Cambridge Primary Ready to Go Lessons for

Science Stage 5
Answers to photocopiable pages

Unit 1A: 5.1 The way we see 2. Answers will vary, for example:

things a) The optic nerve connects your eye to your

brain.
Page 9: Sources of light b) The pupil is the black part of your eye,
1. Answers will vary, according to the objects where light enters.
chosen. c) The lens helps the eye to focus.
2. A light source is something that gives off its d) The iris makes the pupil larger or smaller,
own light. depending on the amount of light
available.
Page 10: Sources of light
Answers will vary, according to the objects chosen. Page 17: Reflections: making
predictions
Page 12: How do we see?
A H I M O T U V W X Y
1. Look for arrows on the diagram from the
candle flame directly to the eyes. Pages 19–20: Which materials
2. We see things because light enters our eyes. best reflect light? 1 & 2
Page 14: The eye 1. Answers will vary, and do not have to be
correct.
1.
2–5. Answers will vary, depending on the
optic nerve
materials and equipment available.
iris 6. Answers will vary, and should specify that
lens reflective materials are shiny, reflect a
torch beam and allow the learners to see
pupil
themselves in them.

Pages 21–22: Which materials

2. The iris is – the coloured circle.
best reflect light? 1 & 2
1. Answers will vary, and do not have to be
The pupil is – the black centre.
correct.
The lens – helps us to focus.
2–4. Answers will vary, depending on the
The optic nerve – goes to the brain. materials and equipment available.
(For easy marking, notice that the lines make a 5. Answers will vary, and should specify that
pattern – two interlocking crosses, like a hash!) reflective materials are shiny, reflect a
torch beam and allow the learners to see
Page 15: The eye themselves in them.
1.
Page 24: Making a periscope
optic nerve
The learners follow the instructions to make a
iris periscope.
lens
Page 26: Beams of light
pupil
The reflected beam is always reflected at the same
angle as the torch beam creating it.

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Cambridge Primary Ready to Go Lessons for Science Stage 5: Answers to photocopiable pages

Page 28: How many images? 3. Heat.

4. Water vapour.
Angle Number of images
5. Steam.
180° 2
90° 4 Page 40: The water cycle
60° 6
45° 8 precipitation
30° 12 condensation
Graphs will vary, but should show the results above.
run off evaporation
Page 30: Comparing reflections 1 run off
The difference between the two pictures is that
the reflection in the mirror is clear, because
smooth, polished surfaces reflect light well. The
reflection in the flat piece of foil is similar.

Page 31: Comparing reflections 2

The reflection in the crumpled foil is less clear Pages 42 & 44: What is
because the light from the rough surface gets condensation? Experiment
scattered in all directions. Similar effects occur in Answers will vary; some will be simple diagrams,
still and rippling water. while other learners will attempt to draw cross-
Page 33: Optical illusions 1 section diagrams.

1. a–b) Both options can be seen. Page 43: Condensation experiment

c) Answers will vary; your eyes see black results
spots inside the circles on the edge
1–2. Yes, it is colder in the middle.
of your peripheral vision, which is a
different distance for everyone. 3. Answers will vary, but they should be in the
middle.
Page 34: Optical illusions 2 4. Answers will vary, but they should be at the
1. a–b) Both options can be seen. edges.
c) Yes. 5. The drops are bigger and the warm water
condenses in the coldest place.
Page 36: The structure of the eye
1. a) pupil Page 45: Condensation experiment
b) optic nerve results
c) lens 1–2. Personal response.
d) iris 3. a) Either is possible.
2. a) The pupil lets in light. b) Personal response.
b) The lens gets fatter or flatter to focus on Page 47: Taking temperatures
something. It is controlled by the muscles
Answers will vary, depending on the conditions in
that surround it.
the room.
c) Two eyes help to distinguish how near or
far objects are from you. Two eyes also Page 49: Making predictions
allow you to see in more detail. 1–2. 10 30

Unit 1B: 5.2 Evaporation and 2. Time in seconds Temperature in °C

condensation 150 70
180 80
Page 38: What is evaporation? 210 90
1. liquid gas 240 100
2. Answers will vary; look for the learners
drawing liquid with particles that have gaps
Page 50: Melting point of ice
between them, and gas with fewer particles Results: Personal response.
that have bigger spaces between them. Conclusion: The melting point of ice is 0°C.
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 Cambridge Primary Ready to Go Lessons for Science Stage 5: Answers to photocopiable pages

