o

x
o
FrJ

F
U

m Humons ond onimols

Skeletons

Functions of the skeleton

Muscles ond bones

Movement of bones

Drugs os medicines

Living things in their

environment
14
Animols in their hobitots 14
Identificotion keys

19

Humon octivity ond the

environment

Stotes of motter

28

Solids, liquids ond goses 28

Heoting ond cooling

moteriols

3I

Melting ond freezing

38

Steom

39

m Sound

42

Sound moking ond

meosuring

42

Sound trovelling

5I

Moteriols preventing
sound tronsmission

57

Pitch ond loudness

61

Musicol instruments

Electricity ond
mognetism

72

Constructing circuits

72

Broken circuits

74

Electricol current

78

Mognets ottroct ond

repel

79

Metols ond mognets

8r

Glossory

85

K"y to symbols

dU

Observe

@ Discuss
oX
:e/

\,,'\& Write

Humons, ond some onimols, hove bony skeletons

inside their bodies.

Activity I

effi
- m

Look ot the onimol pictures. You con moke two

groups. For exomple, the cow belongs in group
A ond the snoil belongs in group B.

Hl fry to sort out the rest of the onimols into these

\ \6
two groups. Which onimols belong with the cow
lgroJp Ai, ond which with the snqil (group B)?
Write them down.
Show your groups to the people you ore working
with. Discuss how you hove sorted the onimols.

Shore the groups with the closs.

The onimols in one group hove o bony skeleton

inside their bodies - on internol skeleton.
Which group is thot: A or B?
The onimols in the other group hove no internol
skeleton.
Some onimols in this other group hove o skeleton
outside their bodies - on externol skeleton.

Which three onimols in the pictures hove this kind

of skeletonT
Mony onimols hove no skeleton of ony kind. Which
onimols in the pictures hove no skeleton?

The humon skeleton is the frome for our body. lt

is inside our muscles.
We con feel ports of our skeleton in our orms, legs,
honds, feet ond heod, os well os other ploces.

The humon skeleton is mode of 206 bones.

The skeletol system is mode up of bones, muscles ond

joints. As our bodies grow, our bones ond muscles olso
grow. Our skeleton must grow bigger ond stronger to
support our heovier ond lorger body. The bigger the
body, the bigger the frome supporting it needs to be.
The skeleton olso ollows us to move. (We will look ot
this in more detoil below.)
ln oddition to ollowing movement ond support, it olso
helps to keep ports of our body sofe. lt protects certoin
vitol orgons ond it is essentiol for breothing.

The skull is o strong hord box in

which the delicote broin is sofely
housed.

Spinal
cord

Spinal
column

The spinol cord, which is o continuotion of

the broin, is olso enclosed in o column of
smoll bones colled the vertebroe. Together
these moke up the wonderfully flexible
spinol column (bockbone or spine).

i The ribs do two jobs:

.
.

they ollow the chest to be exponded ond

controcted so thot oir con be drown into ond
squeezed out of the lungs.
they olso help to protect the lungs ond the heort.
The heort is locoted under the breostbone, where
the ribs come together ot the front of the chest.

lnside some bones there is red morrow, which mokes

new blood cells. There ore three kinds of blood cells:
red blood cells, white blood cells ond plotelets.
It is essentiol thot the morrow goes on producing new
cells throughout our livs, becouse blood cells do not
Iive long ond must be reploced constontly.

Muscles without bones would not be oble to support

our body, or move it from ploce to ploce.
Bones ore hord ond strong, ond where two bones meet
in o joint, there is o slippery surfoce on the end of
eoch bone. This ollows the bones to move smoothly
over one onother in the joint. The bones in the joint
ore held together by ligoments, which ore mode of
strong elostic tissue.
Bones ond joints connot produce movement on their
own. lt is the muscles thot move the joints ond this
leods to body movements ond locomotion.
Shoulder
joint

Muscle
(biceps)

Bone
(humerous)

Elbow joint

The muscles ore ottoched to the bones by tendons.

Movement of bones
The skeleton, ond the muscles ottoched to it, ore
essentiol for movement ond for locomotion. A rigid
skeleton without joints would not ollow ony movement.
When o muscle controcts, it pulls on the tendon,
which pulls on the bone. The result is some movement.
Muscles oct in poirs, pulling on the bones from one
side or the other. This is whot hoppens every time we
wolk, pick up o pencil, kick o boll, swim or eot. The
skeletol ond musculor systems - the bones, joints ond
muscles - hove to work together to produce
movement.

Triceps
muscle

Triceps
muscle

Forearm

'

A drug is ony substonce, other thon food, thot couses

chonges in the body. Drugs con be swollowed,
breothed in, injected or opplied to the body in some
other woy. There ore three groups of drugs:
. Prescription drugs

'
.

Over-the-counter drugs
Prohibited drugs.

Activity 2

#m

Discuss the three groups of drug types.

Shore your ideos obout why some drugs ore
in one group ond not in onother.

EI Wrte down exomples of eoch group of

',*{
drugs.

#H

Shore your lists ond ideos with the closs.

Add to your lists ony extro exomples given
by your clossmotes.

ffi

Benylin

rug
-fl

;d

(e)

Look ot the pictures of vorious drugs ond

,t m sort
them into two groups:

o Prescription drugs
b Over-the-counter

drugs.

\,* ffit Wrte down the two groups of letters o to i

thot lobel the drugs. Shore your groups with
the closs.

Drugs bought in phormocies ond chemists oll hove

very importont informotion on their pockoging. This
given to protect people from horm. Drugs ore
dongerous. This is true of prescription drugs ond
over-the-counter drugs, os well os prohibited drugs.

is

Activi 3: Finding out more obout drugs used os medicines

%,\&i
. ru Drow o toble like this one for recording

informotion obout drugs used os medicines.

t .. tI
'!s

Copy the informotion from the pockets ond

bottles, recording it in the toble.

ffi

Decide how you witl present the informotion

you hove collected.

Sort the drugs out in some woy.

For exomple, creote:

o groups for eoch Vpe of drug use

b groups for eoch Vpe of worning.
mil Disploy the drug contoiners.

p ffiX Shore your findings with the closs.

Discuss whot you hove oll found out obout the
proper use of drugs os medicines.

Design o poster or web poge obout the sofe use

of drugs os medicines.
To use ony drug sofely, we must follow the instructions
obout the dose, the oge of the potient, ond the
wornings obout ony side effects.

Toking more of o drug does not meon we will goin

rnore benefit from it. It might leod to serious domoge
to our bodies, or even deoth. For exomple, orgons
such os the liver ond the kidneys con be domoged by
high drug doses ond, if the domoge is very bod, it
might not be possible for them to recover.
Children ore in the greotest donger from drugs,
becouse their bodies ore smoller ond so they ore more
ecsily domoged by on overdose of drugs. This is why
drugs must be stored sofely of home, in o ploce where
young children connot reach them.

Discuss with your group:

o 'Whot ore the benefits of drugs?'

b 'Whot ore the hormful effects of drugsT'
.X

-.m
e I

Keep notes of your group's onswers to

these two questions.
Shore your group's qnswers with the closs.

Prescription ond over-the-counter drugs hove mony

benefits.
Some con cure diseoses, killing the orgonisms thot
hove invoded our bodies.

