Active Science Level 4

7/27/2019 Active Science Level 4

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Foreword

The Active Science series has been designed to make science tun and understandable for teachers

and students alike. Each of the seven books available in this series covers an entire year of the

primary curriculum. These books can be used as a basis for the year's work, or to supplement and

enrich an existing curriculum.

The four major areas of primary-level science are covered in this book, these being plants, animals,

matter and energy. A variety of activities are provlded in each section, including experiments,

observation exercises, concept reinforcement exercises and research topics, in an easy-to-use,

reproducible format. Enrichment activities and assessment exercises are also included. Many ofthe

activities are designed to be self€xplanatoryfor the student, but aliactivities also encourageteacher

input and peer group discussion.

Contents

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Guessing the Temperatu.e..... . ... ..33

Conductors and lnsulators ..... .......-35.................................. 36

R.l.C. Publicalio/|s ww.ricsrcup.com.au I Aclive Science 4



Ieachers NotesScience can be funl

Using this package. Children should keep all worksheets, pictures and information in a large scrapbook. Written

activities can be done in an exercise book or pad.

. Visit the library with children prior to the introduction of each topic so that fiction and

nonjiction materials and resources can be collected for reading and display.

. Allworksheets and activities should be thoroughly discussed with children prior to them

attempting them. This ensures that they understand the concepts to be mastered.

. Keep a science equipment box in the corner of the classroom from the beginning of the year

for students to bring corks, buttons, pieces of string etc. so that most of your equipment is

already collected. To avoid keeping a whole pile of rubbish, sort the box occasionally with

the children. This makes a great language activity. 0r ask the children to invent craft ideas

for lunk' material.

. The worksheets in this book presume that the children always have a ruler, rubber, pencil orpen, coloured pencils or crayons, paper glue and scissors handy.

. Enrichment activities are included in most areas. These can be used as extra class activities

or given to early finishers.

Safety

. Compile a list of science safety rules for the children to follow. This should be stapled in the

front of the scrapbook.

. The collection of plants and animals must be supervised. Animals should be treated humanely

during capture, captivity and release. Students should be aware that live animals should only

be kept for a short time for observation and then set free where they were captured. They

should also be made aware of the dangers of eating plants, as there are many poisonous

varieties growing in gardens.

. The class should be encouraged to take responsibility for classroom pets. Pets should not be

left at school on weekends or holidavs and children should be rostered to feed the animals

and maintain their enclosures.

. lvlake the class continuously aware of the dangers involved in smelling, tasting, touching and

looking at substances. Insist on safety procedures at all times, especially when dealing with

heat or open flames.

R.l.C. Publica$on' Maw.ncsroup.@m-au 2 Aclive Science 1



Background and Materials

PlantsBackEround

Germination is the process which occurs when a plant seed begins to grow. A seed needs warmth,

oxygen and moisture to grow. As a seed grows into a plant it develops roots, a stem and leaves.

Fruits and vegetables come from plants which growfrom seeds. Fruits and manyvegetables contain

seeos.

Many plants are cultivated by people for food. Wheat is a staple grain in Western society. lt is used

in the manufacture of many foods, including breakfast cereals and breads. Rye and barley are also

grown and used in bread and other food.

The growing of grain involves soil preparation, sowing, fertilisation and harvesting. When the grain

has been harvested it is stored in silos prior to being used in manufacturing.

Materials. For the bean growing experiment: Iima beans, paper towels, plastic bags.. For the plant seeds experiment: tomatoes, oranges, apples, watermelons, pumpkins, peaches,

cucumbers, avocadoes, grapes, knives, chopping boards.. For the seed soaking experiment: dry lima or red kidney beans, iars with lids.. For the crop growing experiment: rye, barley, wheat and oat seeds, milk cartons, potting mix.

AnimalsBackground

Flies are winged insects. Afly's lifecycle has four stages. The adult fly lays eggs. These eggs hatchinto fly larvae, called maggots. The maggots feed and grow. When they have grown large enough,

the maggots dig themselves into the soil and grow a hard outer covering. This stage of the lifecycle

ls called a pupa. While in this stage the fly cannot move. Within the pupa the fly larva undergoes a

metamorphosis from a maggot into an adult fly.

