CAMBRIDGE PRIMARY SCIENCE 6: TEACHER’S RESOURCE

Workbook answers
Unit 1 The human body d Yes. The measurement for digging. The
pulse rate measured is low although he is
Topic 1.1: The circulatory system doing a physical activity. We would expect
the measurement to be higher.
Focus e He should do all the activities for the
1 Heart, blood and blood vessels (in any order) same length of time, then measure his
2 a The heart pumps blood through the body. pulse rate. He should also start each
activity after a period of rest (sitting still)
b The left side of the heart pumps blood to allow his heartbeat to return to normal.
that contains oxygen.
f Body activity/exercise makes the pulse
c The right side of the heart pumps blood rate increase.
without oxygen to the lungs.
g Marcus’s pulse rate would increase. The
d Blood is carried in the blood vessels. more active you are, i.e. pedalling faster,
e Blood carries food and oxygen to all the more often your heart must beat to
parts of the body and takes away waste carry enough food and oxygen from the
products. blood to your muscles.

Practice Topic 1.2: The respiratory system

3 a B b C c A Focus
d B e C
1 We breathe in air through our nose or mouth.
Challenge The air we breathe in contains oxygen gas.
The air moves down the windpipe and into
4 a Bar chart of pulse rates
after different activities our lungs. The oxygen in the air then moves
160 from the lungs into the blood. We breathe out
140 air that contains carbon dioxide gas. The ribs
Heartbeats per minute

120 protect our respiratory system.

100
Practice
80
2 air enters
60 the nose
40
air moves
20 down windpipe
0 into lungs
th nin l
po on

ll

g
g
il

ba

in
in

lungs fill
ru g st
es g

cl
gg
ot
t

cy
tin

with air
fo

di
n
sit

b Marcus’s pulse rate was lowest when he diaphragm

was sitting still. The body needs less food moves
downwards
and oxygen when it is still or inactive, so
the heart does not have to beat fast. 3 Nose and mouth → windpipe → lungs → blood
c Playing football

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Challenge that menstruation usually begins about a

year after the start of puberty.
4 a Graph of pulse and breathing rate after exercise
140 b i 12 years ii 35
120
c i 11 ii 7
Heartbeats per minute

100
d i Puberty starts when girls have an
80
average mass of 45 to 47 kg.
60
ii Body mass
40
20 iii Better nutrition/more food makes girls
0
grow faster, so their mass increases and
0 10 20 30 40 50 60 they reach puberty earlier.
Breaths per minute
Topic 1.4: Diseases
b As the pulse rate increase, the breathing rate
also increases during exercise OR The higher Focus
the pulse rate, the higher the breathing rate. 1 a False b True c False
c i The person with a pulse rate of 100 d True e True f False
heartbeats per minute and a breathing Practice
rate of 26 breaths per minute.
2 Learners’ drawings should indicate tears,
ii Learners’ own suggestions, for mucus, skin and acid in the stomach. See
example, the breathing rate was not drawing in Learner’s Book section titled ‘The
accurately measured, or the person body’s defences against diseases’.
had a very large lung capacity.
Challenge
d Accept answers of between 116 and 124
heartbeats per minute. 3 a By a parasite

e After jogging on the spot for three b 

Mosquitoes spread the malaria parasite but
minutes, a person with a high breathing do not cause the disease or get it themselves.
rate has a higher pulse rate than a person c i
with a low breathing rate. Graph of reported malaria cases
Number of malaria cases

