CAMBRIDGE PRIMARY SCIENCE 6: TEACHER’S RESOURCE

L earner’s Book
answers
Unit 1 The human body
Topic 1.1: The circulatory system Activity 1: Compare circulatory systems
of some vertebrates
Getting started
1 Heart, blood, arteries and veins
1 Brain 2 Lungs, heart
2 In humans, the blood is pumped from the
3 Heart 4 Stomach, intestines heart to the lungs. The blood then goes back
Questions to the heart before it is pumped to the rest of
the body and returns again to the heart. In the
1 a The heart pumps blood around the body. fish, blood is pumped from the heart to the
b To supply all parts of the body with food gills and to the rest of the body before it goes
and oxygen and to remove waste products back to the heart. In the frog, blood flows in
from different parts of the body. the same pathway as in humans, except that it
also flows to the skin to pick up oxygen before
2 The heart muscle contracting as it pumps the it flows back to the heart to be pumped to the
blood. rest of the body.
3 To pick up oxygen that is carried in the blood
to the rest of the body. Think like a scientist 1: Measuring
pulse rate
4 They each have different jobs to do to ensure
Steps
that all parts of the body get food and oxygen,
1–4 Answers will vary. Normal pulse rate in
and that waste products are removed from
children is about 90 beats per minute.
different parts of the body. Arteries carry
The number of heartbeats counted will
blood containing oxygen and food to all
probably vary slightly when the pulse is
parts of the body. Veins carry blood from
taken again.
different parts of the body back to the heart.
Learners’ tables should record pulse rates
Capillaries join arteries and veins, bring
(in beats per minute) of group members.
oxygen and food to the body cells and take
away waste. Questions
5 The heart pumps blood in arteries to the lungs 1 Heartbeat is the contraction of the heart
to pick up oxygen. The oxygen-rich blood muscle as it pumps blood. Pulse is caused by
travels back in veins to the heart. The heart the pressure of the blood as it is pumped by
pumps the oxygen-rich blood in other arteries the heart.
to the rest of the body. The blood from the
2 No. Learners may not have measured their
rest of the body, which is now low in oxygen,
pulse rates accurately. Some people may be
travels back to the heart in veins.
fitter than others and have lower pulse rates.
lungs Accept any other reasonable answers.
3 Learners should add the measured pulse rates
heart
together. They should then divide the total by
the number of measurements taken.
4 Observing over time
body

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 CAMBRIDGE PRIMARY SCIENCE 6: TEACHER’S RESOURCE

Think like a scientist 2: How does Think like a scientist 3: Ask and
exercise affect pulse rate? investigate a question
Steps Learners could ask questions about the circulatory
1 a Exercise will increase the pulse rate. system as a whole, about the heart, about blood
Learners should be able to predict from vessels or about blood. These are some possible
their own knowledge and experience that questions:
our pulse rates increase when we exercise. • Do different animals have different
Some learners may be able to explain that heartbeat rates?
our bodies need more oxygen when we • Does body size affect heartbeat rates?
are active, which means the heart has to • How do different kinds of exercise affect
pump faster to supply the extra oxygen. pulse rates?
As a result, the pulse rate increases. • How long does it take for a person’s pulse rate
b Measure pulse rate before and after to return to normal after exercise?
exercise. Depending on the question learners ask, they could
2 Variable to measure – pulse rate. choose various methods of scientific enquiry to find
Variable to change – amount of exercise/body the answer: for example, fair testing, pattern seeking
activity. or research. Tell learners to look at the pages on
Variables to keep the same – the method and Scientific Enquiry skills at the beginning of the
equipment used to measure pulse rate, the Learner’s Book to help them decide which type of
person whose pulse rate is measured. scientific enquiry would be most suitable for finding
the answer to their questions.
3 Timer, stopwatch or watch with second hand
Learners could share what they have found out in
4&5 Results can be recorded in a table and
various ways, such as through a class question and
presented in a bar graph.
answer session or writing a fact sheet.
Questions
Topic 1.2: The respiratory system
1 Answers will depend on the prediction made.
2 Pulse rate increased when the person Getting started
exercised. Learners’ answers will depend on their prior
knowledge and understanding about the lungs.
3 Exercise makes the pulse rate increase. Use their answers to identify and address any
4 Fair testing and observing over time. In the misconceptions.
fair test we measured a change in one variable
Activity 1: Investigate breathing
(pulse rate) when we changed another variable
(the amount of exercise the person did). We 2&3 Learners will feel their rib cage
kept other variables the same. The changes expanding and moving outwards when
were measured over a period of time, e.g. they breathe in.
every two minutes. Learners will feel their rib cage
contracting and moving inwards when
Activity 2: Identify other factors that they breathe out.
affect pulse rate
4 The balloon inflates as it fills with air. This
Learners should use secondary information shows that air leaves our bodies when we
sources, such as books, the internet or videos to breathe out.
find answers to the questions about pulse rates.
Learners’ research should show that pulse rates Questions
can also vary according to fitness, age, gender and 1 The chest gets bigger because the lungs fill
time of day, as well as emotions. For example, our with air.
hearts beat faster when we are nervous. Fit people
generally have lower pulse rates than unfit people. 2 The chest gets smaller because the lungs push
Males usually have lower pulse rates than females. air out.
Young children usually have higher pulse rates 3 Air leaves our body when we breathe out.
than adults. The air fills the balloon and the balloon
inflates/becomes blown up.

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Think like a scientist 1: Make a model 5 Graph is based on sample results table.
to explain breathing Graph of breathing rate
35
Steps

Number of breaths per minute

6 a & b When you pull the bottom balloon 30
down, the balloon inside the bottle 25
inflates. When you let go, the balloon 20
inside the bottle deflates. 15
Questions 10

