Grade 5

Papua New Guinea

Department of Education
'FREE
ISSUE
NOT
FOR
SALE'
Issued free to schools by the Department of Education

First Edition

Published in 2020 by the Department of Education, Papua New Guinea.

© Copyright 2020, Department of Education, Papua New Guinea.

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system or transmitted by any form or by any means of electronic,
mechanical, photocopying, recording or otherwise without the prior written
permission of the publisher.

ISBN 978-9980-905-15-4

Acknowledgements
The Grade 5 National Science Textbook was developed by the Curriculum
Development Division in partnership with the Science specialists from
Japan through the Project for Improving the Quality of Mathematics and Science
Education known as QUIS-ME Project.

The Science curriculum officers, textbook writers, pilot teachers from NCD
and Central Provinces and the Subject Curriculum Group (SCG) are acknowledged
for their contribution in writing, piloting and validating this textbook.

The Curriculum Panel (CP) members, members of the Subject Advisory Committee
(SAC) and the Basic Education Board of Studies (BEBoS) are also acknowledged
for their advice, recommendation and endorsement of this Textbook.

A special acknowledgement is given to the People and the Government of

Japan for the partnership and support in funding and expertise through
Japan International Cooperation Agency (JICA) - QUIS-ME Project with
Curriculum Development Division (CDD).
 National
Science Textbook

Grade 5

Papua New Guinea

Department of Education
Dear Grade 5 Students,

I am honoured to give you my message in this National Science Textbook. The

Government of Papua New Guinea through the National Department of Education
has been giving priority to improve standards of learning in the area of Science for
many years. A big thank you to the Government and the people of Japan for the
continuous support in improving the quality of education in Papua New Guinea.

Students, this Science Textbook was developed by our very own Textbook Writers,
Pilot teachers and Curriculum officers who have worked together with the Japanese
specialists for three years to complete this Textbook. This is the first of its kind and
also the best National Textbook for Grade 5 students in PNG. Do you know why?
Because what you will learn from this textbook is comparable with international
standards.

This textbook is exciting because it contains a lot of interesting student-centred

topics and activities recommended for Grade 5 Science. The photographs,
illustrations, charts and diagrams are based on PNG contexts and are interesting
and exciting for learning. I am confident that this textbook will motivate you to
explore more about Science.

Students, Science is a very important subject because it allows you to explore

the things around you by using all your senses. You will have the opportunity to
investigate scientific problems by yourself using the Science process skills; make
predictions, test predictions and find solutions to the scientific problems.

I encourage you to be committed and to enjoy and love Science, because one
day in future you will be a very resourceful person, participating in developing and
looking after this very beautiful and resourceful country of ours and improving the
quality of living.

I wish you a happy and fun learning experience with this Grade 5 Science Textbook.

Joseph Yopyyopy, MP
Minister of Education
Greetings to Grade 5 Students of Papua New Guinea!

It is a great pleasure that the Department of Education of Papua New Guinea and
the Government of Japan have worked together to publish the national textbooks
on science for the first time.

The officers of the Curriculum Development Division of the Department of

Education made full efforts to publish this textbook with Japanese science experts.
To be good at science, you need to keep studying with this textbook. In this
textbook, you will learn many things about science with a lot of fun and interest,
and you will find it useful in your daily life. This textbook is made not only for you
but also for the future students.

You will be able to think much better and smarter if you gain more knowledge on
numbers and diagrams through learning science. I hope that this textbook will
enable you to enjoy learning science and enrich your life from now on. Papua New
Guinea has a big land mass with plenty of natural resources, and a great chance
for a better life and progress. I hope that each of you will make full use of the
knowledge you obtained and play an important role in realising such potential.

I am honoured that, through the publication of this textbook, Japan helped your
country develop science education to improve your ability, which is essential for the
future of Papua New Guinea. I sincerely hope that, through the teamwork between
your country and Japan, our friendship will last forever.

Satoshi Nakajima
Ambassador of Japan to Papua New Guinea
Dear students,

This is your Science Textbook that you will use in Grade 5. It contains a lot of very
interesting and enjoyable activities that you will be learning in your daily Science
lessons.

In our everyday lives, we come across many situations such as the use of electric
circuits in different appliances, food rotting, iron rusting and the list goes on. These
situations are real and they contribute to the way we live. By learning Science using
this textbook, it will help to address such real-life problems.

This Textbook provides a variety of enjoyable and interesting science activities

and ideas. It provides the opportunity for the learner to learn together with the
class or as an independent learner. The activities are designed in a way that a
scientific problem is identified and the learner will have to solve the problem using
the different scientific skills like making predictions, measuring, recording data
and communicating the results. These are the important skills needed in order to
understand the concepts of the lessons. The use of science process skills will help
you to make decisions that will benefit you, your family, your community, your
province and the country to improve the standard of living in the 21st Century and
beyond.

I encourage you to enjoy learning Science and use the scientific knowledge learned
to solve problems and issues that are encountered in the community and country
today.

I wish you all the best in studying Science using this Textbook.
 Content
Chapter 1 . Energy in Food
❶ .1. Energy from Food ....................................... 11

Chapter 2 . Force and Machine

❷ .1. Change in Motion ......................................... 23
❷ .2. Regularity of Levers ..................................... 29

Chapter 3 . Weather and Seasons

❸ .1. Observing Clouds ........................................ 41
❸ .2. Seasons ....................................................... 47

Chapter 4 . New Matter

❹ .1. Common Chemical Changes ....................... 57

Chapter 5 . Three States of Matter

❺ .1. Properties of Three States of Matter............. 69

Chapter 6 . Reproduction and Heredity in Animals

❻ .1. Reproduction and Heredity .......................... 83

6
Chapter 7. Electricity 2
❼ .1. Electrical Circuit ........................................... 97

Chapter 8 . Rocks, Minerals and Fossils

❽ .1. Rocks and Minerals ................................... 113
❽ .2. Fossils ........................................................ 123

Chapter 9 . Habitat and Adaptation

❾ .1. Habitats ...................................................... 133
❾ .2. Adaptations ................................................ 147

Chapter 10 . Plants Growth

.1. Needs for Seed Germination ..................... 163
.2. Needs for Plant Growth .............................. 173

Chapter 11 . Heat
.1. Properties of Heat ...................................... 185
.2. Heat Transfer .............................................. 195

Life
Strand Physical Science
Earth and Space

7
 How to learn SCIENCE
 Wonder or Question
1 • Look carefully at things in nature around
you and things in your daily life.
• Realise things that you wonder about.
• Identify the key question in the lesson.

 Research
2 • Guess what will happen at the end of the
activity.
• Understand the steps of the activity.
• Observe or conduct experiments in the activity.
• Record the result in your exercise book.
• Check if the result is the same with your guess.
• What do you find from the observation or experiment?

Symbols in this textbook

Each symbol gives you an attention about:
: Key question of the lesson.
: Activity that you will try.
: Discussion question with your classmates.
: Caution and warning.
: Try it!
8
with this Textbook
Learn about nature, learn from nature
 Findings
3 • Present and share your findings with
your classmates.
• Discuss with your classmates to make
sure if your findings are correct.
• Make conclusion to the key question.

 Summary
4 • Read the textbook and confirm
what you learnt in the lesson.
• Summarise what you did in the
lesson.
• Let’s try to use things you learnt
in your daily life.

Friends learning together with you Enjoy SCIENCE with us!!

Friends learning together in this textbook

Mero Naiko Sare Gawi

Kekeni Ambai Vavi Yamo

9
 Chapter 1

Energy in Food

We learnt that living What is the relationship

things depend on other between the crocodile and
living things in the the fish?
environment.

