Year 8 Summer Workbook - Science

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WEEK 1 CHEMICAL REACTIONS ATOMS IN REACTIONS

COMBUSTION

In every chemical reaction atoms are rearranged to make new substances. ​The atoms are joined together in one way before the reaction and in a different way after the reaction.​All of the atoms present before the reaction are still present after the reaction.​The total number of atoms does not change

In a combustion reaction, a substance reacts with oxygen, and energy is transferred into the surroundings as heat and light.

This is known as the law of conservation of mass.

During a reaction the mass of reactant is the same as the mass of the products.

Magnesium (s)

+

3.5g

Oxygen (g) 2.5g

Magnesium Oxide (s) 6g

3.5 + 2.5 = 6 The mass of the reactants is equal to the mass of the products.

THERMAL DECOMPOSITION

Fuels are substances which release energy. Some fuels can be burnt and release heat. Oxygen is required to make things burn. Hydrocarbon fuels (like methane) produce carbon dioxide and water when they burn in oxygen. Some fuels can release polluting gases such as carbon dioxide, sulphur dioxide or nitrogen oxides these gases can cause global warming or acid rain.

There are 2 types of combustion of hydrocarbon fuels.

Complete combustion and incomplete combustion.

Incomplete combustion is where the reaction happens with limited (not enough) oxygen and produces a poisonous gas called carbon monoxide. Complete combustion has plentiful (enough) oxygen.

Thermal decomposition is when a chemical substance breaks down (decomposes) due to heat into at least two chemical substances.

Complete combustion

Metal carbonates break down into carbon dioxide (limewater test is used to show this product) and a metal oxide.

- Cobalt chloride paper turns from pink to blue in the presence of water. The cold water condenses the water vapour so it can be seen in the boiling tube.

For example:

- Lime water turns cloudy in the presence of carbon dioxide.

Fuel + Oxygen

Carbon Dioxide + Water

The diagram above shows how we can test for the products of complete combustion.

TASK 1 COMBUSTION Use these words to fill in the gaps.

Combustion

Oxygen

Air

Energy

Fuel

Burning uses up part of the _______________ . The part it uses is the gas .

Copper carbonate

Copper oxide + Carbon dioxide

The name for the burning reaction is_________________.

A material that burns is a ______________. When you Light a fuel, you give it ______________ .

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WEEK 1 CHEMICAL REACTIONS TASK 3 PLANNING AN INVESTIGATION

TASK 2 REACTANTS AND PRODUCTS OF COMBUSTION

You are going to plan an investigation to answer the question below.

Propane (substance A) is a fuel. It burns in oxygen (substance B) to form two new substances.

Does changing the volume of oxygen available effect the time take for the candle to burn out.

Equipment 5 different sized beakers Candle Stopwatch a) What do you predict will happen to the length of time taken for the candle to burn as the volume of the beakers increase? __________________________________________________

One of them (substance C) is a gas, which turns limewater milky.

The other (substance D) at first appears as a colourless gas, but when cooled it condenses into a colourless liquid that boils at 100 °C. a) Write down the names of substance C and

substance D. _________________________ and ___________________ b) Write a word equation to represent the combustion of propane. __________ + ____________ __________ + ____________

b) What is the independent variable (factor that you change)?

c) If you cooled down substance D, at what temperature would it form a solid?

__________________________________________________

_____________________ °C

c) What is the dependent variable (factor that you are trying to find out)? __________________________________________________ d) List at two control variables (factors that you should keep the same). __________________________________________________

TASK 4 THERMAL DECOMPOSITION Predict the products that are made when you heat these carbonates in air: i) calcium carbonate ………….......…………………………… ii) magnesium carbonate ……………………………………… b) Write a word equation for each of these reactions.

calcium carbonate ___________________ +_________________

magnesium carbonate ____________________ + _______________

e) Complete the sentence below to describe, using

data, the trend shown on the graph. As the volume

of the beaker (ml) _____________the time taken for the

candle to burn out (s) ____________. For example at

__________ml the time taken to burn out was

_________________ however at _________________ml

the time taken for the candle to burn out was

_____________________s.

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WEEK 2 GENES EVOLUTION

PRESERVING BIODIVERSITY

Scientists believe that the species we see on Earth today have gradually developed over millions of years. This is called the theory of evolution.