1 a Balloon inside the bottle 5

b The bottle 0
0 2 4 6 8
c The straw
Time in minutes
d The balloon around the cut-off base of
the bottle 6 a Before exercise started
2 The ribs b Exercise made the breathing rate increase.
3 When you pull down on the balloon You need more oxygen when exercising,
diaphragm, air is pulled into the bottle. This so you have to breathe more often to get
makes the balloon inside the bottle inflate as it enough oxygen into the body.
fills with air. This shows breathing in. c Learners’ own answers. In the sample
When you let go, the balloon diaphragm moves graph it would take about 5 minutes after
upwards and air is pushed out of the balloon exercise stopped for the breathing rate to
inside the bottle. This shows breathing out. get back to normal.
4 The model lung is hollow and not spongy like 7 Exercise makes the breathing rate increase (or
a real lung. similar conclusion).
Activity 2: Find out how other animals 8 How fit a person is
get oxygen 9 Observing over time
Learners should find out that other animals have
10 Circulatory system
different respiratory systems for obtaining oxygen.
Simple animals such as worms obtain oxygen by Topic 1.3: The reproductive
absorbing it through their skins. Insects have openings
on their bodies called spiracles through which oxygen system
enters and carbon dioxide leaves the body. Fish do Getting started
not have lungs, but have gills that absorb oxygen
1 Reproduction is the process by which living
from the water. Other vertebrate groups (amphibians,
things produce more of their own kind/have
reptiles, birds and mammals) have lungs and display
young (or similar answer).
breathing movements, although amphibians also
absorb some oxygen through their skins. 2 To replace individuals that get old and die/so
that all the different kinds of living things do
Think like a scientist 2: Investigate not die out when the adults get old and die (or
breathing rate similar answer).
1–4 This is a table of possible results.
3 a Most learners should identify themselves
Time (minutes) Breathing rate (breaths as being in the ‘child’ stage (at the right),
per minute) but some may consider themselves to be
in the ‘young person’ stage.
0 15
2 20 b Answers will vary. Parent will be in the
‘adult’ stage. Learners may have siblings
4 30
who are younger or older than themselves
6 25 and may be in different stages in the life
8 17 cycle.
Exercise starts at 0 and ends at 4 minutes.

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Activity: What do you know or want to 2 Types of living Examples of diseases

know about puberty? things they cause
1 Puberty is the stage in which your body bacteria cholera, pneumonia
changes and develops so that you are able viruses flu, chicken pox
to become a parent/reproduce (or similar
fungi ringworm, athlete’s foot
answer).
other parasites malaria, dysentery
2 Answers will depend on whether the learner is
a girl or a boy.
Activity 1: Find information about
Before puberty Changes during puberty diseases
Boy and girls Answers should include the following information:
normal growth in fast growth in height The word we use to describe any living thing that
height causes a disease is pathogen.
little body hair more body hair grows The names of the parasites that cause malaria
skin not oily skin may get oily and yellow fever are Plasmodium (malaria) and
Entamoeba (dysentery).
Boys
Malaria is spread by mosquito bites; dysentery is
voice not deep voice gets deeper spread by contaminated food and water.
narrow shoulders shoulders and chest get
and chest broader Activity 2: Group methods to prevent
Girls diseases
narrow hips hips widen How disease Methods to prevent spread of
no breasts breasts start to develop is spread disease
In food Wash your hands with soap and
3 Learners’ questions are confidential.
water.
Questions Do not leave food at room
temperature.
1 To make sex cells
Keep the kitchen, toilet and
2 a Sperm b Ova or eggs surroundings clean.
Wash raw unpeeled fruits and
3 a Testes b Sperm duct c Penis
vegetable before eating them.
4 a Ovaries b Oviduct Keep food covered.
Wash knives and working
c Uterus d Birth canal
surfaces in the kitchen with hot
Topic 1.4: Diseases soapy water after using them.
In water Only drink safe, clean water. Boil
Getting started water from rivers or reservoirs, or
1&2 Answers will depend on learners’ own treat it with bleach to kill germs.
experiences. Do not use rivers or other bodies
of water as a toilet.
3 An infectious disease is a disease that is caused
by very small living things called germs. In body Cover your nose and mouth
fluids when you cough or sneeze.
Questions Keep wounds covered with a
1 a Any living thing that lives on or in the plaster and do not touch other
body of another living thing. people’s open wounds.
b They grow and reproduce in the bodies of
other living things.

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Think like a scientist: Analyse hygiene 2 Both the ancient Chinese medical book
methods that people use and Malpighi had the idea that the blood
circulated through the body in a continuous
1 pathway. Malpighi suggested that the
capillaries connected the arteries and veins
to allow the continuous blood circulation to
happen.
3 He observed water pumps (in London).
4 a He studied the heart and blood vessels
wash wash wash keep cover and carried out experiments.
hands hands hands kitchen, nose
after before after toilet and b To make sure that his observations and
toilet working working and mouth
with with surroundings when results were reliable and correct.
food food clean coughing
or sneezing 5 a He observed that in one hour the heart
pumps more than the body’s weight in
2 a Keep the kitchen, toilet and surroundings
blood.
clean.
b
The heart works by muscle contraction to
b Wash hands after working with food.
pump blood to body organs.
3 The soap helps to kill germs. Blood is carried away from heart by
arteries and returns to the heart through
4 So that they don’t spread germs from their
veins.
hands to the food they are going to work with,
Gases enter and leave the blood in the
and so that they don’t spread germs that might
lungs.
already be on the food they work with.
Part 2 Draw a timeline of discoveries about the
5 To stop germs from our bodies spreading circulatory system
through the air to other people.
Learners should work in pairs to draw their
6 Germs live and grow better in moist timelines.
conditions; a dirty towel may have germs on it They should find the following answers to the
which rub off onto our hands. research questions:
Project: The circulatory system • Transplanted the first human heart: Christiaan
Barnard, 1967.
Part 1 Discovery of how the circulatory system • Discovered that humans can have different
works blood types: Karl Landsteiner, 1901.
1 a They incorrectly thought that: • Invented the first stethoscope to listen to the
• the liver produced blood heart beating: René Laennec, about 1816.
• the lungs moved the blood around • Discovered that a substance in the blood
the body called haemoglobin carries oxygen: Frederick
• the body used up the blood for energy Hunefeld, 1840.
as it flowed to the different organs
Learners should display their timelines in the
• the heart’s function was to control
classroom.
our feelings
• blood could pass directly from the right Check your progress
side of the heart to the left side of the
1 a False – the heart pumps blood around the
heart through small holes
body
• arteries contain air.
b True
b They correctly thought that:
c False – your pulse rate tells you how fast
• there are arteries and veins in the
your heart is beating
circulatory system
• blood moves from the right side of the d True
heart to the lungs and back to the left e False – arteries carry blood to all parts of
side of the heart the body OR veins carry blood from all
• arteries contain blood. parts of the body to the heart.