10
1. ❶ Energy from Food

Lesson 1 Source of Energy in Food

All living things need food. Food provides them with energy. Where
does the energy in food come from?

What is the source of energy in food?

Activity : Finding the source of energy

in food
What to Do:
What types of
1. Study the pictures below. A girl is drinking a
energy are there
glass of milk and is getting energy from the milk. around us?
2. Think about the following questions:
(1) Where does energy in the milk come from?
(2) Where does a cow get its energy from?
(3) Where does the grass get energy from?
3. Share your ideas with your classmates. Discuss where the
energy in food comes from.
Do you remember what
plants need in order to grow?
Water, nutrients and …?

11
 Summary
Our food comes from plants. It is
not only human beings who depend
on plants directly or indirectly to get
energy, but other animals too.
The Sun provides light and heat energy
Almost all energy on Earth comes from the Sun.
to the Earth. Almost all energy
on Earth comes from the Sun.
Leaves
Energy that comes from the Sun
make food
is called solar energy.
Plants do not eat food like Light
energy
animals. Plants make their own
Carbon
food by using water, carbon dioxide
dioxide and light energy from
the Sun. Carbon dioxide is
a colourless and odourless gas
produced by people or animals
Water
breathing out.
Plants use some energy in the Plants make food by using water,
carbon dioxide and light energy.
food they make to
survive and grow.
Some are stored in
the roots, stems and
leaves.
Animals cannot
make food like A lion eats a zebra.
plants. They must
eat food in order to A horse eats plants.
get energy. Some animals get energy by eating plants as food.
Some animals eat other animals that eat plants.
Plants get energy from the Sun. Some animals eat plants or animals as food
to get energy. The source of energy in food comes from the Sun.

12
Lesson 2 Food Chains
Plants make food by using sunlight. Animals eat the plants to get
energy. How do living things depend on each other to get energy in
nature?

How does energy flow through food?

Activity : Eat and eaten by

What to Do:
1. Draw a diagram like the one shown below.

eaten eaten eaten

by by by

2. Study the picture below and write the name of a living thing in the box,
in the order of which living thing is eaten by another living thing.
3. Share your ideas with your classmates. Discuss how living things
depend on each other and how energy is transferred in living things.

Which living thing

is eaten by which
living thing?

13
 Result
We found out that grass is eaten by the grasshopper. The grasshopper is
eaten by the frog and the frog is eaten by the snake. The arrow means “is
eaten by”.

Grass Grasshopper Frog Snake

Energy in food is transferred from the grass, to the grasshopper, to the frog
and to the snake.
How many examples of
food chains can you give?
Summary
Plants and animals are linked by the energy they need. For example, plants
are eaten by insects. The insects are eaten by frogs and then finally the frogs
are eaten by snakes. At each link, energy is being transferred from plants to
animals. The path of food energy from the plants to animals is called a food
chain. In a food chain, the energy flow begins with the Sun because plants
get their energy by converting solar energy into food. Food chains only go in
one direction. The arrow shows the direction of energy flow.

Owl

Light Energy

Frog
Flower snake
Caterpillar

14
Lesson 3 Food Webs
A food chain only shows one path of food energy from plants to
animals but an environment contains many different types of living
things.

How do living things in an environment

interact with each other?

Activity : Who eats what?

What to Do: How is it different

1. Study the diagram below. Draw arrows to show from a food chain?

how one living thing is consumed by another

living thing.
2. Share your ideas with your classmates. Discuss how one living
thing is interconnected with other living things.

15
 Summary
Most plants and animals are part of several food chains. For example, plants
may be eaten by a caterpillar, a cow or some other animals. Snakes may
eat a rat, a frog or some other animals. To represent these relationships we
use a food web. A food web is made up of several food chains linked to
each other. A food web shows how plants and animals are interrelated in
an environment. It also shows how different food chains interact with one
another and overlap.

Rat
Owl
Snake

Grass Grasshopper Frog

The food web shows the plant and animals that interact with one another in an environment.

An energy pyramid shows the flow of energy from one level to another.
Energy flows from the bottom to
Level 4: Animals
the top level of the pyramid. Only that eat animals
about 10 percent of the energy is
Level 3: Animals
transferred to the next level. that eat animals
Plants make up the base of the eating plants

energy pyramid. The higher we

Level 2: Animals
go up the pyramid, the amount of that eat plants
energy available for use is less
and the population of living things
Level 1: Plants
or organisms decreases.

Energy pyramid
16
 m ary
Sum
and
e
Summary 1.1 Energy from food
Ex ercis

Sources of Energy in Food

Food provides energy to all living things on the Earth.

The Sun provides light and heat energy to the Earth.

Plants do not eat food like animals do, but make their own food by using water,
carbon dioxide and light energy from the Sun.

Plants provide food directly or indirectly to animals and humans.

Animals cannot make food like plants do, so they eat other animals and plants to
get energy.

Food Chain
A food chain is the path of food energy from plants to animals.
For example, plants are eaten by insects. The insects are eaten by frogs and
then finally the frogs are eaten by snakes.

Grass Grasshopper Frog Snake

In a food chain, the path of energy begins with the sun because plants get their
energy by converting light energy into food.

Food Web
A food web is made up of several
food chains linked to each other.

A food web shows how plants

and animals are interrelated in an
environment. It also shows how
different food chains interact with
one another.
17
 mary
Sum
and
e
Exercise 1.1 Energy from food
Ex ercis

Q1. Complete each sentence with the correct word.

(1) Food provides ___________ for all living things.
(2) Plants get energy from the ____________.
(3) The path of food energy from plants to animals is a _________ _________.
(4) A ________ _________shows how plants and animals are interrelated in an
environment.

Q2. Choose the letter with the correct answer.

(1) According to the diagram, what does the frog feed on?
A. Grass
B. Grasshopper
C. Snake
D. Snake and grass

(2) Which of the following is not the correct explanation

about an energy pyramid?
A. Plants make up the base of the pyramid.
B. The animals on higher levels are less in population.
C. Energy flows from the bottom to the top level of
the pyramid.
D. Snakes are at the bottom level of the pyramid.

Q3. Draw arrows to show the flow of energy in the food chain.

Small birds

Hibiscus Eagle

Butterfly Frog

Q4. What is the difference between a food chain and a food web?

18
 Chapter 1
Science Extras

What happens if an organism was removed

from a food chain?
If this was a food chain in an environment, where plants are eaten by
grasshoppers and the grasshoppers are eaten by frogs and the frogs are
eaten by snakes.

If frogs were to die because of some diseases caused by some pollution,

there would be an increase in the amount of grasshoppers feeding on the
producer or green plants.
This would cause a major problem because grasshoppers would be out of
control. They would eat plants and the number of plants which are the basis
of the food chain would severely decrease.
On the other hand there would be an effect on the consumers of frogs which
are the snakes. They would lose an organism that they feed on which can
cause their numbers to decrease.
In other cases there may be several interacting food chains in the
environment where there are also other predators like birds. They would feed
on grasshoppers but in such case if an organism primarily eats one type of
organism which is the food source. They would die off and this would lead to
the extinction of the consumer of the organism.

19
 Chapter Test

1. Energy in Food
Q1 Complete each sentence with the correct word.
(1) The Sun provides light and _________ energy to Earth.
(2) Plants make their own food by using water, _______ _______ and
light energy from the Sun.
(3) The flow of energy from one level to another is shown as a
______ ______ in which the energy flows from the bottom to the
top.
(4) A ________ ________ is made up of several food chains linked to
each other.

Q2 Choose the letter with the correct answer.

