Mary Jones, Diane Fellowes-Freeman and Michael Smyth This Cambridge Checkpoint Science Skills Builder 8 workbook provides tailored exercises that reinforce key skills and understanding when studying the Cambridge Secondary 1 Science curriculum framework. Using an active learning approach, this easy-to-use workbook builds students’ confidence, promotes scientific enquiry and enables students to continue to progress with the Cambridge Secondary 1 Science curriculum framework. By using the workbook in a flexible way alongside the other resources in the Cambridge Checkpoint Science series, students develop core skills and progress at their own pace. A support booklet for teachers and answers to all the exercises are available online for free at education.cambridge.org/9781316637203 Also available in this series: Coursebook 8 Workbook 8 Challenge 8 Teacher’s Resource 8 CD-ROM
978-1-107-65935-3 978-1-107-67961-0 978-1-316-63723-4 978-1-107-62505-1
Completely Cambridge Cambridge University Press works with Cambridge International Examinations and experienced authors, to produce high-quality endorsed textbooks and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide. To find out more about Cambridge University Press visit education.cambridge.org/cie
This resource is endorsed for learner support by Cambridge International Examinations learner support as part of a set of ✓ Provides resources for the Cambridge Secondary 1 Science curriculum framework from 2011
✓ Has passed Cambridge’s rigorous quality-assurance process
✓ Developed by subject experts ✓ For Cambridge schools worldwide
Cambridge Checkpoint Science Skills Builder 8 Jones, Fellowes-Freeman and Smyth
Cambridge Checkpoint Science Skills Builder 8
Mary Jones, Diane Fellowes-Freeman and Michael Smyth
Cambridge Checkpoint
Science
Skills Builder
8
Original material © Cambridge University Press 2017
Original material Š Cambridge University Press 2017
Mary Jones, Diane Fellowes-Freeman and Michael Smyth
Cambridge Checkpoint
Science
Skills Builder Workbook
8 Original material Š Cambridge University Press 2017
University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 4843/24, 2nd Floor, Ansari Road, Daryaganj, Delhi – 110002, India 79 Anson Road, #06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781316637203 (Paperback) © Cambridge University Press 2017 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2017 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Printed in Spain by GraphyCems A catalogue record for this publication is available from the British Library ISBN 978-1-316-63720-3 Paperback Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. All Checkpoint-style questions and sample answers within this workbook are written by the authors.
notice to teachers in the uk It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions.
Original material © Cambridge University Press 2017
Contents Introduction 4 1 Plants
5
5 1.1 Photosynthesis 1.2 How light level affects photosynthesis 7 1.3 Water movement and temperature 9 2 Food and digestion
12
12 2.1 Food test results 2.2 Analysing information about nutrients 15 2.3 Digesting starch using amylase 17 3 The circulatory system
19
3.1 Parts of the circulatory system 3.2 Investigating pulse rate 4 Respiration
19 20 22
4.1 Measuring lung volumes 4.2 Looking at data on lung volumes 4.3 Respiration by yeast
22 25 26
5 Reproduction and development
28
5.1 Comparing egg cells and sperm cells 28 5.2 Interpreting data about smoking 30 6 States of matter
32
6.1 Change of state 6.2 Investigating diffusion in the air 6.3 Investigating diffusion in a liquid
32 34 36
7 Elements and compounds
38
Elements on Earth Using the Periodic Table True or false? Naming compounds Understanding formulae
38 39 40 41 42
7.1 7.2 7.3 7.4 7.5
8 Mixtures 8.1 Mixture or compound? 8.2 Choosing equipment 8.3 Dissolving salt 9 Material changes 9.1 Physical or chemical? 9.2 Writing word equations 9.3 What happens to the atoms when chemicals react? 9.4 What happens to the mass in a chemical reaction? 10 Measuring motion 10.1 Speed 10.2 Units of speed 10.3 Another way to describe speed 11 Sound 11.1 What makes sound? 11.2 Looking at sound waves 12 Light
44 44 46 48 51 51 52 53 55 57 57 59 61 64 64 66 68
68 12.1 Light rays 12.2 Light and shadows 70 12.3 Reflection from a non-luminous object 72 12.4 Reflection from a mirror 73 12.5 Looking at coloured objects 75 13 Magnetism 13.1 Which materials are magnetic? 13.2 Rules about magnets 13.3 Drawing a magnetic field pattern 13.4 Testing an electromagnet
Original material Š Cambridge University Press 2017
77 77 78 80 82
Introduction Welcome to the Cambridge Checkpoint Science Skills Builder Workbook 8 The Cambridge Checkpoint Science course covers the Cambridge Secondary 1 Science curriculum framework. The course is divided into three stages: 7, 8 and 9. You should use this Skills Builder Workbook with Coursebook 8 and Workbook 8. This workbook does not cover all of the curriculum framework at stage 8; instead it gives you extra practice in key topics, focusing on those that are the most important, to improve your understanding and confidence. The tasks will help you with scientific enquiry skills, such as planning investigations, drawing tables to record your results, and plotting graphs. The workbook will also help you to use your knowledge to work out the answers to new questions. As you work through the tasks in this Skills Builder Workbook you should find that you get better at these skills. You could then try to complete some of the exercises in the Checkpoint Science Workbook. If you get stuck with a task: Read the question again and look carefully at any diagrams, to find any clues. Look up any words you do not understand in the glossary at back of the Checkpoint Science Coursebook, or in your dictionary. Read through the matching section in the Coursebook. Look carefully at the diagrams there too. Check the reference section at the back of the Coursebook. There is a lot of useful information there.
