WORKBOOK

Stage

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Name Class
Dr Loo Yoke Leng
Dr Ivan Yow
 Teachers and students have FREE access to the online textbook and workbook at
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Published by Alston Education Pte Ltd

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627A Aljunied Road, #07-03 Biztech Centre, Singapore 389842

[email protected]
www.alstoneducation.com
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© 2022 Alston Education Pte Ltd

All rights reserved. No part of this publication may be

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reproduced, stored in a retrieval system, or transmitted

in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior
permission of the copyright owner.
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Version 2023.2
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ISBN 978-981-4437-40-0

Publisher: Sim Wee Chee

www.AlstonDigital.sg
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 Contents

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Life Cycle of Chapter 2 Adaptations of Plants
Chapter 1
Flowering Plants

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Worksheet
Worksheet 1 : How do pollen grains get transferred?
1 : Do all plants have flowers? 2 : How do plants disperse their seeds?
2 : Parts of a flower 3:P  lants living in different
3 : The life cycle of a flowering plant environments

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4 : What does a seed need to germinate? Consolidation worksheet
5 : How do flowering plants reproduce? You have a mission!
Consolidation worksheet

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1 12
You have a mission!

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Solids, Liquids Changing States
Chapter 3 Chapter 4
and Gases of Water
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Worksheet Worksheet
1 : What are some gases around us? 1 : What happens when water freezes or melts?
2 : Look! A balloon in a bottle! 2 : What happens when water boils?
3 : Air in balloon sculptures 3 : Where did the water go?
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Consolidation worksheet Consolidation worksheet

20 28
You have a mission! You have a mission!
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Chapter 5 Solute and Solvent Chapter 6 Forces

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Worksheet Worksheet
1 : Which solids can dissolve in water? 1 : Forces
 acting on an
2:W  hat is the maximum amount of object falling in the air
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solid that can dissolve in a liquid? 2:W  hich cup can slide
3:H  ow can we get pure water the furthest?
from seawater? 3 : How does a sailing boat work?
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Consolidation worksheet Consolidation worksheet

39 49
You have a mission! You have a mission!
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Specimen paper Mid-year Review Paper 62

II Contents
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Chapter 7 Magnets Chapter 8 Digestive System

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Worksheet Worksheet
1 :H ow do magnets and magnetic 1 :H ow is food broken down
materials interact? in the body?
2 : Making temporary magnets 2 : How do we eat healthily?
3 : Which magnet is stronger? Consolidation worksheet

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Consolidation worksheet You have a mission!
You have a mission!

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Chapter 9 Adaptations of Animals Chapter 10 Sound
Worksheet Worksheet
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1 : Is it a predator or prey? 1 : Let’s play the cymbals!
2:W  hat adaptations help 2 : Hit that xylophone!
these animals live? Consolidation worksheet
Consolidation worksheet You have a mission! 102
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You have a mission! 93

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Chapter 11 Earth and Satellites Chapter 12 Pollution

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Worksheet Worksheet
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1 : A year-long journey around the Sun 1 : Loads of garbage!

2 : What season is it now? 2 : Is the water clean?
3 : What are these objects that orbit our planet? 3:P  ollutants, pollutants
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4 : The water on Earth goes round and round! everywhere!

Consolidation worksheet Consolidation worksheet
You have a mission! You have a mission! 122
111
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Specimen paper End-of-year Review Paper 1 132

Specimen paper End-of-year Review Paper 2 141

Contents III
 Process skills
Basic process skills

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Observing Comparing Classifying
We can gather information We can compare objects

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We can classify objects
around us by observing and events by looking at their and events into groups
using our five senses. similarities and differences. based on their properties.

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P
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Inferring Measuring Communicating Predicting

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We infer something by We measure using We communicate when We predict by
interpreting or explaining tools and scientific we share ideas with our making guesses about
our observations. equipment to collect classmates. This can be the outcomes of
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information. done through talking, future events.
drawings, diagrams,
tables and graphs.
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Integrated process skills

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Identifying and Formulating Analysing Evaluating

controlling hypotheses We can identify the parts We can determine
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variables We can state the of an object or event, the accuracy

outcome of an and determine a pattern and quality of our
We can change a or relationship between experimental results
experiment that we
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variable to see what these parts. or model.

expect to see.
effect it has on the
experiment. We can
measure a variable to
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describe the outcome.

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Other variables are

kept the same.

IV Process skills
 CHAPTER 1
Life Cycle of Flowering
Plants
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Worksheet 1 : Do all plants have flowers?
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Process skills Observing, Comparing, Classifying, Inferring

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Cathy has two different types of plants at home.

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Plant A

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1 What do the two plants have in common? [1]
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2 Cathy classified the two plants into two groups as shown below.
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Suggest the headings for the table. [1]

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_____________________ _____________________
Plant A Plant B
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3 During Cathy's school trip, she saw a plant as shown below.

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Should this plant be classified with Plant A or Plant B? _____________ [1]

Life Cycle of Flowering Plants 1

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Worksheet 2 : Parts of a flower
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Process skills Observing, Analysing

Alley wants to study the parts of a flower. She dissects a brightly coloured
flower and draws the diagram below.

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1 Help Alley label the parts of the flower. [6]

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Anther

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2 What is a stamen? Which parts of the flower make up the stamen

of a flower? [2]
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________________________________________________________________
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3 What is the function of the anther? [1]

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________________________________________________________________
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4 Explain how the brightly coloured flowers help the plant to reproduce. [2]
________________________________________________________________
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________________________________________________________________
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________________________________________________________________
________________________________________________________________

2 Chapter 1
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Worksheet 3 : The life cycle of a flowering plant
Process skills Observing, Inferring, Analysing

1 Jarrad has a stack of cards that show a flowering plant growing from a
seed to a young plant. The cards are mixed up.

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a Write numbers on the cards below to show the correct sequence
of how a seed germinates and develops into a young plant. [1 ]

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b Which card (1 to 5) shows the first leaves of the plant? What is the
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function of leaves? [2]

_____________________________________________________________
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_____________________________________________________________
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2 As a young plant develops into an adult plant, what observation tells us that
it is ready to reproduce? [1 ]
________________________________________________________________
Life Cycle of Flowering Plants 3
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Worksheet 4 : What does a seed need to germinate?
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Process skills Observing, Comparing, Inferring, Analysing

Cyrus wants to grow a plant.

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 e places the seeds on two separate cotton pads at the same place. Both
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groups of seeds are grown at the same temperature.

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Cotton pad A Cotton pad B
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1 The next day, he realises that the seeds
on Cotton pad A have germinated but the seeds
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on Cotton pad B have not germinated.

Oh no, I forgot an important step for the seeds

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on Cotton pad B.
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What step did Cyrus forget? [1 ]

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________________________________________________________________
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2 What conditions are needed for seeds to germinate? [2]

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________________________________________________________________

3 What conditions are not required for seeds to germinate?

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Complete the following sentence. [2]

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______________ and ______________ are not required for seeds to
germinate.

4 Chapter 1
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Worksheet 5 : How do flowering plants reproduce?
Process skills Observing, Predicting

1 Flowering plants go through different processes during reproduction. Fill in

the blanks using the helping words below. [8]

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Anther    Fruit    Egg    Pollen tube
Pollen grains    Seed    Stigma    Fertilisation

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During pollination, ______________ are transferred from the
______________ to the ______________ of the flower. The pollen grain

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develops a ______________ which grows towards the ovary. At the ovary,

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______________ occurs. The ______________ in the ovary becomes a
______________ which is found inside the ______________.

2 The diagram shows the parts of a flower.

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a In the diagram above, circle the part of the flower that will become
the fruit. [1]
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b What happens to the petals of the flower as the fruit develops? [1]
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_____________________________________________________________

Life Cycle of Flowering Plants 5

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Consolidation worksheet
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1 The diagram below shows a flower of an apple tree.

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a Which parts of the flower make up the carpel of a flower?
Name and label the parts in the diagram below. [2]

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b If one part of the flower is removed, it will not be able to bear fruit.
Which part is this? [1]
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2 Ling has a pot of flowering plant. She says that the plant is a young plant.
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a Draw a diagram to represent the young flowering plant. [1]

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6 Chapter 1
 b A few months later, the plant has matured. It is an adult plant now.
Draw the adult plant. [2]

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c Draw a life cycle diagram to represent the main stages in the life
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cycle of the flowering plant. Label the different stages. [2]

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Life Cycle of Flowering Plants 7

 3 The diagram shows one of the processes of reproduction in a flowering
plant. The arrow below represents the path that the pollen grains have
travelled.

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a Name the process indicated by the arrow in the diagram above. [1]
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b How can pollen grains be transferred in the flower above? Suggest one
method. Describe how this transfer occurs. [2]
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_____________________________________________________________
_____________________________________________________________
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_____________________________________________________________
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c Fertilisation occurs after the process stated in a . What happens to

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the egg and the ovary after fertilisation? [2]

_____________________________________________________________
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_____________________________________________________________
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(c

8 Chapter 1
 LLENGI N
H AUESTI ON
Q

Ferlyn investigates the conditions for the germination of seeds. She puts 16
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seeds on a paper towel in a container. She prepares three containers with

seeds and places each container at three different locations. She waters
the seeds with the same amount of water daily.

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Ferlyn records her observations in the table below.

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Number of seeds newly germinated each day
Location
Day 1 Day 2 Day 3

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Dark cupboard 0 6 4
Air-conditioned room 0 3 3

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Freezer 0 0 0

Using a dot plot, show the total number of seeds germinated in each

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location on Day 3. [2]

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Dark cupboard Air-conditioned room Freezer

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Location
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b Which location is the most suitable for the germination of seeds?

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Why do you say so? [2]

_____________________________________________________________
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_____________________________________________________________
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(c

Life Cycle of Flowering Plants 9

 c Ferlyn left the seedlings in the same locations for another week. The
pictures below show how the seedlings look like after a week.
After a week

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Dark cupboard Air-conditioned room Freezer

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After two weeks, all the seedlings in the dark cupboard died. Why did the
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seedlings die? [1]
_____________________________________________________________
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_____________________________________________________________

Ferlyn wants to change her experiment to study how the amount of

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water affects the germination of seeds.

i Name the independent variable. [1]
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___________________________________________________________
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ii Name the dependent variable. [1]

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___________________________________________________________
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iii Name two constant variables. [2]

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___________________________________________________________
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10 Chapter 1
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You have a mission!
Process skills Observing, Inferring, Analysing

Ada is drawing a diagram that represents the life cycle of a flowering plant and

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the processes that occur between the stages.
Help Ada complete her diagram below by answering the following questions.

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1 Label the young plant and adult plant in the life cycle diagram.

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2 The arrow heads are missing in the diagram. Complete the arrows to show
the direction of the life cycle of the flowering plant.

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3 Fill in the blanks in 3 a , 3 b and 3 c with the correct processes that the
plant goes through between the stages.

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3 b

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3 a 
3 c
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4 During the process in 3 a , the plant undergoes some changes. Complete

(c

the diagram to show the growth process of the seed. Label the plant part
that starts appearing here.
5 During the process in 3 c , fruits and seeds are formed. Label these plant
parts in the diagram.
Life Cycle of Flowering Plants 11
 CHAPTER 2
Adaptations of Plants

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Worksheet 1 : How do pollen grains get transferred?
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Process skills Observing, Inferring, Predicting

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1 Adeline saw a bee at a flower with bright yellow petals. She wanted to chase
the bee away from the flower but her friend stopped her.

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a Describe two adaptations that the flower has that attracted the
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bee to it. [ 2]
1.  ___________________________________________________________
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___________________________________________________________
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2. ___________________________________________________________
___________________________________________________________
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b Why should we not chase the bee away from the flower? [1 ]
_____________________________________________________________
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_____________________________________________________________
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12 Chapter 2
 2 Michelle saw a plant with flowers shown below.

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Anther

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a Where is the stigma of the flower? Label on the diagram above. [1]
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b What is the method of pollination for the flowering plant

shown above? [1]
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c What adaptations does the plant have for its method of pollination? [ 2 ]
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Tick (✓) the correct answers.

It has brightly coloured petals.
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It has tiny and light pollen grains.

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It has short stamens.

It has large and feathery stigmas.
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Adaptations of Plants 13
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Worksheet 2 : How do plants disperse their seeds?
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Process skills Observing, Inferring, Predicting, Analysing

1 The fruit below belongs to a flowering plant.

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Part that traps air

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Seed

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Inside the fruit

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a Predict the method of seed dispersal for this flowering plant. [1]

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_____________________________________________________________
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b What can you do to test if your prediction is true? What will you observe
if your prediction is true? [2]
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_____________________________________________________________
_____________________________________________________________
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2 The diagram below shows the seed dispersal process of a plant as its fruit
dries up.
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As the fruit dries up

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What is the seed dispersal method of this plant? [1]

________________________________________________________________

14 Chapter 2
 3 Juan picked some fruits from a tree. The fruits feel hairy, and have a sweet
and tasty flesh.

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Hair

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Sweet and
tasty flesh

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Describe how this tree disperses its seeds. [1]
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________________________________________________________________
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4 Plant Z disperses its seeds by wind.

a Predict one adaptation the plant has to disperse its seeds. [1]
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_____________________________________________________________
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_____________________________________________________________
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b Why is it important for Plant Z to disperse its seeds? [3]

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_____________________________________________________________
_____________________________________________________________
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_____________________________________________________________
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_____________________________________________________________
(c

Adaptations of Plants 15
 kboo
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Worksheet 3 : Plants living in different environments
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Process skills Inferring, Analysing

Chen studied the features of some plants and wrote down his observations in

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the table below.

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Plant Feature
A They grow close together on the ground.

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B They have structures that trap air.
C They have spine-like leaves.

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The features of these plants help them thrive in different environments. Which
of the plants above can thrive in the following environments? Explain your

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answers using the features in the table above.

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Environment Plant
ti Explanation [2]
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In water
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2
Environment Plant Explanation [2]
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North Pole
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3
Environment Explanation [2]
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Plant
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Desert
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16 Chapter 2
 kboo
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Consolidation worksheet

1 Match each fruit to its method of seed dispersal. [4]

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It explodes and

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disperses the seeds,
scattering them away
from the plant.

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It gets hooked onto

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the fur of animals and
moves along with

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the animals.

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It is carried away
by animals when
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animals feed on it.
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It is carried away by
the wind.
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2 Planet X is hot and dry. Ada found a plant on Planet X during her space
exploration trip.
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a What type of leaves do you expect the plant to have?

Explain your answer. [2]
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_____________________________________________________________
A

_____________________________________________________________
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b What type of stem do you expect the plant to have?