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2 a Timer, stopwatch or watch with a second

hand Unit 2 Materials:
b B = before exercise
A = after exercise properties and changes
130
120 Topic 2.1: Proprties of substances
110 Getting started
100 Use learners’ own answers to identify any errors or
Pulse rate in beats per minute

90 misconceptions they may have about changes of

80 state.
70
Activity: Compare boiling and
60
evaporation
50
1 a Bubbles form in the liquid.
40
30
b The volume of liquid decreases/there is
less liquid in the container.
20
10 c Boiling – heat is added to make the liquid
boil, so the particles gain energy more
0
B A B A B A B A quickly than in an unheated liquid. This
Marcus Arun Jamal Kai makes the liquid particles change to a gas
Name
faster.
c Exercise makes their pulse rates increase.
2 Look for similar drawings in learners’ answers.
d Their pulse rates would be lower than they
evaporation boiling
were directly after exercise. Our bodies
need less oxygen when we are at rest so gas
particles
the heart will beat slower and the pulse
rates will decrease.
3 a Lungs b Oxygen
c Carbon dioxide d Blood bubbles
e Diaphragm f Ribs
4 a Puberty is the age at which a person
becomes able to reproduce. Think like a scientist 1: Measure and
b Any two from grow taller quickly, develop compare melting points
more body hair, skin becomes more oily Questions
5 a
Tears – contain a chemical substance that 1 a & b These are melting points for the
kills some bacteria substances suggested.
Mucus – traps germs Ice – 0 °C
Stomach acid – kills bacteria in food we Butter – 35 °C
have eaten Candle wax – 57 °C
Skin – stops bacteria entering the body Beeswax – 63 °C
b The skin is a barrier that stops germs Soap – 55 °C
from entering the body. If we get a cut or Coconut oil – 25 °C
wound, we must clean it to remove germs Answers will depend on the
from the wound. We must cover it with substances chosen.
a plaster to stop any germs from getting 2 Learners’ own bar charts.
into the body through the broken skin.
3 Different substances have different
melting points.

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4 No. The melting point is a property of the Topic 2.2: Thermal and electrical
substance and will stay the same no matter
how much of the substance is used. The time conductors
taken for melting will increase if more of the Getting started
substance is heated.
1 Heat energy from the hot water is transferred
5 Because less heat energy is needed to change to the metal teaspoon and then to your hand
a solid to a liquid than to change all the when you touch the teaspoon.
particles in a liquid to a gas. 2 Hot water → teaspoon → hand/person
Think like a scientist 2: Plan a test to Think like a scientist 1: Investigate how
compare boiling points of substances well different materials conduct heat
1 Variable that changes is the substance tested.
Questions
Variables that stay the same are the
1 Learners’ own answers. Answer should be the
thermometer used and the method used to test
bead on the metal spoon because metals are
each substance.
good thermal conductors.
Variable that is measured is the temperature at
which the substance boils. 2 Order should be: metal spoon, glass rod,
plastic spoon, wooden pencil, polystyrene
2 Learners will need:
• a variety of liquids, e.g. water, vinegar, fruit 3 a The bead on the metal spoon
juice, milk, cooking oil b Answers will depend on learners’
• a gas burner or hot plate and a thermometer predictions.
• beakers or pans.
4 a The bead on the polystyrene
3 Heat each liquid in a beaker or pan until it b It is not a good conductor of heat.
boils. Measure and record the temperature of
the boiling liquid in each beaker or pan. 5 Metals are good conductors of heat.
Non-metals (glass, plastic, wood and
4 Getting burned is a risk. Don’t touch the polystyrene) are not such good conductors
burner/hot plate or the hot beaker or pan. of heat.
Wear protective gloves and goggles.
6 Measure the time it takes each bead to fall off
5 Record readings in a table. Present results in a and use the results to draw a bar graph.
bar graph.
7 Observing over time and fair testing. Learners
Think like a scientist 3: Investigate the observed the time it took for the bead to fall
properties of gases off each spoon. It was a fair test because the
only variable that was changed was the material
Learners’ drawings should show that the ruler that the spoons were made from (independent
tilted and became unbalanced when air was let out variable). The dependent variable measured
of one of the balloons. was the time taken for the bead to fall off
Questions each spoon. The control variables were the
water temperature and the size of the bit of
1 The balloons filled up and expanded as air
petroleum jelly and the bead on each spoon.
was blown into them.
2 The balloon that remained full of air caused Questions
the ruler to tip as it was heavier than the 1 A thermal conductor is a material or
empty balloon. This shows that the air has substance that allows heat to pass through it
mass. The empty balloon’s air escaped into easily (or similar answer).
the surrounding room and was no longer 2 Metals are good conductors of heat, so the
contained within the balloon. heat from the stove passes easily through the
3 We wore safety goggles as protection in case a metal to the food in the pot or pan.
balloon burst; used scissors carefully so as not 3 Plastic is not a good conductor of heat, so the
to get cut; handled heavy books carefully. heat from the hot pot or pan does not pass
easily to your hand when you hold the handle.

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4 A polystyrene foam cup. It is a poor thermal Activity: Compare thermal and

conductors, so the heat from the tea cannot electrical conductors
be transferred easily from the cup into the
1 Scatter graph of values for conduction of heat and electricity
surroundings.
70
5 Thermal insulators copper
60

Electrcity conduction
Think like a scientist 2: Investigate 50
how well different substances conduct 40
aluminium

electricity 30
unknown
2 and 6a 20 brass
steel
Substance Prediction: How Observation: 10 graphite
brightly I think How brightly did 0
0 50 100 150 200 250 300 350 400 450
the lamp will the lamp shine?
shine? Heat conduction

copper ✓✓ ✓✓ 2 a Copper b Copper

steel learners’ own ✓ c Steel d Graphite
prediction
3 The substances that conduct heat well are also
aluminium learners’ own ✓ good conductors of electricity.
prediction
4 The measurements for graphite do not fit
water learners’ own ✓ the pattern. Graphite is a poor conductor of
prediction
electricity, but it conducts heat quite well.
sugar learners’ own
prediction 5 Accept any value for electricity conduction
between 100 and 130.
graphite learners’ own ✓
prediction 6 A substance that conducts heat well also
conducts electricity well OR Metals are good
3 a copper conductors of electricity and heat OR The
b it is bright (2 ticks) better a substance conducts heat, the better it
conducts electricity.
4 a not very bright (1 tick)
6 b To make sure that their results are more Topic 2.3: Reversible changes
reliable, learners could repeat the test. Getting started
They could also compare their results
with those of other groups. If the results 1 a The ice has started to melt.
are similar, they are more likely to be b Drawings should show the ice cube melting.
reliable.
2 Heat causes the ice to melt because it makes
Questions the particles in the ice move faster and further
1 Answers will depend on learners’ predictions. apart until they have enough energy to become
a liquid.
2 Copper, steel and aluminium
3 If we put the melted ice back in the freezer
3 a Copper it will become solid ice again because it loses
b Sugar heat energy. As the particles in the liquid lose
heat energy, they slow down and move closer
4 Metals are good electrical conductors/Non- together until they form a solid.
metals are poor electrical conductors.
Questions
5 Substances that conduct electricity: copper,
steel, aluminium, graphite, water. 1 We can make solid jelly become liquid by
heating it.
Substance that does not conduct heating
electricity: sugar Solid jelly liquid jelly
cooling
6 Identifying and classifying

