CAMBRIDGE LOWER SECONDARY SCIENCE 7: UNIT 1: CELLS

Name ___________________________________ Date _____________

Worksheet: 1.1A
Plant cell structure and function
The function of something is the job that it does.
Use a ruler to draw a line from each part of a plant cell to the phrase that includes a description of
its function.

part of plant cell function

cell wall where the plant makes its food

cell membrane controls the activities of the cell

cytoplasm a clear jelly where chemical reactions happen

chloroplast a space containing a solution of sugars in water

a thin layer around the outside of the cell that

nucleus
controls what goes into and out of the cell

a strong layer of cellulose that helps

mitochondrion
to hold the cell in shape

sap vacuole where energy is released from food

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Name ___________________________________ Date _____________

Worksheet: 1.1B
Plant cell structure and function
The diagram shows a plant cell.
Add labels to the diagram. Use the words on the next page. Label each part with its name and the phrase
that includes a description of its function.

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Names of parts Functions of parts

cell wall where the plant makes its food

nucleus where energy is released from food

a thin layer around the outside of the cell that

cytoplasm
controls what goes into and out of the cell

sap vacuole controls the activities of the cell

mitochondrion a space containing a solution of sugars in water

cell membrane a clear jelly where chemical reactions happen

a strong layer of cellulose that helps to hold the

chloroplast
cell in shape

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Name ___________________________________ Date _____________

Worksheet: 1.1C
Plant cell structure and function
Write a sentence about each of these parts of a plant cell.
Use your own words. Do not copy sentences from elsewhere.
1 Nucleus

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
2 Cytoplasm

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
3 Cell wall

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
4 Cell membrane

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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5 Mitochondrion

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
6 Chloroplast

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
7 Sap vacuole

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 1.2A
Comparing plant and animal cells
Sofia draws a table to compare animal cells and plant cells.
Here is Sofia’s table with one row filled in.

Animal cells Plant cells

have a cell membrane have a cell membrane

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Write each of these statements in a suitable place in the table.

Three of the statements below need to be written twice, once in each column.
• have a cell wall
• have a nucleus Remember
• have cytoplasm
• sometimes have chloroplasts
Write statements about the same feature in
• do not have a cell wall
the same row. This makes it easy to compare
• never have chloroplasts
the same feature in the two types of cell.
• have mitochondria
• have a sap vacuole
• do not have a sap vacuole

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Name ___________________________________ Date _____________

Worksheet: 1.2B
Comparing plant and animal cells
Complete the table to show which structures are found in plant cells and in animal cells.

Structure Is it found in plant cells? Is it found in animal cells?

cell wall

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Name ___________________________________ Date _____________

Worksheet: 1.2C
Comparing plant and animal cells
1 On a piece of rough paper, make a list of similarities between plant cells and animal cells.
2 Now make a list of differences between plant cells and animal cells.
3 Think of a good way to show these similarities and differences clearly, such as in a table. You may
like to try two or three different designs before making your final decision.
4 Use the space below to display your summary of the similarities and differences.

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Name ___________________________________ Date _____________

Worksheet: 1.3
Specialised cells
The diagrams show some specialised cells.
For each diagram:
• write a heading showing the name of the cell
• write a sentence to state the function of the cell.

_________________________________________________________________________________

_________________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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__________________________________________________________________________________

__________________________________________________________________________________

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Additional help sheet for learners who require it.

1 Choose from these headings:

root hair cell ciliated cell neurone palisade cell red blood cell

2 Choose from these functions:

transmits
transports absorbs water sweeps mucus makes food by
electrical
oxygen from the soil upwards photosynthesis
signals

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Extension sheet for learners who need a challenge.

Label each cell to show how its structure helps it to carry out its function.

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Name ___________________________________ Date _____________

Worksheet: 1.4A
Human organs and systems
The diagrams show some of the organs in the human body.

1 Colour each of the organs according to the organ system it belongs to.
respiratory system green
digestive system yellow
nervous system blue
circulatory system red
2 Cut out each organ.
3 On one of the outlines of the human body, stick the organs belonging to the respiratory system and
digestive system in the correct positions. (You’ll need to stick some of the organs over the top of others.)

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4 On the other outline of the human body, stick the organs belonging to the nervous system and
circulatory system in the correct positions.

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Name ___________________________________ Date _____________

Worksheet: 1.4B
Human organs and systems
The diagram shows an outline of the human body.

1 On the outline, draw and label these organs in their correct positions. You may need to draw some
organs partly over the top of others.
small trachea spinal
stomach brain mouth heart lungs
intestine (windpipe) cord

2 Use coloured pencils to lightly shade the organs to show which system they belong to.
• Use red for the circulatory system.
• Use green for the respiratory system.
• Use yellow for the digestive system.
• Use blue for the nervous system.

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Name ___________________________________ Date _____________

Worksheet: 1.4C
Human organs and systems
1 Choose two organs that you will research.
Choose one organ from two different organ systems:
• respiratory system – lungs or trachea
• digestive system – stomach or small intestine
• nervous system – brain or spinal cord
• circulatory system – heart or artery
Use the internet and/or the library to find out about the two organs you have chosen.
2 a Make a large, labelled drawing of the first organ. Try to make your drawing quite simple, without
adding too much detail.

b Describe the function of this organ.

_______________________________________________________________________________

_______________________________________________________________________________

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c Describe the tissues that are found in this organ.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________
3 a Make a large, labelled drawing of the second organ. Try to make your drawing quite simple,
without adding too much detail.

b Describe the function of this organ.

_______________________________________________________________________________

_______________________________________________________________________________
c Describe the tissues that are found in this organ.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 2.2A
Finding mistakes
Some learners have been heating water and recording the temperatures every minute. They used the same
volume of water from the same tap on the same day. Here are their results.

Sofia’s results Arun’s results

Time in minutes Temperature in °C Time in minutes Temperature
0 0 0 25
1 25 1 36
2 32 2 36
3 45 3 48
4 56 4 59
5 63 5 71
6 78 6 82

Marcus’s results
Time in minutes Temperature in °C
0 25
1 36
2 47
3 52
4 68
5 79
6 89

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1 Look carefully at Sofia’s results. One of her results does not look quite right. What do you think she
has done wrong?

__________________________________________________________________________________

__________________________________________________________________________________
2 Look carefully at Arun’s results. He has made two mistakes. What are they?

__________________________________________________________________________________

__________________________________________________________________________________
3 a Look carefully at Marcus’s results. One of his results does not fit the pattern. Which is it?

_______________________________________________________________________________
b What should Marcus do about this result?

_______________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 2.2B
Identifying anomalous results
Zara and Arun investigated heating water. The investigations were done on the same day in the same
class. They used the same volume of water from the same tap and heated the water for 10 minutes. Here
are their results.

Zara’s results Arun’s results

Time in minutes Temperature in °C Time in minutes Temperature in °C

0 20 1 20

1 25 2 26

2 32 3 35

3 32 4 43

4 48 5 54

5 58 6 65

6 65 7 72

7 70 8 78

8 77 9 85

9 70 10 94

10 86

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1 Explain which of Zara’s readings do not fit the expected pattern. Look carefully at the readings in the
table.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
2 Suggest what Zara should do about these readings.

__________________________________________________________________________________

__________________________________________________________________________________
3 Arun’s results seem to show a pattern, but what mistake has he made?

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 2.2C
Finding errors in graphs
Sofia and Marcus have carried out a water-heating investigation. They did the investigation together, but
have plotted their graphs separately.
Here are their results.

Time in minutes Temperature in °C

0 22

1 29

2 37

3 45

4 52

5 60

6 69

7 77

8 84

9 92

10 98

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Here is Sofia’s graph.

1 What mistakes has Sofia made?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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2 Here is Marcus’s graph.

Draw circles round any points on his graph that have been plotted incorrectly.

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Name ___________________________________ Date _____________

Worksheet: 2.3A
Linking words and meanings
Draw lines to link the words to the explanations.

when a liquid changes to a gas melting

when a solid changes to a liquid freezing

when a gas changes to a liquid evaporation

when a liquid changes to a solid condensation

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Name ___________________________________ Date _____________

Worksheet: 2.3B
Making links
1 For each pair of words, write a sentence that links them together.
For example: solid and freeze. If you freeze water it becomes solid ice.
a Liquid and gas.

_______________________________________________________________________________

_______________________________________________________________________________
b Melting and solid.

_______________________________________________________________________________

_______________________________________________________________________________
c Evaporate and gas.

_______________________________________________________________________________

_______________________________________________________________________________
d Heat and vibrations.

_______________________________________________________________________________

_______________________________________________________________________________
e Particles and fixed position.

_______________________________________________________________________________

_______________________________________________________________________________

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2 Explain the meanings of the following terms:

a condense

_______________________________________________________________________________

_______________________________________________________________________________
b change of state

_______________________________________________________________________________

_______________________________________________________________________________
c properties

_______________________________________________________________________________

_______________________________________________________________________________
d vacuum

_______________________________________________________________________________

_______________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 2.3C
Linking ideas
Look at the words in the boxes. Draw lines between them where you can think of a link. Write on them if
this makes it clearer. You may link several words. One link has been done for you as an example.

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Name ___________________________________ Date _____________

Worksheet: 2.4A
Particles in the water cycle
Glaciers are slow moving rivers of ice, snow, rock and sediment found in colder areas of the world.
1 Explain how the particles of water are arranged in a glacier. Draw diagrams if that helps to make it
clear.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Over time the glacier moves forward, very slowly, and pieces break off forming icebergs. The icebergs
float in the seas and oceans and, as the temperature increases, the icebergs melt.
2 Explain how the particles of water are arranged in the melting icebergs. Draw diagrams if that helps to
make it clear.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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When the temperatures increase, the water particles from the seas and oceans evaporate into the air.
3 Explain how the particles of water are arranged when they evaporate. Draw diagrams if that helps to
make it clear.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 2.4B
Particles in the water cycle
Glaciers are slow moving rivers of ice, snow, rock and sediment found in colder areas of the world. Over
time the glacier moves forward, very slowly, and pieces break off forming icebergs. The icebergs float in
the sea and, as the temperature increases, the icebergs melt.
When the temperatures increase, the water particles from the seas and oceans evaporate into the air.
1 Explain how the arrangement of the water particles in glaciers and icebergs change as they melt.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
2 What conditions speed up this process and why?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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3 Explain how the arrangement of water particles in the seas and oceans changes as they evaporate.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
4 What conditions speed up this process?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
5 What happens to the water particles in the clouds and why?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 2.4C
Particles in the water cycle
Glaciers are slow moving rivers of ice, snow, rock and sediment found in colder areas of the world. Over
time the glacier moves forward, very slowly, and pieces break off forming icebergs. The icebergs float in
the sea and, as the temperature increases, the icebergs melt.
When the temperatures increase, the water particles from the seas and oceans evaporate into the air.
1 Trace the journey of a particle of water from its position in a glacier to falling on the land as rain.
You should include: the arrangement of particles at all stages; the conditions needed for particles to
change their arrangement; the correct scientific terms. Draw diagrams if this helps make your answer
clear.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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2 Many people are concerned about the rise in the world’s average temperatures, especially over the last
100 years. Explain how an increase in the average global temperature affects glaciers, icebergs and
sea level.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 2.7A
Air is a mixture
Air is not a single substance; it is made up of different gases. The table shows the percentage of each
gas in air.

Gas Percentage in the air Notes

Oxygen 21 Living things need this for their life

processes.

Nitrogen 78 Used to store food and materials that

would be spoilt by oxygen.

Argon (and other 1 Used in light bulbs because it will not

unreactive gases) react with the hot filament.

Carbon dioxide 0.035 It is a heavy gas. It can be used to keep

oxygen off something. It is used in fire
extinguishers. It is also used in fizzy
drinks.

Water 6–0.1 The percentage of water vapour in the

air can change. It depends on the
weather.

1 Which is the most abundant gas in the air?

__________________________________________________________________________________
2 Which of the gases is used by living things and is given to people with breathing difficulties?

__________________________________________________________________________________
3 Which gas can be used to put out a fire?

__________________________________________________________________________________

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4 Why is argon used in light bulbs?

__________________________________________________________________________________
5 Why does the percentage of water vapour in the air vary?

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 2.7B
What’s in the water?
The two labels below come from different brands of mineral water.

Brand A Brand B

Mineral Mass in mg/litre Mineral Mass in mg/litre

Calcium 53 Calcium 68

Magnesium 17 Magnesium 15

Sodium 24 Sodium 21

Potassium 1 Potassium 1.5

Chlorides 35 Chlorides 39

Bicarbonates 248 Bicarbonates 202

Sulfates 11 Sulfates 8

Nitrates Less than 0.1 Nitrates Less than 0.1

Iron 0 Iron 0

Aluminium 0 Aluminium 0

1 Which brand has the most calcium per litre?

__________________________________________________________________________________
2 Which brand has the least chloride per litre?

__________________________________________________________________________________

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3 Which minerals are there more of in a litre of brand A than in a litre of brand B?

__________________________________________________________________________________

__________________________________________________________________________________
4 Which minerals are present in the same quantities in a litre of both brands?

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 2.7C
Comparing what’s in the water
The two labels below come from different brands of mineral water.

Brand A Brand B

Mineral Mass in mg/l Mineral Mass in mg/l

Calcium 53 Calcium 68

Magnesium 17 Magnesium 15

Sodium 24 Sodium 21

Potassium 1 Potassium 1.5

Chlorides 35 Chlorides 39

Bicarbonates 248 Bicarbonates 202

Sulfates 11 Sulfates 8

Nitrates Less than 0.1 Nitrates Less than 0.1

Iron 0 Iron 0

Aluminium 0 Aluminium 0

1 Nitrate, iron and aluminium are listed on the labels at very low levels. Suggest why these items are
listed.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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2 Draw a chart on the grid below to display the data from the tables. Make sure that the data can be
easily compared. You might need to turn the paper horizontally.

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Name ___________________________________ Date _____________

Worksheet: 3.1A
Going to the Moon
In this activity you will make predictions using what you know about gravity, weight and mass.

Fact
The strength of gravity on the Moon is less than the strength of gravity on Earth.

Use this fact to decide whether each of these statements is correct or incorrect.
If a statement is correct, put a tick () after it.
If a statement is incorrect, put a cross () after it.

Statements
1 If you go to the Moon, your weight will be less than on Earth.

2 If you go to the Moon, your mass will be less than on Earth.

3 The same objects will feel heavier on the Moon than on Earth.

4 You could throw a ball higher on the Moon than on Earth.

5 Your rocket will need more force to take off from the Moon than from Earth.

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Name ___________________________________ Date _____________

Worksheet: 3.1B
Weight and mass on the Moon
In this activity you will work out the values of weights and masses.

Facts
The strength of gravity on Earth is 10 N/kg

The strength of gravity on the Moon is 2 N/kg

The equation for weight, gravity and mass is: gravity in N/kg × mass in kg = weight in N

Use these facts to help with these calculations.

Calculations
1 Calculate the weight of a 55 kg person on Earth.