1. Conservation, protecting the natural habitat.

2. Captive breeding, this is breeding animals in human controlled environment.

3. Gene banks, store genetic samples of different species.

NATURAL SELECTION INHERITANCE

Organisms evolve through the process of natural selection.

The change slowly over time, to become better adapted to their environment.

Your inherited characteristics come from your parents through genetic material stored in the nucleus of your cells.

This theory was proposed

by Charles Darwin.

When DNA is copied to make new cells is can become damaged. This change in the DNA is called a mutation.

DARWIN’S THEORY

Inside the nucleus of your cells, the 46 chromosomes are arranged into 23 pairs.

Darwin’s theory of evolution, the evidence: - Fossil record

An egg cell contains 23 chromosomes. A sperm cell contains 23 chromosomes.

- Extinction, species that did not adapt died out.

- Changes have been observed in micro-organism populations

DISCOVERY OF DNA 1866 Gregor Mendel carries out experiments using

peas. Notices that characteristics can be passed

from parents to offspring.

EXTINCTION A species becomes extinct when there are no more of that species left anywhere in the world.

Organisms may become extinct due to…

- Changes in the environment - Destruction of habitat

1952 Maurice Wilkins and Rosalind Franklin use X rays

to take an image of DNA crystals.

1953 James Watson and Francis Crick worked out the

structure of DNA is a double helix (like a twisted ladder).

A Punnett square can be used to show what happens to the alleles in the genetic cross

- Outbreak of new disease - Introduction of new predators - Increased competition for resources

Genetic modification: Scientists can alter an organisms genes to produce an organism with desired characteristics.

Examples: - Cotton, to produce high yields.

- Corn, to produce toxins that kill insects.

- Bacteria, to produce medicinal drugs.

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WEEK 2 GENES TASK 1 – FOSSILS

TASK 2 – INHERITANCE

What is a fossil? How do fossils provide evidence for evolution?

Label the diagram

TASK 4 – FAMOUS SCIENTIST Rosalind Franklin

Louis Pasteur

Charles Darwin

Francis Crick

Edward Jenner

Joseph Lister

From the list of scientists above identify: 1. The scientist that developed the theory of evolution _______________________ 2. One of the scientists that took an X ray of DNA

3. How many chromosomes does a sperm cell have?

4. How many chromosomes does a normal human body cell?

TASK 3 – FINISH THE SENTENCE Use the words to complete the sentences.

Characteristic

genes

DNA

nucleus

Genetic material in the body is stored in the ________ of a cell. _________ is the name of the chemical that

___________________________

contains the instructions needed to make an organism.

3. One of the scientists who developed the model of

The sections of DNA that hold the information for a

DNA based on the X ray image __________________

_________ are called _________.

TASK 6 – KEYWORDS Match the keyword to the definition Biodiversity Natural selection

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Process by which species change over time in response to environmental changes and competition for resources. The organisms with the characteristics most suited to the environment survive and reproduce, passing on their genes.

A dominant allele will always be expressed if it is present.

Punnett square

A measure of the variety of all the different species of organisms on earth.

Dominant allele

A diagram used to show the possible combinations of alleles inherited from parents.

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WEEK 3 ELECTRICITY CIRCUITS, CURRENT AND VOLTAGE Electric circuits are made up of metal wires coated in plastic for protection. In the wires are tiny negativelycharged specks called electrons which can drift through the metal like water through pipes.

Just like the flow of water through pipes is called a water-current, the flow of electrons through a circuit is called an electric-current.

To make the electrons flow, one end of the circuit is made positive and the other is made negative. This difference in ‘+’ and ‘-’ is done using a power supply and is called potential difference or voltage

+ These blue specks are the electrons flowing through the metal wire

The electrons move faster (a greater current) when there’s a greater voltage

Some metals allow current to flow through them more easily. They have low resistance. Metals with high resistance do not allow current to flow as easily; for a greater current to flow they need a greater potential difference. Voltage = current × resistance.