1000
Topic 1.3: The reproductive 800
system 600
400
Focus
200
1 Reproduction – making more individuals of
the same kind of living thing 0
Jan–Mar Apr–Jun Jul–Sep Oct–Dec
Puberty – the age at which a person becomes
Months of the year
able to reproduce
Ovum – female sex cell ii January to March
Fertilisation – joining of a male sex cell and
female sex cell iii July to September
Uterus – the baby develops here iv The fewest cases occurred in the dry
Testis – male sex cells are made here season and the most cases in the wet
Sperm – male sex cell season. Mosquitoes breed in the wet
Ovary – female sex cells are made here season (or similar answer).
Practice d Any three from:
2 a C; b B; c B; • sleep under bed nets
d A; e C • wear long sleeves and long pants
• keep doors and windows closed at
Challenge night when mosquitoes are active
3 a Any three from: grows taller; skin becomes • use insect repellents on their skin to
oily, more body hair grows, breasts develop; keep insects away
hips get wider; voice gets a little deeper. Note • burn mosquito coils to keep insects away

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e Boiling point is a property of a substance,

2 Materials: properties and we know that water boils at around
100°C, or similar answer.
and changes Challenge
Topic 2.1: Materials: properties 5 a Olive oil, vinegar, water
and changes b Water
Focus c Check bar graph using this checklist:
1 Boiling point is a property of a substance, so Did the learner: Yes No
different substances will have different boiling
points. choose a suitable scale for
the vertical axis so that the
2 a Cooking oil b Nail polish remover boiling point of olive oil will
c About 130 °C d Evaporation fit easily?
use a ruler to draw the axes?
3 Temperatures marked off at 50.5 °C, 60 °C,
100 °C. label the vertical axis
Boiling point in °C and the
100 Boiling point of water: 100°C horizontal axis Liquids?
90 draw the bars accurately to
80 fit the scale?
70 label each bar?
60 Melting point of candle wax: 60°C give the bar graph a title?
50 Boiling point of acetone: 50.5°C
d Bar with height at 184 °C added to graph
40
30 e Cooking oils boil at a much higher
temperature than water. So, a burn from
20
boiling oil will be much worse and more
10 dangerous than a burn from boiling water.
0
Topic 2.2: Thermal and electrical
conductors
Focus
Practice
1 a i All the metal parts: filament,
4 a Drawing B
wires, base
b Evaporation
ii The glass bulb
c i In both processes liquid water
b Plastic is not an electrical conductor.
changes into water vapor gas.
The plastic protects you from getting an
ii Boiling happens when water is heated electric shock when you touch the plug.
to 100 °C; evaporation happens at
c i Metals are good conductors of heat.
much lower temperatures; bubbles
The metal spoon would conduct the
of gas form throughout the liquid
heat from the soup to your hand,
in boiling, no bubbles form in
which could burn your hand.
evaporation.
ii Wood is not a good conductor of
d i Beaker A – any temperature in
heat, so the wooden spoon would not
normal room temperature range of
get hot and burn your hand.
about 20–30 °C
ii Beaker B: 100 °C Practice
2 a i Silver, copper, aluminium, brass, iron,
stainless steel

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ii Graph of how well metals conduct heat b

Average brightness of lamp

450 6
400 5
350 4
Heat conduction

300 3

250 2
1
200
0
150 0 2 4 6 8 10 12 14
100 Length of graphite in cm

50 c The measurement of brightness for

0 each length of graphite could be slightly
different for each group. The average
r

er

m
ee
ve

as

iro
pp

iu
st
br
sil

in
co

takes into account all the different values

ss

um
e
nl

al
ai

measured (or similar answer).

