Mary Jones, Diane Fellowes-Freeman and David Sang Cambridge Checkpoint Science Workbook T CAMBRIDGE {P UNIVERSITY PRESSCAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge es? 8s, United Kingdom Cambridge University Press is part of the University of Cambridge. Ii furthers the University’s mission by dissernjnating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. Tnformation on this tide: edueation.cambridge.org © Cambridge University Press 2012 ‘This publication is i copyright, Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the weitten permission of Cambridge University Press. First published 2012 10th printing 2015, Printed in Poland by Opolgrat A cobalgue reco jor ths publication is avilable fiom the British Library ISBN 978-1-107-62285-2 Paperback (Cambridge University Press has no responsibilty for the persistence of accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guaranice tbat any content on such websites i, or will remain, accurate or appropriate. Information regarding prices, travel timctables, ad other factual information given in this work is correct atthe time of frst printing but ‘Cambridge University Press docs not guarantee the accuracy of such infort thereafterWhat is this Workbook for? ‘This Workbook will help you to develop your knowledge and skills in science. As you work carefully through it, you should find that you get gradually better and better at doing things such as: *+ using your knowledge to work out the answers to questions, rather than just, remembering the answers + planning experiments, recording results, drawing graphs and making conclusions, How is the Workbook organised? Laboratory apparatus ‘The first few pages in the Workbook show you diagrams of the different kinds of laboratory apparatus you will use when you do practical work. You can write in their names and what you used them for. Useful words ‘There are some words that you will use quite often during your science course, ‘Their meanings are explained on pages 10 and 11. Exercises ‘The exercises will help you to develop the skills you need to do well in science. ‘The exercises are not quite the same as the questions that you will meet on the Progression ‘Tests or your Checkpoint examination. ‘This is because the exercises are to help you to get better at doing particular things, rather than testing how well you can do them. ‘The exercises are arranged in the same order as the topics in your Coursebook. Bach exercise has the same number as a topic in the Courscbook. ‘There is not always an exercise for each topic. For example, there is an exercise for each of topics 1.1, 1.2, 1.3 and 1.5, There is no exercise for topics 1.4 or 1.6. Introduction ©Introduction Laboratory apparatus Useful words. Biology Unita Plants and humans as organisms Ll Comparing leaves 12 ‘Human organ systems 1.3 Breaking bones 15 Antagonistic muscles in the leg. Unit 2 Cells and organisms 21 ‘Characteristics of living organisms. 22 Pasteur and spontaneous generation 23 Investigating leaf decay 25. Food poisoning in Japan 27 Comparing plant cells and animal cells Unit 3 Living things in their environment 3.1 Animal adaptations 33 Leathoppers 34 ‘The great London smog 35 Melanoma in Australia 3.6 Conserving giant pandas Unit 4 — Variation and classification 4d Horses, donkeys and mules 42 ‘Variation in hair colour 43 ‘Variation in holly leaves 45 Classifying vertebrates 4.6 Classifying invertebrates Chemistry Units States of matter 5.1 Solids, liquids and gases 5.2 Particle theory 53 Heating a liquid 54 Explaining changes of state Unit6 Material properties 6.1 Metals 63 Comparing metals and non-metals 64 Everyday materials and their properties © Contents 12 14 15, 16 7 18 24 25 27 28 30 32 34 36 38 41 42 44 46 48 51 52 53 54Unit7 Material changes 7.1 Acids and alkalis 56 7.2 Indicators 58 74 Neutralisation 60 7.6 Planning investigations 62 Unit8 The Earth al Rocks, minerals and soils 64 83 Igneous rocks 65 &4 Sedimentary rocks 66 8&5 Metamorphic rocks 67 8&6 Weathering 68 8&7 Moving rocks 70 8.10 Structure of the Barth 7 Physics Unit9 Forces and motion 9.1 Force detectives 7 93 Mass and weight 7 Measuring friction 7 Patterns of movement 7! Energy Body energy 79 Chemical stores of energy 82 Heating a block 83 Using energy ideas 85 Energy stores and transfers 86 Energy arrows 88 The Earth and beyond ‘The Earth in a spin 90 ‘The truth about the stars 91 Researching a planet 92 Day and night on the Moon 93 ‘Astro quiz oF Satellites in space 96 Contents ©‘You will use lots of different pieces of apparatus when you do practical work. Each time you use a new piece of apparatus, find its picture here and write in its correct name. Then describe what you used the apparatus for, There are spaces on page 9 to add more apparatus you have used. This is a. used this for ... This isa... Tused this for This isa... ‘This isa. Tused this for Lused this for This isa .. ‘This isa Cl Lused this for .. This isa... Tused this for This isa Tused this for .... Lused this for .. Goo) —— ( © Asborsonyapgaceus:AY) Laboratory apparatus (® This isa ‘This isa Lused this for ... Lused this for This is a ... ‘This isa Lused this for Lused this for ‘These are... This isa Lused these for .... used this for ... This is a This isa Lused this for . Tused this for .. Laboratory apparatus ©®) Laboratory apparatus - This is a .... This is Tused this for Tused this for This isa. Tused this for .. Tused this for This is a Tused this for ‘This isa - Tused this for This isa Tused this for... This is T used this for .. © Laboratory apparatusAY Laboratory apparatus (® This isa .... ‘This isa Tused this for ..... is Tused this for This isa... Tused this £01 ccc 3 Tused this for ... ‘This isa This is a... ‘This is a Tused this for cose Tused this for ... This is a... 7 ‘This isa Lused this for Lused this for Laboratory apparatus ©Plant leaves absorb energy from sunlight. Porous rocks can absorb water Jovanka did an experiment to investigate whether metals and non- ‘metals conduct electricity Her conclusion was that metals conduet electricity, but most non- metals do not conduet electricity Shane described what happened when he added some acid to some alkali. He said that the indicator changed colour from the UL colour at pH 10 to the UI colour at pH 7. Shane explained what happened when he added some acid to some alkali. He said that the pH changed from pH 10 to pH 7, because the acid neutralised the alkali, Sonali is doing an experiment to investigate how temperature affects the rate at which a fungus grows on bread. She makes it a fair test by making sure that the only variable that changes is the temperature. 9 F s z ine function of a plant's roots is to absorb water. ‘The function of a forcemeter is to measure a force. ® Useful wordsIna solid, the particles are tightly packed in a regular arrangement, vibrating on the spot. Ina clay soil, the soil particles are small with only tiny air spaces between them. One property of metals is that they can conduct electricity. A property of liquids is that they can flow. ‘The unit for measuring length is the metre. ‘The unit for measuring mass is the kilogram, Sonali is doing an experiment to investigate how temperature affects the rate at which a fungi grows on bread, ‘The variable she changes is the temperature. ‘The variable she measures is the growth of the fungus, ‘Three of the variables she keeps the same are the kind of bread, the size of the bread and the amount of water he adds to the bread. Useful words (®nit 1 Plants and humans as organisms Exercise 1. Comparing leaves This exercise will help you to practise observing carefully. You will also think about how to record your observations in a table. 