Delta Transition Summer Workbook - Science

D E LTA Academies Trust EARL Y Y E ARS FOU NDATION ST A G E BO O KL ET

YOU R SUMMER BO O KL ET NAME

ACADEMY

Dear Year Six Well done on completing Key Stage 2! We know that you have worked hard and need to enjoy your summer holiday before starting secondary school in September, but we want to make sure that you are fresh for Key Stage 3. This booklet has a few simple activities to work through each week and keep your brain active. All the answers are included in the back of the booklet for your parent/carer to check your work. There are also instructions on how to enter our department’s competition once you have completed the tasks. We look forward to meeting you!

Enjoy Science Team at Delta

WEEK 1: SAFETY IN SCIENCE TASK ONE When you are working in a Science laboratory you must make sure that you are safe.

Can you think of 5 things you should do to keep yourself and your friends safe in the laboratory?

1___________________________________________________________________________________ 2___________________________________________________________________________________ 3___________________________________________________________________________________ 4___________________________________________________________________________________ 5___________________________________________________________________________________

TASK TWO Read the Lab safety rules below and then circle the unsafe things in the picture.

1.

Kids should not be allowed to touch any chemicals or lab equipment unless they

are instructed to do so.

2.

Students should never ever work in science lab in the absence of their teachers.

3.

Students must follow all the written and verbal instructions when conducting the

science experiment. In case they do not follow anything, they must clarify it first.

4.

It is very important to be alert and be cautious when in the science laboratory.

Eating, drinking, playing pranks, using mobile phones, or listening to music should

be strictly prohibited.

5.

Before using any chemicals, read the label carefully. When mixing chemicals or

conducting the experiment, keep the test tube containing the chemical away

from your face, mouth, and body.

6.

Unused chemicals should never be put back in the original bottle. They must be

disposed off as per the guidelines given by the lab assistant or science teacher.

7.

Students must be made to wear safety goggles, lab coat, and shoes in the

science laboratory. Loose clothes, sandals, and open hairs should be a strict NO

in school science labs.

8.

Examine glassware before using. Do not use chipped or cracked test tubes or beakers.

9.

Hot apparatus take time to cool down. Allow time to cool them down and use

tongs or heat protective gloves to pick them up.

10. If any accident takes place, do not panic. Inform your teacher immediately and

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TASK THREE Make a poster to share with other students on the lab safety rules.

lab assistants for help.

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TASK FOUR

TASK FIVE

Can you match up the hazard symbols with their meaning?

Name what each piece of equipment is using the following words:

Symbol

Meaning

Explosive!!

This chemical could explode.

Beaker, Test tube, measuring cylinder, Picture

Bunsen burner, funnel, tripod,

Gauze, conical flask Name

Corrosive.

This chemical could burn through skin or clothes.

Flammable.

This chemical could catch fire easily.

Harmful to the environment.

This chemical could kill plants or animals.

Irritant.

This chemical will make your skin itchy if you get it on you.

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WEEK 2: EXPERIMENTS IN SCIENCE

TASK TWO: Investigating questions

TASK ONE: The Bunsen burner

As scientists we use a method when we complete experiments. The method tells us what we need to do to be able to get results.

A Bunsen burner is used to heat things up in the laboratory.

Label the parts of the Bunsen burner:

We complete experiments to answer questions such as how much salt can dissolve in 10cm3 of water. Without questions Science would be really boring! In Science we need to find things out! This is called research.

Words to use:

Collar,

Base, Air hole,

Gas supply, Blue cone, Flame, Barrel

All experiments have variables. Variables are things in the experiment that could affect the results. There are 3 types of variable: Independent Variable – This is the variable that we change.

Dependent Variable – This is the variable that we record as our results. It is changed because of the independent variable and we measure it.

Control Variable – This is something we need to keep the same.

When we write a method we need to make a list of all of the equipment that we would use. We also need to complete an assessment of hazards and risks. A hazard is something that could potentially harm you. A risk is what could happen to you when using that hazard.

After we have collected all of our results we hopefully will be able to make a conclusion.

A conclusion is explaining what the experiment has found out. It hopefully answers our question.

Complete the table below using the information

Word

Phonics

Meaning

Bun-sen Bern-er Con-kloo-shun Con-tr-ol Dee-pen-dent Ee-kwip-ment Haz-ard In-dee-pen-dent Me-th-odd Ree-ser-ch Ri-sk V-air-ee-a-bull

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TASK THREE: Identifying variables

Method 1. ______________________________________________________________________________

Each of the questions below are something that we could investigate. Using the definitions you have learned this week identify what is the independent variable and what is the dependent variable.