STATIC ELECTRICITY

CIRCUITS

Friction between two insulating surfaces like plastic rips electrons off one, leaving it positively-charged.

Whatever the electrons were ripped off by becomes negatively-charged. This is called static electricity.

Objects with the same type of charge repel each other; objects with opposite type of charge attract each other.

Building circuits is a great way to measure current and voltage. Current is measured using an ammeter connected in series; voltage is measured using a voltmeter connected in parallel.

Look how this cloth is positive because it lost some electrons

There are two ways to set up a circuit – series and parallel.

Traditionally we imagine the current flowing round circuits from the positive side to the negative side.

6V

2V

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4V

This is a series circuit. The ammeters are connected in series. Notice how they all measure the same current of 0.15A, because there is only one route it can follow. The voltage from the cell is split between the two bulbs, though (6V split as 2V to one bulb and 4V to the other). Connecting components in series causes greater resistance.

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WEEK 3 ELECTRICITY CIRCUITS

THE POLES OF A MAGNET This is a parallel circuit. The voltmeters are connected in parallel. Notice how they all read the same voltage of 12V because the battery voltage is applied to each branch. Three cells give 12V so they must be 4V each.

The current through each branch or bulb (1A and 3A) adds up to the total current (4A). Connecting components in parallel causes less resistance.

MAGNETIC FIELDS The magnetic effect of a magnet spreads out from the poles and is called the Magnetic Field. You can investigate the field around a magnet using iron filings to show the pattern or using a plotting compass to follow the direction (start from one corner of the magnet and slowly move the plotting compass in the direction the needle points to bring you round to the other pole).

Iron, Nickel and Cobalt are the 3 metals that can be magnetised.

A magnet has two magnetic poles, ‘North’ and ‘South’. Magnets can be made as a bar (bar magnet) or bent into a horseshoe-shape (horseshoe magnet). If you cut a magnet into two shorter pieces, they each work as a shorter magnet with their own ‘North’ and ‘South’ pole.

When you put the ends or poles of a magnet near each other they will either attract or repel depending on which two poles are involved.

Like poles repel (North repels another North and The closer the poles the South repels another South).

Opposite poles attract (North stronger the attraction attracts South). or repulsion Unmagnetised Iron, Nickel or Cobalt (like an iron nail) will also be attracted to either pole of a magnet.

ELECTROMAGNETISM

See how the arrows come OUT of the North and go INTO the South pole.

To attract a compasses North pole, the field at the Arctic must be a South.

The churning iron in Earth’s core creates its own magnetic field, as if there were a huge bar-magnet inside Earth. This is how compasses work for navigation.

The needle of a compass is a tiny bar-magnet which lines up with Earth’s magnetic field lines so its own tiny North pole always points to magnetic North, roughly the same direction as the actual North pole of the planet.

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When an electric current flows in a wire, a circular magnetic field is produced around the wire. Winding the wire into a coil reinforces the magnetism created, and an iron core through the wire coil will make the magnetism even stronger.

This is an electromagnet. You can investigate its strength by seeing how many paperclips it holds for more or less times the wire is wrapped round.

The lines from each coil link up Electromagnets also attract and repel other magnets.

This is how electric motors work, as well as speakers and ‘vibrate’ mechanisms in a mobile phone.

The coil & magnet attract and repel

This wire feels an upward force from the magnets

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This wire feels a downward force from the magnets

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WEEK 3 ELECTRICITY TASK 1 – CIRCUIT SYMBOLS Name the following circuit’s symbols

TASK 4 – MAGNETS For the following diagrams would the magnets attract or repel?

N

S

S

N

S

N

S

N

S

N

N

S

TASK 2 - WOULD THE CIRCUIT WORK?

TASK 5 – ELECTROMAGNETS

A)

C)

B)

D)

E) The image shows a simple electromagnet. State two ways to increase the strength of an electromagnet.

1.

2.

TASK 3 – MAGNETIC MATERIALS

1.

2.

Circle the magnets materials.

Iron

State three uses of electromagnets:

3.

Magnetism

TASK 6 – FINISH THE SENTENCES Aluminium

Steel Use the keywords to complete the following sentences.