_______________ N
2 Write down the mass of a 55 kg person on Earth.

_______________ kg
3 Calculate the weight of a 55 kg person on the Moon.

_______________ N

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4 Write down the mass of a 55 kg person on the Moon.

_______________ kg
5 A television camera has a weight of 20 N on the Moon. Calculate its mass.

_______________ kg

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Name ___________________________________ Date _____________

Worksheet: 3.1C
Explaining changes on the Moon
In this activity you will make and explain predictions using what you know about gravity, weight
and mass.

Fact
The strength of gravity on the Moon is less than the strength of gravity on Earth.

Use this fact to decide whether each of these statements is correct or incorrect.
If a statement is correct, put a tick () after it.
If a statement is incorrect, put a cross () after it.
Then give a reason for each of your choices.

Statements
1 If you go to the Moon, your weight will be less than on Earth.

Reason: _________________________________________________________________________

_________________________________________________________________________
2 If you go to the Moon, your mass will be less than on Earth.

Reason: _________________________________________________________________________

_________________________________________________________________________
3 The same objects will feel heavier on the Moon than on Earth.

Reason: _________________________________________________________________________

_________________________________________________________________________

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4 You could throw a ball higher on the Moon than on Earth.

Reason: _________________________________________________________________________

_________________________________________________________________________
5 Your rocket will need more force to take off from the Moon than from Earth.

Reason: _________________________________________________________________________

_________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 3.2A
Ideas of how the Solar System began
In this activity you will think about how the Solar System was formed.
1 Scientists have an idea about how the Solar System was formed.
What is this idea called?
Tick () one box.
an hypothesis

a conclusion

a model

a result
2 Scientists can use a computer model to test ideas about the formation of the Solar System.
What is a model?
Tick () one box.
An experiment that is difficult to do accurately.

A conclusion from a difficult experiment.

A way to represent something that is difficult to see.

A prediction that is difficult to test.

3 Sometimes a model does not work perfectly.
What is this called?
Tick () one box.
a calculation

a limitation

a prediction

an experimentation

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Name ___________________________________ Date _____________

Worksheet: 3.2B
Supporting or contradicting ideas
In this activity you will consider whether evidence supports or contradicts an hypothesis.
Scientists think that the Solar System was formed from a cloud of spinning dust and gas.
Decide how each piece of evidence either supports or contradicts this hypothesis.
After each piece of evidence, write ‘supports’ or ‘contradicts’.

Evidence
1 All the planets orbit the Sun in the same direction.

__________________________________________________________________________________
2 Venus and Uranus spin on their axes in a different direction to other planets.

__________________________________________________________________________________
3 All the planets and most of their moons are in the same plane.

__________________________________________________________________________________
4 Scientists can see other stars forming in clouds of dust and gas.

__________________________________________________________________________________
5 All the planets seem to be about the same age.

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 3.2C
Why use models?
In this activity you will consider why scientists use models.
1 Give two reasons why scientists use models to study how the Solar System formed.

1 _______________________________________________________________________________

_______________________________________________________________________________

2 _______________________________________________________________________________

_______________________________________________________________________________
3 Many models have limitations.
Explain what is meant by a limitation.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
4 Give one other example of a model being used to study the Solar System.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 3.4A
What are tides?
In this activity you will consider tides and what causes tides.
1 Complete the sentences using words from the list. Each word can be used once, or not at all.

Earth Sun gravity tidal Moon

a The forces that cause tides are called _______________ forces.

2 The forces that cause tides come from the _______________ and the _______________.
3 The forces are pulling forces referred to as _______________.
4 Read the statements and write ‘true’ or ‘false’ after each one.
a A tide is the change in depth of the ocean every day.

_______________
5 A tide is the change in the height of the land above sea level every day.

_______________
6 The time between high tide and the next high tide is six hours.

_______________

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Name ___________________________________ Date _____________

Worksheet: 3.4B
What are tidal forces?
In this activity you will think about tidal forces and the effects of tidal forces.
1 a Name two objects that cause tidal forces on Earth.

1 ____________________________________________________________________________

2 ____________________________________________________________________________
b Describe two effects of tidal forces on Earth.

1 ____________________________________________________________________________

____________________________________________________________________________

2 ____________________________________________________________________________

____________________________________________________________________________
c Could the Earth cause tidal forces on the Moon?
Circle one answer.
yes no

Explain your answer.

_______________________________________________________________________________

_______________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 3.4C
Changing tidal forces
In this activity you will consider tidal forces and what affects the size of tidal forces.
1 Explain what causes the largest tidal forces on Earth to happen. Draw a labelled diagram as part of
your answer.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
2 The planet Jupiter has four large moons. These moons cause tidal forces on Jupiter.
Explain what will happen to the tidal force on Jupiter when all four large moons are in line and on the
same side of Jupiter.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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3 Sometimes, a comet comes very close to a planet. Part of a comet is made from rocks. When this
happens, tidal forces from the planet can cause the comet to break apart into many smaller rocks.
Suggest why tidal forces could cause a comet to break apart.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 3.6A
Getting faster
Marcus makes a ramp using a piece of wood and some books. He puts a toy car at the top of the ramp
and releases it.

Complete these sentences using energy stores or transfers.

1 When Marcus lifts the toy car up onto the ramp, he gives the car _________________________
energy.

2 As the car goes down the ramp, _________________________ energy gets changed to

_________________________ energy.

3 When the car gets to the bottom of the ramp, the car has the most _________________________
energy.

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4 Marcus makes the ramp higher by adding more books.

Marcus predicts that the car will go faster on the higher ramp. Explain Marcus’s prediction using ideas
about energy changes.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 3.6B
Moving down a ramp
Marcus makes a ramp using a piece of wood and some books. He puts a toy car at the top of the ramp and
releases it.

1 Explain what happens to the toy car after it is released. Use ideas about energy in your answer.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
2 Marcus wants the car to go faster down the ramp. Describe what change he could make so the car will
go faster.

Explain your answer. ________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 3.6C
Investigating energy changes
Marcus has two pieces of wood to make ramps. One piece of wood is longer than the other. The surface is
the same on both pieces. Marcus has some books to support one end of the ramp. He does four different
experiments with these ramps.

Marcus places the same toy car at the top of each ramp and releases it. He wants to compare the speed of
the toy car at the bottom of each ramp.
1 a Explain why Marcus should use the same toy car each time.

_______________________________________________________________________________

_______________________________________________________________________________
b State the independent and dependent variables in Marcus’s investigation.

Independent: ____________________________________________________________________

Dependent: _____________________________________________________________________

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c Two of the ramps make the car go at the same speed. Predict which two.

Write the letters. _________________________________________________________________

Explain your answer using ideas about energy.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 4.1A
Living, non-living and dead
• Look carefully around you. Find at least ten different things.
• Decide which column each one belongs to.
• Write it in the correct column in your table.
• One example of each has been done for you.

Is alive now Was once alive, but is now Has never been alive
dead

grass leather shoe stone

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Name ___________________________________ Date _____________

Worksheet: 4.1B
Living, non-living and dead
• Look carefully around you. Find at least ten different things.
• Write the name of each thing in the correct column in the table.

Is alive now Was once alive, but is now Has never been alive
dead

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Name _____________________________________________ Date ______________________

Worksheet: 4.1C
Living, non-living and dead
This activity gives you practice in sorting and grouping living and non-living things.
Look carefully around you. Find at least nine different objects. Write the name of each object in the correct column in the table.
Decide which category each one belongs to. Put a tick in the correct box. Then explain why you have made this decision. One row has been
done for you.

Object Alive Was once alive but is Has never been alive Explanation for decision
now dead

grass grass can grow and


reproduce

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Object Alive Was once alive but is Has never been alive Explanation for decision
now dead

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Name ___________________________________ Date _____________

Worksheet: 4.3
Lost world
Read the information about Mount Lico.

Mozambique is a country in southern Africa. Scientists noticed that satellite images showed a big
forest on top of a mountain in Mozambique. The mountain is called Mount Lico. It has steep,
125 metre tall cliffs all around it.

The scientists thought that this forest had never been visited by people. They decided to find a
way to climb the cliffs. They thought that they might find new species of animals there.

In 2018, an expedition visited the forest on Mount Lico. They found many animals that they think
are new species.

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Imagine that you are one of the scientists on the expedition.

Write a story, or a diary, about your experience.
You could think about some of these things:
• What did you expect to find on top of Mount Lico?
• How did you get to the top?
• What did you find when you got there?
• How could you decide if an animal that you found was a new species?
If you like, you could use the internet to find out about the expedition. Search for ‘Mount Lico
expedition’.

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Name ___________________________________ Date _____________

Worksheet: 4.5A
Writing a key to identify four teachers
1 Choose four teachers from your school.
2 Think of a question that separates the teachers into two groups of two. For example:
• Is the teacher male or female?
• Does the teacher cycle or drive to school?
Write your question in box A.
3 Now think about the two teachers in the ‘yes’ category. Think of a question that separates these two
teachers from each other.
Write your question in box B.
4 Now think about the two teachers in the ‘no’ category. Think about a question that separates these two
teachers from each other.
Write your question in box C.
5 Write the names of the teachers in the four boxes at the bottom of your key.

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Name ___________________________________ Date _____________

Worksheet: 4.5B
Writing a key to identify four teachers
Choose four teachers from your school.
Complete the key to help someone else to identify the four teachers.

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Name ___________________________________ Date _____________

Worksheet: 4.5C
Writing a key to identify four teachers
Choose four teachers from your school.
You are going to write a key to help someone else identify these four teachers.
Before you begin, think about:
• What style of key will you write? Why have you chosen this style?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________
• What features will you use to separate the teachers?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________
• Why have you chosen these features?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________
Write your key on the back of this worksheet. Then try it out on a friend.

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Name ___________________________________ Date _____________

Worksheet: 5.2A
Temperature scale
Some non-metals have melting points below 0°C and some have boiling points below 0°C.
The scale shows temperatures from 100°C to ‒70°C. A temperature of ‒70°C means 70°C below 0°C.

Arun is having problems reading the temperature scale.

1 To help Arun, mark your answers on the scale. The first one has been done for you.
a Mark A at 30°C on the scale.
b Mark B at −30°C on the scale.
c Mark C at 0°C on the scale.

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2 The temperature is 0°C and it gets 10°C warmer. Mark the new temperature as D on the scale.
3 The temperature is 0°C and it gets 10°C colder. Mark the new temperature as E on the scale.
4 What temperature is 20°C colder than −50°C?

__________________________________________________________________________________
5 Mark the temperature from question 4 as F on the temperature scale.
6 What temperature is 20°C warmer than −40°C?

__________________________________________________________________________________
7 Mark the temperature from question 6 as G on the scale.

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Name ___________________________________ Date _____________

Worksheet: 5.2B
Melting points
Some scientists are checking the melting points of some metals and non-metals. Each substance has been
checked five times. Find the mean for their results.
1 Lead: 321°C; 343°C; 336°C; 327°C; 324°C.

Mean _____________________________________________________________________________
2 Sodium: 94°C; 102°C; 107°C; 96°C; 97°C.

Mean _____________________________________________________________________________
3 Gold: 1058°C; 1067°C; 1061°C; 1059°C; 1069°C

Mean _____________________________________________________________________________
4 Sulfur: 116°C; 123°C; 109°C; 118°C; 121°C.

Mean _____________________________________________________________________________
5 Oxygen: −217°C; −222°C; −218°C; −219°C; −220°C

Mean _____________________________________________________________________________
6 The scientist decide that one of the readings for sulfur is anomalous.
Write down this reading, and suggest the reason for their decision.

__________________________________________________________________________________
7 The correct melting points for these elements are:
lead 328°C; sodium 98°C; gold 1064°C; sulfur 119°C and oxygen −219°C.
a What was the difference between the correct melting point for sodium and the mean you
calculated?

_______________________________________________________________________________

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b What was the difference between the correct melting point for oxygen and the mean you
calculated?

_______________________________________________________________________________
c What was the difference between the correct melting point for lead and the mean you calculated?

_______________________________________________________________________________
8 Correct these temperatures to one decimal place.

Temperature in °C Temperature in °C corrected to one decimal place

63.51

37.48

−14.83

4.233

84.03

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Name ___________________________________ Date _____________

Worksheet: 5.2C
Melting point data
In a recycling plant, aluminium waste is melted so that it can be reused. The same mass of aluminium is
placed in the smelter each day and the temperature is taken every 10 minutes. The data in the table below
were collected on five different days.

Time in minutes Temperature in °C

Day 1 Day 2 Day 3 Day 4 Day 5

0 20 21 20 22 24

10 195 197 201 208 204

20 320 329 317 324 319

30 455 459 448 421 452

40 528 530 529 531 528

50 603 608 599 605 601

60 658 661 659 660 665

70 664 662 661 658 657

80 667 668 670 657 658

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1 Find the mean temperatures. Any result that is clearly anomalous should not be included in your
calculations.

Time in minutes Mean temperature in °C

10

20

30

40

50

60

70

80

2 Use graph paper to plot a graph of times against mean temperatures. Put the time on the x-axis and the
temperature on the y-axis. Think carefully about the scale you will use and how accurately you will be
able to plot the mean temperatures.
3 Describe the graph.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 5.2D
Comparing metals and non-metals
This worksheet is to help you to organise your research into a metal and a non-metal.
Which metal or non-metal are you researching?

____________________________________________________________________________________
What is this metal or non-metal used for? Give a range of uses, if possible.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________
What properties of this metal or non-metal make it suitable for these uses? Try to give any specific
properties of this metal. You could also use the general properties of metals or non-metals.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________
Where does this metal or non-metal come from? Find out which countries and what sorts of places this
metal or non-metal is found in.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 5.2E
Comparing metals and non-metals
You will need to complete Worksheet 5.2D before you complete this worksheet.
Does the metal or non-metal you have researched have to be processed before it can be used? If it does,
give a brief account of how it is done.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________
Does this metal or non-metal have to be extracted, or is it found as the pure metal or non-metal? If it does,
give a brief account of how it is done.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________
Are there any problems with using this metal or non-metal? Is it harmful? Is it very expensive or difficult
to extract or process? Does it have to be transported a long way? Is the transportation dangerous or
expensive?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 5.2F
Comparing metals and non-metals
You will need to complete worksheets 5.2D and 5.2E before you complete this worksheet.
Which metal did you research?

