Science
Science
A N S W E R S
1.1 Science equipment wordfind
R H S U R B E B U T T S E T W K
X T E T L E N N U F L O R E N C E T
W S A F E T Y G L A S S E S C R Z
H W W W V I D O R G N I R R I T S
A R E T E M O M R E H T C A W C T N
D O P I R T B Z O T N H S N K Y L E
D R O P P E R L E J T G D V E L D L
R R V R A J S A G A D S S P I C B
H E O I Q R T A H E A T N E R N G I
Q K I P G V E T W N O G G L D A C
T A I U T D N A T S T R O T E R U
O E Q U G A U Z E M A T K E R U R
N B B B Q S P A T U L A S I A T H C
G E C O N I C A L F L A S K N E I
S F R H R E N R U B N E S N U B X
Answers
1 TRIPOD 8 GAUZE MAT 15 FUNNEL
2 CYLINDER 9 DROPPER 16 STIRRING ROD
3 PEG 10 TONGS 17 RETORT STAND
4 SAFETY GLASSES 11 BEAKER 18 TEST TUBE
5 GAS JAR 12 CRUCIBLE 19 TEST TUBE BRUSH
6 THERMOMETER 13 BUNSEN BURNER 20 HEAT
7 SPATULA 14 CONICAL FLASK
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
This page may be photocopied for classroom use.
Chapter 1: Being a scientist
1.2
A N S W E R S Answers to worksheets
A N S W E R S
Identifying science
Identifying science equipment
equipment
thermometer
clamp
brass tongs
bosshead
spatulas
test tube
test tube
holder conical flask-
beaker
Bunsen burner
clay triangle
retort stand
watch glass
retort stand, crucible and lid
bosshead and clamp measuring cylinder
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page may 2002. This for
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58
Chapter 1: Being a scientist
A N S W E R S
1.4 Metric units of measurement
1 a 7 km = 7000 m e 30 000 g = 30 kg
b 62 m = 620 cm f 8000 mg = 8 g
c 3 cm = 30 mm g 1.5 t = 1500 kg
d 5000 m = 5 km h 0.62 kg = 620 g
e 60 cm = 0.6 m i 2.2 g = 2200 mg
f 3000 mm = 300 cm j 200 kg = 0.2 t
g 2.5 km = 2500 m k 150 g = 0.15 kg
h 0.75 m = 750 cm l 105.7 mg = 0.1057 g
i 30.2 cm = 302 mm
3 a 80 ML = 80 000 L
j 40 m = 0.04 km
b 33 L = 33 000 mL
k 350 cm = 3.5 m
c 90 000 L = 90 ML
l 25.9 mm = 2.59 cm
d 2000 mL = 2 L
2 a 4 t = 4000 kg e 19.5 ML = 19 500 L
b 62 kg = 62 000 g f 0.15 L = 150 mL
c 2 g = 2000 mg g 74 L = 0.074 ML
d 9000 kg = 9 t h 350 mL = 0.35 L
4 Time
Biggest Smallest
h min s
hours minutes seconds
× 60 to get × 60 to get
5 a 3.5 h = 210 minutes
b 45 min = 0.75 h
c 120 s = 2 min
d 30 min = 1800 s
e 2.25 h = 8100 s
f 3600 s = 1 h
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Chapter 1: Being a scientist
A N S W E R S
1.6 Being a scientist crossword
1 2 3 4
P F A P P A R A T U S
5
C O R R O S I V E A C
6 7 8
I IC C O L L A R
9 10
S A F E T Y E R R O R I N
O N D A
11 12
N A C I D S E C T I O N E L
O N L N Y
13 14
R U L E S M E A S U R E M E N T S S
S W S I
15 16 17
C E Q U A L I T A T I V E S
18
Y R U O X S
19 20
L S E N S E S N P M B
21 22
I S A I N F E R E N C E
23 24 25
R N T M E T R I C R L A
26
E D R E I M T O U C H I L K
27
P R E D I C T I O N A M E
28
O R P H N S B U N S E N R
29
R O O S I G H T E N
30
T D D E A T E S T
M
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 1: Being a scientist
A N S W E R S
1.7 Sci-words
Unit 1.1: Safety—before we start
Word Clue
corrosive A substance that will burn skin
poisonous Dangerous, toxic
acid A dangerous chemical, corrosive
rules We are safer if we follow them
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Chapter 1: Being a scientist
A N S W E R S
1.7 Sci-words—page 2
Unit 1.6: Measurement
Word Clue
measurements Taken to improve the accuracy of observations
metric system The unit system used by scientists
imperial system The unit system used in the USA and by older people
mistake Something in an experiment that could have been avoided with care
error Something in an experiment that could not have been avoided even
with care
reading error The error made when a measurement falls between the markings on
an instrument
beam balance An instrument used to measure mass
mass The amount of matter in an object
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Chapter 2: Solids, liquids and gases
A N S W E R S
2.1 The story of Robert Brown
1 Name the scientist who was the first to observe 6 Suggest a reason why pollen and fine powdered
moving pollen grains. dust move in water.