Introducing the learners
Nor
Anna 4
Introduction
Amal
Sam
Elsa
Jon
Original material Š Cambridge University Press 2017
Unit 1 Plants 1.1 Photosynthesis This exercise relates to 1.2 Leaves from the Coursebook. In this exercise, you think about what plants need, and what they make, when they photosynthesise.
The diagram shows a plant.
1 On the diagram, draw a label line to the part of the plant where photosynthesis happens. Colour this part green. Label this part with its name.
Original material Š Cambridge University Press 2017
Remember Draw your label line with a ruler. The label line can be at any angle, but the writing should be horizontal.
1 Plants
5
2 What do plants need for photosynthesis? Tick three boxes. biomass carbon dioxide energy from light oxygen water
3 What do plants make in photosynthesis? Tick two boxes. biomass carbon dioxide energy from light oxygen water
4 Decide which arrow on the diagram shows how water enters the plant. Colour this arrow blue. Label the arrow. 5 Decide which arrow on the diagram shows how carbon dioxide enters the plant. Colour this arrow red. Label the arrow. 6 Complete this sentence, using your own words. Photosynthesis is …………………………………………………………………………………… ……………………………………………………………………………………………………… ………………………………………………………………………………………………………
6
1 Plants
Original material © Cambridge University Press 2017
Unit 1 Plants
1.2 How light level affects photosynthesis This exercise relates to 1.3 Investigating photosynthesis from the Coursebook. In this exercise, you decide which variables to control in an experiment. You put results into a table and make a conclusion.
Amal does an experiment to investigate whether plants photosynthesise faster when they have more light. The diagram shows the apparatus he uses.
Apparatus AA Apparatus
Apparatus BB Apparatus
Apparatus CC Apparatus
Amal puts Apparatus A next to a window. He puts Apparatus B in a shady corner of the same room. He puts Apparatus C in a dark cupboard. 1 What should Amal keep the same for all three sets of apparatus? Tick three boxes. the amount of light the type of plant the mass of the plant the number of bubbles the temperature
Original material Š Cambridge University Press 2017
1 Plants
7
Amal leaves his three sets of apparatus for two days. Then he measures the volume of gas collected in each test tube. This is what he writes down.
A
18.3 cm3
B
7.2 cm3
C
0.5 cm3
2 Complete Amal’s results table. Apparatus A
Amount of light
B C
3 What conclusion can Amal make from his results? Tick one box. Plants need chlorophyll for photosynthesis. Plants that live in water photosynthesise more slowly than plants that live on land. Plants photosynthesise faster when they have more light. Plants use water for photosynthesis.
8
1 Plants
Original material © Cambridge University Press 2017
Unit 1 Plants
1.3 Water movement and temperature This exercise relates to 1.5 Transporting water and minerals from the Coursebook. In this exercise, you use a set of results to construct a line graph. You use your graph to make a conclusion.
Anna is investigating the rate of water movement up a celery stalk. She wants to find out how the temperature of the water affects this.
