Preview: Cambridge Lower Secondary Science Workbook 7

Cambridge Lower Secondary

Science STAGE 7: WORKBOOK

Aidan Gill, Heidi Foxford, Dorothy Warren

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Contents How to use this book

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Chapter 1 • Living things 1.1 Characteristics of living things 1.2 Plant structures 1.3 Skeleton, joints and muscles 1.4 Human organs and organ systems 1.5 Cells as the building blocks for life 1.6 Comparing plant and animal cells 1.7 Specialised cells Self-assessment Test-style questions

6 9 10 12 14 15 16 19 21

Chapter 2 • Microorganisms and disease 2.1 Microorganisms 2.2 Louis Pasteur 2.3 Infectious diseases 2.4 Useful microorganisms Self-assessment Test-style questions

35 39 41 44 46

Chapter 4 • Variety of living things 4.1 Species 4.2 Classification 4.3 Types of variation Self-assessment Test-style questions

49 52 54 56 58

Chapter 5 • Properties of matter and materials 5.1 The states of matter 5.2 Changing state 5.3 Everyday materials and their properties 5.4 Comparing metals and non-metals Self-assessment Test-style questions

6.1 Rocks and soils 6.2 Fossils and the fossil record 6.3 Structure of the Earth Self-assessment Test-style questions

77 80 82 84 86

Chapter 7 • Acids and alkalis 7.1 Acids, alkalis and the pH scale 7.2 Neutralisation Self-assessment Test-style questions

89 92 94 96

Chapter 8 • Energy 23 25 28 30 31 33

Chapter 3 • Habitats and the environment 3.1 Adaptations of organisms 3.2 Food chains 3.3 Human impact on the environment Self-assessment Test-style questions

Chapter 6 • The Earth

8.1 Using energy 8.2 Energy conservation 8.3 Describing energy transfers 8.4 Finding enough energy Self-assessment Test-style questions

100 103 105 111 114 116

Chapter 9 • Beyond the Earth 9.1 Day and night 9.2 Planets and the Solar System 9.3 Changing ideas about the Solar System Self-assessment Test-style questions

119 121 125 127 128

Chapter 10 • Forces and their effects 10.1 Forces change motion 10.2 Gravity 10.3 Balanced and unbalanced forces Self-assessment Test-style questions

131 135 137 141 143

62 64 68 70 73 74

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Chapter 3: Habitats and the environment

3.1 Adaptations of organisms Learning outcomes

• • •

To describe the places where organisms live To use sampling to research the types of organisms in an area To describe how organisms are adapted to where they live

1.

2.

Draw three lines to match each organism to its habitat.

Organism

Habitat

Tilapia fish

Tree

Hawk

Soil

Worm

River

[3 marks]

Describe two physical factors in a desert habitat.

1.

2.

3.

[2 marks]

Which statement best describes an organism’s environment? Tick one box.

The other organisms and physical factors in the surroundings The other animals in the surroundings The resources in the surroundings The amount of water in the surroundings

4.

[1 mark]

Gabriella sees some tiny insects on a tree trunk.

Practical

a

Name a piece of equipment that she could use to collect these insects.

[1 mark]

b

Gabriella decides to make some detailed drawings of the insects she has collected.

What piece of equipment would help her observe the insects in detail?

[1 mark]

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5.

Practical

A scientist collected some insects by sweeping a net through grass at 12 different places in an area of grassland.

The table shows the number of four types of insect found in each trap the next day.

Type of insect

Area of grassland 1

2

3

Springtail Mantis

5

6

7

8

✓ ✓ ✓✓

Thrip

✓

9

10

11

12

✓

✓

True bug

a

4

✓ ✓ ✓✓

✓ ✓

✓

✓

✓

✓

✓

✓ ✓

Use the results to complete the table to show the total number of each type of insect found.

Type of insect

Total number found

Springtail Mantis True bug Thrip [1 mark] b

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Draw a bar chart to present the results.

[3 marks]

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3 Worked Example

Practical

c

A student concluded that thrips are the most common insects in the area investigated.

Does the evidence support this conclusion? Give a reason for your answer.

No, because the data show that more true bugs were found than thrips.

✔ This suggests that true bugs are the most common insects. ✔ 6.

The Arctic is very cold and often snowy. Explain how the following features help polar bears to survive in the Arctic.

[2 marks]

Remember Evidence is information gathered from an investigation, which we call the data. For a question that asks about evidence you have to refer to the data given.

Large feet: Small ears: White fur:

[3 marks] 7.

Challenge

Myotis vivesi, the fish-eating bat, lives in the Gulf of California and feeds on fish.

Complete the table to explain how its adaptations could help this bat survive in the Gulf of California. The first explanation has been done for you.

[2 marks] Adaptation

Explanation

Long legs and hooked claws

Helps bat catch and carry fish from water

Oily fur

A special ability to detect movement on water surfaces

8.

Which two of the following statements about nocturnal animals are true? Tick two boxes.

Nocturnal animals are active at night Nocturnal animals are inactive at night Nocturnal animals often have poor eyesight or hearing Nocturnal animals often have good eyesight or hearing

[2 marks]

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9.

Deciduous trees in Northern Europe lose their leaves in winter. Which of these statements explains why this happens? Tick one box.

To get rid of chloroplasts in winter So that the ground underneath the tree can get water when it rains in winter So that animals that eat leaves have no food So that the leaves do not need water, which may not be available because it is frozen in the ground

10.

[1 mark]

Some birds migrate to warmer areas when cold seasons arrive. Explain why.

Migrating helps birds to survive because the warmer areas

11.

contain more

.

If the birds did not migrate

.

[2 marks]

Aziz sets up a pitfall trap as shown in the diagram.

Practical

lid

a

What sort of animals is a pitfall trap best for trapping?

[1 mark]

b

What is the lid for?

[1 mark]

c

Suggest a reason why pitfall traps should be checked regularly.

[1 mark]

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