1.
Pond dipping
(a)
Abdi is collecting some living things from a pond. He pulls a net through the
water.
Describe how the net separates the water and pond life.
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1 mark
(b)
Abdi empties the net into a container of water. He decides to sort the animals he
collected into groups.
Abdi puts these two animals into the same group.
Describe ONE feature that both these animals have.
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1 mark
(c)
Abdi sorts four more of the pond animals into groups.
Write A, B, C and D to show which group each animal belongs to in the diagram
below.
Some different animals have already been sorted.
2 marks
1
2.
Paper making
(a)
Some children want to recycle the scrap paper from their classroom.
This is what the children do:
Step 1:
Cut the scrap paper into
pieces
Step 2:
Put the pieces into a
bowl.
Step 3:
Add water and leave
overnight
Step 4:
Mash up the mixture.
Now it is called pulp
The children spread the pulp on to some wire mesh to dry.
When the pulp is dry, it forms a sheet of recycled paper.
The mesh has holes in it.
How do the holes in the mesh help the pulp to dry?
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1 mark
(b)
The children leave the pulp in their classroom.
After two days, the pulp is completely dry.
Name the process that causes the pulp to dry completely.
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1 mark
2
(c)
What could the children do to make the pulp dry faster?
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1 mark
3.
Mixing materials
Seema and Alan are mixing materials.
They put different materials in four clear plastic bags.
They tie the top of each bag.
They watch what happens and record their observations.
Mixture
Observations
Bag A: Brown sugar
and water.
Water turns brown and cannot
see the sugar after a while.
Bag B: Oil and water.
Oil floats on top of the water.
Bag C: Bicarbonate of
soda and vinegar.
Lots of fizzing. It looks frothy.
Bag puffs up.
Bag D: Bicarbonate of
soda and oil.
Bicarbonate goes in a lump
at the bottom.
(a)
Write the names of the THREE liquids that the children used.
3
(i)
...............................................
(ii)
...............................................
(iii)
...............................................
1 mark
(b)
Look at the table. In one bag dissolving was the only change.
In which bag was dissolving the only change?
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1 mark
(c)
The mixture in Bag C fizzed and the bag puffed up.
Why did Bag C puff up?
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1 mark
(d)
Three of the mixtures can be separated to get the starting materials back
again. One of the mixtures cannot be separated.
Which bag has a mixture that cannot be separated?
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1 mark
4.
Water and Salt
(a)
Kiran puts 50cm3 of water in a plastic beaker.
He puts it in a freezer.
He looks at the freezer thermometer.
What is the temperature in the freezer?
...............................°C
1 mark
4
(b)
The water in the beaker turns to ice.
Kiran takes the beaker out of the freezer.
He puts it into a fridge.
The diagrams below show what happened.
beaker of
water
water turns
to ice
freezer
ice
melts
fridge
Why did the ice in the beaker melt in the cold fridge?
Tick ONE box.
the fridge was colder than the room
there was less food in the fridge
the fridge was bigger than the freezer
the fridge was warmer than the freezer
there was more air in the fridge
1 mark
(c)
Kiran puts 50cm3 of water in another beaker.
He adds 5g of salt.
What happens to the salt when Kiran mixes it with the water?
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1 mark
(d)
Kiran leaves the beaker with water and salt in a warm place for a week.
Complete the following sentences to describe what happens to the water
and salt.
(i)
The water ..........................................................................................
1 mark
(ii)
The salt .............................................................................................
1 mark
5
5.
Powder
(a)
The children grind up some green, sugar-coated chocolate sweets.
They end up with a mixture of powder and some larger pieces.
Which method should be used to separate the largest pieces of sweets from this
mixture?
Tick ONE box.
sieving
evaporating
filtering
dissolving
1 mark
(b)
They add the mixture of powder and small pieces to water in a jar and stir.
They leave the mixture to stand for two hours.
Colour comes from the mixture. The liquid in the jar turns green.
What process made the liquid turn green?
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1 mark
(c)
After two hours there are still some small brown pieces left in the green
liquid.
Which method should be used to separate these brown pieces from the
green liquid?
Tick ONE box.
6
condensing
evaporating
filtering
dissolving
1 mark
(d)
The separated green liquid is heated gently on a radiator until only a green
solid is left in the bottom of the dish.
Explain what has happened to the water.
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1 mark
(e)
How does the time taken for the mixture to dry depend on the temperature
of the radiator?
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2 marks
6.
Pebbles, salt and sand
(a)
Joanne has a dry mixture of pebbles, salt and sand.
She has these four pieces of equipment to help her separate the mixture.
Which piece of equipment from the box above should Joanne use to separate the
pebbles from her mixture?
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1 mark
7
(b)
Which TWO pieces of equipment from the box should she use to separate the salt
from the sand?
..................................................... and .......................................................
1 mark
(c)
Joanne uses these two things and some other equipment to separate the salt
from the sand.
When she finishes, she has salt crystals in one container and sand in another
container.
salt crystals
sand
Explain fully how Joanne separated the salt and sand mixture, so that she
finished with salt crystals in one container and sand in another container.
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2 marks
7.
Dissolving
Sue has three different types of sugar.
She has:
large grain sugar
medium grain sugar
small grain sugar.
Sugar B: medium grains
Sugar A: large grains
Sugar C: small grains
Sue measures how long it takes for 10g of each type of sugar to dissolve in 50cm3 of
water.
She keeps the amount of stirring the same each time.
Sue does her test three times. Here are her results.
8
Type of sugar
Time taken for sugar to dissolve at
room temperature (seconds)
Sugar A: large grains
360
365
370
Sugar B: medium grains
190
215
200
Sugar C: small grains
160
165
161
(a)
Look at the table.
Which type of sugar dissolved fastest?
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1 mark
(b)
Sue's test was fair.
She did her test more than once.
Explain why Sue did the test more than once.
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1 mark
(c)
Use the table to say how the size of the sugar grains affects the time it takes for
the sugar to dissolve.
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2 marks
8.
Separating materials
(a)
Hannah mixes sand and water together. The mixture can be separated using the
equipment below.
What name is given to this method of separating?
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1 mark
(b)
Explain why sand can be separated from water using this method.
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1 mark
9
(c)
Hannah wants to separate some different mixtures.
Complete the table below to show how Hannah could separate each mixture
quickly.
Mixture
Method of
separating
How is the mixture
separated?
sugar and
water
The flour .................................................
................................................................
flour and
rice
...................................
The rice ..................................................
................................................................
The steel nails ........................................
steel nails
and brass
screws
................................................................
...................................
The brass screws ....................................
................................................................
4 marks
10
9.
Citric Acid and Bicarbonate of Soda
(a)
Class 6B have these materials.
Citric acid
powder
Bicarbonate of
soda powder
Water
Tick ONE box in each row to show whether each material is a solid, a liquid or
a gas.
Material
Solid
Liquid
Gas
Citric acid powder
Bicarbonate of soda powder
Water
2 marks
(b)
The teacher mixes citric acid powder with water. The powder dissolves.
Explain fully how the children could separate the mixture to get the citric acid
powder back.
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2 marks
11