[PDF] 2006 Key Stage 2 Year 6 - Science Test A Levels 3-5.pdf | Plain Text

SCIENCEKEY STAGE 2 2006TEST ALEVELS3–5TEST AFirst NameLast NameSchoolPAGE MARKS 5 7 9 11 13 15 17 19 TOTAL



INSTRUCTIONSRead this carefully.Answers This pencil 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.3Some questions may have a box like this for you to write down your thoughts and ideas.

4(a) Sasha watches her father make some popcorn. These pictures show what he does. Use the pictures. Tick ONEbox after each sentence to show if it is trueorfalse. Thepicturesshow that as the corn pops, it... gets bigger. changes to a darker colour. changes shape. gets smoother.1True False 1. 3.Put the corn in a saucepan. Add some oil. Put a lid on and heat the corn. Add some salt.2. 4.1ai 1 mark1aii 1 markPopcorn

5(b) After the corn is cooked it is hot. What should Sasha measure to find out how hot the popcorn is? Tick ONEbox. Sasha should measure the... mass. temperature. volume. time to cook. (c) Look at the pictures opposite. Tick ONEbox to show what is most likely to cause the corn to change. salt oil heat saucepan (d) When corn is popped, a new material is formed. This change is not reversible. Describe a differentnon-reversible change where another new material is formed. ................................................................................................................ ................................................................................................................1b 1 mark1c 1 mark1d 1 markTotal

6(a) Mike puts two boats in a bowl of water. They float on the water. Mike pushes down on one of the boats with his finger. Tick ONEbox to show what Mike can feel as he pushes down. (b) Mike makes masts for the boats with straws. He attaches the masts to the boats using modelling clay. Explain why boat 2 floats lower in the water than boat 1. ................................................................................................................22a 1 mark2b 1 markThe force from the water pushing the boat up.The force from the water pushing the boat down. The force from the air pushing the boat up.The force from the air pushing the boat down.mast (straw) modelling clayBoat 1 Boat 2bowl water boatBoats

7(c) Mike makes sails for the boats out of paper. He uses a straw to blow one of the boats along. Draw an arrow on the picture to show the direction of the force pushing the boat along. (d) What is the name of the force that slows the boat down? ................................................................................................................ (e) Mike blows the boat when it has a big sail. Then he puts a small sail on the boat and blows with the same force. The big sail makes the boat go faster. Explain why the bigger sail makes the boat go faster. Write about the forces on the sail in your answer. ................................................................................................................ ................................................................................................................2c 1 mark2d 1 mark2e 1 markSmall sailBig sailTotal

8(a) Some children find four mini-beasts. They make a table about their observations. CompleteTable 1below by adding the names of these four mini-beasts. Table 1 (b) The children have some ideas about where to put the mini-beasts when they have finished studying them. Tick ONEbox to show where the children should put the mini-beasts.33b 1 markName .............................................. .............................................. .............................................. ..............................................Legs 6 6 6 8WingsAntennae 4 2 0 02 2 2 0 in a safe place away from the roadin the place where they were foundin a pot with food and water in a dark place under a log3a 1 markhoverflyspider antbutterflyMini-beasts

9(c) The children find more mini-beasts and make a new table. Table 2 UseTable 2 to help you name these two mini-beasts. (d) It would be easier to name the mini-beasts if the children made a key. Tick TWOboxes to show which features would be useful in a key to separate the four mini-beasts in Table 2. Tick TWOboxes. has 6 legs has a long thin tail has 4 wings has 2 antennae(i) .................................... (ii) ...................................3d 1 mark3c 1 markTotal

1044a 1 mark4b 1 markIsaac Newtona pulling force towards the treea pulling force towards the Eartha pushing force from the apple a pushing force from the air (a) Isaac Newton was a famous scientist who was born in 1642. There is a famous story about Newton watching an apple fall from a tree. Newton thought a force must cause the apple to fall. Tick ONEbox to show which force on the apple causes it to fall down from the tree. (b) Newton did different investigations to test his ideas. Why was it important for Newton to test his ideas using investigations? ................................................................................................................ ................................................................................................................

11(c) Newton realised that the force which made the apple fall to the ground also causes the Earth to orbit the Sun. Name the force that causes the Earth to orbit the Sun. ..................................................... (d) How long does the Earth take to orbit the Sun once? ................................................................................................................ (e) How does the Earth move to cause day and night? ................................................................................................................ ................................................................................................................4c 1 mark4d 1 mark4e 1 markTotal

12(a) The thick woody stem of a tree is called a trunk. Give ONEfunction of the trunk for the tree. ................................................................................................................ (b) Trees make food for growth. Which part of the tree makes food for growth? ................................................................................................................ (c) Trees do not grow quickly during the winter. One reason trees do not grow quickly in the winter is because it is cold. Give a differentreason to explain why trees do not grow quickly in the winter. ................................................................................................................ ................................................................................................................55a 1 mark5b 1 mark5c 1 marktrunkTrees

