Activate 1 Biology

SGC Activate 1 Science Student
Workbook:
ES1 BIOLOGY:
Name:_________________________________
Class /
Teacher:___________________________
Please take care of this workbook.

AR$150 for replacement if lost.
WS Glossary WS Glossary
Key word Definition A way of presenting data when one variable is discrete or
pie chart
categoric and the other is continuous.
accurate Close to the true value of what you are measuring. A description of how you will use equipment to collect valid
plan
The process of looking at data and writing about what you data to answer a scientific question.
analyse
have found out. This describes a set of repeat measurements that are close
precise
A way of presenting data when one variable is discrete or together.
bar chart
categoric and the other is continuous. prediction A statement that says what you think will happen.
categoric A variable that has values that are words. An error that causes there to be a random difference
What you write down to say what you have found out during random error between a measurement and the true value each time you
conclusion measure it.
an investigation.
The difference between the lowest and highest values a
confidence How sure you are of your conclusion based on the data/ range
variable can have.
continuous A variable that has values that can be any number. When you repeat measurements in an investigation and get
repeatable
similar results they are repeatable.
A variable that you have to keep the same in an
control variable When other people carry out an investigation and get similar
investigation.
reproducible results to the original investigation the results are
Words or numbers that you obtain when you make reproducible.
data
observations or measurements.
A description of how you will make it less likely that people
A variable that changes when you change the independent risk assessment will be injured, or equipment damaged, and what to do if
dependent variable
variable. this happens.
discrete A variable that can only have whole-number values. The difference between the highest and lowest
spread
measurements of a set of repeat measurements.
To discuss the quality of data collected during an
evaluate An error that causes there to be the same difference
investigation and suggest improvements to the method.
systematic error between a measurement and the true value each time you
independent variable A variable you change that changes the dependent variable. measure it.
An experiment or set of experiments designed to produce The doubt in the result because of the way that a
investigation uncertainty
data to answer a scientific question or test a theory. measurement is made.
A way of presenting results when there are two numerical A quantity that can change, for example, time, temperature,
line graph variable
variables. length, mass.
A smooth line on a graph that travels through or very close
line of best fit
to as many of the points plotted as possible.
An average of a set of data, found by adding together all the
mean values in the set and dividing by the number of values in the
set.
observation Carefully looking at an object or process.
A result that is very different from the other measurements

outlier
in a data set.
© Oxford University Press 2015 www.oxfordsecondary.co.uk/acknowledgements © Oxford University Press 2015 www.oxfordsecondary.co.uk/acknowledgements
This resource sheet may have been changed from the original. This resource sheet may have been changed from the original.
WS 1.3 Practical sheet
Collecting and presenting data

Setting the scene
Scientists collect data when they carry out experiments. The data must be
recorded clearly so scientists can use it after the experiment is finished. In this
practical you will find out more about how to record and present data.
Aims
In this practical you will be working scientifically to:
 collect data using a table
 calculate means
 choose the best way to present data.
Safety
 Try not to let balls roll on the floor.
 Do not throw balls.
Equipment and materials

 metre ruler
 four different types of balls, as chosen by your teacher
Method
In this practical you will investigate this question:
Does the type of ball affect how high it bounces when it is dropped 1 m from the
ground?
 Write down the independent variable:
 Write down the dependent variable:
 Write down variables you will control:
Carry out the experiment using four different types of balls provided.
Record your results in the table on the next page.
© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

This resource sheet may have been changed from the original.
Results
Include a column for the independent variable.
Include three columns for the dependent variable – you will repeat readings.
Include a column for the mean of the readings.
Each column heading includes the name of the variable and its unit.
You need one row for each value of the independent variable.
Calculate the mean for your results.
Questions
1 State whether the data for your independent variable is continuous or categoric.
2 State whether the data for your dependent variable is continuous or categoric.
3 State the type of graph/chart you should draw to present your data. Explain your
answer.

4 Draw a graph/chart of your results in the grid below.

Remember: The independent variable should be on the x-axis and the
dependent variable should be on the y-axis.
5 State if you can see a pattern in your results. If there is a pattern, describe this pattern.
Extension
Suggest a reason for the pattern in your results.