1. Find two leaves from two different plants. Decide which one will be Leaf A and which will be Leaf B. 2 Look very carefiully at the two leaves. Make a list of three features that are the same in both leaves. first feature second feature third feature eeUnit 2 Plants and humans as organisms (@® 3 Now look for differences between the leaves. Write descriptions of the differences in the table. You can add more rows to the table if you like. length shape colour surface edge pattern of veins 4 Plants and humans as organisms ©@® Unit 4 Plants and humans as organisms Exercise 1.2 Human organ systems This exercise will help you to remember what you have leamt about four organ systems in the human body. For each of the functions listed, write the name of the organ system that has this, function. Choose from: respiratory system nervous system circulatory system digestive system ‘Then list at least two organs that are part of each organ system. transporting substances round the body breaking down food and absorbing it into the blood taking oxygen into the body and getting rid of carbon dioxide helping different parts of the body to communicate ®) 4 Plants and humans as organismsUnit 2 Plants and humans as organisms (a Exercise 1.3 Breaking bones This exerc e help you to practise reading information from a bar chai Most of our bones are very strong. They do not break ea forces on a bone can make it snap. But very strong ‘The bar chart below shows information about the bones broken in a country in Europe in one year. It shows which bones in the arms and shoulders were broken most often in people under 18 years of age. radius or ulna 15000 girls BB bovs 100004 ‘number of breaks | peryear t 5000-4 — op sseeean| scapula © bone Use the bar chart to answer these questions 1 Which bones were broken most often? 2 For boys, how many times was a humerus broken during the year? 3 How many more times did a boy break his radius or ulna than his humerus? Show how you worked out your answer. 4 How many times did girls break a bone in a part of the arm below the elbow? Show how you worked out your answer. ‘Pans anchumansasomnisns (@)(2 Unit 4 Plants and humans as organisms Exercise 1.5 Antagonistic muscles in the leg In this exercise, you will be using what you have learnt about the muscles in the arm to predict how the muscles in the leg work. It's important not to get worried when you see something new that you think you have not leamed about. Just think about what you have leamt, and use it to help you in this unfamiliar situation. This diagram shows the muscles in a person's leg. 4. On the diagram, label these bones: thefemur the pelvis _ the tibia 2 What kind of joint is the knee joint? 3 On the diagram, label a ball-and-socket joint 4 Look carefully at the diagram. What will happen at the knee joint when muscle A contracts? 5 What will happen at the knee joint when muscle B contracts? 6 Which of these pairs of mu: correct answers, AandB AandD ~~ Band@ CandD — CandA ©) Pers nehamarsesornisns les are antagonistic pairs? Underline the twoUnit 2 cells and organisms ) Exercise 2.1 Characteristics of living organisms Doing this word search will help you to learn and remember the seven characteristics of living things, and how to spell them \d the words with each of these meanings, Being able to sense and respond to stimuli b A chemical reaction that takes place in all living cells, releasing energy from food. © Changing the position or shape of part of the body. Getting rid of waste products from the chemical reactions taking place inside body cells. f Making new living organisms. & Apermanent increase in size. zia}x|/ulele/bjcly|/s|tl|nplr rlhale|h}|p)x/elt}nrlt|wiolr|g sjifulzi/e|k)e| mi nlilx|t) tls pig|n|wiy|alol}o|mi(t|clec|xle iim) ple] bl tlilv} k]/d}rl{uj sft ri hie} ty]ilt}olelcleleldjrft alulpl|olileli| mol ult|o| wie o}ujy}/t}/ij viilt}ils|nalels|¢g no hoi} j}t) ul fi) v)/jle|;alri\ die 2 Cells and organisms ©(® Unit 2 Cells and organisms Exer e 2.: Pasteur and spontaneous generation Louis Pasteur was a brilliant scientist. He lived at a time when people were only just beginning to understand anything about micro-organisms. This exercise will help you to learn about one of his most famous experiments. You will also think about using evidence to make conclusions. In the nineteenth century, many people believed that micro-organisms could just appear from non-living material. This was called spontaneous generation. Louis Pasteur thought that this idea was wrong, He thought that micro- organisms could only be formed when other micro-organisms reproduced. He planned an experiment to test this idea, Pastcur used some very special glass flasks for his experiment. The diagram shows what he did, ( Ow 7 ca BS \ 7 & 4 Explain how Pasteur made sure that there were no micro-organisms in the flask before he left it in the laboratory. 4 Aliquid containing nutrients for micro- << ‘organisms is poured Hl into a glass flask. 2 Along, bent tube is joined to the flask. 4 The flaskis left in the laboratory for many weeks. micro-organisms entering {rom the air get trapped here ® 2 Cells and organismsUnit 2 cells and organisms (® 2. Explain how Pasteur made sure that any micro-organisms that appeared in the flask had food and oxygen. 3. Pasteur found that the liquid in the flask stayed unchanged for many months. Do you think that this provides evidence against the idea of spontaneous generation? Explain your answer, 4 After several months, Pasteur cut the curved neck off the flask. He found that-the liquid went bad in just a few days. Suggest why this happened. 5 Do you think that the result of cutting the curved neck off the flask provides evidence that the idea of spontaneous generation is not correct? Explain your answer. 2 Cells and organisms ©Exercise 2.3 Investigating leaf decay This exercise gives you practice in thinking about how to do an experiment to test an idea. You will also think about presenting results and using evidence to make conclusions. ‘Tom knew that micro-organisms cause clead leaves to decay. He predicted that bigger organisms, such as earthworms and other tiny animals in the soil, might also help to make the leaves decay. In June, Tom made two identical small bags out of nets with different sized mesh. BagA 1cmmesh_Earthworms BagB 0.005mm mesh Only and other small animals can get ‘micro-organisms can get through the holes. through the holes. Next, Tom collected some dead leaves, He carefully cut rectangles measuring Jem X 2cm from the leaves. He put 50 leaf rectangles into each bag. ‘Tom buried the bags close to each other his garden, Every two months, he dug up the bags. He measured how much of the leaves had disappeared from each bag. ®) 2 Celis and organismsUnit 2 cells and organisms ® ‘The graph shows ‘Tom's results. {a 100: {ves in Lem mesh bag 80 60 ‘area of leaves that had disappeared /em? 40 0.005 mm mesh bag 20 yerfeseeoke Dec jan Feb Mar | Apr ‘Aug ” Sep” Oct” Nov ‘month June" jul ‘Tom decided that one of his results was wrong; He must have made a mistake when he was making his measurements. Which result was wrong? In which bag did the largest area of leaves disappear during Tom’s experiment? Which organisms could reach the leaves in this bag? 4 ‘Tom decided that his prediction was correct. Explain the evidence that he had for this decision, 2 Cells and organisms ©@® Unit 2 cellsandorganisms Exercise 2.5 Food poisoning in Japan This exercise gives you practice in using a bar chart to find information. You will also apply your knowledge about the conditions that micro-organisms need to grow. Food poisoning happens when you eat food that contains large numbers of harmful bacteria, ‘Three types of bacteria that cause food poisoning are called Campylobacter, Salmonella and Vibrio. (Their names are written like this because they are Latin, scientific names. The bacteria don’t have common English names.) ‘The bar chart shows the numbers of cases of food poisoning caused by these three kinds of bacteria in Japan in 1991 and in 2008, 600 [Campylobacter 500 400 1991 Ih 2008 number of cases ‘of food poisoning 30° 200 100 bacteria causing food poisoning @) 2 exisandononinsUnit 2 Cells and organisms (® Use the bar chart to answer these questions, 41 Which bacterium caused the most cases of food poisoning in 1991? 