Frogs are amphibians. Like all amphibians the lifecycle of the frog involves metamorphosis from a

juvenile or larvalform into an adultform. Frogs lay their eggs in water. Frog eggs are soft and have

no shells. The eggs hatch into tadpoles. Tadpoles are the larval stage ofthe frog. Tadpoles live and

feed in the water. Some time after they hatch the tadpoles undergo a metamorphosis into an adult

frog. First the tadpole grows hind legs. Then it grows front legs, Finally the tadpole's tail disappearscompletely and it becomes an adult frog. Adult frogs can move about on land but most spend the

rest of their lives near water.

Materials. For the fly catching experiment: plastic cool drink bottles, glue or masking tape,. For the animal footprints experiment: drawn examples of animal footprints. Alternatively, you

could look around outside to find and draw animal footprints.. For the frog experiments: frog eggs or tadpoles, an aquarium, aquarium sand, rocks, sticks,

water and marsh olants, flies.

P.l.C. Pthlicadons Active Science zl



Backglrund and Materials

MatterBackground

There are three phases of matter: solid, liquid and gas. A solid changes to a liquid if it is heated

beyond its melting point. A liquid changes to a gas if it is heated beyond its boiling point. The

molecules in a solid cannot move. The molecules in a liquid can move. This is why liquids can flow.

The molecules in a gas move around rapidly. They are much further apartfrom each other than the

molecules in a liquid.

Water is an unusual substance in thatthe solid form takes up more space than the liquid form" That

is, when water turns from a liquid to ice, it expands. The opposite is true for all other substances.

Materials. For the ice experiment: a plastic container (margarine tub), a freezer.. For the freezing liquids experiment: plastic containers, salt, full-cream milk, skim milk, orange

juice, vinegar, cooking oil, a freezer. For the melting ice experiment: ice blocks, five identical saucers, refrigerator.. For the evaporation experiment: four jar lids, tablespoon measure, food colouring, sand, salt.

EnergyBackground

Sounds are caused by vibrations. When an objectvibrates it makes the air around it vibrate. A sound

is a wave of these vibrations travelling through the air. We perceive different vibrations as different

sounds.

The ear picks up and amplifies vibrations in the air. lt converts the vibrations into a signal which is

sent down nerves to the brain. This signal is interpreted by the brain as sound.

lvlusical instruments can be classified according to how they produce a sound.

Percussive instruments make a sound by being struck. Drums, tambourines, triangles and glock-

enspiels are percussive instruments.

Wind instruments make a sound by creating a vibrating column ofairwithin a tube. The sound is varied

by changing the height of the column of air. This is done by opening or closing holes in the tube.

Examples of wind instruments include the recorder, flute, oboe and trumpet.

String instruments produce a sound by amplifying the vibrations from taut strings. The strings are

made to vibrate by being strummed, plucked or bowed. Examples of string instruments include the

guitar, violin, cello and harpsichord.

The piano is unusual in that it may be considered to be both a string instrument and a percussion

instrument. The sound of a piano is made by vibrating strings. These strings are made to vibrate

by being struck by hammers.

Materials. For the musical sounds worksheet: a variety of musical instruments, with at least one instrument

from each instrument family.. For the temperature experiments: thermometer, ice, bowls, hot and cold water.

. For the heat experiment: sago, sugar, lemons, treacle, water, pan, stove or hotplate, measuring

and mixing utensils.. For the conductors and insulators experiment: wood, metal, plastic, ceramic and glass bowls,

butter or margarine, saucepan of hot water or stove.. For the magnets experiment: a variety oJ magnetic and non-magnetic objects (see sheet).

R.l.C. Publications Active Science 4



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Growing BeansPlants need certain conditions fot gtowth,

Experiment: Growing beans

You will need: Some lima beans, paper towel, plastic bag.

