year 3 revision booklet

END OF YEAR REVISION BOOKLET

CLASS: Year 3

Name:……………………………………

SUBJECT: SCIENCE

WWW.BRITISHISLAMICACADAMY.COM

Page 1

Q1. Fabrics

(a) Some children carried out two fair tests on three different fabrics, A, B and C.

First they hung a 100 g mass from the bottom of each fabric.

Secondly they soaked each fabric in water.

What is the name of the force pulling downwards on the 100 g mass?

...................................................................................................................... 1 mark

(b) The table shows the results of their two tests.

fabric A fabric B fabric C

how far the fabric stretched, in cm

0 6 15

how much water was soaked up, in cm3

35 52 9

Some children wanted a fabric which does not stretch.

Which fabric should they choose?

Tick ONE box.

A B C

1 mark

year3-Science-Revision-Booklet-Term3

Page 2

(c) Which fabric soaked up most water?

......................................................................... 1 mark

(d) Use the information in the table to give TWO reasons why fabric C is better for swimwear than fabric A.

(i) .............................................................................................................

(ii) ............................................................................................................. 2 marks

Q2. Magnets

Vicky has a magnet in her hand.

There are some objects in the box.

Vicky is going to find out which objects are attracted by her magnet.


Page 3

Compare the table of results by putting ONE tick so show the correct result for each object.

One has been done for you.

is attached is not attached

wooden pencil

steel safety pin

plastic bead

cardboard box

copper wire

2 marks

Q3. Boats

(a) Mike puts two boats in a bowl of water. They float on the water.

Mike pushes down on one of the boats with his finger.

Tick ONE box to show what Mike can feel as he pushes down.

The force from the water shing the boat up.

The force from the water shing the boat down.

The force from the air shing the boat up.

The force from the air shing the boat down.

1 mark


Page 4

(b) Mike makes masts for the boats with straws.

He attaches the masts to the boats using modelling clay.

Explain why boat 2 floats lower in the water than boat 1.

..................................................................................................................... 1 mark

(c) Mike makes sails for the boats out of paper.

He uses a straw to blow one of the boats along.

Draw an arrow on the picture to show the direction of the force pushing the boat along.

1 mark

(d) What is the name of the force that slows the boat down?

..................................................................................................................... 1 mark

(e) Mike blows the boat when it has a big sail.

Then he puts a small sail on the boat and blows with the same force.


Page 5

The big sail makes the boat go faster.

Explain why the bigger sail makes the boat go faster. Write about the forces on the sail in your answer.

......................................................................................................................

............................................................................................................................... 1 mark

Q4. Magnets

(a) Rob holds a magnet near a nail. The magnet attracts the nail.

Name ONE metal the nail could be made from.

....................................................................................................................... 1 mark


Page 6

(b) Rob gets some more magnets.

He finds out which magnet is strongest by putting pieces of paper between each magnet and the

nail.

The table below shows how many pieces of paper Rob puts between each magnet and the nail before the nail falls off.

Magnet A B C D

Number of pieces paper

74 3 60 100

Rob has not drawn the result for magnet C on the graph.

Use the results in the table to complete the graph for magnet C.

1 mark


Page 7

(c) (i) Tick ONE box to show which magnet is strongest.

A B C D 1 mark

(ii) Explain how the results show which magnet is strongest.

..............................................................................................................

.............................................................................................................. 1 mark

Q5. Magnets

(a) Callum and Izzy want to find out the force needed to pull different bar magnets apart from a horseshoe magnet.

They set up the equipment as shown in the photo.

Callum pulls

forcemeter and

horseshoe magnet

Izzy holds bar horseshoe forcemeter magnet still magnet

Callum needs to measure the force as the magnets separate.

It is difficult. The forcemeter reading goes back to zero as soon as the magnets separate.

Would the suggestions below help Callum get more reliable results? Write yes or no after each suggestion.

Yes or no?

Take a practice measurement to find out roughly when the magnets separate. .....................

Pull the forcemeter very quickly. .....................

Take the measurement three times. .....................