1.

Does the size of an elephant’s ear affect how hot his head is?

Independent__________________________________________________________ Dependent___________________________________________________________ 2.

How many indigestion tablets are needed to stop a person from having a stomach ache?

Independent__________________________________________________________

Dependent___________________________________________________________

3.

If a bottle of water is frozen does it change the volume of water?

______________________________________________________________________________ 2. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Independent__________________________________________________________

5. ______________________________________________________________________________

______________________________________________________________________________

Dependent___________________________________________________________

TASK FOUR: Writing a method You may need to ask an adult for some help here.

A method is a set of instructions. Can you write a method to make the perfect cup of tea?

______________________________________________________________________________ 6. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 7. ______________________________________________________________________________

Things to think about: What equipment will you use? Write your instructions in a step by step way. If you gave your instructions to an alien who had never had a cup of tea before would they be able to make the cup of tea? Remember to be as detailed as possible.

______________________________________________________________________________

Equipment

______________________________________________________________________________

____________________________________________________________________________________

______________________________________________________________________________

____________________________________________________________________________________ ____________________________________________________________________________________

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______________________________________________________________________________

______________________________________________________________________________ 8. ______________________________________________________________________________

9. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

____________________________________________________________________________________

10. ______________________________________________________________________________

____________________________________________________________________________________

______________________________________________________________________________

____________________________________________________________________________________

______________________________________________________________________________

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WEEK 3: BIOLOGY

TASK TWO: Healthy eating

TASK ONE: Observing things around you

During the summer holiday, find three different chocolate bars of your choice, or three different soft drinks of your choice.

SPECIAL FEATURES OF BIRDS In your garden or a local park, choose a bird to watch closely.

Look for the nutritional on the wrappers or bottles. Fill in the table below with the nutritional information about the bars or drinks.

•

Name of chocolate bar or soft drink

•

Label the parts of the bird’s body on the diagram.

Why do you think the bird needs wings?

______________________________________________________________________________ •

Why does it have claws?

______________________________________________________________________________ •

Why does the bird have feathers?

______________________________________________________________________________ PARTS OF A LEAF On a visit to a park or on a walk, find a tree and collect a leaf. Use books or the Internet to identify the tree from the leaf.

Carbohydrates (per 100g)

Fats (per 100g)

Protein (per 100g)

Calories

Which of the chocolate bars or drinks is the healthiest? Use your table to help you decide. ____________________________________________________________________________________ ____________________________________________________________________________________

TASK THREE: The human heart Checking your pulse on the wrist •

In the space below, draw the leaf and label as many parts as you can.

You can easily

Answer these questions using what you know about the human heart.

Where is the heart found in your body?

check your pulse

________________________________________

on the inside of

________________________________________

your wrist, below your thumb.

• •

Gently place 2 fingers of your other

What does the heart do?

hand on this artery.

________________________________________

Do not use your thumb, because it has

________________________________________

its own pulse that you may feel.

•

Count the beats for 10 seconds, and then multiply the result by 6 to get the number of beats per minute.

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Your pulse measures how many times your heart beats in one minute. Your pulse goes up when you exercise.

• • •

Record your pulse when you are resting, and fill in the table.

Now jog on the spot or do star jumps for two minutes.

Measure your pulse again and fill in the table.

Resing Pulse (beats per minute)

Pulse After Exercise (beats per minute)

What is the effect of exercise on your pulse rate? Use your table to help you decide. ____________________________________________________________________________________ ____________________________________________________________________________________

Plants are different from one another because each one is adapted to the environment it grows in.

Join up the boxes with the name of the plants, where they grow and how they are adapted to living in those conditions. The pictures will give you a clue.

Seaweed live in shady areas Foxglove

lives in salty water and on rocky seashores

water is stored in the fleshy parts of the plant, and leaves are covered with wax so they don’t lose too much water. has large leaves that float on the surface of the water to collect the sunlight, and long leaf stems that go down into the water

Marram Grass lives in fresh water

has very long roots that can reach down to the water

Indicators and pH Litmus paper tells us whether something is an acid or an alkali.

But it does not tell us the strength of an acid or alkali.

A universal indicator can tell us whether we have strong acid or a strong alkali by producing a pH scale.

Red means a strong acid, blue means a strong alkali. Green means a neutral solution.

We can’t use litmus paper to find out the strength of vinegar compared to stomach acid or lemon juice. As the paper would turn red, regardless of strength.

