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CAMBRIDGE
Basic Science

Workbook 4
Fiona Baxter & Liz Dilley
 Second edition Digital access

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1 Living things
1.1 Bones and skeleton
Focus
1 Use the words in the word box to label the outline.

ribs
bone
spine
arm jaw
skull leg bones

2
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1.1 Bones and skeleton

Exercise
2 a What are the bones of the head called?

b What are the bones of the chest called?

c What is the row of bones in our back called?

d Name the bone that moves when we chew food.

e Why do you think the bones of your skeleton have different shapes and sizes?

Challenge
3 Match the skeleton with the animal it came from.
Write the letter of each skeleton next to the name of the animal it came from.

Animals Framework

Birds

Rabbit

Frog

Crocodiles

3
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1 Living things

A Y
X W

4 Name the parts on Framework A.

W is

X is

Y is

Z is

4
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1.2 Why we need a framework

1.2 Why we need a framework

Focus
1 Match the bones of the skeleton with their functions.
Draw lines from the names of the bones to their
functions.
Different bones can have the same function, or more than one function.

Bones Function

Skull
Support
Ribs
Movement
Arm bone
Protection
Spine

Exercise
2 Read the text about skeletons and answer the questions about what you have read.

Our skeleton supports our body. It makes a strong skeleton in the

body. It gives our body shape and makes it sturdy. It also
protects the organs in the body.

We grow and get bigger because our skeleton grows. We start

growing at birth and our bones grow longer and thicker every
year. When we are around 18 to 20 years old, our bones
stop growing.

Sometimes we fall or have an accident and break a bone.

A broken bone is called a fracture. Doctors take special photos
called X-rays to see if the bone is broken or not.
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material © The broken end of the bone will slowly grow back.
publication.
m

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1 Living things

a List three reasons why the framework is important.

b Explain what would happen to a baby if its skeleton did not grow.

c What is a fracture?

d How can the doctor tell if a bone is broken?

e How to heal a broken bone?

f Why do you think some animals that have a skeleton are very
large, but animals like worms are usually small?

6
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1.2 Why we need a framework

Challenge
3 In this exercise, you will find information from a bar chart.
Nasreen measured the length of the upper arm bones of several people in her family.
He drew this bar chart to show the results. Use the graph to
answer the question.
36

34

32

30

28

24

22

22
Upper arm bone length in

20

18

16

14

12
cm

10

4
2

0
Nasreen Ahmed Meshack Fatima Ali

a Who has the longest upper arm bone?

b What is the length of the shortest upper arm

bone?

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1 Living things

c Nasreen's two brothers are Ahmed and Ali.

Which brother is the oldest? Explain your answer.

d Place Nasreen and her siblings in age order. Explain your answer.

e Who are Nasreen's parents?

f Explain how you know this.

g Which skeleton function does the graph show?

h Nasreen has a younger sister, Meera.

Predict the bone length of Meera's upper arm.
Draw a new bar on the chart to show your prediction.

8
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1.3 Skeleton and movement

1.3 Skeleton and movement

Focus
1 Complete the sentence to explain how muscles
work- couple
muscles in your arm. Use each word in the box once.
cons
When I lift weights, the muscles on the front of my arms are more
short
and got . mor
e
Muscles on the back of my arms
long time relax
and got . This shows that the muscle

works i n .

2 Label the picture that shows the changes in the arm muscles when
You lower your arms.

arm drops

Exercise
3 Fill in the missing words to complete the sentence about how our muscles
work.

Muscles work with at them

join. Muscles work in . When one muscle ,

other muscles A contracting muscle will

. A muscle that relaxes w i l l .

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1 Living things

4 Underline the word that makes each sentence correct.

The working muscle contracts/relaxes.

Resting muscles contract/relax.

Challenge
5 Amira and Jessie made models to show how muscles
work. This is what their model looks like.

B
D

a Which body part does each part of the model represent?

b What happens to part C when you pull part B?

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1.3 Skeleton and movement

Draw a picture to show this.

c Underline the correct words in the following sentences to explain your drawing.
Part B relaxes/contracts and becomes shorter/longer. Part B pulls/pushes part C
and makes it go down/up.

11
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1 Living things

1.4 Different types of skeletons

Focus
1 Look at the pictures. Which animal has a skeleton in
in its body? Put a check mark (√) in the box below the picture of each animal
that has a skeleton inside its body.