Place several lima beans on a wet paper

towel. Place the towel with beans inside a

plastic bag. Check the beans in a few days

to see i{ they have changed. Draw what has

happened.

Germination is when a plant seed sprouts.

The seed has started to grow into a plant.

To germinate or sprout a seed must have:

warmm

Seeds grow into new plants. Study the pictures below.

of germination in four simple sentences.

moisture

Explain the process

RJ.C, Pthlicattons Acrive Science 1



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Plant SeedsThere arE many dilferunt kinds 0f plants.

Gather the following fruit and vegetables. Cut them open to see their seeds. Draw the

seeds in the spaces provided below.

1 . Tomato 2. 0range 3. Apple

4. Watermelon 5. Pumpkin 6. Peach

7. Cucumber 9. Grape

Which fruit or vegetable had the most seeds?

Which one had the fewest seeds?

Which one had the largest seeds?

Which had the smallest seeds?

Find out the cost of the following fruits (per kg).

tomatoes oranges

pumpkin

appres

Iwatermelon peaches

What do you think would make some fruit more expensive than others?

8. Avocado

FlC. Publications Aclive Science 1



r,trzSoaking Seeds

Plants need certain conditions lor gruwth.

Half fill a jar with seeds. Fill the jar to the top with water and

What kind of seed did vou use?

-

anything that looks like a tiny plant on a side ofthe seed?

Was this a good way of getting

put the lid on tightly.

seeds to germ inate?

After a few days.efore they wereput in the jar.

1. The mass of the seeds.

2. The colour of the seeds.

3. The size and shape of the

seeds.

4. The surface texture of the

see0s.

5. The water level in the jar.

Describe and draw:

Carefully open yourjar of seeds. Look very carefully at some ofthe seeds. Can you see

T)

R"l.C. Publications Active Science 4



w Making BreakfastPlants may be carud l0r and cultivated for use by people.

The sequence below shows how breakfast cereal is made. Complete the page by

drawing the missing pictures.

In April the Jarmer burns off the

old crop stubble.

ln early June the farmer sows

the crop and fertilises.

The wheat is transported to the

In May the farmer waits for good

rainfall so weeds germinate.In late May the farmer ploughs

in the weeds.

In late June the crop starts to

grow. The farmer sprays forpests and weeds.

The wheat is bought by thefactory.

We buy the cereal from the

store.

ln November lhe farmer

harvests the crop.

The factory makes breaKastcereal out of the wheat.

The breakfast cereal is sold tofood stores.

\Urg\S

We eat the cereal for breakfast.

R-i.C. Publications Aclive Science 1



Growing CropsPlants gmw and change at dilferunt rates.

Experiment: Growing Crops . ^ t

You wlll need: / ! F I

trottoms.hree different crop seeds (rye, barley, wheat), three milk carton

Half fill each milk carton bottom with soil. Plant 10 to 20 of one kind of seed in each

carton. Cover the seeds lightly with more soil. Water and put in a sunny place. Water

the plants regularly, and fill out the growth charts for each seed below.

l. Crop name

Day Length (cm) Colour Changes?

3

5

7

11

15

2. Crop nameDay Leneth {cm) Colour Changes?

3

5

7

II

15

3. Crop name

Changes?

*LC. Publications Active Science 4



'q Plants Review

1. What is germination?

2. Draw the correct seeds inside each fruit:

avocado

3. Use each of these words

The farmer

lare

watermelon

once to complete the

apple

paragraph below

spraysharvests sows pests fertilises

the crop and

The crop starts to grow. Then the farmer

and weeds. When the crop has matured, the farmer

the crop to kill

the

the crop.

4. Which of the following can damage crops? Tick them.

nutrients sunlight

frost

5. What are three crops that farmers plant?

hail

fertiliser

raln

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F,.l.C. Publications

t0 grow.

10 Actve Science 4



life of a FlyAnimals vary in thek lilecycles,

Look at the lrfe cycle diagram of a fly below. Fill in the missing words.

List five ways that you can prevent flies from breeding:

1.

2.

3.