Others con toke owoy symptoms, such os the sneezing

ond coughing of o flu infection, without killing the virus
cousng the flu.

Anti-molariol drugs

our body is not working properly it con couse

o
seose such os diobetes. Drugs con sometimes
correct
o foult ond ollow the person to go on riving
os
ore.

Animols in their hobitots

Your school is surrounded by hobitots. Some ore very smoll ond others
ore enormous. A building itself creotes hobitots for certoin onimols.
Tiees, especiolly when they ore old ond lorge, olso provide hobitots for
some onimols ond even other plonts. Eoch environment hos mony,
mony different hobitots for its onimols ond plonts.

Activity 1: lnvestigote two different hobitots

ilt

Discuss with your group which two hobitots

you will investigote in your locolity. Try to
choose two thot ore yery different.

f[

Plon whot you will look for ond how you will
record whot you observe.

Remember thot drowing, meosuring, counting ond writing

notes ore oll port of doto collection ond recording.

*ffi m

Go outside with your notebook ond pen ond

investigote your chosen hobitots.
Collect enough informotion to be oble to give o cleor ond
full description of the onimols ond their hobitots to the closs.
Toke core to describe whot eoch hobitot is like. For exomple:
Is it hot ond dry?
ls it shody?
ls it wet?
ls it bore soil, rock or sond?
ls it in or neor woter?
Are there plonts, ond ore they close
together or spreod out?

.
.
.
'
'.

Animols in their hobitots

Sm

Return to the closs.

l Discuss with your group the informotion you hove coltected.

Decide how you will present your descriptions to the closs.

Present your descriptions ond then onswer
questions from others in the closs.

Look ot the pictures.

Choose one of the qnimols.
Discuss whot the hobitot of your chosen onimol is like.

Whot is speciol obout the ploce it lives in?

Describe it to the closs.

Chopter 2: Living things in their environment

There ore mony different noturol hobitots on Eofth.

Some ore so cold thot very few things con live there: for exomple, the
Arctic ond the Antorctic.

Others ore so hot ond dry thot very few plonts or onimols con live there
for exomple, deserts in South Americo, Africo ond Asio.
Very few people live in these extremely cold ond extremely hot ploces.
It is too difficult to stoy olive.

Plonts ond onimols con be found in most ploces on Eorth. Eoch ploce
hos its speciol onimols ond plonts thot 'fit' the conditions. Usuolly the
omounts of woter, light ond heot found in eoch ploce ore the most
importont feotures of ony hobitot.

Look of the onimols in the pictures ond discuss whot is wrong with the
hobitots they ore in.
Tell the closs whot you think.

Animols in their hobitots

-_

Ioch of the onimols in the pictures obove is shown in

ts noturol hobitot"

Jse these words to complete the sentences on pcge 1B:

todpoles tiger hide feed worm cold

frogs slide smooth woter flowers
snokes eggs birds penguins seo shope
fish nest bees pond deserts

Chopter 2: Living things in their environment

Copy ond complete these sentences using the words

from poge 17.

The
help it to

live in lorge numbers in

ond
- together. Their
move eosily through the

lives in the jungles of lndio. lts stripes

when it is hunting.

the

They swim
helps them to

3 The -Antorctic is o verv

hobitot so the
ond other onimols hove to hove o woy of keeping
The feothers protect the
from the cold.

Some

to collect
ond other insects visit
food. They must use it for themselves or toke it bock
to their
to feed their young.

live in very hot, dry ploces such os

. Their skin is dry ond it is very
which helps them to
over the
sond ond rocks.

is o good ploce for

must hove fresh woter to loy their

becouse they
in.
Adults con come out of the woter, but the eggs ond
must live in it os they grow.

ldentificotion keys

Eorthworm

Housefly

Activity 2

@m

Discuss with your group whot you

remember from Stoge 3 obout grouping
onimols, using their simple feotures - for
exomple, body covering or colour.
Continue over the poge

Chopter 2: Living things in their environment

l\

-"LJ A

#'

Look ot the onimols shown in the pictures

on poge 19 ond discuss how they could be
sorted.

hi
An identificotion key

You con use the key obove to identify the

onimols in the picture.

to use the simple

, feotures you con see to help
I with the identificotion
I Remember

,_.-""_.____""."____=____"""-__*___"**_***;

, Ut Write down the letters (o) to (i) ond when

you hove identified the onimols, write their

nomes beside the correct Ietters.

tt Shore your results with the closs.

',:
,;

;':,

ldentificotion keys

Crob

Spider

ffi

lf you hod to include o spider ond o crob in

the key, whot would you odd to it?

Discuss your ideos with the group.

When you hove on onswer, shore it with the closs.

ffi

Choose onother onimot ond osk your group

to fit it into the key. Shore your group's

- -- l-1::: :i.*3"_*:::: __ *

*__**

__* __-- _

Keys ore o yery useful woy to sort ond identify living

things plonts os well os onimols. When identifying o
plont, it is useful to be oble to look ot flower shopes
ond colours, leof shopes ond sizes, pes of stem ond
fruits. Simple feotures of onimols, such os the number

of legs, body covering, or method of reproduction ore

useful when identifying them.

_* *___
_

Humon octivity ond the environment

The environment is chonged by humon octivity.
These chonges ore sometimes good, but they con olso
be bod, doing domoge to the living ond non-living
ports of the environment.

This litter will not rot and most of it will end up in landfill sites

Activity 3

ffi

"S*\

*UffiI
I+
\:,,,
*
m

Go outside with your group ond choose o ploce

where you con do o survey of litter on the
ground. It might be inside or outside the school
ployground.
Keep o tolly of eoch kind of rubbish you find
(for exomple, plostic bogs or drinks cons).
Use the doto to moke o bor groph. Disploy your
group's groph with those from other groups.

HUmon octiv,ity ond the renviionment

UI

Compore whot the groups hove found.

Tiy to exploin whot the grophs show.

,EI Moke o poster with o messoge obout how

ond why rubbish should be disposed of
properly.

Disploy your posters qround the school.

People produce litter ond other wostes. If the
environment is ddy ond littered, then people ore to
blome. Animols ond plonts don't creote Iitter.

The onswer to the problem of woste disposol is for us

humon beings to work out.

.Choptr,,,2;,'1

living.:thinds.r.iqlih1r environ ment

Activity 4: Whot ore the effects of litter?

ru Look ot the pictures ond discuss whot

effects such things hove on:

o people
b other living things

c non-living ports of the environment.

ffiI Wrte lists of oll the effects thot the group

"{e
con think of.

%r,,,

Disploy your Iists under the heodings:

people other living things non-living things

Coreless disposol of woste products couses domoge. It con
olso couse the spreod of diseoses omong people, through
pollution of our woter supplies, ond through the flies ond
rots thot feed on some Vpes of woste.

Other living things ore olso domoged, especiolly if woter

becomes poisoned with wostes from foctories. Such wostes
in rivers ond in the seo kill plonts ond onimols living in the
woter. lf oil is dumped or spilled on the seo, mony birds ond
mommols con become covered in oil ond this kills them.

from fctories should be

ldeoned before it is releosed into
iah" oir. lf it is not, it con domoge
people's Iungs ond it con pollute
the roin. When this dirty roin
(olso colled ocid roin) folls, it kills
trees ond other plonts. lt olso
poisons lokes ond rivers, killing
the fish ond other onimols.