(1) In a food chain where do plants get the energy from?
A. Solar energy
B. Animals
C. Insects
D. Other plants
(2) Study the pyramid on the right and identify
which statement is true about it.
A. The energy flows from the top to the bottom
level of the pyramid
B. Only 10% of the energy is transferred to the
next level.
C. Animals make up the base of the pyramid.
D. Plants make up the top of the pyramid.
(3) Which part of the plant makes food for the plant?
A. Root
B. Stem
C. Leaves
D. Flower
(4) Which of the following shows a correct food chain?
A. peanut rat snake
B. grass snake eagle
C. peanut eagle grasshopper
D. grass snake grasshopper
20
Q3 Study the food web below and answer the following questions.

Owl
Rat
Snake

Grassphopper Small bird

(1) Which organism eats the snake?

________________
(2) Which organism in the picture would have the largest population?
________________
(3) Which organism in the picture would have the smallest population?
________________
(4) If you are to represent the organisms in the picture as an energy
pyramid, what organism would be at the top of the pyramid?
________________

Q4 The picture on the right shows a food chain

where a grasshopper feeds on the grass, a
frog feeds on the grasshopper and a snake
feeds on the frog.

What would happen to the population of

grasshopper and snake if all the frogs in
the area were killed by chemicals? Write
the answer with your reason.
Grasshopper:__________________________________________
__________________________________________
__________________________________________
Snake:________________________________________________
________________________________________________
________________________________________________
21
 Chapter 2

Force and
Machine

The crane is moving. We

learnt that the motion of
an object can be described The crane has a long
by its distance, speed and arm on the right side.
direction. How does the crane
keep its balance?

22
2. ❶ Change in Motion

Lesson 1 Change in Speed

A force can change the speed of an object. How does the speed of
an object change when a force is applied?

How does an applied force change the speed

of an object?

Activity : Measuring a motion on an

inclined plane
What We Need: The force that pulls
2 m rain water gutter, marble, stopwatch, objects toward the Earth’s
centre is called gravity.
books to stack, ruler
What to Do:
1. Draw a table like the
one shown below.
Distance (cm) Distance (cm) Avg.distance
Time (sec.) Speed (cm/sec)
trial 1 trial 2 (cm)
1
2
3
2. Set one side of the gutter on the stacked books to create a ramp.
3. Release the marble from 0 cm and start
your stopwatch. Mark the position where the Distance

marble reaches for 1 second. Measure the

distance and record it in the table.
4. Repeat Step 3. Then take the average of the
two distances.
5. Repeat Steps 3 and 4 for 2 seconds and
3 seconds.
6. Calculate the speed of the marble at 1, 2 and 3 seconds.
7. Share your results with your classmate.
23
 Result
We found out that as the marble rolled down the ramp, it speeds up.
Example: Results of activity
Distance (cm) Distance (cm) Avg. Distance
Time (sec.) Speed (cm/sec)
trial 1 trial 2 (cm)
1 19 21 20 20
2 82 78 80 40
3 185 175 180 60

Discussion

Think about the following questions based on your results.

1. What type of force is exerted on the rolling marble?
2. How does the speed of the marble change when the force was applied?

Summary
A force can cause an object to speed up (accelerate) or slow down
(decelerate). For example, gravity is the force that pulls one object toward
another. When the marble rolls down the ramp, the force (gravity) is always
exerted on the rolling marble. As the marble rolls down, it speeds up or
increases speed (accelerate).
0 cm/sec 20 cm/sec 40 cm/sec 60 cm/sec

A marble increases speed as it rolls down the ramp.

Friction is also a kind of force. Friction happens when two surfaces of

objects rub against each other. When a ball is rolling on the ground, the force
(friction) acts in the opposite direction to the movement of the rolling ball.
The ball then decreases speed (decelerate) and finally stops.
3 m/s 1.5 m/s 0 m/s
Friction Friction

24 A friction makes a moving ball slow down.

Lesson 2 Change in Direction
A force can cause an object to speed up or slow down. What would
happen to the direction of a moving object when a force is applied to it?

How does a force change the direction of a

moving object?

Activity : Throwing a ball up straight

What We Need: Let’s observe the change in

a ball the direction of the ball when
you throw it up straight.
What to Do:
1. Draw a table like the one shown below.

How does it change?

Your prediction Your observation
Speed
Direction
2. Predict how the speed and the direction of the
ball change when you throw it up straight into
the air.
3. Throw the ball up straight in the air. Observe
how the speed and the direction of the ball
changes. Record your observations in the table.
4. Share your observations with your classmate.
Discuss how a force changes the direction of
an object in motion.

What types of force are

exerted on the ball?

25
 Result
We found out that as a ball went up in the air, the ball slowed down and its
direction was upward. And then the ball stopped in the air. After that, the ball
speeded up and its direction was downward as it fell toward the ground.
Example: Results of activity
How does it change?
The speed decreases when the ball goes up. Then it stops (Speed is 0). And
Speed
then the speed increases.
The direction is upward when the ball goes up. The direction is downwards
Direction
when the ball falls towards the ground.

Discussion

Think about the following questions based on your results.

1. What type of force was exerted on the ball after throwing it?
2. How does the direction of the ball change when the force was applied?
Gravity pulls Upwards
a ball towards
Summary the ground.

Throw a
A force can make a moving ball up.
object change direction. When
Downwards
we throw the ball up in the air,
its direction is upward.
But the gravity changes the
direction of the ball to be
Gravity changes the
downwards and the ball falls to A soccer player changes direction of a ball.
the ball's direction by
the ground. kicking the ball.

A good soccer player can control

the motion of a soccer ball by
applying a force that changes the
ball s direction.
If we have a yoyo tied to a thread
and we just spin it in a circle, the
direction of the yoyo changes.
26 A spinning yoyo tied to a thread changes direction.
 m ary
Sum
and
e
Summary 2.1 Change in Motion
Exercis

Change in Speed
A force can cause a moving object to speed up (accelerate) or slow down
(decelerate).

Gravity is a force that pulls one object towards another object.

As an object rolls down a ramp, it increases speed due to gravity.
Friction is a force that happens when two surfaces of two objects rub against
each other.

Friction always acts in the opposite direction of the moving object. When an
ob ect is rolling on the ground, the ob ect decreases speed and finally stops due
to friction.
Ball at speed Ball decreases speed Ball at rest

Friction occurs and acts in the opposite direction of the moving ball.

Change in Direction
2. Gravity changes the
A force can make a moving object change direction. direction of the ball towards
the ground.
Gravity changes the direction of the
ball moving upward to downward. 1. The Ball goes
upward but gravity
A soccer player can control the also pulls on it.
motion of the ball by applying
a force that changes the ball s
direction.
3. Gravity pulls the Throw a ball up.
ball towards the
ground.

27
 mary
Sum
and
e
Exercise 2.1 Change in Motion
Ex ercis

Q1. Complete each sentence with the correct word.

(1) The force that pulls one object towards another is called ___________.
(2) Force that happens when two surfaces rub against each other is called
__________.

Q2. Choose the letter with the correct answer.

(1) What happens when the marble rolls down a ramp?
A. It accelerates in speed.
B. It decelerates in speed.
C. Its speed remains the same.
D. It decreases the speed.
(2) Which sentence is true when we throw a ball into the air?
A. The ball does not change its direction when thrown in the air.
B. The ball decreases speed as it falls back to the ground.
C. The speed of the ball is the same when it was thrown in the air.
D. The ball changes direction when gravity acts on it and falls downwards.

Q3. Study the picture and answer the question.

