CAMBRIDGE PRIMARY SCIENCE 5 WORKSHEET ANSWERS

Unit 1 Life cycles of flowering plants

1.1 Flowering and non-flowering plants
Worksheet 1.1 The life cycle of flowering plants
Learners should work individually.
They should make their card flower and look at the picture of a flower on page 6 of the
Learner’s Book to check the labels and the position of the different parts.

Stretch questions:
1 No
2 The numbers of sepals and petals are the same, or the number of petals is twice the number
of sepals.
3 The numbers of petals and stamens are the same.
4 Flowers either have one stigma or the same number of stigmas as sepals. Alternatively, flowers with
an even number of sepals have one stigma and flowers with an odd number of sepals have that
same odd number of stigmas.
5 The flower will probably have 8 petals and 8 stamen or 16 petals and 16 stamens.

1.2 Pollination, fruits and seeds

Worksheet 1.2 Fruits and seeds
1 Labels for both fruits: skin, flesh, seeds.
2 The fruits have different numbers of seeds.
The fruits are different shapes.
The orange and avocado have smooth skins; the broad bean fruit has a hairy skin,
the groundnut has a rough skin.
We can eat the flesh of the orange and avocado; we can’t eat the flesh of the broad bean
and groundnut fruits.
We can’t eat the seeds of the orange and avocado; we can eat the seeds of the broad bean
and groundnut fruits.
3 Fruit Number of seeds
Avocado 1
Orange 8
Broad bean 5
Groundnut 2

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5 a The avocado will. The number of seeds will be different in the others.
b Cut open lots of each type of fruit and count the seeds.
Stretch question:
6

1.3 How seeds are spread

Worksheet 1.3 Seed dispersal
Answers will depend on where learners walk and the types of plants growing in the area.
Possible answers are given here.

1 Types of seed Number of seeds

Spiky brown grass 9
Blackjack 11
Burweed 3
White seed with hooks 2
Round brown seed with prickles 4

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2 This bar chart is based on the sample results given in the table.

3 a The seeds will all have some way to attach onto fur or clothing, such as hooks, spikes or prickles.
b The seeds will have different shapes, sizes and colours.
c Their hooks, spikes or prickles stuck into the sock.
4 Drawings will depend on seeds found by learners. An example of blackjack is shown here.

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5 The sock acts like animals’ fur because the seeds can stick into it.
Stretch questions:
6 and 7 Learners will have different ideas for their designs.
8 Learners should choose materials from the range provided.
9 Learners should plan a fair test as follows:
• What will you measure? The time it takes for the seed to fall to the ground.
• What will you change? The size and shape of the wings.
• What will you keep the same? The type of seed, the height from which the seeds are dropped.
• How will you know that the wings affect how long the seed stays in the air?
Measure the amount of time a seed without wings stays in the air.
A fan can be used to simulate the wind. The fan speed must be the same for all seeds tested.
10 and 11 Learners record their results in a table.
12 Suggestions could include number and size of wings, lightness of wings, size of the seeds,
strength of wind.
13 Any suggestion that might result in the seed taking longer to fall, so that it travels further away
from the parent plant.

1.4 Seed germination

Worksheet 1.4A Seed germination
1

2 They gave the seeds water and put them in a warm place.
3 The chilli seeds
4 The bean seeds

Worksheet 1.4B Seed germination

1–4 See above.
5 The smaller the seed, the faster the germination / the larger the seed, the slower the germination.
6 No. The seeds were planted in the soil where there is no light. They germinated in the dark.

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Worksheet 1.4C Seed germination

1–6 See above.
7 a No. We do not know if it was a fair test.
b Zara should use the same number of each type of seed, give the seeds the same quantity of water,
use the same quantity and type of soil in each pot and put the pots in the same place.
8 She could repeat the investigation with more seeds of each type.
She could do the investigation with other types of small, medium and large seeds.