Page 51: Boiling point of water Page 71: Growing fruit seeds
1. Personal response. Answers will vary; look for evidence of preparing
2. Use the data to draw the bar chart. the pot and soil, planting the seed and watering,
then selecting a good position to place the pot.
3. Interpret the temperature from the bar chart
drawn.
Page 73: Seed dispersal
Pages 53–54: How long can you Coconut Jacaranda seed pod
keep an ice-cube for? 1 & 2 Light – they float on Explosion
1–4. Personal response. water
5. the wrapping kept it cold; also look for a Castor oil fruit Flame of the forest tree
description of some of the properties of the seed pod
wrapping. Spiky and juicy –
carried by animals Light and with wings –
Page 56: Making solutions carried by the wind
1. solute solvent
2. a) Answers will vary, for example: Pages 75–76: Investigating seed
Amount of solute dispersal 1 & 2
Amount of solvent All answers will vary, depending on the seeds
Same size containers available for investigation.
Same number of stirs
Page 78: Germination 1
b) the solute
Personal response.
3. It will evaporate over time.

Page 58: Soluble or insoluble? Page 79: Germination 2

Personal response. 1. Warm and with water.
2. Personal response.
Page 60: Growing salt crystals 3. a) warmth
The picture should show a cube.
b) water
Page 62: What’s in it? 1
Personal response.
Page 81: Evidence of germination
1. water
Page 63: What’s in it? 2 2. dark
1. Liquid C. 3. warmth
2. By taste. 4. root
3. It evaporated. 5. shoot
Page 65: Making crystals 6. food
a) Heat it. 7. seedling
b) Evaporation. 8. Answers will vary, but should include water.
c) Slow evaporation would yield bigger crystals.
Page 82: Germination
Unit 2A: 5.3 The life cycle of observations
a flowering plant 1. To make it a fair test.
2. Water.
Page 67: Flowers and fruits
3. Peas.
Look for evidence of:
4. They got bigger and roots appeared first.
2. A shoot
5. To compare and water them.
3. New leaves
4. Flowers or fruit Page 84: Insect pollination
Answers will vary, but should include the
Page 69: Seeds: what is your bee going to another flower and transferring
favourite fruit? pollen; seed production; seed dispersal; and
Personal response. the germination and growth of new plants.
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Cambridge Primary Ready to Go Lessons for Science Stage 5: Answers to photocopiable pages

Page 85: Insect pollination 4. Germination.

Diary entries will vary, but should include the 5. The roots.
same information as photocopiable page 84 above. 6. The shoot.
1. By the flower’s colours or scent. 7. The transfer of pollen from the stamen to the
2. On the stamens. stigma.
3. On its hairy legs. 8. Water, warmth, light.
4. A seed is formed; fertilisation takes place. Page 95: The life cycle of a
5. fertilisation
flowering plant
Page 87: Plant structure
Answers will vary. Give credit for correctly labelled
parts, using comparison with the diagram at the seed production
top of the photocopiable page.

Page 88: Flower diagram

fertilisation
seed dispersal
petal stamen (male)

ovary (female)
sepal
germination

Page 89: Structure of a flower pollination

Answers will vary, according to the type of flower
being studied.
growth
Page 91: Plant parts in
pollination Page 97: Germination
1. The bee lands on the flower. 1–2. The diagram should be labelled showing a
2. Pollen sticks to the bee’s hairy legs. shoot and roots.
3. The bee moves to the stigma. 3. Water and the correct temperature for the
4. The pollen gets to the ova. plant to start germinating.
4. Light.
Page 92: Plant parts in
pollination Unit 2B: 5.4 Investigating
Answers will vary, for example: plant growth
stigma (female part)
Page 99: Conditions for
The female part is the ovary. Ova grow inside the
ovary. Ova need pollen to grow into seeds.
germination
stamen (male part) 1. The beans in pot A needed warmth and light
to germinate.
The male part has pollen on its stamens. Insects
take pollen from the stamen to the stigma (the top 2. It was too cold for the beans in pot B to
part of the ovary). germinate.
ovary containing ova 3. The correct temperature is important for
germination to occur. Water and warmth are
Pollen travels down tubes from the stigma to the
needed, but not light.
ovary. Pollen fertilises the ova and seeds are formed.