2 How many cases of food poisoning did Salmonella cause in 1991? 3 How did the importance of food poisoning by Campylobacter change between 1991 and 2008? 4 In Japan, many cases of food poisoning are caused by people eating undercooked chicken. Explain why cooking chicken thoroughly could prevent food poisoning. 2 Cells and organisms «® Unit 2 Cells and organisms Exercise 2.7 Comparing plant cells and animal cells You should not find this exercise too difficult. Try to do it without looking anything up. Complete the table to show which structures are found in plant cells and animal cells. cell wall @) 2 cxissndoronins>) Unit 3. Living things in their environment Exercise 3.4 Animal adaptations This exercise will give you practice in describi animals adapt them to live in their habitat. 1g how particular features of 4. ‘The drawing shows a crab. Grabs live on the sca bed. They feed on dead animals, and the remains of food that other predators have eaten. shell jointed leg antenna Complete the table to describe three features of the crab that are adaptations for its way of life. ‘helps the crab to survive.AS) . . (ELD Unit 3 Living things in their environment 2. Think of an interesting animal that lives in a particular habitat on land. Make a drawing of your animal. Use labels to explain how it is adapted to survive in its habitat. ® 3 Living things in their environmentUnit 3 Living things in their environment «® Exercise 3.3 Leafhoppers (This exercise is about food chains, and how humans can affect food chains.) Rice is an important food crop in many countries. The rice plants produce sceds, which are harvested and eaten by people ‘The diagram shows this as a food chain. The arrows in the food chain show how energy passes from each step to the next. Sun — rice > humans 41 How does energy pass from the Sun to the rice? 2. How does energy pass from the rice to the humans? 3 Other organisms, such as green leathoppers, also like to eat the rice, Green leathoppers also eat grass, but they prefer to cat rice. Suggest why the numbers of green leafhoppers are much larger in rice fields than in other places, 4 ome farmers keep carp and other fish in the wate ‘The carp eat the leathoppers and their eggs. their rice fields. Draw a food chain to show how energy passes from the Sun to the carp. 3 vinings interenvtonnent (@Q)(2 Unit 3 Living things in their environment Exercise 3.4 The great London smog This is a true account of a serious pollution event that happened many years ago. You will need to think about the causes and effects of pollution. You will also practise getting information from a graph, and using numbers to provide evidence. London, in England, used to be famous for its foggy atmosphere. In the 19505, many people in London burned coal to heat their houses. Smoke and sulfur dioxide mixed with the fog, producing a smelly mixture called smog. Sulfur dioxide irritates the nose and throat. People who have asthma or other problems with their lungs can develop severe problems if they breathe in a lot of sulfur dioxide, In December 1952, the smog was especially bad. The graph shows the concentration of sulfur dioxide in the air during the first 15 days of that month. It also shows how many people in London died each day. 1.0: 08 0.6 concentration of sulfur dioxide parts per million 1 deaths per day _ 0.8 +400 ° 123 45 6 7 8 9 101112 13 1445 date, starting at 1 December 1952+ AY) Unit 3 Living things in their environment (® 1. The smog contained sulfur dioxide. Explain where the sulfur dioxide came from. 2 On which day of December was the concentration of sulfur dioxide in the air the greatest? 3 What was the concentration of sulfur dioxide on that day? 4 Itis recommended that people should not be exposed to sulfur dioxide concentrations greater than 0.2 parts per million, Draw a horizontal line on the graph to show this concentration. ‘Then work out the number of days between | and 15 December when the sulfur dioxide concentrations were above that level. 5 How many people died in London on 1 December ... 6 How many more people died on 8 December than on 1 December? 7 Describe the evidence from the graph which suggests that the sulfur dioxide ‘might have caused some people to die. 8 Explain why we cannot be sure that it was the sulfur dioxide that caused people to dic. BUvingtingsinterenionnen (@)( Unit 3. Living things in their environment Exercise 3.5 Melanoma in Australia You will practise drawing a bar chart in this exercise. You will also have to think of a sensible explanation for the patterns in the data, and to use your knowledge and understanding to make a prediction. stralia is in the southern hemisphere, Itis close to the hole in the ozone layer: ‘The map shows information about a type of skin cancer called melanoma in the year 2000, in each state in Australia, Northern Tertitory men 38 women 28 ‘Queensiand men 75 women 50. ‘The figures on the map are the number of ‘men and women in every 100000 who were diagnosed with melanoma. Western Australia| men 56 women 39 South Australia men 43 women 36 Victoria maa men 40 women women 40 3 1 Complete the bar chart to show this information, 80 Hi women 60 number of people er100000 40 getting melanoma 20 Westem —Northem South Queensland NewSouth _Vietoria Tasmania Australia Territory. Australia Wales state QD) 310inr vino teicervionmet. AY) Unit 3 Living things in their environment (Q 2 Melanoma is often caused by ultraviolet radiation that is absorbed by the skin, Suggest an explanation for the differences in the figures for men and women, shown on your bar chart, 3 The numbers of people with melanoma in Australia increased between 1983 and 2000. Use what you know about the ozone layer to suggest why this happened 4 Melanoma usually takes many years to develop. ‘Today, peopl much sunlight. Australia are very careful to avoid exposing their skin to too Predict what will happen to the numbers of people in Australia getting melanoma in the future, Explain your prediction, Bing tingsin ir envionment (@)A) i - ( Unit 3. Living things in their environment Exercise 3.6 Conserving giant pandas In this exercise, you will practise finding information in a written passage. Try to write your answers in your own words rather than just copying pieces from the passage. Read the information about giant pandas, and then use the information and your own knowledge to answer the questions Giant pandas live in China. They eat bamboo. i Bamboo is tough and difficult to digest. Giant pandas have a sixth ‘finger’ that helps them to hold bamboo stems firmly while they eat the bamboo. They have a large head with very strong jaw muscles, and very big molar teeth to help them to chew. Many bamboo forests have been cleared in China, to provide more land for farming and building houses. The numbers of giant pandas have fallen so much that they are in danger of becoming extinct. To help to save the giant panda, China has created many nature reserves where the pandas habitat is protected. ©) 3 v-revnes in reirenionmenUnit 3. Living things in their environment ® 1 Draw a food chain to show how giant pandas get their energy, 2 Describe three ways in which giant pandas are adapted for their way of life, For each adaptation, explain how it helps them to survive. first way second way. third way .. 