(i) (ii) (iii)

The ball was rolling on the rough ground at position (i) and finally stopped its
motion at position (iii). How can you describe the motion of the ball from position
(i) to (iii)?

Q4. Mero measured the speed of a moving car every 5 Time (sec.) Speed (m/s)
seconds. Look at his record shown in the table on 5 10
the right. Identify whether the car accelerated or 10 20

decelerated and explain the reason of you answer. 15 30

28
2. ❷ Regularity of Levers

Lesson 1 Lifting a Load Using a

Lever: 1
A lever is a simple machine that makes an object move with less
force. How can we lift a heavy sand bag with a lever?

How can we lift an object by using a lever with

less force?

Activity : Find ways to lift the sand bag

easily using a lever
What We Need:
pole (1.5 - 3 m long), plastic bag with
sand, a piece of wood, stool
What to Do:
1. Draw a table like the one on Position you Amount of force to lift the sand
the right in your exercise book. applied the force bag (small, medium or large)
A
2. Set up the pole on the piece of
B
wood. Hang the sand bag on C
one side of the pole as shown Don’t change the distance
from the fulcrum.
in the picture. The distance
from the fulcrum to the sand
A B C
bag should not be changed.
3. Apply force on position A to A piece of wood
lift the sand bag. (a fulcrum)

4. Record how you felt about the

amount of force needed to lift the sand To avoid injury, do not release your

bag.
hands from the pole suddenly!

5. Repeat Steps 3 and 4 by applying force at positions B and C.

6. Share your results with your classmates. Discuss the relationship
between the distance from the fulcrum and the amount of force applied
to lift the sand bag. 29
 Result
We found out that a larger force was needed to lift the sand bag at position
A but less force was applied to lift the sand bag at position C when the
distance from the fulcrum to the sand bag did Position you Amount of force to
not change. applied the force lift the sand bag
A Large
B Medium
C Small
A B C

Fulcrum What do you understand

about the characteristics of
a lever from these results?

Summary
A lever can make our work
Load Effort
easier. An effort is the
force applied to a machine Fulcrum

to do work. A load is the

Load, effort and fulcrum of a Lever
force applied on the lever
by the object to be lifted. Relationship between distance
Amount of force as an of applied force and load
effort required to lift an
Shorter distance from the fulcrum to effort point.
object depends on its
distance from the fulcrum.
If effort is applied at a Larger force is
longer distance from the required to lift the
object.
fulcrum, the object is able
to be lifted with less effort.
Longer distance from the fulcrum to effort point.

Smaller force is
required to lift the
object.

30
Lesson 2 Lifting a Load Using a
Lever: 2
We can move an object with less force by applying the force at a
longer distance from the fulcrum of a lever. What is another way to lift
an object with less force?

How does the distance from a fulcrum to a

load affect an effort?

Activity : Changing distance from

fulcrum to a load
What We Need:
pole (1.5 - 2 m long), sand bag as
a load, stool, piece of wood as a
fulcrum
What to Do:
Amount of applied force to lift
1. Draw a table like the one on Position of
the sand bag
a sand bag
the right in your exercise book. Prediction Result
A
2. Write your prediction to
B
describe the strength of the C
applied force when the
Don’t change the distance
sand bag is lifted at each from the fulcrum.
position.
C B A
3. Set up the pole on a piece
of wood. A piece of wood
(a fulcrum)
4. Hang a sand bag on
position A. Apply force to lift
To avoid injury, do not release
the sand bag. your hands from the pole.
5. The place where you apply force should
not be changed. Record how you feel about the In which position
was the sand bag
amount of applied force to lift the sand bag in the
easier to lift?
table.
6. Repeat Steps 3 and 4 by changing the positions of the sand
bag from A to B and C.
7. Share your results with your classmates. Discuss how the
distance from a fulcrum to a load affects the effort. 31
 Result
We found out that in position A, a smaller force was needed to lift the sand
bag when the distance from the fulcrum to the effort did not change. But at
position C, a larger force was applied to lift the sand bag when the distance
from the fulcrum to the effort did not change.
Position of the Amount of force to
sand bag lift the sand bag
A Small
C B A
B Middle
C Large
Fulcrum Effort

Relationship between Distance of

Load and Applied Force
Summary Longer distance from fulcrum to the point of object

The amount of force

required to lift an object
depends on the distance Larger force is
from the fulcrum to the required to lift
the object.
position of the object. If
the object is placed at a Shorter distance from fulcrum to the point of object

shorter distance from the

fulcrum, the object would
be able to be lifted with Smaller force is
required to lift the
less effort. object.
As shown in the picture on
the right, we can balance
the lever by hanging
another sand bag instead
of the force applied by your
hand. The amount of force
can be also expressed by
the weight of an object.

The amount of force can be expressed by the

weight of an object.
32
Lesson 3 Law of Lever to Balance
Look at the picture on the right. The lever is
balanced. What will happen if the position of the
weights change?

How can we balance a lever?

Activity : Finding the rule to make a

lever balance
What We Need:
30 cm ruler, 7 bulldog clips, 2 paper clips, 8 one kina coins, pen
What to Do:
1. Make a lever by putting a
bulldog clip at the centre
of the ruler as shown in the Do not move the

picture on the right. coins hung on

the left arm.
2. Put other bulldog clips on
both ends at 5 cm, 10 cm and 15 cm from the centre. Check if the lever
is balanced. Label each clip as shown in the picture.
3. Draw a table like the one below in your exercise book.
Left arm Right arm
Distance from the fulcrum 3 1 2 3
Number of coins 2

4. Hang two one kina coins on the left arm on Let's read 'how
distance 3. to make a beam
5. Try to balance the lever by adding a one kina balance' in
Science Toolbox.
coin every time on the right arm on distance 1.
Record the number of one kina coins on the right arm to
balance the lever in the table.
6. Repeat Step 5 for distances 2 and 3 on the
Can you find a
right arm. rule to make a
7. Share your results with your classmates. lever balanced?

33
 Result
Left arm Right arm
Distance from
We found out that when we 3 1 2 3
the fulcrum
hung 6 coins at distance 1, 3 as weight 2 6 3 2

coins at distance 2 and 2 coins at distance 3 on the right arm, the lever was
balanced, when we hung 2 coins at distance 3 on the left arm.

Discussion

Based on your results, think about the following question.

. h t re t onsh p n yo n between the st n e from the f r m n the
numbers of coins on the left and the right arm to make the lever balanced?
The sum of the numbers of
coins and the distance on
left arm (2+3=5) and the
right arm (1+6=7) are not How about multiplying the
equal! numbers of coins by the
distance from the fulcrum of
the lever like….
Left arm: 3 x 2 = 6
Right arm: ????
Summary
A lever is balanced when the product of weights and distance from the
fulcrum on the left is equal to the product of weights and distance from the
fulcrum on the right arm.
Distance = 2 Distance = 1

Left arm Right arm

Distance x Weight Distance x Weight
2x1=2 Weight = 1 Weight = 2 1x2=2

Left arm
Distance x Weight = Right arm
Distance x Weight

A lever is balanced
34
 m ary
Sum
and
e
Summary 2.2 Regularity of Levers
Ex ercis

Lifting Load by Using Lever

A lever is a simple machine that makes an object move with less force.

The effort is the amount of force applied.

The load is the force applied on the lever by the object to be lifted.