A

E

-RJ.C. Publicaibns 11 Active Science 1



Invent a product guaranteed to stop bush flies from ruining family picnics and

barbecues. Describe your product and explain how it works. Draw a picture of your new

productberow. 4SRXS* #fD c^l

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At which stage of the lifecycle would it be best to eradicate flies? Explain.

lLC. Publicetions Active Science 4



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Catching FliesAnimals need f00d, water and apprupriate climatic c0nditions.

Usingthe instructions below, make four fly catchers from plastic cooldrink containers.

Cut the

container in

half with

scissors.

Turn the trap

over and tape

a handle to

Fill the four fly catchers

fly catcher 1: nothing fly catcher 2: honeyfly catcher 3: pieces of meat fly catcher 4: water

Then hang them out on a tree in the playground. Check them after an hour, two hours

and a day. Count how many flies they've caught each time, and write the numbers in

the table below. Draw the container after a dav.

Number of flies caughtDraw fly catcher

after a dayafter an hour

after two

n0ursafter a day

Fly catcher 1

Fly catcher 2

Fly catcher 3

Fly catcher 4

What was the best substance for attracting the flies?

Rr-C. Pubfications Active Science 1



Most animals can move lrom place t0 place.

Animal Footprints

Find footprints for the following animals.

human, dog, cat, horse, duck, sheep, cow.

lf you can't find footprints for all of these, look them up in a book or guess what they

might look like. lVake a full-size copy of each footprint on a piece of paper and cut this

OUI.

For each animal, measure how many footprints end{Gend it takes to gei f[om one end

of your desk to the other. Before you start, predict:

Which animal will take the least number

of footprints to get across the desk?

Which animal will take the most number

of footprints to get across the desk?

Record your measurements on the graph below

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20

l8

l6

t4

T2

10

I6

4

2

0human

Active Science 14"-1. C. Publ,cations



Favourite FootprintsAnimals can moye lrum place t0 place.

What are vour three favourite animal footprints?

1.

2.

3.

4@tlt, \:.)'

Draw them.

2. 3.

Draw and colour a pattern using your favourite animal footprints.

lLC Pdacations



-!!ldentifying Tracks

Animals can be glouped and identified by theil charactedstics.

)raw what you would expect to find at the end of these tracks if you found them in the

;and. They may not all be animals.

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laClues in the Sand

Animals can be gruuped and identified by their characte stics.

Use the clues in the text and pictures below to solve the mysteries.

Mystery IPolice are investigating the mysterious disappearance of

local zoo. The only clues are given in the picture below"

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Mystery 21,4 rs Adams heard strange noises coming from outside her bedroom window during the

right. In the morning she went to investigate and found the following in the garden bed.

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#;:;D

a valuable dingo from the

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YYhat are your conclusions?

V/hat are your conclusions?

7.;.C. Puhlications 17 Active Science 4



Frog LifecyleAnimals Yary in their life cycles.

Below are the stages in a frog's life. Describe the changes that you can see.

Active Science 4



Frog HabitatSome animals live in water.

Write a few sentences explaining why you think water is so important to frogs"

Design a layout for a frog aquarium. Draw your design in the space provided below.It must contain a suitable habitat for eggs, tadpoles and adult frogs. Hint: Think about

the sort of environment frogs need at each stage of their life cycle.

@Eu-'

'{{

' /i8

*IC. Arbrications 19 Act-ve ScieDce ?t



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Frogs and ToadsAnimals can be gruuped and identilied by theh charactedstics,

Collect live specimens of a frog and a toad, or find pictures of them in the library.

Describe and draw them below.

Describe the physical features of a frog and draw a picture.

Describe the physical features of a toad and draw a picture.

What differences can vou see?

Measure how far each can jump.

Which jumped the furthest?

Which jumped the highest?

-rJ?,.":Y.,1;

t-LC. Puhlications 20 Active Science 4



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Animals Review

1, Draw these two stages in the

(a) maggot

life cycle of a fly.

(b) adult flY

2. ldentify the five tracks hidden in this puzzle.

1.

2.

3.

4.

5.

