface consists of gases.
4
Robotic probes
5
No, because the surface consists of gas.
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
15
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
5.6 Investigating shadow lengths
Worksheet 5.6 Investigating shadow lengths
1
Title: Graph to show length of shadow at different times of the day.
2
In the morning the shadow became shorter. After midday the shadow became longer.
3
Learners’ fill out table to conduct their own assessment:
How well can I…
Very well

Most of the time Not confident

yet

decide what to put on each axis?
label the axes correctly?
decide on suitable scales on the axes?
draw the dots accurately?
join the dots neatly?
give the graph a suitable title?
Stretch questions
4
a At 08:00 the length of the shadow would be between 180 and 200 cm.
b At 18:00 the length of the shadow would be about 300 cm.
5
In the winter the Sun appears lower in the sky so the shadows will be longer.
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
16
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
Unit 6 Electricity
6.1 Which materials conduct electricity?
Worksheet 6.1 Metals conduct electricity
1
Silver is the best conductor. Steel is the worst conductor.
2
Copper
3
a Silver
b It is too expensive.
4
5
Learners’ fill out table to conduct their own assessment:
How well can I…
Very well

Most of the
time

Not confident
yet

decide what to put on each axis?
label the axes correctly?
decide on suitable scales on the axes?
draw the bars accurately?
label the bars neatly?
give the bar graph a suitable title?
Stretch questions
6
Silicon
7
California, USA
8
Possible answers: smartphone, tablet, computer, television, microwave oven
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
17
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
6.3 Using conductors and insulators in electrical appliances
Worksheet 6.3A Identify conductors and insulators in a plug
1
Worksheet 6.3B Identify conductors and insulators in a plug
1
Learner’s drawing. Label metal pins (conductor) and plastic casing (insulator),
plastic cord coating (insulator) and copper wire (conductor).
2
If you pull the cord you could damage it and some of the wires pull away and touch your hand.
This can give you an electric shock. Pull the plug out by the plastic cover, which is an insulator.
Worksheet 6.3C Identify conductors and insulators in a light bulb
1
The metal tip, the metal casing, the wires and the filament.
2
They all need to conduct electricity so that it flows round the circuit inside the bulb.
3
The metal casing.
4
Glass is an electrical insulator.
Glass is transparent so you can see the light burning inside.
5
Long, thin wires heat up quickly and glow white-hot.
This is how we see the lamplight.
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
18
CAMBRIDGE PRIMARY SCIENCE 4 WORKSHEET ANSWERS
6.4 Switches
Worksheet 6.4A Switches
1
Metal conducts electricity.
2
Wood is an insulator.
3
Plastic or cork.
4
Push the paper clip so that it is touching both drawing pins. This completes the circuit.
Worksheet 6.4B Switches
1
Coins are made of metal which is a good conductor of electricity.
2
Cardboard is an electrical insulator.
3
Move the taped coin down to touch the other two coins.
Worksheet 6.4C Switches
1
Plastic and wood are both electrical insulators.
2
Bare wire is metal, which is an electrical conductor.
3
Close the legs with the wire wrapped around them together.
4
Release the legs with the wire wrapped around them.
Cambridge Primary Science 4 – Fiona Baxter & Liz Dilley © Cambridge University Press 2021
19