Lead

Nickel

Solenoid, magnet, magnetic field, electromagnet

Silver

Cobalt

If a current flows in a coil of wire (called a _______) it produces a ________________ in which a magnetic material will feel a force. This is an _____________.

You can turn an electromagnet on and off. You cannot turn a permanent ________ off.

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WEEK 4 WAVES LIGHT Objects are either LUMINOUS (give out light) or NON-LUMINOUS (don’t give out light – you see them because light REFLECTS off of them).

REFRACTION (changing direction) occurs when light enters a substance that is more or less DENSE, e.g. going from air to glass.

Light can be TRANSMITTED, REFLECTED, SCATTERED, REFRACTED or ABSORBED when it hits a surface.

The NORMAL is a line drawn by scientists at 90’ to the surface, it allows you to measure the angle of the light RAY. OPAQUE (Oh-pay-k) materials do not let light pass through.

SOUND Soundwaves are caused by OSCILATIONS (VIBRATIONS). Soundwaves travel at different speeds in different MEDIUMS (substances) e.g. air, water and solids. In air, sound travels at 330 m/s. If there are no particles, for example in a vacuum like space, sound can not travel.

Soundwaves are LONGITUDINAL waves, they can be seen using a piece of equipment called an OSCILOSCOPE. Loud sounds have a HIGHER AMPLITUDE

Quiet sounds have a smaller AMPLITUDE

When soundwaves are REFLECTED, just like light, it is called an ECHO. If more soundwaves are generated (produced) the PITCH of the sound gets higher, like a whistle.

B

When less waves are produced, the PITCH is lower, making a deep sound like a bus engine.

B

A

Different animals can hear at different ranges of pitch e.g. Bats, Dolphins and Dogs.

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WEEK 4 WAVES WAVE EFFECTS When a wave OSCILATES, ENERGY is transferred (moved) from one end of the wave to the other. MATTER particles do not move along the wave.

ULTRASOUND are waves with a very high PITCH. They can be used to travel through the body (harmlessly) and reflect off of objects inside. The ULTRASOUND waves can then be converted into images.

Microphones work by converting SOUNDWAVES into KINETIC and then ELECTRICAL ENERGY. Loudspeakers do the opposite, they convert ELECTRICAL ENERGY, into KINETIC ENERGY and GENERATE SOUNDWAVES

The ELECTROMAGNETIC SPECTRUM shows a range of waves each with a different PITCH (FREQUENCY). The length of the waves also changes, this is called WAVELENGTH. Each part of the spectrum has a different use.

WAVE PROPERTIES Waves exist in two form LONGITUDINAL (for example soundwaves) and TRANSVERSE (all of the EM spectrum).

When EARTHQUAKES occur they produce SEISMIC waves called S and P waves.

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P (Primary) waves are LONGITUDINAL and can travel through LIQUIDS and SOLIDS. They are detected at the other side of the Earth.

S (Secondary) waves are TRANSVERSE. These waves can only travel through SOLIDS so do not pass through the LIQUID OUTER CORE of the Earth.

Superposition This occurs when two waves match-up and are ‘sat on top’ of each other. Superposition can be CONSTRUCTIVE where the wave is AMPLIFIED or DESTRUCTIVE which reduces or cancels the wave.

This is the basis of noise cancelling headphones.

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WEEK 4 WAVES TASK 1 - REFLECTION

TASK 3 – LIGHT

Use the following words to name the parts of the diagram

Match the name of the material to its properties.

Angle of incidence, angle of reflection, normal, ray of reflection, ray of incidence A= B= C= D= E=

Opaque

Objects that allow light through them

Translucent

Objects that do not let light pass through them

Transparent

Objects that allow some light to pass through them

TASK 2 – THE ELECTROMAGNETIC SPECTRUM Fill in the missing parts of the electromagnetic spectrum. Then for each part write down one use.

Radiowaves

Infra - Red

Visible Light

X rays

TASK 4 – LABELLING A WAVE Use the words to label the diagram of a wave.

Wavelength, peak, trough, amplitude

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WEEK 4 WAVES TASK 5 – HEARING SOUND Number the sentences to show how we the sound when the strings on a guitar are plucked Hairs vibrate in the cochlea and produce electrical signals.