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B1 Glossary
Chapter 1
Key word Definition
amoeba A unicellular organism.
The plant cell component that surrounds the cell, providing

cell wall
support.
The smallest functional units in an organism – the building
cells
blocks of life.
chloroplasts The plant cell component where photosynthesis takes place.
A measure of the number of particles of a substance in a given

concentration
volume.
The movement of liquid or gas particles from a place of high
diffusion
concentration to a place of low concentration.
euglena Unicellular organism that performs photosynthesis.
flagellum A tail-like structure that allows euglenas to move.
The plant cells that contain chloroplasts, where photosynthesis

leaf cell
takes place.
An optical instrument used to magnify objects, so small details
microscope
can be seen clearly.
An animal cell that transmits electrical impulses around the
nerve cell
body.
The cell component that controls the cell and contains genetic
nucleus
material.
observation Carefully looking at an object or process.
organisms Living things.
red blood cell An animal cell that transports oxygen around the body.
root hair cell A plant cell that takes in water and minerals from the soil.
A cell whose shape and structure enable it to perform a

specialised cell
particular function.
sperm cell A cell containing male genetic material.
unicellular Consisting of just one cell.
The plant cell component that contains cell sap and helps to
vacuole
keep the cell firm.

B1 1.2 Practical sheet
Making an onion slide

Setting the scene
Cells are very small. You cannot see them without help. You have already
learnt how to use a microscope, and you will now use a microscope to
observe a plant cell.
Aims
In this practical you will:
 use a microscope
 prepare an onion cell slide, and use the microscope to observe these cells.
You will be working scientifically to:
 make a prediction
 use appropriate techniques, apparatus, and materials during laboratory

work
 make and record observations.
Safety
 Take care when lifting microscopes and when using glassware.
 Beware of broken glass. Ask a responsible adult to sweep up broken glass

immediately.
 Avoid getting iodine solution on your skin.
 Wear eye protection.

 microscope
 glass slide and coverslip
 forceps
 iodine solution and pipette
 onion slice
 eye protection
Prediction
What components of a cell do you expect to see?

Method
1 Collect a piece of onion.
2 Remove one of the onion layers.
3 Using forceps, carefully peel off the inner skin of the onion layer.
4 Place the onion skin onto a clean glass slide. Use your forceps to keep the onion skin flat
on the glass slide.
5 Using a pipette, add one or two drops of dilute iodine solution on top of the onion skin.
6 Place a coverslip on top of the skin.

7 Observe using a microscope.

Results
Draw a labelled diagram of an onion cell in the space below.
Hint: Use a pencil for your drawing. Label lines should be drawn using a ruler.
Questions
1 What components of the cell can you see using the microscope? Use the student
book pages on 'Plant and animal cells' to help you
2 What did you do to make the experiment safe?
3 Why did you use iodine to help make your slide?

Extension
1 Calculate the magnification you used to see the cells. Show your working.
2 Suggest why you could not see any chloroplasts?

B1 1.2 Support Sheet
Making an onion slide

Looking at the slide through the microscope, you should be able to see the
onion cells.
They will look a little like the artwork below.
In the results section of your practical sheet, draw a labelled diagram of one
onion cell (which has been ringed on the artwork for you).
Hint: Use a pencil for your drawing. Label lines should be drawn using a ruler.

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B1 1.3 Activity Sheet
B1
Specialised cells
Extension: Extension:
Cell diagram
Name of Function of How does this structure Does this cell work with
(label the special
cell cell help the cell to other cells? If so, how
features of the cell)
function? does it do this?
Animal cell
Plant cell
© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements This resource sheet may have been changed from the original.
B1 1.3 Foundation support sheet
Specialised cells
This is a list of names, diagrams and functions of some specialised
animal and plant cells. Cut out the boxes and stick them in the table.
Hint: Use your student book B1 1.3, Specialised cells, to help you.
carry electrical impulses

root hair cell
around the body
absorb water and nutrients

sperm cell
from soil
leaf cell carry out photosynthesis
nerve cell carry male genetic material
Plant or
Diagram of
Name of cell Function of cell animal
cell
cell?

