Year 7 Science Revision Pack
Year 7 Science Revision Pack May/June 2012 This revision pack is designed to help you prepare for your science exam. By completing all the work you will be able to see where you have learned everything and where you need to do extra revision. All the subjects in this pack have been studied in class and should be accessible to most students. Different tasks are set at a range of levels so you can get an idea what level you are capable of and where you need to work harder. Additional work is also available on SAM Learning online. I also recommend using BBC Bitesize to help you revise. Remember – revision needs to be ACTIVE – you should be doing something. Nobody learns well by just sitting down and reading, but nobody learns by just clicking away randomly on the computer. Keep paper handy so you can write down questions to ask your teacher. Quiz your friends about the revision work in school. Try to explain your ideas to your parents! What is most important is that you read the question carefully before you answer it sometimes you can say something true but get no marks if it doesn’t answer the question! Good luck, B. Crossley, KS3 Co-‐ordinator, Science.
Task 1: The human life cycle (Level 5)
Here is a diagram which shows the human life cycle.
Use these words to fill in the gaps:
man • teenager • toddler • woman • baby • adolescent Now complete this table: Stage Man Teenager Toddler Woman Baby Adolescent
Suggest one thing that would help you to identify this stage
Task 2: Smaller distances (Levels 5–6)
Try these experiments and measure how long it takes for the object to cover the distance. 1
Rolling a coin along the bench.
2
Walking the length or the corridor.
3
Running a measured distance outside.
4
A wind-up toy moving from one side of the lab to the other.
For each one decide which units are the best to use to measure time and speed. Record your results in a table like this one. Activity
Distance (units)
Time (units)
Distance in kilometres
Time in hours
Speed
Rolling coin Walking corridor Running Wind up toy
You need to think very carefully about units. If you have measured a distance in metres – to change it to kilometres divide by 1000. If you have measured a distance in centimetres then divide by 10 to change to metres and then divide by 1000 to change to kilometres. If you have measured time in seconds then divide by 3600 to get to time in hours. If you have measured time in minutes then divide by 60 to get to time in hours.
Task 3: What do they mean? (Levels 3–4) Complete the table to suggest how you would handle chemicals with these hazard warning signs. Hazard warning sign Corrosive
Toxic
Highly flammable
Explosive
Oxidising
Harmful
Irritant
Environmental hazard
Radiation
How would you handle a chemical with this sign on its container?
Task 4: Reproductive organs (Level 4)
Draw lines to show where each label belongs on the plant shown below.
Sepals
Petals
Stamen
These protect the flower before it opens, when it is still a bud. They are often green.
These are brightly coloured to attract insects (but only in insect-pollinated flowers).
The ‘stalk’ is called the filament on the top of which is the anther. This contains pollen grains. Pollen grains contain the male sex cells.
Stigma
Style
Ovary
This is sticky. When pollen grains land on it they stick to it.
The pollen grain grows a tube down through the style towards the ovary.
This contains the female eggs. After fertilisation the ovary will become the seed.
Task 5: Wind- and insect-pollinated flowers (Level 6) As a result of either carrying out practical work or by doing research, write an article for a nature magazine. The purpose of the article is to explain the main differences between the structure of windand insect-pollinated flowers and also how these differences adapt the flower to its particular type of pollination. Remember that a good account will have pictures as well as words.
Task 6: How did they form? (Levels 6–7)
1
What does the word sediment mean?
2
How were sedimentary rocks formed?
3
Write a list of words starting with ‘ig’. What do they mean?
4
How did igneous rocks form?
5
How did metamorphic rocks form?
Task 7 Changing forces (Levels 6-7) On each of these pictures add arrows to show the forces acting on the space-craft.
There should be two points where the forces are balanced – what are they? ..........................................................................................................................................
Task 8: Comparing fuels (Levels 5–6)
Earlier on in this topic you compared the energy stored in different foods.
Plan an investigation to compare the energy stored in different fuels and answer the following questions. 1 What will be your independent variable?
..........................................................................................................................................
2 What will be your dependent variable?
.......................................................................................................................................... 3 What factors will you keep the same to ensure that your test is fair?
.......................................................................................................................................... 4 What safety precautions will you take?
.......................................................................................................................................... 5 Why would it be very difficult to test some fuels?
Task 9: States of matter (Levels 3–4)
There are three states of matter: solid, liquid and gas. Answer the following questions about the states of matter. 6
Complete the diagrams below by drawing the arrangement of particles in a solid, a liquid and a gas.
7
Describe how the particles are moving in: a
a solid
.................................................................................................................................... .................................................................................................................................... b a liquid .................................................................................................................................... .................................................................................................................................... c
a gas
.................................................................................................................................... ....................................................................................................................................
Task 10: Terms and definitions (Levels 4–5)
Use straight lines to match up each term with its correct definition.
Adaptation Conserve Environment
The surroundings of an organism The ability to successfully live in a place The specific place where a type of organism lives
Survive
To protect an area
Habitat
Suited to the conditions in which it lives
Biodiversity
The range of living things that live in an area
Task 11: Biodiversity (Levels 6–7)
Show your understanding of the term ‘biodiversity’ by answering these questions:
8
Do the Sahara desert and the Arctic region have a high or low biodiversity compared to a rainforest, for example? ....................................................................................................................................
9
Explain your reasoning in as much detail as you can. .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Task 12: Current in a series circuit (Levels 4–5)
10 Look at the circuit in the diagram below.
What can you predict about the readings on the two ammeters? .................................................................................................................................... 11 Now look at this diagram.
a What do you think you would observe about the bulbs?