Lifting Load with Less Effort

The amount of force required to Distance of the effort from the fulcrum is longer
lift an object depends on;
1. The distance from the fulcrum
to the effort.
Lesser effort is needed to lift
the load, when the effort is
Smaller force is needed
applied further away from the
fulcrum.
2. The distance from the fulcrum Distance of the load from the fulcrum is shorter

to the load.
Lesser effort is needed to lift
the load, when the object is
placed at a shorter distance
from the fulcrum. Smaller force is needed

Balancing the Lever

Distance 2 Distance 1
A lever is balanced
when the product of the
weight and distance
from the fulcrum on the
Weight 1 Weight 2
left arm is the same
as the one on the right
Left lever Right lever
arm. Distance x Weight Lever is Distance x Weight
2x1=2 balanced 1x2=2

35
 mary
Sum
and
e
Exercise 2.2 Regularity of Levers
Ex ercis

Q1. Complete each sentence with the correct word.

(1) A simple machine consisting of an arm with a fulcrum is called a
___________.
(2) The force applied to a machine to do work is called an __________.
(3) The force applied on the lever by the object to be lifted is called a
__________.

Q2. Choose the letter with the correct answer.

(1) Which position of the load on
the lever would require less
C B A
force to lift the object ?
(2) Which position of the load on
Fulcrum
the lever would require more
force to lift the object?

Q3. Answer the following questions.

Left arm Right arm
Distance from the centre 4 1 2 3 4
Number of coins
2
(K1.00 coin)
(1) How many one kina coins would be hung on distance 1 of the right arm to
balance the lever?
(2) Four one kina coins were hung on the right arm of the lever. At which distance
were the four one kina coins hung to balance the lever?

Q4. Study the picture on the right. A girl

and younger boy are playing on a
see-saw. The see-saw is balanced.
What did the boy and the girl do to
balance the see-saw?

36
 Chapter 2
Science Extras

LEVERS IN OUR BODY

evers can be identified by the way the oint and muscles attached to the
bone are arranged.

Skull and neck - Nodding your head

The place where your skull meets the top of your spine is fulcrum. Your skull
is the lever arm and the neck muscles at the back of the skull provide the
force (effort) to lift your head up against the weight of the head (load). When
the neck muscles relax, your head nods forward.

Tip toes - Standing on tip toes

The fulcrum is at your toe joints and your foot acts as a lever arm. Your
calf muscles and achilles tendon provide the effort when the calf muscle
contracts. The load is your body weight and is lifted by the effort (muscle
contraction).

Bent arm – Bending your arm

The fulcrum is at the elbow and the forearm acts as the lever arm. The
biceps muscle provides the effort (force) and bends the forearm against the
weight of the forearm and any weight that the hand might be holding.

Biceps Biceps

Fulcrum

Fulcrum
A straightened arm A bent arm

37
 Chapter Test

2. Force and Machine

Q1 Complete each sentence with the correct word.
(1) A force can cause an object to __________ up or slow down.
(2) A force can make a moving object change its __________ and
_________.
(3) A force that slows down the movement of an object between two
surfaces that touch each other is called _________.
(4) To ___________ means that the motion of an object speeds up.

Q2 Choose the letter with the correct answer.

(1) What happens to the speed of an object as it rolls down a slope?
The speed of the object
A. remains the same.
B. increases.
C. decreases.
D. decreases then speeds up.

(2) The lever shown below is balanced. The distance from load A to
the fulcrum and the distance from load B to the fulcrum are same.
Which of the following is true about the diagram?

A B

A. A is heavier than B.
B. A is lighter than B.
C. A and B have different weights.
D. A and B have the same weights.

(3) What is the best reason to explain why a ball comes to a stop after
rolling for some time?
A. Because there is no force acting on the ball.
B. Because the ball ran out of force to continue rolling.
C. Because the force of gravity is pulling the ball backwards.
D. Because of the friction force acting between the ball and the ground.
38
Q3 (1) Study the diagram below.
The ball is moving in the direction to the right. It is decelerating due
to friction and will come to a stop. In which direction is the friction
force acting on the rolling ball?
___________________

(2) If a 4 kg weight was placed on the left arm at a distance of 4 m from

the fulcrum:
Left arm Right arm

4m

4 kg

(i) What is the product of the weight and distance on the left arm of the
lever? (Ignore its units)
____________________
(ii) The lever is balanced when the other weight is hanging on the right
arm at the distance of 2 m from the fulcrum. Calculate what would
be the amount of weight on the right arm?
Your calculation: ________________________________________
________________________________________
Answer: __________ kg

Q4 Kolo wanted to carry a bag of fruits but he

struggled to balance the bag on the pole on
his shoulder. What must he do to be able to
carry the bag on the pole on his shoulder?
_____________________________________
_____________________________________
________________________________________________________
________________________________________________________
________________________________________________________

39
 Chapter 3

Weather and
Seasons

We learnt that weather

can be measured by the
weather conditions such as
Are the shapes of clouds
temperature, precipitation
always the same?
and clouds.

40
3. ❶ Observing Clouds

Lesson 1 Types of Clouds

Look at the sky! We see clouds almost every day. Sometimes clouds
are white and puffy. Sometimes they are dark and cover the entire sky.

What types of clouds can be observed?

Activity : Observing clouds

What to Do: Can you find

1. Go out of the classroom and observe the clouds in the sky. different types
of clouds?
2. Sketch the clouds in your exercise book.
3. Record the characteristics of clouds such as colour, size,
shape and altitude.
4. Share your observations with your classmates. Discuss the
types of clouds and their characteristics.

Date:
How do clouds look Sketch
like? How are they
similar or different?
Where are they formed?

Characteristics of Clouds:

41
 Summary
A cloud is made of water droplets or ice crystals floating in the sky. Clouds
are classified by where they are formed in the sky. There are ten different
types of clouds.
Where clouds are formed in the sky. Types of Clouds
High Level Cirrus, Cirrocumulus, Cirrostratus
Middle Level Altocumulus, Altostratus, Nimbostratus
Low Level Stratocumulus, Stratus, Cumulus
Range from Low to High Level Cumulonimbus

The diagram below shows where different types of clouds are formed in the
sky and their characteristics.
Cirrus
Cirrostratus ooks, feathers, bands or
Transparent milky Cirrus patches with silky shimmer.
or fibrous veil, They appear during good
casts shadow, weather.
produces halo.
Cirrocumulus
Cirrocumulus
Altostratus
Thin, pure white fields
Smooth, e tensive Cirrostratus of small grains or
layer; casts no
ripples at a high level.
shadow, even if
Sun or Moon is
Altocumulus
recognisable as a
Altocumulus hite or grey
blurred dot. Altostratus
patches, sheets or
structured layer with
Nimbostratus
undulations or rolls.
Dark rain cloud or
bright snow cloud.
Usually continuous Cumulonimbus
rain, snow or ice uge cloud tower, sometimes
pellets. Nimbostratus with anvil. Thunderstorm with
heavy rain possible.
Cumulus
Isolated, puffy cloud Cumulonimbus
with sharp outlines.
Cumulus
Stratocumulus
Stratocumulus
rey or whitish fields, Stratus
rolls or bundle, with rey whitish low layer,
rounded edges, at Stratus sometimes with drizzle
low level. egularly or snow grains. If Sun
arranged elements. or oon is visible its
outline is clear.

42
Lesson 2 Weather Forecast
eather changes from day to day. It also changes throughout a day.
eather can be forecasted based on the cloud condition. Weather
forecast predicts the upcoming weather.

How can we forecast weather?

Activity : Weather and clouds

What to Do: Do you remember

the types of clouds?
1. Go out of the classroom and observe
the sky on a sunny day and on a rainy day.
2. Sketch the clouds you observed in your exercise book.
3. Identify and name the types of clouds that you observed.
4. Share your observations with your classmates. Discuss the relationship
between the types of clouds and the weather.