Robert Brown They are being hit by randomly moving water
particles.
2 Name the scientist who successfully explained
the observations. 7 Identify who finally used Brown’s observations
to prove the existence of atoms and molecules.
Albert Einstein
French physicist Jean-Baptiste Perrin
3 State how many years there were between the
observation, the theory and the conclusion. 8 State the name of the theory that explains
Brown’s observations.
78 years
Brownian motion
4 Describe Brown’s first explanation for the
movement of the pollen grains. 9 Explain what you think a theory is.
The grains were alive and could move themselves. A theory is an explanation or model using
what we have found out by observing and
5 Brown repeated his experiments to try to
experimenting. It can be tested and used to
disprove his first explanation. Identify the
explain and predict other natural phenomena.
materials he used to do this.
10 Summarise the theory of Brownian motion in
He used various products of organic bodies,
your own words.
even coal dust
Brownian motion is the constant movement of
particles caused by them being bumped by other
particles in air or water.
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Chapter 2: Solids, liquids and gases
A N S W E R S
2.2 States of matter
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Chapter 2: Solids, liquids and gases
A N S W E R S
2.3 Expansion graphs
1 Plot the above information on the graph below, and draw a line of best fit for each metal.
6.0
Expansion of metals
5.0
um
mini
alu
4.0
Expansion (mm)
er
pp
co
3.0
iron
2.0
1.0
0
0 10 20 30 40 50 60 70 80 90 100 110 120
Temperature (°C)
2 As with any experiment, readings are not necessarily perfectly exact. If they were exact, suggest how the
graph would have been different.
The lines would pass through each point.
3 Calculate the slope of each graph by measuring the rise and run of a section of each line of best fit.
Iron 0.025 (answers will vary), copper 0.035 (answers will vary), aluminium 0.051 (answers will vary)
4 Divide each slope by 2 to find the expansion per metre for every degree rise in temperature.
Iron 0.0125, copper 0.0175, aluminium 0.02551
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Chapter 2: Solids, liquids and gases
A N S W E R S
2.4 Density calculations
1 2 3
I N C O M P R E S S I B L E C
4 5
O B K O
6 7
C Y L I N D E R D I F F U S I O N
I M L T
8 9
M D F E O R
10
B O I L I N G R T G A
11
T F M E M B R A N E R C
12 13
L I Q U I D E L S A L T
14 15
O C C Z W L M
16 17
G N V A P O R I S A T I O N S
R T N N T C
18 19
P H A S E I D G E
20 21
O M X O E R M E R C U R Y
I S P N N A O
22 23 24
N A V S U B L I M A T I O N I
25 26 27
T N O F A T C U B I C
28 29
M O D E L L T H E R M O M E T E R O E
A U O I R E N
30
G A S M A O T D
31 32 33
S M E L T I N G P R E S S U R E S A G
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Chapter 2: Solids, liquids and gases
A N S W E R S
2.6 Sci-words
Unit 2.1: The particle model
Word Clue
model Used to explain certain behaviour
matter Anything that takes up space and has mass
phase Another word for ‘state’
solid State of matter that has a fixed shape
liquid Bonds between particles in this are weak
gas Will completely fill a container
bonds Hold particles together.