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2 An irreversible change. The liquid egg white Questions

and yolk become solid and cannot be changed 1 How fast a substance dissolves
back to liquids.
2 Stirring and temperature
Think like a scientist 1: Demonstrate a
3 a Heating makes the particles of the solvent
reversible change move faster and spread out more. When
1 Learners can choose any change of state: the solute is added to the heated solvent,
melting, solidifying/freezing, condensation, the solute particles also gain heat energy
evaporation. They could also choose and move faster.
dissolving.
b The solute particles spread out and move
2 a Answers will depend on which reversible more quickly into the spaces between the
change learners choose. solvent particles. This makes the solute
dissolve faster.
b If learners are heating substances, they
should take care not to burn themselves. 4 The sugar will eventually dissolve because the
movement of the water particles and sugar
3&4 Materials, equipment and answers will
particles will bring enough of them into contact
depend on which reversible change
with one another, so that the sugar particles can
learners choose to demonstrate.
spread out between the water particles without
Activity: Describe dissolving stirring or heating the solution.
1 The copper sulfate – I can see it spreading out Think like a scientist 3: Ask and
in the water. investigate a question about dissolving
2 The water In this activity, learners should think of their own
question about dissolving that they would like to
3 Learners’ drawings should show a uniform
find the answer to. These are some possible ideas:
blue solution.
• How much solute can dissolve in water at
4 Learners should explain that the solute different temperatures?
particles move and spread out between the • Does the type of substance affect how fast it
solvent particles until they are evenly spread. dissolves?
5 Dissolving is a reversible change. We can get back • Do all solids dissolve faster when we heat the
the solute by evaporating the solvent. We can solvent?
change the evaporated solvent back into a liquid • Are there any other factors that can affect the
by allowing it to condense on a cooler surface. rate of dissolving?
Learners should choose the appropriate type of
Think like a scientist 2: Does water scientific enquiry to answer their question. Tell
temperature affect the rate of them to look at the ‘Working like a scientist’ pages
dissolving? at the beginning of the Learner’s Book to remind
1 a Learners should observe that the sugar themselves of the features of the different types
dissolves more quickly in the jar of hot of scientific enquiry. Answers and methods of
water. The hot water makes the particles investigation used will depend on the questions
move faster so the solute and the solvent that learners ask. They could present their findings
particles come into contact with each in a poster or using presentation software, such as
more quickly. Microsoft Powerpoint.

b Answers will depend on prediction made. Topic 2.4: Chemical reactions

2 The same amount of solute and solvent were Getting started
used in each test, only the water temperature 1 The candle wax melts. It is heated which
was changed. Learners should also have stirred makes it change from a solid to a liquid.
both solutions the same number of times.
2 The candle wick burns/becomes black. This is
3 Learners should conclude that a solute not reversible.
dissolves faster in hot water or that heat makes
a solute dissolve faster. 3 A new black substance (soot) formed on the
back of the spoon; smoke also forms.

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Think like a scientist 1: Identify Check your progress

reactants and products 1 a The temperature at which a solid melts
2 b Learners’ drawings should show gas and becomes a liquid.
bubbles coming out of the jar.
b Copper, gold, silver, aluminium, candle
3 The bicarbonate of soda and vinegar reacted wax, ice
together to make a gas (or similar explanation).
c The metals have much higher melting
4 The bicarbonate of soda and vinegar points than the substances that are not
5 The gas metals.

6 a & b After a few minutes, a white substance d No. A melting point is a property of a
forms in the jar. substance, so each substance has its own
melting point that does not change.
Think like a scientist 2: Investigate
2 a Metals conduct heat better than non-
evidence for chemical reactions A metals like glass. This means that the heat
1 d Learners’ drawings should show a colour from the oven is transferred more quickly
change of the iodine from yellow-brown to the food in the metal dish.
to blue-black. b Yes. How well a substance conducts heat
2 b Carbon dioxide is a property of a substance, so a different
metal will either conduct the heat better
c Learners should describe the change in or worse than the first metal dish.
the colour of limewater from clear to
milky white. 3 a & b Reversible processes: boiling, freezing,
evaporating, dissolving + melting or
3 
The change in colour is evidence that a condensing; Irreversible processes:
chemical reaction has taken place. rusting, burning + cooking, baking,
rotting or other suitable answers.
Investigate evidence for chemical
4 a In hot water
reactions B
b Adding heat makes the particles of the
2–5 
Learners should observe an increase in solid and the water move faster and
temperature and rusting of the wire wool. spread out more. This allows the particles
of the solid to move between the water
The should conclude that a change in colour and
particles more easily, so the solid dissolves
temperature are evidence that a chemical reaction
faster.
has taken place.
5 a The iron nail changed colour.
Questions
1 A gas is produced, e.g. vinegar and b Iron, air and water
bicarbonate of soda react to produce a gas. c The chemical name for rust is iron oxide.
There is a colour change, e.g. when iodine reacts
with starch and changes from yellow-brown to a
blue-black colour or when clear limewater reacts Unit 3 Rocks, the rock
with carbon dioxide and turns white.
There is change in temperature, such as in cycle and soil
a reaction between wire wool and vinegar;
washing powder and water; cement and water. Topic 3.1: Igneous rocks
2 a Limewater and carbon dioxide Getting started
b Calcium carbonate 1 A: Earth’s crust, B: mantle, C: outer core,
c The colour of the limewater changes from D: inner core
clear to milky white. 2 Magma
3 Bubbles of gas form. 3 A volcanic eruption occurs.