____________________________________________________________________________________
Which non-metal did you research?

____________________________________________________________________________________
This worksheet asks you to compare the metal and non-metal, so remember to compare and do not just
state the facts. For example, gold is a yellow solid that is hard and shiny, whereas oxygen is a gas and is
colourless.
How are their properties different?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________
What are this metal and non-metal used for?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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Link their different properties to their uses.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________
Compare where this metal and non-metal are found.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________
How are the ways in which they are extracted and/or processed different?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________
Compare the difficulties with transporting this metal and non-metal.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 5.6A
Acids, alkalis and indicators
Match each of the five words with its description or definition.

changes colour to show if a solution is an

acid
acid or an alkali

indicator neither acid nor alkali

alkali turns litmus red

neutral can destroy living tissue

corrosive turns litmus blue

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Name ___________________________________ Date _____________

Worksheet: 5.6B
Acids, alkalis and indicators
Use the words here to write at least ten sentences to link at least two different words.
For example: Litmus is an indicator – it changes to a different colour in an acid and an alkali.
You may use each word more than once.

irritate safety glasses hazard warning label indicator neutral

harmful sour soapy alkali acid

pH scale universal indicator litmus

1 __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2 __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

3 __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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4 __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

5 __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

6 __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

7 __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

8 __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

9 __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

10 __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 5.6C
Acids, alkalis and indicators
When you answer these questions, use as many scientific terms as you can.
1 Give three examples of foods that contain acids.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
2 Give three examples of household products that are alkaline.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
3 Draw the hazard warning label you would expect to see on a container of weak alkali.

4 You have two beakers of colourless liquid, one is an acid and one is an alkali. Explain how you could
find out which is which.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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5 What are the properties of acids?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
6 How are the properties of acids different from the properties of alkalis?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
7 What is the difference between the two indicators litmus and universal indicator solution?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 6.2A
Echoes
1 A long spring is stretched out across the floor. One end of the spring is attached to a wall. Sofia is
holding the other end of the spring in front of her.
Describe how Sofia should move the spring to model a sound wave. You can write your answer or
draw a diagram if you prefer.

__________________________________________________________________________________

__________________________________________________________________________________
2 Zara is in a place with mountains. Zara claps her hands and hears an echo.
a Describe what the word ‘echo’ means.

_______________________________________________________________________________

_______________________________________________________________________________
b Describe what the echo sounds like.

_______________________________________________________________________________

_______________________________________________________________________________
3 Dolphins can use echoes to locate food. Dolphins eat fish.
The diagram shows a dolphin and a fish. Complete the diagram to show the path of the sound wave as
it travels from the dolphin to the fish and back to the dolphin.

Use straight lines for the path of the sound wave.

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Name ___________________________________ Date _____________

Worksheet: 6.2B
Echoes
Clues for questions 1–3 in Worksheet 6.2A.
1 There are two ways to make a wave in a spring:
• Sofia can move the end of the spring from side to side.
• Sofia can push and pull the end of the spring backwards and forwards.
Which one of these will make the spring move like a sound wave?
2 a An echo is produced when a sound wave comes back off an object. What is this called?
b What will Zara hear? Will the sound be the same as the original sound?
3 Sound travels in straight lines, but you need to put arrows on the lines to show the direction in which
the sound is travelling.

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Name ___________________________________ Date _____________

Worksheet: 6.2C
Echoes
1 A ship uses sound echoes to find the depth of the water. The ship is in water that is 750 m deep.

A sound is sent from the ship to the bottom of the water. The sound echoes off the bottom of the water
and comes back to the ship.
The sound takes 1.0 seconds to go from the ship to the bottom of the water and back to the ship.
a Calculate the speed of the sound in the water.
distance
Use the equation speed =
time

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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b The speed of sound in water is faster than the speed of sound in air.
Use ideas about particles in liquids and gases to explain the difference in speed.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 6.4A
Plate tectonics
1 Look at the map of the world.

a Write the name given to the parts of the map shown with letters.

_______________________________________________________________________________
b The areas labelled with the letters on the map are moving.
Explain what causes them to move.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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2 The outer layer of the Earth is called the crust.

a State what the crust is made from.

_______________________________________________________________________________
b Name the layer below the crust.

_______________________________________________________________________________
c The crust and the layer below the crust are in different positions in the Earth.
State one similarity and one other difference between these two layers.

Similarity _____________________________________________________________________

_____________________________________________________________________

Difference _____________________________________________________________________

_____________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 6.4B
Plate tectonics
Clues for questions 1–2 in Worksheet 6.4A.

1 a These areas are called _______________ plates.

b Think about what these areas are supported by.
2 a Choose from one of these materials.

metal water gas rock

b Choose from one of these:

mantle inner core outer core ocean

c Similarity – think of what these two layers are made from

Difference – think of the state (solid, liquid or gas) of each of these layers

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Name ___________________________________ Date _____________

Worksheet: 6.4C
Plate tectonics
1 Explain why each of these occurs at the boundaries between tectonic plates:
a fold mountains

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________
b earthquakes

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________
c volcanoes

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 6.5A
Eclipses
1 Marcus sees an eclipse during the daytime. The eclipse causes darkness for a short time.
a State what type of eclipse Marcus sees.

_______________________________________________________________________________
b Explain why there is darkness during the eclipse.

_______________________________________________________________________________
c Explain why the darkness lasts only a short time.

_______________________________________________________________________________

_______________________________________________________________________________
2 When a solar eclipse happens, the eclipse can be seen from only a few places on Earth, even when
there are no clouds.
a Explain why a solar eclipse can be seen from only a few places.

_______________________________________________________________________________

_______________________________________________________________________________
b Explain why people should never look directly at the Sun, even when watching an eclipse.

_______________________________________________________________________________

_______________________________________________________________________________
3 a State what type of eclipse can happen when the Earth comes between the Sun and the Moon.

_______________________________________________________________________________

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b When the Earth comes between the Sun and the Moon, a shadow forms.
Which row of the table shows the object that blocks the light and where the shadow forms.
Tick () one row.

Object that blocks the light Where the shadow forms

Earth Moon

Moon Moon

Earth Earth

Moon Earth

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Name ___________________________________ Date _____________

Worksheet: 6.5B
Eclipses
Clues for questions 1–3 in Worksheet 6.5A.
1 a This type of eclipse is caused when the Moon passes between the Sun and the Earth.
b What object blocks the light from the Sun, and what name is given when light is blocked.
c Think about the movement of the objects causing the eclipse and where the eclipse is seen.
2 a Think about the shadow that forms in this type of eclipse.
b What could happen if someone looks at a very bright light?
3 a Choose between:

lunar eclipse solar eclipse

b In this type of eclipse, you cannot see part of the Moon, because of a shadow forming on the
Moon. What causes the shadow?

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Name ___________________________________ Date _____________

Worksheet: 6.5C
Eclipses
1 The time taken for the Moon to orbit the Earth is called a lunar month.
a Suggest why a solar eclipse cannot be seen every lunar month from the same place on Earth. Give
two reasons.
You could draw a diagram as part of your answer.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

In some solar eclipses, more of the Sun can be seen than in others. This is shown in the diagram.

b Suggest what causes the difference shown in the diagram.

_______________________________________________________________________________

_______________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 7.1A
Microorganisms vocabulary
Use these words to complete the sentences below.
You can use each word once, more than once or not at all.

algae bacteria bacterium cell colony dead

fungi fungus microorganism protozoa sterile yeast

1 An organism that is so small we can only see it with a microscope is called a _______________.

2 Mushrooms and toadstools are examples of _______________.

3 _______________ are single-celled microorganisms that have cells much smaller than animal cells or
plant cells.

4 One example of a single-celled fungus is _______________.

5 A group of microorganisms growing on agar jelly is called a _______________.

6 When all the living organisms on something have been killed, we say that it is _______________.

7 _______________ are single-celled microorganisms with cells like animal cells.

8 Single-celled microorganisms with cells like plant cells are called _______________.

9 The plural of fungus is _______________.

10 The singular of bacteria is _______________.

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Name ___________________________________ Date _____________

Worksheet: 7.1B
Microorganisms vocabulary
Complete the sentences below.

1 An organism that is so small we can only see it with a microscope is called a m_______________.

2 Mushrooms and toadstools are examples of f_______________.

3 B_______________ are single-celled microorganisms that have cells much smaller than animal cells
or plant cells.

4 One example of a single-celled fungus is y_______________.

5 A group of microorganisms growing on agar jelly is called a c_______________.

6 When all the living organisms on something have been killed, we say that it is s_______________.

7 P_______________ are single-celled microorganisms with cells like animal cells.

8 Single-celled microorganisms with cells like plant cells are called a_______________.

9 The plural of fungus is f_______________.

10 The singular of bacteria is b_______________.

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Name ___________________________________ Date _____________

Worksheet: 7.1C
Microorganisms vocabulary
Complete the sentences below.

1 An organism that is so small we can only see it with a microscope is called a _______________.

2 Mushrooms and toadstools are examples of _______________.

3 _______________ are single-celled microorganisms that have cells much smaller than animal cells or
plant cells.

4 One example of a single-celled fungus is _______________.

5 A group of microorganisms growing on agar jelly is called a _______________.

6 When all the living organisms on something have been killed, we say that it is _______________.

7 _______________ are single-celled microorganisms with cells like animal cells.

8 Single-celled microorganisms with cells like plant cells are called _______________.

9 The plural of fungus is _______________.

10 The singular of bacteria is _______________.

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Name ___________________________________ Date _____________

Worksheet: 7.2A
Food web in a pond
There is a small pond in Arun’s garden.
Algae and water plants grow in the pond. Tadpoles and snails feed on the algae and water plants.
Dragonfly larvae and newts eat tadpoles. Herons eat snails.

1 Complete the food web for Arun’s pond.

2 How many producers are there in your food web?

__________________________________________________________________________________

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3 How many consumers are there in your food web?

__________________________________________________________________________________
4 Complete the sentence about the arrows in your food web. Circle the correct word.

energy
The arrows show how food flows through the food web.
animals

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Name ___________________________________ Date _____________

Worksheet: 7.2B
Food web in a pond
There is a small pond in Arun’s garden.
Algae and water plants grow in the pond. Tadpoles and snails feed on the algae and water plants.
Dragonfly larvae and newts eat tadpoles. Herons eat snails.

1 Draw the food web for Arun’s pond.

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2 How many producers are there in your food web?

__________________________________________________________________________________
3 How many consumers are there in your food web?

__________________________________________________________________________________
4 Complete the sentence about the arrows in your food web. Circle the correct word.

energy
The arrows show how food flows through the food web.
animals

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Name ___________________________________ Date _____________

Worksheet: 7.2C
Food web in a pond
There is a small pond in Arun’s garden.
Algae and water plants grow in the pond. They are eaten by tadpoles. Dragonfly larvae and newts are
predators of these herbivores.
Snails also eat algae and water plants. They are prey of herons that visit the pond.

1 Draw the food web for Arun’s pond.

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2 How many producers are there in your food web?

__________________________________________________________________________________
3 How many consumers are there in your food web?

__________________________________________________________________________________
4 Explain what the arrows in your food web represent.

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 7.3A
Bacteria in milk
Some bacteria are decomposers. They make organic matter decay. They can make food go bad.
Bacteria can make milk go sour. Zara did an experiment to find out if heating milk could stop bacteria
growing in it.
Zara:
• collects two bottles with lids
• fills each bottle with fresh milk
• leaves one bottle, A, on the bench
• heats the other bottle, B, to 63°C for 30 minutes
• puts both bottles into a test-tube rack on the bench.

Zara adds two drops of blue dye to each bottle.

She knows that the dye goes pink and then white if there are a lot of living bacteria in the milk.

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1 Zara wants to find out if heating the milk stops bacteria from growing in it. Why does she not heat
one of the bottles of milk?

__________________________________________________________________________________
2 The blue dye changes to pink and then white in bottle A.
Tick the correct explanation for this.
All the bacteria in bottle A were dead.

The dye in bottle A was destroyed when it was heated.

Zara added too much dye to bottle A.

There were lots of living bacteria in bottle A.

3 Zara thinks that heating the milk to 63 °C for 30 minutes kills nearly all the bacteria in the milk.
Predict what happens to the colour of the dye if she is correct.

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 7.3B
Bacteria in milk
Some bacteria are decomposers. They make organic matter decay. They can make food go bad.
Bacteria can make milk go sour. Zara did an experiment to find out if heating milk could stop bacteria
growing in it.
Zara:
• collects two bottle with lids
• fills each bottle with fresh milk
• leaves one bottle, A, on the bench
• heats the other bottle, B, to 63°C for 30 minutes
• puts both bottles into a test-tube rack on the bench.

Zara adds two drops of blue dye to each bottle.

She knows that the dye goes pink and then white if there are a lot of living bacteria in the milk.

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1 Heating milk to 63 °C for 30 minutes is called pasteurisation.

Zara wants to find out if pasteurising the milk stops bacteria from growing in it.
Why does she not heat one of the bottles of milk?

__________________________________________________________________________________
2 The blue dye changes to pink and then white in bottle A.
Tick the correct explanation for this.
All the bacteria in bottle A were dead.

The dye in bottle A was destroyed when it was heated.

Zara added too much dye to bottle A.

There were lots of living bacteria in bottle A.

3 Zara thinks that heating the milk to 63°C for 30 minutes kills nearly all the bacteria in the milk.
Predict what happens to the colour of the dye if she is correct.

__________________________________________________________________________________
4 Zara leaves both of her bottles of milk to the next day.
Then she tests the pH in each bottle.
Here are her results.
Bottle A pH 5
Bottle B pH 6
a Which bottle contains the most acid?

_______________________________________________________________________________
b Suggest why this bottle contains more acid than the other bottle.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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5 Another way of stopping milk from going sour is to heat it to a very high temperature.
The milk is then sealed in an air-tight container.
This is called ultra heat treatment, or UHT.
Explain why UHT milk stays fresh for longer than pasteurised milk.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 7.3C
Bacteria in milk
Some bacteria are decomposers. They make organic matter decay. They can make food go bad.
Bacteria can make milk go sour, because they change some of its contents to acid. Anna did an
experiment to find out if heating milk could stop bacteria growing in it.
Zara:
• collects two bottle with lids
• fills each bottle with fresh milk
• leaves one bottle, A, on the bench
• heats the other bottle, B, to 63°C for 30 minutes
• puts both bottles into a test-tube rack on the bench.

Zara adds two drops of blue dye to each bottle.

She knows that the dye goes pink and then white if there are a lot of living bacteria in the milk.

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1 Heating milk to 63°C for 30 minutes is called pasteurisation.

Zara wants to find out if pasteurising the milk stops bacteria from growing in it.
Why does she not heat one of the bottles of milk?

__________________________________________________________________________________
2 The table shows Zara’s results.

Time in minutes Colour of milk in bottle A Colour of milk in bottle B

0 blue blue

5 blue blue

10 pink blue

15 pink blue

20 white blue

Suggest an explanation for these results.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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3 Zara leaves both of her bottles of milk to the next day.

Then she tests the pH in each bottle.
Here are her results.
Bottle A pH 5
Bottle B pH 6
Suggest an explanation for these results.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
4 Another way of stopping milk from going sour is to heat it to a very high temperature.
The milk is then sealed in an air-tight container.
This is called ultra heat treatment, or UHT.
Explain why UHT milk stays fresh for longer than pasteurised milk.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 7.4A
Decomposers and plant growth
Some scientists did an experiment to test this hypothesis:

Plants grow better in soil with decomposers than in soil without decomposers.