incompressible Cannot be squashed into less space
motion Brownian _______
diffusion How gases move through a room
membrane We detect smells when particles dissolve here
Key
Particle of a gas
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Answers to worksheets
A N S W E R S
3.2 Chapter 3: Mixtures
A N S W E R S
3.2 Types of mixtures wordfind
Types of mixtures wordfind
B Q T M S B C O F F E E S H R
S E M U L S I O N Z T N I A P
Z X O X Z E M O X C K F H C T
D I E P A U I A S W A E M U A
L I S U T T G T E F O A M E R
X E O M U N G O K R D B D K R
I N M L O G E F P L C S O V A
N Q O O L K O G L E I V O Y Y
B S A K N O E F R T T M L A B
H R Z J J A C I H E W R B C T
P N N E O J D Q A L T B O V S
V I N K L Z X E Q F S E H L I
N O I S N E P S U S X A D O M
P D I S I N F E C T A N T N Y
H O J E L L Y T U Y S O L F H
Wordlist
BLOOD FOAM PAINT
COFFEE FOG PETROL
COLLOID INK SMOKE
CREAM JELLY SOL
DETERGENT LEMONADE SOLUTION
DISINFECTANT MILK SUSPENSION
EMULSION MIST YARRA
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Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 3: Mixtures
A N S W E R S
3.3 Application of filtering at home
1 In the diagrams, the filtering devices have different-sized holes. Explain why the teabag has different-
sized holes to the ones in the deep fry basket.
Chips are much larger than tea leaves, so a deep fry basket does not need such small holes.
2 For each filtering device shown above, list what goes through the ‘filter’.
teabag – water and dissolved tea; sink plug hole – water; deep fry basket – fat/oil; flour sieve – flour;
colander – water; slotted spoon – water or oil; fly screen – air
3 For each filtering device shown above, list what is trapped or stopped by the ‘filter’.
teabag – tea leaves; sink plug hole – food scraps; deep fry basket – chips; flour sieve – lumps of flour;
colander – vegetables; slotted spoon – pasta or vegetables; fly screen – flies, leaves and dirt
4 Fly screen mesh could be used for other purposes. List three items that could be replaced with fly
screen mesh.
flour sieve, colander, slotted spoon
5 Order each filtering device by the size of the holes, from largest to smallest.
sink plug hole; slotted spoon, deep fry basket, colander, fly screen, flour sieve, tea bag
6 Compare the shape of the holes used to filter materials and group as irregular or regular. In the regular
group, what shapes do we find?
Irregular – sing plug hole, slotted spoon
Regular – deep fry basket, colander, fly screen, flour sieve, teabag
Square, rectangular and circles
7 Sometimes you will find small dark specks in the bottom of your teacup after using a teabag.
Describe a reason why this may occur.
The holes in the paper filter used for the tea bag are larger than the tea leaf dust. Therefore these can pass
out of the teabag into the cup.
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Chapter 3: Mixtures
A N S W E R S
3.4 Using chromatography
1 Identify the shirt maker(s) that used only one pure colour dye in their material.
Button up
2 Identify the shirt maker(s) that used a mixture of two colour dyes in their material.
Sleeveless
3 Identify the shirt maker(s) that used a mixture of four colour dyes in their material.
Big shirt and The shirt company
4 Identify the shirt maker(s) that used the same colour dye in their material as was found at the crime
scene.
Collars
5 The scientists did not use water as a solvent when they carried out their tests. Explain why they did not
use water.
The dye used is not soluble in water.
6 The students at this school also wear blue shirts. Explain how you could prove that the material found
at the scene was not from a student shirt.
Perform a chromatography test on a number of pieces from various brands of school shirts worn at the high
school and compare with the sample from the crime scene. (More able students may point out that the
suspect’s shirt could be made by the same maker as the school shirts.)