(c

Explain your answer. [2]

_____________________________________________________________
_____________________________________________________________

Adaptations of Plants 17
 LLENGI N
H AUESTI ON
Q

A farmer grows some flowering plants so that he can harvest the fruits.
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He notices some caterpillars eating the leaves of the plants. To remove the
caterpillars, he sprays pesticide on the plants.

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The table below shows the number of insects that visited the plants before
and after the pesticide is sprayed.

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Bees Butterflies Caterpillars
Before spraying 16 12 10

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After spraying 1 2 0

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a Using a bar chart, plot the number of bees, butterflies and caterpillars
before and after the pesticide is sprayed. [2]

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b How does the farmer know that the pesticide is successful at removing
the caterpillars? [1]
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_____________________________________________________________
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c What happens to the number of bees and butterflies visiting the plants
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after the pesticide is sprayed on the plants? [1]

_____________________________________________________________
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The farmer realises that the plants on his field are bearing fewer
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fruits after the pesticide is sprayed. Why? [3]

(c

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

18 Chapter 2
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You have a mission!
Process skills Observing, Communicating, Analysing, Evaluating

Let's create a model of a fruit or seed that can be dispersed by wind, animals
and water!

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Draw your model below.

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1

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2 Using the features of your model, explain how the fruit or seed is adapted
for seed dispersal. How do you test if your model can be successfully
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dispersed? Write your answers in the table below.

How do its features help the

Seed dispersal
plant to be adapted for How do you test?
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method
seed dispersal?
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Wind
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Animals
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(c

Water

Adaptations of Plants 19
 CHAPTER 3
Solids, Liquids and Gase
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Worksheet 1 : What are some gases around us?
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Fill in the crossword puzzle. [5]

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Across
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3 This gas is used in fire extinguishers.

5 This is a gas that we breathe in to stay alive.
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Down
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1 This gas is used to power rockets that send astronauts to outer space.
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2 The gases in the air that we breathe out are carbon dioxide and _________.
4 Hydrogen and ____________ gases are used to make fertilisers.

20 Chapter 3
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Worksheet 2 : Look! A balloon in a bottle!
Process skills Observing, Inferring, Predicting, Analysing

1 Judy saw a glass bottle gift while shopping.

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She wanted to make a similar gift for her friend who was leaving to study
overseas. To make the gift, Judy needed to inflate a balloon in the glass bottle.
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She tried very hard to blow into the balloon but the balloon did not inflate.

Balloon Glass bottle

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a Other than the balloon, what else was in the glass bottle? [1]
A

_____________________________________________________________
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b Why was she unable to inflate the balloon? [2]

(c

_____________________________________________________________

_____________________________________________________________

Solids, Liquids and Gases 21

 2 Shawn pumped 100 cm3 of air into the various containers shown below.
The volume of each container is shown in the table.

Remember, the unit cubic

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centimetre (cm3) is another unit
for volume!

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A B C D

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Container Volume of the container (cm3)
A 250
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B 100
C 400
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D 20

a What is the volume of the air in each container? [1]

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A: ________________ cm3 C: ________________ cm3

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B: ________________ cm3 D: ________________ cm3

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b Shawn pumped an additional 20 cm3 of air into each container.

What is the volume of the air in each container now? [1]
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A

A: ________________ cm3 C: ________________ cm3

B: ________________ cm3 D: ________________ cm3
)

What does your answer in tell us about the property of gases? [1]
(c

c b

_____________________________________________________________

_____________________________________________________________

22 Chapter 3
 kboo
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Worksheet 3 : Air in balloon sculptures
Process skills Inferring, Analysing

Sculpting balloons allows us to make balloons that look like animals or objects.

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1 When a balloon is twisted, some parts of the balloon become narrower.

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a What happened to the air in the part that was narrowed? [1]

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_____________________________________________________________
_____________________________________________________________
b

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Use the particle model to explain your answer in a . [2]
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______________________________________________________________

______________________________________________________________
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2 The diagram below shows the air particles in a balloon before it was twisted.
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a Draw the air particles in the balloon after it was twisted. [1]
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A
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This part is twisted

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b What other property of air is shown here when we change the shape of
the balloon? [1]

______________________________________________________________

Solids, Liquids and Gases 23

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Consolidation worksheet
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1 The table below describes some properties of matter. Which state

of matter has the property as described? [4]

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Property of matter State(s) of matter

Takes the shape of a container

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Cannot be compressed

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Particles move quickly in all
directions

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Takes up the entire space of the
container that holds it

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Fertilisers are important to help plants grow well.
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a Which two gases are used to make fertilisers? [2]

_____________________________________________________________
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b Draw the particle model of a gas. [1]

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c Name another substance which is a gas at room temperature. [1]

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_____________________________________________________________
(c

_____________________________________________________________

24 Chapter 3
 LLENGI N
H AUESTI ON
Q

Elly bakes a cake shown below.

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3

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a After baking, Elly cuts the cake into many slices. The picture below shows
the cross-section of a slice of cake.

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Holes

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Elly observes that there are holes in the cake.
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What is occupying the holes in the cake? [1]

_____________________________________________________________
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b Elly squeezes the cake to check its texture.

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Using the particle model, explain why Elly is able to squeeze the cake. [ 3 ]
(c

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Solids, Liquids and Gases 25
 kboo
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You have a mission!
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Process skills Observing, Inferring, Analysing

Let's make some fun gifts for our friends!
Hot-air balloon in a bottle

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Materials:

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A plastic bottle One balloon  Sticky tape Candle
Nail Modelling clay Two paper straws

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Instructions: Balloon
stretched over
1 Insert a balloon into a bottle. Stretch the balloon the bottle

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opening
over the opening of the bottle to seal the opening.

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2 Heat a nail using a candle. Use the heated nail 3 Blow into the balloon
to make some holes near the base of the bottle. to inflate it.

Get an adult to help

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you for this step!
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4 Tie a knot at the mouth of the balloon. Use sticky tape to paste two paper
straws to the sides of the balloon. Fix a small piece of modelling clay at the
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ends of the straws. This is your hot-air balloon.

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Push your hot-air balloon gently into the bottle and seal it with a bottle cap.
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Push your hot-air balloon

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gently into the bottle.

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Knot
Bottle cap
Straws
Clay

26 Chapter 3
 Question:
Why do we need to make holes in the bottle?

___________________________________________________________________

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___________________________________________________________________

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Bubble balloons

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Materials:
One large transparent balloon and Hand pump

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one smaller coloured balloon
Instructions:

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1 Squeeze the smaller 2 Inflate the smaller 3 Use a hand pump
balloon into the balloon using a hand to inflate the larger

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larger balloon. pump. Tie a knot at balloon. Tie a knot
the mouth of the at the mouth of the
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balloon. balloon.
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Smaller
balloon

Larger
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balloon

Questions:
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1 What happens to the amount of space inside the balloons when the
balloons stretch?
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________________________________________________________________
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2 What happens to the larger balloon when the smaller balloon within it gets
inflated?
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________________________________________________________________
________________________________________________________________
)

3 Why are we able to inflate the smaller balloon without making any holes in
(c

the larger balloon?

________________________________________________________________
________________________________________________________________
Solids, Liquids and Gases 27
 CHAPTER 4
Changing States of Wate
r
kboo
k
or
Worksheet 1 : What happens when water freezes or melts?

d
W

Process skills Observing, Predicting, Analysing

Lt
1 Alex scooped some snow and heated it in a pot.

te
P
on
ti
ca
The snow started to melt after some time. Then, Alex used a thermometer
du

to measure the temperature of the melting snow.

a What is the temperature of the melting snow? [1]
E

_____________________________________________________________
n

b Alex removes the pot from the fire and leaves the pot to cool outdoors
to

for some time. The temperature outdoors is -3 ºC.

i What will Alex observe in the pot after leaving the pot to
ls

cool outdoors for some time? [1]

A

___________________________________________________________
)

ii Explain your answer in b i . [2]

(c

___________________________________________________________
___________________________________________________________

28 Chapter 4
 2 On a hot summer day, Ben filled a glass bottle completely with water
and placed it in the freezer. The next day, he noticed that the bottle was
cracked.

d
Crack

Lt
te
a What is the property of water that causes the bottle to crack? [1]

P
_____________________________________________________________

on
b What can Ben do to prevent this from happening again? [1]

ti
_____________________________________________________________
ca
3 Vera visits a pond during winter. The temperature of the day is -3 ºC.
du
E
n
to

What is the state of water on the surface of the pond in winter?

a [1]
_____________________________________________________________
ls

b What is the state of water beneath the surface of the pond? [1]
A

_____________________________________________________________
)

c Explain your answers in a and b . [3]

(c

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Changing States of Water 29
 kboo
k
or
Worksheet 2 : What happens when water boils?
W

Process skill Analysing

A pot of water is heated on the stove.

d
Lt
te
P
on
ti
ca
1 At what temperature does water start to boil? [1]
________________________________________________________________
du

2 Describe the change in the state of water during boiling. [1]

E

________________________________________________________________
n

3 Using the particle model, describe the change in the state of water
to

during boiling. [2]

________________________________________________________________
ls

________________________________________________________________
A

________________________________________________________________
)

4 What are the bubbles observed in the boiling water? [1]

(c

________________________________________________________________

30 Chapter 4
 kboo
k
W
or
Worksheet 3 : Where did the water go?
Process skills Observing, Predicting, Analysing

1 The weather has been very hot and it has not rained for many weeks.
The pictures below show how the water level in the lake has changed.

d
Lt
te
P
After
many

on
weeks

a
ti
Using the particle model, explain the process that causes the change in
ca
the water level in the lake. [3]
_____________________________________________________________
du

_____________________________________________________________
_____________________________________________________________
E

_____________________________________________________________
n

b If the temperature of the surroundings increases further, predict what

to

happens to the water level in the lake after a while. Explain. [2]
_____________________________________________________________
ls

_____________________________________________________________
A

c What is another factor that will affect the rate of evaporation? [1]
)

_____________________________________________________________
(c

Changing States of Water 31

 2 Tim's glasses always fog up whenever he moves from a cooler place to a
warmer place. The fog on the glasses is made up of tiny water droplets.

d
Lt
te
P
a Using the particle model, explain why Tim’s glasses fog up when he
moves from a cooler place to a warmer place. [4]

on
_____________________________________________________________

_____________________________________________________________

ti
_____________________________________________________________
ca
_____________________________________________________________
du

When Tim wears a mask, his glasses fog up easily when he is on the school
bus that is cooled by an air-conditioner. Coco tells Tim that it is because he
has worn his mask wrongly. Tim’s breath can escape from the top of the
E

mask near his nose bridge and cheeks.

n

Tim's mask is not

pressing on his
to

nose bridge and Remember, the

cheeks. air that we breathe
out contains water
ls

vapour.
A
)
(c

b Explain how Tim’s breath causes his glasses to fog up. [2]
_____________________________________________________________

_____________________________________________________________

32 Chapter 4
 kboo
k
W
or
Consolidation worksheet

1 Tick (🗸) all the true statements about water and its properties. [1]

d
Statement True
Ice melts at 0 ºC.

Lt
Pure water only freezes at temperatures below 0 ºC.
The volume of water decreases when it freezes.

te
Water boils to form water vapour.

P
2 Cyrus pours cold water into a cup. He sees some water droplets forming on
the outside of the cup.

on
ti Water droplet
ca
du

a Using the particle model, explain why water droplets are formed on
the outside of the cup. [3]
E

_____________________________________________________________
n

_____________________________________________________________
to

_____________________________________________________________
ls

b Cyrus accidentally left the ice cube tray out at room temperature.
A

He observes that the ice cubes in the tray are melting. What is likely to be
the temperature of the ice when: [2]
)

i It is melting: ________________________________________________

(c

ii It has all melted: ____________________________________________

Changing States of Water 33

 3 Jeremy placed a cup of water in a freezer.
a After 30 minutes, he took the cup out of the freezer and observed that
only a small part of the water is frozen.

d
In the diagram below, draw and label to show which part of the water
would be frozen. [1]

Lt
te
P
on
b
ti
After a few hours, he took the cup out of the freezer and observed
ca
that all the water in the cup has frozen. Draw to show the height of
the frozen water in the diagram below. [1]
du
E

After a few hours

n
to

Water
ls
A

c Describe the change in the height of the water after it is frozen.

Explain your answer. [2]
)

_______________________________________________________________
(c

_______________________________________________________________

_______________________________________________________________

34 Chapter 4
 LLENGI N
H AUESTI ON
Q

Kayden studies how Factor X affects the rate of evaporation of water.

G
C
4

He measured the height of water in Containers A and B over a period of

time. He recorded his results in the table below.

d
Container A Container B
Time (min)

Lt
Height of water (cm) Height of water (cm)
0 20 20

te
5 19 18

10 18 16

P
15 17 14

20 16 12

on
25 15 10

Container A and Container B. ti

Using the results above, label each axis and plot line graphs for
[3]
ca
du
E

20

18
n

16
to

14

12
ls

10
A

6
)

4
(c

0 5 10 15 20 25

Changing States of Water 35

 b What type of variable is Factor X? [1]
_____________________________________________________________

d
c State two variables Kayden should keep constant. What scientific
enquiry skill is he using here? [3]

Lt
_____________________________________________________________
_____________________________________________________________

te
Is the rate of evaporation faster in Container A or Container B?

P
d

How do you know? [2]

_____________________________________________________________

on
_____________________________________________________________

ti
If Factor X is temperature, which container is placed in an
ca
environment with a higher surrounding temperature? [1]
_____________________________________________________________
du

f If Factor X is the presence of wind, which container is placed in a still

environment (no wind)? [1]
E

_____________________________________________________________
n

g Container A is in an environment that has a lot of water vapour

to

in the surroundings. Container B is in a dry environment that has

less water vapour in the surroundings. What is Factor X in Kayden's
ls

investigation? [1]
_____________________________________________________________
A
)
(c

36 Chapter 4
 kboo
k
W
or
You have a mission!
Process skills Measuring, Formulating hypotheses, Identifying and controlling variables, Analysing

Let's plan and carry out an experiment to find out how the presence of wind can
affect the rate of evaporation of water.

d
1 You may use the following questions to guide your planning:

Lt
 What equipment can you use to generate wind? What materials do you
need to carry out this experiment?
____________________________________________________________

te
____________________________________________________________
We can suggest an
 What is the hypothesis?