Page 94: Plant quiz Page 101: What do healthy plants

1. Seeds. need?
2. Dispersal. 1. Answers will vary; look for drawings of a plant
with flower, leaf, roots and stem correctly
3. Wind, water, explosion, animals.
labelled.
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 Cambridge Primary Ready to Go Lessons for Science Stage 5: Answers to photocopiable pages
2. Personal response. 3. Beaker / jug / measuring cylinder.
a) Warmth 4. Personal response.
b) Moisture (water)
c) Light
Page 111: How do plants grow
best – with or without water?
Page 102: How do plants take up 1–2. Personal response.
water? 3. If the answer to 2 is yes, the control plant
Personal response. will be in ideal conditions – temperature,
light and water – for comparison at the end
Page 104: How do plants grow in of the test.
different light? 4–5. Personal response.
1. Pictures of plants should have the following 6. too little water makes plants wilt and wither,
characteristics: the right amount produces healthy, green
sturdy plants and too much also makes them
Dark Dim light Bright light
wither and wilt.
Pale Pale green Green
Spindly Stretch towards Upright Page 113: Photosynthesis
Withered the light Bright flowers Answers will vary, according to the leaf chosen.
Drooping I can see veins.

2. a) dark wilting leaves weak roots tall Page 114: Photosynthesis

thin straggly stem unhealthy yellow
b) dim wilting leaves weak roots tall light energy
straggly thin yellow stem unhealthy
c) bright light green stem healthy
leaves strong roots
oxygen is released
Page 105: How do plants grow in
different light? carbon dioxide
Answers will vary; look for pictures and descriptions chlorophyll
that fit the answers to photocopiable page 104 above. starch (food) is
formed
Pages 107–08: Do plants grow
better with or without warmth?
1&2
Equipment lists and diagrams will vary according
to how the learners decide to conduct the water
experiment. This will also influence the method, 2. carbon dioxide + chlorophyll + light +
results and conclusion. water → starch (food) + oxygen
Conclusion
Plants grow better with warmth. Page 116: Germinating seeds
Scientific reason: I think that this is because … Answers will vary, according to the conditions
Answers will vary; accept answers that include chosen; look for answers reflecting the practical
details of the optimum temperature for work done in this unit, including fair testing and
germination to take place, or that they need making conclusions.
energy from the Sun to make food and grow.

Page 110: How do plants grow Unit 3A: 5.5 Earth’s

best – with or without water? movements
1. Same number of seeds / plants Page 118: Earth, Sun and Moon
Same size pot 1. Answers will vary; look for the relative
Same position sizes and positions of the Earth, Sun and
2. Answers will vary; look for a reasonable Moon.
amount for the size of the pot.
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Cambridge Primary Ready to Go Lessons for Science Stage 5: Answers to photocopiable pages
2. How it moves Page 127: How long is a day?
Sun Stays still – does not move. Answers will vary, according to the country
Earth Spins on its own axis. chosen and the time of year.
Orbits the Sun.
Moon Rotates on its own axis.
Page 128: How long is a day?
1–3. Answers will vary; look for correct use of
Orbits the Earth. data in drawing and interpreting the bar
Orbits the Sun in a pair with chart.
the Earth. 4. Day length varies, and cities on similar
latitudes will have similar day lengths,
Page 119: Earth, Sun and Moon while cities on different latitudes will have
facts different day lengths.
To be completed throughout the unit, adding new
facts as they are discovered.
Page 130: What makes a year?
1.
Page 121: Measuring shadows 1
Answers will vary, according to the measurements
taken and time of day.

Page 122: Measuring shadows 2

1–4. Answers will vary; look for correct use of
data collected and accuracy in drawing the
graph.
2. a) 365
5. Because of the position of the Sun in the sky
at different times of the day. b) year

Page 124: Day and night Page 131: What makes a year?
1. 1.

day night
Sun Earth
2. It takes 24 hours for the Earth to spin once on
its axis to make a day and a night. 2. The southern hemisphere.
3. Summer.
Page 125: Day and night
4. Since the axis of the Earth is tilted, as
1–2. Answers will vary, but should be similar to the
it revolves around the Sun either the
diagram on photocopiable page 124. Look for
northern or southern hemisphere is tilted
evidence of night on Earth being away from
towards the Sun. This means that for people
the Sun, and day facing the Sun.
living in the hemisphere tilted towards
3. Light from the Sun hits the countries on the Sun it is summer, when there are more
Earth facing it during daytime. hours of sunlight and higher temperatures.
4. It is night-time where the Earth is in shade When one hemisphere has summer, the
from the Sun, in countries that are facing other hemisphere has winter because
away from the Sun as the Earth spins on its that half of the earth is tilted away from
own axis. the Sun.
5. 24 hours.

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 Cambridge Primary Ready to Go Lessons for Science Stage 5: Answers to photocopiable pages

Page 133: The Solar System

Mercury
Venus Earth

Mars

Jupiter
Saturn

Neptune
Uranus

Pages 134–35: The Solar System – Page 154: Changing shadows

information about planets 1 & 2 1. 9:00a.m. 12:00 noon (midday)
Information cards for cutting out and laminating.