They did their experiment in a glasshouse. They divided the glasshouse into equal-sized plots, A and B.
In plot A, they put soil containing a lot of microorganisms that act as decomposers.
In plot B, they put soil that had been heated to kill all the microorganisms.
They sowed grass seeds on both soils. They allowed the grass to grow for several years.
1 Which variable do the scientists change? Tick the correct answer.
Whether or not the soil contains decomposers.

How much light the grass gets.

Whether the plants are in a glasshouse or outside.

The mass of the grass plants.

The volume of water given to the grass plants.

2 Which variables should the scientists keep the same?
Tick the three correct answers.
How many decomposers there are in the soil.

How much light the grass gets.

Whether the plants are in a glasshouse or outside.

The mass of the grass plants.

The volume of water given to the grass plants.

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3 The scientists found that the mass of grass in plot A was more than the mass of grass in plot B.
What conclusion can they make?
Tick the correct answer.
Grass grows better in a glasshouse than in a field.

Grass grows more when there are decomposers in the soil.

Grass needs light and carbon dioxide to grow well.

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Name ___________________________________ Date _____________

Worksheet: 7.4B
Decomposers and plant growth
Some scientists did an experiment to test this hypothesis:

Plants grow better in soil with decomposers than in soil without decomposers.

They did their experiment in a glasshouse. They divided the glasshouse into plot A and plot B.
In plot A, they put soil containing a lot of microorganisms that act as decomposers.
In plot B, they put soil that had been heated to kill all the microorganisms.
They sowed grass seeds on both soils. They allowed the grass to grow for several years.
Every six months, they collected the grass leaves from a small and equal area of each plot. They
measured the mass of the grass leaves.
1 Which variable do the scientists change? Tick the correct answer.
Whether or not the soil contains decomposers.

How much light the grass gets.

Whether the plants are in a glasshouse or outside.

The mass of the grass plants.

The volume of water given to the grass plants.

2 Which variables should the scientists keep the same? Tick the three correct answers.
How many decomposers there are in the soil.

How much light the grass gets.

Whether the plants are in a glasshouse or outside.

The mass of the grass plants.

The volume of water given to the grass plants.

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Here are the results of the experiment.

Time in months Mass of grass in sample Mass of grass in sample from

from plot A in g plot B in g

0 0 0

6 80 70

12 220 160

18 250 170

24 240 150

30 250 130

3 The results for plot A are plotted on the grid. Plot the results for plot B.

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4 Do the results support the scientists’ hypothesis? _______________

Explain your answer.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
5 Suggest two ways in which the scientists could improve their experiment to make their results more
reliable.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 7.4C
Decomposers and plant growth
Some scientists did an experiment to test this hypothesis:

Plants grow better in soil with decomposers than in soil without decomposers.

They did their experiment in a glasshouse. They divided the glasshouse into plot A and plot B.
In plot A, they put soil containing a lot of microorganisms that act as decomposers.
In plot B, they put soil that had been heated to kill all the microorganisms.
They sowed grass seeds on both soils. They allowed the grass to grow for several years.
Every six months, they collected the grass leaves from a small and equal area of each plot. They
measured the mass of the grass leaves.
1 Which variable do the scientists change?

__________________________________________________________________________________
2 Suggest three variables that the scientists should keep the same.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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3 Here are the results of the experiment.

Time in months Mass of grass in sample Mass of grass in sample from

from plot A in g plot B in g

0 0 0

6 80 70

12 220 160

18 250 170

24 240 150

30 250 130

Show the information given in the table by marking a point for each result onto the grid. Draw two
line graphs, one for plot A and one for plot B.

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4 Do the results support the scientists’ hypothesis? _______________

Explain your answer.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
5 Suggest an explanation for these results.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
6 Suggest two ways in which the scientists could improve their experiment to make their results more
reliable. Explain each of your suggestions.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 8.1A
Simple chemical reactions
Use the words below to answer the questions. Each word may be used once, more than once or not at all.

carbon dioxide magnesium zinc iron sulfide zinc chloride

magnesium
hydrogen sulfur dioxide oxygen zinc sulfide
chloride

1 When iron reacts with sulfur what is the product?

__________________________________________________________________________________
2 The product of a reaction is magnesium oxide; what were the reactants?

__________________________________________________________________________________
3 Which two elements are found in water?

__________________________________________________________________________________
4 a Which gas is given off when magnesium reacts with hydrochloric acid?

_______________________________________________________________________________
b What is the name of the other product?

_______________________________________________________________________________
5 When carbon reacts with oxygen when it burns, which gas is formed?

__________________________________________________________________________________
6 a When zinc reacts with hydrochloric acid, which gas is given off?

_______________________________________________________________________________
b Suggest the name of the other product in this reaction.

_______________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 8.1B
Simple chemical reactions
The words below are all concerned with burning.

carbon
air burning magnesium carbon magnesium oxide
dioxide

oxide oxygen sulfur sulfur dioxide product reactant

Choose two words that have a link between them. Set them out as shown below and write the link
between them, such as sulfur reacts with oxygen to make sulfur dioxide.
There are many different ways of linking these words. Use all of the words at least once. Make as many
different links as you can.

1 __________________________________________________________________________________

__________________________________________________________________________________

2 __________________________________________________________________________________

__________________________________________________________________________________

3 __________________________________________________________________________________

__________________________________________________________________________________

4 __________________________________________________________________________________

__________________________________________________________________________________

5 __________________________________________________________________________________

__________________________________________________________________________________

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6 __________________________________________________________________________________

__________________________________________________________________________________

7 __________________________________________________________________________________

__________________________________________________________________________________

8 __________________________________________________________________________________

__________________________________________________________________________________

9 __________________________________________________________________________________

__________________________________________________________________________________

10 __________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 8.1C
Simple chemical reactions
A simple chemical reaction happens when iron rusts. This happens when iron reacts with the oxygen in
the air to form iron oxide.

iron + oxygen → iron oxide

When this happens the iron changes and so do its properties. A strong iron girder can rust and fall apart.
This could mean that a building collapses. Iron is often painted or coated with another substance, such as
zinc, so that the oxygen cannot reach the iron.
Arun and Sofia have set up an investigation to find out what makes iron rust.

Sofia and Arun predict that the nails in tubes A, B and C will rust because they all have oxygen present.
After a few days they notice that the nail in tube A and the nail in tube C are rusty.
1 What is the chemical name for rust?

__________________________________________________________________________________
2 Was Sofia and Arun’s prediction correct?

__________________________________________________________________________________

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3 What can you conclude from these results?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
4 What could Sofia and Arun do to the nails to stop them from rusting?

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 8.2A
Choosing equipment
Choose the equipment you would need to use to accurately neutralise some sodium hydroxide (an alkali)
using hydrochloric acid. Draw a circle around each piece of equipment you will need. Label all the pieces
of equipment.

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Name ___________________________________ Date _____________

Worksheet: 8.2B
Neutralisation
1 What is neutralisation?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
2 What is produced in the neutralisation reaction between sodium hydroxide and hydrochloric acid?

__________________________________________________________________________________

__________________________________________________________________________________
3 You have some acid, some alkali and some indicator solution. Make a plan for how you will make a
neutral solution. List the equipment you will use and explain how and why you carry out each step.
You can draw the equipment if that helps to make your plan clear.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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When you have finished, swap your work with a partner. Assess each other’s work using the table below.

Feature Yes or no?

Has suitable equipment been chosen?

Have some scientific terms been used correctly?

Have safety precautions been taken?

Has some scientific knowledge been used?

Have reasons been given for each step?

Is there an explanation for what happens?

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Describe two things your 1.

partner has done well.

2.

Describe one thing that

your partner could do to
improve their work.

Now look at your own work. Do you agree with the assessment?

____________________________________________________________________________________

____________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 8.2C
Neutralisation
Zara has two bottles of sodium hydroxide. They are labelled with the name, but not with a hazard warning
label or how strong they are. She knows that one bottle contains a stronger solution than the other.
1 What safety measures should Zara take in handling these solutions of sodium hydroxide when she
does not know how harmful they might be?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
2 Make a plan to investigate which sodium hydroxide solution is the stronger of the two.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Zara has done her investigation into these two sodium hydroxide solutions. Here are her results.

20cm3 of Volume of dilute hydrochloric acid used to neutralise the

sodium solution in cm3
hydroxide
1st attempt 2nd attempt 3rd attempt Mean

Solution X 10.4 25.6 29.3 27.5

Solution Y 58.5 64.8 61.5 61.6

3 Which is the strongest solution of sodium hydroxide that Zara has?

__________________________________________________________________________________
4 Explain how Zara knows this.

__________________________________________________________________________________

__________________________________________________________________________________
5 Now she knows which is the strongest solution, what labels should Zara put on the bottles?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
6 Explain why Zara has written the mean for solution X as 27.5 and not as 21.8.

__________________________________________________________________________________

__________________________________________________________________________________
7 Zara has given her volumes to 1 decimal place. Explain how she was able to be so accurate with her
measurements.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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8 How did Zara know when to stop adding more acid?

__________________________________________________________________________________

__________________________________________________________________________________
9 Why did Zara repeat her neutralisations?

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 8.3A
Investigation terms
The terms in the table are all used when we talk about investigations. Complete the table to describe what
each term means.

Terms Description

prediction

variable

reliable

evidence

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Terms Description

fair test

data

conclusion

risk assessment

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Name ___________________________________ Date _____________

Worksheet: 8.3B
Investigation skills
Marcus and Arun put some powdered metal into a test tube containing hydrochloric acid. There were a lot
of bubbles as a gas was given off. They decided to see what would happen if they added more and more
of the powdered metal. There was so much fizzing that the contents of the test tube spilled over.
They decided to carry out a more careful investigation. They thought that the more powdered metal they
added, the quicker the reaction would take place. They decided to measure the quantity of powdered
metal by using a spatula.
1 What variable should they change?

__________________________________________________________________________________
2 Which variables should they keep the same?

__________________________________________________________________________________

__________________________________________________________________________________
3 Make a list of the equipment they will need.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Here are the data they collected.

Number of spatulas of powdered metal Time for all bubbles to stop in seconds
added to 10 cm3 hydrochloric acid

1 102

2 62

3 43

4 29

5 18

6 12

7 13

8 12

4 Plot a graph using these data, and draw a line of best fit. Put the number of spatulas on the x-axis and
the time on the y-axis.

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5 Was Marcus and Arun’s prediction correct?

__________________________________________________________________________________
6 Describe the graph and explain what it shows.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 8.3C
Investigation skills
Marcus and Arun put some powdered metal into a test tube containing hydrochloric acid. There were a lot
of bubbles as a gas was given off. They decided to see what would happen if they added more and more
of the powdered metal. There was so much fizzing that the contents of the test tube spilled over.
They decided to carry out a more careful investigation. They thought that the more powdered metal they
added, the quicker the reaction would take place. They decided to measure the quantity of powdered
metal by using a spatula.
1 What useful information did Marcus and Arun’s first attempt at this investigation give them?

__________________________________________________________________________________

__________________________________________________________________________________
2 Write a detailed plan for their investigation. Remember to include a list of equipment and to make it
clear how they will make this test fair.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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These are the data they collected:

Number of spatulas of Time for all bubbles to stop in seconds

powdered metal added to
10cm3 hydrochloric acid 1st attempt 2nd attempt 3rd attempt Mean

1 102 98 99

2 62 60 59

3 43 42 45

4 29 34 26

5 18 16 20

6 12 11 12

7 13 12 12

8 12 12 12

3 Calculate the mean times taken.

4 Plot the data on graph paper, and draw a line of best fit.
5 Describe the graph and explain what it shows.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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6 Explain to what extent the prediction made by Marcus and Arun was right or wrong.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 9.1A
What is current?
1 The diagram shows a cell. One of the terminals of the cell is labelled. Label the other terminal of
the cell.

2 A cell makes electrons flow in a circuit.

Which of these describes electrons? Tick () one box.
Electrons are small particles with a positive charge.

Electrons are large particles with no charge.

Electrons are small particles with a negative charge.

Electrons is another name for wires.

3 a The diagram shows part of a wire in a circuit where current is flowing.
The end of the wire that connects to the negative terminal of the battery is shown.
Use an arrow to show the direction that the electrons move in the wire.

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b Describe what happens to the flow of electrons when the:

i current increases

____________________________________________________________________________
ii current decreases

____________________________________________________________________________
iii current stops

____________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 9.1B
What is current?
Clues for Worksheet 9.1A
4 The answer has the opposite meaning of ‘negative’.
5 Electrons are small particles and they do have a charge, but what is the charge?
6 Remember that opposite charges attract and like charges repel.

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Name ___________________________________ Date _____________

Worksheet: 9.1C
What is current?
1 Some wires can allow a higher current to flow than others.
The table gives information about electrons contained in each atom of a wire. An atom is another type
of particle found in all materials.

Material in the wire Total number of electrons in one atom

copper 29

iron 26

aluminium 13

tin 50

lead 82

Read these two facts about electrons:

• When current flows in a wire, only some of the electrons can move.
• It is easier for electrons to move in some materials than in others.
Use information in the table and the two facts to suggest reasons for the following statements.
a Copper is the easiest material in the table for electrons to flow.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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b Lead is the most difficult material in the table for electrons to flow.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 9.2A
Circuit symbols and diagrams
1 The diagram shows the circuit symbol for a cell.

a Use appropriate symbols to label the terminals of the cell.

b Complete the diagram in the space above to show a circuit where one lamp can be on or off.

Your circuit should show the circuit when the lamp is off.
c State what the straight lines in a circuit diagram represent.

_______________________________________________________________________________

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2 In the spaces below, draw two more circuit diagrams.

a A circuit where a buzzer can be on or off.
Your circuit should show the buzzer when it is on.

b A circuit where a buzzer and a lamp can be on or off at the same time.
Your circuit should show the buzzer and lamp when they are both off.

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Name ___________________________________ Date _____________

Worksheet: 9.2B
Circuit symbols and diagrams
Clues for Worksheet 9.2A
1 a The shorter, thicker line is the negative terminal.
b The circuit needs to be extended to have a lamp and a switch, but think what way to draw the
switch.
2 a and b. Think what components the circuit will need. These circuits are different from 1b, as you
have to include all the components yourself. Think carefully how to draw the switch in both a and b.

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Name ___________________________________ Date _____________

Worksheet: 9.2C
Circuit symbols and diagrams
3 Look at the drawing of a circuit.

a In the space below, draw a circuit diagram for this circuit.

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b Explain why circuit diagrams are used instead of drawings to show circuits.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 9.3A
Understanding current
1 The picture shows an ammeter.

a Draw the circuit symbol for an ammeter in the space below.

b Write the largest current that could be measured with the ammeter in the picture. ______________

2 Marcus has a circuit with a cell, an ammeter and some clips. He also has some other components and
materials. Marcus measures the current in the circuit with the cell and two lamps.
State how the current will change when Marcus replaces one of the lamps with:

a two more identical lamps __________________________________________________________

b a piece of copper wire _____________________________________________________________

c a piece of plastic. ________________________________________________________________

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d Explain your answer to c.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Name ___________________________________ Date _____________

Worksheet: 9.3B
Understanding current
Clues for Worksheet 9.3A
1 a The circuit symbol includes the letter A.
b What is the largest number printed on the scale?
2 a More lamps make it more difficult for current to flow.
b It is easier for current to flow through copper wire than through a lamp.

c Is plastic a conductor or an insulator?

d Think about whether plastic is a conductor or insulator and how these affect current.