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Think like a scientist 1: Collect and Activity 1: Use text, a photograph and
sort rocks a diagram to describe how sedimentary
Learners’ answers will vary according to the rocks rocks form
they collect and study. 1 Any one from heating and cooling of rock to
break up surface layers; plant roots breaking
Activity: Describe igneous rocks and up surface rock and rain loosening and
complete a key dissolving rock.
1 Solidification
2 The river uses the broken rocks to scrape the
2 Slowly, because the crystals are large enough sides and bottom of its valley.
to see with the naked eye.
3 On the sea bed or lake bed
3 Intrusive igneous rock
4 Because the rocks are formed of layers
4 Quickly, because the crystals are too small to
5 Weathering; eroding; transporting; depositing;
see with the naked eye.
sedimentation
5 Extrusive igneous rock
Activity 2: Identify and describe
6 a Quartz
sedimentary rocks
b White and larger than the other crystals. 1–3 Learners’ own responses
c Mica
4 Sedimentary rocks are formed of sediments
7 Missing words: Left granite; right extrusive stuck together.
Sedimentary rocks form in layers.
Think like a scientist 2: Make your
own crystals 5 Missing words
Left – sandstone
Questions Middle – shale
1 a The risk is pouring the hot water into Right – limestone
the jars.
b Use protective gloves while pouring the Think like a scientist: Make your own
hot water. plant fossil
1 a Sediments on the sea bed
2 Learner’s own response. Best reasoned
prediction is that jar 1 in the cool environment b Minerals
will start to make crystals first.
2 Because sedimentary rocks form in a sea or
3 Learner’s own response. Best reasoned lake where the animals’ dead bodies lie.
prediction is that the bigger crystals will be
in jar 2 which is in a warm place so will cool Topic 3.3: Metamorphic rocks and
down more slowly. the rock cycle
4 Learners’ own responses
Getting started
5 The warmer the environment, the bigger
the crystal. 1 The rocks are shiny, crystalline and of different
colours: white, brown, blue and yellow.
6 The warmer the environment, the slower the
crystal forms (or the cooler the environment, 2 Some learners might recognise that this is
the quicker the crystal forms). marble. You can tell them that the rock is
7 Jar 2. marble and that the rock used to be limestone
before it was changed or metamorphosed into
Topic 3.2: Sedimentary rocks marble – that’s what we will be finding out in
this topic.
and fossils
Getting started
The rocks are different to igneous rocks because
they are a reddish-brown in colour (not shiny or
crystalline) and they are formed of layers.

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 CAMBRIDGE PRIMARY SCIENCE 6: TEACHER’S RESOURCE

To be able to carve this rock and make these Topic 3.4: Soil
patterns which have lasted for hundreds of years,
it must be possible to cut and carve the rock, so it Getting started
must be hard but not crack and shatter when you 1 Soil
hit it.
2 Rocks
Activity 1: Identify and describe
3 Weathering is the process where rocks are
metamorphic rocks broken up by heat and cold, rain and ice.
1 Marble
Think like a scientist: Investigate a
2 Sandstone
soil sample
3 It changes into slate.
1–7 and 9–10 Learners’ own responses
4 Gneiss is a metamorphic rock that forms when
granite is changed by heat and pressure. 8 Air
5 Learners’ own responses Activity 1: Types of soil
6 Metamorphic rocks are shiny because they are 1 Learners’ own responses
crystalline.
Metamorphic rocks sometimes have many 2 Sandy Clay soil Loam
layers because of pressure. soil
Metamorphic rocks sometimes have bands of Size of particles Large Small Large
crystals because of pressure. and
small
Think like a scientist: How people use
Quantity of A little A lot Medium
rocks in my area water soil holds
Learners’ answers will depend on the examples
Size of air spaces Large Small Medium
they find.
Quantity of Small Small Large
Activity 2: Describe how a model can organic matter
help us understand the rock cycle
3 Clay soil, because it holds a lot of water and
1 Because it shows how rocks are continuously
the water cannot drain through it.
formed, broken down and re-formed.
2 Arrows Activity 2: Changing the composition
of soil
3 Weathering and erosion
1 a Water the soil when there is no rain.
4 Cooling
b Dig in compost or fertilisers.
5 Melting
c Dig the soil and add sand.
6 Heating, pressurising and burial
2 a Loam; the dark brown colour shows that
7 It can be buried, heated and put under it contains a lot of organic matter.
pressure and changed into metamorphic rock.
b
She mixes air and organic matter in with
Or it can be weathered and eroded to make the soil by turning it with a hoe.
sediments which become new sedimentary She takes out the weeds.
rock. She waters it in dry weather.
8 a, b and c
burial, heat and pressure
sedimentary rock metamorphic rock

heat and pressure

granite gneiss

cooling
magma granite

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3 Action Change in the 2 a A consumer is a living thing that cannot

composition of the soil make its own food and must eat other
living things to obtain its energy.
Planting same Plant uses up all
plant on same soil nutrients in soil. Soil b
herbivores omnivores carnivores
over and over again becomes dry.
Using artificial Damages soil texture.
fertilisers Dries out soil.
Using pesticides Kills organic matter zebra
monkey
tiger
in soil. locust heron
bear
sheep crocodile
Not digging and Air and organic matter
turning soil not mixed in the soil.

Check your progress

1 1E; 2A; 3C; 4B; 5F; 6D
2 a Basalt b Limestone c Loam Activity: Draw food chains
1 Corn → mouse → snake
3 a Igneous
2 Cabbage → snail → duck → fox
b It is crystalline
3 Pond weed → tadpole → fish → person
c Minerals (or crystals of minerals)
d Magma inside the Earth’s crust cooled to Think like a scientist: Explain a food
form solid rock. web and draw food chains
4 a Sedimentary 1 a Palm shoot, fig, jack fruit

b It contains fossils b Spotted deer, coconut palm beetle, fruit bat

c On the sea bed or lake bed c Tiger, python, hawk

5 a Marble d Orangutan
b Limestone 2 Palm shoot, fig, jack fruit, coconut palm beetle
c The limestone was heated. The rock melted 3 a Tiger, python
and then re-crystallised into marble.
b Both eat spotted deer; python also eats
6 a 1. Weathering the fruit bat.
2. Erosion
4 a Any three from:
3. Sediments
4. Sedimentation fig → orangutan → python
5. Heat fig → orangutan → tiger
6. Pressure fig → fruit bat → hawk
b The rock cycle fig → fruit bat → python
jack fruit → fruit bat → hawk
jack fruit → fruit bat → python
Unit 4 Food chains and palm shoot → fruit bat → hawk

food webs palm shoot → fruit bat → python

palm shoot → spotted deer → tiger
Topic 4.1: Food chains, food webs palm shoot → spotted deer → python
jack fruit → orangutan → python
and energy transfers
jack fruit → orangutan → tiger
Getting started palm shoot → orangutan → python
1 a A producer is a living thing (usually a palm shoot → orangutan → tiger
green plant) that can make its own food.
b Fern, bean plant, palm tree