Instead, you need a universal indicator. Universal indicator is a mixture of dyes, it changes colour to show how acidic or alkaline the solution is.

The pH scale is a measure of the strength of an acidic or alkaline solution.

• An acid will always have a pH lower than 7, the closer to 1 the pH is the stronger the acid is.

• An alkali has a pH of more than 7, the higher the pH the more alkaline the solution is.

• Some solutions are neutral, this means neither acidic or alkaline - this pH of a neutral solution is exactly 7.

Draw lines from the following substances to the correct category:

Lemon

Soap Vinegar

Water Lily lives in desert areas

likes damp conditions but has long flowers that reach up to the sunlight

Cactus lives in sandy areas

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TASK ONE: Acids and alkalis

How acidic? How alkaline?

TASK FOUR: Adaptations

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WEEK 4: CHEMISTRY

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has gas filled bubbles to help it float on the surface of the water

Coca cola

Toothpaste

ACID ALKALI

Litmus paper is an indicator paper, what colour would:

Red litmus paper turn in acidic solution: _______________________________________

Red litmus paper turn in an alkaline solution:___________________________________

Blue litmus paper turn in an acidic solution:____________________________________

Red litmus paper turn in an alkaline solution:___________________________________

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TASK TWO: Dissolving

TASK THREE: Neutralisation

How much sugar will dissolve in a small amount water?

Indicators can be used to find out whether a solution is acid, alkaline or neutral.

Universal indicator can be used to find the pH of a solution.

In a beaker with 2 – 3 cm of water add a small spoonful of sugar and stir it until it all dissolves.

How many spoonfuls can you add until it will not dissolve anymore? _________________________________________

• • •

Acid - red, pH less than 7 Neutral - green, pH = 7 Alkali - blue/purple, pH greater than 7

Look at the picture below:

When you react acids with alkalis, a neutralisation reaction takes place. The acid is cancelled out by the alkali.

In a neutralisation reaction, a salt and water are produced.

Describe what happens during a neutralisation reactions, include a description of what happens to the pH during this type of reaction. ___________________________________________________________________________________ ___________________________________________________________________________________ Which of the ideas do you think would work to dissolve more sugar?

Can you think of any ideas of your own? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

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___________________________________________________________________________________

TASK FOUR: Solids, liquids and gases Everything is made up of particles that are too small to see. The three states of matter are SOLID, LIQUID and GAS. They are have different properties due to the arrangement and movement of their particles.

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WEEK 5: PHYSICS

Solids The particles are held tightly together by strong forces. They make small vibrations but they stay in place. This gives solids a definite shape and volume. Solids are DENSE (heavy) and they can not be compressed (squashed) easily because the particles are already packed closely together.

TASK ONE: What is a force?

Liquids A liquid can flow because the particles can move past each other. The particles are still held closely together by strong forces.

Liquids are DENSE and they can not be compressed easily. A liquid can change its shape but not its volume.

Gases There are only very weak forces between the particles which are far apart. The particles move around very quickly and bounce off each other. Gases have a low density (they are very light) and they do not have a definite shape or volume.

Complete the table below.

Property

Solids

Liquids

Gases

Density (heavy or light)

High density (heavy)

Low density (light)

How easy are they to compress (squash)?

Hard

Easy Copy and complete the following paragraph using the words below.

Do they flow?

Yes

Do they keep the same shape?

No

Do they keep the same volume?

Yes

smaller

pushes

unbalanced

direction

bigger

arrows

still

Forces are ____________ and pulls. Forces can act in different ______________. On

Yes

diagrams we can show the direction that a force is acting in by using ____________.

A bigger arrow shows a ___________ force. A _____________ arrow shows a smaller force. When a force is balanced the object will stay __________. When the forces are ______________ the object will move in some way, this may mean it speeds up, slows down or changes direction.

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TASK TWO: Balanced and unbalanced forces

THE EFFECT OF INCREASING THE VOLTAGE The diagram shows what happens if two batteries are put into the circuit.

Carefully compare it to the first diagram on the previous page and then try to complete the missing words in the passage below.

These two tug of war teams are both pulling on the rope. Neither team is moving.

Explain why. Try to use the following words in your answer: force, pull and unbalanced. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

TASK THREE: Electric current and voltage Metals are good CONDUCTORS (carriers) of electricity. Most non-metals do not conduct electricity and we call them INSULATORS. An electric current will only flow through a COMPLETE circuit. A chemical reaction inside the battery pushes the current from the negative terminal to the positive terminal.