*ok"

Beoutiful ploces ore spoiled by

people's rubbish. Beoches
should be cleon ond sofe,
but when people on lond
ond on ships throw their
rubbish into the seo, o lot of
it ends up on the beoches.
Some of it is dongerous; oll
of it is ugly.
Sewoge disposol is onother big problem, especiolly when towns ond
icities grow bigger ond bigger.

lh is o mistoke just to pump sewoge into the seo. Sewoge corries

{diseoses. It olso encouroges flies ond rots to breed, on they spreod
tdiseoses. lf the ground woter becomes polluted with sewoge, oll the
people toking woter from the well or the pump con become ill.
some is true of rivers ond streoms. lt costs money to build
d operote sewoge treotment works, but it is very importont.
Unfortunotely, in reol life, not everyone tokes core of the
ironment. Individuols, fomilies, communities ond even whole
tries ore sometimes selfish ond coreless. They do domoge by
woy they behove. Sometimes it does not horm them, but it con
rm other people ond ploces for owoy.

Cfro pter

2: Living things in their environment

Sometimes the domoge hoppens slowly over o long period of

time. For exomple, oir pollution from burning oil, petrol, cool
or wood.

Rcycle waste here

This picture shows one woy to help protect the environment.

Whot do the children use the contoiners for?
Whot could they do with the different moteriols they collectT

Activity 5

@m

Discuss with your group whot moteriols you

will recycle ot school.

Moke bins for eoch of the chosen moteriols.

Put o lobel on eoch one.

"m

Write instructions to tell the closs how to

use the bins. Disploy the instructions neor

the bins.

Humc,n octivity ond the environment

iFeople must core for the environment. If we do not

core for it, it will be domoged. Plonts, onimols, soil,
woter, even the seo, con oll be spoiled.
One big donger is from the rubbish we produce. lf we
$ust throw it owoy it spoils the environment. It is olso
.,ery wosteful. Mony moteriols con be recycled or used
ogoin.
Some moteriols - from plonts ond onimols - con be
put bock into the soil. They will decoy ond produce
minerols thot plonts con use for growth.
Poper, which is mode from wood, con be recycled to
n'roke cordboord ond other low-quolity popers.

I'rtetols ond gloss con be melted ond recycled

new items.

to moke

Some plostics con olso be recycled, but some connot.

tf they ore just thrown owoy they will stoy in the seo or
on the lond or o veryt very long time.
[f possible, find out obout the
locol orrongements for
recycling wostes so thot your
closs con reolly become
octive in protecting the
environment through
recycling.

The Eorth is o beoutiful

ploce ond we must oll shore
the responsibilis of looking
ofter it.

Solids, liquids ond gqses

ili'ifit,.!ii:'', :,:,!,

rotn

hoilstones

Activity I : ldentifying woter in its three stotes

p m

Look ot rhe pictures on poge 28.

o Choose the ones thot show woter.

b
,

\ ffi

TeII the closs which ones you hove chosen.

Drow o toble tike this.

o ldentify the form of woter in eoch picture.

b Record your onswers in the columns under the correct
heod i ngs.

ffi

Copy ond complete the sentences below.

Here ore the words you will need:

liquid stotes gos woter

(You will need

solid

to use some words more

thon once.)
Woter is found in three
They ore colled _,

The
The

ond

stote is colled ice.

is the
stote.
stote is cqlled woter vopour.

All motter in the universe exists in these

three stotes: solid, liquid or gos.
Woter is the most common exomPle on
Eorth of o substonce thot con be eosily
found in oll three stotes.
The rocks ond soil of the Eorth's crust ore
solid, but deep inside the Eorth they ore in
o liquid stote. Why?
The oceons covering much of the Eorth ore
mostly liquid woter, with some solid woter
(ice) flooting on them * for exomple, in the
Arctic Oceon. WhyT

The otmosphere surrounding

the Eofth is mostly o mixture
of goses, with some clouds
of liquid woter droplets
flooting in it. Why?
ln o group discuss your ideos
obout the three questions
obove.
Shore the group's ideos with

the closs.

Heoting ond cooling moteriols

-cok of the four pictures ond describe whot is

'oppening to the woter in eoch one. Tiy to exploin
,,hot you hove described. Shore your ideos with the
:loss.

Look of the two pictures.

Why does your skin dry quickly ofter swimming on o

hot doy?
Which bucket 'loses' woter more quickly ond why?

ln o group discuss your ideos ond then shore them

with the closs.

Activity 2z Experiment to test the speed of drying pieces

of cloth

tt

lnvestigote the drying of two pieces of

cloth.
Plon how you will investigote the drying of two pieces of wet
cloth.

Moke it o foir test so thot you will be oble to compore the

results.

affi

How will you treot the two pieces of cloth?

Discuss with your group how you will treot the two pieces so
thot one dries foster thon the other. Think obout woshing put
out to dry.
Predict which piece will dry foster ond write down your
prediction.

\b
ffi

Decide how you will meosure the dryness of

the cloths.
Keep o record of whot you do, especiolty
the time when you stort ond finish the

investigotion.

a ru

Discuss ond compore the resutts.

o Record whot hos hoppened to the cloths.

b Discuss the results with your group.
c compore them ond come to o conclusion bosed on your

evidence.

Compore the results with your prediction.

Shore your results with the closs.

We con chonge liquid woter into the gos stote

(woter vopour) by heoting it. we do this when we hong

ing out in the sun to dry. lt hoppens to our wet
in ofter woshing or swimming. lt hoppened to the
pieces of cloth in our investigotion of drying.

The heot from the sun is like the heot from o fire.
ur bodies moke heot too.

When wet things - for exomple, our skin, dishes, fobrics or

puddles - become dry, the liquid woter hos been chonged
into woter vopour.
This process of chonging from liquid to gos is colled
evoporotion. The gos is invisible, so the liquid just
'disoppeors' into the oir.

(c)

Look ot the pictures. Eoch one shows whot hoppens when

woter vopour (on invisible gos) is cooled down.

The woter vopour in the worm oir touches the cold

window ond the woter vopour is cooled ond chonges
bock into liquid woter. lt forms tiny drops of woter on the
gloss os it condenses. This is colled condensotion.
The woter vopour in the worm oir touches the cold con
ond the woter vopour is cooled ond chonges bock into
liquid woter os it condenses.

c Try to exploin the clouds in this picture. Tell the closs

whot you think.

some other common moteriols con olso hove their stqte

chonged eosily.

T,ry

Activity 3, lnvestigoting o moteriol,s chonges of stote

ru

ttr

choose which moteriol you will investigote:

woli chocolqte, butter or morgorine.

How will you chonge the stote

chosen solid moteriot?

of your

o Discuss how you will do it with your group.

b Wite down whot you plon to do.
@

XI

Con you chonge the moteriol bock to its

originol stote? HowP

o Discuss how you will reverse it with your group.

b

Write down whot you pton to do.

Continue over the poge

%..w m

Drow o picture of your chosen moteriol before you try to

chonge its stote.
Record your observotions of chonges os they hoppen.

