[PDF] 2004 Key Stage 2 Year 6 - Science Test A Levels 3-5.pdf | Plain Text

Last NameFirst NameTEST ALEVELS3–5KEY STAGE 2 2004SCIENCETEST ASchoolPAGE MARKS5 7 9 11 13 15 17 19 TOTAL



INSTRUCTIONSRead this carefully.Answers This shows where you will need to put your answer. For some questions you may need to draw an answer instead of writing one.You have 45 minutesfor this test.Some questions may have a box like this for you to write down your thoughts and ideas.3

11a 1 mark1b 1 mark4Food and health(a) Damon has a balanced diet. It helps him to keep healthy. Which of the following bestdescribes a balanceddiet? Tick ONEbox. eating mostly fruit eating foods from and vegetables different food groups taking vitamin pills not eating sweets (b) Damon has some ideas about his balanced diet. Write trueorfalsenext to each idea below.A balanced diet will help my bones grow strong. ..............................................A balanced diet means I do not need to exercise to stay healthy. ..............................................A balanced diet gives me all the nutrients I need. ..............................................Total

5TotalGuitar(a) Julia is listening to Kumi playing his guitar. He plucks a string. What happens to the guitar string when it makes a sound? ................................................................................................................ (b) Julia walks away from Kumi and leaves the room. What happens to the loudness of the sound Julia hears as she goes further away from Kumi? ................................................................................................................ ................................................................................................................ (c) Julia shuts the door. She can still hear Kumi playing his guitar in the next room. One material the sound travels through is air. NameONE othermaterial the sound must travel through for Julia to hear it. .............................................................22a 1 mark2b 1 mark2c 1 mark

Hardness of rocks(a) Jamila did a scratch test on four different types of rock to see which was the hardest. She used four different objects to scratch each rock. This table shows her results: Which rock could Jamila’s fingernail scratch? ..................................................... (b) Jamila worked out that granite was the hardest rock she tested. What evidence in the table did Jamila use to find out that granite was the hardest rock she tested? ................................................................................................................ ................................................................................................................33a 1 mark63b 1 markRock marble sandstone graniteWas scratched by ... fingernail ✗ ✗ ✗talc✓coin ✓ ✓ ✗ ✓matchstick ✗ ✗ ✗ ✓plastic knife ✗ ✓ ✗ ✓

7Total3d 1 mark(c) Use the information in the table. Write the name of each rock in the boxes below, to show the order of the rocks from softest to hardest. One has been done for you. (d) As Jamila was doing her test, she realised it was hard to keep her test fair. Tick ONEbox to show why it was hard for Jamila to keep her test fair. (e) Jamila carries out some more tests on her rocks. She uses the table below to record the new information she learns from her tests. Use the information from the table to writeTWOnew things Jamila learnt about granite. 1. ......................................................................................................... 2. .........................................................................................................Some of the objects were harder than others.The rocks were different sizes.The shapes of the objects were different. It was difficult to scratch each rock with the same force.granite sandstone marble talc Permeable Feels rough Does not feel roughNot permeable3c 1 mark3e 1 markgraniteSoftest rockHardest rock

Sorting animals(a) Some children went to their local zoo. They saw these animals: Tick TWOboxes to show which twothings the cow and camel have in common. They both have horns.They both have fur or hair. They both have a hump. They both have four legs. (b) Mandy and Halim sort all the animals using the following table. Write the names of the fiveanimals above into the correct boxes in the table. One has been done for you. You can write more than one animal in each box.44a 1 mark8Has feathers Does not have feathers Can fly Cannot fly ostrich4bi 1 mark4bii 1 markostrich butterfly sparrowhawk cow camel

9Total4c 1 mark4d 1 markto find out which animals live in treesto compare the many types of animalto find out which animals eat them to help find animals in the wild Does the animal have more than two legs?butterflyostrichYe sNo Ye s N oYe s N osparrowhawk Box 3Ye s N o cow camelBox 2Box 1(c) Mandy and Halim sort the animals using the key below. Three questions are missing from their key. Circle1,2or3next to each question below to show which box in the key the question goes in. (d) It is important for scientists to classify animals into groups. Tick ONEbox to show the best reason for classifying animals.The question goes in box ...1 2 3 1 2 3 1 2 3 Question Does it have a long neck? Does it have horns? Does it have antennae?