Clear sky Cloudy sky

43
 Summary
Clouds can help us to predict the weather. hen we observe clouds, we can
forecast the weather in the hours and days ahead. The types of clouds tell us
about the weather. The table below describes the types of clouds that may
cause bad weather such as rain, strong wind and lightning.

Cirrus: Cirrocumulus:
Cirrus clouds can indicate that a change in the storm may come. In tropical regions, that
weather will occur within 2 or 3 days. could be a hurricane.

Cirrostratus: Altostratus:
Cirrostratus clouds usually come 12-24 hours Altostratus clouds often form ahead of
before a rainstorm. continuous rain.

Nimbostratus: Cumulonimbus:
They often produce light to moderate rain. These clouds mean thunderstorms, including
ain can be long lasting. lightning and heavy rain.

Try it!
Do you know of any
traditional ways to
et s observe clouds to forecast the weather?
forecast tomorrow s weather
based on the types of
clouds using the information
in the table above.

44
 m ary
Sum
and
e
Summary 3.1 Observing Clouds
Ex ercis

Cirrus
Types of Clouds
Cirrocumulus
A cloud is made of water droplets or
ice crystals floating in the sky. Cirrostratus

There are ten different types of

Altocumulus
clouds. Altostratus

Different types of clouds are located

at different altitudes in the sky.
Nimbostratus

Cumulonimbus

Cumulus
Stratocumulus

Stratus

Weather Forecast
eather forecast predicts the upcoming weather.
Clouds can help us predict the weather.
hen we observe the clouds, we would forecast the weather in the hours and
days ahead.
The types of clouds tell us about the weather.
- Cirrus clouds can indicate that a change in the weather will occur within or 3
days.
- Cirrocumulus clouds suggest that a storm may come. In tropical regions, that
could be a hurricane.
- Cirrostratus clouds usually come hours before a rainstorm.
- Altostratus clouds often form ahead of continuous rain.
- imbostratus clouds often produce light to moderate rain. ain can be long
lasting.
- Cumulonimbus clouds mean thunderstorms, including lightning and heavy rain.

45
 Sum

Ex
mary
and
ercis
e
Exercise 3.1 Observing Clouds
3
Q1. Complete each sentence with the correct word.
( ) ________ is made of water droplets or ice crystals floating in the sky.
(2) Different types of clouds are located at different _________ in the sky.
(3) Clouds can help us predict the _________.

Q2. Choose the letter with the correct answer to answer (1) and (2).

A. Cirrus B. Cirrocumulus

C. Cirrostratus D. imbostratus

( ) hat type of clouds indicates that there would be a change in the weather
within 2 or 3 days?
( ) hich of the given types of clouds mean there will be light rain to
moderate and the rain can be long lasting

Q3. ook at the picture on the right and

answer the following uestions.
(1) What is the name of the cloud?
(2) At what level of altitude is this cloud
located?

Q4. Alice went outside the house and saw that the clouds looked like hooks and
feathers high up in the sky. hat do you think her prediction of the weather would
be

46
3. ❷ Seasons

Lesson 1 Seasons
It may be hot and said to be a dry season or it may be wet and said
to be a wet season . Is season similar to or different from weather

What is a season?

Activity : Seasons in Papua New

Guinea
What to Do:
1. Study the graph below. This graph shows average monthly temperature
and rainfall of Papua New Guinea from 1991-2016.
Can you group the
Average Monthly Temperature and Rainfall
of Papua New Guinea for 1991-2016
months based on
the information of
temperature and
rainfall?

(Source: Climate Change Knowledge Portal, THE WORLD BANK GROUP)

2. Think about the following questions.
(1) Is the temperature the same all year around?
(2) Which months are warmer with temperatures at 25oC and over?
(3) Which months are cooler with temperatures below 25oC?
(4) Does the rainfall occur all year around?
(5) Which months are drier with less than 200 mm of rainfall?
(6) How many months are wetter with more than 200 mm of rainfall?
(7) What patterns of temperature and rainfall are there in PNG?
3. Share your ideas with your classmates. Discuss your answers and the
seasons in Papua New Guinea.
47
 Summary
eather changes from day to day. hen weather remains the same for a
long period, we call it season. Season is a period of the year that is divided
by typical weather conditions. Each season has its own weather pattern.
There are some months that are very hot or cold. It rains heavily during
some months. The seasons change in the same order every year.
In many places of the world, there are four seasons spring, summer, autumn
(fall) and winter. Spring is the season that follows winter. The weather
begins to get warmer. It often rains in spring, too. Summer is the season
that follows spring.
Summer is the warmest season of
the year with long hours of sunlight.
Autumn (Fall) is the season that
follows summer. The weather slowly
gets colder. Winter is the season
that follows fall. Winter is the coldest
season of the year with fewer hours of
sunlight. In some places, the coldest
weather causes snow, hail and sleet.
Some places near the E uator have one
Do you know the seasons shown in these
hot season all year around or only two pictures?
seasons; dry season and wet season.
The seasons of apua ew uinea are
uite diverse from place to place, but
in general apua ew uinea has dry
season and wet season.
The dry season is a time of year when
little rain falls. The dry season in is
generally from ay to ctober. The wet
season is the time of year when most of
the rain falls. The wet season in is
et season in apua ew uinea
generally from ovember to pril.

48
Lesson 2 Seasonal Changes and
Living Things
Seasons change in the same order every year. Each season
determines the types of clothes people wear. Do seasons also cause
any changes in plants and animals pattern of living

How do living things change with seasons?

Activity : How are they different?

What to Do:
1. Draw a table like the one shown below.
Seasons ow does the tree change with the seasons
During Dry season
During et season

2. Study the two pictures below of the same tree. The Do you have any
picture on the left was taken during a wet season ideas on how
animals change with
and the picture on the right was taken during a dry
the season?
season.
3. Observe how they look. Are they similar or different? Record
your observations in the table.
4. Share your ideas with your classmates. Discuss how plants
and animals change with the season.

Wet season Dry season

49
 Summary
Changes in seasons cause living things to change. iving things need to
ad ust with seasonal changes.
Spring
lant seeds begin to sprout. Buds
on trees and shrubs grow. eaves
grow and flowers bloom. any
animals have young in spring.
Summer
In summer, many plants grow lant seed begins to bird has young in spring.
flowers. ruits grow from the sprout.

flowers. oung animals grow and become

stronger.
Autumn (Fall)
Some trees drop their fruits. The leaves
of trees change colour and fall to the
ground. Some animals move to warm
places and others gather and store food.
In summer, fruits grow from the flowers.
Winter
any trees and bushes stop growing or grow slowly. Some animals go into
a long, deep sleep. The fur on some animals may get thicker and change
colour.
Dry and Wet Season
During dry season, trees lose their leaves
and some plants die. Some amphibians
and insects will burrow deep into the soil
and go into a long sleep until the rains
return. s the wet season begins, rain
helps plants to bloom and turn green.
nimals thrive and have their young.
ain helps plants to bloom and turn green in
wet season.
50
 m ary
Sum
and
e
Summary 3.2 Seasons
Exercis

Seasons
season is a period of the year that is divided by
typical weather conditions.

In many places in the world there are four

seasons:
) Spring the weather begins to get warmer.
2) Summer: the warmest season of the year due
to the long hours of sunlight.
3) utumn ( all) the weather gets colder.
4) Winter: the coldest season of the year due to
the fewest hours of sunlight.

apua ew uinea and some other tropical countries have only two seasons
Dry and Wet.