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Unit 2 Sound
2.2 Volume and pitch
Worksheet 2.2A Volume and pitch
1 Decibel
2 The control variable was the distance from which the sound was measured.
3 The source of sound.
4 Sound Volume in db
Class talking 65
Clapping hands 75
Blowing a whistle 80
Slamming a door shut 90

Worksheet 2.2B Volume and pitch

1 The control variable is the distance from which the sound was measured.
The independent variable was the source of sound.
The dependent variable was the volume of sound they measured.
2 They could make the test fair by making sure they used the same sound level meter for
the same length of time to measure the volume of each sound.
3

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Worksheet 2.2C Volume and pitch

1 The control variable was the distance from which the sound was measured.
The independent variable was the source of the sound.
The dependent variable was the volume of sound they measured.
2 They could make the test fair by:
• using the same sound level meter for each measurement
• making sure the meter was exposed to each sound for the same amount of time.
3 They could repeat measurements and take an average of the sound volume readings.
4 See answer for question 3 on Worksheet 2.2B.

2.3 Changing the volume of sound

Worksheet 2.3 Changing the volume of sound
1 Learners design and make their own stethoscopes.
2

3 Here are suggestions for how learners could test their stethoscope:
• Hold one cone next to your ear and the other cone next to a ticking clock.
Is the ticking sound louder?
• Get a friend to whisper into one cone and you listen through the other cone.
Does the whisper sound louder?
• Listen to your heart beating with your stethoscope.
4 The cone you place next to the sound traps air.
This causes the vibrations to increase and you hear a louder sound.
Stretch question:
5 A doctor uses a stethoscope to amplify sounds in your body organs.
For example, they can check your blood pressure and hear abnormal heart sounds.
They can listen to your lungs for sounds of congestion which means you have a cough or bronchitis.
They can listen to your stomach and bowels. This is necessary after you have had an anaesthetic
for an operation. Many people have no appetite for a while. A doctor uses a stethoscope to listen
to the stomach and bowels to see how well the patient is recovering. When the bowel sounds
return, it is a sign that the patient is recovering.

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2.4 Changing the pitch of sounds

Worksheet 2.4A Changing the pitch of sounds
1 a Higher-pitched
b Lower-pitched
c Higher-pitched
d Higher-pitched
e Lower-pitched
f Lower-pitched

Worksheet 2.4B: Changing the pitch of sounds

Elastic band Tight or loose? Higher or lower pitch?
Tight Higher
Long
Loose Lower
Tight Higher
Short
Loose Lower
Tight Higher
Thick
Loose Lower
Tight Higher
Thin
Loose Lower

Worksheet 2.4C: Changing the pitch of sounds

1 a A thin elastic band gives a higher-pitched sound than a thick elastic band.
b When you pluck a thin elastic band, the vibrations are faster than when you pluck a thick elastic band.
2 a A long elastic band gives a lower-pitched sound than a short elastic band.
b When you pluck a long elastic band, the vibrations are slower than when you pluck a short
elastic band.
3 a A tightly stretched elastic band gives a higher-pitched sound than a loosely stretched
elastic band.
b When you pluck a tightly stretched elastic band, the vibrations are faster than when you
pluck a loosely stretched elastic band.

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Unit 3 States and properties of matter

3.1 Gases
Worksheet 3.1 Gases and the particle model
1 Solids Liquids Gases
salt milk cooking gas
sand cooking oil air
flour orange juice
stone vinegar
cup
ice blocks

3 a Nitrogen; b Carbon dioxide; c Oxygen.

4 Liquids and gases have no fixed shape. They take on the shape of their containers.
They would spill and spread out everywhere if they were not in containers.
Stretch question:
5 a Air
b c

d She can blow harder/more air in the bubble mixture.

e It will contain more particles.
f Any two of: gases are usually invisible; gases take up space; gases have no fixed shape.

