8 Cce 98 Be 5 e 07

DIMENSIONS HIGH COLLEGE
PRIMARY 6 SCIENCE
TOPICAL WORKSHEET 4 – STRUCTURED QUESTIONS
TOPIC – TYPE OF FORCES - FRICTIONAL FORCE
Name : ______________________________ Class : P6____/May Intake
Date : ______________ Parent’s Signature : ______________________
Correction done
Correction not done

[Corrections to be done in back of the worksheet] 17
Write your answers in the space provided.
(1) Joseph slid a toy car down three ramps of different surfaces as shown in the diagram
below.
The time taken for the toy car to travel down the ramp to reach the floor was recorded in
the table below.
Time taken (seconds)

Type of ramp
1st attempt 2nd attempt 3rd attempt
Wooden 3.3 3.9 3.5
Glass 1.1 1.3 1.5
Plastic 2.2 2.3 `2.8
Page 1 of 7
(a) Give a reason why the time taken for the car to slide down the ramp was inconsistent
for all three attempts. [2M]
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(b) On which ramp did the car take the longest time to travel down? Explain your answer.
[3M]
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(c) Suggest one way to make the car slide down faster on the ramp mentioned in (b). [1M]
_______________________________________________________________
_______________________________________________________________
____________________________________________________________
(2) Alicia rolled a ball on two surfaces with the same amount of force as shown in the diagram
below.
She noticed that the speed of the ball on each surface was different.
(a) On which surface did the ball move faster? [1M]
_____________________________________________________________
Page 2 of 7
(b) Explain your answer in (a). [2M]
________________________________________________________________
________________________________________________________________
________________________________________________________________
(c) What is the relationship between the texture of the surface and the speed of the
ball? [1M]
_______________________________________________________________
_______________________________________________________________
(3) Four blocks made of different materials were pushed across the surface. The force
needed to push the blocks across the surface was measured and recorded in the table
below.
block
Surface
Force needed to move each block

Material of block
(unit)
W 25
X 46
Y 40
Z 31
(a) Arrange the texture of the surfaces of the block from the smoothest to the roughest.
[1M]
_______________________________________________________________
Page 3 of 7
(b) Which of the materials above would be the most suitable for making the soles of
non-slip shoes for use in bathrooms? [1M]
_______________________________________________________________
(c) Explain your answer in (b). [2M]
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
(4) A marble was rolled over four surfaces using the same amount of force as shown in the
diagram below.
The distance travelled by the marble was recorded in the table below.
Surface Distance travelled (cm)
Sandpaper 19
Carpet 5
Plastic 23
Polished wood 39
Page 4 of 7
(a) Which surface produced the most amount of friction with the marble? [1M]
________________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
- End of Worksheet 4 -
Page 5 of 7
PRIMARY 6 SCIENCE
TOPIC – TYPE OF FORCES – ELASTIC SPRING FORCE
Correction done
Correction not done 14
(1) The table below shows how the mass of a load hung affects the extension of an elastic
band.
Mass of load (g) 0 5 10 20 30
Length of elastic band (cm) 6 12 16 24 33
(a) What is the extension of the elastic band when a 20-g load is hung on it? [1M]
__________________________________________________________________
(b) What could be the length of the elastic band if a 15-g load is hung on it? [1M]
__________________________________________________________________
(c) State the relationship between the mass of the load and the length of the elastic
band. [1M]
___________________________________________________________________
___________________________________________________________________
Page 1 of 4
(2) Lisa used two springs, X and Y, to find out the change in the length of the springs when
different weights were hung on them. The results are shown in the graph below.
(a) What was the weight hung on the springs when both springs reached an identical
length? [1M]
________________________________________________________________
(b) State a property of springs that can be observed from the graph. [1M]
_______________________________________________________________
_______________________________________________________________
(c) Which spring would be more suitable to be used in a spring balance? Explain your
answer. [3M]
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Page 2 of 4
(3) The diagram below shows a catapult which is used to shoot a pebble to a distance.
(a) Name the force that is useful in the catapult shown above. [1M]
____________________________________________________________________
(b) State two ways to increase the speed of the pebble without replacing the elastic band.
[2M]
____________________________________________________________________
____________________________________________________________________
(4) Josiah made a toy gun as shown in the diagram below. He had to put the spring back
using the handle. He then released it so that the ball would be shot out of the gun.
The table below shows the distance moved by the ball and the distance the spring was
pulled back.
Distance the spring was
4 `6 8 10 12 14
pulled back (cm)
Distance moved by the ball
12 18 24 30 36 42
(cm)
Page 3 of 4
(a) State the relationship between the distance the ball moved and the distance the
spring was pulled back. [1M]
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(b) How far would the ball move if the spring was pulled back by 16cm? [1M]
__________________________________________________________________
(c) If Josiah used the same force, state one change he could make to the set-up to make
the ball move a longer distance. [1M]
__________________________________________________________________
__________________________________________________________________
Page 4 of 4
PRIMARY 6 SCIENCE
TOPIC – TYPE OF FORCES – GRAVITATIONAL FORCE
Correction done
(1) Study the diagrams shown below.
(a) Who needs a greater force to move? [1M]
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page 1 of 3
(2) The diagram below shows a boy playing badminton.
(a) Name the force acting on the shuttlecock. [1M]
________________________________________________________________
(b) Based on the path taken by the shuttlecock, how can you tell that the force
mentioned in (a) is acting on it? [2M]
________________________________________________________________
________________________________________________________________
(3) Adele took part in a dart throwing competition as shown in the diagram below.
(a) Name the force(s) that was/were acting on the dart when it was moving towards
the bull’s eye. [2M]
________________________________________________________________
Page 2 of 3
(b) Adele was challenged by her two friends.
They aimed at the target as follows:
Adele : aimed the dart slightly below the bull’s eye.