2 a Write the word for an animal that has a backbone.

b Write the word for an animal that does not have a backbone.

c Write the word for the type of skeleton found on the outside of an animal's
body.

d What animals in the picture have the type of skeleton you mentioned in the
previous question? Put a cross (✗) in the box below the picture of the animal.

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1.4 Different types of skeletons

Exercise
3 Look at the pictures of some invertebrates.
a Use the identification key to identify each animal.
Write the name of the animal next to the correct letter from
the key.

ants snail
s
bees

spider

worm
s
snail centiped
s e

Does the
animal have
legs?

Yes no
Does it have Is
6 legs? has a
shell
?

Yes no Y no
Does it Does it have es Does it have
have 8 legs? multiple body
wings? e segments?

Y Y Y no
es tid es tid es

ak ak

a b c d f g

a is b is c is

d is e is f is

g is

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1 Living things

b Why do all animals belong to the key invertebrates?

c Name the vertebrate

animals that have legs
and wings

does not have legs and wings.

Challenge
4 Write questions to complete the key to identifying the animals in the picture. We have written
the first question for you.

Does the
animal live
on land?
Yes. tid
ak

Yes. tid Yes. tid

ak ak

ak ak
Yes
ye
tid tid
s

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Yes
validaof
tion this title.
Y tid
es

ak

14

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1.5 Medicines and infectious diseases

1.5 Medicines and

infectious diseases
Focus
1 Mark each of these statements as true ✓ or false ✗.
A Medicines make us better when we are sick.

B Ask an adult before you take any medication.

C Medicines cannot stop us from getting sick.

D Plants and animals can have infectious diseases.

Exercise
2 a Find the six ways we take medicine in the word
grid. Circle your answer.
In the grid, some words are written from left to right, and some words
are written from top to bottom.

i n j e c t i o n

n w e r t a n i o

h a s d f b h n l
a c b r u l l t h

l e d i n e m m d

e v f p q t d e f

r u r k l g o n u

m i x t u r e t p

15
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1 Living things

a What kind of medicine is in the word box that can prevent a disease?

b What kind of medicine is in the word box that can help someone
who has breathing problems?

Challenge
Marcus had a headache. He found My
some tablets in the bathroom. He mom
take this, so
takes three tablets. themBahiakrus
lah. ay

3 Marcus is not taking this medication safely.

Write down four things that are unsafe about the way Marcus takes this medicine.

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5.2 Light travels in a straight line

2 Arun is looking at a palm tree.

a Identify the light source.

b Draw a ray to show

how Arun sees the tree. Label the incident and
reflected rays.

Exercise
3 Rabah and Khalid are walking along the corridor at school.
The corridor is lit by a lamp on the ceiling.
Rabah was behind Khalid. Rabah could see Khalid.
But then Khalid turned at the end of the corridor and Rabah could not see
Khalid anymore.

a What is the light source in the corridor?

b Fill in the dots in the following sentences to explain how Rabah could see

Khalid: The light shone . Light

from Khalid

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.e
pn
d
a
g
e
n
sa
m
tri
h
a
e
nla
e
g
k
u
a
rin
pi t o t h e eyes.

65

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5 Light

c Explain why Rabah could not see Khalid when Khalid had walked around the corner.

4 In the picture, draw rays to show

how Mrs. Liong sees the needle.
Label the incident ray and the
reflected ray.

Challenge
5 Marcus sits under the table. His friend Sofia put the can on the table. 'What did I

just put on the table, Marcus?", she asked.

Sofia. 'I don't know Sofia, I can't see what's there'

on the table.

Marcus can use a mirror. Then he will see what is on the table.

In the picture below, draw three rays to show how Marcus sees the can.

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degree. 5.3 Light bounces off different surfaces

5.3 Light bounces off of

different surfaces
Focus

1 Zara is looking at her face in the mirror.

a Draw the mirror surface.
Choose from this list: dull, shiny, bumpy, smooth.

b What name do we give to Zara's reflection in the mirror?

c Complete this sentence to explain how Zara saw her face in the mirror.

Light shines from onto Zara's

face.
The light from Zara's face moves to .

Mirror Zara to her eyes.

c Why can't Zara see her face in a piece of wood?