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Succe ed
Chapter 1: Cells Progress •
Question •
B1 Knowledge organiser
All living things (organisms), are made of cells. Some are only made of a single cell, for example, bacteria. A person is made up of millions of cells joined together.
Plant and animal cells Microscopes

Cells have smaller structures inside them, chloroplasts cell membrane Cells can only be seen under a microscope. A microscope magnifies
cell wall
called components, that each have an an object using lenses.
cytoplasm
important function. Remember that:
cytoplasm
cell nucleus • the specimen needs to be thin so light can pass through
membrane
• a dye can be added to make the object easier to see.
nucleolus mitochondria
eye piece
vacuole nucleus
nose piece
Specialised cells objective lens
stage
Specialised cells have special features that allow them to do a specific job or function: coarse focusing
condenser lens knob
Cell type Function Special features Diagram and diaphragm fine focusing knob
absorb water and • root hair creates a large surface area
root hair cell
nutrients from soil • no chloroplasts as no light underground lamp
plant cells • found at the top surface of leaves
leaf cell Using a microscope
carry out photosynthesis • packed with chloroplasts
(palisade cell) 02.01.02 Biology for IGCSE 1 Move the stage to its lowest position.
Barking Dog Art • thin with a large surface area to absorb more light
2 Place the slide/object on the stage.
• contain haemoglobin which joins to oxygen
transport oxygen around 3 Choose the objective lens with the lowest magnification.
red blood cell • no nucleus
the body 4 Look through the eyepiece and turn the coarse-focus knob slowly
• disc shaped to increase surface area until you see the object.
animal cells carry electrical impulses • long and thin with connections at each end 5 Turn the fine focus knob until it comes into focus.
nerve cell (neurone)
around the body 6 Repeat steps 1–5 using a higher magnification lens.
carry male genetic • streamlined head and a long tail

sperm cell
material • lots of mitochondria to transfer energy
Movement in and out of cells
Particles move in and out of cells by diffusion.
During diffusion, particles spread out from where they are in high
Unicellular organisms concentration to where they are in low concentration.
A unicellular organism only consists of one cell. They have no fixed shape and are adapted to carry out many different functions. Diffusion in water is called osmosis.
Amoeba • nucleus controls growth and reproduction Euglena • microscopic organism found in fresh water
pseudopod • m
ove by moving part of their body and the rest • c
ontain chloroplasts and make their own food by Glucose and oxygen move from the blood into cells by diffusion.
flagellum
follows slowly in the same direction eye spot photosynthesis Carbon dioxide moves out of cells to the blood by diffusion.
cell membrane
nucleus • eat bacteria, algae, and plant cells by engulfing them nucleus • eye spot that detects light
food chloroplast
contractile vacuole • fl agellum allows the Euglena to move towards the
vacuole • reproduce by splitting in half (binary fission) contractile
(removes water
and waste) vacuole light to make more food
Key terms Make sure you can write definitions for these key terms.
amoeba cell cell membrane cell wall chloroplast concentration cytoplasm diffusion Euglena flagellum leaf cell microscope mitochondria nerve cell nucleus
red blood cell root hair cell specialised cell sperm cell unicellular vacuole
B1 Chapter 1 Checkpoint
Revision (route A)
Cells
Task 1: Using a microscope
In this task you will revise how to use a
microscope to observe a cell. You will write
a full explanation of how to do this.
You need to complete the table first. Make
sure you use the key words given.
Step What do you need to do? Why do you need to do it? Key words
1 slide
2 stage
3 light
objective lens
4 high
magnification
5 coarse-focus
6 fine-focus
Now decide the best way to write your explanation. You should include all the
information that is in the table. Write your explanation in the space below.

Revision (route A)
Task 2: Describing cells

On the left, write down everything you know about cells.
Use the information you have written to write a full description.
What I know about cells: My description of a cell:
Task 3: Comparing cells

Write a full description of what each cell component does in the table below.
In the right-hand column, write if you think it is found in plant cells only, or plant
and animal cells. This will help you in the next part of the task.
Which type
Component Description
of cell?
nucleus
cell wall
chloroplast
cytoplasm
cell membrane
vacuole
mitochondria
Description of the similarities and differences of plant and animal cells:
(Similarities) Both plant and animal cells have
(Differences) Plant cells are different to animal cells. They also contain

Revision (route A)
Task 4: Describing specialised cells
Plant cell Root hair cell
A root hair cell is a type of specialised plant cell.