Christy : aimed the dart directly at the bull’s eye.
Selina : aimed the dart slightly above the bull’s eye.
Who had the best chance of hitting the bull’s eye? Explain your answer. [3M]
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
(4) The diagram below shows Alex and Bala pushing a box in the direction indicated by
the arrows.
(a) Who has to apply a greater force to move the box in the indicated direction? [1M]
________________________________________________________________

________________________________________________________________
________________________________________________________________
________________________________________________________________-
Page 3 of 3
PRIMARY 6 SCIENCE
TOPIC – TYPE OF FORCES – MAGNETIC FORCE
Correction done
(1) Study the set-up shown below.
(a) Describe two observations that can be made when magnet is placed directly under
the steel rod. [2M]
__________________________________________________________________
__________________________________________________________________
(b) What does this experiment show us about magnetic force? [1M]
__________________________________________________________________
Page 1 of 5
(c) The diagram below shows two ring magnets fitted into a rod.
Why is magnet X floating above magnet Y? [2M]
__________________________________________________________________
__________________________________________________________________
(2) Jason carries out an experiment as shown in the diagram below.
He then records his findings in the graph below.
Page 2 of 5
(a) What conclusion about magnetic force can be made based on this experiment?
[1M]
_________________________________________________________________
_________________________________________________________________
(b) Predict the amount of iron fillings attracted if six pieces of paper are used in the
experiment. [1M]
_________________________________________________________________
_________________________________________________________________
(c) State the relationship between the number of papers used and the magnetic force
that passes through the paper. [1M]
_________________________________________________________________
_________________________________________________________________
(3) A bar magnet was brought near object A as shown in the diagram below.
Part X of object A was attracted to the South pole of the bar magnet.
Page 3 of 5
State whether the following statements are ‘’True’’, ‘’False’’ or ‘’Not possible to tell’’ by
putting a tick (√) in the correct boxes. [3M]
Not
Statement True False possible to
tell
(a) Object A could be made of copper.
The North pole of the bar magnet would

(b)
repel part X of object A.
The South pole of the bar magnet would

(c)
attract part Y of object A.
(4) Jacqueline hung four different magnets at an equal distance from a tray of paper clips as
shown in the diagram below.
She observed the number of paper clips attracted by each magnet and recorded the
results in the table below.
Page 4 of 5
(a) Based on the results, what could she conclude about the magnets in relation to their
sizes? [1M]
____________________________________________________________________
____________________________________________________________________
(b) Arrange the magnets in order of their magnetic strength, from the weakest to the
strongest. [1M]
____________________________________________________________________
(c) Why did she repeat her experiment three times? [2M]
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Page 5 of 5

8 Cce 98 Be 5 e 07

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

8 Cce 98 Be 5 e 07

Uploaded by

Copyright:

Available Formats

DIMENSIONS HIGH COLLEGE

Name : ______________________________ Class : P6____/May Intake

Date : ______________ Parent’s Signature : ______________________

Correction not done

Write your answers in the space provided.

Time taken (seconds)

Wooden 3.3 3.9 3.5

Glass 1.1 1.3 1.5

Plastic 2.2 2.3 `2.8

(a) On which surface did the ball move faster? [1M]

Force needed to move each block

(c) Explain your answer in (b). [2M]

Surface Distance travelled (cm)

(b) Explain your answer in (a). [2M]

Name : ______________________________ Class : P6____/May Intake

Date : ______________ Parent’s Signature : ______________________

Correction not done 14

Write your answers in the space provided.

Mass of load (g) 0 5 10 20 30

Length of elastic band (cm) 6 12 16 24 33

Name : ______________________________ Class : P6____/May Intake

Date : ______________ Parent’s Signature : ______________________

Correction not done 14

Write your answers in the space provided.

(1) Study the diagrams shown below.

(a) Who needs a greater force to move? [1M]

(b) Explain your answer in (a). [2M]

(a) Name the force acting on the shuttlecock. [1M]

They aimed at the target as follows:

Adele : aimed the dart slightly below the bull’s eye.

(b) Explain your answer in (a). [2M]

Name : ______________________________ Class : P6____/May Intake

Date : ______________ Parent’s Signature : ______________________

Correction not done 15

Write your answers in the space provided.

(1) Study the set-up shown below.

Why is magnet X floating above magnet Y? [2M]

(2) Jason carries out an experiment as shown in the diagram below.

He then records his findings in the graph below.

(a) Object A could be made of copper.

The North pole of the bar magnet would

The South pole of the bar magnet would

You might also like

Name : __________________________ Class : P6/May Intake

Date : Parent’s Signature : ________

Name : __________________________ Class : P6/May Intake

Date : Parent’s Signature : ________

Name : __________________________ Class : P6/May Intake

Date : Parent’s Signature : ________

Name : __________________________ Class : P6/May Intake

Date : Parent’s Signature : ________