Sci5 WB Issuu
Sci5 WB Issuu
Sci5 WB Issuu
CAMBRIDGE
E
Primary Science
• Active learning opportunities help learners apply their knowledge
to new contexts
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• Three-tiered exercises in every topic help students see and track their
own learning
• Varied exercise types keep learners interested
• Write-in for ease of use
• Answers to all exercises can be found in the accompanying teacher’s resource
For more information on how to access and use your digital resource, Workbook 5
please see inside front cover.
Fiona Baxter & Liz Dilley
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This resource is endorsed by
Cambridge Assessment International Education Completely Cambridge
✓ P rovides learner support as part of a set of Cambridge University Press works with Cambridge
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resources for the Cambridge Primary Science Assessment International Education and experienced
curriculum framework (0097) from 2020 authors to produce high-quality endorsed textbooks
and digital resources that support Cambridge teachers
✓ H
as passed Cambridge International’s and encourage Cambridge learners worldwide.
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Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Life cycles of
flowering plants
1.1 Flowering and non-flowering
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plants
Focus
1
PL
Look at the pictures of plants. Which plants are flowering plants
and which plants are non-flowering plants? Write ‘flowering’ or
‘non-flowering’ in the space below each picture.
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SA
2
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We are working with Cambridge Assessment International Education towards endorsement of this title.
E
PL
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Practice
3 Identify and colour in the different parts of the flower.
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• green – sepals
• blue – petals
• orange – anther
• black – filament
• yellow – stigma
• brown – ovary
3
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4 These sentences describe the different parts of a flower and their functions.
Use the words in the box to fill in the spaces below.
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The male parts of the flower are the .
of the
Challenge
Look at the drawing of a flower.
PL
The female part of the flower is the
,
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5 Write labels on the drawing for parts A, B, C and D.
C
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D B
4
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7 What colour would you expect the following parts to be? Explain your answers.
a Part A
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b Part D
PL
M
SA
5
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We are working with Cambridge Assessment International Education towards endorsement of this title.
E
anthers nectar ovary fertilisation
d
Some plants use PL
Pollination happens when pollen moves from the
. They get
to the
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e The pollen and join together. This happens inside the
Practice
Aliyah’s class investigated a scientific question. These are their results.
Number of insects
Colour of flower
that visited flower
Red 3
Yellow 12
White 10
Blue 6
6
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We are working with Cambridge Assessment International Education towards endorsement of this title.
E
3 Draw a bar chart of the results. Use a different colour for each bar.
14
12
PL
Number of insects
10
8
6
4
2
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0
Flower colour
b Which colour flower did the fewest insects visit? Suggest a reason for your answer.
7
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We are working with Cambridge Assessment International Education towards endorsement of this title.
Challenge
Some kinds of flowers have male parts or female parts only.
The flowers shown in the drawings only have male or female parts.
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A B
PL
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6 Which is the male flower and which is the female flower? Say how you know.
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8
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We are working with Cambridge Assessment International Education towards endorsement of this title.
2 How are these seeds spread? Sort them into groups and write the names
of the seeds in the table.
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acacia
PL mangrove
coconut
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impatiens sycamore lantana
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jacaranda
plum dandelion blackjack
9
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
Practice
3 Match the way seeds are spread in the first column with the description of how
the seed or fruit is adapted to the way it is spread in the second column.
Draw a line from the way the seed is spread to the description of the seed or fruit.
Way seed is spread How seed or fruit is adapted to the way it is spread
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By wind Seed pods dry out and burst open
By explosion
4 Describe another way in which plants are adapted to seed dispersal by animals.
Give an example.
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SA
10
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Challenge
Ahmed and Yaseen investigated seed dispersal. They collected three
different seeds. They dropped each seed three times and measured how
long it stayed in the air each time. These are their results.
Seed 1
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9 seconds 10 seconds 11 seconds 10 seconds
sycamore
Seed 2
dandelion
Seed 3
20 seconds PL 22 seconds 24 seconds 22 seconds
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15 seconds 14 seconds 7 seconds 12 seconds
helicopter
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11
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7 Draw a graph of the average time each seed stayed in the air.
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PL
8 a Which seed stayed in the air longest?
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b Suggest a reason for this.
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12
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E
PL
10 Say how Ahmed and Yaseen made the investigation a fair test.
Word Description
Water
Grows upwards
13
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2 The pictures of the stages of seed germination are in the wrong order.
Number the drawings from 1 to 5 in the correct order. Then write the number of each
drawing in the box next to its description.
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PL
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• The first root grows.
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14
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We are working with Cambridge Assessment International Education towards endorsement of this title.
Practice
Class 5 investigated germination. They put seeds on damp cotton wool and
placed them into plastic bags. They then put the plastic bags in different places.
They checked the seeds after three days. This is a bar chart of their results.
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7
6
5
4
3
2
1
0 PL
freezer fridge drawer top of
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We are working with Cambridge Assessment International Education towards endorsement of this title.
6 What do the results tell you about the conditions that seeds need to germinate?
Challenge
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Arun germinated some seeds. He measured the length of the seedlings
every two days. He wrote down his measurements:
Day 2: 10 mm, Day 4: 15 mm, Day 6: 25 mm; Day 8: 35 mm, Day 10: 40 mm
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7 Present Arun’s results in a table. Remember to give each column a heading.
