File Download Area

Information about "2005 Key Stage 2 Year 6 - Science Test A Levels 3-5.pdf"

  • Filesize: 444.08 KB
  • Uploaded: 09/10/2019 12:29:43
  • Status: Active

Free Educational Files Storage. Upload, share and manage your files for free. Upload your spreadsheets, documents, presentations, pdfs, archives and more. Keep them forever on this site, just simply drag and drop your files to begin uploading.

Download Urls

  • File Page Link
    https://www.edufileshare.com/c8ff1784d94f7d4c/2005_Key_Stage_2_Year_6_-_Science_Test_A_Levels_3-5.pdf
  • HTML Code
    <a href="https://www.edufileshare.com/c8ff1784d94f7d4c/2005_Key_Stage_2_Year_6_-_Science_Test_A_Levels_3-5.pdf" target="_blank" title="Download from edufileshare.com">Download 2005 Key Stage 2 Year 6 - Science Test A Levels 3-5.pdf from edufileshare.com</a>
  • Forum Code
    [url]https://www.edufileshare.com/c8ff1784d94f7d4c/2005_Key_Stage_2_Year_6_-_Science_Test_A_Levels_3-5.pdf[/url]

[PDF] 2005 Key Stage 2 Year 6 - Science Test A Levels 3-5.pdf | Plain Text

SCIENCEKEY STAGE 2 2005TEST ALEVELS3–5TEST AFirst NameLast NameSchoolPAGE MARKS 5 7 9 11 13 15 17 19 20 TOTAL



3INSTRUCTIONSRead 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.

41a 1 mark1b 1 markPond dipping(a) Abdi is collecting some living things from a pond. He pulls a net through the water. Describe how the net separates the water and pond life. ................................................................................................................ ................................................................................................................ (b) Abdi empties the net into a container of water. He decides to sort the animals he collected into groups. Abdi puts these two animals into the same group. DescribeONEfeature that both these animals have. ................................................................................................................1

5Total(c) Abdi sorts four more of the pond animals into groups. WriteA,B,CandDto show which group each animal belongs to in the diagram below. Some different animals have already been sorted.BC ADSix legsLong thin bodyPond animals1ci 1 mark1cii 1 mark

62Washing day(a) Some children have washed a jumper. Why does the jumper feel heavier after it is washed? ................................................................................................................ (b) The children want to find out how long the jumper takes to dry. They hang the jumper up to dry. Name the process that completely dries the jumper. ................................................................................................................2a 1 mark2b 1 mark

7Total(c) The children weigh the jumper every hour. They make a graph of their results. How many hours did the jumper take to dry? ....................................................hours (d) The children repeat their test the next day. They wash and dry the same jumper in the same way. The jumper dries more quickly. Give ONEpossible reason why the jumper dries more quickly when they repeat their test. ................................................................................................................0 10 0 200 300 400 500 600 700 800 900 1000 01234 56789Time (hours)2c 1 mark2d 1 markMass of drying jumper (grams)

83Magnetic noticeboard(a) Miya uses a magnet to hold a notice on the noticeboard in her classroom. The board is coated in white plastic. Tick ONEbox to show which material may be under the plastic coating for the magnet to stick to the board. steel paper wood cork (b) Miya has four magnets. She wants to measure how much force is needed to pull each magnet away from the board. The picture below shows how she carries out her test. Write the label on the picture to name the equipment she uses to measure the force.3a 1 marknotice magnetsticky tape...........................................................3b 1 markmagnet

9Total(c) Miya measured the force for each magnet three times to calculate the average force. The table below shows her results. Which magnet is the strongest? ..................................................... (d) Miya observes that as she pulls on the magnet the force reading increases until the magnet comes away from the board. TickONEbox to show whenMiya should take the force reading. (e) Give ONEreason why it is better to measure the force for each magnet three times instead of just once. ................................................................................................................ ................................................................................................................3e 1 mark3c 1 mark2 10 5 6 Magnet A B C DAverage force needed to pull the magnet away (N)3d 1 markbefore she starts pulling on the magnetjust after she starts pulling on the magnet just before the magnet pulls away from the boardafter the magnet is pulled away from the board

104Bath mat(a) Some children want to find the best fabric for making a bath mat. They set up two different tests. TEST 1 - Does the fabric slip easily on a smooth surface? They slowly lift the ramp until the fabric starts to slide. Here are the results of Test 1: Look at the table. Put the fabrics in order to show how easily each fabric slipped. Write A,B,C, or Din each box. Slipped Did not easily slip easilyfabric 1 kg mass ramp4a 1 markbath mat rulerLifting the rampThe fabric starts to slideA B C D11 8 13 16FabricHeight of ramp when fabric starts to slide (cm)

11Total4di 1 mark4dii1 1 mark 1 mark4dii24b 1 mark4c 1 mark(b) What is the name of the force that makes it hard for the fabric to start moving? ................................................................................................................ (c)TEST 2 - Does the fabric absorb water? The children pour the same amount of water onto each fabric. They hold up the fabric to let the water drip off. Here are the results of Test 2: Look at the table. Put the fabrics in order to show how absorbent each fabric was. Write A,B,C, or Din each box. (d) Look at the results of Test 1 andTest 2. (i) Which fabric will make the best bath mat? ................................................. (ii) Give TWOreasons why the fabric you chose is better than the other fabrics. 1. ................................................................................................ 2. ................................................................................................A B C DAlmost no water drips off. Nearly all the water drips off. Some of the water drips off. No water drips off.Fabric ObservationsLeast absorbent Most absorbent