3. Give two differences between a tadpole and a frog.

(a)

(b)

4. Fill in the missing words, from the list given below" Use each word only once.

tails, rough, tongue, fatter, damp, cold, same, shorter, swim, insects

Frogs and toads look the . Toads are

have back legs. A toad's skin is

. Frogs and toads have no The feet on the

frog's back legs help it to and toads eat

They use their long sticky to catch food.

Frogs and toads are

and

and

?,1.C. Publications 21

-blooded.

Frogs

Active Science 4



'it" lceSome substances can be rcadily changed lnm one state to another.

A liquid will change to a solid if it is cooled to its freezing point. The molecules in the

Iiquid slow down as it cools. When the liquid reaches freezing pointthe molecules stop

moving and the liquid becomes a solid. a--Experiment: freezing waterFill a plastic container with water. Observe the water in the container and record your

findings in the table below. Put the container in a freezer. Take the container out of the

freezer after one hour, two hours and a day and record your observations below.

How wassolid

water different from liquid water?

After one hour

temperarure

shape ofcontainer

colour

transparency

weight

3-1.C. Publications 22 Active Science 4



.if Freezing LiquidsSubstances can be changed under the inlluence 0f appropriate conditions.

iind seven plastic containers that are the same size and shape. Half fill each contalner

,,rith equal amounts of the following liquids:

:ap water, salty water, fullcream milk, skim milk, orange juice, vinegar, cooking oil

Dlace the containers in the freezer at the same time. Check on them quickly every half

nour. 0n the graph below record how long it takes for each liquid to freeze.

Discuss:. Which liquid froze first?. Did any liquids notfreeze

after five hours?. Was there anydifference

in freezingtime between

the tap water and salty

water? Why did thishappen?

. Was there any difference

in freezing time between

the skim milk and full-

cream milk? Why?

'r^'.:\; %._,,::._" "%- o.)

lVhich liquids didn't freeze after five

rVhy do you think they didn't freeze?

hours?

n'/,,

?"i-C. Publications Active Science 4



"q Melting lceSome substances can be readily changed fmm one state t0 another.

Place five ice blocks of the same shape and size on five

Put one saucer in each of the following locations:

1. Outside in full sunlight.

2. Outside in the shade of a tree

3. Inside near a window.

4. In a cupboard.

5. In a refrigerator.

In what order do you think the ice blocks will melt?

saucers.

1st 2nd 3rd 4th 5th

Watch the ice blocks as they melt and record vour observations in the table below.

It'a!'e your predictions correct?

co

60mrnutes

melting

0r0er

mIiL: A.biications 24 Active Science 4



-i,t!!

EvaporationSubstances can be changed undel the inlluence of appropriate c0nditi0ns.

Evaporation is the process where a liquid turns into a gas. Molecules in a liquid are

constantly moving. Every now and then they collide. Sometimes when two molecules

collide one is given enough of a bump to leave the surface ofthe liquid and move awayrn the air. lt evaporates from the liquid, taking some heat, or energy, with it. The hotter

the liquid gets, the faster the molecules move around and the more often they collide.

lVlore molecules are given enough of a bump to leave the liquid, and it evaporates more

quickly.

Evaporation ExperimentCollect four jar lids. Put the following ingredients on each lid.

Lid 1: 3 tablespoons of water.Lid 2: 3 tablespoons of water, 1

Lid 3: 3 tablespoons of water, 1

Lid 4: 3 tablespoons of water, 1

Draw and describe the contents of

of food colouring.

each jar lid below:

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Lid 1: Water

Lid 3: Water and sand

of sand.

of salt.

Lid 2: Water and food colouring

Lid 4: Water and salt

Cantinued next page

tablespoon

tablespoon

tablespoon

R l.C. htblications Active Science 4



Predict what will happen if you leave each lid in the sun for a few days. -Y/-2F

id 1:

Lid 2:

Lid 3:

Lid 4:

Now leave the lids in a sunny spot for two to three days.