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8 Draw a line graph of Arun’s results.
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Length of seedlings in mm
Days
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9 a Where does the seed get the energy it needs for germination?
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d Suggest a reason for this.
17
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We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Sound
2.1 How are sounds made?
Focus
1 Look at the drawing:
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PL
a Complete this drawing to show what will happen if you tap gently
on the jar with a pencil. You will need to draw in the rice grains.
Label all parts of the drawing.
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SA
b Complete this drawing to show what will happen if you tap hard on the
jar with a pencil. Label all the parts of the drawing.
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We are working with Cambridge Assessment International Education towards endorsement of this title.
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b travel through the jar and plastic wrap to the rice.
c The rice grains move when you tap the jar gently.
Practice
d The rice grains move
PL
Zara and Sofia listened to sounds through different materials.
This is the bar chart they drew to show how loud the sounds were.
Use the bar chart to answer the questions.
when you tap the jar hard.
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Loudness of sounds in dB
5
4
3
2
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1
0
air water wood steel cooking wool
oil hat
Materials
3 Is the material through which the sound was loudest a solid, a liquid or a gas?
19
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2 Sound
5
4
3
2
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1
0
air water wood steel cooking wool
oil hat
Materials
PL
b Is wool a solid, a liquid or a gas?
5 Which kinds of materials on the bar chart do sounds travel through best?
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Challenge
Zara and Sofia investigated how well sound travels through different materials.
They listened to the sound of a clock ticking through the materials to see
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Water 2 cm ✓
Air 0 cm ✓
Cardboard 5 cm ✓✓
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E
8 Which material(s) did sound travel through worst?
PL
9 Do you think Zara and Sofia’s results are accurate? Explain why or why not.
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10 What should Zara and Sofia do to get accurate results?
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2 Sound
120
Silence Please
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70
PL 100
60
110
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0
3 Which of the sounds shown do you think has the highest pitch?
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A B C
E
C
A is
B is
C is
Practice
A
PL B
Sound Loudness
Talking ✓✓
Laughing ✓✓✓
Shouting ✓✓✓✓
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2 Sound
5 Draw a bar chart of the results. Remember to give your bar chart
a heading and clearly label the bars and the axes.
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PL
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6 How could the boys have made more accurate measurements?
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24
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We are working with Cambridge Assessment International Education towards endorsement of this title.
E
Challenge
Zara and Sofia measured the sound volume of a clock ticking through
PL
different materials. These are their results.
Material
Water
Metal
Wood
Sound in dB
45
65
60
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Glass 50
Air 40
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25
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We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Sound
E
PL
12 a Which material did sound travel through best?
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b Explain why sound travels well through this material.
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E
3 Give an example of a quiet sound.
PL
4 How does the bell in the picture make a sound?
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SA
27
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We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Sound
5 Suggest as many ways you can think of to make the sound of the bell ringing louder.
You can write or draw your ideas.
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Practice
6 a Which material did Zara suggest to muffle the sound of the phone?
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b List three other materials that Zara and Sofia could test.
7 Write down two other pieces of equipment and apparatus that they will need
to make it a fair test besides the materials to test and the mobile phone.
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8 Name the control variable in their investigation.
Explain why it is the control variable.
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9 What is the independent variable in their investigation?
Explain why it is the independent variable.
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10 What is the dependent variable in their investigation?
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We are working with Cambridge Assessment International Education towards endorsement of this title.
2 Sound
Challenge
11 Make a drawing to show how Sofia could use a sheet of card to
make sounds louder.
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PL
M
12 Explain how your idea will help Sofia to hear sounds louder.
SA
13 What could you do to improve your design so that it traps more sound
and directs the sound better into her ear?
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We are working with Cambridge Assessment International Education towards endorsement of this title.
E
1
PL
Complete the sentences about the pitch of the notes Sofia plays.
Use the words in the box.
M
lower higher slower faster low
longer shorter vibrations high
SA
When Sofia covers fewer air holes with her fingers, it makes the column of air
When Sofia covers more holes with her fingers, it makes the column of air
The speed of the air changes the pitch. The pitch can be
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2 Sound
or .
Practice
Arun has made a guitar. Look at pictures A, B, C and D of Arun’s guitar.
So far he has only put in one string. Suppose Arun presses on the string
at point X and then plucks the string between X and Y.
X X X X
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Y Y Y Y
A B C D
2 What is pitch?
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3 Will the pitch be highest when the string is plucked between X and Y
in drawing A, B, C or D? Explain why.
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4 How will the pitch of the sound change if the guitar string is thicker?
SA
32
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We are working with Cambridge Assessment International Education towards endorsement of this title.
Challenge
Zara made the musical instrument in the picture.
She filled some bottles with different amounts of water.
To play the instrument Zara blows across the tops of the bottles.
A B C D E
E
PL
5 What type of musical instrument is this?
6 Which bottle, B, C or D, will produce the sound with the lowest pitch?
Explain why.
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SA
7 Which bottle will produce the sound with the highest pitch? Explain why.
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2 Sound
a Draw the level of water she must pour into bottle A to make a lower pitch than B.
A B C D E
E
PL
b Draw the level of water she must pour into bottle E to make a higher pitch than D.
A B C D E
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SA
34
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How do you think you can change the pitch of the drum?
E
PL
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SA
35
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