st

Metals
d The brightness of the lamp increases as
b Copper is a good heat conductor, so it the length of graphite decreases.
transfers heat from the stove quickly to
the food in the pot. e Learners should plot a brightness of 6 on
the graph for a 1 cm length of graphite.
c Silver is much more expensive than
copper, and copper is almost as good a f Graphite is a conductor and a non-
heat conductor as sliver. conductor of electricity. The answer
depends on the length of graphite used.
d Copper and brass are good heat Longer lengths will conduct little or no
conductors, so they the transfer heat electricity.
away from the engine quickly to stop
it overheating. Topic 2.3: Reversible changes
Challenge Focus
3 a Ice will melt quicker in the metal dish. 1 a Reversible b Irreversible
Metal is a better conductor of heat than
c Reversible d Irreversible
plastic, so heat energy is transferred more
quickly through the metal to the ice. This e Irreversible
is why we saw the ice on the metal dish
2 a The quantity of solute, one beaker is
melt more quickly.
heated and the other is not.
b The plastic dish will feel warmer. When
b The quantity of water, the size and shape
you touch the metal dish, energy from
of the beaker, and the material that the
your finger is conducted quickly into the
beaker is made from.
metal. This lowers the temperature of
your hand, so the metal feels cold. Heat c The quantity of solute and whether or not
energy from your hand is conducted the solvent and solute is stirred.
slowly into the plastic because it is not a
d No. The quantity of solute in the two
good thermal conductor, so your hand
beakers is different. In a fair test all
does not cool quickly and you do not feel
factors must be the same except the factor
a lower temperature.
being tested.
4 a Dependent variable – brightness of lamp
Independent variable – the length of Practice
the graphite 3 a The sugar had not all dissolved.
Control variables – the circuit components b i She could have stirred the tea more or
heated it up.

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ii Stirring moves the particles of solute Topic 2.4: Chemical reactions

(sugar) around in the solvent (tea).
This allows them to spread more Focus
easily into the spaces between the 1 a A new substance or product forms.
solvent (tea) particles.
Heating makes the particles of both b Sulfur, iron
solvent and solute move faster. This c Iron sulfide
allows the solute particles to spread
more easily into the spaces between 2 A gas is produced; there is a change of colour;
the solvent particles until they are there is a change in temperature.
evenly spread.
Practice
iii See drawing under the heading 3 a B b B c C
‘Dissolving’ in the Learner’s Book. d A e A
c i The sugar would all dissolve.
Challenge
ii The particles of both the solute 4 a i Carbon dioxide, water
(sugar) and solvent (tea) are
constantly moving. This makes them ii Glucose sugar, oxygen
bump into each other until they are
b i Observe bubbles of gas forming.
eventually spread out evenly in the
solution. The solute particles can then ii Count the number of bubbles formed
fit into the spaces between the solvent over a period of time.
particles and dissolve. This would
happen slowly because the solution is c Carbon dioxide comes from the air, water
not heated or stirred. comes from the soil.
d Living things need oxygen gas to stay
Challenge
alive/for respiration; animals cannot make
4 a i Time taken for sugar to dissolve their own food, so they have to eat plants
ii Water temperature or other animals that eat plants in order
to get their energy.
iii Quantity of sugar, quantity of water
e i Photosynthesis
b Graph of time taken for sugar to dissolve
in water at different temperatures ii Sunlight, chlorophyll
100
90
80 3 Rocks, the rock cycle
Time to dissolve in seconds

and soil
70
60
50
Topic 3.1 Igneous rocks
40
30 Focus
20 1 Igneous rocks form when magma or lava
10 cool down into solid rock. An intrusive
0
igneous rock forms when magma cools down
20 40 60 80 inside the Earth’s crust. The magma cools
Temperature of water in °C slowly. This causes the crystals to be large.
An example of one of these types of rock is
c The time taken for the sugar to dissolve granite.
decreases as the temperature of the water
increases. When lava cools down on the surface of the
Earth, an extrusive igneous rock forms. The
d Increasing the temperature makes solutes lava cools quickly and the crystals are very
dissolve faster/sugar dissolves faster as the small. An example of one of these types of
water temperature increases (or similar rock is basalt.
conclusion).

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All igneous rocks are formed of crystals of e Over time the top/bottom layers of
minerals. These give the rock a crystalline sediments become rock.
appearance.
f Sediments in sandstone are more fine-
Practice grained/coarse-grained than in shale.
2 a extrusive igneous rock g Limestone/Sandstone is formed of
crushed sea shells.
h Fossils are only found in sandstone/
sedimentary rock.