P
explanation for a natural
Hypothesis: _____________________________ phenomenon or suggest
a solution to a scientific
_____________________________

on
problem. This is called a
 What variable do you need to change for this hypothesis.
experiment?
What variable do you need to measure?
What variables are to be kept constant? ti
ca
  Independent variable: _____________________________
du

  Dependent variable: _____________________________

  Constant variables: _____________________________
_____________________________
E

2 In the box below, draw the experimental set-up.

Write down the steps you will take to carry out the experiment.
n
to
ls
A
)
(c

Changing States of Water 37

 3 Record your results in the space below. You may use a table to help you.

d
Lt
te
P
on
ti
ca
Conclusion:
du

________________________________________________________________
________________________________________________________________
E

________________________________________________________________
n

________________________________________________________________
to

________________________________________________________________
________________________________________________________________
ls
A
)
(c

38 Chapter 4
 CHAPTER 5
Solute and Solvent

kboo
k
or
Worksheet 1 : Which solids can dissolve in water?
W

d
Process skills Observing, Inferring, Analysing

Lt
Mario wants to find out which solids can dissolve in water. He added half a
teaspoon of the following solids in 10 ml of water.
Solid A Solid B Solid C Solid D

te
P
on
ti
ca
du

Mario recorded his observations in the table below.

Solid Observation
E

A Clear blue mixture

n
to

Clear mixture with white solids

B
settled at the bottom of the tube
ls
A

C Clear mixture
)
(c

D White and cloudy mixture

Solute and Solvent 39

 1 What is the solvent used in Mario’s investigation? [1]
________________________________________________________________

d
2 a A solid can dissolve in a solvent to form a solution. A solution is made
up of the dissolved solid and the solvent. What do we call the dissolved

Lt
solid in the solution? [1]
_____________________________________________________________

te
b Which solids in Mario's investigation are soluble in water?
Explain your answer. [2]

P
_____________________________________________________________

on
_____________________________________________________________

ti
3 a Using the particle model, describe how solutions in 2 b are formed. [ 3 ]
_____________________________________________________________
ca
_____________________________________________________________
_____________________________________________________________
du

_____________________________________________________________
E

b Draw a particle model to represent the particles in a solution. Use the

following to represent the particles. [1]
n
to

Solid particles Liquid particles

ls
A
)
(c

40 Chapter 5
 or
kboo
k Worksheet 2 : What is the maximum amount of solid that
can dissolve in a liquid?
W

Process skills Observing, Predicting, Analysing

Michelle wants to find out the maximum amount of sugar that she can dissolve

d
in 100 ml of water. She stirs a teaspoon of sugar into the water each time and

Lt
observes to see if the sugar dissolves.

1 What is the name of a solution that contains the maximum amount of solid
dissolved? [1]

te
________________________________________________________________

P
2 What will Michelle observe if she adds more sugar to the solution stated

on
in 1 ? [1]
________________________________________________________________
________________________________________________________________

ti
ca
3 Which diagram below represents the solution named in 1 ? Tick (🗸). [1]
du

Water
E

particle

Sugar
n

particle
to
ls

4 Why does Michelle stir the solution after she adds the sugar into water? [ 1 ]
________________________________________________________________
A

5 If Michelle repeats the investigation with 100 ml of water at a higher

)

temperature, state two changes she will observe in her results. [2]
(c

________________________________________________________________
________________________________________________________________
________________________________________________________________

Solute and Solvent 41

 kboo
k
or
Worksheet 3 : How can we get pure water from seawater?
W

Process skills Observing, Inferring, Predicting, Analysing

Jill used the following set-up to obtain pure water from seawater. She left the

d
set-up under the Sun.

Lt
Plastic sheet

te
Beaker
Container

P
Seawater

on
1 After a few days, Jill observed that the water level in the container
had dropped. Why did this happen? [1]

ti
________________________________________________________________
ca
2 Jill found some water collected in the beaker placed in the container.
Explain how water is collected in this beaker. [2]
du

________________________________________________________________
________________________________________________________________
E

________________________________________________________________
n

3 Jill wants to collect more water over a shorter length of time.

to

What can she do? Tick (🗸). [2]

Put ice cubes in the seawater.
ls

Put ice cubes on the plastic sheet.

A

Heat the seawater.

)

4 After a week, white solids are found in the container that used to hold
(c

seawater. What are these white solids? [1]

________________________________________________________________

42 Chapter 5
 kboo
k
W or
Consolidation worksheet

1 Tick (🗸) all the true statements about dissolving solids. [1]

d
Statement True

Lt
All solids can be solutes.
A solvent is a liquid that can dissolve a solid.

te
A solution is formed when a solid dissolves in a liquid.
Water is the only liquid that can dissolve all solids.

P
2 Clara wants to find out if the size of the sugar grain will affect how it

on
dissolves in water. She adds the same amount of each type of sugar to the
same amount of water. She stirs the sugar until all the sugar has dissolved.
The table below shows the number of times she stirred for each type
of sugar.
ti
ca
Number of times the
Type of sugar Size of the sugar grains
solution is stirred
du

Powdered sugar 5
Fine sugar 12
Rock sugar 25
E

a i Using Clara's results, which type of sugar is the easiest to dissolve

n

in water? [1]
to

__________________________________________________________

ii Using Clara's results, which type of sugar is the hardest to dissolve

ls

in water? [1]
A

__________________________________________________________

iii What pattern can Clara identify from her results? [1]
)

__________________________________________________________
(c

__________________________________________________________

Solute and Solvent 43

 b Clara repeats her investigation with hot water.
i What change would she expect to observe in her results? [1]
__________________________________________________________

d
__________________________________________________________

Lt
ii Explain your answer in b i . [1]
__________________________________________________________

te
3 The structure shown below is used to obtain fresh water from dirty water.

P
on
Glass cover

ti
ca
Basin
du

Trough
Dirty water
E

a Explain how water droplets are formed under the glass cover. [2]
n

_____________________________________________________________
to

_____________________________________________________________
ls

b Where will the clean water be collected? [1]

A

_____________________________________________________________
_____________________________________________________________
)
(c

44 Chapter 5
 LLENGI N
H AUESTI ON
Q

Vera used 50 ml of water at different temperatures to dissolve the same

G
C
4

type of sugar crystals. She stirred the solution after she added the sugar
crystals. The bar chart shows the number of tablespoons of sugar crystals
dissolved at each temperature.

d
16
14

Lt
12
10
Number of
tablespoons 8
6

te
4
2
0

P
30 50 70 90
Temperature (ºC)
a Other than the type of sugar crystals, what is another variable that

on
should be kept constant? [1]
_____________________________________________________________

ti
What can you conclude from Vera's results? [1]
ca
_____________________________________________________________
_____________________________________________________________
du

c When the sugar crystals dissolved, they seemed to disappear.

i Are the sugar crystals still present in the solution? [1]
E

__________________________________________________________
n

ii Using the particle model, explain what happens when the sugar
to

crystals dissolve in water. [2]

__________________________________________________________
ls

__________________________________________________________
A

__________________________________________________________

A recipe requires Vera to dissolve 13 tablespoons of sugar crystals using

)

only 50 ml of water.
(c

Using her results above, what temperature of water should Vera use
to completely dissolve 13 tablespoons of sugar crystals? [1]
_____________________________________________________________

Solute and Solvent 45

 kboo
k
or
You have a mission!
W

Process skills Observing, Inferring, Analysing

Let's make some yummy rock candies using sugar solution!

d
Lt
te
P
on
Materials:
ti
ca
Clothespins Stirrer Small glass jar
Skewers Sugar Beaker of water
du

Plate Food dye Cooking pot with water

Instructions:
E

1 Dip a few skewers in a beaker of water.

n
to

Skewer
ls
A

2 Then, roll the skewers over a plate of sugar. Leave them aside to dry.
)
(c

Sugar

46 Chapter 5
 3 Boil some water in a cooking pot.

d
Lt
4 Add sugar and a few drops of food dye into the boiling water. Stir.

te
Sugar Food dye

P
on
5 Keep adding sugar until no more sugar can dissolve.

ti
ca
du
E

6 Pour the sugar solution into a glass jar. Allow it to cool for a few hours.
n

Remember to wear
to

gloves while holding

the pot to protect
your hands.
ls
A

7 Place the skewers into the glass jar. Use clothespins to hold them in place.
)
(c

Solute and Solvent 47

 8 Leave the skewers in the jar for a week.

9 After a week, remove the skewers from the jar.

d
What did you observe? Draw.

Lt
te
P
on
ti
ca
Questions:
du

1 What type of solution is created in Step 5?

________________________________________________________________
E

2 What happens to the water in the sugar solution in the glass jar after
n

a week?
________________________________________________________________
to
ls

Where are
our rock
A

candies?
)
(c

48 Chapter 5
 CHAPTER 6
Forces
kboo
k
or
Worksheet 1 : Forces acting on an object falling in the air
W

d
Process skills Observing, Predicting, Analysing

Lt
1 Carol was placing some apples on a table. She accidentally dropped some
of the apples.

te
P
on
ti
ca
a What is the force that pulls the falling apples towards the ground? [1]
_____________________________________________________________
du

b In the diagram below, draw a force diagram to show the forces
acting on an apple that is resting on the table. [2]
E
n
to
ls
A
)
(c

c Using the force diagram in b , explain why the apple does not fall
through the table. [1]
_____________________________________________________________

Forces 49
 2 Two apples of different sizes are dropped in the air from the same height.

d
B
A

Lt
te
P
on
ti
Which apple will reach the ground first? Explain why. [2]
________________________________________________________________
ca
________________________________________________________________
du

3 Carol placed a box of apples on a ramp. The box does not move.
Draw arrows to represent the following forces acting on the apple.
E

a Normal force [1]

b Gravity [1]
n
to
ls
A
)
(c

50 Chapter 6
 kboo
k
W
or
Worksheet 2 : Which cup can slide the furthest?
Process skills Observing, Inferring, Analysing

Ada and Cyrus are having a competition to see who can slide a cup the
furthest across the table.

d
Lt
te
Cup

P
Table

on
ti
1 Name the force that causes the cup resting on the table to start sliding
across the table. [1]
ca
________________________________________________________________
du

2 Draw a force diagram in the picture below to show the forces

acting on the cup as it slides across the table. [3]
E
n
to

Cup
ls

Table
A
)
(c

Forces 51
 3 After some powder was sprinkled onto the table, Ada and Cyrus
realised that they could slide their cups further using the same
amount of force. Why is it so? [1]
________________________________________________________________

d
________________________________________________________________

Lt
te
P
on
ti
ca
4 At the second round of the competition, Ada and Cyrus have to slide the
same cup on another table. Both cups travel a shorter distance than the
first round of the competition.
du
E
n
to

First round of the competition Second round of the competition

ls

If they have used the same amount of force for both rounds, what can
A

we infer about the surfaces of the tables used in both rounds of the
competition? [1 ]
)

________________________________________________________________
(c

________________________________________________________________
________________________________________________________________

52 Chapter 6
 kboo
k
W
or
Worksheet 3 : How does a sailing boat work?
Process skills Observing, Inferring, Predicting, Analysing

1 Vera visited the bay side. She observed Boat A at rest on the water surface.

d
Lt
te
Boat A

P
on
a Draw a force diagram in the picture above to show the forces
acting on Boat A.
ti [2]
ca
b Using the force arrows drawn in a , explain why Boat A is at rest
on the water surface. [1]
du

_____________________________________________________________
E

2 Vera saw Boat B which had a sail. The sail helps the boat move when there is
n

wind. Boat B is moving to the left in the picture below.

to
ls

Sail
A
)

Boat B
(c

Draw force arrows in the picture above to show the air resistance and
water resistance acting on Boat B as it moves. [2]
Forces 53
 3 Vera observed Boat C which was moving on the water. The picture below
shows Boat B and Boat C moving to the left.

d
Lt
te
P
Boat C

Boat B

on
ti
ca
a Predict which boat will move faster on the water if both boats
du

experience the same amount of wind. [1]

_____________________________________________________________
E

b Explain your answer in a . [2]

n

_____________________________________________________________
to

_____________________________________________________________
ls
A
)
(c

54 Chapter 6
 kboo
k
W
or
Consolidation worksheet

1 Some forces are shown in the following scenarios. Name the forces
indicated by the force arrow in each scenario. [6]

d
Lt
te
P
on
A boy sliding down a slide A lady pushing a trolley

ti
ca
du
E

A book resting on a table

A parachutist in the air
n
to
ls
A
)
(c

A boat moving in the water An iceberg floating in the sea

Forces 55
 2 A swimming instructor is teaching Alice how to swim fast. She pushes Alice
lightly to the right to help her move forward in the water. The diagram below
shows the different types of forces acting on Alice.

d
Lt
Force W

te
Force Y

Force X

P
Force Z

on
a Name the forces acting on Alice. [4]

Force W: ______________________ Force Y: ______________________

ti
Force X: _______________________ Force Z: ______________________
ca
b For Alice to float in water, what can you say about Forces X and Y? [1]
du

_____________________________________________________________
E

c Alice moves into a new position shown in the picture below. As the
instructor pushes Alice lightly from the back, Alice finds it difficult to
n

move forward.
to
ls
A
)

Why did Alice find it difficult to move forward in this position? [3]
(c

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
56 Chapter 6
 3 Edmund wanted to investigate the amount of friction on different surfaces.

Forcemeter

d
Block

Lt
Ramp

te
P
Edmund measured the amount of force required to pull a block up a ramp
slowly using a forcemeter. He repeated his measurements using ramps

on
made of different materials and recorded his results in the table below.
Material Force measured (N)
W
X
ti 10
5
ca
Y 7
Z 3
du

a What are the two control variables in this investigation? [2]

E

_____________________________________________________________
n

b Which material is the smoothest? Using Edmund’s results, explain why. [ 2 ]

to

_____________________________________________________________
_____________________________________________________________
ls
A

c Edmund slid a toy car down the ramp made of Material W. He slid the
same toy car down the ramp made of Material Y. He measured the
)

distance travelled by the toy car for both ramps.

(c

On which material will the toy car travel a shorter distance? [1]
_____________________________________________________________

Forces 57
 LLENGI N
H AUESTI ON
Q

A speed chute is used in sports for training. When the runner runs, the
G
C

speed chute opens up and moves along with the runner. It looks like a
parachute when it is open.
During a training session, a runner will have to run hard to keep the

d
chute open.

Lt
Speed chute

te
P
on
ti
ca
a What is the runner moving through when he runs? [1]
_____________________________________________________________
du

b A runner experiences two types of frictional force during a run.