7 If the police find a suspect who owns a blue shirt that has been repaired, describe what they could do to
check whether they have caught the thief.
Remove a sample from the suspect’s shirt and test it against the sample from the crime scene.
The chromatography results from the suspect should match the sample from the crime scene.
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 3: Mixtures
A N S W E R S
3.6 Mixtures crossword
1 2
S F
3 4 5 6
E S E W A G E E M U L S I O N
7
F L U O R I D E E D A
8 9
E C O L L O I D S M
10
C A T C H M E N T M M
11 12
T S U S P E N S I O N
13
R S N A K
14 15 16
O I F I L T E R M I S T T E
S N E U
17
T S V F R O T H
18 19 20
A C O N C E N T R A T E D A C
T L I T E
21 22 23
M I X T U R E S O L U B L E M N
24
C B O U D E C A N T
25 26
S L U D G E S O L U T I O N G R
E U E N I
27
T L I M E F
28 29 30
S O L V E N T T U V
31
I P A N N I N G
32
D I S T I L L A T I O N C E
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Chapter 3: Mixtures
A N S W E R S
3.7 Sci-words
Unit 3.1: Types of mixtures
Word Clue
mixture Not a pure substance
solution Particles spread throughout a clear liquid
solute Dissolves to form a solution
solvent Used to dissolve substances
dilute Weak
concentrated Strong
soluble Will dissolve
insoluble Won’t dissolve
saturated No more substance can be dissolved in a _____ solution
suspension Settles out if left
sediment Substance that settles out
colloid Won’t settle out, but not clear
emulsion Milk is an example of one of these
foam Type of colloid with gas mixed with liquid
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Chapter 4: Cells
A N S W E R S
4.1 Cell diagrams
animal cell – see Figure 4.2.5 in Science Focus 6
plant cell – see Figure 4.2.7 in Science Focus 6
Chapter 4: Cells
A N S W E R S
4.2 Single-celled organisms
See Figure 4.3.9 in Science Focus 6
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Chapter 4: Cells
A N S W E R S
4.4 The human skeleton
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Chapter 4: Cells
A N S W E R S
4.5 Cells crossword
1 2 3 4 5
S C A N N I N G B A C T E R I A F M
T A Y L I
6
O S R E S P I R A T O R Y
7 8 9 10
M I C R O S C O P E G R
11
A Y A A I N T E S T I N E S O
T T P R L R
12 13
A O C H E A R T L
14 15
P H M C I R C U L A T O R Y
16
L L D E H T
A A I C L E
17 18 19
C S M A G N I F I C A T I O N S P O N G Y
E M Y E U R
20
L D S M R E P R O D U C T I V E
21
L O T P B
22 23 24
S Y S T E M I C C H L O R O P H Y L L
O V L A O
25 26
B R A I N E L I P P E R S H E Y O
A P T D
27 28
P H O T O S Y N T H E S I S S P E C I M E N
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Chapter 4: Cells
A N S W E R S
4.6 Sci-words
Unit 4.1: The microscope
Word Clue
microscope Used to view tiny specimens
compound Type of microscope
Janssen Father and son inventors of the microscope
Lippershey One of the inventors of the microscope
Hooke Designed a prototype of the modern microscope
eyepiece Top part of microscope
focus Do this to obtain a clear image
stage Where a specimen is placed
objective Lens just above specimen
lens Part of a microscope
clips Hold slides on the stage
mirror Used to direct light through a hole in the stage
base Bottom of the microscope
magnification Describes how large an image can be
specimen What is placed on a slide on the stage of a microscope
image What you see through a microscope
scanning The S in SEM
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Chapter 5: Heat, light and sound
A N S W E R S
5.1 Energy changes
1 Energy transformations:
a A gas oven – chemical to heat
b A computer – electrical to light and sound
c A food blender – electrical to kinetic and sound
d Opening a can of soft drink – potential to sound and kinetic
e Jumping on a trampoline – elastic to kinetic to gravitational potential etc.
f Dropping a ball – gravitational to kinetic to gravitational etc.
g A match being lit – chemical to heat and light
h A roller coaster going downhill – gravitational potential to kinetic
i A roller coaster going uphill – kinetic to gravitational potential
j A wind turbine – kinetic to electrical
k Playing a CD player – chemical (to electrical and kinetic) to sound
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Chapter 5: Heat, light and sound
A N S W E R S
5.2 Other temperature scales
1 What do you notice about the values in the Kelvin column compared to those in the Celsius and
Fahrenheit columns?