125Oak tree(a) Oak trees produce acorns. New oak trees grow from the acorn seeds. Look at the picture of the acorn seed germinating. Tick ONEbox to show which part of the plant comes out of the acorn seed first as it germinates. leaf stem root petal (b) The jay is a bird. It collects acorns from oak trees and buries them in the ground to eat later. Sometimes the jay does not go back for the acorns. The jay helps part of the oak tree’s life cycle. Which part of the oak tree’s life cycle does the jay help? Tick ONEbox. pollination seed dispersal growth seed production5a 1 mark5b 1 markacornacorn seed is germinating

13Total(c) The blue tit is a small bird. The blue tit eats oneof the four animalsbelow. These four animals eat parts of the oak tree. Use the information given above to help you complete the food chain for the blue tit. (d) The oak tree needs to take in light for healthy growth. NameONEother thing the oak tree needs to take in for healthy growth. .....................................................5d 1 markblue tit.............................................................. blue titoak treecaterpillar squirrel deerpigeon5c 1 mark

1466c 1 mark6b 1 mark6a 1 markLight sensor(a) The light in a classroom comes from different sources. Tick ONEbox below to show one possible source of light in a classroom. plant mirror radiator (b) Some children place a light sensor in the middle of the classroom. The graph below shows how the light level changed over time. Describe what happened to the light level between two and four minutes on the graph. ................................................................................................................ (c) Describe ONEthing that could have happened in the classroom at six minutes to make the light level suddenly change. ................................................................................................................computer screenLight level Time (minutes)1 08 7 6 5 4 3 2 bright light no light

15Total(d) The children measure the light above a desk and below a desk. George says: ‘When the light sensor is under the desk, the reading on the sensor goes down.’ Write trueorfalsenext to each sentence below. The light source is above the desk. .............................. The light cannot pass through the desk. .............................. There is a shadow underneath the desk. .............................. (e) Complete the sentence using a word from the box below. impermeable opaque transparent solid The sensor reading is lower when it is below the desk because the desk is ...................................................6e 1 mark6d 1 marklamp measurement 1: light sensor above desk measurement 2: light sensor below desk deskTr u eorfalse?

167Building materials(a) Some children put 4 bricks made of different materials into 1000 cm3of water and left them overnight. They removed each brick and measured the amount of water left in each container. Here is a table of their results. What question were the children investigating? ................................................................................................................ ................................................................................................................ABC DAmount of water in each container (cm3)Amount of water left in the container (cm3)Amount of water absorbed (cm3)Brick A Brick B Brick C Brick D1000 1000 1000 1000900 810 750 770100 190 250 2307a 1 mark

17Total7b 1 mark(b) What was the factor they changed as they carried out their investigation? ................................................................................................................ ................................................................................................................ (c) Write TWOfactors they should keep the same at the start to make their test fair. 1. ............................................................................................................ 2. ............................................................................................................ (d) Suggest anotherset of data they could collect to compare these bricks. ................................................................................................................ ................................................................................................................7ci 1 mark7cii 1 mark7d 1 mark

1888a 1 mark8b 1 markMelting ice(a) It is cold and there is snow and ice on the pavement. What word describes the change of water into ice? ................................................................................................................ (b) Ben and Sakra want to find a way to make the ice melt quickly so the pavement is safe to walk on. Ben measures the temperature of some ice cubes. The temperature is –4ºC. Mark–4ºCon the thermometer.10 5 0 –5 °C –10

19Total(c) Sakra puts three ice cubes on three separate dishes. She leaves one uncovered, she covers one with a tablespoon of salt and one with a tablespoon of flour. Ben and Sakra record how long it takes each ice cube to melt. Sakra and Ben draw a graph of their results. Complete the labels by writing A,BorCunder each bar on the graph below to name which test each bar shows. (d) Ben says that flour seems to make the ice melt more slowly. Tick ONEbox to show a possible reason for flour making ice melt more slowly.Time for ice cube to melt (minutes) Test........ Flour lets heat pass through quickly.Flour dissolves ice. Flour is at a lower temperature than ice.Flour insulates ice.Test........Test........ABC uncovered ice cubeice cube withsaltice cube withflourTest Description Time for ice cube to melt (minutes)10 0 4 0 13 08c 1 mark8d 1 mark

209At the swimming pool(a) Ian is at the swimming pool. He notices that the floor tiles around the pool have a rough surface. Why are tiles with a rough surface safer than tiles with a smooth surface for people with wet feet? ................................................................................................................ ................................................................................................................ (b) Ian floats on the water. Why does Ian float on the water even though gravity is pulling him down? ................................................................................................................ (c) As part of a test, Ian swims across the pool wearing his clothes. How are the forces different when he swims in his clothes compared with when he swims in his swimming costume? Tick TWOboxes. There is more weight. There is more friction. There is less weight. There is less friction.9a 1 mark9b 1 mark9c 1 markTotal

END OF TEST Please check your answers

BLANK PAGE

BLANK PAGE

© Qualifications and Curriculum Authority (QCA) 2005 QCA key stage 2 team, 83 Piccadilly, London W1J 8QA Order refs: QCA/05/1366 (pupil pack) QCA/05/1360 (mark schemes pack)264793