What is its job?
Describe how it looks different to a plant cell.
How do you think these differences help it to carry out its job?
Task 5: Describing diffusion

You are going to describe the process of diffusion. You should use the words in
the box in your description. The words are in the order you need to use them.
Remember, ‘concentration’ means the number of particles in one place.
movement particles high concentration low concentration
Task 6: Unicellular organisms

Draw a diagram of two different unicellular organisms. Label your diagrams and give
the name and a brief description of each component of the unicellular organisms.
Diagram tips:
 Use a sharp pencil.
 Think about the components each one has and draw them clearly.
 Label your diagrams.
B1 Checklist
Chapter 1
Lesson Developing Secure Extending

I can explain what all living
I can state what a cell is. I can describe what a cell is. organisms are made of.
B1 1.1
I can explain what each part of
Observing cells I can describe how to use a I can explain how to use a
the microscope does and how
microscope to observe a cell. microscope to observe a cell.
it is used.
I can identify one similarity and I can describe the similarities I can explain the similarities
one difference between a plant and differences between plant and differences between plant
B1 1.2 Plant
and an animal cell. and animal cells. and animal cells.
and animal
I can explain the functions of
cells I can match some components I can describe the functions of
the components of a cell by
of a cell to their functions. the components of a cell.
linking them to life processes.
I can describe examples of
I can name some examples of I can describe examples of
specialised animal cells,
B1 1.3 specialised animal cells. specialised animal cells.
linking structure and function.
Specialised
I can describe examples of
cells I can name some examples of I can describe examples of
specialised plant cells,
specialised plant cells. specialised plant cells.
linking structure and function.
I can identify substances that I can name some substances I can explain which substances
B1 1.4
move into or out of cells. that move into and out of cells. move into and out of cells.
Movement of
I can state simply what I can describe the process of I can explain the process
substances
diffusion is. diffusion. of diffusion.
I can explain what a unicellular
I can name an example of a I can describe what a
organism is and give detailed
unicellular organism. unicellular organism is.
B1 1.5 examples.
Unicellular I can identify some structures I can describe the structure I can describe the structure
organisms in an amoeba. of an amoeba. and function of an amoeba.
I can identify some structures I can describe the structure I can describe the structure
in a euglena. of a euglena. and function of a euglena.
B1 Glossary
Chapter 2
Key word Definition

A structure inside the lungs where gas exchange takes place
alveolus
with the blood.
A pair of muscles that work together to control movement at a
antagonistic muscles
joint – as one muscle contracts, the other relaxes.
A tissue that forms a hard structure, used to protect organs and
bone
for movement.
The strong, smooth tissue that covers the end of bones to
cartilage
prevent them rubbing together.
condense The change of state from gas to liquid.
diaphragm (breathing) The sheet of muscle used in breathing.
exhale Breathing out, to remove carbon dioxide.
gas exchange The transfer of gases between an organism and its environment.
inhale Breathing in, to take in oxygen.
joint A part of the skeleton where two bones join together.
ligament Joins two bones together.
lungs The organ in which gas exchange takes place.
multicellular organism An organism made up of many cells
newton The unit of force, symbol N.
organ A group of tissues working together to perform a function.
organ system A group of organs working together to perform a function.
A chemical reaction where food and oxygen are converted into

respiration
energy, water, and carbon dioxide.
respiratory system The organs involved in gas exchange.
ribcage The bones that protect the lungs.
skeleton All the bones in an organism.
tendon Joins a muscle to a bone.
tissue A group of similar cells working together to perform a function.

The composition of inhaled and exhaled air

Setting the scene
There are different amounts of gases in the air we breathe in (inhaled air) and
the air we breathe out (exhaled air).
Aims
In this activity, you will be:
 analysing data obtained on the composition of inhaled and exhaled air.
 present data using a graph
 identify patterns in data to draw conclusions.
Task
1 Label the diagram of our breathing system.