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Name ___________________________________ Date _____________

Worksheet: 9.3C
Understanding current
1 The diagram shows how power lines are supported by a metal structure called a pylon and other parts
made from glass.

The parts in the diagram that are made from glass are labelled. All of the other parts are made from
metal.

a State the name given to a material that does not conduct electricity, such as glass. ______________

_______________________________________________________________________________
b Explain why glass does not conduct electricity.

_______________________________________________________________________________

_______________________________________________________________________________
c Suggest why the parts in the diagram are made from glass.

_______________________________________________________________________________

_______________________________________________________________________________

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d Which way will current flow in the diagram?

Tick () one box.
FEC

FABC

FAD

F  A, B and E  C

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 CAMBRIDGE LOWER SECONDARY SCIENCE 7: WORKSHEET ANSWERS

Worksheet 1.1A
Plant cell structure and function
Cell wall – a strong layer of cellulose that helps to hold the cell in shape.
Cell membrane – a thin layer around the outside of the cell that controls what goes into and out of
the cell.
Cytoplasm – a clear jelly where chemical reactions happen.
Chloroplast – where the plant makes its food.
Nucleus – controls the activities of the cell.
Mitochondrion – where energy is released from food.
Sap vacuole – a space containing a solution of sugars in water.

Worksheet 1.1B
Plant cell structure and function

Chloroplast – where the plant makes its food.

Nucleus – controls the activities of the cell.
Cytoplasm – a clear jelly where chemical reactions happen.
Sap vacuole – a space containing a solution of sugars in water.
Mitochondrion – where energy is released from food.

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Cell membrane – a thin layer around the outside of the cell that controls what goes into and out
of the cell.
Cell wall – a strong layer of cellulose that helps to hold the cell in shape.

Worksheet 1.1C
Plant cell structure and function
1 There is a wide variety of possible answers that learners might give. Look for these attributes in each
answer:
• The sentence correctly describes the function of each part, as given in the Learner’s Book. Note
that some learners may have read beyond the descriptions in the Learner’s Book and provide extra
detail or further information. If so, you may need to check that they are correct.
• The sentences use the learner’s own words and are not copied from the Learner’s Book.
• The instructions have been followed carefully, so that only one sentence has been written for each
structure.
• The sentence is written in a clear manner.

Worksheet 1.2A
Comparing plant and animal cells
Animal cells Plant cells

have a cell membrane have a cell membrane

do not have a cell wall have a cell wall
have a nucleus have a nucleus

never have chloroplasts sometimes have chloroplasts

have mitochondria have mitochondria
have cytoplasm have cytoplasm

do not have a sap vacuole have a sap vacuole

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Worksheet 1.2B
Comparing plant and animal cells
Structure Is it found in plant cells? Is it found in animal cells?

cell walls yes no

nucleus yes yes

cytoplasm yes yes

cell membrane yes yes

sap vacuole yes no

mitochondria yes yes

chloroplasts sometimes no

Worksheet 1.2C
Comparing plant and animal cells
1–4 There are no ‘correct’ answers for this open-ended task.
Most learners are likely to use a table or chart of some kind to display their response, but be prepared
to accept more imaginative ideas.
Look for:
• a well-designed table, with columns clearly headed and clear entries that are easy to understand
• similarities and differences both shown clearly
• all similarities and differences included – see answers for 1.2B above for reference.

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Worksheet 1.3
Specialised cells
Standard and help sheet

Heading: Root hair cell

Sentence: This cell absorbs water from the soil.

Heading: Red blood cell

Sentence: This cell transports oxygen.

Heading: Ciliated cell

Sentence: This cell sweeps mucus upwards.

Heading: Neurone
Sentence: This cell transmits electrical signals.

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Heading: Palisade cell

Sentence: This cell makes food by photosynthesis.

Extension sheet
Learners add some of the following labels:
on the root hair cell:
• long extension to allow water to move easily from the soil into the cell
• (learners could make reference to increasing the surface area of the cell)
on the red blood cell:
• no nucleus, to make extra space for haemoglobin
• haemoglobin in cytoplasm, to carry oxygen
on the ciliated cell:
• cilia can move and sweep mucus up and away from the lungs
on the neurone:
• axon is a long strand of cytoplasm that transmits electrical signals over long distances very quickly
• dendrites collect signals from other neurones
on the palisade cell:
• many chloroplasts containing chlorophyll, to absorb energy from sunlight and use it to make food

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Worksheet 1.4A
Human organs and systems
3 Outline containing the respiratory and digestive systems, coloured green and yellow, respectively.
4 Outline containing the nervous and circulatory systems, coloured blue and red respectively.

Worksheet 1.4B
Human organs and systems
1 and 2 Outline showing the stomach, brain, mouth, heart, small intestine, lungs, trachea and spinal chord,
all clearly labelled.
The circulatory, respiratory, digestive and nervous systems should also be shown, coloured in red,
green, yellow and blue, respectively.

Worksheet 1.4C
Human organs and systems
Learners can give a wide variety of answers to each of the tasks on this Worksheet. Look for the
following:
1 Learners’ own choice of two organs.
2a and 3a The drawing should:
• have a heading with the name of the organ
• be simple and clear, using unbroken lines and little or no shading
• have at least two labels
• have ruled lines clearly linking the label to the part.
2b and 3b The answer should give a simple description of the function of the chosen organ.
2c and 3c The answer should mention at least two different tissues that are found in the organ and
provide a simple description of each. If a learner has chosen the stomach, they could
mention muscle tissue, connective tissue, nerve tissue and so on.

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Worksheet 2.2A
Finding mistakes
1 Sofia has written the temperature of the water at the start of her experiment as 0°C. She has taken it
from the same tap as everyone else, so it cannot be at 0°C.
2 Arun has not written the units for temperature in his results table and the second mistake is that the
temperature of the water at two minutes is exactly the same as the temperature at one minute.
3 Marcus’s result at two minutes is only 5°C above the temperature at one minute. All the other
temperature increases are at least 10°C per minute.

Worksheet 2.2B
Identifying anomalous results
1 Zara’s readings at three minutes and nine minutes do not seem to fit the pattern. The result at three
minutes is the same as at two minutes. This is unlikely, unless she stopped heating the water. The
temperature at nine minutes is lower than at eight minutes and is the same as at seven minutes. This is
very unlikely.
2 Zara should not use these readings in plotting the graph. She should repeat this investigation.
3 Arun has made a mistake in recording his results, because the table shows he started his investigation
at one minute instead of at 0 minutes. He has taken the temperature of the water before heating it and
recorded it in the table as if he had heated the water for one minute (or possibly he has failed to take
the temperature at the start before heating, but this is unlikely because he started with water from the
same source as Zara, at 20°C).

Worksheet 2.2C
Finding errors in graphs
1 Sofia has put the axes the wrong way round: time should be along the x-axis and temperature on the
y-axis. On the temperature scale the reading for 52°C has been left out.
2 On Marcus’s graph the points at 0 minutes, four minutes and six minutes have been plotted
incorrectly. These should be circled.

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Worksheet 2.3A
Linking words and meanings
When a liquid changes to a gas = evaporation
When a solid changes to a liquid = melting
When a gas changes to a liquid = condensation
When a liquid changes to a solid = freezing

Worksheet 2.3B
Making links
1 For answers to this question, accept any relevant link between the two items. For example:
a A liquid can change state and become a gas if it is heated.
b When a solid is heated until it melts, it changes state and becomes a liquid.
c When a liquid is heated until it evaporates, it changes state to become a gas.
d When a solid is heated the particles vibrate more and more.
e The particles in a solid are arranged in fixed positions in regular rows, so they cannot
change places.
2 a To change from a gas to a liquid.
b When a solid changes to a liquid or a liquid to a gas or a solid or vice versa.
c The properties of a substance are its qualities and the ways in which it behaves.
d A vacuum is a place that contains no particles.

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Worksheet 2.3C
Linking ideas

Each label line should have an appropriate written statement along it such as:
• When the liquid is heated it boils.
• When the liquid boils it starts to evaporate and becomes a gas.
• When a liquid is frozen it becomes a solid.
There are many different ways of making the links.
Credit learners with each accurate line drawn and relevant statement added.

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Worksheet 2.4A
Particles in the water cycle
1 The particles of water in the glacier are packed tightly together. They are arranged in regular rows
with particles touching one another. They are in fixed positions and cannot change places. The
particles can vibrate. The more energy the particles have, the more they can vibrate. Credit any
suitable drawings. The particles should be shown all the same size and every one must be touching the
ones alongside.
2 When the particles of water in the icebergs have energy transferred to them, they vibrate more and
more. Eventually they have enough energy to break away from the strong forces holding them in their
fixed places. The particles slide past one another and the iceberg melts.
3 When the particles of water in the sea have more energy transferred to them, they move more rapidly
and can overcome the weak forces holding them in place. Some of the particles escape into the
atmosphere and they evaporate into the air. The particles are far apart from one another and move
about freely, the water particles are now a gas.

Worksheet 2.4B
Particles in the water cycle
1 The particles of water in the glacier are packed tightly together. They are arranged in regular rows
with particles touching one another. They are in a fixed position and cannot change places. The
particles can vibrate. The more energy the particles have, the more they can vibrate.
When the particles of water in the icebergs have energy transferred to them, they vibrate more and
more. Eventually they have enough energy to break away from the strong forces holding them in their
fixed place. The particles slide past one another and the iceberg melts.
Credit any suitable drawings. The particles should be shown all the same size and every one must be
touching the ones alongside it.
2 An increase in the temperature will speed up this process because there will be more energy available
to be transferred to the water particles.
3 When the particles of water in the sea have more energy transferred to them, they move more rapidly
and can overcome the weak forces holding them in place. Some of the particles escape into the
atmosphere and they evaporate into the air. The particles are far apart from one another and move
about freely, so the water particles are now a gas. Credit any relevant diagrams.

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4 An increase in the temperature will speed up this process because there will be more energy available
to be transferred to the water particles, so they can escape the surface of the ocean and evaporate.
5 As the particles reach the clouds, the temperature decreases and the particles begin to condense. The
particles lose energy, which is transferred to the environment, they can no longer move about rapidly
and freely. The particles form a liquid and the particles are again touching one another, but they can
slide past one another. The particles now form a liquid. When the drops become too heavy to be held
in the clouds, they fall as rain. Credit any relevant diagrams.

Worksheet 2.4C
Particles in the water cycle
1 The particles of water in the glacier are packed tightly together. They are arranged in regular rows
with particles touching one another. They are in fixed positions and cannot change places. The
particles can vibrate. The more energy the particles have the more they can vibrate.
Credit any suitable drawings. The particles should be shown all the same size and every one must be
touching the ones alongside it.
When the particles of water in the icebergs and glaciers have energy transferred to them they vibrate
more and more. Eventually they have enough energy to break away from the strong forces holding
them in their fixed places. The particles slide past one another and the iceberg and glaciers melt.
When the particles of water in the sea have more energy transferred to them, they move more rapidly
and can overcome the weak forces holding them in place. Some of the particles escape into the
atmosphere as they evaporate into the air. The particles are far apart from one another and move about
freely; the water particles are now a gas.
As the particles reach the clouds, the temperature decreases and the particles begin to condense. The
particles lose energy, which is transferred to the environment, and they can no longer move about
rapidly and freely. The particles form a liquid and the particles are again touching one another, but
they can slide past one another. The particles now form a liquid. When the drops become too heavy to
be held in the clouds, they fall as rain.
Credit a full account of each stage and any relevant diagrams.
2 As the average global temperatures rise, more glaciers will melt and cause icebergs to form as the
particles in the solid ice have enough energy transferred to them to allow them to melt. This rise in
liquid water will cause sea levels to rise and cause flooding in low-lying countries. As the
temperatures increase it will also increase the amount of evaporation and, therefore, the amount of
rain will increase. This may also result in flooding.
Credit any logical explanation and reasoned argument.

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Worksheet 2.7A
Air is a mixture
1 Nitrogen
2 Oxygen
3 Carbon dioxide
4 Argon is used in light bulbs because it will not react with the hot filament.
5 The percentage of water vapour in the air changes because of the weather.

Worksheet 2.7B
What’s in the water?
1 Brand B
2 Brand A
3 Magnesium, sodium, bicarbonates and sulfates
4 Nitrates, iron and aluminium

Worksheet 2.7C
Comparing what’s in the water
1 These items are listed because they can be harmful at higher levels. People who buy this product want
to know that these items are present at only very low levels and that the water is safe to drink.
2 Credit the correct use of a bar chart. Bars for the same mineral in each brand of water should be
alongside one another, with a space between pairs and clearly labelled.

Worksheet 3.1A
Going to the Moon
1 
2 
3 
4 
5 

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Worksheet 3.1B
Weight and mass on the Moon
1 55 × 10 = 550 (N)
2 55 kg
3 55 × 2 = 110 (N)
4 55 kg
20
5 = 10 (kg)
2

Worksheet 3.1C
Explaining changes on the Moon
1  Reason: The strength of gravity on the Moon is less.
2  Reason: Mass is not affected by gravity.
3  Reason: The same objects will feel lighter as there is less gravity on the Moon.
4  Reason: There is less gravity to pull the ball back down.
5  Reason: The strength of gravity is less on the Moon, so the rocket will need less force to take off.

Worksheet 3.2A
Ideas of how the Solar System began
1 An hypothesis
2 A way to represent something that is difficult to see
3 A limitation

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Worksheet 3.2B
Supporting or contradicting ideas
1 Supports
2 Contradicts
3 Supports
4 Supports
5 Supports

Worksheet 3.2C
Why use models?
1 Any two from:
• Takes too long to observe.
• No one was there to observe how the Solar System formed.
• Cannot do an experiment to test the hypothesis.
• Can change variables easily.
2 The model does not fully represent reality; something the model cannot show.
3 Orbits of planets/orbits of moons/sizes of planets/phases of the Moon etc.

Worksheet 3.4A
What are tides?
1 a The forces that cause tides are called tidal forces.
b The forces that cause tides come from the Sun and the Moon. (can be in either order)
c The forces are pulling forces known as gravity.
2 a True
b True
c False

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Worksheet 3.4B
What are tidal forces?
1 a The Sun and the Moon.
b Causing the depth of the sea/oceans to change/to increase and decrease.
Causing the height of the land above sea level to change.
c Yes; because the Earth will exert a force of gravity on the rocks of the Moon.

Worksheet 3.4C
Changing tidal forces
1 Drawing of Earth, Moon and Sun or Moon, Earth and Sun in a line (not Earth, Sun, Moon).

Idea that gravity from the Sun and Moon add together to produce a larger force when all three objects
are in line.
2 The tidal force will be larger because the force of gravity from all four moons will add together/pull in
the same direction.
3 As the comet gets closer to the planet, the tidal force becomes too strong.