3 Explain why giant pandas are in danger of becoming extinct. 4 Many tourists to China want to see giant pandas, Suggest how this could be used to help to conserve the pandas, bsg ings ietenionnenr (@)4 Variation and classification Exercise 4.1 Horses, donkeys and mules This exercise is about the meaning of the wor practice in observing carefully and recording your observatio also give you ‘The Latin name for a horse is Equus caballus. The Latin name for a donkey is Eqns asinus. People sometimes breed a female horse with a male donkey. The offspring is called a mule, Mules are big and strong, like horses. They are quiet and easy to handle, like donkeys. Mules are infertile horse (Equus caballus) Ta 4 donkey (Equus asinus)Unit 4 Variation and classification @® 1 Write down three similarities between a horse and a donkey. first similarity. second similarity third similarity 2 Write down two ways in which a donkey differs from a horse. first difference .. second difference 3 Find two pieces of evidence in the information on page 34 showing that horses and donkeys belong to different species. first piece of evidence . second piece of evidene 4 Variation and classification ©Exercise 4.2 Variation in hair colour Doing this exercise will make sure that you can use tables to record data about variation, and also that you can draw a frequency diagram. The students in Nisha’s class come from many different countries, Nisha recorded the hair colour of ten of her friends. ‘These are the results she wrote down, Dervia - red Janya ~ black Raphael ~ black Raakel - blonde Aanedi=lBinck Kay ~ blonde Dean ~ brown Lakshan ~ black Jinjing - black Shane - brown ©) 4 vwiaion ons ctssieatonUnit 4 Variation and classification (® 4 Complete Nisha’s results table. Hair colour Tally Number of people 2 Complete the frequency diagram to show Nisha’s results. ‘number of people hair colour Averatonsnddassiaton (@)() Unit 4 Variation and classification 2 4.3 Variation in holly leaves This exercise gives you more practice in calculating a mean, and in recording variation in a results table and a frequency diagram. This time, you have to work out both the axis labels and scales yourself. Pempho investigated variation in the number of prickles on holly leaves. The photograph shows the leaves. @) a vetsvorend ciassesionUnit 4 Variation and classification @ 1 Count the number of prickles on each leaf, and write them down. 2 Caleulate the mean (average) number of prickles on a holly leaf: Show how you worked out your answer, mean number of prickles . 3. Draw a results table, and fill it in to show Pempho’s results. Organise the results so that you can use them to draw a frequency diagram. ‘ Variation and classification ©(®) Unit 4 variation and classification 4 Draw a frequency diagram to show Pempho’s results. 5. What is the range in Pempho’s results? 6 What is the medi 7 What is the mode in these results? 8 State one other feature that shows variation in these holly leaves.Unit 4 Variation and classification @® Exercise 4.5 Classifying vertebrates Do you remember the names of the five groups of vertebrates? How well do you know the characteristics of each group? Try to do this exercise without looking anything up. ‘The table shows some characteristics of six vertebrate animals, A to F. Does it have fins? no | no no | no | no yes Does itive in water? no | no no | yes | sometimes yes What covers its skin? hair | feathers | hair | scales | nocovering scales Does ithave lungs orgills? | ungs | tungs | tungs | tungs eee sills Does it have wings? ves | yes no | no | no no Doesitlayeggs inwater? | no | no no | no | yes ves Doesitlayeggsonland? | no | yes no | yes | no no Decide which vertebrate group each animal belongs to. 4 Variation and classification ©AY : - (2 Unit 4 Variation and classification Exercise 4.6 Clas: ig invertebrates This exer some of the help you to think about and remember the character ferent groups of invertebrates. ‘The drawings show some invertebrates, GB) sever wiser. \ Unit 4 Variation and classification (® Write the letter of each animal in the appropriate space in the table. 4 Variation and classification ©Init 5 States of matter Exercise 5.4 Solids, liquids and gases This exercise will help you to understand and remember the properties of matter. You will have to use your knowledge about the three states of matter to work out the answers to question 2. 4 Complete the sentences, Solids, liquids and gases are called the three of matter, In solids the . and stay the same. Solids cannot be .. and they do not flow. Liquids always take the shape of the .. they are in. ‘They cannot be compressed ~ th ays the same. Liquids can be Gases do not have a fixed .. or They can be 2 Devon has been asked to test five materials to sce if they are solid, liquid or gas He has carried out some simple tests on some of the materials, He has not yet completed his test. ‘This is his results table, Material | Can it be Does it flow? | Does it stay | Does the compressed? the same volume stay shape? the same? A yes yes B yes yes c yes D yes yes E yes ©) 5 s1esor neUnit 5 states of matter @® a Ismaterial Aa solid, a liquid or a gas? Explain your answer. ¢ Devon thinks that material G is either a liquid or a gas. Which one other test would you carry out to find out which it is? Explain your choice. Devon thinks material D is a liquid. Is he correct? Explain the reason for your answer. £ What test should he do to decide if mate Explain your answer. ssazsormaner @)@® Unit 5 states of matter Exert 5.2 Particle theory This exercise is to help you remember the facts about how particles are arranged in a solid, a liquid and a gas. Take care with the diagrams! Think carefully about how the particles are arranged and whether they are touching or not. 4 In the box below draw a diagram to show how the particles in a solid are arranged. 2 What keeps the particles in a solid in this arrangement? @) sss 8mUnit 5 states of matter m2) 3. In the box below draw a diagram to show how the particles are arrany ina liquid 4 What keeps these particles in a liquid it this arrangement? 5. In the box below draw a diagram to show how the particles are arranged in & gas. : i 5 States of matter Ge 5.3 Heating a liquid This exercise is about recording results in a results table and a graph. You will practise drawing a best fit line. You'll also need to think hard about what happens to a liquid when it gets so hot that it boils. Marlon heats liqui every minute. a beaker for 10 minutes, He takes the temperature ci] 4 What safety precautions is Marlon taking? 2 This is Marlon’s results table Time Temperature 0 22 1 29 2 38 3 “8 4 59 5 a [ 6 78 7 35 8 92 9 98 10 92 ‘There are two important things missing in Marlon’s results table. Write the two missing things in the correct spaces in the results table. ©) sswtesormaneUnit 5 States of matter @® 3. Here is the graph he plotted from his results. 