%e
&,,,

Keep o record of whot you do.

w ffit

xiiiiar

Wtren the substonqe hos chonged from the

solid stote you storted with, keep o record
of whot hoppens.

o Moke o second drowing of its new oppeoronce

ond note ony

other differences.

b Now try to reverse the chonge so thot you return the

moteriol to its solid stote.

c Record observotions of chonges os they hoppen.

....@

Discuss with your group whot you conclude

obout why moteriols chonge their stotes.
Write down the group's conclusion.

Shore your drowings ond conclusion with

the closs.

Heoting solids con chonge their stote to liquid.

When the wox, butter, chocolote or morgorine were
heoted, they become liquids.

This is o second exomple of heoting cousing o

chonge of stote. The first exomple, when liquid woter
wos heoted, cousing it to evoporote, chonged it into on
invisible gos (woter vopour).

When the moteriols in Activity 2 were

in the liquid stote, the chonge from
solid to liquid wos reversed by letting
ttrem cool. The liquid wox,
chocolote, butter ond morgorine oll
turned solid once you stopped
heoting them. Cooling reversed their
chonge of stote.

SOLID

c..ns(o

k ot the pictures ond think obout your investigotion

the conclusion you reoched.

ore the pictures telling you obout chonging the

of woter - from liquid to solid ond from liquid

gos?
I

the closs whot you think.

)Hea,ns

Melting ond freezing

Melting is the process of chonging from the solid stote
to the Iiquid stote. The moteriols you investigoted wox, chocolote, butter or morgorine - oll melted when
you heoted them.
In the picture on poge 37, there is on exomple of the
reverse process - chonging o liquid into o solid by
freezing it.

Cooling o liquid slowly ot room temperoture con olso

chonge its stote, os you sow in the investigotion. For
exomple, liquid wox cools to become solid wox.
Freezing is just o foster ond
greoter cooling method,
where the temperoture of
the moteriol is lowered for
below room temperoture.
We do this in freezers os o
woy of moking ice ond
storing foods.

Steom

Activity 4: Investigote whot hoppens to woter when it boils

Your teocher will use o kettle, o plote ond o
bowl to demonstrote onother process.

p ru Look corefutly or the spout ond see if you

con observe the 'gop' between the ctoud
ond the spout.

p ru Now look ot the cloud.

o Whot do you think it is -

P ff

gos or liquid?

Tell the closs whot you think.

Wotch corefully os the teocher holds the

cold plote with the cloth ond puts it into the
invisible steom.
The bowl is stonding below the point where
the plote is being held.
Continue over the poge

nffi

m o Whot do you observe on the plote?

b Whot do you observe in the bowlT

Tiy to exploin your observotions to the closs.

The boiling woter turned into steom, which wos on

invisible gos. The 'gop' wos the invisible steom - the
product of boiling woter.
When the steom come out of the spout, it wos cooled
down ond condensed into o cloud of tiny woter
droplets. The woter droplets were visible.

ow copy ond complete the sentences below.

Here ore the words you will need:

oir see

woter

condenses drops
(You will need

to use some words more thon once.)

on the plote. lt
off into the bowl.

of

I sow

clouds Yopour ron

dripped cools liquid

the plote ond

in the oir

Woter

down

down os the

higher up.
into tiny

it cools, it

of

woter.

e con

the drops of

OS

tn

sky.

voporotion - the chonge from o liquid to o gos - con

ppen either slowly or quickly. The speed of chonge
ds on the rote ot which the liquid is heoted.

Boiling woter is evoporoting quickly. lt is being

heoted to its boiling point ond ot thot point it
chonges to the invisible gos colled steom. The
steom leoves the surfoce of the boiling woter ond
rises into the oir, where it cools, condenses ond
forms o visible cloud of woter droplets.

whot we see obove the boiling woter is not steom.

is o cloud of woter droplets, just like the clouds in the
(ond they ore definitely not steom!).

'

Most woter evoporotes slowly, turning into onother

invisible gos colled woter vopour. This hoppens ot
much lower temperotures thon the boiling point.
Woter does not hove to be boiling for it to evoporote.

Sound moking ond meosuring

Listening to sounds helps us know whot is going on
oround us. But where do sounds come from?

Activity I: Where do sounds come from?

e ilt

*mffi

Discuss with your grouP where sounds come from.

Go outside.

o Listen for sounds.

b Nome os mony sources of sounds os you con.

\m

Wite down eoch of the sounds you heor.

e ffit Shore them with the closs.

(c)

j
(f)

Activi 2
43.
dru Look ot the pictures on poge
your

Discuss them with some of

clossmotes.

b Are they oll sources of sound?

Sort them into grouPs:
o noturol sources of sound
b oftificiol sources of sound

c non-sound sources.

%,,ffi
'e

Use the letters on the pictures to record

your grouPs.

e il Shore your onswers with the closs.

The world is o very noisy ploce! We ore surrounded by
mony sources of sound. Even our own bodies moke
sounds, such os the noturol sounds of: speoking,
crying, loughing or sneezing. Con you think of ony
moreT

Mony other sounds ore noturol.

Some sources of noturol sound ore shown in the
pictures on poge 43. Con you think of ony more?
Shore your sources with the closs.

Activity 3: How ore sounds produced?

ffi

tote o ruler or flot strip of wood or plostic.

o Ploce it on the edge of the desk so

sticks out over the edge.

thot more thon holf of it

b Hold it down firmly.

z m

Flick the free end of the ruler. Repeot rhis

severol times ond listen corefully.

, m

Observe whot hoppens to the ruler when

you flick it - use your senses of sight,
heoring ond touch.

Record your observotions.

P m Discuss your results with the group.

o come to o conclusion obout how the sounds were produced.
b Shore your conclusion with the closs.

Your observotions were of three kinds:

'
.
'

whot you could see hoppening

whot you could heor hoppening
whot you could fee/ hoppening.

The ruler moved. You could see it going up ond down

when you let go of it.
It vibroted.

As it vibroted, you heord o sound. When the vibrotions

stopped, the sound stopped.
As it vibroted you could feel the movement through
your fingers.

All sounds ore the result of vibrotion. Sometimes you

con see the vibroting object or moteriol. Stringed
instruments ore o good exomple, ond so ore drums or
thumb pionos.

Activity 4

Choose on object thot you con blow into

wind instrument, tube or pipe - or blow
ocross the open top of o gloss or plostic
bottle.

-o

[I fry to moke sounds with your chosen

e
"U
object.

o Ask your group to observe the sound-moking

ond touch.

!:,

.r

- lools tisten

Wite down o record of whot the group observes.

Continue over the poge

Uffi

m Observe the sound-moking of other grouPs.

Record whot you obserYe.

Pm

Compore the records mode by the group

members.

Try to reoch o conclusion bosed on the evidence of your

observotions.

Be reody to tell the closs whot you heord, whot you sow ond
whot you felt.

Mony vibrotions ore not seen, but the sound is heord.

Wind instruments, such os the flute, con be heord, but
the vibrotions connot be seen.

It is the oir inside the instrument thot is vibroted when

the ployer blows into it. We connot see the vibroting
oir, but we con heor the sound it produces.
lf we touch the sound moker when it is being blown,
we con sometimes feel it vibroting. This is coused by
the oir vibroting inside it os the ployer blows into it.

