Q1.

          Soil

(a)     Children put four different types of soil into funnels.

They poured 300 cm³ of water on to each soil.

They measured how much water passed through in five minutes.

Look at the picture.

Which soil allowed the least water to pass through it?

Tick ONE box.

1 mark

(b)     Clay has small particles and does not let water through easily.

Sand has larger particles and lets water through easily.

The table shows the four types of soil they tested.

Which type of soil was put in each funnel?

Complete the table by writing the letter for each funnel?

soil funnel

all clay _______

mostly clay, some sand _______

mostly sand, some clay _______

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all sand _______

1 mark

(c)     The children showed their results on a graph.

The graph shows how much water each type of soil let through in five minutes.

The children then poured 300 cm³ of water onto small stones in a funnel.

Draw a bar on the graph to predict the volume of water which will pass through the
small stones in five minutes.
1 mark

(d)     Marram grass grows in very sandy places.

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 Explain how the long roots of the marram grass help it to survive in very sandy
places.

  ......................................................................................................................

......................................................................................................................
1 mark

Q2.          Examining rocks

(a)          Paul has four pieces of rock:

 
granite            slate

sandstone      limestone

He slowly drops some water onto each rock.

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 A small amount of water soaks into some of the rocks.

Which of these words describes a rock that water soaks into?

Tick ONE box.

translucent flexible

permeable opaque

101 mark

(b)     Paul tests the rocks for hardness. He uses each rock to try to make a scratch on the
other rocks.

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 He records his results in a table.
 
Rock used Did it leave a scratch...

on slade? on limestone? on granite? on sandstone?

slade   yes no yes

limestone no   no no

granite yes yes   yes

sandstone no yes no  

Use the table to answer these questions.

Which rocks did the slate scratch?

  ......................................................................................................................
1 mark

(c)     Which rock was the hardest?

  ......................................................................................................................
1 mark

(d)     Use the information in the table to explain how you know this was the
hardest rock.

  ......................................................................................................................

......................................................................................................................

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 1 mark

Q3.          Rock pool

(a)     Some children see four living things in a rock pool.

Which ONE of these living things is a producer in a food chain?

  ......................................................................................................................
1 mark

(b)     Some sea water is trapped in the rock pool.

The water cannot drain away.

Which word best describes the rock that stops the water draining away?

Circle ONE word.

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 permeable          impermeable             rough

strong               absorbent

1 mark

Q4.          Paper Towels

(a)     Each of four children examined a different type of paper towel.

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 Decide the kind of statement all the children have made.

Tick ONE box.

a prediction a measurement

a plan an observation

1 mark

(b)     Robert and Lauren dropped water onto the four towels until they would hold not
more water.

They recorded their results in a table.

 
Type of paper towel Amount of water soaked up (cm )3

Wipa 12

Soaka 18

Moppa 9

Cleana 15

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 They are trying to find out something about the towels.

What question were the children investigating?

  ......................................................................................................................

......................................................................................................................
1 mark

(c)     What is the ONE factor they changed as they carried out their investigation?

  ......................................................................................................................
1 mark

Q5.          Acid rain

(a)     Sometimes rain mixes with pollution in the air to form acid rain.

Some children want to find out what happens when acid rain falls on rocks.

Vinegar can be used to show the effects of acid rain. The children
add vinegar to chalk rock. The pictures below show what happens.

Bubbles are produced.

Write true or false next to each sentence below.

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   The change is non-reversible.             ...............................................

The bubbles evaporate.                       ...............................................

1 mark

(b)     Write solid, liquid or gas next to each material in the table.

Material Solid, liquid or gas?

inside the bubble  

vinegar  

chalk rock  

1 mark

(c)     The children test more rocks. The table below shows their results.

 
Rock Are bubbles produced
when vinegar is added?

granite no

sandstone no

limestone yes

slate no

pumice yes

Look at these pictures of a statue. The statue is in a city that has acid rain.

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 Statue when new                      Same statue after 200 years

Use the table to name ONE rock that this statue could have been made from.

  ...............................................
1 mark

Q6.          Hardness of rocks

(a)     Jamila did a scratch test on four different types of rock to see which was the
hardest.

She used four different objects to scratch each rock.

This table shows her results:

 
Rock Was scratched by …

  fingernail coin matchstick plastic knife

marble

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sandstone

granite

talc

Which rock could Jamila’s fingernail scratch?

  ............................................…..
1 mark

(b)     Jamila worked out that granite was the hardest rock she tested.

What evidence in the table did Jamila use to find out that granite was the hardest
rock she tested?

  ..............................................................................................................……

…..................................................................................................................

3
1 mark

(c)     Use the information in the table.

Write the name of each rock in the boxes below, to show the order of the rocks from
softest to hardest.

One has been done for you.

1 mark

(d)     As Jamila was doing her test, she realised it was hard to keep her test fair.

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   Tick ONE box to show why it was hard for Jamila to keep her test fair.
 
The rocks were different The shapes of the objects were
sizes. different.

Some of the objects were It was difficult to scratch each

harder than others. rock with the same force.

1 mark

(e)     Jamila carries out some more tests on her rocks. She uses the table below to record
the new information she learns from her tests.
 
  Permeable Not permeable

Feels rough sandstone granite

Does not feel rough talc marble

Use the information from the table to write TWO new things Jamila learnt
about granite.

  1. .................................................................................................................

2. .................................................................................................................
1 mark

Q7.          Identifying rocks

          Tom has five different rocks.

          He describes their properties in the table below.

 
Hardness
Rock Colour Texture
Does a coin scratch it?

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 A black, pink, grey rough no

B white smooth yes

C black smooth no

D black rough yes

E white rough no

Write A, B, C, D or E in each box on the sorting diagram below to identify the rocks.

2 marks

Q8.          Soils

(a)     Class 6 want to find out if different soils absorb water differently.

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They push a plastic tube into some soil.
They pour water into the tube.
The height of the water is 17cm on the
ruler.

The children measure the height of the water in the tube every 10 seconds. They
repeat the test with a different type of soil.
The children draw a graph of their results.

What is the height of the water in the tube for soil B after 30 seconds?

  ...................................................... cm
1 mark

(b)     The children use the results to help write conclusions.

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 Tick ONE box to show which conclusion is correct.

Soil A is impermeable. Soil B is impermeable.

Soil A is more absorbent Soil B is more

than soil B. absorbent than soil A.

1 mark

(c)     The children separate the particles in each soil using this equipment:

                              

Name the equipment used to separate the soil particles.

  ......................................................
1 mark

(d)     The particle sizes in the soils are different.

 

Look at the results

in the pie charts.

Write true or false next to each of the following statements.

Use the pie charts to help you.

True or false?

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   Soil A has more small particles than soil B.                .......................

Soil B has more large particles than soil A.                 .......................

1 mark

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