They are all positive.
2 Plot a graph of Celsius versus Fahrenheit for Celsius temperatures between –100 and 100.
Draw a straight line through the plotted points.
°F
250
200
150
100
50
°C
–100 –80 –60 –40 –20 20 40 60 80 100
–50
–100
–150
–200
–250
3 Plot a graph of Celsius versus Kelvin for Celsius temperatures between –100 and 100.
Draw a straight line through the plotted points.
K
400
350
300
250
200
150
100
50
°C
–100 –80 –60 –40 –20 20 40 60 80 100
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Chapter 5: Heat, light and sound
A N S W E R S
5.2 Other temperature scales—page 2
4
°C °F K
15 59 288
21.1 70 294.1
573 1063.4 300
12.8 55 285.8
–150 –238 123
373 703.4 100
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Chapter 5: Heat, light and sound
A N S W E R S
5.5 The sonic spectrum
1 Sound
Frequency (Hz) Intensity level (dB) Category
100 20 Inaudible
200 40 Audible
1000 60 Speech
2000 120 Pain
10 000 50 Music
20 000 30 Inaudible
500 90 Music
4000 50 Speech
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Chapter 5: Heat, light and sound
A N S W E R S
5.7 Heat, light and sound crossword
1 2 3 4
B M U M B R A
5 6 7 8
R A Y L I Q U I D S O L I D I
9 10
T S P N S M O K E
11 12 13 14
U L T R A S O N I C A E C H O L P
E C R I U E
15 16 17 18
H F C B A T D C O L U M N R
19 20
E L O F I I E I I
21 22
W A V E N I C N O N – L U M I N O U S
T C V R L C C E C
23 24
T R E V E R B E R A T E C S O
25
R I C S N O C P
26 27
A B S O R P T I O N D T H U N D E R E
D N I E D N
28
I O S C I L L O S C O P E U T
29
A I R N C C
30 31 32 33
T G S P E L T
34 35 36
I N S U L A T O R L O N G I T U D I N A L
O U S U A T G O
37
N N N N H S O N A R
38
S H A D O W E T
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Chapter 5: Heat, light and sound
A N S W E R S
5.8 Sci-words
Unit 5.1: Energy
Word Clue
work Energy has the ability to do _____
potential _____ energy is stored energy
kinetic _____ energy is moving energy
joule The unit of energy
Sun The source of all energy on Earth
conserved All energy is _____
destroyed Energy cannot be created or _____
chemical Another form of energy
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Chapter 5: Heat, light and sound
A N S W E R S
5.8 Sci-words—page 2
regular Type of reflection
incidence Angle of _____
reflected Bounced back
normal Line that meets mirror at right angles
ray _____ of light
mirror Reflects light
plane A _____ mirror has a flat surface
virtual Not real
periscope Device for seeing above eye level
lateral _____ inversion produces mirror writing
inverted Upside down or back to front
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Chapter 6: Classification
A N S W E R S
6.1 Sifting and sorting
Phylum Chordata
(includes vertebrates)
Class Reptilia
(reptiles)
Order Squamata
(scaly reptiles)
Suborder Sauria
(lizards)
Family Skincidae
(skinks)
Genus Tiliqua
(blue-tongued skinks)
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Chapter 6: Classification
A N S W E R S
6.2 Scientific naming
1 Use the above names to find the meaning of Phascolarctos cinereus. Identify the unique Australian
animal that has this scientific name.
Pouch, grey, bear. Koala.
2 Describe what you think an eriovisus might be.
Woolly sheep
3 You have just found an entomonisulcata in the garden. Explain what this is.
A digging insect
4 Propose a scientific name for a lizard with a very pointed tongue.
Acoceglossusauros
5 Propose a name for a new species of monkey that you have discovered, that only has three fingers on
each hand.