The ossicles begin to vibrate.

The air particles around the guitar begin to vibrate.

The strings on the guitar vibrate.

The auditory nerve carries electrical signals to the brain.

The vibrating particles enter the ear and the ear drum vibrates.

TASK 6 – FINISH THE SENTENCES Number the sentences to show how we the sound when the strings on a guitar are plucked Use the words to complete the sentences.

Light, sound, solids ________ travels at 330m/s, which is a million times slower than _______. Sound travels fastest in ________ and slowest in gases.

Refracted, prisms, spectrum, reflection, water The law of ________ says that the angle of incidence equals the angle of reflection.

When light goes into glass or _______, it is _________. ___________ disperse white light to produce a continuous ___________. x-rays, electromagnetic, heating, cells, frequency, energy Waves with a higher _______ or large amplitude transfer more ___________. Light and other ___________ radiation can damage living _________. Low frequency radiation like microwaves and infrared, have a ______ effect on human tissue. High frequency radiation like ultraviolet and __________ can cause cancer.

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WEEK 5 GET AHEAD ENERGY ENERGY STORES • Gravitational Potential – Increased with height • Kinetic Energy – Increased with speed • Elastic Energy – Increased when stretched or squashed • Thermal Energy – Gained when heated, often lost (wasted) to the surroundings

ENERGY TRANSFERS • Mechanically – When a force is applied • Heating – When an object is heated • Electrically – When an object is powered by electricity A ball rolling down a hill: Gravitational Potential Energy is turned mechanically into kinetic energy Law of conservation of energy Energy CANNOT be created or destroyed

RENEWABLE SOURCES OF ELECTRICITY ALL turn a turbine to turn a generator.

• Wind (Wind turns a turbine) • Hydroelectric (water turns a turbine) • Waves/Tide (The sea turns a turbine) • Geothermal (Heat from volcanoes used to boil water – make steam - turn a turbine) • Biomass (Living material burnt to boil water) Advantages of ALL • Don’t give out CO2 which causes global warming • Renewable (will NOT run out) Disadvantages They are all more expensive than fossil fuels • Wind – Not always windy • Hydroelectric – Can damage habitats • Waves/Tides – Can damage habitats • Geothermal – Only a few places on Earth • Biomass – Carbon neutral (gives out CO2 when burnt).

ENERGY CALCULATIONS Power Power is a measure of how quickly energy is used.

The shorter the time the more powerful it is.

Power = (W)

Energy (J) Time (S)

Efficiency Efficiency =

Useful Energy Out x100 Total Energy In

Efficiency =

Useful Energy Out x100 Total Energy In

Gravitational Energy Gravitational = mass x Gravitational x height Potential energy field strength

(J) (Kg) (N/Kg) (m) The higher an object or the more mass it has the more gravitational energy it has.

Kinetic Energy Ek = ½ x mass x Velocity2 (J) (Kg) (m/s) The faster and heavier an object the more kinetic energy it has.

Answers for efficiency must be written as a percentage or a decimal. E.g 80% or 0.8

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WEEK 5 GET AHEAD ENERGY TASK 1 ENERGY STORES

TASK 2 ENERGY TRANSFERS

Unscramble the anagrams to reveal the names of energy stores (clue the capital letter is the first letter in the word)

Using the energy stores from task 1 answer the questions about energy transfers below

tenciiK

1. What sort of energy store do the following examples have?

vryiatG listaEc hTmearl A.________________ B.________________ C.________________

mihCclea nVrotbaii

2. A basketball player throws the ball into the hoop.

Describe the energy store change which has taken place.

Ncrealu

TASK 3 CONSERVATION OF ENERGY AND EFFICIENCY a. Write down the correct answer to complete the statement.

Energy can not‌ be transferred from one source to another. be created or destroyed. travel along a pathway to another store.

B. For each of the devices in the table, identify the number of joules of wasted energy and the store of wasted energy.

Radiowaves

Input Energy

Useful output energy

Car

100j of chemical energy

35j of kinetic energy

10j of elastic Bow and Arrow potential energy

4j of kinetic energy

Rocket

Amount of wasted output energy

of kinetic and 100j of chemical 70jgravitational energy energy

c. Calculate the efficiency of the car as a %. Use the equation below and a calculator

Useful Energy Out x100 Total Energy In d. Calculate the efficiency of the bow and arrow as a %.