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b Any one from: Think like a scientist: Play a food

palm shoot → coconut palm beetle → chain game
orangutan → python 3 This is a possible results table based on using
palm shoot → coconut palm beetle → 100 ‘particle’ tokens and a class size of
orangutan → tiger 30 learners.
5 A food web shows that living things eat a Living things Average number of pesticide
range of other living things to obtain their ‘particles’ collected
energy, not just one thing as shown in a food
14 rice plants 7
chain (or similar answer).
9 caterpillars 11
Questions 5 frogs 20
1 From the Sun 2 kingfishers 50
2 They use it to make food.
4 a Graph of pesticide particles accumulated
3 Energy is transferred from the producer when

Number of pesticide particles

a consumer eats the producer. 60
50
4 A consumer, such as a hawk, does not
40
depend directly on producers to get its energy
because it does not eat plants. A hawk eats 30
animals that get their energy from eating 20
plants, and in this way depends on energy 10
stored in the producers. 0 ts

gs

rs
rs
5 a The amount of energy gets less and less as
lan

she
illa

fro
ep

erp

gfi
it is transferred through a food chain.

kin
ric

cat

b This is because not all of the energy in a Living things in the food chain
food a consumer eats is passed on to the
next link in the chain – some of the energy b The kingfishers. This is because as you
is used up by the consumer and as heat. move up the food chain, the same number
of pesticide particles are transferred to
Topic 4.2: Harm to food chains fewer living things on each level.
and food webs 5 The higher up the food chain, the more
pesticide particles are collected/enter the body
Getting started of the consumer.
Learners’ own ideas may include substances they
know of, such as oil, acids or pollution in general. Questions
1 a Rice plants
Questions
b Caterpillars
1 The farmer sprays pesticide onto the
producer/corn. c Frogs
2 The pesticide moves through the food chain d Kingfishers
in the bodies of animals that eat the sprayed 2 Eating the living thing
plants and the animals that eat them.
3 Rice plant → caterpillar → frog → kingfisher
3 Corn + pesticide → snail → person
or 4 Learners should explain that the game shows
Corn + pesticide → snail → bird → person that toxic substances like pesticides move
through a food chain when a living thing eats
another living thing that has the pesticide in
its body. If animals eat a lot of living things
that contain the pesticide, they will accumulate
high levels of pesticides in their bodies.

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Activity: Research information about 4 It re-uses plastics that would otherwise be

mercury in food chains thrown away and end up in the oceans.
Learners’ presentations should include the 5 The ecobricks are used to build day care
following information: centres and pre-primary schools for children
• Mercury gets into the environment when in poor communities in South Africa.
mercury waste or chemicals containing mercury 6 a Learners’ own ideas. For example, buy
are released by coal burning power plants, fewer products that are packaged in
factories or mines into the air, soil, rivers and plastic; use paper drinking straws instead
the sea. of plastic straws; use re-useable shopping
• Mercury gets into food chains when it is bags or paper or cloth shopping bags.
absorbed from the soil by plant roots, from the
air by plant leaves, or from the water by aquatic b Learners’ own answers. For example, to
plants and animals. prevent damage to food chains; to make
• Mercury moves through food chains when our environment look better.
living things eat other living things that have
absorbed mercury into their bodies.
Check your progress
• Mercury is harmful to living things because it 1 a Grasses, acacia tree
damages their bodies. For example, in humans
b Termite, impala, zebra
and other mammals, mercury damages the
nervous system. It can also affect growth and c Baboon
reproduction in many animals.
d Three: lion, hyena, leopard
Example of food chain:
e Any three from:
tuna fish grass → zebra → lion
grass → zebra → hyena
amount of mercury

octopus grass → zebra → leopard

grass → impala → lion
small fish
grass → impala → hyena
shrimp grass → impala → leopard
grass → baboon → lion
green algae grass → baboon → leopard
grass → baboon → hyena
Project guidance f Any two from:
Part 1 acacia → termite → baboon → lion
1 Animals in the food chains can mistake acacia → termite → baboon → leopard
plastics for food and swallow them. The grass → termite → baboon → lion
plastics get stuck in the animals’ digestive
grass → termite → baboon → leopard
systems and can kill them. Microplastics can
also stay in the bodies of the sea animals grass → baboon → hyena → lion
and be passed through food chains. The grass → termite → baboon → hyena →
g
microplastics can have harmful effects inside lion
the body if they accumulate, especially in or
consumers higher up the food chains.
acacia → termite → baboon → hyena →
2 Microplastics form from larger plastics that lion
break down into tiny particles due to the
action of sunlight and waves.
3 Because there are lots of large plastics in the
oceans which keep on breaking down into
smaller and smaller pieces.

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2 a Dot plot of average number of particles taken in 3 a Yes

b His weight will be less.
c Gravity is less on the Moon than on Earth
because the Moon has a smaller mass
than the Earth.
4 Astronauts have to wear heavy suits and boots
to make it easier for them to adjust to walking
on the Moon’s surface. The smaller gravity on
the Moon makes walking more like floating if
the astronaut is not carrying extra weight.
When the astronaut tips the glass, the water
will go sideways. He will have to use a straw!
green algae shrimps small fish Think like a scientist: Measure the mass
Living things in the food chain and weight of objects
1 The forcemeter readings are ten times the
b 4
measuring scale readings.
c 3
2 Learners’ own responses. They should find
d 120 ALL measurements of weight are ten times
the mass.
e Any two from pesticides, microplastics,
mercury, cadmium 3 One kilogram of mass has a weight of ten
newtons on Earth.