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5 Light

Exercise

2 a What can Arun and Marcus use instead of a mirror - a piece of

aluminum foil or a wooden cutting board?

b Explain why you chose the surface you listed in your answer to the question
Before.

c How do you think people saw their reflection before mirrors?

d Do all surfaces reflect light? How do you know this?

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5.3 Light bounces off different surfaces

Challenge

3 Mr. Damsong was driving his car. He looked in the rearview mirror to see
the cars behind him.
This incident illustrates how the mirrors help Mr. Damsong see what's
behind him. But they are in the wrong order.
Write the numbers 1-6 in the first column.
Number 1 describes the first occurrence and Number 6 the last occurrence.

Order of events Events

The light bounced off the car behind Damsong.

Damsong saw the car behind him.

Light bouncing off the rearview mirror

Light enters Mr. Damsong's eyes

Light travels to the rearview mirror.

Sunlight shone on the car behind Damsong.

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5 Light

5.4 Light in the solar system

Focus
A D
B
E

1 a Complete the table by filling in the second

column. You will find the letters on the diagram.
You need to use some letters more than once. The
first one is done for you as an example.

Letter on the diagram

Month D

The Sun

Earth

Orbit of the Moon around the Earth

Earth's orbit around the Sun

A planet.

A star

An object in space that emits light

Objects in space that reflect light

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5.4 Light in the solar system

b Make a list of the planets in the solar system, starting with the planet closest to the Sun.

c List three other types of objects in the solar system besides stars
and planets.

Exercis
e
2

Saturn 1 Venus
2
us Earth 3 Uranus
Jupiter

a What does this diagram represent?

b Name the object labeled 1.

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5 Light

c Name the planets 2, 3 and 4.

d How long does it take the Earth to make one trip around the Sun?

e Does Venus take longer or shorter than Earth to make one orbit?
around the Sun?

f Explain your answer.

g Which planet takes the longest time to orbit the Sun?

Explain your answer.

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5.4 Light in the solar system

Challenge
3 Read how scientists have changed their thinking about the planet Mars.

Mars is often called the 'Red Planet' because of its red color in the sky. The ancient Romans
called the planet Mars after the god of war. They associated the color red with war.

In the 17th century, the telescope was invented. When you look through a telescope, you see
things much bigger. Scientists used telescopes to study Mars. They observed that Mars rotated on
its axis and they also observed ice on Mars. They suspected that people lived there. They call
these people Martians.

In the 19th century, telescopes became more sophisticated so scientists could observe more
about Mars. They saw that Mars had two moons.

In the 20th and 21st centuries, many spacecraft visited Mars. Spacecraft have landed on Mars
and sent back information about the rocks, ice and atmosphere (the air that surrounds the
planet). We now know that the red color is caused by iron oxide in the rocks. Scientists now
know that the atmosphere on Mars is made up of carbon dioxide.

a What is
Mars?

b Is Mars closer to the Sun or farther from the Sun than Earth?

c How do telescopes help scientists observe the solar system?

d How did people observe Mars before telescopes were invented?

d What did the Romans know about Mars?

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5 Light

e Write down two things that scientists discovered when the telescope was invented.

f What information have scientists obtained recently that

explains why Mars is red?

indicate that people should not live there?

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5.5 Day and night

5.5 Day and night

Focus
1 a On the diagram, label the Sun's rays and the Earth's axis and spin.

b How long does it take for the Earth to rotate around its axis?

c In the diagram, the color of the part of the Earth that experiences nighttime.

Exercise
2 a Why does almost every part of the Earth's surface have several hours of
daylight and several hours of darkness each day?

b All planets rotate on their axis. Why do all planets have daytime and
nighttime?

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5 Light

c Mercury takes 59 Earth days to revolve around its axis.

Are the nights and days longer or shorter there than on

Earth?

d Jupiter takes 10 Earth hours to rotate

around its axis. Are night and day there

shorter or longer than on Earth?

Challenge
3 Earth is one of the planets in the solar system. All the other planets spin on their
axes, just like Earth. But, they spin at different speeds. Look at the data in the
table. Mercury takes 59 Earth days to complete one rotation. This means that one
day on Mercury is equal to 59 days on Earth!