Activity 5: Meosuring sounds using o

sound-level meter

tt

Hondle the sound-level meter corefully.

Explore how it is switched on ond off ond
how it is used to meosure the volume of
o sound.

ffi

Look of how you con see the meosurement reod ings.

They ore in decibels (written dB).

ffiI

Wnen you ore fomilior with the meter, move

oround the room ond outside.

g Toke meosurements of sounds.

b Record your observotions in the correct units.

ffi

\ qn

Plon how your group will test moking o

sound louder ond louder, using the meter to
meosure the Ievel eoch time. lt must be o
foir test. When you hove o plon, show it to
your teocher.
Do your test ond record the reodings from
the sound-level meter eoch time you
meosure the sounds you moke.

you hove finished the rest, took ot

i* ffit W.r"n
your doto.

P o Discuss them with your group ond come to o conclusion

obout the sounds you mode.

b lf you con use the doto to produce o bor chort or o tobte,
then do it, reody to shore with the closs.

A toble could be used, like this exomple.

Or o bor choft could be used like this exomple'

c0

=c
ao
J

12345
Height above desk (cm)

The sound level meter should hove shown you thot the
more energy wos put into moking o sound, the higher
the reoding on the disPloY.
You moy hove done this by hitting something horder
ond horder, or blowing into it horder ond horder, while
keeping the sound-level meter of the some distonce
from the source of the sound.
lf you moved the sound-level meter closer ond closer to
the sound source, without chonging the volume, then
it should hove shown you thot the closer it wos to the
source, the louder the sound being meosured'
The reoding will hove gone higher ond higher os the
sound-level meter wos moved closer ond closer to the
source.

Sound trovelling
Sound is one form of kinetic energy
movement.

- energy cousing

Vibrotions trovel owoy from the source os sound

woves. This is colled the tronsmission of sound.

lf sound woves reoch our eors, they wil! set our eor
drums vibroting ond thot is how we heor the sound.

Sound woves con trovel through the oir. lf they did not,
we would not heor when our friends spoke to us, or
when the rodio wos switched on.

Activity : Understonding more obout the tronsmission of

sound

51.
Look ot the pictures on
-*ffim
t,' o Discuss with your group whot they show.
poge

b liy to work out whot they hove to do with the tronsmission

of sound.

For eoch situotion, decide if sound is being

tronsmitted ond, if it is, whot is it trovelling
through - o solid, o liquid or o gos?

'. ffiI Shore the group's ideos with the closs.

Sound con trovel through solidsWe oll know thot when people knock on o door, the
people on the other side con heor the sound of the
knocking. lf we live or work in o building with more
thon one floor, we con heor people wolking or moving
things oround in the rooms obove us.

Tioditionol hunters oll over the world worked out long

ogo thot the sound of onimols moving could be heord
through the ground. They understood thot putting on
eor close to the ground would ollow them to heor
onimols they could not see. This wos, ond still is, very
useful when hunting.

Activity_7, w-!g! hoppens to sounds when they trovel

through o solid?

tt

Work with o portne r or this octivity.

o Sit ot opposite ends of the desk or toble.

,*

b Cover one eor with o hond ond put your other eor close to
the desk top, but not touching it.
c Ask your portner
or stick.

to lightly scrotch the desk top with o pencil

d Now put your eor closer to the desk so

desk top.

thot it is touching the

Ask your portner to repeot the scrotching.

Continue over the poge

em

Swop with your portner ond repeot the octivi.

Discuss whot you both heord ond come to
o conclusion.

Sound con olso trovel through liquids, such os woter.

Wholes thot swim over Iong distonces in the deep
oceons need to be oble to communicote with one
onother. This is especiolly true for mothers ond their
young. Wholes send out sounds thot trovel through the
seo ond con be heord over long distonces. They olso
cotch their food by using sound to find the fish or other
seo creotures thot they feed on.

Submorines ond ships hove copied this method of

using sound to find or ovoid one onother. Ships on the
surfoce con heor the sound of o submorine's engines
coming through the woter. Fishing boots use sound to
find shools of fish, even when they connot be seen.
This helps them to moke good cotches.

We use sound trovelling through liquid in our own

body. The inner eor hos o coiled tube full of liquid ond
when the eor bones vibrote, they push ogoinst the end
of the tube, moking the Iiquid inside vibrote. The
nerves in the tube respond to these vibrotions ond
send impulses to the broin, which 'heors' the sound.

Activity 8: Whot hoppens to sounds when they trovel

through o liquid?

ru

Work with o portner on this octivity.

Ask your portner to hold the wotch, clock or timer olongside
your heod so thot you ore just oble to heor the sound of the
ticking.

r*

Listen corefully to whot it sounds like.

ffi

Fill the bolloon with woter ond ploce it

beside your heod so thot it touches your
eor.

Ask your portner to put the wotch, clock or timer on the

other side of the bolloon, so thot it is touching it.

*b

Listen corefully ond compore whot you heor this time with
the first time.

ffit
S mil

Swop with your portner ond repeot the

octivity.
Discuss the observotions you both mode
ond come to o conclusion obout sound
trovelling through woter.

The speed of sound vories with the moteriol through

which it is trovelling. Look ot the toble below. Sound
trovels more quickly through solids thon through
liquids ond goses. This is becouse the otoms in o solid
ore closer together thon in goses ond liquids.
Sounds \foYes trovelling of metres Per second (m/s) in oir' woter'
concrete snd steel

When your eor wos off the desk, the sound of the
scrotching come to you through the oir - o gos.
When your eor wos on the desk, the sound trovelled
through the desk - o solid - ond it wos eosier to heor
t.

The bolloon filled with woter mode it eosier for you to

heor the sound of the ticking. lt trovelled to your eor
through the solid woll of the bolloon, then the liquid
inside it, ond finolly the solid woll, os the sound moved
out ond into your eor conol.

it12

Sound waves

Moteriols preventing sound tronsmission

Some moteriols reduce the loudness of sounds, or
even completely stop the sound woves from trovelling
through them.

Activity 9: Which moteriol will be best ot preventing sound

trovelling through it?

Discuss with your group which moteriots

you think con reduce or prevent sound
trovelling from its source (its tronsmission).
Continue over the poge

mX Plon on investigotion of how sound

tronsmission con be prevented or reduced.
Moke it o foir test, using of leost three moteriols ond o
sound source.
b Predict whot you think the results will show.
@

\t,,,.
n.&

Write down your prediction.

ffi

Decide how you will observe the reduction

or preyention of the sound. Whot will you
meosure, ond how?

rc

Decide how you will record Your

observotions ond prePore for the recording.

.^

_U H
#.

Compore the effects of the three different

moteriols on the tronsmission of the sound.
Corry out the test in o foir woy so thot you will be oble to
compore the effects.

St'

, b Record your meosurements eoch time.

your results.
*ffi re Compore
1q

o Use them

to moke o conclusion obout the three moteriols.

b Compore your results with your prediction.

'e ffi

Shore your group's results with the closs

ond compore them with those from other

grouPs.

Some moteriols work better thon others in preventing

sound trovelling through them. They con be used os
sound insulotors.