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Worksheet 3.6A
Getting faster
1 When Marcus lifts the toy car up onto the ramp, he gives the car gravitational potential energy.
2 As the car goes down the ramp, gravitational potential energy gets changed to kinetic energy.
3 When the car gets to the bottom of the ramp, the car has the most kinetic energy.
4 There will be more gravitational potential energy, so there will be more kinetic energy.

Worksheet 3.6B
Moving down a ramp
1 As the toy car goes down the ramp, it gets faster. The idea that the car has (more) gravitational
potential energy at the top of the ramp and that this gets changed to kinetic energy.
2 Make the ramp higher (not simply steeper – must have idea of increasing height). This creates more
gravitational potential energy to change to kinetic energy.

Worksheet 3.6C
Investigating energy changes
1 a To ensure a fair test.
b Independent: height of the ramp
Dependent: the speed of the toy car
c A and C or B and D because they are the same height, they provide the same gravitational
potential energy and therefore the same kinetic energy.

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Worksheets 4.1A, B and C

Living, non-living and dead
For all Worksheets, answers will depend entirely on what learners find, or the objects that you supply to
them. Some common examples might be:
Living: any plant or part of a plant, any animal or a fungus.
Was once alive, but is now dead: any dead organism, or part of an organism, or any material that has
been made from a living thing, such as leather (made from animal skin), paper, wood (both made from
trees), a food (made from an animal or a plant), cotton, silk or woollen cloth.
Has never been alive: stones, glass, plastic (although some learners may argue that this is made from
fossil fuels, which were made from living things – this illustrates how these categories are not always
absolutely clear-cut), air, water.
Learners using Worksheet 4.1C are also asked to explain why they have classified each object. Accept
any answers that indicate that they have thought carefully about this, and have used a systematic approach
in making their classifications.

Worksheet 4.3
A lost world
Look for these features in the stories or diaries.
All learners should:
• Write at least four sentences that relate to the task.
• Use the word ‘species’ correctly.
In addition, most learners should:
• Write an easily understood account of what they expected to find on Mount Lico and how they got to
the top.
• Explain how they would decide if an animal belonged to a new species, with reference to not being
able to breed successfully with other species.
In addition, some learners will:
• Write an engaging and interesting account of their role in the expedition.
• Use extra information obtained from research in their account.
• Discuss the difficulties of deciding if an animal belongs to a new species.

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Worksheets 4.5A, B and C

Writing a key to identify four teachers
Look for the following features in the keys for 4.5A and 4.5B:
• Each of the first three boxes contains a question and the last four boxes contain the names of the
teachers.
• Each question splits the teachers into two groups.
• Each question has a definite yes/no answer.
• The key works and can be used by anyone to identify the four chosen teachers.
Learners using Worksheet 4.5C could use the same style of key as shown on Worksheets 4.5A and B or
they could use the style that consists of paired statements to choose between. For both styles, check that:
• A sensible reason is given for the choice of style.
• Features have been chosen that can be easily used to separate the teachers into groups.
• A good reason is given for the choice of those features – for example, there are clear and distinct
differences between the teachers that can easily be identified.
• The key works and can be used by anyone to identify the four chosen teachers.

Worksheet 5.2A
Temperature scale
1 Check learners have correctly marked: B at ‒30°C on the scale; C at 0°C on the scale.
2 Check learners have correctly marked: D at 10°C on the scale.
3 Check learners have correctly marked: E at ‒10°C on the scale.
4 ‒70°C
5 Check learners have correctly marked: F at −70°C on the scale.
6 ‒20°C
7 Check learners have correctly marked: G at ‒20°C on the scale.

Worksheet 5.2B
Melting points
1 330.2°C
2 99.2°C
3 1062.8°C

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4 117.4°C
5 −219.2°C
6 109°C, it was much lower than the others.
7 a ± 1.2°C
b ± 0.2°C
c ± 2.2°C
8

Temperature in °C Temperature in °C corrected to one decimal place

63.51 63.5

37.48 37.5

‒14.83 ‒14.8

4.233 4.2

84.03 84.0

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Worksheet 5.2C
Melting point data
1

Time in minutes Mean temperature in °C

0 21.4
10 201

20 321.8
30 453.5
40 529.2

50 603.2

60 660.6

70 660.4
80 664.0

2 The graph should be drawn with a sharp pencil and a ruler. Axes should be labelled. Look carefully at
the temperature scale on the y-axis as the scale cannot be large enough to allow plotting the mean
temperatures accurately to 1 decimal place. Pay attention to the reading at 30 minutes as there is an
anomalous result (421°C) that should be ignored when calculating the mean. Credit accurately plotted
points that are joined appropriately.
3 Credit any meaningful description, such as: as the time increases, the temperature increases; the temperature
increases quickly at the start, but between 60 and 80 minutes there is almost no change in temperature.
Learners should make reference to specific times and temperatures when describing the graph.

Worksheet 5.2D
Comparing metals and non-metals
Answers will depend on what the learners find out.

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Worksheet 5.2E
Comparing metals and non-metals
Answers will depend on what the learners find out.

Worksheet 5.2F
Comparing metals and non-metals
Answers will depend on what the learners find out. However, the point of this worksheet is for learners to
practise the use of comparative language. Look out for any meaningful contrasts and/or comparisons that
are made between a metal and a non-metal.

Worksheet 5.6A
Acids, alkalis and indicators
Acid – turns litmus red
Indicator – changes colour to show if a solution is an acid or an alkali
Alkali – turns litmus blue
Neutral – neither acid nor alkali
Corrosive – can destroy living tissue

Worksheet 5.6B
Acids, alkalis and indicators
Answers will depend on which words learners decide to link. You should look for sentences that link the
items included, such as the example given on the worksheet: Litmus is an indicator – it changes to a
different colour in an acid and an alkali. Sentences need only include two of the words from the list.

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Worksheet 5.6C
Acids, alkalis and indicators
1 Accept any three acidic foods, such as lemons, vinegar, coffee, cola.
2 Accept any three, such as toothpaste, soap, toilet cleaner, bleach.
3 The hazard symbol for harmful to health should be drawn.

4 If an indicator solution such as litmus is added to the two beakers, you will be able to tell them apart
because the litmus will turn red in the acid and blue in the alkali. Credit appropriate colour changes
with other indicators.
5 Credit any correct properties, such as: acids turn litmus red (or universal indicator yellow/red) and
they have a sharp/tangy/sour taste.
6 The properties of acids are different from alkalis as alkalis turn litmus blue (or universal indicator
blue/purple). Acids do not have a soapy feel like alkalis.
7 Litmus and universal indicator can both show if a solution is an acid, an alkali or neutral. However,
universal indicator solution can show if a solution is a strong or weak acid or alkali because it changes
to a range of different colours.

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Worksheet 6.2A
Echoes
1 Push and pull/towards and away from her.
2 a A reflected sound wave.
The same type of sound as the original clap, but quieter than the original clap.
3

One straight arrow from dolphin (any part) to fish.

One straight arrow from fish to dolphin (any part).
Arrows must touch the fish at the same point.

Worksheet 6.2C
Echoes
(750 × 2)
1 a=
speed = 1500 m/s
1.0
Give partial credit if the distance is not doubled.
b Particles in a liquid are closer together (than in a gas); vibrations in the sound wave are passed on
more easily in a liquid.

Worksheet 6.4A
Plate tectonics
1 a Tectonic plates
b The plates sit on liquid; movement in the liquid/layer below; heat from the core.
2 a (solid) rock
b Mantle
c Similarity – the crust and mantle are both made from rock.
Difference – the crust is solid and the mantle is liquid.

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Worksheet 6.4C
Plate tectonics
1 a Plates pushing together/pushing in opposite directions (not moving in opposite directions as could
be apart); rocks are pushed up.
b Plates moving in different directions; pressure/friction between plates (causes sudden movement).
c Movement of plates; causes openings in the crust; magma can escape.

Worksheet 6.5A
Eclipses
1 a Solar (eclipse)
b The Moon blocks the light from the Sun/the shadow of the Moon falls onto the Earth.
c The Moon is moving/orbiting the Earth; the shadow of the Moon is moving (across the Earth’s
surface).
2 a The shadow of the Moon is (relatively) small/smaller than Earth; the shadow of the Moon does not
cover the whole Earth.
b It could cause permanent eye damage/blindness.
3 a Lunar (eclipse)
b Earth, Moon (first row ticked)

Worksheet 6.5C
Eclipses
1 a Two reasons from:
Eclipses occur in different places.
The shadow of the Moon may not fall onto the Earth/may miss the Earth.
The Earth, Moon and Sun are not exactly on the same level/same plane/do not lie in a straight line
every lunar month.
b The Moon is not always the same distance from the Earth; when the Moon is closer to Earth, less
of the Sun can be seen/when the Moon is further from the Earth, more of the Sun can be seen.

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Worksheets 7.1A, B and C

Microorganisms vocabulary
1 An organism that is so small we can only see it with a microscope is called a microorganism.
2 Mushrooms and toadstools are examples of fungi.
3 Bacteria are single-celled microorganisms that have cells much smaller than animal cells or plant
cells.
4 One example of a single-celled fungus is yeast.
5 A group of microorganisms growing on agar jelly is called a colony.
6 When all the living organisms on something have been killed, we say that it is sterile.
7 Protozoa are single-celled microorganisms with cells like animal cells.
8 Single-celled microorganisms with cells like plant cells are called algae.
9 The plural of fungus is fungi.
10 The singular of bacteria is bacterium.

Worksheets 7.2A, B and C

Food web in a pond
1

2 Two
3 Five
4 The arrows show how energy flows through the food web.

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Worksheet 7.3A
Bacteria in milk
1 So that she can compare it with the milk that is heated. It is a control experiment.
2 There were lots of living bacteria in bottle A.
3 The dye will not change colour. It will stay blue.

Worksheet 7.3B
Bacteria in milk
1 So that she can compare it with the milk that is heated. It is a control experiment.
2 There were lots of living bacteria in bottle A.
3 The dye will not change colour. It will stay blue.
4 a Bottle A.
b Bacteria in the milk have made it sour. They have decomposed the milk, changing some of it to acids.
5 All the bacteria in UHT milk have been killed, but only some are killed when milk is pasteurised.

Worksheet 7.3C
Bacteria in milk
1 So that she can compare it with the milk that is heated. It is a control experiment.
2 There were bacteria in bottle A, which made the dye in the milk change first to pink and then white.
There were no (or fewer) bacteria in bottle B, because they had been killed when the milk was heated,
so the dye did not change colour.
3 The bacteria in bottle A had changed some of the milk to acid. This made the pH lower than in normal
milk.
There were no (or fewer) bacteria in bottle B, so the milk stayed at its usual pH (or the pH did not fall
as low as in bottle A.)
4 All the bacteria in UHT milk have been killed, but only some are killed when milk is pasteurised.

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Worksheet 7.4A
Decomposers and plant growth
1 Whether or not the soil contains decomposers.
2 How much light the grass gets.
Whether the plants are in a glasshouse or outside.
The volume of water given to the grass plants.
3 Grass grows better when there are decomposers in the soil.

Worksheet 7.4B
Decomposers and plant growth
1 Whether or not the soil contains decomposers.
2 How much light the grass gets.
Whether the plants are in a glasshouse or outside.
The volume of water given to the grass plants.
The area of soil from which the grass is collected.
3

4 The results do support the hypothesis. The grass grown in the soil containing a lot of decomposers had
a greater mass than the grass grown in the soil where there were no decomposers.
5 They could repeat the experiment several more times. They could take samples of grass more often.
They could take samples from the soil and measure how many decomposers it contains.

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Worksheet 7.4C
Decomposers and plant growth
1 Whether or not the soil contains decomposers.
2 How much light the grass gets.
Whether the plants are in a glasshouse or outside.
The volume of water given to the grass plants.
3 The graph below shows the results for plot A and for plot B.

4 The results do support the hypothesis. The grass grown in the soil containing decomposers had a
greater mass than the grass grown in the soil where there were no decomposers.
5 Decomposers break down dead parts of plants and animals in the soil. This releases nutrients that
plants can use to grow.
Some learners may comment on the shapes of both graphs. For the first year, the grass in both plots
grows fast (the mass increases and the graph slopes upwards) as the young seedlings germinate and
grow to cover the soil. After one year, the rate of growth slows down, perhaps because the grass has
filled all the space available, and each plant has grown as big as it can. The mass in both plots then
remains fairly steady, with small ups and downs.
6 They could repeat the experiment several more times. This would allow them to spot any anomalous
results. They could calculate mean masses from all of the plots, instead of recording just one mass, at
each stage.
They could take samples of the grass more often. This would allow them to plot more points on the
graph, so they could be more certain of the patterns and trends shown by the lines.

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They could take samples from the soil and measure how many decomposers it contains. This would be
useful, because we cannot be sure that decomposers did not start to grow in the soil in plot B after a
while.

Worksheet 8.1A
Simple chemical reactions
1 Iron sulfide
2 Magnesium and oxygen
3 Oxygen and hydrogen
4 a Hydrogen
b Magnesium chloride
5 Carbon dioxide
6 a Hydrogen
b Zinc chloride

Worksheet 8.1B
Simple chemical reactions
Answers will depend on what the learners choose to link. Credit any sensible links, such as:
Magnesium combines with oxygen when it burns.
Oxygen gas is present in the air.

Worksheet 8.1C
Simple chemical reactions
1 Iron oxide
2 No. Accept partly correct. The nail in the tube with air dried by calcium chloride (B) has not rusted.
3 Accept any sensible suggestion. They should spot that water and air are needed to make the iron rust.
(Water is not part of the chemical reaction but needs to be present for the rusting to take place.) The
fact that there is water vapour in the air should be mentioned.
4 Accept any sensible suggestions, such as painting the nails or covering them in grease.

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Worksheet 8.2A
Choosing equipment
The following pieces of equipment should be circled:
burette, conical flask, clamp stand with boss, safety glasses, universal indicator solution, measuring
cylinder.
All pieces should be labelled.

Worksheet 8.2B
Neutralisation
1 Neutralisation is a reaction between an acid and an alkali where a solution of pH7 is produced.
2 Sodium chloride and water
3 The plan should include a list of equipment needed: burette, conical flask, clamp stand with boss,
safety glasses, universal indicator solution, measuring cylinder. It should also give a clear account of
how the equipment is used and step-by-step instructions. Credit a clear, labelled diagram. By using the
assessment grid learners can assess their partner’s work and focus on what they need to do to improve
their own work.

Worksheet 8.2C
Neutralisation
1 Zara should treat both solutions as if they are corrosive as she doesn’t know how strong the solutions
are. She should wear safety glasses and be very careful when measuring them out for her investigation.
2 The plan should include:
• A list of suitable equipment: burette, clamp stand with boss, conical flask, universal indicator
solution, dilute hydrochloric acid, measuring cylinder.
• A consideration of variables to keep the same: volume of sodium hydroxide solution used, same
volume of universal indicator solution added, same type and concentration of hydrochloric acid
used, same equipment used, same person spotting the end point, mixing the solution in the same
way after each addition of acid.
• A logical plan, which includes details of how the neutralisation should be carried out.
3 Solution Y is the strongest.
4 Zara knows this because it took much more dilute acid to neutralise solution Y than it took to
neutralise solution X.