Unit 5 Forces and 4 a The mass of objects would be the same as

on Earth. Mass is the same everywhere.
electricity b The weight of objects would be different
to those measured on Earth. This is
Topic 5.1: Mass and weight because the Moon has a smaller force of
gravity than the Earth.
Getting started
1 A satellite is an object that orbits a bigger
Activity 2: How gravity affects weight
object in space. in space
1 Zero gravity
2 An artificial satellite is put into space by
humans. A natural satellite is a satellite that 2 Gravity
already exists in space.
3 Bones become weak, muscles become weak,
3 Because of the force of gravity between the confusion of up and down, for example.
Earth and the Moon.
4 They use and tie themselves to footholds
4 His mass is the same but his weight is less on and handholds.
the Moon than on Earth (learners will not
5 To try to keep their muscles working.
know this yet but it will be interesting to hear
what they think). 6 To help them remember which way is up.

Activity 1: What is the difference 7 Very little or nothing

between mass and weight? 8 The same as it was on Earth
1 She was not scientifically correct. She should 9 They have to suck food out of sachets and
have said ‘The baby’s mass is 3.6 kg.’ suck drinks up with straws.
2 An object’s mass remains the same wherever it
is. An object’s weight depends on the force
of gravity.

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Topic 5.2: The effects of forces 4 The ball moves, changes direction and
bounces off the table.
Getting Started
Activity 2: Identify the effects of forces
1 The ping-pong ball is at rest.
in ball games
2 Yes, there are forces acting on it. 1 a He will catch the ball.
3 gravity
b It will stop the ball from moving.
2 a He will kick the ball.
b The ball moves and changes direction.
3 a She will hit the ball.
b It will move and change direction.
normal force 4 a Gravity and normal forces
b The balls move, change direction when
4 The person is hitting the ball with a bat. they hit each other or the sides of the table
and stop when they drop into the pockets.
Think like a scientist: Investigate
5 Learners’ own responses, such as throwing a
and discuss the effects of forces on
ball makes the ball change direction; catching
an object the ball stops the ball moving; bouncing a ball
Learners observe and discuss the various points to against the wall makes a ball change direction.
inform their answers to the questions.
Topic 5.3: Floating and sinking
Activity 1: The effects of forces
Make an object move: roll the ball along the table Getting started
towards the book. Possible answers:
Slow down a moving object: roll the ball along the 1 It will float.
table with a cloth on it to create friction. 2 Learners are likely to say that it feels light
Stop a moving object: hold up a book on the table in weight.
to stop the ball.
3 It will sink.
Change the direction an object is moving in: flick
4 Learners are likely to say that it feels heavy.
the ball sideways to someone else in the group.
Change the shape of an object: press down on the 5 Learners might suggest the weight/mass is
ball with your hand. spread across a large area which allows it
to float.
2 gravity
Think like a scientist 1: How does mass
affect floating and sinking?
book Learners’ own responses
push
Activity: Fair testing, force diagrams
and writing a conclusion
normal force 1 The control variables are the liquid in the large
container and the mass of the small plastic
3 gravity container (these remain the same).
The independent variable is the total mass of
sand (or rice) you put in the small container
book (this changes).
push friction
The dependent variable is the floating or
sinking of the container (this is what you
observe as a result of changing the total mass
normal force
of sand in the small container).

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2 The type of liquid in the large container was 6 Graph showing the relationship between container’s
base area and the number of coins in it before sinking
always the same; the same small container was
used each time; 10 g of sand was measured 18
with the same measuring scale each time. 16
3 a Note that the gravity arrow should be the 14
same length as the upthrust arrow.

Number of coins
12
gravity 10
8
6
4
2
upthrust 0
0 1 2 3 4 5 6 7 8 9 10
Area of base cm2

The graph shows a positive trend.

b Note that the gravity arrow is longer than
the upthrust arrow. Topic 5.4: Different circuits and
gravity circuit diagrams
Getting started
1 Two cells, a switch, a lamp and connecting
wire.
2 No.

upthrust 3 The switch is open so the circuit is broken and

the lamp will not light up.

4 When the mass of the object is less than or Activity: Use circuit symbols to read
equal to the mass of water displaced by the and draw circuit diagrams
upthrust force, the object floats. When the 1 a Circuit B
mass of the object is more than the mass of
water displaced by the upthrust force, the b Circuit A
object sinks. c Circuit C
Think like a scientist 2: How does 2 Circuit B
shape affect floating and sinking? 3 Circuit B. It has a 3 V battery instead of a
1 and 2 Learners should discover that a large, 1.5 V cell.
flat-bottomed boat can carry a greater
4
number of marbles before sinking.
3 The larger the surface of the container in
contact with the water, the more likely the
object inside the container is to float.
4 An object of a certain mass that has a small,
compact shape will sink. An object of the same 5
mass with a larger, flatter shape will float.
5 a Although the container ship has a large
mass, it has a large, flat shape that allows
it to float.
b When the ship carries empty containers its
mass is less so it floats higher in the water
than when the containers are full.

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Think like a scientist 1: Build circuits In a series circuit there is only one path for the
with different components electric current. If one lamp is removed from a
series circuit, the other lamp will not light up
1 because the circuit is broken.
In a parallel circuit, each lamp has its own
circuit. If one lamp is removed from a parallel
circuit, the other lamp will remain lit. The
remaining lamp will shine with the same
brightness as before.
A circuit with a cell, A circuit with a
a lamp and a switch. battery, a switch and a 6 a Circuit B is the series circuit and Circuit A
buzzer. is the parallel circuit.
2 Learners should have concluded that the b Circuit A. The lamps will shine more
buzzer would sound louder. brightly because each lamp has its own
circuit and receives the full strength of the
3 By adding another cell to the circuit.
battery.
4 a Circuit B.
Check your progress
b Circuit A only has a 1.5 V cell, which is
not strong enough for the buzzer to work; 1 a Grams (g) and kilograms (kg)
circuit C has an open switch. b Newtons (N)
Think like a scientist 2: Make and 2 a 70 kg b 700 N
compare a series circuit and a parallel c 70 kg d 350 N
circuit
3 Force has:
1 Yes, the lamps shone more brightly in the
• changed the shape of the car – it is crushed
parallel circuit.
• changed the position of the car – it has
This is because, in a parallel circuit, the overturned
full strength of the electricity goes to each • changed the movement of the car – it has
lamp. In a series circuit, the strength of the stopped
electricity has to be shared between the lamps. • changed the direction of movement of
2 No: unscrewing one lamp broke the circuit. the car – the car is on its roof facing the
opposite direction.
3 Yes: the other lamp lit up. It shone with the
same brightness as before. This is because the 4 a and b
same strength of electricity goes to each lamp. gravity
gravity
4

upthrust

upthrust

series circuit parallel circuit

c The duck has a mass equal to or less than
5 In a series circuit with two lamps and one the mass of water displaced, so it floats.
battery, the lamps will burn less brightly than The stone has a greater mass than the
in a parallel circuit with two lamps and one mass of water displaced, so it sinks.
battery .

