Level 5 Investigative Skills
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1 John Buchan Middle School Level 5 Investigative Skills 46 min 43 marks 1. Periwinkles (a) Periwinkles are animals with shells that live on rocks at the seashore. Shell of periwinkle A Shell of periwinkle B The shell of periwinkle A is smaller than the shell of periwinkle B. Describe ONE other way the shell of periwinkle A is different from the shell of periwinkle B.... (b) Periwinkles do not have bones inside their bodies but they do have a shell. The shell does not help the periwinkle to move. Describe ONE function of the shell.... John Buchan Middle School 1
2 (c) A scientist wants to find out if the area the periwinkles live in affects the size of their shells. He measures a sample of 20 periwinkle shells from two different areas of the seashore. Why does he measures 20 periwinkle shells from each area instead of just one periwinkle? (d) Explain why it is important to return the animals to the same place they were collected from (e) The scientist measures how much water is in a rockpool. After five hours the water level in the rockpool is lower. No waves splashed into the rockpool during this time. No water could leak out. Rockpool Rockpool after 5 hours Describe what happened to the water in the rockpool during the five hours.... John Buchan Middle School 2
3 2. Ice experiments (a) Safia and Josh are doing experiments with ice cubes. First Safia puts ice cubes on a plate over a bowl of hot water. plate ice water droplets bowl hot water After some time, Safia sees droplets of water drip from underneath the plate. Water from the melting ice cannot pass through the plate and the bowl has not moved. Explain how the water droplets formed in the bowl underneath the plate marks (b) In winter, people put salt on the road to make the ice melt. Josh investigates the effect of salt on melting ice. He puts the same amount of ice in two funnels. He adds salt to the ice in one funnel. Ice only Ice and salt cm cm John Buchan Middle School 3
4 The ice starts to melt. Every ten minutes, Josh measures how much water is in each cylinder. The graph below gives Josh s results. One axis on the graph has been labelled. Write the label and the units for the other axis with salt volume of water (cm 3... ) without salt ( ) (c) What has Josh found out about the effect of salt on melting ice? John Buchan Middle School 4
5 (d) Josh concludes The more salt I add, the steeper the line on the graph will be. Josh s results on the graph do not support his conclusion. Tick ONE box to show why his results do not support his conclusion. The line on the graph did not get steeper. He did not try different amounts of salt. He used the same amount of ice each time. He only measured the water every ten minutes. 3. Train in the tunnel (a) Andrea wants a light bulb to light up when her toy train is pushed through a tunnel. She makes an electric circuit for her toy train. Andrea makes a tunnel and puts a strip of foil inside the tunnel roof. The picture shows Andrea s tunnel and the wiring on her train. position of foil inside the tunnel roof foil foil strip 1 foil strip 2 + tunnel bulb cell (battery) wire John Buchan Middle School 5
6 The foil strips on the train act like a switch. When both foil strips on the train touch the foil inside the tunnel roof, the bulb lights up. Complete the circuit diagram below by drawing the switch and the bulb to show the circuit on Andrea s train. (ii) (i) 2 marks (b) Give ONE property of metal foil which makes it a good material for Andrea to use as a switch.... (c) When only one foil strip on the train is touching the foil in the tunnel, the bulb does not light up. Complete the sentence to explain why the bulb does not light up. The circuit... John Buchan Middle School 6
7 (d) The bulb on the train only lights up when all of the train is inside the tunnel. Andrea wants to improve her circuit so the bulb lights up when the train has only just entered the tunnel. Which train has foil strips that would allow the bulb to light when the train has only just entered the tunnel? Tick ONE box John Buchan Middle School 7
8 4. Washing day (a) Some children have washed a jumper. Why does the jumper feel heavier after it is washed?... (b) The children want to find out how long the jumper takes to dry. They hang the jumper up to dry. Name the process that completely dries the jumper.... John Buchan Middle School 8
9 (c) The children weigh the jumper every hour. They make a graph of their results. How many hours did the jumper take to dry?... hours (d) The children repeat their test the next day. They wash and dry the same jumper in the same way. The jumper dries more quickly. Give ONE possible reason why the jumper dries more quickly when they repeat their test.... John Buchan Middle School 9
10 5. Melting ice (a) It is cold and there is snow and ice on the pavement. What word describes the change of water into ice?... (b) Ben and Sakra want to find a way to make the ice melt quickly so the pavement is safe to walk on. Ben measures the temperature of some ice cubes. The temperature is 4ºC. Mark 4ºC on the thermometer. John Buchan Middle School 10