Seasonal Changes and Living Things

Changes in seasons cause living things to change. iving things need to ad ust
with seasonal changes.
eaves grow and flowers bloom.
Spring
any animals have their young.
ruits grow from the flowers.
Summer
oung animals grow and become stronger.
eaves of the trees change colour and fall to the ground.
utumn ( all)
Some animals move to warm places, others gather and store food.
any trees and bushes stop growing or grow slowly.
Winter
Some animals go into a long, deep sleep.
Dry and During the dry season, trees lose their leaves and some plants die.
Wet seasons During the wet season, rain helps plants to bloom and turn green.

51
 mary
Sum
and
e
Exercise 3.2 Seasons
Ex ercis

Q1. Complete each sentence with the correct word.

( ) period of the year that is divided by typical weather conditions is called
___________.
( ) iving things need to ad ust with seasonal changes in temperature and
____________.
(3) apua ew uinea has _____ season and wet season.
( ) Summer is the _______ season of the year due to the long hours of sunlight.

Q2. Choose the letter with the correct answer.

( ) hich of the following list shows the correct order of seasons
. Spring summer autumn winter
B. Summer autumn spring winter
C. Spring autumn winter summer
D. Summer spring winter autumn

( ) During which season do some animals hibernate or go into a deep sleep

. Spring
B. Summer
C. utumn ( all)
D. Winter

Q3. Study the picture on the right and answer the

uestion.
hat will happen to this plant during dry season

Q . E plain why seeds of many plants in apua ew uinea germinate during wet
season.

52
 Chapter 3
Science Extras

Why do animals go into a very long sleep

during winter?
ou are probably aware that some animals fall into a very long sleep during
winter, this is called ibernation. ibernation is an adaptation that helps
many animals conserve energy by remaining inactive and reducing their
body temperature for days, weeks or even months at a time.
Typically, animals hibernate in order to survive long periods when food is
scarce. ibernating animals will generally eat a lot of food before hibernation
and then survive off the energy stored in their fat.
ibernating animals can sense seasonal changes. The moment they
sense autumn (fall) approaching, they get busy preparing by eating more
than usual, the animal builds up e tra layers of fat. During hibernation, the
animal s body will feed on this fat to keep itself alive. E tra fat also helps the
animal to stay warm when they are asleep. They then find a shelter where
they will be safe while they are asleep if they want to survive.
nly warm blooded animals can truly hibernate because cold blooded
animals cannot regulate their own body temperatures. Bears, ground
s uirrels, woodchucks and groundhogs all hibernate during winter.

This animal has gone into a deep sleep during winter.

53
 Chapter Test

3. Weather and Seasons

Q1 Complete each sentence with the correct word.
(1) Different types of clouds are located at different _________of the
sky.
( ) The types of clouds tell us about the upcoming_________.
(3) Some places near the_________have one hot season all year
round or only two seasons, dry and wet.

Q2 Choose the letter with the correct answer.

( ) apua ew uinea has two seasons, what are they
A. rainy and winter
B. wet and dry
C. spring and dry
D. summer and winter

( ) hich cloud is formed at a range from low to high level altitude and
like a huge cloud tower
A. cirrocumulus
B. cumulonimbus
C. cirrostratus
D. cumulus

(3) hat can clouds tell us about They can tell us about
A. what the upcoming weather will be like.
B. when it will be full moon.
C. what time the sun rises.
D. how many seasons there are.

( ) In which season do leaves of trees start to change their colours and

drop to the ground and the nights begin to get colder
A. Spring
B. Summer
C. Autumn
D. Winter

54
Q3 ( ) hat would be the e pected weather
when the clouds are thin, pure white
fields of small grains or ripples at a high
alttitude as shown in the picture on the
right
_____________________________________________________
_____________________________________________________
_____________________________________________________

(2) How are plants different in wet and dry season?

_____________________________________________________
_____________________________________________________

(3) The graph on the right shows

monthly rainfall in a city. Is it dry
season or wet season from July
to ctober
__________________________

Q4 ( ) hat do animals do in utumn ( all) to get ready for winter

_____________________________________________________
_____________________________________________________

( ) arahlyn observed the sky one day and saw that the clouds looked
like hooks, feathers and patches with silky shimmer.
(i) What type of cloud did she see?
___________________________________________________
(ii) hat do you think the weather would be like by looking at those
clouds?
___________________________________________________
___________________________________________________
___________________________________________________

55
 Chapter 4

New Matter

We learnt about chemical

change and physical
change.
We can find rust on the
surface of the ship. Is the
process of producing
rust a physical change?

56
4. Common Chemical
❶ Changes
Lesson 1 How to Tell a Chemical
Change
When we burn wood, the wood changes into ash. Burning wood is a
chemical change.

How can we tell if a chemical change has taken

place?

Activity : Hammering and heating sugar

What We Need:
2 sugar cubes, tablespoon, candle,
match, hammer, aluminium foil
What to Do:
1. Draw a table like the one shown below.
Texture Colour Smell Others
Sugar cubes
Crushed sugar
During & after heating sugar
2. Crush the sugar cube with the hammer. Observe the
properties of the sugar cube and the crushed sugar.
3. Wrap the spoon with an aluminium foil. Put the
crushed sugar onto the spoon and heat the sugar on
a lit candle until it changes colour. Observe
Wrap the bowl of
what happens to the sugar. the spoon with
4. After cooling down the spoon, observe an aluminium
foil.
the properties of the sugar. Record your
observations in the table.
. h re yo r n ngs w th yo r ssm tes.

Use a piece of cloth to hold the spoon when heating sugar!

57
 Discussion

How do we tell a physical change from a chemical change?

1. Think about the following questions based on your results. A physical change
(1) Do the sugar cube and the crushed sugar have the same is a change in the
physical properties
or different properties?
of matter!
(2) Is the crushed sugar a physical or a chemical change?
(3) Does the sugar after heating have the same properties as the
sugar cube?
(4) Is the heated sugar a physical change or a chemical change?
Why do you think so?
2. Talk about how we can tell if a chemical change has taken place.

Summary
A chemical change produces new
kinds of matter. A physical change does
not produce new matter. New matter has ash
different properties. For example, burning
is a chemical change. After burning wood, wood

the wood changes into ash. The wood

and ash have different properties. Burning
wood produces new kind of matter such
Burning wood is a chemical change. It
as ash. Ash is no longer wood. produces ash.
A chemical change produces gas,
odour, heat, light, and changes
Heating
in colour and state. For example,
when sugar is heated, odour is
produced, its colour and state
changes. Therefore, heating sugar
is a chemical change.

Heating sugar produces melted sugar (caramel) and

the colour changes.

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Lesson 2 Rusting
When we leave an iron nail outside for some time, it will rust. Why
does an iron nail rust? What is rust?

Is rusting a chemical change?

Activity : Properties of rust

What We Need:
a piece of dry steel wool, a piece of steel
wool dipped in salt water for a week, scissors,
hand lens, magnet, A4 paper
What to Do:
1. Draw a table like the one shown below.

Material Texture Colour Magnet

Dry steel wool
Wet steel wool

2. Cut the dry steel wool onto the piece of paper.

Use a hand lens to observe the properties of
the pieces of steel wool. Hold the magnet close
to the pieces.
3. Record your observations in the table.
4. Repeat Steps 2 and 3 for the pieces of steel
wool that was dipped
in salt water for a Let’s compare the
properties of a dry and
week.
a wet steel wool!
. h re yo r n ngs
with your classmates.
Discuss how they are
similar or different.