Builders use sound-insuloting

moteriols when they wont to
reduce sounds trovelling from
one port of o building to
onother. For exomple, from
one house to onother when
they shore o woll, or from
one cinemo room to onother
in o multi-screen cinemo.

Cor mokers olso use

insuloting moteriols under
the cor bonnet (hood), ond
on other ports of the cor, to
reduce the sound of the
engine ond the n.oise of the
tyres thot con be heord
inside the cor.

At home, sheets of underloy moteriol con be put under

corpets in upstoirs rooms, to reduce the sound heord
by people in rooms below.

All these sound-insuloting moteriols hove mony spoces

in them between the fibres thot form the moteriol.
These spoces ore filled with oir. Sound woves connot
trovel directly through these spoces, so they lose
energy ond the volume of the sound is reduced.
The type of moteriol ond the thickness of moteriol both
hove effects on the omount of sound reduction
produced.

Pitch ond loudness

The 'highness' ond 'lowness' of sounds is colled their
pitch. When we speok, sing, or ploy certoin musicol
instruments, we con chonge the pitch of the sounds we
moke. ln this woy we con moke tunes with our voices
ond instruments.

Activity I0

tt

fote o ruler or flot strip of wood or plostic.

Ploce it on the edge of the desk so thot more thon holf of it
sticks out over the edge.

Hold it down firmly.

f* m

Flick the free end of the ruler. Repeot this

severo! times qnd listen corefully.
Continue over the poge

Discuss with your group how you con

chonge the pitch of the sound:

"#

o to moke it o lower sound

b to moke it o higher sound.
-x

Y I

Wte down in o toble whot you will do ond

your prediction of whot will hoppen to the
sou nd.

Qr.

.s

ffit

Test your group's ideos. Record in the toble

whot hoppens to the pitch of the sound

eoch time you try to chonge it.

Remember to moke it o foir test.

ffi* Wt',en you hove tested oll the ideos,

compore the results with the predictions

ond try to exploin whot you hove observed.

Con you see o pottern in the results?

b Whot con you soy obout the pitch of the sound ond its link to
the length of the ruler sticking out from the desk?

em

Shore your results ond conclusions with the

closs.

The pitch of sounds con be chonged in different woys.

Whot you do with o ruler ond o rubber bond will not be
exoctly the some.

Activity I I

,U #I
F
@

ffi

Hold o rubber bond between your teeth ond

stretch it out with one hond, holding it over
your thumb ond forefinger.

Pluck the rubber bond with the other

forefinger ond tisten to the sound you hove
mode.
Discuss with your group how you con
chonge the pitch of the sound to:

o moke it o lower sound

b moke it o higher sound
Continue over the poge

q, ffiI Wrte down in o toble whot you will do, ond

.
"'ei
your prediction of whot will hoppen to the
sou nd.
*}i'

Test your group's ideos ond record in the

f
'd

toble whot hoppens to the pitch of the

sound eoch time you try to chonge it.
Remember to moke it o foir test.

you hove tested oll the ideos,

.ffi ffit Wnen
compore your results with your predictions
ond try to exploin whot you hove observed.

Con you see o pottern in your results?

b Whot con you soy obout the pitch of the sound ond its link to
how much you stretched the rubber bond?
@

Shore your results ond conclusions with the

closs.

Copy ond complete the sentences below, using the

words listed here:

higher longer lower shorter

The pitch of the note

gets

os the ruler

gets

b Moking the ruler

mokes the pitch

c The pitch of the note gets

os the rubber

bond is stretched.
Now odd three more sentences of your own obout
whot you discovered when you tried to chonge the
pitch of sounds:
d

Loudness (volume) is not the some os pitch. A sound

con be mode louder or softer without chonging the
pitch.
Sing o note loudly, then softly.
Clop your honds loudly, then softly.
Top the desk loudly, then softly.
Did the pitch of the sounds chonge?

Activity 12

m
,,LJ m
e ru

\re

-
(r

Stretch o rubber bond over o motchbox or

other smoll contoiner.
Pluck the bond ond listen to the sound it
mokes.
Discuss with your grouP how you con
chonge the loudness of the sound to moke
it softer or louder.

Write down in o toble the group's ideos ond

predictions of whot will hopPen. You could
use these column heodings:

Test eoch of the ideos ond listen corefully

to the sounds you moke.

re Record the results in the toble.

%,,,
\ql
m

Compore the results with your predictions

ond try to exploin whot you observed.
Look for potterns in your results ond come to your
conclusions.

#b

Shore your results ond conclusions with the closs.

Loudness (volume) con be chonged by putting more or

Iess energy into the moking of the sound.

Sound is o form of energy.

.
.
.
.

lf you pluck the rubber bond horder, the sound

is

louder.
If you blow o trumpet horder, the sound is louder.
lf you hit o drum horder, the sound is louder.

lf you shoke o shoker more energeticolly, the sound

is louder.
More energy put in produces more energy sent out in
the form of sound woves.

A second woy to increose the volume is to omplify it in

some woy. For exomple, the box behind the strings of o
guitor, violin or boss, increoses the omount of oir thot
vibrotes when the instrument is ployed. This mokes the
volume louder. Drums use the some method to
increose volume.

Musicol instruments
People hove Ieorned how to moke sounds in mony
woys. For thousonds of yeors, people hove been
moking music. Instruments mode from noturol
moteriols, such os wood ond onimol skins, ore port of
olmost every culture ocross the world.
Strings, metol, seeds ond stones ore olso used in
musicol instruments to produce sounds.

Look of the pictures of the musicol instruments obove.

Discuss how sound is mode by eoch one. Sort them
into four groups ond shore the groups with the closs.

m
\, A
m

fum
ffi

Choose on instrument ond ploy with it,

exploring how you con chonge the pitch of
its sounds.
Record the nome of the instrument ond the
methods thot you used successfully to
chonge the pitch of its sounds.

Choose o different type of instrument ond

coruy out the some explorotion.
Record its nome ond methods os before.
Toke o third type of instrument ond repeot
the octivity.

rffim Compore your results.

Come to o conclusion obout how the pitch of notes from

musicol instruments con be chonged.

Con you see ony potterns in your observotions?

em

shore your results ond concrusions with the

closs.

As you know, there ore different woys to produce o

sound, but there must olwoys be o vibrotion.

Musicol instruments oll hove vibroting ports or

vibroting oir.

Percussion instruments ore hit or shoken. For

exomple, drums, morocos or o piono.

String instruments ore plucked or hove o bow drown

ocross the strings. For exomple, o guitor, violin, oud or
horp.

Wind (bross ond woodwind) instruments ore blown.

For exomple, o trumpet, flute, olpenhorn or trombone.

Strings of different length hove different pitch.

Strings of different thickness hove different pitch.

Wind instruments olso moke vorious notes - long tubes

ond pipes hove o different pitch to short ones.
Percussion instruments ore sometimes fixed of one
pitch. Some, like drums ond xylophones, con ploy
notes of different pitches. The length of the wooden
keys ond the tightness of the skin ore reloted to the
pitch of the notes:

'
.

Longer keys ond looser skins produce lower notes.

Shorter keys ond tighter skins produce higher
notes.