Describe the two types of frictional force. [2]
E

_____________________________________________________________
_____________________________________________________________
n

_____________________________________________________________
to

_____________________________________________________________
ls

c Which of the forces described in b also acts on the open speed chute as
A

the runner runs? [1]

_____________________________________________________________
)
(c

d In the diagram above, draw a force arrow to indicate the force stated
in c . [1]

58 Chapter 6
 e A bigger speed chute is used for the runner as shown below.

d
Lt
te
P
on
ti
i What will happen to the amount of air resistance acting on the
speed chute if a bigger chute is used for the training? [1]
ca
__________________________________________________________
__________________________________________________________
du

ii Explain your answer in e i . [1]

E

__________________________________________________________
__________________________________________________________
n
to

iii Will the training be harder for the runner if a bigger chute is used?
Explain your answer using forces. [2]
ls

__________________________________________________________
A

__________________________________________________________
__________________________________________________________
)
(c

Forces 59
 kboo
k
or
You have a mission!
W

Process skills Inferring, Identifying and controlling variables, Evaluating

Let’s make some speed chutes for training! You may

d
need to search on the
Internet to get ideas
Materials:

Lt
for the design of your
Plastic bags Scissors speed chute!

Sticky tape Hole puncher

te
Strings Ruler

P
Instructions:
1 Use the materials listed above and any other recycled materials to make a

on
speed chute.
2 Design and draw a well-labelled diagram of your speed chute in the
box below.

ti
ca
du
E
n
to
ls

Your speed chute should

A

open up if you run fast

enough!
)

3 Let’s test the speed chute! Tie the speed chute

(c

around your hips. Run fast and get a classmate

to observe how fast you have to run to open the
speed chute.

60 Chapter 6
 4 Make another speed chute. Change your design such that it increases
the surface area of the chute. Keep the other variables constant. List the
control variables.
________________________________________________________________

d
________________________________________________________________

Lt
5 Design and draw a well-labelled diagram of your new speed chute in the
box below.

te
P
on
ti
ca
6 Let’s test the new speed chute! Tie the speed chute around your hips
and run.
Did the speed chute manage to open? __________
du

How fast did you run to open the speed chute?

E

Questions:
1 What changes did you make to your design in Step 4 to increase the
n

surface area of the chute?

to

________________________________________________________________
________________________________________________________________
ls
A

2 Compare how fast you ran at Step 3 and Step 6.

At which step did you need to run faster to open the chute?
)

________________________________________________________________
(c

Conclusion:
The runner will need to run __________ to open the speed chute if the surface
area of the speed chute __________.
Forces 61
 Mid-year Review Paper

1 The diagram shows a cross-section of a flower. 40

d
Lt
D

te
Anther

Style

P
A
F

on
B

ti
C
E
ca
du
E

a Name the parts of the flower labelled A to F. [2]

A: ____________________
n

B: ____________________
to

C: ____________________
D: ____________________
ls

E: ____________________
A

F: ____________________
)

b Describe two functions of Part E. [2]

(c

_____________________________________________________________
_____________________________________________________________

62 Mid-year Review Paper

 c Describe two adaptations flowers have to attract pollinators. [2]
_____________________________________________________________
_____________________________________________________________

d
Lt
2 The diagram shows how a plant disperses its seeds.

te
P
on
ti Seed
ca
du

a How does this plant disperse its seeds? [1]

_____________________________________________________________
E

b Describe one adaptation that helps this plant to disperse its seeds. [1]
n

_____________________________________________________________
to

c What process do seeds need to go through to become seedlings?

What conditions do seeds need so that they can go through this
ls

process? [2]
A

_____________________________________________________________
_____________________________________________________________
)

_____________________________________________________________
(c

Mid-year Review Paper 63

 3 The diagrams show the particle model of water in two different states.

d
Lt
te
Diagram A Diagram B

P
a What is the state of water in Diagrams A and B? [1]
Diagram A: _______________

on
Diagram B: _______________

b
ti
Using the particle model, explain your answer in a . [1]
ca
_____________________________________________________________
_____________________________________________________________
du

4 Solids, liquids and gases have different properties.

E

a Tick (✓) all the true statements about gases. [1]

n

Statement True
to

Gas does not have a fixed shape.

Gas can be compressed.
Just like a solid, a gas cannot flow.
ls

Particles in a gas have less energy than particles in a liquid.

A

b Using the particle model, explain the properties described in the

statements you have ticked in a . [2]
)

_____________________________________________________________
(c

_____________________________________________________________

64 Mid-year Review Paper

 c Do gases have a fixed volume? Explain your answer using the
particle model. [2]
_____________________________________________________________

d
_____________________________________________________________

Lt
5 James places two cups of water into two different compartments of
a refrigerator. The surrounding temperature for each cup of water is
shown below.

te
Cup A at -4°C Cup B at 7°C

P
on
ti
ca
Which cup of water will freeze after a short while? Explain your answer. [ 2 ]
________________________________________________________________
du

________________________________________________________________

6 Karen heats a pot of ice cubes over the stove. She uses a thermometer to
E

measure the temperature of the substance in the pot.

n
to
ls
A

a She observes water forming around the ice cubes in the pot
and measures the temperature of the ice. What is the reading on the
thermometer? [1]
)
(c

_____________________________________________________________

b Name the process that is occurring in a . [1]

_____________________________________________________________
Mid-year Review Paper 65
 c After a while, all the ice cubes in the pot turn into water.
Karen continues to heat the water in the pot until it boils.
i What is the reading on the thermometer when the water boils? [1]
__________________________________________________________

d
Lt
ii Using the particle model, explain what happens during boiling. [2]
__________________________________________________________

te
__________________________________________________________
__________________________________________________________

P
__________________________________________________________

on
d After Karen covers the pot of boiling water with a lid, she sees water
droplets forming on the underside of the lid.

ti Lid
ca
du
E

i Name the process that forms the water droplets on the

n

underside of the lid. [1]

to

__________________________________________________________
ls

ii Using the particle model, explain the formation of water droplets

on the underside of the lid. [2]
A

__________________________________________________________
__________________________________________________________
)

__________________________________________________________
(c

__________________________________________________________

66 Mid-year Review Paper

 7 Mia uses a dryer to dry some wet clothes. To
dry the clothes, she sets the temperature 60 °C
inside the dryer at 60 °C.

d
Lt
a Using the particle model, explain what happens to the water in the
wet clothes when they are in the dryer. [2]
_____________________________________________________________

te
_____________________________________________________________

P
_____________________________________________________________
_____________________________________________________________

on
b If Mia increases the temperature in the dryer, will the wet clothes

ti
dry faster or slower? [1]
_____________________________________________________________
ca
8 Vera dissolves some salt in a cup of water to form a solution.
du
E
n
to

a Name the solute and the solvent in the solution. [1]

ls

Solute: _______________________
A

Solvent: _______________________

Using the particle model, describe what happens when salt is

)

dissolved in water. [2]

(c

_____________________________________________________________
_____________________________________________________________

Mid-year Review Paper 67

 c What can Vera do to obtain salt from the solution? [1]
_____________________________________________________________
_____________________________________________________________

d
A swimming board helps a swimmer to stay afloat in water.

Lt
9

te
P
on
ti
ca
a Different forces act on the swimming board when it is in use. Match the
forces acting on the swimming board to the correct descriptions. [1]
du

Force Description

The force exerted by the

Applied force water on the board to push
E

it upwards to the surface

n
to

The force that the swimmer

Gravity
uses to push the board
ls
A

The force that pulls the

Upthrust board towards the centre
of Earth
)
(c

The force that acts against

Water resistance the movement of the board
in water

68 Mid-year Review Paper

 b Tim is choosing between two swimming boards. He wants a
swimming board that can help him swim fast in water.

d
Lt
te
Board X Board Y

P
i Which board should Tim choose? [1]

on
__________________________________________________________

ti
ii Explain your answer in b i . [2]
__________________________________________________________
ca
__________________________________________________________
du

__________________________________________________________
__________________________________________________________
E

10 A book is at rest on a table.

n
to
ls
A
)

a In the diagram above, draw and label the forces acting on the book. [ 1 ]
(c

b Explain why the book is not moving. [1]

_____________________________________________________________

Mid-year Review Paper 69

 CHAPTER 7
Magnets
kboo
k
or
Worksheet 1 : How do magnets and magnetic materials interact?
W

d
Process skills Observing, Predicting, Formulating hypotheses, Analysing

Lt
1 Ada places a piece of thin cloth between some ring magnets.
a What will Ada observe in the following scenarios? [2]

te
i  ii

P
Cloth Cloth

on
ti
________________________ ________________________
________________________ ________________________
ca
b Why are the magnets able to exert forces on each other when the
du

cloth is placed between them? [2]

_____________________________________________________________
E

_____________________________________________________________
_____________________________________________________________
n

Ada holds an iron rod near a bar magnet. She can feel a pull on the iron rod.
to

a In the diagram below, draw the magnetic field around the bar magnet. [ 2 ]
ls
A
)
(c

70 Chapter 7
 b When Ada releases the iron rod, it gets attracted to the bar magnet.
i In the diagram below, draw to show what happens to the iron rod. [ 1 ]

d
Lt
ii What has the iron rod become? [1]
It has become a _______________ magnet.

te
P
iii What can Ada do to confirm your answer in b ii ? Describe what
Ada will observe if your answer in b ii is true. [2]

on
___________________________________________________________
___________________________________________________________

c
ti
Ada brings a steel rod near the iron rod which is attracted to the
ca
bar magnet.
i What will Ada observe? [1]
du

___________________________________________________________
___________________________________________________________
E

ii Draw the steel rod in the diagram above. Label the magnetic
n

poles on the steel rod. [2]

to

iii Ada places a thin cloth between the iron rod and the steel rod.
ls

Will she make the same observation as in c i for the steel rod?
Why? [2]
A

___________________________________________________________
___________________________________________________________
)

d What will Ada observe if she brings a copper coin near the iron rod
(c

which is attracted to the bar magnet? Explain your answer. [2]

_____________________________________________________________
_____________________________________________________________

Magnets 71
 kboo
k
or
Worksheet 2 : Making temporary magnets
W

Process skills Observing, Inferring, Predicting, Formulating hypotheses, Analysing

Jerry has two bars. He brings the bars near a paper clip made of steel.
Jerry records his observations in a table.

d
Lt
Bar Observation
A Paper clip moves towards Bar A.
B Paper clip does not move.

te
1 Jerry thinks that Bar A is a magnet.

P
a What can he do to confirm this? [1]
_____________________________________________________________

on
b What will he observe if Bar A is a magnet? [1]
_____________________________________________________________
ti
ca
2 a After confirming that Bar A is a magnet, Jerry brought Bar A near a
du

ring magnet. The arrows in the diagram below show the movement of
the magnets when they are brought close to each other. Label the poles
of Bar A. [1]
E
n
to

Bar A
ls

b Jerry flipped the ring magnet and the south pole is now facing Bar A.
A

The position of Bar A is the same as that in 2 a . Draw arrows to show

the movement of Bar A and the ring magnet. [1]
)
(c

Bar A

72 Chapter 7
 3 Bar B is made of iron. Jerry strokes Bar B many times with a bar magnet.
In the diagram below,
a label the magnetic poles of Bar B when it becomes a temporary magnet.
[1]

d
Lt
te
P
Bar B

draw arrows to show the direction of the groups of particles in Bar B

on
b

after it was stroked by the magnet. [1]

ti
ca
du
E
n

4 Jerry drops Bar B many times onto the floor before he passes it to
Jane. Jane brings Bar B near a paper clip but the paper clip does not
to

move towards Bar B. Draw arrows to show the direction of the groups of
particles in Bar B now. [1]
ls
A
)
(c

Magnets 73
 kboo
k
or
Worksheet 3 : Which magnet is stronger?
W

Process skills Inferring, Analysing

A magnet can be used to hold paper on the door of a refrigerator.

d
Lt
Refrigerator Magnet

te
P
Amy wants to hold ten sheets of paper on the refrigerator door. She tries doing

on
so using Magnets Y and Z.
 agnet Y can hold ten sheets of paper on the refrigerator but Magnet Z can
M

ti
only hold two sheets of paper.
1 Which magnet is stronger? Why? [2]
ca
________________________________________________________________
du

 my finds a paper clip stuck in the gap between her refrigerator and the wall.
A
The paper clip is far behind the refrigerator that Amy's arm cannot reach it.
E

Refrigerator
n

Wall
to
ls
A

Paper clip made of steel

)

2 Which magnet should Amy use to help her attract the paper clip?
(c

Using magnetic forces, explain your answer. [2]

________________________________________________________________

________________________________________________________________

74 Chapter 7
 kboo
k
W
or
Consolidation worksheet

1 Joseph created a set-up that can make a paper clip appear to be floating in
the air.

d
Lt
Cup

te
Paper clip made of steel

String

P
on
a What object did Joseph place inside the cup to make the paper clip
appear to float in the air? [1]
_____________________________________________________________

ti
ca
b The object in the cup is not in direct contact with the paper clip.
Why is it able to make the paper clip float in the air? [2]
du

_____________________________________________________________

_____________________________________________________________
E

_____________________________________________________________
n

c The paper clip is a magnetic object. What happens to the groups of

to

particles in the paper clip when the paper clip floats? Draw arrows
to show the direction of the groups of particles in the paper clip. [1]
ls
A
)
(c

Magnets 75
 d Joseph moved the cup upwards.

d
Lt
te
P
i He observed that the paper clip dropped. Why? [2]
__________________________________________________________

on
__________________________________________________________

ti
ii Joseph wants to keep the paper clip floating in the air while the
cup remains at this position. What can he do? [1]
ca
___________________________________________________________
du

2 John made a paper car. He wanted to make the car move without
touching it. He fixed some steel thumbtacks to the front and the rear of the
car. John also had two rods, A and B.
E

Steel thumbtack

A
n

B
to
ls

When John brought Rod A near the thumbtack on the car, the car did
not move. When he brought Rod B near the thumbtack, the car moved
A

towards Rod B.
a Which rod is most likely a magnet? [1]
)

_____________________________________________________________
(c

b When John brought Rod B near the thumbtack, what did the
thumbtack become? [1]
_____________________________________________________________
76 Chapter 7
 c Explain the changes that have occurred to the groups of particles in the
thumbtack on the car which caused the car to move towards Rod B. [ 2 ]
_____________________________________________________________

d
_____________________________________________________________

Lt
d Why did the car not move when Rod A was brought near the
thumbtack? Explain your answer using the groups of particles in the

te
thumbtack. [2]
_____________________________________________________________

P
_____________________________________________________________

on
e Rod A is made of iron. Without using any additional material, what can
John do to Rod A if he wants to use it to move his paper car?
Draw a diagram to help you describe.
ti [2]
ca
du
E
n
to

______________________________________________________________

______________________________________________________________
ls

______________________________________________________________
A

f Explain how the process stated in e helps Rod A to move John's

)

paper car. [3]

(c

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________
Magnets 77
 g What should John take note of if he wants Rod A to retain its
magnetic properties? [1]
_____________________________________________________________

d
_____________________________________________________________

Lt
LLENGI N
H AUESTI ON
Q

Wang wanted to compare the strength of four magnets, A, B, C and D.