200: 80 temperature /°C ° 1 2 3 4 5 6 7 8 9 time / minutes One of the points on the graph does not fit the pattern, Draw a circle around it, b Suggest what Marlon should do about this result 4 Look carefully at the pattern the points make on the graph. Can you see that they follow a curve? Using a sharp pencil, draw a smooth line that follows this curve. The line does not need to go through every point. There should be the same number of points above your curve as below it ‘This is called a line of best fit. 5 States of matter ©® Unit § states of matter . 5. Describe what happens to the temperature of the liquid as itis heated. 6 The temperatures towards the end of the experiment do not change very much. Why is this? 7 Marlon measured the volume of the liquid at the start and the end of the experiment. Do you think there was less, more or the same volume of liquid at the end as there was at the beginning? Give a reason for your answer.Unit 5 states of matter @® Exercise 5.4 Explaining changes of state theory. It's important to know the scientific meanings of each of the terms in This exercise gives you practice in explaining changes of state, using particle | the list, and to be able to use them correctly. Use the following words in your answers. Use cach word at least once. You will need to use some of the words more than once, condensation energy evaporation _forces particle melting move transfer _—_vibrate 4 Use particle theory to explain what happens when a solid is heated and it changes into a liquid. 2. Use particle theory to explain what happens when a gas reaches a cold surface and it changes into a liquid, 3. Use particle theory to explain what happens when a liquid is heated and it changes into a gas. 5 States of matter ©( Init 6 Material properties Exercise 6.1 Metals This exercise will help you to remember the properties of metals, and to think about how we make use of some of these properties. 4 Draw a circle around each word, or group of words, that describes a property of metals. malleable has a shiny brittle surface does not ductile feels warm conduct heat to the touch makes a ringing has a dull conducts sound when surface electricity tapped 2 Which properties of metals are important in each of these examples? @ Copper is used for electrical wiring: b Gold is used for making jewellery. € Aluminium is used to build © 6 Material propertiesUnit 6 material properties @® Exercise 6.3 Comparing metals and non-metals This exercise help you to distinguish between metals and non-metals. 1 Draw a labelled diagram to show how you could test a material to find out if it conducts electricity or not. 2 Write true or false next to each of these statements. a All metals are magnetic. b Solid non-metals are brittle. . ¢ All metals are solids. d- Metals conduct heat energy. € Non-metals are good conductors of electricity. . 6 material properties ©(@ Unit 6 material properties ~ Exercise 6.4 Everyday materials and their properties This exercise will help you to decide which properties of everyday materials are important for particular jobs. 1 Glass and plastic arc very useful materials for packaging and storing food and drink @ Which properties of glass are useful for this job? b Which properties of glass are a problem in transporting food and drink? Which properties of plastics are useful in transporting food and drink? d Which propertics of plastics cause a problem when the container is empty?Unit 6 Material properties @® 2 Imagine you are the owner of a factory making shirts, You are going to make a new design of shirt to be worn in a tropical climate. ‘The table below shows some properties of three materials that you could use Band C. Cost expensive very cheap cheap Easy to make? very easy very difficult because| easy the material slides about Easy to wash? very easy easy easy Does it dye well? very well patchy fairly well Keeps colour after no fading very faded slight fading, washing ten times? Drying time fast very fast slowest Can sweat evaporate yes no. yes from the skin through the material? @ Which material would you choose to use to make the shirts? b Explain the reasons for your choice. 6 Material properties ©Exercise 7.1 Acids and alkalis This exercise will help you remember important information about acids and alkalis and how to work safely in the laboratory. 4 The words below each have something to do with either acids or alkalis, Write cach word, or group of words, in the correct column in the table. citric acid cola corrosive irritant —_ lemon juice nitricacid sharp sodium hydroxide soap sour vinegar washing powder _ washing soda © 7 Material changesUnit 7 Material changes ‘® 2. In the boxes below, draw the hazard labels for corrosive and harmful/irritant, corrosive hharmful/iritant 3 ‘The table lists some safety points to think about when you use chemicals. Complete the table by explaining the reason for each safety point. wearing safety glasst placing bottle stoppers upside down on the bench replacing the bottle stopper as soon as you have finished using the bottle ‘working in an orderly way 7 Material changes ©(@® Unit 7 material changes Exercise 7.2 Indicators This exercise will make you think about the practical work that you have done. Itis important to be able to describe how you do something. 1 You have used indicators i ‘periments. Explain what an indicator does. Ey methylated spirit 2. The diagram shows some equipment in a laboratory.Unit 7 Material changes @® Describe how you could use the equipnient to make your own indicator 3. Describe how you would test your indicator to check that it works. 4 Explain why an indicator like the one you made cannot help you to find out if coffee or cola is an acid or alkali. 7 Material changes ©(® Unit 7 Material changes . Exercise 7.4 Neutralisation exer’ gives you practice in measuring volumes using two different pieces of apparatus ~ a measuring cylinder and a burette. 41 The diagram shows a measuring cylinder, Draw the meniscus of water in the measuring cylinder when it contains 25 cm’, (Reminder: the meniscus is the surface of the water) ©) rieteiatcrangesA) 7 Material changes (( 2 The diagram shows some burettes with different volumes of liquid in them, Write down the reading on cach burette, Remember to include the units. sate cSnees ©@® Unit 7 Material changes Exercise 7.6 Planning investigations This exercise helps you to think about how scientists plan and carry out, investigations. 4 When scientists do experiments, they must think carefully about variables. Explain what a ‘variable’ is. 2 An environmental scientist tests the water from a number of lakes in the area where she works. ‘The lakes have become acidic. ‘The scientist needs to know which lake is the most acidic so that work can start on neutralising the acid, Step 1 The scientist takes a sample from each lake and tests it with Universal Indicator solution. it Step 2 She adds sodium hydroxide solution to see how much is needed to neutralise the lake water, sodium hydroxide solution lake water + Universal Indicator solutionUnit 7 Material changes @® a Explain what the scientist should do to make sure that she carries out a fair test in step 2. b The scientist tests each sample three times. Explain why it is important to do this. € The table shows the scientist's results. A 4 6 5 5 8 10 9 u 10 ¢ 1 1 1 1 What do these results tell you about the acidity of the three lakes, A, B and @? Explain your answers. 7 Material changes ©Init 8 TheEarth ~ Exercise 8.1 Rocks, minerals and soils This exercise will help you to remember some facts about rocks, minerals and soils. 1 What is the scientific term for someone who studies rocks? 2 What is the difference between rocks and minerals? 