She takes eight celery stalks. She stands each stalk in a beaker containing a red dye. She puts each beaker into a water bath. Each water bath is kept at a different temperature. After ten minutes, she takes out all of the celery stalks. She cuts each stalk across, every 0.5 cm along. She looks for the red dye in the slices of the stalk.
red dye red dye
Anna records how far the dye has travelled up each stalk. She writes her results in a table.
Original material Š Cambridge University Press 2017
1 Plants
9
Anna’s results table: Temperature in 0C
Distance the dye travels in cm
0
1.0
10
1.9
20
3.1
30
4.0
40
4.8
50
3.2
60
7.0
70
8.1
1 Which one of Anna’s results does not fit the pattern? Draw a circle around it in the table. 2 Use Anna’s results to construct a line graph on the grid on the next page. Put temperature in °C on the x-axis. Put distance the dye travels in cm on the y-axis. Draw a best-fit line. 3 What conclusion can Anna make from her experiment? Tick one box. Plants need more water when the temperature is higher. As temperature increases, the rate of transport of water in celery stalks increases. Celery leaves use water for photosynthesis.
10
1 Plants
Original material © Cambridge University Press 2017
Unit 1 Plants Remember
goes up in equal steps. Make sure that your scale all, neat cross. Plot each point with a sm line, ignore the result When you draw the best-fit und in the table. that you drew a circle aro
Original material Š Cambridge University Press 2017
1 Plants
11
Unit 2 Food and digestion 2.1 Food test results This exercise relates to 2.1 Nutrients from the Coursebook. In this exercise, you use your knowledge of food tests to complete a results table and make conclusions.
Sam and Jon test different foods for starch and sugar.
The pictures below show the apparatus that they use for the two tests. Apparatus A Apparatus A
12
2 Food and digestion
Apparatus B Apparatus B
Original material Š Cambridge University Press 2017
Unit 2 Food and digestion 1 Which nutrient does Apparatus A test for? …………………………… 2 Describe how Sam and Jon use Apparatus A. ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… 3 What colour is iodine solution? …………………………… 4 What colour do you see if the iodine test is positive? ……………………………
Remember Look at your Coursebook if you are not sure. You can find inform ation about food tests in sect ion 2.1.
5 Which nutrient does Apparatus B test for? …………………………… 6 Describe how Sam and Jon use Apparatus B. ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… 7 What colour is Benedict’s solution? …………………………… 8 What colour do you see if the Benedict’s test is positive? ……………………………
Original material © Cambridge University Press 2017
2 Food and digestion
13
Here are some of the results that Sam and Jon write down.
with Benedict’s with iodine solution, blue ck bla eblu – e ric ed am ste dict’s solution, blue with Bene ine iod th wi n row -b nge chicken – ora th Benedict’s ine solution, brick red wi iod th wi ck bla eblu – n sweet bu dict’s ion, brick red with Bene ut sol ine iod th wi n row lemonade – orange-b
9 Use Sam’s and Jon’s results to complete the results chart. Food
14
Colour after testing with iodine solution
2 Food and digestion
Colour after testing with Benedict’s solution
Original material © Cambridge University Press 2017
Conclusion
Unit 2 Food and digestion
2.2 Analysing information about nutrients This exercise relates to 2.2 A balanced diet from the Coursebook. In this exercise, you find information in a table to help you to answer questions.
The table shows some of the nutrients contained in 100 g of different foods. Food brazil nuts
Protein in g
Fat in g
Carbohydrate in g
Calcium in mg
Vitamin C in mg
12
60
4
180
0
chapatis
8
13
50
70
0
chicken
29
7
0
0
0
coconut
3
36
4
2
0
fish
18
3
0
0
0
milk
3
4
5
120
1
orange
1
9
9
40
50
tomatoes
1
0
3
0
20
1 Which food contains the most protein? …………………………… 2 Which food contains the most vitamin C? …………………………… 3 How much fat is there in 200 g of milk? ………g
Remember Read the sentence above the table carefully.
Original material © Cambridge University Press 2017
2 Food and digestion
15
Elsa and Nor discuss the information in the table.
Brazil nuts contain more calcium than all the other nutrients put together.
Brazil nuts contain more fat than all the other nutrients put together.