What has happened to the contents of each lid? Draw and describe below:

lr5Lid 2: Water and food colouring

Lid 4: Water and salt

Lid 1: Water

Lid 3: Water and sand

Do you think the water evaporates as pure water or do some of the other ingredients

evaoorate with the water? Explain

*1.C. Publicatiuts wwwri€rolp.6m-a! 26 Actve Science 4



-+Volcanoes

Suhstances can be changed under the influence 0f apprupriate c0nditions.

A volcano is an opening in the earth's crustfrom which lava, cinder and hot gases erupt,

Volcanoes form when hot liquid rock and gases force their way to the surface of the

earth from deep below the ground. The liquid rock, called magma, comes from deeprvithin the earth's crust. When the magma reaches the surface and flows out of the

volcano it is called lava. This lava, as well as rock cinders, piles up around the opentng,

forming a cone-shaped mountain. When a volcano has lava and cinders coming out ti< qeid tn hc prr rntino

There are many thousands of volcanoes around the world. lvlost of the volcanoes are

located in a ring around the Pacific 0cean, called'The Ring of Fire'. lVlostvolcanoes are

inactive. This means that they don't often erupt. When they do erupt, volcanoes can

be very dangerous.

Labelthe diagram belowwith the words provided. Then match each word to its meaning.

crater magma volcano vent tava asn pipe

Mountain or hill with a central pipe through which lava,

ash and gas erupt onto the earth's surface.

Very fine pieces of lava blown into the air during an

eruptron.

Molten rock deep inside the crust.

Hole through which lava and gas reaches the surface.

Passage through which the magma rises.

Circular opening of a volcano.

Molten rock ooured onto the earth's surface"a.LC. Publcetions Active Science 4



Matter Review

2.

1. (a) Waterisal-----.

{b) lce is water in its s - - form.

(c) Steam is water in its g

- -form.

How is solid water different from liquid water?

3. Number these liquids in the order in which they would freeze. Explain your answer.

pure water salty water skim milk cooking oil

4. What is evaporation?

5. (a) A v---- isa mountain or hili with a central pipe through which

lava, ash and gas may erupt onto the earth's surface.

(b) Unjumble these volcanic words.

mmaag

aavl

tnev

sha

pepl

ctrrae

qJ.C. Publcations 28 Active Science I



w Environmental SoundsSounds can be pr0duced by both living and nonliving obiects.

Sound is around you all the time. In the morning you may be greeted by the sound of

an alarm clock, or birds singing. During the day you can hear many different sounds,

produced by both living and non-living things in our environment. You may hear thevoices of other people, the whistling of the wind, the hum of air-conditioning or the

sound of traffic.

All the sounds you hear have one thing in common. All sounds are produced by

vibrations. When an oblect vibrates it makes the air around it vibrate as well. These

vibrations travel through the air to your ears. Your ears pick these vibrations up and

tell your brain about them. The brain then interprets the vibrations as different sounds.

While the sounds that you normally hear travel through the air, sound can also travel

through liquids and solids.

1. List four sounds you can hear in each of the following school areas:

(a) Classroom

(b) Library

(c) Playground

(d) Music room

(e) Bike racks

(f) Street

>#frCantnued next page

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2. Predict and describe the sounds you would hear in the following locations:

Rock concert

Hospital

Airport

7oo

Beach

3. How do you think the sounds at the zoo and the beach might be the same?

How might they be different?

4. How do you think the sounds at a rock concert and an airport might be the same?

How might they be different?

5.How

does the surroundingenvironment affect what sounds are heard in an area?

6. Can we change the sounds we hear around us? How?

?-lC. Publications Aclive Science 4



'it".!f

VoicesSound is detected by the ear.

1. Listen carefully as your partner says the names of four obj(a) in a whisper from the front of the classroom;

(b) in a normal voice; and(c) in a normal voice while the radio is turned uo loudlv.

Record what you heard on the back of this sheet. Then get your partner towhat he or she said next to your answers.

2. Repeat the activity using a rolled-up sheet of paper placed over one ear. Record theresults on the back of this sheet aeain.

3. Did the paper trumpet make the sounds easier to hear?

Would having a larger outer ear improve your hearing?