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5 The bottle of solution X should have a harmful to health warning label on it. The bottle of solution Y
should have a corrosive label on it. It may make sense to be cautious and give both X and Y a
corrosive label.
6 Zara ignored the first attempt, which was much lower than the other two readings.
7 Zara could read this accurately on the burette because the scale is clear and she measured from the
bottom of the meniscus with her eye exactly in line with it.
8 She knew she had to stop adding more acid when the universal indicator solution turned green. Credit
any comments on how difficult it is to see the end point exactly.
9 Zara repeated her neutralisations to make sure her results were reliable. Credit any comments about
what may have gone wrong with the first attempt with solution X or any difficulties with carrying out
the investigation.

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Worksheet 8.3A
Investigating terms
Terms Description

prediction what you think will happen

variable quantities that can be changed in an investigation

reliable that the investigation can be repeated and produce the same or
similar answers

evidence this is the information needed to support a theory, hypothesis

or prediction

fair test taking account of all the variables so that you are only testing
one change in your investigation

data the information you collect. It could be the thing you measure,
such as the temperature change or the meting point of a metal

conclusion the explanation you give based on the information/evidence

you have

risk assessment the thinking and planning you do to make sure that the
investigation is safe, and that you are aware of any dangers and
how to avoid them

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Worksheet 8.3B
Investigation skills
1 The number of spatulas of powdered metal that they use.
2 The type of powdered metal, and the type, volume and concentration of acid should be kept the same.
Credit other comments about using the same equipment such as the timer.
3 Safety glasses, beakers, spatula, powdered metal, hydrochloric acid, measuring cylinder, timer. (Note:
do not credit test tubes due to the statement in the text.)
4 Graph should be drawn with a sharp pencil and ruler. Number of spatulas of metal used along the x-
axis and time along the y-axis. Axes labelled and a suitable scale used. Points should be plotted
accurately and a suitable line of best fit drawn.
5 Their prediction was correct for the quantities of powdered metal used from one to six. However, the
results for adding seven and eight spatulas of metal to the acid show that the time does not increase.
So the prediction is only partly correct.
6 The graph shows that when more of the powdered metal is used, the time taken for the reaction to end
is shorter. The line of the graph is very steep at the start and then the line gets less steep and finally the
line is almost horizontal. This shows that the reaction increases in speed quickly when the amount of
powdered metal increases from one to two spatulas. The increase is less from two spatulas to three,
and slower again from four spatulas to five. Between six and eight spatulas, adding more powdered
metal makes no difference to the time taken for the reaction.

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Worksheet 8.3C
Investigation skills
1 The useful information was that the reaction caused so many bubbles that it overflowed the test tube,
so they knew that they had to use a larger container.
2 The detailed plan should include an equipment list, which covers: safety glasses, beakers, spatula,
powdered metal, hydrochloric acid, measuring cylinder, timer. (Note: do not credit test tubes due to the
statement in the text.) It needs to be clear that they are making the test as fair as possible by keeping the
volume, type and concentration of the acid the same. Credit all efforts to keep the test fair by using the
same timer, the same end point and so on. The method should be clear and able to be followed.
3

Number of spatulas Time for all bubbles to stop in seconds

of powdered metal
added to 10 cm3
hydrochloric acid 1st attempt 2nd attempt 3rd attempt Mean

1 102 98 99 99.7

2 62 60 59 60.3

3 43 42 45 43.3

4 29 34 26 29.7

5 18 16 20 18

6 12 11 12 11.7

7 13 12 12 12.3

8 12 12 12 12

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4 Graph should be drawn with a sharp pencil and ruler. The mean number of spatulas of powdered
metal used should be plotted along the x-axis and time along the y-axis. Axes labelled and a suitable
scale used. Points should be plotted accurately and a suitable line of best fit drawn.

5 The line of the graph is steep at the start, then gets less steep and finally flattens out so that it is
almost horizontal.
The graph shows that when more of the powdered metal is used, the time taken for the reaction to end is
shorter. This shows that the reaction increases in speed quickly when the amount of powdered metal
increases from one to two spatulas; the change in time is from almost 100 seconds to 60 seconds. The
increase is less from two spatulas to three; the time changes from 60 seconds to 43 seconds. It is slower
again from four spatulas five; 30 seconds to 18 seconds. Between six and eight spatulas, adding more
powdered metal makes very little or no difference to the time taken for the reaction to end.
Learners should make reference to the actual figures from the graph.
6 Their prediction is correct for quantities of powdered metal used from one to six spatulas. Over this
range of numbers of spatulas added, there is a decrease in the time taken for the reaction to be
completed. However, the results for adding seven and eight spatulas of metal to the acid show that the
time does not increase. So, the prediction is only partly correct.

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Worksheet 9.1A
What is current?
1 Positive (terminal)
2 Electrons are small particles with a negative charge.
3 a Arrow can be anywhere on diagram, but must point away from the labelled end of the wire, i.e., to
the left.
b i Gets faster
ii Gets slower
iii Stops or vibrate randomly

Worksheet 9.1C
What is current?
1 a Copper does not have the most electrons (in the Table); easiest for electrons in copper to
move/easier for the electrons to move than the other substances in the Table. (Accept suggestion
that fewer electrons move in lead.)
b Lead has the most electrons (in the Table); hardest for electrons in lead to move/harder for the
electrons to move than the other substances in the Table. (Accept suggestion that fewer electrons
move in lead.)

Worksheet 9.2A and B

Circuit symbols and diagrams
1 a + next to long line; − next to short line
b

c Wires/leads

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2 a

Worksheet 9.2C
Circuit symbols and diagrams
3 a

b A circuit diagram is quicker to draw, uses standard symbols, avoids confusion when the same type
of components do not look the same, and allows the circuit to be seen more clearly.

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Worksheet 9.3A and B

Understanding current
1 a

b 1.0 A or 1 A (must include unit)

Extension sheet
2 a Decrease
b Increase
c Stops
d Plastic is an insulator; insulators inhibit the flow of electrons/do not allow electrons to flow.

Worksheet 9.3C
Understanding current
1 a Insulator
b Insulators inhibit the movement of electrons/do not allow electrons to flow.
c To stop current from flowing to the pylon/away from the wire.
d FEC

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Name ___________________________________ Date _____________

Worksheet 1.1
Cell structure and function
Every living organism is made of cells. Cells are the smallest unit of every living organism. Some
organisms have only one cell. Large organisms, such as animals and plants, are made of large numbers of
cells.
Plant and animal cells have cell membranes, cytoplasm and a nucleus. However, plant cells have cell
walls and sap vacuoles, which animal cells do not have. Some plant cells also have chloroplasts.
In an animal or plant, similar cells are usually grouped together to form tissues. The cells in a tissue all
work together to carry out a specific function. These cells have structures that help them to perform this
function. They are said to be specialised. Neurons (nerve cells), for example, have a very long axon. This
enables them to transmit electrical signals from one part of the body to another very quickly.
Use the information in the passage to answer the questions below.
Do not copy sentences from the three paragraphs. Use your own words.
1 What is a cell?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
2 What similarities are there between plant cells and animal cells?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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3 How do plant and animal cells differ?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
4 What does the term specialised mean?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
5 Describe how a neurone is specialised for its function.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date ______________

Worksheet 1.2
Scientific meanings of words
Some words have different meanings in science and in everyday language.
For each of the words below, write:
• a sentence using the everyday meaning of the word
• another sentence using the scientific meaning of the word
You can also draw a picture to illustrate each sentence.
a tissue
everyday meaning

____________________________________________________________________________________

____________________________________________________________________________________

scientific meaning

____________________________________________________________________________________

____________________________________________________________________________________

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b cell
everyday meaning

____________________________________________________________________________________

____________________________________________________________________________________

scientific meaning

____________________________________________________________________________________

____________________________________________________________________________________

c organ
everyday meaning

____________________________________________________________________________________

____________________________________________________________________________________

scientific meaning

____________________________________________________________________________________

____________________________________________________________________________________

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Name ___________________________________ Date _____________

2.1 Vocabulary – words

about changes of state
Match these words about changes of state and laboratory equipment to their meanings.

equipment used to measure

melting
temperature

The slight curve in the surface of a

thermometer liquid where it meets the side of the
container

the process when a solid changes

meniscus
state and becomes a liquid

A piece of glassware used for

condensing
measuring the volume of liquids

measuring
the space something takes up
cylinder

the process when a gas changes

volume
state and becomes a liquid

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Vocabulary - words about the water cycle

These are some words that we use to describe the water cycle. The words are not spelt correctly.

precipatation growndwater transperation surfice run-off

evapouration rian atmosfere

1 Write each word correctly.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
2 Here are some descriptions of these words. Write the correctly spelt word next to its description.

a The gases above the surface of the Earth: _____________________________________________

b The water that falls on the Earth: ____________________________________________________

c The hail, rain and snow that fall from the sky: __________________________________________

d The process where water evaporates from plants: _______________________________________

e The water from precipitation that soaks into the soil and rocks: ____________________________

f The water that flows across the land into rivers and lakes: ________________________________

g This happens when water from the oceans, rivers and lakes changes into a gas: _______________

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Name ___________________________________ Date ______________

2.2 Reading and writing

about heating a solid
What happens when a solid melts?

Place these sentences in the correct order so that they answer the question.

You may find it helps if you cut the sentences out and move them around on a table until you
have them in the correct order. Then stick them in place into your book.

The first sentence is in the correct place.

Solids are made up of particles arranged in regular rows.

The more energy the particles have, the more they can vibrate.

Eventually, some of the particles have enough energy to overcome the forces holding them together.

The particles in solids are fixed in position.

The more heat energy there is, the more particles can slide past one another until the solid has become
completely liquid.

The solid begins to melt.

When a solid is heated the particles vibrate more.

The more heat energy there is, the more the particles vibrate.

They are held in place by strong attractive forces.

The particles slide past one another.

The particles are touching one another.

The particles in solids can only vibrate.

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Name ___________________________________ Date _____________

3.1 vocabulary about

energy
1 In each of these sentences, one word is underlined.
Tick () the box beside the correct meaning of the underlined word.
a Gravity causes an object to fall.
increases its mass

makes it have weight

makes it happen

pulls it down
b In space there is no air resistance.

force that acts toward the centre of a planet

force that decreases the speed of a moving object

force that decreases the weight of an object

force that acts on any object on Earth

2 Here are some energy stores or transfers, but the letters in the words have been scrambled.
What are the words?

a ERLMATH _____________________________________________________________________

b CHILEMAC ____________________________________________________________________

c CATLIES ______________________________________________________________________

d CITEINK ______________________________________________________________________

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3.2 Energy and gravity

1 Sofia is investigating how hot water cools in a paper cup.
She has the instructions, but the instructions are not in the correct order.
Write the numbers in the boxes to put the instructions in the correct order. The first one has been done
for you.

record the temperature of the water every minute

1 heat water to a temperature of 60 °C using a Bunsen burner

pour the water into a paper cup

draw a line graph of the results

measure 100 cm3 of the hot water with a measuring cylinder

2 Read the questions a–e.

a What pulls objects toward the centre of the Earth?
b What must be changed or transferred for something to happen?
c What did the Solar System form from?
d What causes the tides on Earth?
e What energy store increases when something moves higher?
Write the letter of the question beside the correct answer.

A cloud of dust and gas _________________

Energy _________________

Gravitational potential _________________

Gravity from the Sun and Moon _________________

Gravity _________________

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Name ___________________________________ Date _____________

4.1 Questions and

answers about the
characteristics of
organisms
The list on the left has six questions. The answers to the questions are on the right. Draw a line from each
question to its correct answer.

Questions Answers

What is the meaning of the a plant

term excretion?
all organisms
Do all organisms move?
hearing
What is an example of an
organism? removing waste products from the body

What is the correct term for yes

being able to detect changes
in the environment? no

What describes the meaning a heart

of the term growth?
sensitivity
Which types of organism
respire? a permanent increase in size

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Name ___________________________________ Date ______________

4.2 Vocabulary about

species
1 Here are some words that we use to talk about species. Each word is jumbled up.

niaravtio tfreeli claditnei icpssee gopfrfnis etefniilr

Write each word correctly.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
2 Here are some descriptions of the six words from question 1.
Write each word next to its description.

• a group of organisms that can reproduce together to produce fertile offspring: _________________

• exactly the same: ____________________________________

• differences between organisms that belong to the same species: ____________________________

• not able to reproduce: ___________________________________________

• able to reproduce: ________________________________________________________________

• a scientific term for the ‘children’ of a plant or animal: ___________________________________

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Name ___________________________________ Date _____________

5.1 Vocabulary about

metals and non-metals
1 These are words we use about metals and non-metals. The words are mixed up.

ludl synih triblet cutidle amabelell soonrosu

Write the words out correctly.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________
2 Use the words to complete the following statements.
a The surface of a metal is

_______________________________________________________________________________
b When you hit a metal it rings like a bell. The correct term for this is

_______________________________________________________________________________
c A metal can be shaped. It is

_______________________________________________________________________________
d If you drop a solid non-metal, it may break because it is

_______________________________________________________________________________
e The surface of a non-metal is

_______________________________________________________________________________

f _______________________________________ refers to a metal that can be pulled out to form

a wire.

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3 These are words that are used in hazard warnings. There is a list of words and some meanings. Draw
lines to match the words with their meanings. If there is no meaning to match a word, you should
write your own.

a substance that can damage or

explosive kill living things in the
environment

a substance that gives off a large

corrosive amount of heat when in contact
with other substances.

toxic

hazardous to the
environment

oxidising

a substance that can explode if it

flammable comes into contact with a flame
or heat.

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5.2 Acids and alkali

comparative statements
Read the two statements in each question. Compare the facts given in the two statements by writing full
sentences. The following words may be useful.

more less strong weak acidic

alkaline whereas compared both higher than lower than

1 The melting point of gold is 1064°C.

The melting point of lead is 328°C.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
2 Water has a pH of 7.
Sodium hydroxide has a pH of 14.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
3 Litmus changes colour to purple in water.
Universal indicator changes colour to green in water.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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4 The boiling point of aluminium is 2400°C.

The boiling point of copper is 2580°C.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
5 Some lemon juice was tested and has a pH of 5.
Some hydrochloric acid was tested and has a pH of 2.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
6 Write a paragraph, using full sentences, to describe how you could make your own indicator solution.
Underline in red the words that are pieces of equipment. Underline in blue the words that give
instructions (tell you what to do).