2 Choose the most appropriate graph or chart to display the data in the table.
Draw two: one for inhaled air, and one for exhaled air.
Gas Inhaled air (%) Exhaled air (%)
nitrogen 78 78
oxygen 21 16
carbon dioxide 0.04 5.04
other gases (e.g., argon) 0.96 0.96
Questions
1 Name a gas whose percentage composition in the air remains unchanged during the
breathing process.
2 Name a gas whose percentage composition increases in exhaled air.
3 Calculate by how much the composition of oxygen decreases between inhaled and
exhaled air.
4 State where, in the breathing system, these changes in the gas content of air happen.
5 Explain what has happened to the oxygen which has been removed from inhaled air.
6 A student stated that ‘we breathe out carbon dioxide’. Is this statement correct? Use the
data to help answer the question.

7 Explain why scientists use graphs or charts for their data.
Extension
1 Explain why you chose the graph or chart you did to show the data. Why would
other types of chart be less useful or incorrect?
2 The data does not show any values for water vapour, which is present in the air we
breathe in and out. Suggest whether water vapour levels would increase or decrease
in exhaled air. Explain why this would happen.

The composition of inhaled and exhaled air
Task
1 Cut out the following words and use them to label the
diagram of the breathing system.
alveolus bronchiole bronchus diaphragm heart
intercostal
lung rib ribcage trachea
muscle
2 The table shows the difference in composition of inhaled

and exhaled air.
Gas Inhaled air (%) Exhaled air (%)

nitrogen 78 78
oxygen 21 16
carbon dioxide 0.04 5.04
other gases (e.g., argon) 0.96 0.96
Use the table to help complete the labels on the graph to

identify the names of the different gases.
Colour the bars for the inhaled air in blue. Colour the
bars for the exhaled air in red.


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01 3
Investigating muscle fatigue

Setting the scene
Movement in the arm is brought about by two muscles. Contraction of the biceps
bends the arm and contraction of the triceps straightens the arm. When the
muscles in the arm lift objects for any length of time they will tire or fatigue.
Aims
 investigate the effects of the contraction of the biceps and triceps in moving
the arm
 investigate the effects of resting muscles on fatigue.
 consider health and safety
 make and record observations and measurements
 present observations and data using tables and graphs
 interpret observations and data to draw conclusions.
Safety
 You will need to rest your elbow on a smooth surface such as paper, and have
something to protect your hand during the practical such as a towel on the
desk.

 1 kg mass
 stopwatch
 protective material
Prediction
How do you think rest will affect the rate of fatigue in the antagonistic muscles of
the arm?

Method
1 Place a 1 kg mass in your hand.
2 Lift the mass as many times as possible in 3 minutes.
3 Your hand must always touch the desk at the beginning of each lift.
4 The mass must always touch the shoulder at the end of the lift.
5 Test 1: Record the number of lifts in each minute for 3 minutes without rest.
6 Test 2: Repeat, but take a 30-second rest between each minute.
7 Test 3: Repeat, but take a 1-minute rest between each minute.
Results
Number of times mass lifted

Condition of
subject
1st minute 2nd minute 3rd minute
No rest
30 second rest
period
1 minute rest
period
Questions
1 Name the muscle which bends the arm at the elbow.
2 Name the muscle which straightens the arm at the elbow.
3 Explain why these muscles are called ‘antagonistic’ muscles.

4 State which test showed the greatest level of fatigue.
5 Describe the pattern in the results from minute 1 to minute 3 with no rest between
minutes.
6 Describe what pattern you observe as you look at the results with increasing rest
periods.
Extension
1 Show your data with a bar chart containing grouped sets of bars.
2 Explain what is happening to the muscle as the exercise continues.
3 Explain what is happening to the muscle as the rest period increases.
4 Explain in detail why both the biceps and triceps are needed to bring about
movement at the elbow.