A battery pushes out the C _ _ _ _ _ _ . The voltage across both batteries can be measured using a V _ _ _ _ _ _ _ _ . With two batteries there is T _ _ _ _ as much voltage. This produces twice the current and so the bulb is much B _ _ _ _ _ _ _ . The negative end of one battery must be connected to the P _ _ _ _ _ _ _ end of the other battery. If they are connected the wrong way round the current will not F _ _ _ .

TASK FOUR: Magnets The magnetic metals are iron, steel, cobalt and nickel. They are attracted to magnets and can become magnetized themselves. There are invisible magnetic forces around a magnet. This is called a MAGNETIC FIELD. The forces are strongest around the ends, which are called the NORTH (N) POLE and the SOUTH (S) POLE. The field lines can be shown by placing a piece of paper over the magnet and then sprinkling iron filings on top. The iron filings follow the pattern of the field lines.

A compass always points from north to south along the field lines.

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FORCES BETWEEN MAGNETS If the poles of two ar magnets are brought close together they will exert a force on each other. They will either ATTRACT (pull together) or REPEL (push away from each other). This depends on what type of poles are brought together:

WEEK 6: EVOLUTION RESEARCH PROJECT Read through all the information carefully and answer the questions.

The rule is: LIKE POLES REPEL AND UNLIKE POLES ATTRACT.

Underneath each diagram write down whether the magnets will attract or repel.

The diagrams below show three steel pins. Two of them are magnetized (have become magnets) and one is not.

Try to work out which of the pins are magnets.

On the Galapagos Islands in the Pacific Ocean, there are a variety of different finches, which vary in the shape and size of their beaks. It is believed that a few seed-eating finches were blown from South America to the Galapagos Islands many years ago. The distance between the islands meant that the finches on different islands could not fly between them and interbreed, so the populations on the different islands reproduced between themselves and gradually evolved to suit their new habitats. The food available on the different islands varied and the finches had to evolve beaks which could take advantage of the food supplies available to them. These birds, although nearly identical in all other ways to mainland finches, evolved different beaks. Their beaks adapted to the type of food they ate. Different finch populations evolved to eat different food sources.

Some finches on some islands evolved thin, sharp beaks that helped them to eat insects and the blood of larger animals; on other islands finches evolved large, sturdy beaks ideally adapted for eating seeds, berries and nuts. A scientist called Charles Darwin collected some of these finches when he visited the Galapagos Islands, and it is often stated that the finches were key to the development of his theory of evolution.

The Galapagos finches helped Darwin solidify his idea of natural selection. Natural selection is the process in nature, according to Darwin’s theory of evolution, by which the organisms best able to evolve and adapt to their changing environments tend to survive. Animals that fail to adapt, as food and climates change, die out and can become extinct! Species that survive, like the finches, breed and have offspring that can also take advantage of the local food supplies and their populations grow and thrive. If the finches, when entering their new Galapagos habitats, failed to evolve quickly and take advantage of their new food supplies (by adapting their beaks), then it would have been very likely that the finches would have died out.

Location of the Galapagos Islands:

Therefore the magnetic pins are ___________________________________.

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THE LARGE GROUND FINCH The large ground finch evolved a large broad beak which it uses to feed on hard seeds and nuts. Woody nuts are its main food source. It forages either on the ground or in trees and bushes for its food.

The islands where the large ground finch lives is abundant in plants that produce hard seeds and nuts.

1. How do scientists think the original seed eating finches arrived in the Galapagos islands? __________________________________________________________________________________ __________________________________________________________________________________ 2. Why did the finches have to evolve their beaks in order to survive? _________________________________________________________________________________ _________________________________________________________________________________ 3. Darwin used the term ‘Natural Selection’ to help him explain his theory of evolution.

What did Darwin mean by the term Natural Selection?

THE SMALL GROUND FINCH The small ground finch evolved a small broad beak which it uses to feed on soft seeds and nuts, although it is also known to eat flowers, buds, young leaves, and the occasional insect. Unlike the large ground finch its beak would not be strong enough to crack and eat hard nuts and seeds. It forages either on the ground or in low vegetation. The islands where the small ground finch lives is abundant in plants that produce soft seeds and nuts.

_________________________________________________________________________________ _________________________________________________________________________________ 4. Look at the three pictures of Galapagos finches below. One is of a large ground finch, another of the small ground finch and another of the sharp-beaked finch.