Practice
2 a It is not crystalline
b If it is shale, I could scratch it and make
a mark.
intrusive igneous rock c Layers of sediments built up on the sea
b Intrusive igneous rock – granite or lake bed. The bottom layers turned to
Extrusive igneous rock – basalt rock (sedimentation).

c Granite has large crystals which you can 3 a A mould

see with the naked eye, whereas basalt has b The leaf made an imprint in sediments.
tiny crystals which you cannot see with
the naked eye. Challenge
d Magma cooled down slowly inside the 4 a Five million years old
Earth’s crust to form large crystals. Lava b Minerals in the water gradually replaced
cooled down quickly on the surface to the bones of the animals.
form small crystals.
c Nobody has ever seen any of the
Challenge animals alive.
3 a Marcus is correct. d The fossils they found were of animals
b The rock is black and shiny but you can’t such as elephants and giraffes that need
see the crystals with the naked eye. water and trees and lots of vegetation.

c The island has a big mountain in the e Phosphate rich sandstone

middle of it. This could be a volcano.
When the volcano erupts, lava covers the Topic 3.3: Metamorphic rocks
island. The lava cools quickly to form an and the rock cycle
extrusive igneous rock such as basalt.
Focus
Topic 3.2: Sedimentary rocks 1 a B b C c A
and fossils 2 Limestone → Marble
Sandstone → Quartzite
Focus
Shale → Slate
1 a Heat and ice break up rocks in a process Granite → Gneiss
called erosion/weathering.
b A river erodes/weathers the bottom and
sides of its valley.
c The river deposits/transports sediments
on the sea bed.
d Layers of sediments build up on the sea
bed in a process called accumulation/
sedimentation.

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Practice e They can dig and break up the soil;

3 Is rock crystalline? they can dig and mix in compost to add
organic matter and improve the texture;
Yes No they can water the soil regularly.
Does rock have a
banded appearance?
Rock is
sedimentary
Challenge
5 a They use compost instead of artificial
Yes No fertilisers; they rotate their crops.
Rock is Rock is b Providing natural predators of the pests
metamorphic igneous
instead of killing pests with pesticides.
c Farmers plant flowers and hedges near the
4 A: Erosion; B: Sedimentation; C: Pressure;
crops. The flowers and hedges attract the
D: Metamorphic; E Intrusive
predators which kill the pests.
Challenge d Bird predators of snails: blackbirds,
5 Learners should draw something like this. thrushes and grouse; animal predators of
Make sure the order of processes is correct. snails: mice, shrews and squirrels.

igneous rock:
granite 4 Food chains and food
webs
weathering
cooling

erosion
transportation Topic 4.1: Food chains, food webs
melting
deposition on seabed and energy transfers
sedimentation
Focus
1 a
metamorphic rock: great white shark
quartzite sedimentary rock:
sandstone

heat jelly fish

pressure burial algae

Topic 3.4: Soil

Focus sea turtle
1 The Earth’s crust consists of rocks. Rain
and ice break up the rocks. The small rock small fish
fish eggs
particles become soil. plant plankton prawn
2 Any three from texture, organic matter,
water, air.
b The arrows show the direction in which
3 Sandy soil, clay soil, loam energy moves from one living thing to the
next living thing in the food chain.
Practice
4 a The texture is dry and sandy. The colour Practice
is yellowish. 2 a Any two from:
b No. There are no bits of dead leaves or fish eggs → jelly fish → sea turtle → great
animals in it. white shark
algae → prawn → sea turtle → great
c Sandy soil
white shark
d No. There is no organic matter in the soil. fish eggs → prawn → sea turtle → great
The soil is too dry and too hard. white shark