Use a different horseshoe magnet each time. ..................... 2 marks


Page 8

(b) Callum measures the force using N as the unit of measurement.

What unit of measurement does N stand for?

..................................................... 1 mark

(c) Callum and Izzy test more bar magnets. In the table they record the force needed to pull each bar magnet apart from the horseshoe magnet.

Bar magnet tested

Length of bar magnet (cm)

Force needed to pull magnets apart (N)

A 1.5 2.5

B 5.0 1.8

C 7.0 7.0

D 7.5 3.0

What was the length of the weakest bar magnet?

..................................................... cm 1 mark

(d) Before the test, Callum made a prediction. He said, ‘Longer magnets will need more force to separate them from the horseshoe magnet.’ The results do not support Callum’s prediction.

Describe how the results do not support Callum’s prediction.

.......................................................................................................................

....................................................................................................................... 1 mark


Page 9

(e) Callum and Izzy think of different questions they could investigate.

Write true or false next to each question to show if the investigation would compare how strong the magnets are.

True or false?

How many layers of paper will stop each magnet attracting a pin? ...................

How many types of materials will the magnets attract? ...................

How many paperclips will each magnet hold? ................... 1 mark

Q6. Magnets

(a) Liam has a toy train with two carriages. It has bar magnets to join the carriages to the engine as shown below.

Write ‘N’ (north) and ‘S’ (south) on the end of each bar magnet so the carriages join to the engine.

‘N’ and ‘S’ have been written on the engine for you.

1 mark

(b) Nisha moves a different bar magnet towards the magnet on the engine. The magnets do not touch each other. The engine moves away from Nisha’s magnet.


Page 10

Explain why the train engine moves away from the bar magnet.

........................................................................................................................

........................................................................................................................ 1 mark

Q7. Magnetic toy

(a) Sam has a toy made of magnets and balls.

He tries to put different magnets together.

Write N (North) or S (South) on each end of each magnet below to explain Sam’s observations. Some have been done for you.

Sam’s observations

The ends of these magnets sh away from each other.

e ends of these magnets pull gether.

1 mark


Page 11

(b) The magnets attract the balls. Sam makes a tower using the magnets and the balls. He wants to test how strong the tower is.

He puts a 100 g mass on the tower. He adds masses until the tower falls apart onto a rubber mat.

Sam repeats his test with two different towers.

His results are shown in the table below.

Number of magnets in each leg of the tower

1 2 3

Mass held before tower falls apart (g)

1500 1000 700

Tick THREE boxes to show which variables Sam kept the same to make his test fair.

the size of each agnet

the number of masses put each tower

the size of each ball the number of balls in each

wer

the size of the rubber at

the number of magnets in ch tower

2 marks


Page 12

(c) Complete the graph by drawing the missing bar. Use the results table to help you.

1 mark

(d) Predict the mass that could be held by a tower with four magnets in each leg. Use the results table to help you.

................................................................... g 1 mark


Page 13

Q8. At the swimming pool

(a) Ian is at the swimming pool. He notices that the floor tiles around the pool have a rough surface.

Why are tiles with a rough surface safer than tiles with a smooth surface for people with wet feet?

......................................................................................................................

...................................................................................................................... 1 mark

(b) Ian floats on the water.

Why does Ian float on the water even though gravity is pulling him down?

...................................................................................................................... 1 mark

(c) As part of a test, Ian swims across the pool wearing his clothes.

How are the forces different when he swims in his clothes compared with when he swims in his swimming costume?

Tick TWO boxes.

There is more weight. There is more friction.

There is less weight. There is less friction.

1 mark


Page 14

Q9. Parachutes

(a) James makes a parachute out of a square piece of polythene. He attaches it to a 20 g mass.

He drops the parachute. The main forces acting on the parachute are shown in this diagram.

What is the name of force A?

...................................................... 1 mark

(b) James and Aneesa make three more parachutes using different sizes of polythene squares. They attach a 20 g mass to each parachute. They drop all four parachutes from the same height. They record the time taken for each parachute to fall to the ground.