Constructing circuits
Discuss with some other leorners whot you remember
obout circuits from Stoge 2. Here is o picture of the
items needed for moking one.

Activity I

m
*ffi
- m

ffi

Collect the items shown in the picture.

Try to oruonge the six things in o complete
circuit so thot the lomp lights up ond con
be turned off.

Chonge the woy you qrronge them.

fum
ffi

Reco.rd in.simple.drowings oll those woys

which moke the lomp light up ond otlow

you to switch it off.
Be coreful

to show which ploces on the

bottery ond lomp ore touching the wires.

Try the orrongement shown in the picture:

"ffire

Does it moke the lomp light up?

,Pm Shore your results with the closs.

The lomp Iit only when the switch wos closed. lf the
switch wos open, the lomp could not light up.

Broken circuits
When the lomp did not Iight up, this told you thot you
hod not mode o complete circuit.
There ore different reosons why the circuit might not
be complete.

There wos o gop, which the electricity could not

get ocross - for exomple, when the wires were not
connected to items correctly.

Or

The switch wos open. We hove to be oble to stop

the current flowing ond stort it flowing when we
wont it. We use switches to do this.

Or

The current might hove been blocked by o moteriol

thot did not ollow the electricity to trovel through it
- for exomple, the gloss of the light bulb.

Switches ore of mony different

shopes ond sizes. They oll do
the some thing: they stop ond
stort the flow of current through
the circuit.

Activity 2

/ m
e
\

lf you hove electricol items ot home, look

for the switches on them. Moke o simple

drowing of eoch kind of switch you find.

Continue this octivity in schoo! ond odd

more exomples to your collection of
drowings.

ffi

Disptoy your drowings for the closs to see

ond look ot the drowings of other pupils.

switches ollow us to breok ond mend circuits by

creoting o gqp.
This gop con be opened (turned off) ond crosed
(turned on). This is o very useful ond sofe woy of
control ling electricity.
Switches show thot electricity flows only in o complete
circuit.
Every time you open o switch, o gop is mode ond the
current stops flowing.

The evidence for this is thot, when the switch is turned

off, the lomp goes out, the motor stops turning, the
bell stops ringing or the buzzer goes silent. Without the
flow of current, these items connot work.

Activity

ilt
* m
b.
%
dP

Rebuild o circuit thot lights the lomp.

Explore how mony woys you con breok the
circuit ond moke the lomp go out. Moke o
simple drowing of eoch broken circuit.

ffiX Shore your results with the closs ond

exploin why eoch circuit is broken.

Which of these circuits ore complete?

Activity 4

"ffim

Look ot the drowings of the four circuits.

Which circuits will light the lomp?

Be reody to exploin your onswers to

the closs.

Electricql current
When the current is oble to flow, it moves through the
circuit.

A circuit is o complete circle thot provides o pothwoy

for the electricity to flow out from the bottery, through
the wres, swtch ond hmp, and bockto the boffery.
Switch

l
of
particles

Crrrent

I cr,,."nt ot
I particles

cr;"nt

of

patirl",

lf it is complete, the electricol current flows olong the

wires ond through the other items in the circuit. This
flow con be thought of os o flow of pofticles, trovelling
round ond round the pothwoy of the circuit.
The filoment of o lomp is heoted os the current of
porticles flows through it. Light is given off from the
heoted filoment; the lomp 'lights up'.

fulgg!"ts ottroct qnd repel

The bor mognets you hove in school ore probobly
pointed red ot one end ond blue ot the other. Ths is
done to mork the poles of the mognet the north
(red) ond south (blue) poles. sometimes the letters
'N' ond 'S' ore olso morked on the mognet.

Activity 5

ffi fie o threod to one of the bor mognets.

o Hold the bor mognet on the threod, letting it swing freely.
b

when it is settled, bring onother bor mognet slowly towords

it - oiming the north pole of one towords the nofth pote
of

the other.
q,,,

Wite o note of whot you observe.

%
{}

Repeot the oction using the south poles of

both mognets.

q,

Write o note of whot hoppens this time.

aq

ffi

Now bring the south pote of one mognet

slowly towords the north pote of the ther.
Write o note of whot you obserye.

ffi

tostly, bring the north pole of one mognet

towords the south pole of the other.
Record whot hoppens this time.
Continue over the poge

P ffit

Shore your results with the closs.

You hove found out one property of mognets. This is

known os 'the two lows of mognetism':

'
.

Opposite poles ottroct.

Like poles repel.

North ond south ore opposite poles. A north ond o

north ore like poles. A south ond o south ore olso like
poles.

Metols ond mognets

some moteriols ore mognetic but whot mokes them
mognetic?

Activity : ldentifying mognetic moteriols

9* ilf
e{

Drow o toble like this one to record the

results of this octivity.

Hove spoces

ffi

for I0 objects.

fote o bor mognet ond use it to test l0

different objects in the clossroom ond
outside.

d#

o For eoch object, con you feel the pulling force of the mognet

9,,,

b Record the result for eoch one in the toble, with o tick or o

'q

(ottroction), or not?

cross in the correct column.

Continue over the poge

*LJ

#r

EI Look ot the results.

o Come to o conclusion obout the moteriols ottrocted by

the mognet.
x
Yb
.:t;di

&c

Wite down your conclusion.

Shore it with the closs.

ffi
*X

Test your ideo obout mognetic moteriols on

eight more objects in the room.

\ . o Write o sentence obout the results.

.,%

b Compore

it with your conclusion from the first test you did.

c Do your conclusions ogree, or hove you chonged your mind

obout which moteriols ore mognetic?

.",..: d Tell the closs whot you now think.

ffi

Sort out these moteriols into two groups:

o mognetic group ond q non-mognetic group.

gloss plostic iron poper gold soil

copper cloth rubber steel bross stone
pottery bone silver tin wood
Shore your groups with the closs.

There ore mony kinds of metols ond some of them ore

found in your clossroom ond outside.

All the objects thot you tested ond thot you found were
ottrocted by the mognet were
, but not oll
were ottrocted.
Whot ore the missing wordsT
Only o few metols ore mognetic. The rest ore
non-mognetic.

lron, steel, cobolt ond nickel ore the mognetic metols.

Common metols - such os copp er, tin, zinc ond
olumnium - ore non-mognetic.

83

lron ond steel ore the most

common metols used to
moke things of home ond
in school.
They ore olso used to
moke toll buildings,
vehicles, tools, bridges,
roilwoys. These metols ore
oll oround us. They ore the
most mognetic metols.

Eiffel Tower in Fronce

Glossory
AT
ocid roin - roin thqt hos been mode
into q weok ocid through
chemicols contoined in smoke.

omplify

- to moke louder, to

increose the volume of o sound.

ottroct - pull towords.

bor chort - o woy of showing doto

in bors or blocks, sometimes on
o grid of lines.
bottery (electricql) - o device thot
produces electricity (olso known
os o 'cell').

boiling - the chonge of stote when

o liquid chonges into o gos ot
the boiling point of the liquid.
bross instrument - o musicql
instrument mode of metol, such
os bross or silver (for exomple,
o trumpet or trombone).
chonge of stote - o physicol chonge
from solid, to liquid, to gos or
vice verso.

circuit (electricol)

- o complete

circulor route oround which

electricity flows.
compore - to look for differences
ond similorities in two or more
things or events.

condense - chonge of stote frorn o

gos to o liquid (for exomple, oir
to woter).

controct - to get smoller or shorter.

current (electricol) - o flow of
porticles through o circuit.