13(d) Class 6 collects leaves that have fallen from some trees. They write a key which identifies the leaves they collected. Use the key to identify the two leaves below. (i) ............................................ (ii) ............................................5di 1 mark1. 2. 3. 4.Leaf has a smooth edge . . . . . . . . . . . . go to 2 Leaf has a bumpy or jagged edge. . . . . . . go to 3 Leaf is long and thin. . . . . . . . . . . . . .Weeping willow Leaf is notlong and thin. . . . . . . . . . . .Alder buckthorn Leaf is heart shaped . . . . . . . . . . . . . .Silver lime Leaf is notheart shaped. . . . . . . . . . . . go to 4 Leaf is round. . . . . . . . . . . . . . . . . .Aspen Leaf is notround. . . . . . . . . . . . . . . .Norway maple Key to identify leaves5dii 1 markTotal

14(a) Some children investigated whether or not some materials are attracted to a magnet. They made notes of their results. (i) Write the numbers to show the scale on the chart below. A number has been done for you. (ii) Draw a bar on the chart to show the number of materials attracted to a magnet. (b) Jane wrote ‘Our investigation was good’ as her conclusion for the investigation. Why is this nota useful scientific conclusion? ................................................................................................................ ................................................................................................................66b 1 mark6ai 1 mark6aii 1 markMagnets

15(c) Ali and Jane describe their ideas about metals. Jane recorded some observations from their investigation in a table. Does each observation support their ideas? TickONEbox on each row of the table. (d) Ali said ‘To improve our test we should have measured how far each material moved when it was attracted to the magnet’. Jane said ‘This would not improve our test’. Why was Jane right to think this would notimprove their test? ................................................................................................................ ................................................................................................................6d 1 mark6cii 1 mark6ci 1 markSupports Ali’s and Jane’s ideasObservationThe iron nail is attracted to the magnet.Supports only Jane’s ideaDoes not support either ideaThe steel clip is attracted to the magnet. The metal coin is not attracted to the magnet. The modelling clay is not attracted to the magnet. The chocolate isnot attracted to the magnet.Total

16(a) Safia and Josh are doing experiments with ice cubes. First Safia puts ice cubes on a plate over a bowl of hot water. After some time, Safia sees droplets of water drip from underneath the plate. Water from the melting ice cannotpass through the plate and the bowl has not moved. Explain how the water droplets formed in the bowl underneath the plate. ................................................................................................................ ................................................................................................................ ................................................................................................................ (b) In winter, people put salt on the road to make the ice melt. Josh investigates the effect of salt on melting ice. He puts the same amount of ice in two funnels. He adds salt to the ice inonefunnel.77ai 1 mark7aii 1 markhot waterbowlplateice water dropletsIce and saltcm320 18 16 14 12 10 8 6 4 2_ _ _ _ _ _ _ _ _ _Ice only20 18 16 14 12 10 8 6 4 2cm3_ _ _ _ _ _ _ _ _ _Ice experiments

17The ice starts to melt. Every ten minutes, Josh measures how much water is in each cylinder. The graph below gives Josh’s results. One axis on the graph has been labelled. Write the label and the units for the otheraxis. (c) What has Josh found out about the effect of salt on melting ice? ................................................................................................................ ................................................................................................................ (d) Josh concludes ‘The more salt I add, the steeper the line on the graph will be’. Josh’s results on the graph do not support his conclusion. Tick ONEbox to show why his results do notsupport his conclusion.7b 1 mark7c 1 mark7d 1 mark.................................................with salt without salt................................................... () ()He only measured the water every ten minutes.The line on the graph did not get steeper.He used the same amount of ice each time. He did not try different amounts of salt.Total

18(a) Andrea wants a light bulb to light up when her toy train is pushed through a tunnel. She makes an electric circuit for her toy train. Andrea makes a tunnel and puts a strip of foil inside the tunnel roof. The picture shows Andrea’s tunnel and the wiring on her train. The foil strips on the train act like a switch. When both foil strips on the train touch the foil inside the tunnel roof, the bulb lights up. Complete the circuit diagram below by drawing the switch and thebulbto show the circuit on Andrea’s train. 88ai 1 mark8aii 1 mark(i) (ii)foil strip 1 foil position of foil inside the tunnel roof wire cell (battery) bulb tunnelfoil strip 2Train in the tunnel

19(b) Give ONEproperty of metal foil which makes it a good material for Andrea to use as a switch. ................................................................................................................ (c) When only one foil strip on the train is touching the foil in the tunnel, the bulb does notlight up. Complete the sentence to explain why the bulb does notlight up. The circuit .............................................................................................. (d) The bulb on the train only lights up when allof the train is inside the tunnel. Andrea wants to improve her circuit so the bulb lights up when the train has only just entered the tunnel. Which train has foil strips that would allow the bulb to light when the train has only just entered the tunnel? Tick ONEbox.8b 1 mark8c 1 mark8d 1 markTotal

© Qualifications and Curriculum Authority (QCA) 2006 QCA Key stage 2 team, 83 Piccadilly, London W1J 8QA Order refs: QCA/06/1907 (pupil pack) QCA/06/1900 (mark schemes pack)270010END OF TEST Please check your answers