Area of parachute (cm2) Time taken to fall (seconds)

9 1.7

16 2.4

25 3.5

36 5.3

Describe the relationship between the and the for the parachute to fall to the ground.

.......................................................................................................................

....................................................................................................................... 1 mark


Page 15

(c) James drops a 20 g mass from the same height with no parachute. Aneesa records the time it takes the mass to fall.

Tick box to show why the mass with no parachute fell fastest.

The mass with no parachute...

is heavier. has less upwards force it.

is more solid. has a bigger downwards ce on it.

1 mark

(d) In nature, a dandelion seed has a parachute-like structure attached to it.

How is the dandelion seed usually dispersed?

....................................................................................................................... 1 mark


Page 16

Q10. Falling paper

(a) Rosie stands on some steps.

She holds a piece of paper like this:

Rosie lets go of the paper.

Luke times how long it takes for the paper to land flat on the floor.

Tick ONE box to show how the force of gravity acts on the paper.

The force of gravity...

pushes downwards. pulls downwards.

pushes upwards. pulls upwards.

1 mark

(b) Rosie folds the paper in half.

She drops the paper again and Luke times it.

They repeat the test, folding the paper in half each time.

They measure the area each time they fold the paper.


Page 17

In the table below they record the time it takes for different pieces of paper to fall to the floor.

Number of times we folded the paper in lf

0 1 2 3

Area of the paper (cm2) 600 300 150 75

Time taken for the paper to land flat on e floor (seconds)

2.6 1.7 1.3 1.0

How many times did they fold the paper that fell fastest?

...................................................... 1 mark

(c) Describe the link between the area of paper and the time taken to land.

.......................................................................................................................

........................................................................................................................ 1 mark


Page 18

(d) The children have some ideas to explain why the paper fell at different speeds. Only ONE

idea is correct.

Whose idea is correct? ....................................................... 1 mark

Q11. Measuring forces

(a) Lizzie uses a forcemeter.

She measures the force needed to start a brick moving on different surfaces.

Here are her results. Surface Pulling force

(Newtons)

A 19

B 30

C 16

D 6


Page 19

Write A, B, C or D in each box below to put the surfaces in order of force needed to start the brick moving.

easiest surface to pull the brick

on

hardest surface to pull the brick

on

1 mark

(b) Lizzie uses the forcemeter to pull the brick on a table top. She spreads a spoonful of oil on the table top. She puts the brick on the oil.

What happens when she tries pulling the brick on the oil?

Tick ONE box.

The brick moves more easily.

The brick is harder to move.

The brick will not move.

The brick floats.

1 mark

(c) The diagram below shows three forces acting on the brick as it is pulled on each surface.

Force B makes it hard to start the brick moving.

Write the name of Force B below.

..................................................... 1 mark


Page 20

Q12. Shadows

(a) One sunny day, some children use a rounders post to make shadows in their playground.

When light shines on the rounders post, a shadow forms.

Where does the light come from?

...................................................................................................................... 1 mark

(b) The rounders post makes a dark shadow.

Tick ONE box to complete the sentence below.

The rounders post makes a dark shadow because it is...

opaque. smooth.

solid. transparent.

tall. heavy.

1 mark


Page 21

(c) The children draw round the shadow of the rounders post every half hour from 9:30 until 12 noon.

They measure the length of each shadow and record their results in this table:

Time (am) Length of shadow (cm)

9:30 146

10:00 130

10:30 116

11:00 109

11:30 106

12:00 103

What happened to the length of the shadow during the morning?

...................................................................................................................... 1 mark


Page 22

(d) The children make a line graph to show the results from the morning.

Continue the line on the graph to show how the length of the shadow would change between 12 noon and 2:30pm.

1 mark

Q13. Lamp

(a) At night, Ben switches on the lamp in his room.

There is a shadow of the chair on the floor.

Explain how the shadow is formed from the light of the lamp.

......................................................................................................................

...................................................................................................................... 1 mark

(b) Ben looks at the window, and sees a reflection of the lamp.


Page 23

Why is there a reflection of the lamp in the window?

Tick ONE box.

