Published on

Published in: Technology, Business
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide


  1. 1. Q1 Science Revision Pack Grade 6(A to E) 1. Laboratory Safety Rules. The Bikini Bottom gang has been learning safety rules during Science class. Read the paragraphs below to find the broken safety rules and underline each one. How many can you find? SpongeBob, Patrick, and Gary were thrilled when Mr. Krabbs gave their teacher a chemistry set! Mr. Krabbs warned them to be careful and reminded them to follow the safety rules they had learned in science class. The teacher passed out the materials and provided each person with an experiment book. SpongeBob and Gary flipped through the book and decided to test the properties of a mystery substance. Since the teacher did not tell them to wear the safety goggles, they left them on the table. SpongeBob lit the Bunsen burner and then reached across the flame to get a test tube from Gary. In the process, he knocked over a bottle of the mystery substance and a little bit splashed on Gary. SpongeBob poured some of the substance into a test tube and began to heat it. When it started to bubble he looked into the test tube to see what was happening and pointed it towards Gary so he could see. Gary thought it smelled weird so he took a deep whiff of it. He didn’t think it smelled poisonous and tasted a little bit of the substance. They were worried about running out of time, so they left the test tube and materials on the table and moved to a different station to try another experiment. Patrick didn’t want to waste any time reading the directions, so he put on some safety goggles and picked a couple different substances. He tested them with vinegar (a weak acid) to see what would happen even though he didn’t have permission to experiment on his own. He noticed that one of the substances did not do anything, but the other one fizzed. He also mixed two substances together to see what would happen, but didn’t notice anything. He saw SpongeBob and Gary heating something in a test tube and decided to do that test. He ran over to that station and knocked over a couple bottles that SpongeBob had left open. After cleaning up the spills, he read the directions and found the materials he needed. The only test tube he could find had a small crack in it, but he decided to use it anyway. He lit the Bunsen burner and used tongs to hold the test tube over the flame. He forgot to move his notebook away from the flame and almost caught it on fire. Before they could do another experiment, the bell rang and they rushed to put everything away. Since they didn’t have much time, Patrick didn’t clean out his test tube before putting it in the cabinet. SpongeBob noticed that he had a small cut on his finger, but decided he didn’t have time to tell the teacher about it. Since they were late, they skipped washing their hands and hurried to the next class. 2. Laboratory Tools. Fill in the blanks with the corresponding name of the tool. a) Hold solids or liquids that will not release gases when reacted or are unlikely to splatter if stirred or heated: ___________Beaker_ 1
  2. 2. b) Hold solids or liquids that may release gases during a reaction or that are likely to splatter if stirred or heated: ______Flask_____________ c) Used to measure volumes of liquids: _________Graduated Cylinder ________ d) Used to hold, mix, or heat small quantities of solids or liquids: _test tube___ e) Useful for holding a test tube that is too hot to handle:__Test tube holder_____ f) Used to clean test tubes and graduated cylinders: _____test tube brush________ g) Used for holding and organizing test tubes on the laboratory counter: _test tube rack_______ h) Used to close containers to avoid spillage or contamination: ______rubber stopper_____ i) Used to hold a small amount of solid or powder products: ____Glass watch___________ j) Used to manually stir solutions: ___________ glass stir rod___ k) Used to pick up small objects: _______________Forceps___________________ l) Used to aid in the transfer of liquid from one container to another: Spatula__ m) Used to move solid chemicals from their containers: _________spatula______ n) Used to move beakers containing hot liquids: _________beaker hunger o) Used for the heating of liquids and solids: __________Bunsen burner_________ p) Holds rings to place beakers while heating them: ____ring holder____ q) Sit on the rings to provide a place to stand a beaker: _______wire guez________ 3. Bunsen Burner. Label the different parts of the Bunsen burner A to E. Then answer the questions below. 2
  3. 3. A- Barrel B-Airhole E-Collar D-Rubber tube C-Base a) Through which part of the Bunsen burner does air come in from? __Airhole____ b) Which part of the Bunsen burner controls the amount of air coming in? _______________________Collar______________________________________________ c) Complete the following table: Air-hole Color of flame Safety flame closed yellow Normal flame Half open Orang Very hot flame Fully open blue 4. Safety symbols. Match each of the following symbols to its correct meaning. Explosive__ high voltage ___corrosive_ _first aid kit __Biohazard__ __fire blaket_ 3 __eye wash__ ___radiation_ flammable __toxic