10Threads(a) Sam and Anna tested the breaking strength of six different kinds of thread. They attached a thread to a forcemeter and Anna pulled. Sam recorded the size of the force on the forcemeter when the thread broke. The forcemeter they used. Their teacher said this was not a safe way to investigate breaking threads. What is a safety risk in their investigation? ................................................................................................................. (b) Why was it difficult for them to collect exact results? ................................................................................................................. ................................................................................................................. N 0 1 2 3 4 5 6 7 8 9 100 1 2 3 4 5 6 7 8 9 105a 1 mark5b 1 mark5

11(c) All the threads broke at a reading of 10 N. Sam’s conclusion was: ‘All the threads are the same strength’. Anna said: ‘I think all our readings are 10 N because we used the wrong forcemeter’. Look at the forcemeter they used. Why did all the results being 10 N make Anna think they had used the wrong forcemeter? ................................................................................................................ ................................................................................................................ (d) Complete the table to show what must be the same, what must be differentand what makes no differencein this investigation. Tick ONEbox for each statement. The first onehas been done for you.Total5c 1 markmust be must be make no the same. different. difference. The kinds of thread they use ... If the strengths of the threads are the same, the forces required to break each one ... The colours of the threads ... The persons doing the pulling ... If the strengths of the threads are different, the forces required to break each one ...✔5dii 1 mark5di 1 markStatements

126a 1 mark6b 1 markTo f f e e(a) Adrian and his dad are cooking toffee. The pictures below show how they make the toffee. What happens to sugar when it is put into cold water and stirred? ................................................................................................................ (b) What happens to some of the waterwhen the mixture is heated? ................................................................................................................61. 2. 4.Stir sugar into some cold water. Put a metal tray into a freezer for an hour. Pour the mixture into the cold tray from the freezer.3.Heat the mixture until it turns golden brown.

13Total6e 1 mark6d 1 mark6c 1 mark(c) The mixture becomes veryhot. Tick ONEbox to show what Adrian should measure to find out how hot the mixture is. weight temperature volume time (d) Adrian carefully stirs the hot mixture with a wooden spoon. The handle of the wooden spoon stays cool. Tick ONEbox to explain why the handle of the wooden spoon stays cool. Wood cannot get hot. Wood is a poor conductor of heat. Wood is a hard material. Wood is a poor insulator of heat. (e) Adrian takes the tray out of the freezer. He pours the runny mixture into the metal tray. He leaves the tray on a table for 10 minutes. The mixture becomes solid. Why does the runny mixture become solid? ................................................................................................................

7a 1 mark7147bi 1 mark7bii 1 markGrowing up(a) Adam has collected the pictures below. They show different stages in the life of his grandmother. Write a number from 1to6in each box to put the life stages in order from youngest (1)to oldest (6). (b)Growthis a life process of all living things. Name TWOotherlife processesof all living things. 1. ..................................................... 2. .....................................................

7d 1 mark7e 1 mark15Total(c) The graph below shows how Adam has grown in height. How tall was Adam on his fifth birthday? ..................................................... cm (d) Tick ONEbox to show when Adam grew most quickly in height. 0–5 years 5–10 years 10–15 years 15–20 years (e) Continue the line on the graph below to predict Adam’s height between 20 and 30 years old.Height (cm) Adam’s age (years) Height (cm) Adam’s age (years)7c 1 mark

16Drinks and teethDentists say that some drinks are harmful because they dissolve teeth. You are asked to plan your own science investigation. Instead of teeth, you have some tooth-sized marble chips which react in a similar way to teeth. You can use different drinks, containers for the marble chips and any equipment you need. Write in the box a short draft of onequestionYO Ucould plan to investigate about drinks and teeth. Use your draft to help you answer the questions on the next page.marblechi p s8

17(a) Now answer the following questions about YOURinvestigation. WhatONEfactor should you plan to change as you carry out your investigation? ................................................................................................................. ................................................................................................................. (b) Which factor will you observe or measure to collect your (i) results? ................................................................................................................. ................................................................................................................. (ii) What would you use to measure the factor you have planned to examine? ................................................................................................................. ................................................................................................................. (c) Write ONEfactor you should keep the same to make your test fair. ................................................................................................................. .................................................................................................................Total8a 1 mark8bi 1 mark8bii 1 mark8c 1 mark

9a 1 mark189b 1 mark9Tractor(a) Rachel has a toy tractor and trailer. Both have magnets at each end. When Rachel pulls the tractor, the trailer comes with it. Explain why the magnets cause the trailer to move forward when Rachel pulls on the tractor. ................................................................................................................ (b) Rachel turns her trailer around. She pushes the trailer towards the tractor. The tractor moves away without touching the trailer. Explain why the magnets cause the tractor to move away when Rachel pushes the trailer towards it. ................................................................................................................ ................................................................................................................tractor magnetRachel’s pull trailer magnettractor magnet trailer magnettractor moves awaydirection of Rachel’s push

9d 1 mark19Total9ci 1 mark9cii 1 mark(c) Rachel puts some 20g masses in the trailer. She turns the trailer back around, so the tractor pulls the trailer again. Label the arrows on the picture below to say what forcesthey show. One force has been labelled for you. (d) Rachel can put masses weighing 160g in the trailer before it separates from the tractor. She does this experiment on thick carpet. Rachel repeats her experiment on a new surface. This time, the trailer holds 240g before it separates from the tractor. Tick ONEbox to predict the new surface Rachel tested. grass floorboards gravel path fluffy rug(i) .......................................................20g masses (ii) .................................(iii)Rachel’s pull

© Qualifications and Curriculum Authority (QCA) 2004 QCA key stage 2 team, 83 Piccadilly, London W1J 8QA Order refs: QCA/04/1265 (pupil pack) QCA/04/1252 (mark schemes pack)259819