4 Name three things you would expect to find in soil. © 8 the EarthUnit 8 The Earth ® Exercise 8.3 Igneous rocks will give you practice Complete the sentences using words from the list. You may use each word once, more than once or not at all. crystals fossils grains granite hear igneous limestone magma marble metamorphic more quickly particles porous —_ pressed pressure sedimentary Rocks that are formed when molten ... . cools are called rocks. .... can often be seen in these rocks, Rocks with small crystals cooled .. ..than rocks with langer crystals. If the magma cools very quickly then no _.. are formed. An example of an igneous rock is 8 The Earth ©@® Unit 8 The Earth - Exercise 8.4 Sedimentary rocks Completing these sentences will help you to check that you understand how sedimentary rocks are made. Complete the sentences using words from the list. You may use each word once, more than once or not at all crystals fossils grains granite heat igneous limestone magma marble metamorphic more quickly particles porous pressed pressure sedimentary Rocks formed from layers of ..s.seeo settling on top of one another and being down are called ... _ rocks, Small . can be seen in the rock. ‘These rocks often contain fossils and are ..... An example of this type of rock isUnit 8 the Earth ® Exercise 8.5 Metamorphic rocks Completing these sentences will help you check that you understand how metamorphic rocks are formed. Domplete the sentences using words from the list. You may use each word once, more than once or not at all. crystals fossils grains granite heat igneous limestone magma marble metamorphic more quickly particles porous pressed pressure sedimentary Metamorphic rocks are formed from other types of rocks that are subjected to a lot of and... underground. Metamorphic rocks are harder than .... rocks, An example of a metamorphic rock is 8 The Earth ©@® Unit 8 the Earth - Exercise 8.6 Weathering In this exercise, you will practise organising results into a results table and then use them to construct a line graph. In question 3, you are asked to compare two sets of results. This is not easy! You should try to write sentences that say something about both rocks, and that use words such as ‘faster’ or ‘more’. ‘Some students investigated the action of acid on two different kinds of rocks rock A. and rock B. Ac the start of the experiment the students measured and recorded the mass of cach rock sample, ‘Then they placed the rocks in a beaker of a weakly acidic solution. ‘The students removed the rocks every day and measured their masses again. ‘These are the results that they wrote down. Day 1 - rock A 35.5g, rock B 29.7g Day 2 - rock A 35.4g, rock B 29.0g Day 3 - rock A 35.2g, rock B 27.4g Day 4 - rock A 35.1g, rock B 26.5g Day 5 - rock A 34.8g, rock B 25.79 Day 6 - rock A 34.6g, rock B 25.1g Day 7 - rock A 34.5, rock B 24.6g 2 Construct a results table to show these results, © 8 The Earth2 Plot these results on the graph paper below. 3 Compare the results for rock A and rock B. 4 Which type of rock is rock B likely to be? 5, Predict what would happen if the students carried on with their experiment for another week. 8 The Earth ©(@® Unit 8 the Earth Exercise 8.7 Moving rocks This exercise will help you to remember how rock fragments are transported and deposited. Complete the sentences using words from the list. You may use each word once, more than once or not at all. distance fragments gravity heavy large layers long millions mud rivers sand sea sedimentary short slope speed streams squashed volume Rock fragments are carried by and streams, ‘The distance they travel depends on the .... . of the ground, the 1 of water in the river and how the fragments are. ‘The heaviest fragments can only be carried a... .» distance. Smaller; lighter fragments are carried a long way. The sand and mud may get carried to the .. ‘The layers of sand and mud build up over .. .. of years and the fragments are .» together by the . on top. This forms . rock. ® 8 The EarthUnit 8 The Earth @® Exercise 8.10 Structure of the Earth This exercise will help you to remember the development of ideas about the structure of the Earth. 1 Draw a labelled diagram to show the internal structure of the Earth as we know it today. 2 Which two metals are found in the area in the centre of the Earth? 8 The Earth ©@ Unit & the garth . 3 In 1912 Alfred Wegener came up with the idea of continental drift. Explain what is meant by continental drift. 4 What was the evidence that led Wegener to this idea? 5. Some people did not believe Wegener’s idea because he could not explain how continental drift happened. What theory was developed in the 1960s that explained his ideas? 6 How did this theory explain the idea of continental drift? ® B the EarthUnit 9 Forces and motion Exercise 9.1 Force detectives Forces are le — but we know that they are there! These two exercises help you to become better at detecting forces. 1 Read the following sentences. Draw a ring around any word that tells you that a force is at work. There is one in each sentence. e@ Ashok pushed open the door and went out into the street, LE % ? He was pulling a heavy bag of books for school. He kicked a stone along the ground, When he saw his little sister Guri, he lifted her up. She did not like this, so she pulled his ear, When Ashok met his friends, they were throwing a ball. Ashok tried to catch the ball but it hit him on the nose. 2. We draw foreé arrows to show when a force is acting, The arrow shows the The force ofthe direction of the force, Wind onthe tree. A force arrow should be labelled to _ show which object is making the force NS and which object the force is acting on. Draw an arrow on each picture to show the forces described. The first example has been done for you, The force of the table on the book. The force of the donkey on the cart The force of the man on the donkey. ‘The force of the elephant on the ground. 9Foresandmoion (@)@® Unit 9 Forces and motion Exercise 9.3 Mass and weight Mass and weight are two important quantities in science. It is easy to confuse them. These exercises will help you to learn the difference between them. 1 The mass of an object is measured in grams (g) or kilograms (kg), Here is a list of objects, bus mouse car cow girl__—-house_—_ book ‘The table below shows the mass of each of these objects, but which is which? Write the names of the objects in the second column of the table, to show: their masses. 208 500g 30kg 250kg Boo kg 5000 kg 100000 kg 2 To find out the weight of an object, we multiply its mass in kg by 10. This is because the Earth’s gravity pulls on every kg of mass with a force of 10 N. weight (in N) = mass (in kg) x 10 Vikram’s baby brother had a mass of 8.0kg when he was born. Calculate the baby’s weight, BD) 9FocesansmetinUnit 9 Forces and motion @® 3 Write mass or weight next to each statement in the second column of this table. the force of gravity acting on an object measured in kilograms gets much less if you go to the Moon can be represented by a force arrow ‘measured in newtons (N) ‘add 50 of salt to 1kg of water.” stays the same even if you are far out in space 5 apples are about 5 N Exercise 9.4 Measuring friction This exercise will give you practice in displaying and interpreting data collected in an experiment. In an experiment to investigate friction, Pablo weighed a wooden block using a forcemeter. This told him the weight of the block. ‘Then he placed the block on a table and pulled it along using a forcemeter. This told him the force of friction acting on the block. Pablo increased the weight of the block by placing heavy weights on top of it. 9 roxesand maton (@)y ) Unit 9 Forcesandmotion (A ‘The table shows Pablo’s results. 