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

6.1 Making corrections

1 In this passage, there are mistakes that are underlined. Copy the passage and correct the mistakes.
An eclipse is a type of light. A solar eclipse happens when the Sun comes between the Moon and the
Earth. A lunar eclipse happens when the Moon comes between the Sun and the Earth.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
2 Each of these sentences has a choice of two underlined words or phrases. Circle the correct word or
phrase to complete each of these sentences.
a A volcano is most likely to occur at the middle/the boundary of a tectonic plate.
b Fold mountains are formed when tectonic plates move in the same/in the opposite direction.
c An earthquake happens when there is sudden/gradual movement between tectonic plates.

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6.2 Crossword
Complete this crossword.

Across
3 A type of shadow (7)
6 A sudden movement in the Earth’s crust (10)
9 These vibrate in a sound wave (9)
10 Type of mountains formed by tectonic plates at boundaries (4)
11 Relating to the Sun (5)

Down
1 A measure of the size of an earthquake (9)
2 An opening in the Earth’s crust (7)
4 This animal uses sound reflections to find food (3)
5 Relating to the Moon (5)
7 A reflected sound wave (4)
8 One of the metals in the Earth’s core (6)

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Name ___________________________________ Date _____________

7.1 Completing sentences

about decomposers
Complete the sentences. Choose words or phrases from the list. You can use each word or phrase once,
more than once or not at all.

break down eats it energy fungi is eaten microorganisms

nutrients carbon oxygen plants produce viruses

Decomposers are organisms that ___________________________ organic matter. This is useful because
it releases _______________________________ that plants can use to help to grow.

Some bacteria are decomposers. Bacteria are so small that we cannot see them without a microscope and
so we say that they are ______________________________. Another group of organisms that are
decomposers is _____________________________.

We can include decomposers in food webs. In a food web, arrows show how _______________________
is transferred from one organism to another. The arrows point from the organism that ________________
_______________________ to the organism that __________________________________.

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Name ___________________________________ Date ______________

7.2 Rearranging
sentences
These sentences are about microorganisms, and how they work as decomposers.
The words in the sentences are mixed up.
Sort out the words in each sentence, and write the sentence correctly. One of the sentences can be written
in two different ways – can you find both of them?
1 organisms single-celled Bacteria are.

__________________________________________________________________________________

__________________________________________________________________________________
2 are decomposers Some microorganisms.

__________________________________________________________________________________

__________________________________________________________________________________
3 example an microorganisms Bacteria are of.

__________________________________________________________________________________

__________________________________________________________________________________
4 soil nutrients Decomposers release the into.

__________________________________________________________________________________

__________________________________________________________________________________
5 organism web decomposers Energy every passes from in a food to.

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date _____________

8.1 Testing for gases:

explain the word
Read these facts about testing for gases and explain what the underlined word means.
1 To test for the gas carbon dioxide, the gas is bubbled into limewater. If carbon dioxide is present, the
limewater will turn cloudy.

__________________________________________________________________________________

__________________________________________________________________________________
2 When you test for the gas oxygen, you use a glowing splint. If the gas is oxygen, the splint will re-light.

__________________________________________________________________________________

__________________________________________________________________________________
3 To test for hydrogen gas, you use a lighted splint. If the gas is hydrogen, there will be a pop.

__________________________________________________________________________________

__________________________________________________________________________________
4 When silver nitrate and calcium chloride react together, a precipitate is formed.

__________________________________________________________________________________

__________________________________________________________________________________
5 Reactants in a chemical reaction combine to form products.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date ______________

8.2 Correct the text:

chemical reactions
or not?
Read the text about investigations that Jon and Sam did. Rewrite the text to correct the facts, spelling and
grammar errors.

First investigation
We added some black coper oxide powder to about 150 cm3 dilute sulfuric acid in a test tube. We stirred
it gently.
The black poder disappeared and the solution went blue.
A chemical action had taken place. We know this because there is a colour change.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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Second investigation
We put some hot water in a beaker and a small piece of chocolet in a test tube we stood the test tube in
the beaker of water.
The chocolet melted and became a liquid.
A chemical reaction had not taken place the chocolet had changed state form solid to liquid.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Third investigation
We half filled a test tube with some silver nitrate and slowly added some calcium chloride.
A white solid, called a presipitate, formed.
A chemical reaction had taken place we know this because a presipitate formed.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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Fourth investigation
We put a few spitulas of baking powder into a test tube and added some vingar.
There was a lot of fizzing and a gas was gave off.
A chemical reaction had taken place. We know this because a gas was gave off.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Fifth investigation
We opened a can of cola. There was a lot of fizzing and a gas was gave off.
A chemical reaction had taken place. We know this because a gas was gave off.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Sixth investigation
We put a solution of blue copper sulfate into an evapourating basin and placed it on a tripode with a pipe
clay triangle. We placed a lit Bunsen burner under it and heated it. We turned off the heat when the
solution started to spite.
Some solid crystals began to form in the evapourating basin.
A chemical reaction had not taken place as no new product had been formed.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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Name ___________________________________ Date _____________

9.1 Explain the meaning

1 Explain the meaning of the underlined word in each of these sentences.
a In a circuit, electrons flow.

______________________________________________________________________________

______________________________________________________________________________
b When the switch is closed, the circuit becomes complete.

______________________________________________________________________________

______________________________________________________________________________
c An insulator inhibits the flow of electrons.

______________________________________________________________________________

______________________________________________________________________________
d Elsa removed a lamp from the circuit.

______________________________________________________________________________

______________________________________________________________________________
2 The word ‘cell’ is used when describing circuits.
List some other meanings of the word ‘cell’.
The meanings can come from science or everyday speech.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name ___________________________________ Date ______________

9.2 Electricity wordsearch

Solve the clues on the next page and then find each of the answer words in the grid.
Words can be forwards, backwards, upwards or diagonal.
Can you get them all?

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Clues
1 The unit of current (4 letters)
2 This only flows in a complete circuit (7 letters)
3 The current will … if more cells are added (8 letters)
4 Name given to the + and – on a cell (9 letters)
5 This component makes a noise (6 letters)
6 The current will … if more lamps are added (8 letters)
7 This component gives light (4 letters)
8 These connect components in a circuit (5 letters)
9 This makes current flow in a circuit (4 letters)
10 These particles move when current flows (9 letters)
11 This component can be open or closed (6 letters)

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Worksheet 1.1
Cell structure and function
For each answer, look for the overall meaning rather than use of any particular words. This is not a
question to be marked with a points mark scheme like those used for the Check your progress questions.
Discourage copying of sentences or phrases directly from the passage. Encourage learners to use their
own words. This helps to ensure they understand the concept, and gives you clearer insight into the level
of understanding of each learner.
1 Learners may refer to the idea in the passage, that cells are the small units that are used to build up a
living organism. They may also describe the structure of a cell, using their own knowledge.
2 The similarities are that they both contain cell membrane, cytoplasm and nucleus.
3 Plant cells have a cell wall, a sap vacuole and – sometimes – chloroplasts, none of which are found in
animal cells.
4 Specialised means having a structure that helps something like a cell to carry out a particular function.
5 A neurone has a long thread of cytoplasm, called an axon. Electrical signals can sweep along this,
transferring information at great speed from one part of the body to another.

Worksheet 1.2
Scientific meanings of words
a Tissue: learners should write a sentence using the word to mean a thin piece of paper, and another
sentence using the word to mean a group of similar cells working together to carry out a function.
b Cell: learners should write a sentence using the word to mean a small room, and another sentence
using the word to mean the smallest unit of a living thing.
c Organ: learners should write a sentence using the word to mean a musical instrument, and another
sentence using the word to mean a group of tissues or part of a system.
Look for:
• a demonstration that the learner understands the meaning of the term
• a grammatically correct sentence
• correct spelling.

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Worksheet 2.1
Vocabulary – words about changes of state
1 Vocabulary – words about changes of state
melting matched with the process when a solid changes state and becomes a liquid
thermometer matched with equipment used to measure temperature
meniscus matched with the slight curve in the surface of a liquid where it meets the side
of the container
condensing matched with the process when a gas changes state and becomes a liquid
measuring cylinder matched with a piece of glassware used for measuring the volume of liquids
volume matched with the space something takes up

Vocabulary – words about the water cycle.

1 precipitation; groundwater; transpiration; surface run-off; evaporation; rain; atmosphere.
2 a atmosphere
b rain
c precipitation
d transpiration
e groundwater
f surface run-off
g evaporation

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Worksheet 2.2
Reading and writing about heating a solid
Accept any other order where the sentences read logically.

Solids are made up of particles arranged in regular rows.

The particles are touching one another.

They are held in place by strong attractive forces.

The particles in solids are fixed in position.

The particles in solids can only vibrate.

The more energy the particles have the more they can vibrate.

When a solid is heated the particles vibrate more.

The more heat energy there is the more the particles vibrate.

Eventually some of the particles have enough energy to overcome the forces holding
them together.

Then the particles slide past one another.

The solid begins to melt.

The more heat energy there is the more particles can slide past one another until the
solid has become completely liquid.

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Worksheet 3.1
Vocabulary about energy
1 a makes it happen
b force that decreases the speed of a moving object
2 a thermal
b chemical
c elastic
d kinetic

Worksheet 3.2
Energy and gravity
1

4 record the temperature of the water every minute

1 heat water to a temperature of 60 °C using a Bunsen burner

3 pour the water into a paper cup

5 draw a line graph of the results

measure 100 cm3 of the hot water with a measuring

2
cylinder

2 a cloud of dust and gas c

energy b
gravitational potential e
gravity from the Sun and Moon d
gravity a

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Worksheet 4.1
Questions and answers about the characteristics of organisms
What is the meaning of the term excretion? removing waste products from the body
Do all organisms move? yes
What is an example of an organism? a plant
What is the correct term for being able to detect changes in the environment? sensitivity
What describes the meaning of the term growth? a permanent increase in size
Which types of organism respire? all organisms

Worksheet 4.2
Vocabulary about species
1 variation, fertile, identical, species, offspring, infertile
2 a group of organisms that can reproduce together to produce fertile offspring species
exactly the same identical
differences between organisms that belong to the same species variation
not able to reproduce infertile
able to reproduce fertile
a scientific term for the 'children' of a plant or animal offspring

Worksheet 5.1
Vocabulary about metals and non-metals
1 dull, shiny, brittle, ductile, malleable, sonorous.
2 a shiny
b sonorous
c malleable
d brittle
e dull
f ductile

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Vocabulary – words about hazard labels

3 explosive: a substance that can explode if it comes into contact with a flame or heat.
corrosive: a substance that can destroy living tissue. It can cause a burn.
toxic: a substance that can poison you.
hazardous to the environment: a substance that can damage or kill living things in the environment.
oxidising: a substance that gives off a large amount of heat when in contact with other substances.
flammable: a substance that can catch fire easily.

Worksheet 5.2
Acids and alkali comparative statements
1 Gold and lead are both metals and have high melting points. However, the melting point of gold is
much higher than that of lead. It is 736°C higher.
2 The pH of water is 7, so it is neither an acid nor an alkali: it is neutral. Sodium hydroxide has a much
higher pH than water; the pH of 14 means it is strongly alkaline.
3 Litmus and universal indicator are both indicators and they change colour to indicate if a substance is
an acid, alkali or neutral. Litmus changes to purple in a neutral solution, whereas universal indicator
changes to green in a neutral solution.
4 Aluminium and copper are both metals and have high boiling points. The boiling points are similar,
although aluminium is 180°C lower than that of copper.
5 Both the lemon juice and the hydrochloric acid have a pH below 7, so they are both acids. However,
lemon juice has a higher pH than the hydrochloric acid. Lemon juice is weakly acidic, whereas the
hydrochloric acid is strongly acidic.
6 I would cut up some pieces of coloured plant material, such as red cabbage. Then I would put the
plant material into a mortar and crush it with the pestle. Then I would add a little ethanol and crush it
up some more. Then I would remove a little of the liquid using a pipette and use it as an indicator.

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Worksheet 6.1
Making corrections
1 An eclipse is a type of shadow. A solar eclipse happens when the Moon comes between the Sun and
the Earth. A lunar eclipse happens when the Earth comes between the Sun and the Moon.
2 a the boundary
b in the opposite
c sudden
3

Worksheet 7.1
Completing sentences about decomposers
Decomposers are organisms that break down. organic matter. This is useful because it releases
nutrients that plants can use to help to grow.
Some bacteria are decomposers. Bacteria are so small that we cannot see them without a microscope, and
so we say that they are microorganisms. Another group of organisms that are decomposers is fungi.
We can include decomposers in food webs. In a food web, arrows show how energy is transferred from
one organism to another. The arrows point from the organism that is eaten to the organism that eats it.

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Worksheet 7.2
Rearranging sentences
1 Bacteria are single-celled organisms.
2 Some microorganisms are decomposers.
Some decomposers are microorganisms.
3 Bacteria are an example of microorganisms.
4 Decomposers release nutrients into the soil.
5 Energy passes from every organism in a food web to decomposers.

Worksheet 8.1
Testing for gases: explain the word
1 Cloudy: this word describes the white coloured solid that forms in the limewater when carbon dioxide
gas is present.
2 Glowing: this word describes a splint that has been lit but has been shaken or blown almost out so that
there is just a little hot area which looks red or glows.
3 Pop: this is the noise the gas hydrogen makes when it is set alight.
4 Precipitate: this is an insoluble solid that forms in some reactions in a solution.
5 Reactants: these are the substances that you start with in a chemical reaction.
Products: these are the substances you have at the end of a chemical reaction.

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Worksheet 8.2
Correct the text: chemical reactions or not?
First investigation
We added some black copper oxide powder to about 150cm3 dilute sulfuric acid in a beaker. We stirred
it gently.
The black powder disappeared and the solution went blue.
A chemical reaction had taken place. We know this because there is a colour change.

Second investigation
We put some hot water in a beaker and a small piece of chocolate in a test tube. We stood the test tube in
the beaker of water.
The chocolate melted and became a liquid.
A chemical reaction had not taken place. The chocolate had changed state from solid to liquid.

Third investigation
We half filled a test tube with some silver nitrate and slowly added some calcium chloride.
A white solid, called a precipitate, formed.
A chemical reaction had taken place. We know this because a precipitate formed.

Fourth investigation
We put a few spatulas of baking powder into a test tube and added some vinegar.
There was a lot of fizzing and a gas was given off.
A chemical reaction had taken place. We know this because a gas was given off.

Fifth investigation
We opened a can of cola. There was a lot of fizzing and a gas was given off.
A chemical reaction had not taken place. We know this because, although a gas was given off, the gas
was already in the can, so no new product was formed.

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Sixth investigation
We put a solution of blue copper sulfate into an evaporating basin and placed it on a tripod with a pipe
clay triangle. We placed a lit Bunsen burner under it and heated it. We turned off the heat when the
solution started to spit.
Some solid crystals began to form in the evaporating basin.
A chemical reaction had not taken place as no new product had been formed.

Worksheet 9.1
Explain the meaning
1 a move continuously in the same direction
b continuous or without breaks
c stops or prevents
d took out
2 small room, such as in a prison
smallest part of an organism
smallest repeating part of a pattern
shortened form of cellular, as in cell phone
part of a secret club or society

Worksheet 9.2
Electricity wordsearch

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