Tridactylpithecus
6 Would an Odormalusauros make a good pet? Explain your answer.
No. It is a bad-smelling lizard.
7 Explain what you think the word ‘dinosaur’ means, using the above words.
Terrible lizard
8 What would the following animal look like?
Malusodorusobesusdactylosaurus
Bad-smelling fat fingered lizard.
9 You are the discoverer of five new animals. Give a description and scientific name for each of your
animals.
Students to propose own answers.
10 Draw a diagram of one of your new animals on the following page.
Students to draw own diagram.
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Chapter 6: Classification
A N S W E R S
6.3 Sorting animals
Insects
Anemones
Segmented worms
Crustaceans
Invertebrates
Arachnids
Corals
Millipedes
Flatworms
Jellyfish
Centipedes
Jawless
Cartilaginous
Vertebrates
Placental
Bony
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Chapter 6: Classification
A N S W E R S
6.4 Classification crossword
1
B
2 3 4
C H A R A C T E R I S T I C S I V
5
L E R E P
6
A S B D R A
7 8 9
S P H O T O S Y N T H E S T I S T R
S I T C A E A
10
I R A M O
N O T R E M E X B S
F A N O O R I
11 12
I T Y E T E N A T
C I
13
C X H X O T I
A O H
14
S C
15
E N D O T H E R M I C
T N O T R R S I
16
I R R E M K S K
17
O D U T I E F E R T I L E
N A C I C L Y
18 19 20
A U T O T R O
P H E P F
21
E U N H E T E R O T R O P H
22
S P E C I E S R O L U
23
A M P H I B I A N S Y I
24
P L A C E N T A L P T
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 6: Classification
A N S W E R S
6.5 Sci-words
Unit 6.1: Being alive
Word Clue
characteristics Typical qualities of something
cellular respiration Reaction that produces energy
autotroph Produces its own food
heterotroph Feeds on other plants and animals
photosynthesis Reaction of plants to produce food
endotherm Warm-blooded animal
ectotherm Cold-blooded animal
excretion Removal of wastes
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 7: Forces
A N S W E R S
7.2 Skateboarding forces – the ollie
Questions
1 a List the four forces that are applied to the skateboard in normal riding. Include the direction of each.
Weight of the rider and board – DOWN
Force of the ground on the skateboard wheels – UP
The force moving the skateboard – FORWARD
The force of friction on the wheels – BACK
b Label these forces on the diagram above.
See Figure 7.3.6 of Science Focus 6.
2 The skateboard going at constant speed tells us something about these forces. What is it?
The forces are equal or balanced.
3 When the rear foot pushes down on the skateboard there are two forces. Name the action and the
reaction force.
Action force – back foot pushing down
Reaction force – ground exerting an upward force on the board
4 When the board starts to climb, are the forces balanced or unbalanced?
Unbalanced
5 What force is used when the front foot drags the board higher?
The force of friction
6 If both feet and the board are in contact when in the air, is there any force between them?
No – both are falling due to gravity.
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 7: Forces
A N S W E R S
7.5 Magnets
1 Draw the magnetic field lines for the following: e Around a horseshoe-shaped magnet
a Around a bar magnet
S
S N
N
2 One bar magnet is placed on the bench
b When the north pole of a bar magnet comes
standing north end up. A second mar magnet is
near the south pole of another bar magnet
placed above the first magnet, north end down.
Assume that the second magnet cannot fall off
the first. Predict what will occur.
The top magnet will ‘float’ because the two are
N S N S repelled.