Planet Time taken to complete one lap

Mercury 59 earth days

Venus 243 Earth day

Earth 24 hours earth

Mars 24½ earth hours

Jupiter 10 Earth hours

a When a planet rotates on its axis, what happens to the half of the
planet facing the Sun?

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5.5 Day and night

b Which planet has the longest 'day'?

c If you lived on the planet with the longest day and slept for half a
day, how long would you sleep each day?

d Which planet has the shortest day?

e If you lived on the planet with the shortest day, how many hours would
you be at school each day if, on Earth, you spend about 6 hours at school
each day?

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5 Light

5.6 Investigating the shadow length

Focus
1 The picture shows the results of the shadow stick
experiment.

12:00
11:00 13:00
09:00 10:00 14:00
15:00

a At what time on the shadow stick does the Sun appear highest in the sky?

b Does this result in a long or short shadow?

c At which point on the shadow stick does the Sun appear lowest in the sky?

d Does this result in a long or short shadow?

e Describe the patterns in shadow length at different times of the day.

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5.6 Investigating the shadow length

f Predicting the length of the shadow at 6pm.

Exercise
2 The following is a diagram of the shadow stick
experiment. Look at the position of the Sun at 09:00.
The rays come from the Sun and form the shadow of the stick, which is labeled at 09:00.

12:00
09:00 11:00 13:00 15:00

a In the picture, draw the position of the Sun at 11:00, 12:00, 13:00 and 15:00. Then,
draw the shadow of the stick for each position of the Sun.

b What movements do you see in the Sun between 09:00 and 15:00?

c Does the Sun really move as it appears?

Explain your answer using your scientific knowledge.

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5 Light

Challenge
3 Look at the pictures of the trees numbered 1-5.
Each image shows the Sun at a different position in the sky and
its shadow has a different length.
Picture number 1 shows 8:00 am.
1 2 3 4 5

a Which image represents each of these times?

10:00

12:00

16:00

19:00

b Write down the two factors you use to decide which image is
represented each time.

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6 Electricity
6.1 What materials
conduct electricity?
Focus
1 a Complete this sentence:

Materials that allow electricity to pass through are .

b Write a similar sentence to explain what an electrical insulator is.

2 1 2 3 4 5 6

Identify objects 1-6 in the picture.

Now, identify the materials used to make each object.
Fill in your answers in column 2 of the table.
Determine whether each object is a conductor or insulator of electricity. Put a
check mark (✓) in column 3 or column 4.

Object Material object made of Electrical conductor Electrical insulators

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6 Electricity

Exercise
3 a Predict whether the light will come on in each of the following
circuits. Write 'Yes' or 'No' next to each circuit.

b Which material (A, B, C or D) is an electrical conductor and which material

(A, B, C or D) is an electrical conductor.
which is an electrical insulator?

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6.1 What materials conduct electricity?

c Complete the sentences below to make your conclusion.

Materials made of such as keys, are electrical

Materials made of ceramic, plastic and cork are Electri

city.
Challenge
4 Sofia and Zara have made a circuit to test whether different objects are electrical is
conductor or insulator of electricity.
a How can they test that their circuit is working?

b They tested these four objects:

coin chopst glas spoon

icks s plastic

Predict which of the four objects will conduct electricity and which will not.
which are not. Place a ✓ mark next to objects that will conduct electricity,
and an ✗ mark next to objects that will not conduct electricity.

c How did Sofia and Zara test each object?

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6 Electricity

d What did Sofia and Zara conclude about which materials are conductors of electricity and which
are insulators of electricity?

e Use your conclusions to predict whether each of the following objects will be conductors
or insulators of electricity.

A glass bottle cork plastic spoon

key

Fill in your answers in the table below.

Object Material Electrical Electrical

object made conductor insulators
of

84
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6.2 Does water conduct electricity?

6.2 Does water conduct electricity?

Focus
1 a What is pure water?

b How is tap water different from pure water?

c Why can plants, animals and humans conduct electricity?

Exercise
2 In the space below, design and draw a poster to be put up in the restaurant
kitchen. The poster should warn workers not to use stoves and electrical
appliances with wet hands.
Make sure your poster is eye-catching and has images that will make your message
clear.