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b Plant plankton, algae c Most consumers eat more than one kind
of living thing. Producers are usually
c i Small fish
eaten by many different herbivores or
ii Jelly fish, prawn omnivores. Most herbivores are eaten by
more than one carnivore or omnivore.
iii Sea turtle, great white shark
A food web shows all the possible food
d The Sun chains a living thing can be part of in its
habitat.
e Great white sharks are predators of the
sea turtle. If there were no more of them, Topic 4.2: Harm to food chains
the numbers of sea turtles would increase
because no other animals in the food web and food webs
eat them. However, their numbers would Focus
only increase if there was enough food for
them to eat. 1 p w e r t y n u m o a
e n v i r o n m e n t
Challenge
s d f g h g f t r n l
3 a Note: all food chains can start with
either the seeds or grasses. Any ten of the t d g u t o x i c e t
following 16 food chains: i v b n m e l h u j x
grass/seeds → ant →ant lion c f d t w e i u r m j
grass/seeds → termite → spider i q a h c v b d y p r
grass/seeds → termite → lizard → d f m j y d d c j a u
sidewinder adder e a c c u m u l a t e
grass/seeds → termite → spider → lizard
a Toxic
→ sidewinder adder
grass/seeds → termite → spider → b Accumulate
scorpion→ sun spider → lizard → c Pesticide
sidewinder adder
d Environment
grass/seeds → beetle → lizard →
sidewinder adder e Mercury
grass/seeds → beetle → sun spider → 2 a True b False
lizard → sidewinder adder
c False d True
grass/seeds → beetle → scorpion→ sun
spider → lizard → sidewinder adder Practice
b 3 a Any reasonable suggestion, such as it
sidewinder
adder was released into the river by a factory or
lizard mine; it washed in from soil runoff from
farmland sprayed with pesticides.
b The heron
antlion sunspider
c Sixty times more
spider
scorpion d i The quantity of chemical X increases
with each link in the food chain. This
ant means that the higher the living thing
termite
is in the food chain, the greater the
quantity of chemical X it has.

beetle

grasses seeds

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ii Each living thing in the food chain

eats more than one of the living 5 Forces and electricity
things below it in the food chain. So,
the greater the number of any kind Topic 5.1: Mass and weight
of living thing eaten, the greater the
quantity of chemical taken in. This is Focus
because the chemical stays in the bodies 1 a A balance or scale
of the things that are eaten.
b Grams (g) and kilograms (kg)
Challenge c Forcemeter
4 a DDT was used to kill mosquitoes that d Newtons (N)
spread malaria; it was used to spray crops
to kill insect pests. 2 Mass is the amount of matter in an object.
b i If crops (producers) are sprayed, they Weight is the amount of attraction on an
will be covered with DDT. object caused by the force of gravity.

ii DDT does not break down in the Practice

bodies of animals (they cannot 3 b and c are true; a and d are false.
get rid of it), or very easily in the
environment. Herbivores that eat the 4 Object Mass Weight
crops will take the DDT into their Brick 1 kg 10 N
bodies. The DDT will be passed to
Bag of books 2.5 kg 25 N
carnivores that eat the herbivores.
Bag of potatoes 10 kg 100 N
c i DDT is stored mainly in body fat.
Bag of cement 40 kg 400 N
Seals and polar bears have lot of
body fat to protect them from the 5 No, because you are adding to the weight.
cold in the arctic. DDT also remains
in the environment for a long time Challenge
before it is broken down, so it can still 6 a A forcemeter
be absorbed from the surroundings.
b 30 N
ii The seals may have DDT in their
bodies. If people eat the seals, the c 3 kg
DDT will enter the people’s bodies 7 Mr Large will weigh 450 N on Planet Zogg.
where it may cause cancer and other
If his mass is 90 kg on Earth, his weight will
serious diseases.
be 10 × 90 = 900 N.
d Because there was not enough DDT in the But since gravity is only half as strong on
three locusts to kill the frog, but the owl got Planet Zogg, his weight will be half of 900 N,
DDT from 9 locusts (3 locusts in each of 3 which is 450 N.
frogs). The DDT level was high enough to
kill the owl. The word that describes this is Topic 5.2: The effects of forces
accumulation.
Focus
e Some birds would have died from eating
other animals that contained DDT. The 1 a Changes the speed of an object.
DDT made the bird’s eggshells weak, so b Changes the shape of an object.
fewer chicks hatched.
c Makes an object move.
f Dichloro-diphenyl-trichloroethane d Changes the direction of a moving object.