There is a reflection of the lamp in the window because the window is . . .

shiny hard

strong solid

1 mark (c) Draw TWO arrowheads on the lines in the picture below to show how light travels to let Ben see

the reflection of the lamp.

1 mark

Q14. Torch light

(a) Sanna is investigating which materials are good reflectors of light. She shines a torch on different objects from a distance of 20 cm.

She looks at the objects to see how well each reflects light.


Page 24

Tick TWO boxes to show which objects are the best reflectors.

Paper book Metal spoon Wooden spoon

Woolly hat Glass jar Compact disc

2 marks

(b) Tick ONE box to show which of Sanna’s objects does not make a dark shadow.

metal spoon wooden spoon

woolly hat glass jar

1 mark


Page 25

(c) The picture below shows Sanna looking at the torch light reflected in a mirror.

Draw TWO arrows to show the direction the light must travel for Sanna to see light from the torch in the mirror.

2 marks

Q15. Light

(a) The things below all make shadows in light.

Draw ONE line from each object to the shadow it could make.

Use each shadow ONCE.

1 mark


Page 26

(b) Jenny investigates which materials allow light to pass through. She holds different

materials out in the sun.

Complete the table below to predict Jenny’s results.

Tick ONE box in each row. One has been done for you.

Material Some light passes through

No light passes through

tissue paper

glass

mirror

clear plastic

cardboard

foil

2 marks

(c) Jenny sits by a lamp.

A shadow forms.


Page 27

She wants to see if any other objects will cause a shadow in a dark room. She turns the lamp

off. She sits in front of these objects instead of the lamp:

television mirror plant night safety jacket

(i) Which ONE of these four objects will cause a shadow of Jenny in a dark room?

............................................................................................................ 1 mark

(ii) Why does a shadow form when Jenny sits in front of this object?

Tick ONE box.

Because the object...

is translucent. reflects light.

is a light source. is transparent.

1 mark

Q16. Remote control

(a) Ruth wants to find out how well the remote control turns on her TV when different materials are put in front of it.

Ruth holds writing paper in front of the remote control. The TV still turns on.


Page 28

Ruth repeats the test with different materials. The table below shows her results.

Complete the graph to show the results for the tracing paper.

1 mark (b) Ruth’s brother says she should not test the book as it makes the test unfair.

Why does the book make her test unfair?

....................................................................................................................... 1 mark

(c) Ruth’s brother repeats the investigation to check the results. He takes fewer steps back for each material before the TV does not turn on.

Tick ONE box to explain why Ruth’s brother takes fewer steps back before the TV does not turn on.

He presses the mote control harder

he uses smaller pieces of ch material

his steps are bigger the batteries in the

mote control are newer

1 mark

Material Distance from TV when remote does not work (steps)

writing paper 5

clear plastic bag 25

tracing paper 8

foil 0

book 0


Page 29

(d) Ruth could improve her investigation by getting more accurate results.

Describe how Ruth could get more accurate results.

....................................................................................................................... 1 mark

(e) Ruth sees a pattern in her results. She states ‘My results suggest that the remote control uses light to turn on the TV’.

Describe the evidence in Ruth’s table of results that supports her statement.

.......................................................................................................................

....................................................................................................................... 1 mark

Q16. Shadows

(a) Lucy makes a shadow of a puppet on a screen. She investigates how changing the distance of the light from the puppet affects the size of the shadow.

What equipment should she use to measure the distance of the light from the puppet?

...................................................................................................................... 1 mark

(b) What unit of measurement should she use to measure the distance of the light from the puppet?

Tick ONE box.

g ºC cm km N

1 mark


Page 30

(c) What factor should she change as she carries out her test?

Tick ONE box.

where the children sit colour of the screen

brightness of the light position of the light

position of the screen the size of the puppet

1 mark

(d) What factor should she measure to collect her results?

Tick ONE box.

The height of the...

light shadow table

puppet screen reflection

1 mark

(e) What factors must she keep the same as she carries out her test?

Tick THREE boxes.

where the children sit colour of the screen

position of the puppet position of the light

position of the screen size of the puppet

2 marks


Documents

year 3 revision booklet