Use the equation below and a calculator

Useful Energy Out x100 Total Energy In

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3. Complete the start energy store, pathway and end energy store for the following a. A moving car braking to a stop

CAR

i

ii

iii

b. Bringing water to the boil on a gas hob

i

GAS HOB

ii

iii

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WEEK 5 GET AHEAD ENERGY TASK 4 CALCULATING POWER Power is a measure of how quickly energy is transferred by and appliance and is measured in Watts. Power can be calculated using the equation below.

Energy transferred (J) Time (S)

Power =

Using the equation above and a calculator calculate the power of each of the devices below:

a. A device transfers 15600J of energy in 12 seconds.

Calculate the power output of this device.

b. A device transfers 625000J or energy in 86s. Calculate the power output of this device

TASK 5 RENEWABLE AND NON RENEWABLE ENERGY a. Describe the difference between a renewable and non- renewable energy source

c. Renewable energy has its advantages and disadvantages use the information below to describe the advantages and disadvantages of producing electricity using wind turbines.

Environmental - No pollution however wind turbines can have an impact on the local plants and animals. They are also thought to be an eyesore by some.

Cost - They have an high initial set up cost, but are very cheap to run once built Reliability - Even when located in windy areas, they are very much weather dependent. It is not always windy!

b. Complete the table below by ticking the correct box for each energy source Energy source

Renewable

Energy - Individual wind turbines do not produce very much power. Around 1500 turbines are needed to replace one cool-fired power station.

Non-renewable Advantages

Disadvantages

Bio-fuels Oil Hydro-electricity Wind turbines Coal Solar power Wave energy Natural gas

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WEEK 6 RESEARCH PROJECT TASK 1

GLOBAL WARMING / CLIMATE CHANGE

Read the journal in this booklet and complete the question at the end.

TASK 2 RESEARCH PROJECT Now you have read a journal showing scientist’s research into the effect of cows on climate change it is time for you to do some research into the same topic.

Your task is to create your own research article on the causes and effects of climate change as well as ways we can reduce carbon emissions and prevent further climate change. There is some information below to get you started and you can find more information to on the websites listed. www.climatekids.nasa.gov/climate-change-meaning/ www.natgeokids.com/uk/ (search global warming) To complete your article you can either use the template within this booklet or create your own on A4 paper. To enter the competition, you need to hand the completed article into your Science teacher when school returns.

The best articles will be displayed in school and the authors will receive an Amazon voucher.

Although climate change will generally results in a warmer Earth, some areas may actually become colder - including the UK! This is why it is more accurate to call this process “climate change” rather than “global warming”.

Respiration, decay, combustion and volcanic activity release carbon into the atmosphere.

Photosynthesis. Sedimentation and locking carbon away by dissolving it in seawater remove carbon dioxide from the atmosphere.

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WEEK 6 RESEARCH PROJECT ANSWERS Headline/title

Use the QR code for the answers to all the questions in the booklet.

Cause Define the term greenhouse gas and describe at least two activities that cause greenhouse gases in the air to increase

JUST FOR FUN HOW TO MAKE A SOAP POWERED BOAT

Effect Describe the effects of global warming on the earth and environment.

Equipment • A foam tray (like the kind meat comes in) or a piece of non-corrugated cardboard.

• A tray or bowl full of water • Washing up liquid • A toothpick Method 1. Cut the foam tray or cardboard into a boat shape as shown below, (about 5 cm long).

2. Dip the toothpick into the washing up liquid and use the toothpick to put soap onto the sides of the cut out at the back.

Prevention Describe the actions that we need to take to reduce the volume of greenhouse gases our lifestyle releases into the atmosphere.

3. Now put the boat onto the surface of the water and watch it scoot across the water for several seconds – you’ve made a soap-powered boat!

4. To repeat this experiment rinse out the tray to remove any soap and add more soap to the back of the boat.

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NOTES

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