Practice
2 a The ball changes direction or stops moving.
b The ball changes shape.
c The ball moves.
d The ball changes direction.

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3 gravity Practice
3 a The control variable is the container of
water (this remains the same).
The independent variable is the number of
coins they put on the raft (this changes).
The dependent variable is whether the
normal force container floats or sinks – this is what
they observe as a result of changing the
Challenge number of coins on the raft.

4 a Action with tennis Effect of force b The mass of the raft was less than the
ball mass of water it displaced as a result of
the upthrust.
Roll tennis ball Make tennis ball
across floor move c The mass of the raft and the coins was
Roll tennis ball Stop the moving more than the mass of water displaced as
across floor to the tennis ball a result of the upthrust.
wall. d The girls could make the raft wider or
Roll tennis ball Slow down the longer or both (i.e. increased its area).
across the strip of moving tennis ball
e gravity
sandpaper
Bounce the tennis Change the
ball on the floor or direction of the
against the wall moving tennis ball
Press the tennis ball Change the shape of
down on the ground the tennis ball
with hand or foot upthrust

b Force diagram must include arrows

and labels for gravity, normal force and Challenge
applied force (pushing, rolling) and
possible friction (if learner draws the ball 3 a When the ballast tanks are full of water,
rolling along sandpaper). the total mass of the submarine is more
than the mass of the water it displaces as
Topic 5.3: Floating and sinking a result of upthrust.

Focus b gravity

1 An object will float if the mass of the object

sea
is the less than, or equal to, the mass of water
displaced by upthrust.
An object will sink if the mass of the object
is greater than the mass of water displaced by
upthrust.
2 gravity
gravity

ballast tanks
full of water

upthrust upthrust

upthrust

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4 a They have a supply of tanks of c

compressed air.
b The time depends on how much food,
water and compressed air the submarine
has for the sailors in it. Usually the length
of time is 90 days.
A B
c The longest submerged submarine was
Submarine Warspite, which stayed
submerged for 111 days. Challenge
4 a A and B are parallel circuits and C is a
Topic 5.4: Different circuits and series circuit.
circuit diagrams
b The lamps will shine more brightly in
Focus circuit B because this is a parallel circuit.
1 Component Symbol In circuit C the electricity has to be shared
between all three lamps in a series circuit.
3V
c Lamp 3 will shine brightest. Lamps 1 and
2 have to share the electricity but lamp 3
gets the full strength.
d Lamp 3 will not light up because the
switch is open and the circuit is broken.
e Lamp 1 would come on but lamps 2 and 3
would not come on.
f

1.5V
This shows just one of the many possible
arrangements of the components in the
circuit.

Practice 6 Light and the solar

2 a A 3V battery, a switch, a buzzer and
connecting wire. system
b No, the buzzer will not work because the Topic 6.1: Reflection
switch is open and therefore the circuit is
broken. Focus
3 a Circuit A is a series circuit. Circuit B is a 1 A
ted

parallel circuit.
c
fle
in

re
cid

b The lamps will shine more brightly in

en

Circuit B. This is because in a parallel

t

circuit, the full strength of the battery

goes to each lamp.

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B 4 a The top of the periscope is above the level

d
of the sea. By turning the periscope, the
cte man can see any ships that are in the area
fle
re (or any other sensible answer).
b Seeing the stage at a concert, seeing the
game at a sports event, where there are
in people standing in front of you who are
cid
en blocking your view.
t

Topic 6.2: Refraction

Focus
C 1 The pencil is bent because of reflection/
refraction.
reflected A ray of light passes from the pencil through
the water/air to the glass. The ray bends/
straightens when it passes through the glass to
inciden

the air/water and into our eyes.

