 # KS2 Science Quiz - Investigations 03 (Questions)

In this, the last of three KS2 Science quizzes on investigations, we take an overview of how to carry out experiments, the equipment to use, the variables to change, what to measure and how to record our results.

Deciding how to carry out an investigation can be tricky. Which variables should you keep the same and which ones should you measure? Added to that are the collection of results - how should you record them and how can you work out what you've learned? The more experiments you do - not just at school, but at home or outside too - the better you will get at doing them. Experience is a great teacher!

Do you know how to carry out fair investigations? What is the best way of recording your results? See how well you have developed these scientific skills by trying this third Investigations Quiz.

1. You have built a catapult as part of an investigation of forces. Changing the mass (weight) of the object you place in the catapult could test which of the following?
 [ ] If weight affects the distance the object is propelled [ ] If weight affects the force of gravity [ ] If weight affects the force contained in the catapult [ ] All of the above
2. Using a catapult to investigate whether weight affects the distance the object is propelled, what would you need to measure in order to collect results?
 [ ] The mass of the materials used to make the catapult [ ] The aerodynamic properties of the objects [ ] The distance each object travels [ ] The force contained in the catapult
3. If you were investigating how well water dissolves different materials, how should you design the investigation?
 [ ] By testing three different materials and changing the temperature of the water [ ] By testing three different materials and seeing how much of each material would dissolve [ ] By seeing if different materials would raise the temperature of the water [ ] By seeing if different materials would change the colour of the water
4. If you were investigating how well water dissolves different materials, you would need to add solute (the material being dissolved) until the water reached what point?
 [ ] Saturation point [ ] Boiling point [ ] Freezing point [ ] Dissolving point
5. If you were investigating how well water dissolves different materials, what would you measure?
 [ ] The temperature of the water [ ] The time it takes the solute to dissolve [ ] The number of times the solution has to be stirred [ ] The amount of each solute which can be dissolved
6. What unit would you use to measure the amount of a solute which can be dissolved in water?
 [ ] Centimetres [ ] Degrees Celsius [ ] Grams [ ] Decibels
7. If you were investigating the viscosity ('runny-ness') of different substances, which of the following could you do?
 [ ] Test three different substances by allowing them to 'run' down a surface [ ] Test three different substances by allowing them to 'run' down three different surfaces [ ] Test three different substances by letting them 'run' down cold, warm and hot surfaces [ ] Mix the three different substances together and make observations
8. If you were investigating the viscosity ('runny-ness') of different substances by allowing them to 'run' down a surface, what variable would you measure?
 [ ] The density of the substances [ ] The temperature of the surface [ ] The time taken to 'run' down the surface [ ] How far the substances must 'run' down the surface
9. Which unit would you use to measure the time substances take to 'run' down a surface?
 [ ] Millilitres [ ] Seconds [ ] Degrees Celsius [ ] Grams
10. Which one of the following could be a conclusion for an investigation into the viscosity (runny-ness) of substances?
 [ ] Viscous substances are really slow [ ] The thicker the substance, the less viscous (runny) it is [ ] Thin substances are not viscous [ ] The ketchup took the longest to run down the plastic chopping board KS2 Science Quiz - Investigations 03 (Answers)
1. You have built a catapult as part of an investigation of forces. Changing the mass (weight) of the object you place in the catapult could test which of the following?
 [x] If weight affects the distance the object is propelled [ ] If weight affects the force of gravity [ ] If weight affects the force contained in the catapult [ ] All of the above
You could see if different weights are thrown further, shorter or equal distances
2. Using a catapult to investigate whether weight affects the distance the object is propelled, what would you need to measure in order to collect results?
 [ ] The mass of the materials used to make the catapult [ ] The aerodynamic properties of the objects [x] The distance each object travels [ ] The force contained in the catapult
The most practical measurement would be distance travelled. It would be very difficult to measure how long it took the object to land
3. If you were investigating how well water dissolves different materials, how should you design the investigation?
 [ ] By testing three different materials and changing the temperature of the water [x] By testing three different materials and seeing how much of each material would dissolve [ ] By seeing if different materials would raise the temperature of the water [ ] By seeing if different materials would change the colour of the water
We are investigating how well water dissolves different materials so we are only interested in how much of each material is dissolved
4. If you were investigating how well water dissolves different materials, you would need to add solute (the material being dissolved) until the water reached what point?
 [x] Saturation point [ ] Boiling point [ ] Freezing point [ ] Dissolving point
A solution is saturated when it can no longer dissolve any new matter
5. If you were investigating how well water dissolves different materials, what would you measure?
 [ ] The temperature of the water [ ] The time it takes the solute to dissolve [ ] The number of times the solution has to be stirred [x] The amount of each solute which can be dissolved
We are looking at how well a material is dissolved in water, so the best way to find out is to see how much of it can be dissolved
6. What unit would you use to measure the amount of a solute which can be dissolved in water?
 [ ] Centimetres [ ] Degrees Celsius [x] Grams [ ] Decibels
Grams measure weight or mass so they are the best unit to use
7. If you were investigating the viscosity ('runny-ness') of different substances, which of the following could you do?
 [x] Test three different substances by allowing them to 'run' down a surface [ ] Test three different substances by allowing them to 'run' down three different surfaces [ ] Test three different substances by letting them 'run' down cold, warm and hot surfaces [ ] Mix the three different substances together and make observations
Remember that if you change two variables (substance and surface temperature), you will no longer have a fair test
8. If you were investigating the viscosity ('runny-ness') of different substances by allowing them to 'run' down a surface, what variable would you measure?
 [ ] The density of the substances [ ] The temperature of the surface [x] The time taken to 'run' down the surface [ ] How far the substances must 'run' down the surface
Viscous (runny) substances will flow down the surface faster than less viscous ones
9. Which unit would you use to measure the time substances take to 'run' down a surface?
 [ ] Millilitres [x] Seconds [ ] Degrees Celsius [ ] Grams
Time is measured in seconds, minutes or hours
10. Which one of the following could be a conclusion for an investigation into the viscosity (runny-ness) of substances?
 [ ] Viscous substances are really slow [x] The thicker the substance, the less viscous (runny) it is [ ] Thin substances are not viscous [ ] The ketchup took the longest to run down the plastic chopping board
Conclusions will usually include words like 'more' or 'less', or words ending in '-er': i.e. 'The colder the temperature, the more slowly seeds germinate'