Identify these finches and explain how you were able to identify them.

_________________________________________________________ _________________________________________________________ _________________________________________________________

THE SHARP-BEAKED FINCH The sharp-beaked ground finch has evolved a beak which is small and sharp.

This beak allows this finch to feed off the blood of other ‘larger’ birds such as masked boobies, red footed boobies and blue footed boobies. The sharp beaked finch will also jump on the back of other finches and suck their blood. This is unique amongst birds and the sharp-beaked ground finch is famed for these extraordinary feeding habits, so much so that it has also earned it the sinister pseudonym of the ‘vampire finch’!

_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ________________________________________________________ _________________________________________________________ _________________________________________________________

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RESEARCH AND COMPETITION Pick one of the birds below and research: 1.

2.

3.

What their habitat is What they eat How have their beaks evolved to help them with their diets?

_______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________

Your research project can be completed on a computer or handwritten but absolutely no copying and pasting, we will know! You may use the next page for notes to help you plan.

_______________________________________________________________________________________

It is up to you how you present your information.

_______________________________________________________________________________________

How to enter: Take your completed project onto the Science department in September before the end of the first week. The winner will be judged by the department.

You can also follow us and share pictures of your work to @deltatrustsci on Twitter.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________

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WEEK 1: ANSWERS

Students should produce a poster based on the 10 lab rules. There is no specific marking criteria so long as students have understood the rules.

TASK ONE Students should be thinking along the terms of; 1.

2.

3.

4.

5.

TASK THREE

No running.

Don’t touch anything until a teacher tells you to.

Never eat or drink anything in the laboratory.

Tie long hair back.

Follow instructions carefully

There are no right or wrong answers to this task. So long as students are thinking about how to stay safe.

TASK TWO

TASK FOUR Symbol

Meaning

Explosive!!

This chemical could explode.

Corrosive.

This chemical could burn through skin or clothes.

Flammable.

This chemical could catch fire easily.

Harmful to the environment.

This chemical could kill plants or animals.

Irritant.

This chemical will make your skin itchy if you get it on you.

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WEEK 2: ANSWERS

TASK FIVE Name

Name

TASK ONE: The Bunsen burner

TEST TUBE

FLAME BLUE CONE

GAUZE BARREL FUNNEL

AIR HOLE BASE

BUNSEN BURNER

BEAKER

MEASURING CYLINDER

TRIPOD

CONICAL FLASK

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COLLAR GAS SUPPLY

TASK TWO: Investigating questions Word

Phonics

Meaning

Bunsen Burner

Bun-sen Bern-er

To heat things

Conclusion

Con-kloo-shun

Explain the results of the experiment

Control

Con-tr-ol

A variable to keep the same

Dependent

Dee-pen-dent

A variable we measure

Equipment

Ee-kwip-ment

The things needed to complete the experiment

Hazard

Haz-ard

Something that could potentially harm

Independent

In-dee-pen-dent

A variable that we change

Method

Me-th-odd

Instructions on how to complete the experiment

Research

Ree-ser-ch

Finding out about scientific theory

Risk

Ri-sk

What could happen when using a hazard

Variable

V-air-ee-a-bull

Something that can affect the results of an experiment

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TASK THREE: Identifying variables Each of the questions below are something that we could investigate. Using the definitions you have learned this week identify what is the independent variable and what is the dependent variable.

1.

Does the size of an elephant’s ear affect how hot his head is?

Independent: The size of an elephants ear Dependent: How hot the elephants head is

WEEK 3: ANSWERS TASK ONE: Observing things around you SPECIAL FEATURES OF BIRDS In your garden or a local park, choose a bird to watch closely.

•

Label the parts of the bird’s body on the diagram.

EYE BEAK WING

2.

How many indigestion tablets are needed to stop a person from having a stomach ache?

Independent: Number of indigestion tablets

Dependent: The time for the stomach ache to stop

3.

If a bottle of water is frozen does it change the volume of water?

Independent: Freezing a bottle of water

Dependent: The volume of water

TASK FOUR: Writing a method Students should outline a step by step set of instructions to make a cup of tea.

Suggested equipment:

CLAW

•

Why do you think the bird needs wings?

To fly

•

Why does it have claws?

To hold onto branches or to pick up prey

•

Why does the bird have feathers?

To protect itself from the cold, heat and water

Tea bag Cup

TASK TWO: Healthy eating

Spoon Milk

Students should decide which chocolate bar is the healthiest using each of the headings (carbohydrates, fats, proteins and calories). It may be that a chocolate bar has less calories but more fats etc so the answer will depend on the individual chocolate bars used.