G
C

He hung four magnets above a tray filled with iron pins as shown below.

te
P
on
B D

ti
A C

Iron pins
ca
Plastic tray
du
E

a His teacher told him that his experiment is not a fair test. Why did
the teacher say so? [1]
n

_____________________________________________________________
to

_____________________________________________________________
ls

b How should Wang change his set-up to make his experiment a

A

fair test? [1]

_____________________________________________________________
)
(c

_____________________________________________________________

78 Chapter 7
 c Wang changed his set-up based on his teacher’s advice. He repeated his
experiment and recorded his results in the table below.

Magnet Number of pins attracted

d
A 2
B 5

Lt
C 4
D 8

te
Use Wang’s results to plot a bar chart. [2]

P
on
ti
ca
du
E
n
to
ls

d Which magnet is the strongest? Using Wang's results, explain why. [2]
_____________________________________________________________
A

_____________________________________________________________
)
(c

Magnets 79
 e In another experiment, Wang brought each magnet to the same tray
of iron pins. He moved each magnet upwards slowly to increase the
distance between the base of the magnet and the tray of iron pins.
As he moved each magnet upwards slowly, he recorded the distance

d
where the magnet could no longer attract any additional iron pins.

Lt
Distance away from
the iron pins

te
10 cm

8 cm

P
6 cm

on
Magnet 4 cm

2 cm
Plastic tray

ti
ca
Iron pins

The following table shows his results.

du

i Predict the distance for Magnet C. [1]

E

Magnet Distance (cm)

A 2
n

B 6
C
to

D 10
ls

ii What can Wang conclude from the above experiment? [1]

___________________________________________________________
A

___________________________________________________________
)
(c

80 Chapter 7
 kboo
k
W
or
You have a mission!
Process skills Observing, Inferring, Formulating hypotheses, Analysing

The compass needle is a magnet. It interacts with the Earth magnet to point

d
towards Earth's north. We use it to tell us directions when we are lost!

Lt
Let's make a simple compass!
Materials:

te
 Paper clip made Cork
of steel Marker

P
Bar magnet
Small tray of water

on
ti
ca
Instructions:
1 Straighten the paper clip to make a compass needle.
du
E

Compass needle

2 To turn the compass needle into a temporary magnet, stroke the compass
n

needle continuously in the same direction with the pole of a bar magnet.
Do this for 50 times.
to

Draw a diagram to indicate the stroke direction and the pole of the bar
magnet which is in contact with the compass needle. Label the poles of
ls

the compass needle when it becomes a temporary magnet.

A
)
(c

Magnets 81
 3 Use a marker to mark the north pole of the compass needle. The mark
indicated on the compass needle will always point to the north of the Earth.

Pierce the compass needle through the cork. Place the cork together with

d
4

the compass needle in a small tray of water. This is your compass!

Lt
Cork

te
Compass needle

P
5 Bring your newly made compass and walk around the classroom slowly.

on
What do you notice about the mark indicated on the compass needle in
Step 3?
________________________________________________________________

ti
ca
Questions:
1 What can you do to confirm that the mark you made on the compass
needle in Step 3 is the north pole of a temporary magnet?
du

________________________________________________________________
________________________________________________________________
E

________________________________________________________________
n

Bring your compass and stand facing the whiteboard in class. Draw what
to

you observe on your compass. Indicate the north direction with the letter N.
ls
A
)
(c

Whiteboard

82 Chapter 7
 CHAPTER 8
Digestive System

kboo
k
or
Worksheet 1 : How is food broken down in the body?
W

d
Process skills Observing, Comparing, Analysing

Lt
1 The diagram below shows the organs in the human digestive system.

te
W

P
on
X

ti
ca
Y
du

a What happens to food at W? [2]

E

_____________________________________________________________
_____________________________________________________________
n
to

b In the diagram above, label the organ that helps to move food from
W to X. [2]
ls

c What are the functions of X? [2]

A

_____________________________________________________________
_____________________________________________________________
)
(c

d What are the functions of Y? [2]

_____________________________________________________________

Digestive System 83
 e Which organ does food go to after it leaves Y?
i Label this organ in the diagram. [2]
ii Name the substances absorbed at the organ labelled in e i . [1]

d
___________________________________________________________

Lt
f Name Z. What is the function of Z? [2]
_____________________________________________________________

te
_____________________________________________________________

P
2 The diagram below shows Coco’s digestive system which is similar to our's.

on
a Name the organs. [6]

ti
ca
E A: __________________
du

D
B: __________________
A C: __________________
E

D: __________________
B
n

E: __________________
to

F: __________________
ls

F C
A
)
(c

b Name another animal that has a similar digestive system as us. [1]
_____________________________________________________________

84 Chapter 8
 kboo
k
W
or
Worksheet 2 : How do we eat healthily?
Process skills Observing, Comparing, Analysing

 yrus is at his friend's birthday party and sees a variety of food as

C

d
shown below.

Lt
te
P
A B C D

on
ti
ca
du

E F G H
E
n
to

I J K
ls
A
)
(c

L M

Digestive System 85
 Cyrus chose the following items on his plate. These are his favourite foods.

d
Lt
J
I
A K

te
D

P
on
1
ti
Is Cyrus' meal balanced? Explain your answer. [2]
ca
________________________________________________________________
du

2 Imagine that you are a dietitian helping to ensure that Cyrus has a
balanced meal. Help him pick foods at the party and write the alphabet
of each food on the plate below. Mark and shade the portion of the
E

foods on the plate. An example has been done for you. [4]
n
to
ls
A

Example:
K or L
)
(c

86 Chapter 8
 kboo
k
W or
Consolidation worksheet

1 The diagram below shows the different organs in the digestive system of
a whale.

d
Lt
te
P
on
W

ti
ca
a Whales do not chew but swallow their prey alive. Using this information,
describe one difference between the human digestive system and the
digestive system of whales. [1]
du

_____________________________________________________________
_____________________________________________________________
E

b What is the function of W? [1]

n

_____________________________________________________________
to

_____________________________________________________________
ls

c Name Organ X. [1]

A

_____________________________________________________________
)

d Undigested food leaves the body through an opening in the whale's

body. Label this opening in the diagram above. [2]
(c

Digestive System 87
 2 The picture below shows the nutritional label for a tub of ice cream.

The nutritional facts for a

tablespoon of ice cream

d
Total Fat 1g

Lt
Cholesterol 4 mg

Total Sugars 6g

te
Added Sugars 4 g

Protein 1g

P
Salt 9 mg

on
ti
a What is the amount of free sugar in a tablespoon of this ice cream? [ 1 ]
_____________________________________________________________
ca
b According to the Eatwell Guide, how many tablespoons of this
du

ice cream can you enjoy daily? [1]

_____________________________________________________________
E

c If a child takes too much free sugar daily, he or she may risk developing
a type of disease.
n

i Name the disease. [1]

to

___________________________________________________________
ls

ii What other health problems can a person with the disease

A

stated in c i develop? [1]

___________________________________________________________
)
(c

88 Chapter 8
 LLENGI N
H AUESTI ON
Q

For adults who weigh much more than the healthy weight range, they are
G
C
3

at risk of developing many diseases. Some doctors may recommend a

simple surgery to help these adults lose weight. During the surgery, they will
remove a part of the stomach.

d
Lt
te
P
on
Normal
stomach
Part of stomach

ti
removed
ca
du

What happens to the size of the stomach after the surgery? [1]
E

_____________________________________________________________
n

After the surgery, the patients can only eat small portions of food
to

during each meal. Why? [1]

_____________________________________________________________
ls

_____________________________________________________________
A

c Does this surgery help the patients to have a balanced diet?

)

Explain why. [2]

(c

_____________________________________________________________
_____________________________________________________________

Digestive System 89
 kboo
k
or
You have a mission!
W

Process skills Observing, Classifying, Communicating, Analysing, Evaluating

Do you have a healthy diet? Make a food plate diary to record what you eat in
a day!

d
For each meal in a day, do the following:

Lt
1 Record down the food you eat and the total amount of sugar and salt you
take in at each meal. You may refer to the nutritional labels for the amount of
sugar and salt for each food you eat.

te
2 Classify the food into the various food groups according to the food plate.
In each food plate below, mark the portion of food you eat from each food

P
3

group. Within each food group, draw and label the food you eat.

on
ti
ca
Breakfast Lunch
du
E
n

Total amount of sugar: _____ Total amount of sugar: _____

to

Total amount of salt: _____ Total amount of salt: _____

ls

Dinner
A
)
(c

Total amount of sugar: _____   Total amount of salt: _____

90 Chapter 8
 Imagine that you were a dietitian. Let's use the food plate guide to recommend

d
changes to your diet to make it healthier.

Lt
Instructions:
1 Refer to the food plate diary you made on the previous page.

te
2 Compare the food you ate at each meal with the Eatwell Guide.

P
Questions:

on
These questions will help you to recommend changes to your diet.
1 What is good to keep in your diet and should be taken in larger portions?
If so, state the ideal portion.
Breakfast:
ti
ca
Lunch:
Dinner:
du

2 What food should be taken in smaller portions? If so, state the ideal portion.
E

Breakfast:
Lunch:
n

Dinner:
to

3 Check the total amount of salt and the total amount of sugar you take in a
day. Do you need to reduce the amounts of salt or sugar in your diet? If so,
ls

suggest the foods you will remove or reduce the portions of in your diet.
A

Breakfast:
Lunch:
)

Dinner:
(c

Digestive System 91
 Using your answers for questions 1 to 3 on the previous page, plan a new diet
that is healthier for you.

d
New Diet Plan

Lt
te
Breakfast

P
on
ti
ca
du

Lunch
E
n
to
ls
A

Dinner
)
(c

92 Chapter 8
 CHAPTER 9
Adaptations of Animals

kboo
k
or
Worksheet 1 : Is it a predator or prey?
W

d
Process skills Observing, Inferring, Analysing

Lt
1 The picture below shows a type of bird.

te
P
on
ti
ca
a Is this bird a predator or prey? [1]
du

_____________________________________________________________
E

b Refer to the picture above. Describe two adaptations of the bird

that help it obtain food. [4]
1.  ____________________________________________________________
n

____________________________________________________________
to

2. ____________________________________________________________
ls

____________________________________________________________
Refer to the picture above. Describe one adaptation of the bird that
A

helps it feed on its food. [2]

_____________________________________________________________
)

_____________________________________________________________
(c

Adaptations of Animals 93
 2 Both the antelope and the cheetah are animals that can run fast.

d
Lt
te
P
on
a Identify the prey and predator shown in the picture above. [2]

ti
_____________________________________________________________
ca
b Explain why prey and predator need adaptations to help them
run fast. [2]
du

_____________________________________________________________

_____________________________________________________________
E

c Describe one adaptation that the prey in a has so that it can defend
n

itself from its predator. [1]

to

_____________________________________________________________
ls

d Other than running fast, what is another adaptation that is common

to both the prey and the predator stated in a ? [1]
A

_____________________________________________________________
)
(c

94 Chapter 9
 kboo
k
W
or
Worksheet 2 : What adaptations help these animals live?
Process skills Observing, Inferring, Predicting, Analysing

1 The picture below shows an elephant seal. It is a mammal that lives at the

d
South Pole. It is very cold at the South Pole.

Lt
te
P
on
a What adaptation helps the elephant seal to thrive at the South Pole? [ 1 ]
_____________________________________________________________

ti
ca
b Describe how the adaptation stated in a helps the elephant seal
to thrive in its habitat. [1]
_____________________________________________________________
du

_____________________________________________________________
E

c An elephant seal spends most of its time in cold water. It can hunt well
in water.
n
to
ls
A

The picture above shows the body shape of an elephant seal. Using this
information, describe an adaptation that helps the elephant seal hunt
)

underwater. [3]
(c

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Adaptations of Animals 95
 2 The picture below shows a bilby. It lives in the desert in Australia.

d
Lt
te
P
on
a Refer to the picture above. Describe an adaptation that helps the bilby
to cope with the extreme heat in the desert. [2]

ti
_____________________________________________________________
ca
b The bilby digs and lives in burrows. Describe how this adaptation helps it
du

to thrive in the desert. [1]

_____________________________________________________________
E

c Describe two adaptations that may help the bilby cope with the dry
environment of the desert. [4]
n

1.  ____________________________________________________________
to

____________________________________________________________
ls

2. ____________________________________________________________
____________________________________________________________
A
)
(c

96 Chapter 9
 kboo
k
W or
Consolidation worksheet

1 A scientist found skulls of two animals on an island. The pictures below show
the skulls.

d
Lt
te
P
P Q

Describe the teeth of P. [1]

on
a

_____________________________________________________________

ti
Is P most likely a predator or prey? [1]
ca
_____________________________________________________________
du

c Describe the teeth of Q. [1]

_____________________________________________________________
E

d Is Q most likely a predator or prey? [1]

n

_____________________________________________________________
to

2 The picture below shows an animal that lives at the top of mountains in
China where temperatures can get very low.
ls
A
)
(c

Adaptations of Animals 97
 a Refer to the picture. Describe the adaptation that helps the animal
cope with the low temperature at mountain tops. [2]
_____________________________________________________________

d
b Refer to the picture. Describe an adaptation that helps the animal to

Lt
defend itself from its predator. [2]
_____________________________________________________________

te
3 Two types of fishes are shown below.

P
on
X
ti Y
ca
a Which fish can swim faster in water? Explain your answer. [3]
_____________________________________________________________
du

_____________________________________________________________
E

b Describe one adaptation that fishes have to help them breathe

underwater. [1]
_____________________________________________________________
n
to

4 The fish below puffs up when it senses danger.

ls
A
)
(c

Explain how this adaptation helps the fish to survive in water. [2]
1. _______________________________________________________________
2._______________________________________________________________

98 Chapter 9
 LLENGI N
H AUESTI ON
Q

Four different animals are grouped according to the two-way table below.
G
C
5

Group A Group B

d
Group X

Lt
te
Group Y

P
on
a The animals can be sorted into Group A and Group B based on the
environment they live in. Describe the environments they live in. Explain
your answer using the pictures of the animals in the table above.
i Group A
ti [3]
ca
___________________________________________________________
___________________________________________________________
du

ii Group B [3]
___________________________________________________________
E

___________________________________________________________
n

b The same animals can be sorted into Group X and Group Y.