1 Pablo added another weight to the block, so that it weighed 25.0. He found that the frictional force was 10.0N. Add this result to the table on the right. 2 It would have been easier to see the pattern in Pablo's results if he had increased the weight of the block step-by-step. Complete the second table to show how he should have recorded his results, 3 On the grid below, draw a graph of Pablo’s results. ‘Show the weight of the block on the horizontal axis. Show the force of friction on the vertical axis, Draw a line through the points to show the pattern of Pablo’s results. ® 9 Forces and motion 5.0 2.0 20.0 8.0 35.0 60 30.0 4.0 5.0 10.0 15.0 20.0 25.0 | t i i | | T | | Hy ee HHH { | | et tHUnit 9 Forces and motion @® 4 Study Pablo’s table of results and your graph. Decide which of the statements in the table below are true and which are false. Write your answers in the second column. 4 Pablo measured the weight of the block in kilograms. 2 Pablo measured the force of friction in newtons. 3 As the weight of the block increased, the force of friction decreased. 44 The force of friction increased in equal steps as the weight of the block increased. 55 Every time the weight of the block was increased by 2N, the friction increased by 5N. 6 The graph of Pablo’s results forms a straight line. 7 The graph shows that increasing the weight of the block increases the force of friction acting on it. 5 Three of the statements in question 4 were false. Rewrite them here, correcting the mistakes in them, 9 Forces and motion @@® Unit 9 Forces and motion Exercise 9.6 Patterns of movement In science, we try to understand how things movi to analyse the pattern of a moving object — a spidi in Mui watched a spider running around on her table, To record how it moved, she marked its position wet every second. aot . oe Start eeweee ee * . The diagram shows the pattern of . the spider’s movement. oe 4 On the diagram: @ Marka section where the spider was moving at a steady speed. b Marka section where the spider was speeding up (getting faster). € Marka section where the spider was slowing down. Marka section where the spider was changing direction. 2a Explain how you can tell from the pattern of dots that the spider was moving at a steady speed. b Explain how you can tell from the pattern of dots that the spider was speeding up.Exercise 10.1 Body energy This exercise will help you to understand some of the ways in which we use our bodies’ energy stores. It will also give you practice in interpreting data. Your body stores energy, which you need for everyday activities. If you are not active enough, you may put on weight. Exercise helps you to use up excess energy. ‘The bar chart shows how much energy you use when running at different speeds. For example, if you run at 8km per nerey hour, you use about 38kJ of energy minute each minute. 8 10 a2” 4” 16 speed of running/km per hour 4 Complete the table below to show the data in the bar chart. The first row hhas been done for you. 20 2 4 16 sone ©@® Unit 10 Energy - 2 Akram runs at 8 km/h for 10 minutes. Amit runs at 12 km/h for the same time. Which boy uses more energy? Explain your answer, 3. The table below shows the amount of energy used each minute in different activities. i Sa walking at 6 km/h 28 tuning at 12 km/h 60 cycling at 16 km/h EY swimming at 25 m/ minute 2B aerobics (vigorous) a @) 10 887Unit 10 Energy @® ‘On the grid below, draw a bar chart to show these data. f f | f 4 Amit says that cycling is a good way of using up energy because you go faster than when you are running. Akram says that running is better. Who is right? Explain your answer@® Unit 10 Energy - Exercise 10.2 Chemical stores of energy This exercise will help you to think about different chemical stores of energy and how we use them. ‘We use many different chemical stores of energy. A chemical reaction must happen to release their stored energy. Here are some examples of things we do or use which depend on chemical stores of energy. feeding cattle _aircraftfuel food for people electricclock cars cooking _ heating 4 Copy these examples into the empty spaces in the First example of use column of the table to show a use for each store, 2 Write more examples of your own in the last column of the table, ‘The first row of the table has been completed for you. kerosene aircraft fuel lamps Brass. charcoal batteries petrol wood rice ® 20 ieUnit 10 Energy @® Exercise 10.4 Heating a block C This exercise will give you practice in interpreting graphs of experimental data.) Anna investigated the cooling of a metal block. * She put the block in a bath of hot water for 10 minutes. + Using tongs, she took the block out of the water and dried it with a towel, + She placed a thermometer in a hole in the block. + She recorded the temperature of the block every 5 minutes. ‘The graph shows Anna’s results, 100 90. a Hh “ke 70 + temperature/°C 60 50 40 30 + 20 o 5 «1 5 20 9530S. time/ minutes 4 Study the graph. What was the temperature of the block at the start of the experiment? 2. Explain why Anna used tongs to take the block out of the water@® Unit 10 Energy - 3 Decide whether each of the following statements is true or false. The block gradually got cooler. ‘The temperature of the block fell more and more quickly. After 10 minutes, the temperature of the block was 70°C. After 20 minutes, the temperature of the block had fallen by 33° ‘Anna stopped taking measurements after 30 minutes. The block cooled because energy was spreading out from it. 4 Three of the statements in question 3 are false. Write correct versions of these statements in the spaces below. @ 200Unit 10 Ene: Exercise 10.5 Using energy ideas In this exercise, you will use the ideas about energy that you have learned so far. Below, you will see two types of statement, tatements in rounded boxes are observations. * Statements in rectangular boxes are explanations. Your task is to join each observation to the statement that explains it. Draw lines joining the boxes to show your ideas. Ifyou touch a spinning wheel, the wheel slows down and your finger feels hot. Touse the energy from a chemical store, a chemical reaction must take place. A cooking pot cools down when it is removed from the stove. Friction can change kinetic energy to thermal energy. A moving object with more mass has more kinetic energy than one with less mass. You must lifta hammer high if you want to crack ‘a tough coconut. Burning charcoal can be used asa fuel for cooking. Energy can spread out from a thermal store. It is harderto stop a fast-moving cricket ball than a small subber bal. When an object is lifted, its gravitational potential store of energy is increased. wv (OQ) soe” ©Exercise 10.6 Energy stores and transfers Energy can be transferred from one place to another questions will test your understanding of th different ways. Use the words from this list to fill the gaps in the sentences which follow: You will have to use some words more than onee. chemical electricity gravitational potential heat light thermal 1 At6 o'clock this morning, my alarm clock went off. The clock has a battery, which is a store of energy. 2 I switched on the light. Energy is transferred to the light by in the wires. 3. Two types of energy spread out from the light: nergy, which we can see with our eyes, and .. ... energy, which feels warm. ©) 20010 Energy ® 4 [picked up my heavy bag of books and put it on the table. This increased the .. energy of the bag. 5 Late three slices of bread to make sure that I had a good store of . .». energy in my body for the day ahead. 