We see the bent pencil as a trick/an optical
t

illusion.
2 A lens is a transparent piece of glass or plastic
with at least one straight/curved surface.
D A convex lens makes things look bigger/
smaller because light rays bend inwards/
outwards as they leave the lens.
ted

in
cid
ec
fl

en

Practice
re

Practice
2 a Diagram B shows a periscope.
b Diagrams A and F are incorrect.
c Make sure arrows are pointing in the right
direction and angles equal.
A F
incident ray reflected ray
incident ray reflected ray
4 a Convex lenses
b Convex lenses bring distant rays to a focus
in our eyes. So binoculars allow us to see
Challenge far away things much larger.

3 a She is using a periscope to see the bird’s nest.

b Light from the bird’s nest travels through
the top window of the periscope to the
top mirror. Light reflects off this mirror,
down the periscope to the bottom mirror.
It reflects off the bottom mirror through
the viewing window to Zara’s eyes.

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Challenge b An ‘Earth day’ is 24 hours and an ‘Earth

5 A mirage is caused by refraction. Light travels year’ is 365¼ days or 8766 hours.
through warm air at a different speed than c Mars, Jupiter, Saturn, Uranus and
through cool air. This causes people to see Neptune. All these planets are further
objects in a different position from where the from the Sun than Earth and therefore
objects really are. In a hot desert the layer of take longer to complete their orbits
air above the sand is much hotter than the around the Sun.
air further up. Sometimes refraction causes
a distant surface to appear wet. This is why d Mercury, because this planet is the closest
people in a desert claim they see water in the to the Sun.
distance. But it is an optical illusion. e The scale is very incorrect. In reality the
Sun is far larger than any of the planets.
Topic 6.3: The solar system The distance between the planets and
Focus the Sun is much larger than shown on
the diagram.
1 a
Sun
4 a&b third
quarter
Uranus waning
Earth
gibbous
Jupiter waning
Mercury
crescent

Sun new Earth full

Moon Moon

waxing
Mars Neptune crescent
waxing
Venus Saturn gibbous
first
quarter
b Turning on an axis; moving in an orbit
around the Sun. Challenge
2 a The movement in an orbit around the 5 a Planet Earth Mars Jupiter
Earth. Distance from 150 240 800
b 29.5 or 29½ days Sun million million million
km km km
c Between 4 and 7
Time taken 24 25 10
Practice to make one hours Earth Earth
turn on axis hours hours
3 a Saturn
Time taken 365¼ 687 12
Jupiter Uranus to make one days Earth Earth
orbit around days years
Mercury the Sun
Number of 1 2 79
moons
Lowest −50 °C −125 °C −153 °C
Mars temperature
Venus
in winter
Neptune
Earth What is Rocks Rocks Gases
planet
made of?

13 Cambridge Primary Science – Baxter & Dilley © Cambridge University Press 2021
 CAMBRIDGE PRIMARY SCIENCE 6: TEACHER’S RESOURCE

b The time becomes longer from Mars

to Jupiter.
This is because the distance from the Sun
becomes longer from Mars to Jupiter, so it
takes longer to complete an orbit.
c On Earth there is water and oxygen.
d It is formed of gases. There is no water
or oxygen.
The temperature falls to −153 °C
e The length of day and night would be almost
the same as on Earth. We would see the
sunrise and sunset.
6 a Pisa, Italy in 1564.
b He used the recently invented telescope.
c He discovered the craters on the Moon,
sunspots on the Sun and the phases
of Venus.
d Galileo said that the Sun was the centre
of the solar system. Up until then the
Church told people that the Earth was at
the centre and the other planets and the
Sun moved round the Earth. The Church
arrested Galileo and made him stay under
house arrest for the rest of his life for
going against their teachings.

14 Cambridge Primary Science – Baxter & Dilley © Cambridge University Press 2021