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3.2 Properties of water

Worksheet 3.2 Properties of water
1 Independent variable – type of liquid
Dependent variable – time liquids take to boil
Control variables – stove/quantity of heat supplied, pan, quantity of liquid, timer used.
2 a Water vapour/gas
b The liquid is changing to a gas.
3 Boiling point
4 a Graph should show correct results for Sofia and Zara, as per answer for 6a below.
b 8 minutes.
Stretch questions:
5 Milk contains mostly water, so milk and water have almost the same boiling point.

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6 a

b 6 minutes
c They used less water; they gave the water more heat/used a hotter stove.
7 Look for bubbles in the water, look for steam condensing above the water.

3.3 Evaporation and condensation

Worksheet 3.3 Evaporation and condensation
1 A – evaporation
B – the Sun
C – condensation
D – clouds
E – rain
F – snow
2 a Evaporation
b Part B – the Sun
c To heat the particles of water so they gain enough energy to break free from the
surface of the water and evaporate.
3 a Cloud
b Condensation; part C
c Condensation happens when the particles of a gas lose energy.
This makes the gas cool and change to a liquid.
4 a Liquid
b Solid/snow; part F

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Stretch questions:
5 a Precipitation
b Hail or sleet
6 It is too cold in Antarctica for water to evaporate. This means that no clouds form, so it cannot rain.

3.4 Solutions
Worksheet 3.4A Solutions
1 Salt is soluble in water. Water is the solvent. Salt is the solute. The mixture of salt and
water forms a solution which has a uniform appearance. To separate the salt and water
you would evaporate the mixture.

2 a Sand, sulfur powder, chalk

b Copper sulfate, sugar
c A solution

Worksheet 3.4B Solutions

1 and 2 – see above
3 a Many solutes can dissolve in water.
b Permanent ink is soluble in methylated spirits but insoluble in water.

Worksheet 3.4C Solutions

1–3 See answers for Worksheets A and B above.
4 Mix the solids with water—the sugar will dissolve. Filter the liquid mixture —the chalk
will stay on the filter paper and the sugar solution will pass through. Warm the sugar
solution so the water evaporates and the sugar stays behind.

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Unit 4 The digestive system

4.2 Balanced diets
Worksheet 4.2A Investigate tooth decay
1 Possible questions: Which liquid is best for our teeth? Which liquid damages our teeth most?
Learners could choose a different question of their own to investigate.
2 The following answers are based on the suggested questions.
Learners will need: five hard boiled eggs; five jars or beakers; a measuring cup; different liquids,
such as water, milk, soda, orange juice, diet soda.
3 Learners should place an egg in each of the liquids in a beaker. They should use the same
amount of liquid in each beaker and use eggs that are more or less the same size.
It will take time for the liquids to affect the eggs, so they should observe the eggs every day for
three or four days.
4 a The softness of the shell.
b The size of egg, the volume of liquid in each beaker, the time over which eggs are observed.
c The liquids the eggs are placed in.
5 Learners’ own predictions, with reasons. For example, the soda contains a lot of sugar so it will
damage the shell the most. Predictions must relate to the question asked.
6 Learners’ own results.
7 Learners’ own conclusions. Must relate to the question asked.
Stretch sheet:
8

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9 The eggshells dissolved in the liquids (or similar answer).

10 a The egg in the soda
b The egg in water
11 Some liquids can break down the calcium in our teeth.

Worksheet 4.2B Make a balanced diet board game

There are no prescribed answers for this worksheet.

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Unit 5 Forces and magnetism

5.1 Gravity, normal forces and applied forces
Worksheet 5.1 Gravity, normal forces and applied forces
1 a Applied force
b Sofia is applying force on the vase of flowers by lifting it up.
2 a and b

Stretch questions:
3 a and b Marcus stood up. He walked across the room and opened the door.
He closed the door behind him.
He walked along the path and picked up an apple that had fallen off a tree.
He sat down on a bench and ate the apple.

5.4 Multiple forces

Worksheet 5.4A Multiple forces flying a kite
1 Gravity, drag or air resistance, thrust and lift
2 Thrust and lift
3 Gravity
4 Air resistance (drag)

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Worksheet 5.4B Multiple forces flying a kite

1 and 2

3 By tightening or loosening the line.

Worksheet 5.4C Multiple forces flying a kite

The diagram should look similar to the one shown for Worksheet 5.4B above.