Observe and analyse the position of the eyes of the animals and answer
to

the following questions.

i Which group is most likely the prey? Explain your answer. [3]
ls

___________________________________________________________
A

___________________________________________________________

ii Which group is most likely the predators? Explain your answer. [3]
)

___________________________________________________________
(c

___________________________________________________________

Adaptations of Animals 99
 kboo
k
or
You have a mission!
W

Process skills Observing, Inferring, Communicating, Analysing

A new planet, W, has recently been discovered. Planet W is very cold and has
a lot of ice and snow. It is also as dry as the desert. Let's create an imaginary

d
animal that can survive on Planet W.

Lt
te
Will there be
any animals
here?

P
on
ti
ca
Materials:
Drawing paper
du

Coloured pencil or markers

Instructions:
E

1 Think about the adaptations and list down those that help animals survive
in a dry, cold, snowy and icy environment.
n
to
ls
A
)
(c

100 Chapter 9
 2 Is your animal a predator or prey?
 If the animal is a predator, decide on and list down the adaptations that
will help it obtain, hold onto and feed on its food.

d
Lt
te
P
 If the animal is a prey, decide on and list down the adaptations that will

on
help it feed on its food and escape from danger.

ti
ca
du
E

Question:
Refer to the adaptations which you have listed earlier. Draw a picture of your
n

animal. Your drawing should show all the features of the animal that help it
thrive on Planet W. Label the features in your drawing.
to
ls
A
)
(c

Adaptations of Animals 101

 CHAPTER 10
Sound
kboo
k
or
Worksheet 1 : Let’s play the cymbals!
W

d
Process skills Predicting, Analysing

Lt
1 Sounds are produced when Anne strikes a pair of cymbals together.

te
Cymbals

P
on
a How does the pair of cymbals produce sounds? [1]

ti
_____________________________________________________________
_____________________________________________________________
ca
du

b Explain how we hear the sounds made by the cymbals. [4]

_____________________________________________________________
_____________________________________________________________
E

_____________________________________________________________
n
to

2 Tim has a wind-up toy that strikes its cymbals after it is wound.
ls
A

a After Tim wound up his toy, he dropped it into a swimming pool by

accident. His toy fell near Ada who was swimming in the pool.
)

Would Ada be able to hear the sounds made by the toy?

(c

Explain your answer. [2]

_____________________________________________________________
_____________________________________________________________

102 Chapter 10
 b Ada brought the same wind-up toy for her space journey training.
During the training session, Ada enters a simulation chamber shown
below. The simulation chamber models the environment in outer space.

d
Lt
te
P
on
ti
ca
du
E
n
to

An air pump is connected to the simulation chamber. It pumps air out of
the chamber.
ls

Would Ada be able to hear the sounds from the toy if it strikes its
A

cymbals this time? Explain why. [2]

_____________________________________________________________
)

_____________________________________________________________
(c

Sound 103
 kboo
k
or
Worksheet 2 : Hit that xylophone!
W

Process skills Observing, Comparing, Inferring, Predicting, Analysing

The picture below shows a xylophone. A sound is produced when the mallet
hits each wooden bar of the xylophone.

d
Lt
Length

te
Mallet

P
Wooden bar

on
Mary hits the xylophone with the mallet, starting from the left and ending at the
purple wooden bar on the right.
She observes that the sound produced gets higher in its pitch.
1
ti
Look at the xylophone above. What do you observe about the length of
ca
the wooden bars arranged on the xylophone from the left to the right? [ 1 ]
________________________________________________________________
du

2 Use a ranking scale to represent the pitch of the sound produced by

each wooden bar. The number ‘1’ represents the sound with the lowest
E

pitch. In the boxes above, fill in the correct numbers. [1]

n

3 What is the relationship between the length of the wooden bar on the
xylophone and the pitch of the sound it produces? [1]
to

________________________________________________________________
ls
A

4 Mary wants to play a louder sound. What can she do? [1]
________________________________________________________________
)
(c

5 Mary played a short melody on the xylophone and found that it was
too loud. What should she do if she wants to reduce the loudness of the
melody? [1]
________________________________________________________________

104 Chapter 10
 kboo
k
or
Consolidation worksheet
W

1 Tick (🗸) all the true statements about sound. [1]

d
Statement True

Lt
High-pitched and loud sounds can affect some animals.
To produce a higher-pitched sound, we hit an instrument with greater strength.
Low-pitched sounds are always very quiet.

te
Loud sounds can damage our ears.
Sound can only travel in the air.

P
Sound is produced by all vibrating sources.

on
2 Jessie plays the harp in a performance.

ti
ca
du
E
n
to

a She plays a song by plucking the strings. Describe how this

produces sounds. [1]
ls

_____________________________________________________________
A

b Explain why the strings on a harp are of different lengths. [1]

)

_____________________________________________________________
(c

_____________________________________________________________

Sound 105
 3 Lucas went around his neighbourhood to listen to the sounds around the area.
He recorded the pitch and volume of the sounds he heard using a ranking
scale from 1 to 10. The number ‘1’ represents a sound with the lowest pitch and
the lowest volume.

d
Area Pitch Volume

Lt
A 4 6
B 8 8
C 2 2

te
a Which area is the noisiest? [1]

P
_____________________________________________________________

on
b Which area is most suitable for an animal to live in? Explain why. [2]
_____________________________________________________________

LLENGI N
H AUESTI ON

ti
ca
Q

James has four drums made of the same materials. The top of each drum
G
C

has a different surface area.

du

Top of the drum

E
n

A B C D
to

He hits each drum with a wooden stick and listens to the sound produced.
He uses a ranking scale from '1' to '10' to represent the pitch of the sound
ls

produced. The number '1' represents a sound with the lowest pitch. The
number '10' represents a sound with the highest pitch. James records his
A

observations below.

Drum Pitch of the sound

)

A 5
(c

B 2
C 3
D 8

106 Chapter 10
 a Use a bar chart to present James’ observations. [2]

d
Lt
te
P
on
ti
Order the drums according to the surface area of the top of the
ca
b

drums. Begin with the drum that has the top with the smallest
surface area. [1]
du

_____________________________________________________________
E

c From James’ observations, what can we infer about the relationship

between the surface area of the top of a drum and the pitch of the
n

sound the drum produces? [1]

_____________________________________________________________
to

_____________________________________________________________
ls

d James says that Drum D will be the loudest since it has the
A

highest pitch. Do you agree? Explain why. [2]

_____________________________________________________________
)

_____________________________________________________________
(c

Sound 107
 kboo
k
or
You have a mission!
W

Process skills Observing, Comparing, Inferring, Analysing

Let's make a water xylophone and play a song!

d
Materials:

Lt
Seven glass cups Metal spoon
Water Markers

te
Seven different food colourings

Instructions:

P
1 Your teacher will play the first musical note, ‘Do’.

on
2 Fill the cup with some water and hit it with a metal spoon.
3 Adjust the water level in the cup until you get a similar-sounding note as the
one played by your teacher.
4

musical notes played by your teacher: ti

Repeat Steps 1 to 3 using another cup of water for each of the following
ca
‘Re’
‘Mi’
du

‘Fa’
‘Sol’
E

‘La’
‘Ti’
n

5 Place the cups in the order of the musical notes. Label the cups with the
to

musical notes using a marker. Add different food colouring into each cup.
In the diagram below, draw the water level and colour the water according
to the colours you used for each musical note.
ls
A

Fa Sol La Ti
)

Do Re Mi
(c

108 Chapter 10
 6 The notes for the song ‘Twinkle Twinkle Little Star’ are shown below.
Colour the musical notes according to the food colouring you used for
each note.
Twinkle Twinkle Little Star

d
Do Do Sol Sol La La Sol

Lt
Twin-kle, twin-kle lit-tle star.

te
P
Fa Fa Mi Mi Re Re Do
How I won-der what you are.

on
Sol Sol Fa Fa
ti Mi Mi Re
ca
Up a-bove the world so high.
du

Sol Sol Fa Fa Mi Mi Re
E

Like a dia- mond in the sky.

n
to

Do Do Sol Sol La La Sol

Twin-kle, twin-kle lit-tle star.
ls
A

Fa Fa Mi Mi Re Re Do
)
(c

How I won-der what you are.

7 Play the song by hitting the glass cups with a metal spoon according to
the musical notes.
Sound 109
 Questions:
1 What do you observe about the water level in the different cups of water?
________________________________________________________________

d
Lt
2 What causes the difference in the sounds produced by the cups when the
cups are struck by the metal spoon?
________________________________________________________________

te
3 Which cup has the lowest pitch?

P
________________________________________________________________

on
4 Which cup has the highest pitch?
________________________________________________________________

ti
ca
5 How can you change the loudness of the music played?
________________________________________________________________
du

________________________________________________________________
E
n
to
ls
A
)
(c

110 Chapter 10
 CHAPTER 11
Earth and Satellites

kboo
k
or
Worksheet 1 : A year-long journey around the Sun
W

d
Process skills Inferring, Analysing

Lt
Cyrus learns about the orbit of the Earth in school.
1 In which direction does the Earth orbit the Sun? [1]
________________________________________________________________

te
P
2 What shape is the orbit of the Earth around the Sun? [1]
________________________________________________________________

on
3 Using your answers in 1 and 2 , complete the diagram below to

ti
show Earth’s orbit around the Sun. [2]
Sun
ca
Earth
du
E
n

4 How many days does it take for the Earth to orbit the Sun? [1]
to

________________________________________________________________
ls

5 Cyrus learnt that the time taken for Earth to orbit the Sun is one year. He
went home to count the number of days in his calendar. He noticed that
A

compared with the previous year, there is an extra day in February.

Explain why there is an additional day in February in his calendar. [3]
)

________________________________________________________________
(c

________________________________________________________________
________________________________________________________________

Earth and Satellites 111

 kboo
k
or
Worksheet 2 : What season is it now?
W

Process skills Observing, Inferring, Predicting

It is the June holidays and the children are travelling to different countries

d
around the world.

Lt
This location is This location is
This location is
very cold at this usually warm
very hot at this
time of the year! throughout the
time of the year!

te
year!

P
on
ti
ca
Location 1 Location 2 Location 3
du

1 The diagram below shows the Earth tilted on its axis in June.
E

Fill in the blanks with the locations of the children. [3]

n

Sun
to
ls

Equator
A

Northern Hemisphere
)
(c

Southern Hemisphere

112 Chapter 11
 2 Which location is experiencing winter in June? Use your answer in 1

to explain why. [4]

________________________________________________________________
________________________________________________________________

d
________________________________________________________________

Lt
________________________________________________________________

te
3 Which location is experiencing summer in June? Use your answer in 1

to explain why. [4]

P
________________________________________________________________

on
________________________________________________________________
________________________________________________________________

ti
________________________________________________________________
ca
4 Which location does not experience the four seasons? Use your
answer in 1 to explain why. [3]
du

________________________________________________________________
________________________________________________________________
E

________________________________________________________________
n

5 In December, what will the seasons of the three locations be? [3]
to

________________________________________________________________
________________________________________________________________
ls
A
)
(c

Earth and Satellites 113

 kboo
k
or
Worksheet 3 : What are these objects that orbit our planet?
W

Process skills Observing, Inferring

The picture shows an object orbiting in Earth’s atmosphere.

d
Lt
te
P
on
1 What is this object called?
ti [1]
ca
________________________________________________________________
du

2 Give an example of a use of this object. [1]

________________________________________________________________
E

3 A rocket is launched into space and astronauts are on a mission to

n

collect rock samples from Earth’s natural satellite.

What is the name of this natural satellite? [1]
to

_____________________________________________________________
ls

b Astronauts leaving the rocket need to wear special suits so that

they have air. Which gas in the air is important for the astronauts
A

to survive in outer space? [1]

_____________________________________________________________
)
(c

4 Other than the gas stated in 3 b , name two other gases that are
present in the Earth’s atmosphere. [2]
_______________________________________________________________

114 Chapter 11
 kboo
k
W
or
Worksheet 4 : The water on Earth goes round and round!
Process skills Observing, Inferring, Analysing, Formulating hypotheses

The diagram below shows Earth's water cycle and its different stages.

d
1 Name the process involved in

Lt
each stage of the water cycle. [ 3 ]
Stage 2
Stage 1: ___________________
Stage 2: ___________________

te
Stage 3
Stage 3: ___________________ Stage 1

P
on
ti
2 Which stages involve a change in the state of water?
Describe the changes.  [4]
ca
________________________________________________________________
________________________________________________________________
du

3 During Stage 3, water falls back to the ground and some water is
collected in rivers and seas. Is this water pure? Why or why not? [2]
E

________________________________________________________________
n

4 Ada collected some water from the river. She thinks that the water is clean
to

and wants to taste it. However, Coco warns her not to do so.
a Why did Coco warn Ada? [1]
ls

_____________________________________________________________
A

_____________________________________________________________

b Describe a test that Coco can carry out to show Ada that the water
)

is dirty. [2]
(c

_____________________________________________________________
_____________________________________________________________

Earth and Satellites 115

 kboo
k
or
Consolidation worksheet
W

1 Perry has a model that represents the Earth, the Moon and the Sun. He can
turn the Earth to move it around the Sun in a circular path shown below.

d
Model X

Lt
Moon

Sun Earth

te
P
on
a Perry thinks that this path is a wrong representation of the Earth’s
orbit around the Sun. Give two reasons to explain why he thinks so. [2]
1. ____________________________________________________________

ti
2. ____________________________________________________________
ca
b Perry bought another model to represent the Earth, the Moon and
du

the Sun.
Model Y

Moon
E

Sun
Earth
n
to
ls
A

Compare the Earth shown in Models X and Y. Which model is a

better representation of the Earth? Explain why. [2]
_____________________________________________________________
)
(c

c Both the Earth and the Moon orbit a larger object in space.
What do we call the Earth and the Moon? [1]
_____________________________________________________________

116 Chapter 11
 2 The positions of the Earth and the Sun at different times of the year are
shown below.

d
Lt
te
P
on
ti
ca
a In which month are places in the Northern Hemisphere experiencing
summer? [1]
du

_____________________________________________________________
E

b In which month are places in the Southern Hemisphere experiencing

summer? [1]
n

_____________________________________________________________
to

c What seasons are places in the Northern Hemisphere most likely

ls

to experience in March and September? [2]

_____________________________________________________________
A

d A country does not experience four seasons. Where is this country

)

most likely to be on Earth? [1]

(c

_____________________________________________________________

Earth and Satellites 117

 3 a Earth is surrounded by a layer of air. What do we call this layer of air? [ 1 ]
_____________________________________________________________

d

b Name two gases that can be found in this layer of air. [2]

Lt
_____________________________________________________________

LLENGI N
H AUESTI ON
Q

Zed placed some warm water in a beaker covered with cling wrap. After a
G
C

te
4

while, he observed some water droplets forming on the underside of the

cling wrap.