3 Student research activity, various answers.
N S S N
S N N S
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 7: Forces
A N S W E R S
7.6 Forces crossword
1 2
C O M P A S S
3
L F
4 5 6
E L A S T I C O D O M A I N S
7
G P R E K
8 9 10
B A L A N C E D C O N T A C T I
R E S O D
11 12 13
F R I C T I O N M I H B
14
A A H E A T E A
15 16 17
A D L U B R I C A N T O Y S L
C E I E V I A
18
C C B N E I O N
19 20 21
E L E C T R O M A G N E T R N A L N I C O
L L A C E O E
22
E E T E N S I O N R L D
23 24
R R I U N B A L A N C E D M
A A O F S S A
25
T T N O N – C O N T A C T T T S
26
I I I P O L I S H
27
O O B U O Y A N C Y N
28
N N N E W T O N
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 7: Forces
A N S W E R S
7.7 Sci-words
Unit 7.1: Forces – what are they?
Word Clue
force It can push, pull or twist
acceleration Speeding up
deceleration Slowing down
contact A force that actually touches the object
non-contact A force that does not touch, e.g. gravity
newton The unit for force, symbol N
calibration Using a table to mark a scale correctly
elastic A material that will bounce back to shape after the force is stopped
inelastic A material that will be permanently distorted
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
This page may be photocopied for classroom use.
Chapter 7: Forces
A N S W E R S
7.7 Sci-words—page 2
Unit 7.6: Magnetic forces
Word Clue
magnetic force A non-contact force due to magnets
alloy A mixture of fused metals, e.g. steel
poles The ends of a magnet
like North/north or south/south
unlike North/south
lodestone Another name for magnetite
domains Small magnetic regions that may align and create magnetism in iron
aligned All in the same direction
electromagnet A magnet formed by an electrical current
permanent Unlikely to lose its magnetism
magnetic field Region around a magnet
compass A small magnet used to find direction
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 8: Earth and space
A N S W E R S
8.3 Sunrise, sunset
1 Estimate current sunrise and sunset times for Cape Town.
Answers will vary depending on the time of year.
2 When is the earliest Cape Town sunrise?
0715 (7.15 a.m.)
3 When is the latest Cape Town sunset?
1930 (7.30 p.m.)
4 At what time of the year are there:
a most hours of daylight each day in Cape Town?
December and January
b least hours of daylight each day in Cape Town?
June and July
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 8: Earth and space
A N S W E R S
8.5 Earth and space revision
Note: Students are required to copy the correct explanation in full to column 3.
Fact Explanation
B The Astronomical Unit is used to the distances are very large and cannot be
measure the distances between because
planets measured easily in other units.
E We can see the Moon at night because it reflects the light from the Sun.
F Mercury is hotter than Earth because it is closer to the Sun than the Earth.
I The Sun feels hotter in the summer the southern hemisphere is tilted towards the
because
months Sun in the summer.
J The Sun looks much brighter than the Sun is a lot closer to Earth than any other
because
the other stars star.
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 8: Earth and space
A N S W E R S
8.6 Sci-words
Unit 8.1: The solar system
Word Clue
Pythagoras Ancient Greek who thought the Sun orbited the Earth
Aristarchus first to place the Sun at the centre of the solar system
Galileo First to use a telescope to observe planets
geocentric Earth-centred
heliocentric Sun-centred
six Number of planets known to the ancients
Mars The red planet
Venus Hottest planet
Saturn Gas giant with an impressive ring system
Earth The water planet
Jupiter Largest planet
Neptune The ‘twin’ of Uranus
Uranus First of the ‘modern’ planets
Mercury Planet closest to the Sun
Pluto The planet found in 1930, now called a ‘dwarf planet’
asteroid The _____ belt is between Mars and Jupiter
hydrogen Gas found in the atmosphere of several planets
methane Gas that can give a planet a blue appearance
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 8: Earth and space
A N S W E R S
8.6 Sci-words—page 2
equinox Day and night are of equal length then
axis Earth spins on its _____
rotates What the Earth does on its axis
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 9: Our planet Earth
A N S W E R S
9.2 Identifying rocks
1 Description of rock sample A
Long rectangular grains, squashed.
Grains range in size from small to medium.
Two different minerals.
2 Description of rock sample B
Rounded grains, some semi-angular.
Grains in two main sizes, large and small.
All the same material.
3 Description of rock sample C
Rounded grains, all the same size, medium.
All the same material.