Sugar Kettle

TASK THREE: The human heart Where is the heart found in your body? In your chest cavity What does the heart do? Pumps blood around the body What is the effect of exercise on your pulse rate? Use your table to help you decide.

Exercise should increase the pulse rate

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WEEK 4: ANSWERS

TASK FOUR: Adaptations

TASK ONE: Acids and alkalis

Join up the boxes with the name of the plants, where they grow and how they are adapted to living in those conditions.

Draw lines from the following substances to the correct category:

Seaweed live in shady areas

water is stored in the fleshy parts of the plant, and leaves are covered with wax so they don’t lose too much water.

Foxglove lives in salty water and on rocky seashores

has large leaves that float on the surface of the water to collect the sunlight, and long leaf stems that go down into the water

Lemon

Soap Vinegar

Coca cola

Toothpaste

lives in fresh water

has very long roots that can reach down to the water

Water Lily lives in desert areas

likes damp conditions but has long flowers that reach up to the sunlight

Litmus paper is an indicator paper, what colour would:

Red litmus paper turn in acidic solution: Red

Red litmus paper turn in an alkaline solution: Blue

Blue litmus paper turn in an acidic solution: Red

Red litmus paper turn in an alkaline solution: Blue

Students where able should investigate the amount of sugar that will dissolve in a small amount of water. The amount of water should only be 2 -3 cm in the bottom of a glass.

The picture shows 4 statements. The ones that would increase the amount of sugar dissolved are: •

If we heat up the water we will be able to dissolve more of the sugar!

•

What about if we grind up the sugar to a powder?

TASK THREE: Neutralisation During neutralisation the acid and alkali cancel each other out. Salt and wate are produced and the pH will be 7, neutral.

Cactus lives in sandy areas

has gas filled bubbles to help it float on the surface of the water

TASK FOUR: Solids, liquids and gases Property Density How easy are they to compress?

Do they flow?

Do they keep the same shape?

Do they keep the same volume?

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ALKALI

TASK TWO: Dissolving

Marram Grass

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ACID

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Solids Liquids High density High density Hard Hard No Yes Yes No Yes Yes

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Gases Low density Easy Yes No No

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WEEK 5: ANSWERS

WEEK 6: ANSWERS

TASK ONE: What is a force?

1. How do scientists think the original seed eating finches arrived in the Galapagos islands?

Forces are PUSHES and pulls. Forces can act in different DIRECTIONS. On diagrams we

They were blown from South America to the Galapagos Islands.

can show the direction that a force is acting in by using ARROWS. A bigger arrow shows

2. Why did the finches have to evolve their beaks in order to survive?

a BIGGER force. A SMALLER arrow shows a smaller force. When a force is balanced the

The food available varied from island to island and the beaks had to evolve to allow them to eat what was available.

object will stay STILL. When the forces are UNBALANCED the object will move in some way, this may mean it speeds up, slows down or changes direction.

3. Darwin used the term ‘Natural Selection’ to help him explain his theory of evolution.

What did Darwin mean by the term Natural Selection?

Natural selection is the process in nature according to evolution so that all living things are best able to evolve and adapt to their changing environments for survival.

TASK TWO: Balanced and unbalanced forces Both teams are exerting the same amount of pull force. The forces are acting in opposite directions to they are balanced and the teams will not move. For one of the teams to move they will have to have a bigger pull force. This would make the forces unbalanced and they would move in the direction of the bigger force.

TASK THREE: Electric current and voltage

4. Look at the three pictures of Galapagos finches below. One is of a large ground finch, another of the small ground finch and another of the sharp-beaked finch.

Identify these finches and explain how you were able to identify them.

Small ground finch. It has a small, broad beak and is shown on the floor eating a flower.

A battery pushes out the C U R R E N T . The voltage across both batteries can be measured using a V O L T M E T E R . With two batteries there is T W I C E as much voltage. This produces twice the current and so the bulb is much B R I G H T E R . The negative end of one battery must be connected to the P O S I T I V E end of the other battery. If they are connected the wrong way round the current will not F L O W .

Sharp-beaked finch. It has a small and sharp beak and is shown feeding on the blood of a larger bird in the picture.

TASK FOUR: Magnets

ATTRACT

REPEL

REPEL

Large ground finch. It has a large broad beak and is shown eating a woody nut.

Therefore the magnetic pins are PIN A and PIN C. Only two magnets are able to repel.

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