B1 2.6 Access sheet
Method
1 Place a 1 kg mass in the hand.
2 Lift the mass as many times as possible in 2 minutes.
3 Your hand must always touch the desk at the beginning of each lift.
4 The mass must always touch the shoulder at the end of the lift.
5 Record the number of lifts for 2 minutes without rest.
6 Repeat, but take a 30-second rest between the minutes.
7 Repeat again, but take a 1-minute rest between the minutes.
Results
Condition of Number of times mass lifted

subject 1st minute 2nd minute
No rest
30-second rest
period
1-minute rest
period
Questions
1 Name the muscle which bends the arm at the elbow.
2 Name the muscle which straightens the arm at the elbow.
3 Explain why these muscles are called ‘antagonistic muscles’.
4 State which test showed the greatest level of fatigue.

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01 3
Succe ed
Chapter 2: Structure and function of body systems Progress •
Question •
Multicellular organisms are made up of many cells and have five levels of organisation:
organ multicellular
cell tissue organ system organism
the smallest building block of a group of specialised cells a group of tissues working a group of organs working a group of systems working increasing complexity
an organism working together together together together
Plant and animal organs Respiratory system Skeleton

brain The respiratory system is involved in:
brain––controls
controlsthe
thebody
body skull All the bones in your body make up your skeleton.
lungs
lungs––take
takeininoxygen
oxygen • breathing in oxygen (for respiration)
heart – pumps blood
heart – pumps blood and
andremove
removecarbon
carbon nose jaw bone The four main functions of the skeleton are to:
around
aroundthe
thebody
body • breathing out waste carbon dioxide. collar bone
dioxide
dioxide mouth • support the body • protect vital organs
liver
liver––removes
removestoxins
toxins stomach trachea sternum
stomach––digests
digestsfood
food bronchus • help the body move
(poisons
(poisonsfromfromthe
theblood)
blood)
ribcage humerus
and
andproduces
producesbile
biletoto kidney
kidney––filters
filtersthe
the bronchiole • make blood cells (in the bone marrow).
help
helpdigestion
digestion blood alveolus vertebral column ulna
bloodand
andproduces
produces muscle
urine (air sac) (backbone) radius
urine
intestines
intestines––absorb
absorb heart rib pelvis
bladder
bladder––stores
storesurine
urine Joints occur between two or more bones.
nutrients
nutrientsfrom
fromfood
food
lung They allow the skeleton to bend.
diaphragm Three types of joint are:
femur
kneecap
1 Hinge joints
leaf
leaf––absorbs
absorbs forwards/backwards movements only, e.g., knees
sunlight plastic jug Measuring lung volume fibula tibia
sunlightfor
formaking
making plastic
food (full of 2 Ball-and-socket joints
stem foodduring
during tube
stem––holds
holds water) When you breathe out fully into the plastic tube, ankle
the photosynthesis
photosynthesis movement in all directions, e.g., shoulders
theplant
plantupright
upright
tank
air from your lungs pushes water out of the bottle.
3 Fixed joints
root with volume of air in the plastic bottle
root––anchors
anchorsthethe water
no movement allowed, e.g., the skull
plant
plantinto
intothe
theground,
ground, =
and
In a joint: • your bone is protected with cartilage
andtakes
takesupupwater
waterand
and
minerals
mineralsfrom
fromthe
thesoil
soil
lung volume • the two bones are held together by ligaments.
What happens when we breathe? Muscles

Muscles are a type of tissue – lots of muscle cells work together to cause movement.
• muscles between ribs contract composition of oxygen, O2 carbon dioxide, CO2
oxygen, O2 carbon dioxide, CO2 Types include:
• ribs are pulled up and out inhaled air: 20.96% 0.04% 16% 4% of muscle
When you • cardiac (heart) muscle • smooth muscle • skeletal muscle biceps
• diaphragm contracts and flattens biceps contracts
relaxes
breathe in • volume of the chest increases triceps
triceps
(inhale) relaxes
• pressure inside the chest decreases Muscles are attached to bones by tendons. contracts
nitrogen, N
2
nitrogen, N2 79%
• air rushes into the lungs 79% Muscles produce movement by contracting (getting shorter).
arm arm
• muscles between ribs relax composition of If a muscle contracts it pulls the bone, causing it to move. bends straightens
oxygen, O2 carbon dioxide, CO2 oxygen, O2 carbon dioxide, CO2
• ribs are pulled in and down 20.96%
air:
exhaled0.04% 16% 4%
When you • diaphragm relaxes and moves up Antagonistic muscles
breathe out • volume in the chest decreases
(exhale) Pairs of muscles that work together are called antagonistic muscles.
• pressure inside the chest increases
nitrogen, N2
nitrogen, N2 When one contracts the other relaxes.
• air is forced out of the lungs 79%
79% For example, biceps and triceps work together to bend and straighten the forearm.
alveolus antagonistic bone bone marrow contract cartilage diaphragm exhale inhale joint ligament lung multicellular organ
organ system respiration respiratory system ribcage skeleton tendon tissue trachea volume
Revision (Route A)
Aims
In groups you will have 10 minutes to complete each activity card. You should
record your answers on a piece of paper that you can keep for revision.