Animals and their hearingA bat's exceptional navigational skills depend on its ears and vocal chords. Bats makevery high-pitched sounds, beyond the range of normal human hearing. These soundsbounce off objects around the bat. The bat listens to this reflected noise with its large

sensitive ears. lt interprets the reflected noise to'see'its environment.

The owl also has sensitive hearing. lts ears are hidden in the feathers on its head. Whenan owl listens it spreads out the feathers and skin that cover its ears. These form into

large funnels which collect even the tiniest sound.

Library ResearchFind a clear picture of any animal showing at least one of its ears. Draw the picture

0etow.

What do you notice about the shape, size,

position, mobility and flexibility of this

animal's ears?

t(,<

fl.9t;,recor0

a.l.C. Publications Active Science 4



Musical SoundsSound can be pmduced hy nonliving 0biects.

A musical instrument is any device that can produce a musical sound-

You can make a simple musical instrument, called a maraca, by putting some small

stones into a plastic bottle. When you shake the bottle it will make a sound. Try varyingthe amount of stones in the bottle to make different sounds.

The maraca is a percussive instrument, because the sound it makes is produced by

objects hitting each other.

lf you blow across the top of an open bottle itwillalso make a sound. lf you fillthe bottle

with different levels of water it will make different sounds" The sound is made when the

air in the bottle vibrates as air passes over the opening at the top. This kind of musical

instrument is called a wind instrument, because wind is used to make the sound.

String instruments produce musical sounds when a string or strings are plucked or

strummed. These strings vibrate and produce a sound.

ComDlete the table below.

lVlake your own musical instrument from scrap materials.

Draw a diagram of your instrument on the back of this sheet.

What materials did you use?

How sound is madeMaterials used to make this instrumentnstrument

tamDounne

triangle

xylophone

How is the sound made?

Describe the sound it makes.

a.l.C. Publications 32



'il!1

Guessing the lemperatureTemperature is the mea$ulement 0f the heat 0l a substance.

Temperature is the measure of how hot or cold something is.

A thermometer is an instrument for measuring temperature.

1 . Predicttoday's minimum and maximum temperatures. Record your prediction in the

table below. Then watch the weather reoort on the news and record what the

minimum and maximum temperatures were for your area. Continue predicting and

recording the temperature for a week.

Day DatePredicted TemDerature Actual TemDerature

Minimum Maximum Minimum Maximum

l\.4onday

Tuesday

Wediesday

Thursday

Ft day

Saturday

SLrnday

How accurate were your predictions?

2. Estimate the temperatures ofthe following. Ask your teacher for the answers to see

if you were correct. Use a thermometer if possible to measure the temperature of

an ice block and taD water.

prediction actual measured

baking a cake

making ice blocks

normal body temperature

tap water temperature

3. Your body is not very good at accurately measuring temperature.

Test this by placing your left hand in a bowl of (bearably) hot water and your right

hand in a bowl of icy cold water. Leave for a minute- Now place both hands in a bowl

of lukewarm water.

How does the hand from the hot water bowl feel?

How does the hand from the cold water bowl feel?

Explain on the back of this sheet why you think this happened.

a,i.C. Puhlications Activ€ Science 4



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HeatThe gain or loss of heat in a substance can cause changes in that substance.

Heatis a form of energy. Heat flows from hotthings to cold things. You cannot see heai,

but you can feel it. When you hold a cup of hot water, heat from the water flows througn

the cup andwarmsyour hands. lf you don't dress warmly on a cold day, heatflows fromyour body and you feel cold.

All things are made of tiny invisible particles called molecules. When a substance is

heated these molecules move around faster. In a cold piece of chocoiate, all the

molecules are packed very closely together and don't move much. lf you hold the

chocolate in your warm hand it will become soft and melt. You have given heat to the

chocolate, and the molecules in the chocolate have started to move faster. The heat

you have given to the chocolate has made these molecules move about a lot more, so

the chocolate isn't solid any more. lfyou put

the chocolate in a saucepan on a stoveand add more heat to the chocolate it will melt and become a liquid.