DI
decoy - the process of breoking
down; rotting the deod bodies
of plonts ond onimols.
decibel (dB) - o unit of
meosurement used to quontify
the volume (loudness) of sound.
disposol - getting rid ol removol.

drug - ony substonce, other thon

food, thot couses o chonge in
the body when swollowed,
breothed in, injected or opplied
to the body (for exomple,
tobocco, olcohol, poinkillers or
ontibiotics).

energy - the obility to do work; t s

needed to moke things hoppen.

environment - the physicot

surroundings, including the
weother, in which plonts ond
onimols live.
evoporote/evoporotion - chonge of
stote from o liquid to o gos (for
exomple, woter to woter
vopour).

Glossory
evidence - focts, informotion, proof,
clues or doto thot help us to
work something out.

exploin/explonotion - to give o
reoson for, tell why it is like it is.

internol

inside.

investigote/investigotion - o seorch
for evidence to onswer o
question.

externol - on the outside.

invisible - connot be seen (for

exomple, oir is invisible).

TI

o test of qn ideo in which

everything is kept the some

foir test -

except the one thing you ore

testing.

filoment

force-opushoropull.
freezing'- the process of chonging
from o liquid into o solid (for
exomple, woter freezes into ice
ot 0"C).

reI

- the stote of motter thot is not

solid or liquid.

hobitot - the environment thot is

the noturol home of o plont or
on onimol.

ilI

elbow).

- the fine wire inside o

lomp thot is heoted by the

electricity in o circuit, moking it
glow ond give off light.

gos

join t - o point in o skeleton where

two bones meet ond ore ioined
in o woy thot ollows movement
(for exomple, the wrist or

lnsu lotor/insulotion (sound) - o

moteriql thot prevents or
reduces the tronsmission of
sound.

TK
key (biologicol) - o diogrom thot
shows relotionships between
different living things, ond is
used to identify ond clossify
them.

kinetic energy - energy thot is the

result of movement.

m
ligoment

- the

strong elostic tissue

thot holds bones together in
joints.

liquid - the stote of motter thot

not solid or gos.

is

locomotion - movement from one

ploce to onother.
loudness - the volume of o sound; o
meosure of how energetic the
sound is.

Glossory
reI
mognetic - moteriols thot ore
ottrocted by mognets ond con
be mode into mognets (for
exomple, iron, cobolt or steel)
morrow - moteriol inside the Iong
bones in which blood cells ore
mode.

motter - the substonces of

which the physicol universe
mode.
meosure

- to find out the size of on

object, o feoture or o process

(for exomple, moss, length,
time or temperoture).
medicines - drugs thot help to
moke us well, or keep us well.
melting - chonge of stote from o
solid to c liquid (for exomple ice
to woter).
minerqls - the moteriols from which
rocks ore mode. They form
most of the soil ond ore used by
plonts.
muscles

body tissue thot con

controct ond relox. Bundles of
this tissue Gre qttoched to
bones ond produce moyement.

EI
non-mognetic - moteriols thot ore
not ottrocted by mognets (for
exomple, plostic or gloss).

observe/observotion - notice when

poying coreful ottention, for
exomple, when seeing,
smelling, heoring, touching or
tosting.

pottern - some regulor feoture; for

exomple, o repeoted shope,
relotionship, or meosurement.
percussion instrument - on
instrument thot mokes sounds
when it is hit or shoken, for
exomple o drum or moroco.
phormocy/ies - shops where
medicines con be bought
(prescription ond over-thecounter drugs).
pitch - how high or low o note
(sound) is.
poles (north/south) - the ends of o
mognet where the mognetic
force is most powerful.

pollution - domoge to the oi"rl soil or

woter (the environment) with
woste moteriols.
predict/ion - to tel! whot will
hoppen before doing
something.
prescription - o drug used os
medicine, which o doctor hos
chosen os the treotment for on
'

illness.

Glossory
prohibited - ogoinst the low; illegol.
piotect - to keep sofe; to sove from
being domoged or hurt.

recycling - using moteriols ogoin,

rother then throwing them owoy
os woste.
repel - push qwoy; for exomple, like
poles of mognets will push
oport when put together.
results - observotions of oll kinds,
including meosurements, thot
ore collected during on
investigotion.
reverse - go bock to how it wos
before something chonged.

ribs

bones thot form o 'coge'

oround the chest to protect the
lungs ond heort.

sewoge - the solid ond liquid

humon wostes - foeces ond
urine - thot people get rid of in

the toilet.
skeleton (internol) - the bones
inside the body thot support it
ond form its fromework.
skull - in the heod, the 'box' of
bone thot protects the brsin
inside it.
solid - the stote of motter thot is
not Iiquid or gos.

sound-level meter - o device used

to meosure the volume or
loudness of o sound in decibels
(dB).

spinol column - o flexible set of

smoll bones, running down the
middle of the boclg from neck
to hips, protecting the spinol
cord inside it.
stotes of motter - the three
different forms thot motter con
be in - solid, liquid ond gos.
steom - woter in the stote of qn
invisible gos ot 100"C.

string instrument - o musicol

instrument ployed by plucking
or drowing o bow ocross the
strings, for exomple o horp,
guitor or violin.
support - hold up; oct os o
fromework.

toble - o woy of writing things down

in rows ond columns.
temperoture - o meosure of how
hot o substonce is.
tendon - the strong tissue thot
connects muscles to bones.
test - something done to find out if
on ideo is true or not.
tronsmission - the process of
possing on or sending.

Glossory

EI
underloy - sheets of moteriol put on
floors under corpets to reduce
sounds trovelling through them.

vibrote/vibrotion - ropid movement

up ond down or bockwords ond
forwords; produces sound.

- con be seen.
volume - how loud o sound is,
visible

meosured in decibels (dB), or

how much spoce something
fills, meosured in units such os
cubic centimetres (cc).

woter yopour - wqter in the stote of

on invisible gos.
wind instrument - o musicol
instrument ployed by blowing
oir through it.
woodwind instrument - o musicol
instrument mode of wood ond
ployed by blowing though it, for
exomple o flute or oboe.

Presented ,in,a clea.,;engaging and visualty appealing manner nd written to'be

accessib[e to a wide varie of students, Ne/son lnternational Science is a practica[[y
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The course consists of student books, workbooks and teacher guides covering
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Student books are packed futtof activities, games and discussions to futly engage
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Practiaal, experiments and,activites sing everyday matel'ials encourage
stdents'to expfr:e theworld of science in a hands-on way, while regular quizzes

'andasses.s.rnen.tsr:einforcethekngw[edgetheyhave[earned'

Workbooks provide assistance for students for in-ctass activities as wet[as

further opportunities for encouraging independent work outside of schoo[.

Student Book 4 and Workbook 4 cover the Stage 4 objectives of the Cambridge
Primary Science Curricutum Framework. The accompanying Teacher's Cuide 4
provides aluable assistance for futty integrating the Scientific Enquiry strands
of the framework into the teaching of every Stage 4 topic.

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