P
Cling wrap

on
Water droplet

Warm water
ti
ca
du


a Which process resulted in the formation of the water droplets?

Describe this process. [3]

E

_____________________________________________________________
_____________________________________________________________
n
to


b The process described in a is similar to a process in the

water cycle. Describe this process in the water cycle. [2]

ls

_____________________________________________________________
A

_____________________________________________________________


After a while, Zed observed that some water droplets had dripped back into
)

the beaker of water.

(c


c Which process in the water cycle does this represent? [1]
_____________________________________________________________

118 Chapter 11
 d Zed learnt that water in a water cycle can be collected in rivers and
lakes. He went to collect some water from the lake. He made the
following prediction:

d
The water from

Lt
the lake is safe
for drinking as it is
clear.

te
P
on
Do you agree with Zed? Why or why not? [2]

ti
_____________________________________________________________
_____________________________________________________________
ca
e As part of his school’s excursion, Zed visited a water treatment plant that
du

produces bottled mineral water that is safe for drinking. Zed made the
following statement about bottled water:
E

Since we can drink

the bottled mineral
water, the water
n

should be pure.
to
ls
A
)

Do you agree with Zed? Why or why not? [2]

(c

____________________________________________________________
____________________________________________________________
____________________________________________________________

Earth and Satellites 119

 kboo
k
or
You have a mission!
W

Process skills Observing, Classifying, Analysing

1 Using the Internet, find out the locations of the countries listed below.
Label them on the world map below using the letters in the brackets.

d
Lt
Japan (JP)   Italy (IT)   Australia (AU)
Argentina (AR)   Indonesia (ID)   United States (US)

te
P
on
Northern
Hemisphere

ti
ca
Equator
du

Southern
Hemisphere
E
n
to

2 Classify the countries into those that are in the Northern Hemisphere,
Southern Hemisphere and near the Equator.
ls

Northern Hemisphere Southern Hemisphere Near the Equator

A
)
(c

120 Chapter 11
 3 For each country, find out if it experiences winter and summer and the
months in which summer and winter take place. Put a cross (✗) if the
country does not experience winter or summer.
Country Winter month Summer month

d
Lt
Argentina

Australia

te
Japan

P
Indonesia

on
Italy

United States

ti
ca
4 What do you observe about the seasons for countries that are located in
the same hemisphere?
du

________________________________________________________________
E
n
to
ls
A

Do you think all

countries experience
winter at this time of
)

the year?
(c

Earth and Satellites 121

 CHAPTER 12
Pollution

kboo
k
or
Worksheet 1 : Loads of garbage!

d
W

Observing, Inferring, Predicting

Lt
Process skills

The picture below shows a landfill site that is overflowing with rubbish.

te
P
on
1
ti
Name the type of pollution shown above. [1]
ca
________________________________________________________________
du

2 What is a possible effect of the pollution shown above? [1]

________________________________________________________________
E

________________________________________________________________
n

What will most likely happen to the number of plants living in this
to

area over time? Explain your answer. [4]

________________________________________________________________
ls

________________________________________________________________
A

________________________________________________________________
________________________________________________________________
)
(c

4 Suggest a way to reduce this type of pollution. [1]

________________________________________________________________
________________________________________________________________

122 Chapter 12
 kboo
k
W
or
Worksheet 2 : Is the water clean?
Process skills Observing, Inferring, Predicting

The picture shows a bucket of water

collected from a river near Village X.

d
Microplastic
Microplastics are found in the water.

Lt
1 Microplastics are pollutants. What are pollutants? [1]
________________________________________________________________

te
________________________________________________________________

P
2 What type of pollution is shown here? [1]

on
________________________________________________________________

ti
3 Suggest a possible reason why microplastics are found in the water. [1]
________________________________________________________________
ca
________________________________________________________________
du

________________________________________________________________

4 Fish living in this river are found

E

to be dead.
n
to
ls

a What do you think caused the fish in the river to die? [1]
_____________________________________________________________
A

Is it safe to drink the water and eat the fish from this river? Explain your
)

answer. [2]
(c

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Pollution 123
 kboo
k
or
Worksheet 3 : Pollutants, pollutants everywhere!
W

Process skills Observing, Inferring, Predicting, Analysing

1 The picture below shows a city facing a problem with pollution.

d
Lt
te
P
on
a What type of pollution is this city experiencing? [1]
_____________________________________________________________

ti
ca
b State two human activities that could have caused the pollution. [2]
1. ____________________________________________________________
du

2. ____________________________________________________________
E

c State one natural source that may cause the pollution shown above. [ 1 ]
_____________________________________________________________
n

Pollutants released from the type of pollution stated in a can cause acid
to

rain to be formed.
d Describe how acid rain can be formed from these pollutants. [2]
ls

_____________________________________________________________
A

_____________________________________________________________
_____________________________________________________________
)
(c

e State two reasons why acid rain is harmful to the environment. [2]
1. ____________________________________________________________
2. ____________________________________________________________

124 Chapter 12
 f Describe how the type of pollution stated in a can affect people
on a local scale and a global scale. [3]
Local scale: ___________________________________________________
_____________________________________________________________

d
_____________________________________________________________

Lt
Global scale: __________________________________________________

te
_____________________________________________________________
_____________________________________________________________

P
on
2 To reduce pollution, more countries are using renewable sources of energy
to produce electricity. The picture below shows another way to produce
electricity.

ti
ca
Solar panel
du
E
n
to

Explain how solar panels help to reduce the amount of air pollutants. [2]
________________________________________________________________
ls

________________________________________________________________
A

________________________________________________________________
)

3 Suggest two other ways to reduce the amount of air pollutants. [2]
(c

1. ______________________________________________________________
2. ______________________________________________________________

Pollution 125
 kboo
k
or
Consolidation Worksheet
W

1 The picture below shows Farmer Jones' farm and its surroundings.

d
This chemical will

Lt
kill the pests in
my field.

te
P
on
a Identify two types of pollution in this area. For each type of pollution,
state the pollutant and one possible effect it has on living things. [6]

ti
ca
Type of pollution Pollutant One possible effect
du
E
n
to
ls
A
)
(c

126 Chapter 12
 b What suggestion can be given to Farmer Jones to reduce the
effect of pollution? [1]
_____________________________________________________________

d
2 Vera bought some bottles of shampoo from a local shop. The shop was

Lt
holding a bottle-recycling campaign. The shop owner told Vera that she
could return the empty bottles to the shop after she had finished using them.

te
P
on
ti
ca
a How does this bottle-recycling campaign help to reduce land and
water pollution? [2]
du

Land pollution: _________________________________________________

Water pollution: ________________________________________________
______________________________________________________________
E
n

b Vera wants to play a part in reducing waste. She is looking for a bag
to carry the empty bottles to the shop. What type of bag would you
to

encourage Vera to use? [1]

_____________________________________________________________
ls
A

c A few months later, the bottle-recycling campaign has ended for the
local shop. Vera still wants to do her part to reduce pollution.
Suggest one way Vera can reuse the bottles in her house. [1]
)

_____________________________________________________________
(c

_____________________________________________________________

Pollution 127
 3 Johnathan moved to a house that was next to a busy road where many
vehicles would pass by every day.
After a few months, he observed that he kept coughing. Sometimes, he
even found it difficult to breathe.

d
What is the most likely cause of Johnathan's cough and breathing

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difficulty? [1]
________________________________________________________________

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LLENGI N
H AUESTI ON
Q

A town next to the ocean is polluted by pollutants from different sources.

G
C

The bar chart below shows the different sources of land pollution.

P
on
Amount of 30
pollution (%)

25

20
ti
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15
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10
E

5
n

0
Construction Waste Sewage Landfills Farms Mining Factories
of buildings washed washed
ashore from ashore from
to

oil spills oceans

Source of land pollution

ls

a The total amount of pollution should add up to 100%. Calculate the

amount of pollution caused by factories. Show your working below. [2]
A

_____________________________________________________________
_____________________________________________________________
)
(c

The amount of pollution from factories is ___________%.

b Complete the bar graph above to show the amount of pollution caused
by factories. [1]

128 Chapter 12
 c Using information from the bar chart, answer the following questions.
i Which source produced the greatest amount of pollutants? Describe
how pollution from this source can harm the people living nearby. [ 2 ]
___________________________________________________________

d
___________________________________________________________

Lt
___________________________________________________________
___________________________________________________________

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___________________________________________________________

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ii Suggest how land pollution can affect the ocean environment. [3]

on
___________________________________________________________
___________________________________________________________

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___________________________________________________________
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___________________________________________________________
___________________________________________________________
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iii Suggest two ways people can reduce the negative effects of
land pollution. [2]
E

1.  _________________________________________________________
n

_________________________________________________________
to

_________________________________________________________
2. _________________________________________________________
ls

_________________________________________________________
A

_________________________________________________________
)
(c

Pollution 129
 kboo
k
or
You have a mission!
W

Process skills Observing, Inferring, Analysing, Evaluating

A large amount of rubbish we throw away is made up of packaging materials.

d
A lot of the materials cannot be reused or recycled. As such, they often end up
in landfills.

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A shopkeeper wants to help reduce pollution by using environmentally-friendly
packaging.

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1 Discuss with your classmates the materials that are commonly used to
package the following items. You may use the Internet to research or visit a

P
local supermarket to find out more.

on
Write or draw another
What type of material is way to package this item
Is the packaging
Item used for the packaging? so that it is more
necessary?
Can the packaging be environmentally friendly.
If so, why?
reused or recycled?

ti If the packaging is
ca
necessary, can we use less
packaging for this food
item?
du

Packaged fresh fruits

E

and vegetables
n
to
ls

Cookies in a bag
that are individually
A

packed
)
(c

Chocolates in a box
that are individually
packed

130 Chapter 12
 d
Takeaway food in a

Lt
foam box

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P
Detergent in a bottle

on
ti
ca
Shampoo in a bottle
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2 The shopkeeper wants to reduce the use of plastic bags by encouraging

customers to bring their own reusable shopping bags or containers.
E

Discuss with your classmates to suggest an idea to help the shopkeeper.

________________________________________________________________
n

________________________________________________________________
to
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A
)
(c

Pollution 131
 End-of-year Review Paper 1

40
The following statements describe particles in the different states of matter.

d
1

Tick (✓) if the statement is true. [2]

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Statement Solids Liquids Gases
Particles are very closely packed together.

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Particles are far apart.

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Particles are arranged in an irregular pattern.

Particles are arranged in a regular pattern.

on
2 Name two gases that can be found in the air. [1]

ti
________________________________________________________________
ca
________________________________________________________________
du

3 The life cycle of a flowering plant can be represented by a diagram shown

below.
a Each label box represents one of the stages in the life cycle of a
E

flowering plant. Fill in the missing labels. [1]

n
to
ls
A
)
(c

b At which stages of a flowering plant is sunlight important for plant

growth? [1]
_____________________________________________________________

132 End-of-year Review Paper

 4 Mary investigates how the temperature of water can affect the mass of
sugar that can dissolve in the water.
She added 2 g of sugar into 50 ml of water at different temperatures. She
stirred each mixture after adding the sugar. If the sugar dissolved, she

d
continued to add sugar to the water and stopped when she observed that
no more sugar could dissolve in the water. The table below shows her results.

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Temperature of water (ºC) Mass of sugar dissolved (g)
4 10

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20 14

P
25 16

60 20

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a What is the name given to the mixture when no more sugar can

ti
dissolve in the water? [1]
_____________________________________________________________
ca
Using the particle model, describe the mixture named in . [1]
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b a

_____________________________________________________________
_____________________________________________________________
E

Describe the pattern observed in Mary’s results. [1]

n

_____________________________________________________________
to

_____________________________________________________________
ls

d Stirring helps the sugar to dissolve faster. Explain why. [1]

A

_____________________________________________________________
_____________________________________________________________
)
(c

End-of-year Review Paper 133

 e Mary left the sugar mixtures on the table. After a week, she saw sugar
crystals left in the cups. Using the particle model, explain what had
happened to the water in the mixtures. [2]
_____________________________________________________________

d
_____________________________________________________________

Lt
_____________________________________________________________
_____________________________________________________________

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5 Dayang has a toy that can move on the ground. It can also float in water.

P
a The diagrams below show the toy at rest on the ground and in the water.
Draw force arrows to indicate the forces acting on the toy. [2]

on
ti
ca
du

Ground
E
n
to
ls
A
)

Water
In water
(c

134 End-of-year Review Paper

 b Dayang pushes the toy on the ground.
i The toy moves on the ground and comes to a stop after a while.
Name the force that causes the toy to stop moving. [1]
___________________________________________________________

d
Lt
ii Dayang places this toy on another surface and pushes it using the
same amount of force. The toy comes to a stop faster than in b i .
What can we infer about the texture of this surface? [1]

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___________________________________________________________

P
c Dayang drags this toy across the water. What is the force that acts

on
against the movement of the toy in water? [1]
_____________________________________________________________

6 Daphne has a bell shown below.

ti
ca
du

Hammer

Bell
E

a The bell rings when the hammer hits it. Describe how a sound is
produced when the hammer hits the bell. [1]
n

_____________________________________________________________
to

Daphne can hear the sound of the bell even though she stands at a
ls

distance away from the ringing bell. Explain how the sound from the bell
travels to her ears. [3]
A

_____________________________________________________________
_____________________________________________________________
)
(c

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

End-of-year Review Paper 135

 c Daphne wants to investigate how different materials affect the loudness
of the sound from the bell. She places the ringing bell in a container and
wraps the container with different materials. For each material, she
records the volume of the ringing bell.

d
Lt
Container

te
Hammer

P
Bell

on
Material wrapped around the container

Daphne describes the volume of the sound using a ranking scale

shown below.
ti
ca
Quiet Loud
1  2  3  4  5  6  7  8  9  10
du

The table below shows her results.

Material Sound volume

E

A 8
n

B 4
to

C 5

D 2
ls

E 6
A

i A soundproofing material reduces the volume of sound

that passes through it. Based on Daphne's results, which material
)

is the best soundproofing material? [1]

(c

__________________________________________________________

136 End-of-year Review Paper

 ii Daphne can change the volume of the ringing sound by changing
how the hammer hits the bell. What should Daphne do if she wants
to increase the volume of the ringing sound? [1]
__________________________________________________________

d
Lt
iii Daphne learns that it is important for workers to wear earmuffs in a
noisy workplace. Which material would be the least suitable material
to make earmuffs? [1]

te
__________________________________________________________

P
7 Ada has a musical instrument shown below. This instrument is called a

on
kalimba and it produces musical notes when the tines are plucked.