4 Description of rock sample D
Interlocking grains of two different shapes.
Grains in two main sizes, medium and large.
Three different minerals.
5 Which of the samples is granite and what rock type is it?
D, igneous
6 Which of the samples is sandstone and what rock type is it?
C, sedimentary
7 Which of the samples is conglomerate and what rock type is it?
B, sedimentary
8 Which of the samples is marble and what rock type is it?
A, metamorphic
9 Name and sketch the rock that didn’t appear on page 1.
Shale, diagrammatic answer required.
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 9: Our planet Earth
A N S W E R S
9.3 The soil texture triangle
100 0
90 10
80 20
70 30
clay
Pe
rc
60 40
en
ta
lay
ge
ec
sil
tag
50 50
t
sandy silty
en
clay clay
rc
Pe
40 60
foam
20 80
silt foam
10 sandy 90
foamy foam
sand sand silt
0 100
100 90 80 70 60 50 40 30 20 10 0
Percentage sand
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 9: Our planet Earth
A N S W E R S
9.4 Cloud types
8000
cirrus
cirrostratus
7000
cirrocumulus
6000
5000
altostratus
cumulonimbus
Height (m)
4000
altocumulus
3000 cumulus
stratocumulus
2000
nimbostratus
1000
stratus
fog
0
Ground level
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter review Chapter 9: Our planet Earth
9.5 Our planet Earth wordfind
A N S W E R S
J R L T T L I T H O S P H E R E O H F C F P
J E K Z S A L Y D P W G J P C Q F C C O S U
P E B X I I A J E Y H J H R G M D S M M A C
D M T Z E H Y H O P H U U G H B U A C V N M
Z M G N V X E S M K O S Y J Y P G G C S D Q
I R W G B X R U Q M T L X J S M R L S M S K
I B E V U G S L U S T R E A A O O T E S T F
K X A G R E E N H O U S E D C U R T U B O B
E I T Q L M I N E R A L S K D E A G M A N A
R G H O J F N R N U J C S S A M V K D S E U
O S E C R K Q F D S V U Z K O Z O N E A H X
S E R G Q A Q N D J W T C R I V L V M L R I
I D V Q L I G N E O U S P Y C J I L B T S T
O I C E J H V T R Y P H Z N C Z U M M O H E
N M O R D C J W V P I L L O Q L L N X I L Q
F E R L F B B R L C P A A R L Y O Y E A U G
Y N E H A R D N E S S A X T Y K G N V V G N
W T R P E T R O L O G I S T E E T A E K A E
W K S W E A T H E R I N G P N S A G R T J I
R X G I A T E C T O N I C S G A Y V A C W S
D J J O R E S M B T R O P O S P H E R E N S
Y K S J S E D I M E N T A R Y I O N F X D B
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 9: Our planet Earth
A N S W E R S
9.6 Sci-words
Unit 9.1: Our Earth
Word Clue
crust The thin layer of the Earth that we live on
asthenosphere A moving layer of molten rock on which the lithosphere shifts
outer core The layer that gives the Earth its magnetic field
inner core The layer at the centre of the Earth
poles The magnetic ‘ends’ of Earth
magnetic field The magnetic region around the Earth
cosmic shield Provided by the magnetic field of the Earth
cosmic rays Dangerous rays from the Sun
plates Slabs of the lithosphere floating on the molten mantle
convection currents Moving currents of molten rock in the mantle
theory of plate tectonics The theory that the continents and sections of the lithosphere are moving
geologist Scientist who studies rocks and the structure of the Earth
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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Chapter 9: Our planet Earth
A N S W E R S
9.6 Sci-words—page 2
Unit 9.4: Weathering and erosion
Word Clue
weathering The splitting of rocks into smaller pieces
erosion When material is carried away by wind or water
sediment The material that is carried away by erosion
physical weathering Mechanical weathering
decomposition Chemical weathering
biological weathering Caused by animals or plants
acid rain A type of rain caused by pollution
Science Focus for the United Arab Emirates Activity Book for Grade 6 Answers © Pearson Education 2008
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