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5 a Activity: How we see reflected light

1 A mirror, a lake with clear, still water
2 A mirror image
3 A is the incident ray; B is the reflected ray.
4 normal

b It is a series circuit because the electric

y
ra
in
current only has one path.

ci

d
te
de

c
nt

fle
c They could add another 3 V battery.

re
ra
y
d They could make a parallel circuit.

Think like a scientist 1: Demonstrate

how light travels when it reflects
1

inc
ide
nt
ray

ray
ed
Unit 6 Light and the refl
ect

solar system
Topic 6.1: Reflection 2 The angles were the same.

Getting Started 3 So that we could see that the light left the
mirror at the same angle as it arrived for any
1 The Sun
angle.
2 Light travels from the Sun to the tree.
4 When a ray of light reflects off a plane mirror
Light reflects off the tree into Sofia’s eyes.
it makes the same angle with the normal as it
3 did when it arrived at the mirror (or similar).
5

4 A smooth, shiny surface

5 Yes, all surfaces reflect some light otherwise
we would not see them.

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Think like a scientist 2: Make and test Think like a scientist 1: Demonstrate
a periscope how light travels when it refracts
1 A periscope is a device that uses mirrors to 1 Learners’ own responses
allow you to see over the top of something in
2
front of you.
2 Learners could test their periscope in the
classroom to see things that are higher up,
while looking straight ahead. They could
position themselves below a window and hold
the periscope so that they could see through
the window.
3
incident ray
3
reflected ray
incident ray

4 The pencil wasn’t really bent.

5 The light passes through water, glass and air.
6 Light from the pencil travels through the water
reflected ray
in the glass and then bends when it passes
through the glass to the air.
4 Because the reflected ray from the top mirror
7 The pencil appeared to be bent because the
has to go straight down the periscope to the
light refracted when it moved from the water
bottom mirror.
through the glass to the air.
5 Light travels from the Sun to the person on
8 During the demonstration, the light travelled
the other side of the wall. Light reflects off
from the card through the air, then through
the person to the top mirror of the periscope.
the glass into the water, and finally out of
Light reflects off the top mirror and travels
the glass and into the air once more before it
down the periscope to the bottom mirror.
reached our eyes.
Light reflects off the bottom mirror into your
eye. This means that the light bends once when it
travelled through the glass into the water, and
6 By making the periscope taller. then it bends again when it travelled out of
7 Learners’ answers may include seeing the stage the water through the glass and into the air.
at a concert or seeing a procession when there As a result, the light rays cross and the arrows
are people standing in front of you, or for appear to be turned around.
seeing above water in a submarine.
Think like a scientist 2: Make and test
Topic 6.2: Refraction a convex lens
1 It has the same bulging shape.
Getting started
2 Light rays pass from the print through the
Learners will think this is a trick! It is an optical
water drop and bend inward and converge at
illusion . . . they will not know the complete
a point just beyond the water drop. This point
explanation because that is refraction – what the
where the rays converge is the focus and we see
topic is all about. But you could ask them if they
the enlarged print.
have any ideas why the arrows appeared to point in
the opposite direction – the fact that the light has 3 Learners can discover their own answers.
to travel through water and then air for example.

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 CAMBRIDGE PRIMARY SCIENCE 6: TEACHER’S RESOURCE

Topic 6.3: The solar system 6 Learners should identify a pattern of waning
from full Moon to new Moon and waxing
Getting Started from new Moon to full Moon.
1 The Sun, planets, moons, (and asteroids and 7 Observing over time and pattern seeking.
comets)
Activity 2: Identify phases of the Moon
2 The Sun
1 Waning
3 A star emits/sends out light and a planet
reflects light. 2 1: full Moon; 2: last quarter;
3: waning crescent
4 The Moon travels around the Earth
3 New Moon
Think like a scientist 1: Make a scale
4
model of the solar system
1 The Sun is represented by a tennis or cricket
ball and the planets by sugar grains, peas
and lentils.
2 The sizes of the planets and the distances from
waxing gibbous
the Sun are more to scale.
3 About 750 metres 5 29.5 days
6 The Moon’s orbit around the Earth.
Activity 1: The planets
1 Jupiter 2 Mercury Check your progress
3 Mercury 4 Neptune 1 a The bending of light is reflection/
refraction.
5 Venus 6 Jupiter
b A piece of glass with a curved surface
7 Neptune 8 Mercury
is a lens/mirror
9 Mercury 10 Neptune
c A periscope uses mirrors set at 90°/45°
11 Saturn 12 Jupiter angles.
13 Earth 14 Jupiter and Saturn d When the lit up part of the Moon
becomes bigger over a period of days, the
15 Uranus and Neptune
Moon is waxing/waning.
Think like a scientist 2: Observe and e The bent pencil in the glass of water is a
describe the phases of the Moon trick of the light/an optical illusion.
1–4 Do not expect learners to produce drawings
2 a 1 is an incident ray and 2 is a reflected ray
of the phases of the Moon for every day
of the month (this would be unnecessary b Equal
and not possible if it is overcast). A typical
3 A light ray from the stone travels through
week could be: :
the water and then bends or refracts when it
Sun Mon Tue Wed Thu Fri Sat
passes from water to air. The ray continues
to Sofia’s eye. However, Sofia’s normal line
cloudy
no
cloudy cloudy cloudy of sight is a straight line to the stone, which
moon appears to be floating in the water higher up.
4 a 1: Earth; 2: the Moon; 3: Saturn;
If a learner produces 30 perfect pictures of 4: Mercury; 5: the Sun; 6: Venus
the Moon when you know on many days it
was not possible to see the Moon, you will b 365¼ days
know that they have made it up! c 29½ days
5 Learners should label phases on their drawings d Body 3
– e.g. above they could label waxing crescent

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 CAMBRIDGE PRIMARY SCIENCE 6: TEACHER’S RESOURCE

5 a The Sun’s rays

b Waxing

c 2=

first quarter

4=

full

7=

waning crescent

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