11 (c) Sakra puts three ice cubes on three separate dishes. She leaves one uncovered, she covers one with a tablespoon of salt and one with a tablespoon of flour. Ben and Sakra record how long it takes each ice cube to melt. Test A B C Description Time for ice cube to melt (minutes) Sakra and Ben draw a graph of their results. Complete the labels by writing A, B or C under each bar on the graph below to name which test each bar shows. (d) Ben says that flour seems to make the ice melt more slowly. Tick ONE box to show a possible reason for flour making ice melt more slowly. Flour lets heat pass through quickly. Flour is at a lower temperature than ice. Flour dissolves ice. Flour insulates ice. John Buchan Middle School 11
12 6. Mustard seeds (a) Evan investigates how temperature affects the germination of mustard seeds. Evan has three dishes. He puts some paper towel and 40 mustard seeds in each dish. He puts one dish in a fridge, one dish in a dark shed and the last dish in a cupboard. He waters the seeds regularly. Describe TWO things Evan should keep the same to make sure his test is fair (b) Evan counts the number of germinated seeds in the dishes each day. Place Temperature Number of germinated seeds of place Day 1 Day 2 Day 3 fridge cold dark shed cool cupboard warm How many germinated seeds did Evan count in the dark shed on day 2? John Buchan Middle School 12
13 ... seeds John Buchan Middle School 13
14 (c) Evan concludes: My results show that the cupboard was the best place for mustard seeds to germinate. Explain how the evidence in the table supports Evan s conclusion (d) Use the table of results above to answer this question. Tick ONE box after each sentence to show if, in Evan s investigation, it is true, false or you can t tell. Evan s investigation shows that the temperature affected... True False Can t tell the length of the stem. the germination of the seeds. the colour of the seeds. John Buchan Middle School 14
15 7. Threads (a) Sam and Anna tested the breaking strength of six different kinds of thread. They attached a thread to a forcemeter and Anna pulled. Sam recorded the size of the force on the forcemeter when the thread broke N The forcemeter they used. Their teacher said this was not a safe way to investigate breaking threads. What is a safety risk in their investigation?... (b) Why was it difficult for them to collect exact results? John Buchan Middle School 15
16 (c) All the threads broke at a reading of 10 N. Sam s conclusion was: All the threads are the same strength. Anna said: I think all our readings are 10 N because we used the wrong forcemeter. Look at the forcemeter they used. Why did all the results being 10 N make Anna think they had used the wrong forcemeter? (d) Complete the table to show what must be the same, what must be different and what makes no difference in this investigation. Tick ONE box for each statement. The first one has been done for you. Statements must be the same. must be different. make no difference. The kinds of thread they use... The colours of the threads... The persons doing the pulling... If the strengths of the threads are the same, the forces required to break each one... If the strengths of the threads are different, the forces required to break each one... 2 marks John Buchan Middle School 16
17 8. Dissolving sugar (a) Look at the picture of Luis using a thermometer to measure the temperature of some water. What is wrong with the way he is trying to measure the temperature of the water?... (b) Luis and Jack want to find out how the temperature of water affects the time taken for sugar to dissolve. What is the ONE factor they should change as they carry out their investigation?... (c) Name ONE of the factors they should keep the same to make their investigation fair.... John Buchan Middle School 17
18 (d) They carry out their investigation 3 times and record their results. Time taken for sugar to dissolve Temperature of water ( C) Time (minutes) Test 1 Test 2 Test For which temperature does one of the results seem unlikely?... C (e) Jack predicted that sugar will dissolve more quickly when the water is hotter. (i) Is Jack s prediction supported by the evidence in the table? Tick ONE box. Yes No (ii) Use the evidence in the table to explain your answer John Buchan Middle School 18
19 9. Circuits and sensors (a) Class 6D makes different circuits using the same type of bulbs, motors with fans and cells (batteries). (i) Tick ONE box to show the circuit in which the bulb or bulbs are brightest. circuit 1 circuit 2 circuit 3 circuit 4 (ii) Explain why the circuit you chose has the brightest bulb or bulbs John Buchan Middle School 19
20 (b) Tick ONE box to show which circuit diagram below is correct for circuit 3. M M M 7 (c) Each of the circuits made by class 6D has one cell. Complete the sentence below to explain the effect on the bulbs of adding a second cell to circuit 1. The bulbs will... (d) Class 6D made three new circuits. They used a light sensor to measure the brightness of one of the bulbs in each circuit. The sensor gave the results on the graph below. bright Light sensor reading dim A B C Circuit John Buchan Middle School 20
21 Write A, B or C next to each circuit below to show which circuit gave each light sensor reading on the graph. circuit... circuit... circuit... John Buchan Middle School 21
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