From the following list of items, tick the changes that occurred as a result of heating.

Colour Smell Taste Volume Other Observations

rce

p0pc0rn

carrot

raw meat

nce

butter

0nton

chocolate

macar0nl

bread

jelly

Further Activity - Lemon Sago

Ingredients: 1 cup sago, I cup sugar, juice of 2 lemons, 1 tablespoon treacle or golden

syrup, 4 cups water.

Put all the ingredients into a saucepan and bring to the boil, stining to keep free from

lumps until it is thick and clear. Draw and describe the ingredients on the back of this

sheet before and after heating.

R.I.C. Publications M.ricsroup.com.au 34



ttConductons and Insulatorc

Some substances conduct heat readily, while olherc do not

A substance that allows heat to move through it easily is called a conductor. For

example, metals are good heat conductors. A substance that does not conduct heat

very well is called an insulator. Wood and wool are good insulators. Insulators help tokeep hot things hot and cold things cold, because they stop heat from flowing out ofor into things.

With bare feet stand on a tiled floor. Then stand on a carpeted floor. Both floor coveringsare the same temperature but the tiles feel colder. Tiles are good conductors becausetheyallowthe heatto flow awayfrom yourfeeteasily, making them feelcold. The carpetis a good insulator because it does not conduct the heat away from your feet very well.Your feet don't lose heat and so they stay warm.

I . 0n the back of this sheet draw yourself dressed in warm clothing for winter. Labeleach item of clothing and what it is made of.

2. Exoeriment

Collect a variety of different bowls made of wood, plastic, metal and ceramics.Into each bowl put a small piece of butter. Place each bowl in turn into a sauceoanof hot water or onto a stove. Warning: Be careful when handling hot water or

using a hot stove. Time how long ittakes forthe butterto melt in each ofthe bowls,from when you start heating the bowl until when the butter has completely melted.Fill out the table below"

Made ofTime taken in minutes

for butter to melt

Good conductor orgood insulator?

Bowl 1 wood

Bowl 2 metal

Bowl 3 plastic

Bowl 4 ceramrc

Bowl 5 glass

Bowl 6

Which material made the best conductor?

Which material made the best insulator?

R l,C. Publicabbrs Acaive Science 1



"it Magnets-V

Magnets haye an effect 0n some substances and not on 0thers.

Sort the following objects into the two groups below. You can include more

objects if you like.

plastic spoon, piece of wood, copper pipe, eraser, coin, iron nail,

glass marble, ball bearing, brass screw, strip of cloth, lead pencil,

pin, needle, iron filings, paper, paperclip, staples, crayon, chalk.

A. Magnetic objects: items which you think will be attracied to a magnet.

B. Non-magnetic objects: items which you think will not be attracted to a magnet.

A. lvlagnetic objects B. Non-magnetic Objects

0bject Test 0bject Test

Nowtry picking up each objectwith a magnetto see if your guesses were correct. Tick

every correct guess in the table. How are the magnetic objects the same as each otherand different from the non-magnetic objects?

R.l.C. Publication. ActNe Scienee 1



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CompassesMagnets can be identified hy theil elfects 0n certain substances.

Fill in the missing words on the compass below.

Words: West South North East

South-east North-west South-west North-east

N-w

S

N-e

Draw a plan of your classroom below. Put in a compass rose to show what directions

north. south, east and west are in the classroom.

R.l.C. Pubnbations Active Science 4



vrfz Energy Review

1. Choose two words for each item from the following list to describe tne sounds treymaKe.

Glass breaking

School siren

Dog barking

Person whispering

Guitar strumming

3.

2. Name the instrument used to measure temperature:

At__classify the following materials as either heat conductors or heat insurators. Listone use for each material as a conductor or an insulator.

4. Name the four major compass points:

1.

3.

5. Circle the items below that would be attracted to a masnet.

U\R.l.C. Plblications 38

loudhigh

softrow

preasantclear

unpleasantmuffled

Conductor ot insulator?Use as a conductor or insulator

Acttve Scbnce I



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