  4. 4. 5. Definitions. Give a definition to each of the following terms. a) Variable: Anything that could affect the outcome of an experiment is called a variable. b) Independent variable: is the variable that is deliberately changed by the scientist Dependent variable: is the one observed during the experiment. The dependent variable is the data we collect during the experiment. This data is collected as a result of changing the independent variable. c) Controlled variable: “controlled experiment” only one variable is changed at a time. All other variables should be unchanged or “controlled”. d) Hypothesis A possible explanation to the question or problem. It is simply a prediction and has not yet been proven or disproven. 6. Analyzing Line-graphs. Chris and Tara realized that the distance they ran affected their heart rate. They performed an experiment to test their results, collected data and represented them on the following line graph. Heart Rate 100 90 Heart rate (bmp) 80 70 60 50 40 30 20 10 0 0 1 1.5 2 2.5 Distance (m) 3 A) Help Chris and Tara formulate a question for their experiment: How does running a distance affect the hearts rate? 4 3.5 4
  5. 5. B) Identify the following from the experiment: i. Independent variable: __Distance ran______ ii. Dependent variable: _______the change in the hear rate level ________ iii. 4 controlled variables: Temperature, time between each heart rate test, running aria and running shoes. iv. What was the heart rate at the beginning of the experiment? __65 bmp___ C) What was the highest heart rate reached? _______100 bmp______ D) What was the rise in the heart rate? _________0.5 bmp___________ E) How much was the heart rate after running for 2m? _____80 bmp_______ F) At what running distance did the heart rate become 90bpm? _____3 m____ G) What should Chris and Tara’s conclusion be? The farther the distance they run the higher their heart rate will become. 7. Analyzing Bar-graphs. Ms. Sarah wanted to test whether giving her 20 students homework had an effect on how well they did on their tests. To do that, she divided the class into 2 equal groups. The 1st group of 10 did not receive any homework at all, while the 2nd group of 10 received homework every week. After a month, she gave both groups the same test to write, both having the same time to write it. A) Identify the following from the experiment: v. Independent variable: ______the home work_________ vi. Dependent variable: _______the affect of homework on student performance on a test. vii. Control group: ________The student who didn’t take any homework________ B) The following paragraph summarizes her results. Copy them into the table. From the 1st group, 3 students scored below 4/10, 5 students scored between 4/10 and 7/10, and 2 students scored above 7/10. From the 2nd group, 0 students scored below 4/10, 3 students scored between 4/10 and 7/10, and 7 students scored above 7/10. Title: Student performance on a test 5
  6. 6. Students Score out of 10 1st group 2nd group below 4 3 0 between 4and 7 5 3 above 7 2 7 C) The bar graph below represents the data collected. Scores of students 8 7 y-axis title 6 5 4 1st Group 3 2nd Group 2 1 0 Below 4 Between 4 and 7 Above 7 x-axis title 1. Label both axis with their correct titles: i) X-axis: ___Student score__ ii) Y-axis: ______number of students_________ 2. Which group has the highest score above 7? _____the 2nd group_____ 3. Which group has the lowest score below 4? ______the 2nd group_______ 4. How many students does Ms. Sarah have in her class in total? _20 students ___ 5. What would Ms. Sarah’s conclusion be? Giving homework every week will improve the students performance on a test. 8. Scientific Method Steps. A student noticed that when a dog is cut, it periodically licks its wounds. Usually after a few days, the wound begins to heal without ever showing signs of infection. The steps below outline the student’s line of reasoning. Match them with the correct step of the scientific method. 6
  7. 7. 1) Question __G______ 2) Observation and research ______E____ 3) Hypothesis ___D___________ 4) Experiment __F________ 5) Collect and analyze data _____A__ 6) Conclusion ____C________ 7) Communicate the results ____B________ A) Even after adding the dog saliva to one of the dishes, the bacteria continued to grow in both dishes over the course of the week. B) I write up my experiment on a poster and present it to my classmates. C) This means that my hypothesis was incorrect. The dog’s saliva does not contain any bodies that prevent the growth of infection-causing bacteria. D) If dog’s saliva is present, then the growth of infection-causing bacteria will be prevented, because it contains bodies that fight the bacteria. E) I asked a veterinary clinic and they gave me some background information about dogs. F) I’ll obtain a bacterial culture and grow the same kind of bacteria in two identical culture dishes. Once the bacteria start growing, I’ll add dog saliva to ONLY one of the dishes and leave the other alone. I’ll cover both dishes. Then I’ll observe what happens each day for one week. G) I wonder why the dog’s wound doesn’t become infected. 7