5.6 Magnetic force

Worksheet 5.6A Magnetic force (for learner 1)
1 Steel paperclips are made of a magnetic material and will be attracted to the magnet.
Plastic is non-magnetic, so plastic coated paper clips will not be attracted to the magnet.
2 Learners’ own responses.

Worksheet 5.6B Magnetic force (for learner 2)

1 Use an identical set of new paperclips with each magnet; the same person must add the
paperclips to the chain.
2 The paperclips become magnetised when they are attracted to a magnet.
If we use the same paperclips for the second magnet it could alter the result.

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Worksheet 5.6C Magnetic force (for learner 3)

1 Prediction of Number of Actual strength
strength paperclips
Magnet 1
Magnet 2
Magnet 3

2 and 3 Learners’ own responses.

4 and 5 The number of paperclips that a magnet can hold is a good indication of the magnet’s strength.
Some magnets are stronger than others.

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Unit 6 Seasons and adaptations of plants and

animals
6.2 Seasonal changes
Worksheet 6.2 Seasonal changes
1 July
Date Sunrise time Sunset time Length of day
1 04:52 18:52 14 h 00 m
8 04:55 18:51 13 h 56 m
15 04:58 18:49 13 h 51 m
22 05:02 18:46 13 h 44 m
29 05:06 18:43 13 h 37 m

November
Date Sunrise time Sunset time Length of day
1 06:01 17:02 11 h 01 m
8 06:06 16:57 10 h 51 m
15 06:11 16:53 10 h 42 m
22 06:17 16:51 10 h 34 m
29 06:23 16:49 10 h 26 m

2 a The days are getting shorter.

b Summer
c Autumn. The days are getting shorter/Autumn is the season that comes after summer.
3 a The days are getting shorter.
b Autumn
4 The days will get shorter until the winter begins (then they will start to get longer as they
move towards spring).

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Stretch questions:
6 a Hibernation is a period when an animal becomes inactive/dormant for a period of time,
often for several months.
b Monarch butterflies hibernate during the winter months because there is no food for them to eat.
7 a Migration is when an animal travels, often for thousands of kilometres, to a region
where there is food and suitable placesto breed.
b Monarch butterflies migrate to Canada and USA during summer to feed and to breed.
They migrate back to Mexico to hibernate in winter.

6.4 Adaptations of predator and prey

Worksheet 6.4A Case study: Bats
1 a An animal that hunts and kills another animal for food is a predator.
b An animal that is hunted and killed by a predator is a prey.
c An animal that is active at night is nocturnal.
d The place where bats sleep is called a roost.
e The thin skin between a bat’s bones is called webbing.
f Bats keep warm in big groups by huddling.
g Animals that are inactive for a long time during winter hibernate.
h An animal that travels a long distance to find food or a resting place or breeding place migrates.
2 Insects, fruit and blood
3 High-pitched sound

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Worksheet 6.4B Case study: Bats

1 a Active at night.
b To become inactive/dormant for a period of time, usually during winter.
c To travel a long distance in search of food or a place to rest or breed.
d A place where a bat sleeps during the day and where it also hibernates.
e Keeping close together in a group to keep warm.
2 It uses its wings to fly and to wrap around itself when it sleeps.
3 It uses high-pitched sound to find its prey. It hunts at night so there is less competition for the prey.
4 a In caves, empty buildings and trees.
b There is not much food in winter.
c Up to 6 months.

Worksheet 6.4C Case study: Bats

1 A bat is a predator because it kills insects to eat.
A bat is a prey because it is killed and eaten by falcons and hawks.
2 a A cave, an empty building or a tree.
b A bat uses a roost to rest in during the day and also to hibernate in the winter.
3 They can fly and find food by using high-pitched sound.
4 a–d Learners’ own responses.

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