Tine

ti B
A
ca
du
E
n

a Why do the tines on the kalimba have different lengths? [1]

to

_____________________________________________________________
ls

b Ada plucked Tine A followed by Tine B. The tines were plucked with
the same strength. Which tine would produce a sound with a higher
A

pitch? [1]
_____________________________________________________________
)
(c

End-of-year Review Paper 137

 8 Polar bears feed on fish and seals. They live in the Arctic where it is
very cold.

d
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P
on
a Describe two adaptations that help the polar bear obtain its food. [2]
_____________________________________________________________

ti
_____________________________________________________________
ca
_____________________________________________________________
_____________________________________________________________
du

b A scientist examines the thickness of the polar bear's fur and the layer of
E

fat under its skin.

i What will the scientist observe about the fur and the layer of fat
n

under the polar bear's skin? [1]

to

__________________________________________________________
__________________________________________________________
ls

__________________________________________________________
A

ii How do the fur and the layer of fat under its skin help the polar bear
)

survive in the Arctic? [1]

(c

__________________________________________________________
__________________________________________________________

138 End-of-year Review Paper

 9 The diagram below shows a flower containing both male and female parts.

d
Lt
te
a In the diagram above, label the stigma and anther of the flower. [1]

P
b State the functions of the stigma and the anther. [1]
_____________________________________________________________

on
_____________________________________________________________

ti
Using information from the picture above, describe how this flower is
adapted to attract pollinators. Give an example of a pollinator. [2]
ca
_____________________________________________________________
du

d The diagram below shows what happens in the flower of this plant after
successful pollination.
E

X
n
to
ls
A

i What is X? Which structure does X develop from? [1]

__________________________________________________________
)
(c

ii Name the process that can occur after X extends into the ovary. [ 1 ]
__________________________________________________________

End-of-year Review Paper 139

 e A few weeks later, this flower develops into a sweet and fleshy fruit.
Suggest how this plant disperses its seeds. [1]
_____________________________________________________________

d
Some plants do not have flowers. Give an example of a type of plant that

Lt
f

does not produce flowers. [1]

_____________________________________________________________

te
10 Darius drew a diagram showing the Earth’s orbit around the Sun as

P
shown below.

on
Sun

ti
ca
Earth
du
E

a What are the two mistakes that Darius made in his diagram?
Complete the sentences below. [1]
n

The direction of the orbit should be ___________________.

to

The shape of the orbit should be a _________________________.

ls

b How many days does it take for Earth to orbit the Sun? [1]
A

_____________________________________________________________
)
(c

c What is the name of an object that orbits another bigger object in the
Solar System? Give an example. [1]
_____________________________________________________________

140 End-of-year Review Paper

 End-of-year Review Paper 2

1 The diagram shows the digestive system of a human. 40

d
Lt
Mouth

te
P
on
ti
Besides the mouth, two other organs of the digestive system help
ca
a

us to break down food. Label these organs in the diagram above. [2]
du

b Which organ in the digestive system absorbs nutrients from food? [1]
E

_____________________________________________________________
n

2 The diagram below shows the different portions of food from Cyrus' dinner.
to

Steak
ls

Broccoli and
A

carrots
)
(c

Fries

End-of-year Review Paper 141

 a The dietitian advises Cyrus to reduce the portion of a certain food
in his dinner. Name this food. [1]
_____________________________________________________________

d
The dietitian also advises Cyrus to increase the portion of some

Lt
b

food in his dinner. Name the foods and the group they belong to. [1]
_____________________________________________________________

te
3 Joe constructed the set-up below to model the water cycle. He placed this

P
set-up in a warm place.

on
Part A containing ice

ti Part B
ca
a After a while, Joe observed water droplets formed on the underside
du

of Part A containing ice. Using the particle model, explain how

these water droplets are formed. [2]
_____________________________________________________________
E

_____________________________________________________________
n

_____________________________________________________________
_____________________________________________________________
to

Then, Joe sees the water droplets dripping. They are collected at the
ls

bottom of Part B.
A
)
(c

Which process in the water cycle does this scenario represent? [1]
_____________________________________________________________
142 End-of-year Review Paper
  4 Avery filled a container with water and left it in the freezer for an hour. When
the water in the container had frozen, she noticed that the water level had
changed.

d
What had happened to the water level? Why? [2]
________________________________________________________________

Lt
5 Andy investigated how the surface area of the material used to make

te
a parachute canopy affects the time taken for a parachute to reach
the ground.

P
He made parachutes with canopies of different surface areas. He dropped
them in the air, one by one.

on
Canopy

ti
ca
du

Box
E
n

a In the diagram above, label the forces acting on the parachute. [1]
to

Andy recorded the time taken for each parachute to reach the ground in
the table below.
ls

Surface area of the

A

Time (s)
parachute canopy (cm2)
100 6
)

200 10
(c

300 16

400 18

End-of-year Review Paper 143

 b State one control variable in Andy’s investigation. [1]
_____________________________________________________________
_____________________________________________________________

d
Lt
c Using Andy's results, complete the graph with the remaining points.
Label each axis. Then, draw a line of best fit. [3]

te
20

P
18

on
16

14

______________ 12
ti
ca
10
du

6 ×
E

2
n

0
to

100 200 300 400

______________
ls
A

d Which result does not fit the pattern indicated by your line graph? [1]
)

The result that does not fit the pattern is _______________ s.

(c

144 End-of-year Review Paper

 6 The photo below shows the traffic condition in a city.

d
Lt
te
P
a Other than noise pollution, name another type of pollution that is most
likely affecting this city. [1]

on
_____________________________________________________________

Explain the cause of the pollution stated in . [2]

ti
b a

_____________________________________________________________
ca
_____________________________________________________________
du

c The pollution stated in a can cause changes to the rain falling on Earth.
i What is this rain called? [1]
E

__________________________________________________________
n

ii Describe one negative effect that this rain can result in. [1]
to

__________________________________________________________
ls

d Describe how the pollution stated in a can cause Earth’s temperature to

increase. What are some negative effects of this? [2]
A

_____________________________________________________________
_____________________________________________________________
)
(c

e Suggest one way to reduce the negative effects of the pollution

stated in a . [1]
_____________________________________________________________
End-of-year Review Paper 145
 7 The picture below shows a plant.

d
Lt
te
a Based on its features in the picture, predict the environment that this

P
plant lives in. [1]
_____________________________________________________________

on
b Describe two adaptations that help this plant to live in the environment
stated in a .
ti
_____________________________________________________________
[2]
ca
_____________________________________________________________
du

8 The diagram shows Earth tilted on its axis.

E
n
to
ls
A

a Mark a cross (✗) on the part of the Earth that is experiencing daytime
and winter. [1]
)
(c

b What will the season be in this part of the Earth half a year later?
Explain why. [1]
_____________________________________________________________

146 End-of-year Review Paper

 c Why can living things survive on Earth but not on many other planets in
the Solar System? Complete the sentences below. [1]

Earth is surrounded by the _____________ which contains gases. One of

d
the gases, _____________ allows living things to survive on Earth.

Lt
d Most water on Earth is not safe for drinking. Why? [1]
_____________________________________________________________

te
_____________________________________________________________

P
9 Christopher filled up a plastic bottle with water and
added some iron filings into it. He brought a

on
steel bar near the bottle. The diagram on the Steel bar

right shows what he observed.

Iron filings

ti
Next, Christopher used a strong magnet to stroke
ca
the same steel bar many times continuously
in the same direction. Then, he brought the steel
bar near the bottle again and observed that the
du

iron filings were attracted to the side of the bottle

near the steel bar.
E

a The steel bar was stroked in the direction as shown in the diagram
n

below.
to

Strong
magnet
ls

Steel bar
A

What happens to the steel bar after being stroked by a strong magnet
continuously? Describe what happens to the groups of particles in the
)

steel bar during this process. [2]

(c

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

End-of-year Review Paper 147

 b The steel bar in a can attract the iron filings in the bottle without
touching them. Explain why. [3]
_____________________________________________________________
_____________________________________________________________

d
_____________________________________________________________

Lt
_____________________________________________________________

te
c Predict what would happen if the steel bar is moved further
away from the bottle. [1]

P
_____________________________________________________________

on
_____________________________________________________________

Christopher brought the steel bar in a near some aluminium strips.

ti
d

What would he observe? Explain your answer. [1]

ca
_____________________________________________________________
_____________________________________________________________
du

e Christopher brought the steel bar in a near Object X. Object X repelled

from the steel bar. What could Object X be? [1]
E

_____________________________________________________________
n
to

f Christopher brought a ring magnet near the iron filings in the bottle.
He noticed that the ring magnet attracted more iron filings to the side
of the bottle than the steel bar. What can you infer about the strength of
ls

the ring magnet, compared to the steel bar in a ? [1]

_____________________________________________________________
A

_____________________________________________________________
)
(c

148 End-of-year Review Paper

 Credits
Chapter 1 — p.1: nito/Shutterstock.com (Lily plant); spinetta/Shutterstock.com (Potted fern); Tami Freed/Shutterstock.com (Pine cone)

d
Chapter 2 — p.12: Tsekhmister/Shutterstock.com (Honey bee on yellow flower); p.15: SOMMAI/Shutterstock.com (Rambutan fruit); p.17: Nataly Studio/
Shutterstock.com (Dry Xanthium strumarium); Danny Smythe/Shutterstock.com (Pea pod); Anna Kucherova/Shutterstock.com (Peach); Vova Shevchuk/
Shutterstock.com (Maple seeds)

Lt
Chapter 3 — p.23: timquo/Shutterstock.com (Blue dog balloon); Theeradech Sanin/Shutterstock.com (Flower balloon); p.25: New Africa/Shutterstock.com
(Sponge cake); New Africa/Shutterstock.com (Slice of cake)

Mid-year Review Paper — p.63: Olena Yakobchuk/Shutterstock.com (Cute girl playing with blowball); Gustova Svetlana/Shutterstock.com (White flying
dandelion); p.68: MShev/Shutterstock.com (Boy swimming with the board)

te
Chapter 8 — p.85: Andrey Shtanko/Shutterstock.com (Fruit bowl); Tanya Sid/Shutterstock.com (Cheese); innakreativ/Shutterstock.com (Bread); Nataliia
K/Shutterstock.com (French fries); SOMMAI/Shutterstock.com (Rice in bowl); Brent Hofacker/Shutterstock.com (Macaroni and cheese); Africa Studio/
Shutterstock.com (Vegetable salad); BrunoRosa/Shutterstock.com (Green cooked bean); sunsetman/Shutterstock.com (Chicken drumlets); ziviani/

P
Shutterstock.com (Meat skewers); Africa Studio/Shutterstock.com (Chocolate cake); aiaikawa/Shutterstock.com (Soft drinks); s-ts/Shutterstock.com
(Milk); p.86: Roman Samokhin/Shutterstock.com (Kiwi fruit); New Africa/Shutterstock.com (Slice of cake); p.91: NaiyanaB/Shutterstock.com (Notepad)

Chapter 9 — p.93: Chris Hill/Shutterstock.com (Eagle); p.94: Elana Erasmus/Shutterstock.com (Cheetah hunting springbuck); p.95: Tarpan/Shutterstock.
com (Southern elephant seal); Eroshka/Shutterstock.com (Silhouette of a Southern elephant seal); p.96: Ken Griffiths/Shutterstock.com (Bilby); p.97:

on
Jennifer White Maxwell/Shutterstock.com (Alligator skull); Satirus/Shutterstock.com (Skull of hornless roe deer); matias planas/Shutterstock.com (Yak);
p.98: Grisha Bruev/Shutterstock.com (Yellow Blackspotted Puffer); Dennis Forster/Shutterstock.com (Sardine); FtLaud/Shutterstock.com (Blowfish);
p.99: Chanonry/Shutterstock.com (White mountain hare); nattanan726/Shutterstock.com (Fennec fox); Vincent Pro Photo/Shutterstock.com (Desert
Jackrabbit); Mircea Costina/Shutterstock.com (Arctic fox)

Chapter 10 — p.104: Marco Govel/Shutterstock.com (Xylophone)

ti
Chapter 11 — p.114: Dima Zel/Shutterstock.com (Cargo space craft); p.120: Kingppin/Shutterstock.com (World map)
ca
Chapter 12 — p.122: doctor_k/Shutterstock.com (Land with the garbage); p.123: Chonthicha Pakdee/Shutterstock.com (Dead fish); p.124: designbydx/
Shutterstock.com (Air pollution); p.125: Thinnapob Proongsak/Shutterstock.com (Solar panel); p.130: Khomulo Anna/Shutterstock.com (Packaged fresh
fruits and vegetables); Teerasak Ladnongkhun/Shutterstock.com (Individually-packed cookies in a box); Philip Kinsey/Shutterstock.com (Individually-
packed chocolates in a box); p.131: focal point/Shutterstock.com (Takeaway food in a foam box); JIANG HONGYAN/Shutterstock.com (Detergent in a
bottle); New Africa/Shutterstock.com (Shampoo in a bottle)
du

End-of-year Review Papers — p.137: Risovanna/Shutterstock.com (Kalimba); p.138: Alexey Seafarer/Shutterstock.com (Polar bear); p.145: chuyuss/
Shutterstock.com (Cars on road)
E
n
to
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A
)
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 WORKBOOK

d
Lt
Active Science

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The series is developed hold discussions that precede the teaching of every key
to comprehensively cover all the learning objectives of concept. Learners will need to collaborate with their
the Cambridge Primary Science curriculum framework peers, infer concepts and draw conclusions. Learners
(0097). The series adopts an Active Learning approach, will solve the case by the end of the chapter. This is

P
which allows learners to actively build their own supplemented by colourful illustrations and easy-to-
understanding through exploration, discussion and read explanations to solidify their understanding. Well-
problem-solving. crafted exercises at various learning points help learners

on
to assess their learning and build process skills.
Learners will investigate science strands like Biology,
Chemistry, Physics and Earth and Space. Learners are Learners will also learn how to apply scientific knowledge
also taught to Think and Work Scientifically, which to the real world in Science in Context. With greater
develops learners’ scientific enquiry skills and practical involvement in their learning, learners are challenged
skills.

To encourage problem-based learning (PBL), each

ti
to think critically, reason logically and become effective
problem solvers. They will also develop a love for science
ca
as they recognise its importance and relevance in their
chapter starts with a case problem. In each chapter, daily lives.
learners will explore anchor investigation activities and
du
E
n

The series • Textbook • Downloadable resources for teachers,

to

consists of: • Workbook including printables for hands-on

• Teacher’s Guide activities, worksheets and
• Digital Textbook, Workbook, test papers.
and Teacher’s Guide
ls
A
)
(c