6 When I picked up my cup of tea, I found that it was cold. Tes store off scenes + energy had spread out into the surroundings. 7 As left the house, I switched off the radio so that no more ow energy was transferred to it by ....... .. ~ @@® Unit 10 Energy - Exercise 10.8 Energy arrows In this exercise, you will think about how the human body uses energy. You will also learn to interpret scientific diagrams. We cat food to give us the energy we need for life. We need energy to keep our bodies working and to do physical activities such as walking, carrying and pushing. Most of the energy ax escapes from our bodies as heat. M ‘The arrow diagram shows the energy used by a young person in I second. Energy is measured in joules (J). ° 10) used in activities 100) rach second 90) . Spreads out as heat 4 @ How much energy does this person use each second? ... b How much of this energy is used for physical activities? .. © How much of this energy spreads out from the person’s body as heat? 2 An athlete needs a lot of energy to run fast. Here is the arrow diagram for a marathon runner 20) used in running 200) teach second abo} spreads out as heat How can you tell from the diagram that the runner uses a lot of energy? @) 00Unit 10 Energy ® 3 Bigger people need more energy just to keep their bodies working, People also need more energy if they are more active. Study these two energy arrows. k 20) used in activities 100) 80) teach second spreads out as heat é 20) used in activities 150) suo) ‘each second “spreads out as heat @ Which arrow is for a bigger person who is not very active? Explain your answer, b These energy arrow diagrams show how we can account for all of the energy that a person gets from their food. In other words, they show that energy is conserved (itis neither created nor destroyed). Explain how you can tell this from the diagrams. 20 Energy ©Exercise 11.4 The Earth in a spin This exercise will help you to check that you understand why we have night and day. 4 The picture shows a person's shadow at two times of the day. The position of the Sun is shown at 11:00 a.m. a On the diagram, label the directions East and West. b Drawa line to show the path that the Sun seems to take across the sky, from sunrise to sunset, Add an arrow to show the direction in which it seems to move. © Mark, on the line you have drawn, where the Sun will be at midday (12:00). 2 The picture below shows the Barth turning on its axis, seco etaay ‘The Sun is on the left, . 1:00 a.m, ee a light rom the Sun a a Label the Barth's axis. b On the diagram, mark one point where itis night. Label this point N. Points A and B are on the Earth’s equator. It is daytime at both A and B. Explain how you can tell this from the diagram. d Atwhich point, A or B, will nightfall happen first? Explain your answer. © ‘44 The Earth and beyondUnit 41 The Earth and beyond ( ®) Exercise 11.2 The truth about the stars Test yourself — how much do you know about the night sky? Decide whether each of the statements below is true or false, Draw a circle round your choice. For each statement that is false, cross out the incorrect part and write the correction in the space underneath it. 4 We cannot see the stars during the daytime. true / false 2 This is because they stop shining during the day. true / false * 3. At night, we see the stars moving across the sky from north to south, true / false 4 The stars make patterns called constellations. true / false 5 The stars in a constellation are very close to each other in space. true / false 6 The Earth follows a path called its orbit around the Sun, true / false 7 The Earth takes one day to travel around its orbit. true / false 8 In December and June we see different stars in the night sky. true / false ‘44 The Earth and beyond ©(@® Unit 44 The Earth and beyond — Exercise 11.3 Researching a planet exercise, your task is to find information about one of the planets and compare itto the Earth. ‘The Earth is a planet. There are seven other planets in the solar system. In this ] Choose a planet. Find out the information needed to complete the table below. You will need to find the same information about the Barth, ‘You may be able to find a picture of your planet to stick on the right, or make a drawing of it. type of planet position in solar system distance from Sun size of planet number of moons, average temperature strength of gravity on surface water on surface? other important facts ® 44 The Earth and beyondUnit 14. The Earth and beyond ) Exercise 11.5 Day and night on the Moon This exercise will remind you about why we have night and day, and how the } Moon orbits the Earth. ‘The diagram shows the Moon in its orbit days around the Earth. The Sun is shining from Oo tbelet sunlight ‘The Moon is shown on four different days. = garth Study the diagram and follow the ") instructions below. Faas OG {ems 1 Look at the Moon on day 8. It is shaded a to show that half of it is in darkness — Shade the other three Moon outlines alae ~~ to show which parts are in darkness on } these days. day 22 Shade the Earth as well. 2. On the Earth, mark a point where itis'night. Label this point N. 3 How many days does it take for the Moon to travel around its orbit? . days 4 Inthe diagram, one point on the Moon is marked with an X. This is on the side of the Moon which faces the Earth. On day 1, is it day or night at point X?.... On day 15, is it day or night at point X: 5, Imagine that you could stand on the Moon at point X. On day 8, you look into the sky and you can see the Barth, In the space below, draw how the Earth would look, seen from the Moon. 44 The Earth and beyond ©A) ; ( Unit 11 The Earth and beyond Exercise 11.7 Astro quiz This exercise will help you to remember some important ideas from astronomy — and you can test your friends, too! Here is a list of some of the terms you have learnt in this unit. heliocentric model __ solar system asteroid —_ star galaxy planet gravity Galileo _ telescope geocentric model Copernicus _ orbit constellation Milky Way Sun _—_gas giant Your task is to think up quiz. questions to which these terms are the answers. Write your questions in the table below and on the next page. You can then test your friends’ knowledge. It will help if you give them the first letter of each term. Two ate given as examples. Can you answer them? What 6 is the force that holds us on to the Earth? What G is a large number of stars, clustered together? ® 4214 The Earth and beyondUnit 11 The Earth and beyond @® 414 The Earth and beyond ©® Unit 41 The Earth and beyond — Exercise 11.8 Satellites in space This exercise will help you to understand some of the different things that spacecraft can do. ‘There are many spacecraft in space. The table describes some of the things these spacecraft can do. Complete the second column of the table by suggesting who would find these spacecraft useful, and why. Ameteorological satellite can photograph clouds and see where itis raining. It can measure temperatures on Earth. Amiilitary spacecraft can photograph trucks moving ‘around and photograph small objects on the ground. ‘A communications satellite helps to send telephone messages and computer data from one side of the Earth to the other. AGPS satellite sends signals down to Earth so that anyone with a receiver can tell exactly where they are. Aspace telescope in orbit, around the Earth can see far ut into space and photograph distant stars and galaxies. A space laboratory is a good place to do experiments where gravity has no effect. A television satellite broadcasts television programmes to viewers down on Earth, ) 44 The Earth and beyond