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 Result Is dry steel wool same
or different from wet
We found out that properties of a dry steel wool steel wool?

were glossy, glory and silver in colour while the

properties of a rusted steel wool were rough, dull and reddish
brown in colour. The pieces of dry steel wool were attracted by
the magnet. Some pieces of wet steel wool were not attracted by
the magnet. These results show that a dry steel wool and a wet
steel wool have different properties.
Texture Colour Magnet
Dry steel wool glossy, glory silver attracted
Wet steel wool rough, dull reddish brown some attracted but some are not

Summary
Rusting is a type of chemical
change. It usually happens
slowly. When iron or steel
comes into contact with water
and oxygen in the air, rusting
happens. e may find brownish
patches on the metal parts of
cars or ships. Rust is a coating
Rust on the surface of a ship
that forms on the surface of iron
or steel.
Oxygen
When we leave an iron nail outside
in the rain, rust will form on the
surface of the nail. Rust has a
different property from iron. It is a
different kind of matter. Rust is no
Water
longer iron. Rusting produces new Rusting nail
matter.
Rust has a different property from iron. Iron and
rust are different kinds of matter.

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Lesson 3 Chemical Changes in
Daily Life
When a chemical change occurs in matter, what happens to matter?
What kind of chemical changes take place around us?

How does a chemical change take place in

daily life?

Activity : Finding chemical change

around us!
What to Do:
1. Draw a table like the one shown below.
How do properties Is new matter Chemical change or
of matter change? produced? Physical change
Burning paper
Boiling water
Boiling egg
Dissolving sugar
Cutting papaya
Rotting banana

2. Study the pictures below. Observe the change in the properties of the
matter and record your observations in the table.
3. Share your ideas with your classmates. Discuss where a chemical
change occurs and how chemical and physical changes are different.

Burning paper Boiling water Boiling egg

Cutting papaya Rotting banana Dissolving sugar in

water

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 Summary
Chemical changes take place all around us. Burning wood, rusting iron nails,
cooking food and ripening and rotting fruits are chemical changes. Chemical
change also happens in our body. Our body changes food chemically into
new matter that it can use as energy.

Rotting and cooking are chemical changes. Our body changes food chemically into energy
that our body can use.

Energy is always involved in a chemical change. Chemical changes take in

or give off energy in the form of heat, light, electricity, sound or motion.
For example, heat energy
can be added when we light
a fire or cook food to produce
a new kind of matter. Energy
is often released when a
chemical change takes place. Heat energy is added when cooking food.
Burning paper gives off energy
in the form of heat and light.
n e plosion of fireworks is
a chemical change. When
fireworks e plode, they produce
many loud sounds and lights.

n e plosion of fireworks gives off sounds and lights.

62
 mary
Sum 4.1 Common Chemical
and
ise
Summary Changes
c
Exer

How to Tell a Chemical Change

Chemical change produces new kinds of matter that
has different properties.

Burning paper or wood is an example of a chemical

change. Ash is the new matter formed after burning.

A chemical change produces gas, odour, heat or

light and changes in colour and state.
Burning paper is a chemical
change.
Rusting
Rusting is a type of chemical change that usually occurs slowly.
Rusting comes in brownish colour on objects that are made of iron or steel.

Rust is formed when iron or steel comes in

contact with water and oxygen in the air. Oxygen

Iron and rust are different kinds of matter

Water
because they have different properties.

Chemical Changes in Daily Life

Chemical change often takes place in our daily lives.
Chemical change takes in or gives off energy in the form of heat, light, electricity,
sound or motion.

Burning wood, rusting iron nails, cooking food, ripening and rotting of fruits are
chemical changes.

Chemical change occurs in our body by changing food into new matter that can
be used as energy.

63
 mary
Sum 4.1 Common Chemical
and
cise
Exercise Changes
Exer

Q1. Complete each sentence with the correct word.

(1) Energy is always involved in a __________ change.
(2) The new matter formed after burning wood is ___________.
(3) Chemical change produces __________ kind of matter.
(4) Iron and rust have different ___________ such as colour and texture.

Q2. Choose the letter with the correct answer.

(1) Which of the following is a chemical change?
A. Boiling water.
B. Tearing of a paper.
C. Sharpening a pencil.
D. Rotting banana.

(2) What happens to an iron nail when it is left outside in the rain for a while?
A. Rust would form on the surface of the nail.
B. The iron nail would not change but remain as iron nail.
C. The nail would go missing.
D. The surface of the nail would become shinny.

Q3. Answer the following questions.

A B
(1) Which of these pictures shown on
the right is a chemical change?
(2) What things were produced when
the sugar was burnt?
Crushing a sugar Burning sugar
(3) Explain why it is a chemical change. cube

Q4. Plants take in water and gas called carbon dioxide and absorb sunlight. Then
plants make sugar as their own food and give off oxygen gas. What can you
conclude about the kind of changes that take place inside a plant to produce
sugar and oxygen? Explain your answer.

64
 Chapter 4
Science Extras

Change of leaf colours during autumn

In many places of the world there are four seasons; spring, summer, autumn
(fall) and winter. During autumn, falling temperatures prompts trees to
prepare for winter. In these preparations, some kinds of trees change colour
of their leaves dramatically.

Most leaves of trees look green because

of the pigment they contain which is the
chlorophyll. Chlorophyll absorbs sunlight
and the light energy is converted to
chemical energy through the process
of photosynthesis. In addition to the
Leaves change thier colour during autum.
chlorophyll, there are other pigments
present in the leaves, which are carotene and anthocyanin. While carotene
is yellow, anthocyanin is red. The change in temperature during autumn(fall)
causes the trees to cut off supply of water to the leaves. In the absence
of water, photosynthesis stops, and the chlorophyll breaks down through
chemical change. Therefore, the leaves take the colour of the other
pigments, and we can see a change in colour from green to red and yellow.

Chemical change takes place in leaves of trees.

65
 Chapter Test

4. New Matter
Q1 Complete each sentence with the correct word.
(1) Cooking food, rotting banana, burning paper, and rusting iron are
some _____________ changes in daily life.
(2) Rust is a coating that forms on the surface of iron or ________.
(3) __________ energy is added when cooking food.
(4) A new solid matter produced after burning paper is callled
__________.

Q2 Choose the letter with the correct answer.

(1) Which list contains chemical changes only?
A. baking cake, boiling water, tearing paper, cutting mango
B. rotting banana, burning wood, rusting iron, cooking food
C. breaking glass, burning paper, slicing bread, popping pop corn
D. crushed can, squeezing a paper, spoilt milk, rotting mango

(2) Which of the following statements is not true about rust?

A. Rust occurs when iron or steel comes in contact with water and
oxygen.
B. Rust has the same property as iron.
C. Rust is a kind of chemical change.
D. Rust comes in brownish colour.

(3) A pair of metal scissors left outdoor was rusted. What evidence
shows that a chemical change has taken place?
A. It had a deep scratch.
B. The sunlight has warmed it.
C. The soil has stuck on its surface.
D. It changed to a brownish colour.

66
Q3 (1) Sandy wants to experiment with some sugar cubes. What should
she do to change the sugar cube chemically?
_____________________________________________________
_____________________________________________________

( ) n e plosion of fireworks is a chemical

change. What three forms of energy
does it produce when it explodes?
_______________________________
_______________________________

(3) Think about how an egg changes when it is cooked. Is this a

physical change or a chemical change? Explain your answer.
_____________________________________________________
_____________________________________________________
_____________________________________________________

Q4 (1) A silver spoon that has turned black can be made shiny again
by rubbing off the black tarnish with silver polish. Is polishing a
physical change or a chemical change? Explain your answer.
_____________________________________________________
_____________________________________________________
_____________________________________________________

(2) Explain why the melting ice is not a chemical change.

_____________________________________________________
_____________________________________________________
_____________________________________________________

67