Page 136: The Solar System – fact

file
Answers will vary, according to the planet studied;
check the information is correct.
horizon horizon
Page 138: Aristarchos – fact file
Reference for completing fact files on other 3:00p.m. 6:00p.m.
famous space scientists.

Page 139: Researching a famous

scientist – fact file
Writing template for starting to write about a
famous space scientist.
horizon horizon
Page 141: Pythagoras – fact file
Reference for completing fact files on other 2. Noon (midday).
famous space scientists. 3. The Sun is highest in the sky at this time.
Page 142: Front cover 4. low
Template for designing a book cover.
Unit 3B: 5.6 Shadows
Page 143: Book cover Page 156: Light sources
Template for a book cover, if required.
Object Source of light
Page 145: Famous scientist torch a cell (battery)
Template for a contents page. the Sun burning gases glowing
Pages 147–52: Famous scientists candle wax fuelling the flame
Further information about a range of space scientists
from around the word and throughout history.

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Cambridge Primary Ready to Go Lessons for Science Stage 5: Answers to photocopiable pages

Page 157: Light sources Page 171: What affects the size of
Object Source of Natural? Artificial? a shadow?
light 1.
the Sun burning
✓
gases
lamp electricity /
✓
lamp
oil lamp oil / flame ✓

Page 159: How shadows are formed 2. Torch low Torch Torch
1. a) To make the shadow bigger move the down higher up directly
object closer to the light source. above
b) To make the shadow smaller move the
object further away from the light source.
2. Yes.
3. If the object is close to the light, the shadow
is big. If the object is further away from the
light source, the shadow will be smaller. The 3. The higher the light source, the shorter the
shadow is always the same shape as the object shadow.
making it, though can look stretched or
The lower the light source, the longer the
squashed.
shadow.
Page 160: How shadows are Page 172: Shadow graph
formed 1.
Distance 10 20 30 40 50 60 70 80
Personal response.
from light
Page 162: What makes the in cm
Length of 50 45 40 35 30 25 20 15
sharpest shadow? shadow in cm
1. Answers will vary.
2. Personal response; check for accurate
2. The opaque object will make the sharpest representation of data on the graph.
shadow as it does not allow any light to pass
3. Hold the torch as high as possible directly
through it.
above the object.
Page 164: Changing shadows Page 174: Shadow sticks 1
1. Answers will vary.
Answers will vary, according to the results
2. a) the object is close to the light source obtained.
b) the light source is low down
Page 175: Shadow sticks 2
Page 165: Altering shadows The shadow is short – when it is midday.
1–2. Personal response; check for accurate At midday, the Sun is – at its highest in the sky.
representation of data on the graph.
The longest shadows are – when the Sun is low in
3. The shadow gets smaller. the sky.
The Sun – does not move.
Page 167: Changing my own
(For easy marking, notice that the lines form two
shadow crosses!)
Answers will vary.
2. Because the Earth is spinning on its axis.
Pages 168–69: Investigating Page 176: Shadows throughout
shadows 1 & 2 the day
1–2. Answers will vary.
6:00a.m. 12 noon (midday)
3. a) big
b) smaller Long shadow. Short shadow.

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 Cambridge Primary Ready to Go Lessons for Science Stage 5: Answers to photocopiable pages

3:00p.m. 6:00p.m. Pages 186–87: Which liquid made

Longer shadow than at Same length shadow as the best shadow? 1 & 2
noon, shorter than at at 6:00a.m. on the Personal response.
6:00a.m. / p.m. opposite side of the tree.
Page 189: Looking at light
Page 178: Shadows throughout Revision for the Main activities on page 188.
the day Page 190: Shadow puppets
6:00a.m. The learners do the activity as described on the
photocopiable page.
Long shadow to the right of the stick person.
12:00 noon Page 192: Opaque, transparent or
Very short shadow. translucent?
1.
6:00p.m. Diagram Opaque, Name of an
transparent object that
Long shadow to the left of the stick person. or fits this
translucent? description
Page 180: Measuring light transparent window
intensity glass bottle
1. Personal response.
2. To obtain more accurate results. translucent tissue paper
3–4. Personal response.

Pages 182–83: Which material

makes the best shadow? 1 & 2 opaque block of
wood
1–4. Personal response.
5. a) opaque brick
b) translucent 2. Because they block the light.
c) Transparent

Pages 184–85: Which plastic bottle

makes the best shadow? 1& 2
Answers will vary, according to the methods
used.