.................................................................................................................................... b What can you predict about the ammeters in this circuit? ....................................................................................................................................
Task 13: Brighter Christmas (Levels 6–7)
Imagine you work for a company that produces Christmas decorations. You have made a set of lights in which each bulb is a separate branch of a parallel circuit. Write an information leaflet to be sent out to shops explaining why they should stock your lights even though they are a little more expensive. Make sure you use your scientific knowledge and explain very clearly what the advantages of the new set of lights are.
Task 1: The human life cycle (Level 5)
Here is a diagram which shows the human life cycle.
Use these words to fill in the gaps:
man • teenager • toddler • woman • baby • adolescent Now complete this table: Stage Man Teenager Toddler Woman Baby Adolescent
Suggest one thing that would help you to identify this stage
Task 2: Smaller distances (Levels 5–6)
Try these experiments and measure how long it takes for the object to cover the distance. 1
Rolling a coin along the bench.
2
Walking the length or the corridor.
3
Running a measured distance outside.
4
A wind-up toy moving from one side of the lab to the other.
For each one decide which units are the best to use to measure time and speed. Record your results in a table like this one. Activity
Distance (units)
Time (units)
Distance in kilometres
Time in hours
Speed
Rolling coin Walking corridor Running Wind up toy
You need to think very carefully about units. If you have measured a distance in metres – to change it to kilometres divide by 1000. If you have measured a distance in centimetres then divide by 10 to change to metres and then divide by 1000 to change to kilometres. If you have measured time in seconds then divide by 3600 to get to time in hours. If you have measured time in minutes then divide by 60 to get to time in hours.
Task 3: What do they mean? (Levels 3–4) Complete the table to suggest how you would handle chemicals with these hazard warning signs. Hazard warning sign Corrosive
Toxic
Highly flammable
Explosive
Oxidising
Harmful
Irritant
Environmental hazard
Radiation
How would you handle a chemical with this sign on its container?
Task 4: Reproductive organs (Level 4)
Draw lines to show where each label belongs on the plant shown below.
Sepals
Petals
Stamen
These protect the flower before it opens, when it is still a bud. They are often green.
These are brightly coloured to attract insects (but only in insect-pollinated flowers).
The ‘stalk’ is called the filament on the top of which is the anther. This contains pollen grains. Pollen grains contain the male sex cells.
Stigma
Style
Ovary
This is sticky. When pollen grains land on it they stick to it.
The pollen grain grows a tube down through the style towards the ovary.
This contains the female eggs. After fertilisation the ovary will become the seed.
Task 5: Wind- and insect-pollinated flowers (Level 6) As a result of either carrying out practical work or by doing research, write an article for a nature magazine. The purpose of the article is to explain the main differences between the structure of windand insect-pollinated flowers and also how these differences adapt the flower to its particular type of pollination. Remember that a good account will have pictures as well as words.
Task 6: How did they form? (Levels 6–7)
1
What does the word sediment mean?
2
How were sedimentary rocks formed?
3
Write a list of words starting with ‘ig’. What do they mean?
4
How did igneous rocks form?
5
How did metamorphic rocks form?
Task 7 Changing forces (Levels 6-7) On each of these pictures add arrows to show the forces acting on the space-craft.
There should be two points where the forces are balanced – what are they? ..........................................................................................................................................
Task 8: Comparing fuels (Levels 5–6)
Earlier on in this topic you compared the energy stored in different foods.
Plan an investigation to compare the energy stored in different fuels and answer the following questions. 1 What will be your independent variable?
..........................................................................................................................................
2 What will be your dependent variable?
.......................................................................................................................................... 3 What factors will you keep the same to ensure that your test is fair?
.......................................................................................................................................... 4 What safety precautions will you take?
.......................................................................................................................................... 5 Why would it be very difficult to test some fuels?
Task 9: States of matter (Levels 3–4)
There are three states of matter: solid, liquid and gas. Answer the following questions about the states of matter. 6
Complete the diagrams below by drawing the arrangement of particles in a solid, a liquid and a gas.
7
Describe how the particles are moving in: a
a solid
.................................................................................................................................... .................................................................................................................................... b a liquid .................................................................................................................................... .................................................................................................................................... c
a gas
.................................................................................................................................... ....................................................................................................................................
Task 10: Terms and definitions (Levels 4–5)
Use straight lines to match up each term with its correct definition.
Adaptation Conserve Environment
The surroundings of an organism The ability to successfully live in a place The specific place where a type of organism lives
Survive
To protect an area
Habitat
Suited to the conditions in which it lives
Biodiversity
The range of living things that live in an area
Task 11: Biodiversity (Levels 6–7)
Show your understanding of the term ‘biodiversity’ by answering these questions:
8
Do the Sahara desert and the Arctic region have a high or low biodiversity compared to a rainforest, for example? ....................................................................................................................................
9
Explain your reasoning in as much detail as you can. .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................
Task 12: Current in a series circuit (Levels 4–5)
10 Look at the circuit in the diagram below.
What can you predict about the readings on the two ammeters? .................................................................................................................................... 11 Now look at this diagram.
a What do you think you would observe about the bulbs?
.................................................................................................................................... b What can you predict about the ammeters in this circuit? ....................................................................................................................................
Task 13: Brighter Christmas (Levels 6–7)
Imagine you work for a company that produces Christmas decorations. You have made a set of lights in which each bulb is a separate branch of a parallel circuit. Write an information leaflet to be sent out to shops explaining why they should stock your lights even though they are a little more expensive. Make sure you use your scientific knowledge and explain very clearly what the advantages of the new set of lights are.