Remember
s in the table.
ing Look carefully at the head . There are 1000 mg in 1 g
4 Who is right – Elsa or Nor? Explain your answer.
……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… 5 Which food would be best for a child who has weak teeth and bones? Explain your answer. Food: …………………………… Explanation: ………………………………………………………………………………………… ……………………………………………………………………………………………………… ………………………………………………………………………………………………………
16
2 Food and digestion
Original material © Cambridge University Press 2017
Unit 2 Food and digestion
2.3 Digesting starch using amylase This exercise relates to 2.6 Enzymes from the Coursebook. In this exercise, you think about how to do an experiment using amylase and starch. You also explain a set of results.
Amylase is an enzyme. It breaks big starch molecules into small sugar molecules. Amal does an experiment using amylase and starch. He puts some starch solution into two test tubes.
starch solution starch solution
Amal dips a glass rod into the starch solution. Then he dips the glass rod into a drop of iodine solution on a white tile. drop ofofiodine drop iodine solution solution
1 The drop of iodine solution went blue-black. Why did this happen? ……………………………………………………………………………………………………… Amal adds some amylase solution to test tube A. He adds an equal volume of water to test tube B. Every two minutes, he tests the contents of the test tubes to see if they contain starch. He cleans the glass rod after every test. Original material © Cambridge University Press 2017
2 Food and digestion
17
2 Why must Amal clean the glass rod after every test? ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… The diagram shows the tile after Amal has done all the tests. The diagram shows that the drop of iodine does not go blue-black when a sample from tube A is added at six minutes. 3 Why does this happen? Tick one box. The amylase has broken down all of the starch in tube A. The starch has broken down all of the amylase in tube A. The iodine solution has all been broken down.
4 Explain why the samples from tube B still turn the drops of iodine blue-black after eight minutes. ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… Amal decides to do another experiment with amylase and starch. 5 Which of these questions can Amal investigate by doing an experiment in his school laboratory? Does amylase work faster at 40 °C than at 20 °C? Are amylase molecules a different shape than starch molecules?
Explain your answer. ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ………………………………………………………………………………………………………
18
2 Food and digestion
Original material © Cambridge University Press 2017
Unit 3 The circulatory system 3.1 Parts of the circulatory system This exercise relates to 3.1 The human circulatory system from the Coursebook. In this exercise, you decide which part of the circulatory system matches a description.
These are names of different parts of the circulatory system: artery
blood
blood vessel
heart
vein
1 Write the name of each part next to its description. a This organ pumps blood all around the circulatory system. …………………………… b This is a tube that carries blood around the body. …………………………… c This is a liquid that transports different substances around the body. ………………………… d This type of blood vessel carries blood away from the heart. …………………………… e This type of blood vessel carries blood towards the heart. …………………………… 2 Three of these statements are true and three are false. Tick the three true statements.
Blood picks up oxygen in the lungs.
All arteries contain oxygenated blood.
Blood travels from the left side of the heart to the lungs.
All arteries carry blood away from the heart. Oxygenated blood and deoxygenated blood mix together inside the heart. Oxygen enters and leaves the blood by diffusion.
Original material © Cambridge University Press 2017
3 The circulatory system
19
3.2 Investigating pulse rate This exercise relates to 3.2 The heart from the Coursebook. In this exercise, you plan an experiment on pulse rate. You decide which variables need to be changed, controlled and measured.
Jon and Sam want to know if a person’s pulse rate is affected by their age. They make a list of 20 people they know, with different ages from 3 years old to 80 years old. They measure the pulse rate for each person.
1 What is the variable that Jon and Sam must change in their experiment? Tick one box.
the person’s age
the pulse rate
the time of day whether the person is resting or exercising
2 What is the variable that Jon and Sam must measure in their experiment? Tick one box.
the person’s age
the pulse rate
the time of day whether the person is resting or exercising 20
3 The circulatory system
Original material © Cambridge University Press 2017
Unit 3 The circulatory system 3 Which variables must Jon and Sam keep the same in their experiment? Tick two boxes.
the person’s age
the pulse rate
the time of day whether the person is resting or exercising
Afterwards, the boys discuss how they can improve their experiment.
We should ask everyone to sit still for ten minutes before we measure their pulse rate.
We should find three people for each age, so we have three readings for each age.
4 Explain why Sam’s idea is good. ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… 5 Explain why Jon’s idea is good. ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ………………………………………………………………………………………………………
Original material © Cambridge University Press 2017
3 The circulatory system
21