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6 Electricity

Challenge
3 Jawad had just completed a 20km run. He was very hot and sweaty. The first thing he
did when he got home was to
turned on the electric fan. Jawad drives the fan
and touching connecting wires whose plastic insulation has been
peeled off.

a What happened to Jawad?

t b There are three factors that cause this to

happen:
A

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Original material © Cambridge University Press 2021. This material is not finalized and is subject to further changes before
publication.
 We work closely with Cambridge Assessment International Education to obtain
endorsement of this degree.
6.3 Using conductors and insulators in electrical equipment

6.3 Using conductors and

insulators in electrical
equipment
Focus
1

A B C
a Identify electrical appliances A, B and
C.

b How much electricity does this equipment use?

c You hold each of these pieces of equipment in your hand

to use it. What material is used for the part of the tool you
are holding?

d Is this material an electrical conductor or an electrical

insulator?

e Why does this make the tool safe to use?

f Where are the electrical conductors on this equipment?

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6 Electricity

Exercise
2 Here is a picture of the kitchen.

a Name the electrical appliance used in the picture.

b Name two hazards in using this tool. Use these words in your answer:

insulation loga Doing. electric bec

m shock aus
e of
m

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6.3 Using conductors and insulators in electrical equipment

Challenge
3 Electricity for electrical appliances in the home comes from large cables outside.
You may have seen these wires strung on large structures called poles like the
photo below. The poles are made of metal.

There are many wires that conduct electricity. It is important to separate

the cables. To do this, they use ceramic separators. Ceramic is clay.
You can see it in the second photo.

In the second photo, label them 'pole', 'cable' and 'ceramic

separator'.
next to the label line.
a Why are wires made of metal?

b What type of metal do you think the cables are made of?

c Why is the separator made of ceramic?

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6 Electricity

4 Arun and Marcus fly their remote-controlled helicopter. The wind picked up and the
helicopter caught on a cable on a pole. 'Let's go
climb the pole and take it back', said Arun.

Do you think they should do this? Explain your answer.

90
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6.4 Switch

6.4 Switch
Focus
1 a What does a switch do in a circuit?

b Take a look at images A and B.

A B

Which of the two circuits, A or B, should the light be on? Explain your answer.

c How can a switch cause 'damage to the circuit'?

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6 Electricity

Exercise
2 Look at circuits A and B.

A B

a Predict whether electricity flows in circuit A.

b Explain your answer.

c What do you have to do on circuit A to make the light turn on?

d Predict whether electricity flows in circuit B.

e Explain your answer.

f What should you do on circuit B to turn off the iron?

92
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6.4 Switch

Challenge
3 Zara and Marcus want to build a circuit
with lights shining brightly. They built
circuit A.
A
A

a Mention the components they used to make the circuit.

b How do you know that the circuit is closed?

4 Look at circuit B. They are

adding another cell to make the lamp
brighter.
But the lights did not turn on at all.
B
B

a Why doesn't the light come on?

b What changes must Zara and Marcus make to circuit B for the light to turn on?

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6 Electricity

6.5 Change the number

components in the
circuit
Focus
1

a Name the five components of the

circuit.

b What should you do to the circuit before the lights come on?

c You add another lamp to the circuit.

Does the lamp shine brighter or less brightly?

94
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6.5 Change the number of components in the circuit

d Explain your answer.

Exercis
e
2

a List the components in the circuit.

b Will the light come on? Explain your answer.

c If you disconnect the lamp from the circuit, will the remaining lamps light up
brighter or less bright?

d If you add lights to the circuit, will the remaining lights shine brighter or less brightly?

95

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6 Electricity

e If you remove a cell from the circuit, will the lamp shine brighter or less
brightly?

f If you add cells to the circuit, will the lights shine brighter
or less brightly?

Challenge
3 a In the figure, circle the components you will need to make a circuit
with a 3V battery, two lights in the lamp holder and a switch.

Maski
Switch Rubber
ng
Tape

tong
Cutter
1.5 V

1.5 V

1.5 V

kat

Cell

Scissors

cable Lights

b What can you do to make a 3 V battery using the objects in the picture?

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96

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 We work closely with Cambridge Assessment International Education to get this degree endorsed.
6.5 Change the number of components in the circuit

c If you build a circuit, predict whether the lights will turn on.

d Predict what will happen if you remove the lamp from the circuit.

e Explain why you think this will happen.

f Predict what will happen if you add a third light to your circuit.

g Explain why you think this will happen.

97
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