Activity card 1: Levels of organisation
Below is a list of key words for this topic. Define all of the key words.
You may use your books.
tissue
organ
organ system
cell
muscle
heart
digestive system
multicellular organism
Put the first four words in a logical order and state your
reasons for putting them in this order.
Activity card 2: Lungs and breathing

Below is a list of key words for this topic. Define all of the key words.
You may use your books.
lungs
rib cage
diaphragm
trachea
inhale
exhale
alveolus
lung volume
bell jar
For each of the parts of the gas exchange system, describe how it is
designed to carry out its function during breathing.

Revision (Route A)

Activity card 3: The skeleton
Below is a list of key words for this topic. Define and give a function
for all of the key words. You may use your books.
bone
skeleton
joint
cartilage
ligament
newtons
skull
elbow
backbone
Activity card 4: Muscles

Below is a list of key words for this topic. Define and give a function
for all of the key words. You may use your books.
muscle
tendon
antagonistic muscles
biceps
triceps
contracts
relaxes
Discuss in your group how to measure a force exerted by a muscle, for example, the
biceps. Work together to write a brief method.

Revision (Route A)
Questions
1 Define and name an organ.
2 Describe what happens to the diaphragm when you breathe in.
3 Give an example of a bone of the skeleton that provides support, protection, and
movement.
4 Name the muscles involved in moving the elbow and state why they are called an
antagonistic pair.

Checklist
B1 Chapter 2

I can explain how the different
I can state what is meant by a I can define and state tissues in an organ, and the
tissue, an organ, and an organ examples of tissues, different organs in an organ
B1 2.1 Levels system. organs, and organ systems. system function together.
of organisation
I can state the sequence of the I can explain the hierarchy I can explain in detail the
hierarchy of organisation in a of organisation in a hierarchy of organisation in a
multicellular organism. multicellular organism. multicellular organism.
I can describe the gas
I can name the parts of the gas I can describe the structure
exchange system as an organ
exchange system. of the gas exchange system
system, linking the organs.
B1 2.2 Gas
I can describe how the I can explain how the
exchange I can state that the parts of the
parts of the gas exchange adaptations of the parts of the
gas exchange system are
system are adapted to their gas exchange system help
adapted to their function.
function. them perform their function.
I can state what happens to the I can explain how the actions
I can describe the process
ribcage and diaphragm during of the ribcage and diaphragm
of inhaling and exhaling.
inhaling and exhaling. lead to inhaling and exhaling.
I can explain the similarities
B1 2.3 I can describe how a bell jar
I can state what each part of the and differences between the
Breathing can be used to model what
bell jar model represents. bell jar and the breathing
happens during breathing.
system.
I can state a value of lung I can explain how to I can explain in detail how to
volume. measure lung volumes. measure lung volumes.
I can explain the relationship
I can name the main parts of the I can describe the structure
between the bones and joints
skeleton. of the skeleton.
B1 2.4 in the skeleton.
Skeleton I can explain the link between
I can list the functions of the I can describe the functions
structure and functions in the
skeletal system. of the skeletal system.
skeletal system.
Checklist
B1 Chapter 2

I can state where joints are I can describe the role of I can explain how the parts of
B1 2.5 found in the body. joints. a joint allow it to function.
Movement: I can explain how to I can explain the relationship
I can state how a muscle exerts
joints measure the force exerted between the forces required to
force during movement.
by different muscles. move different masses.
I can explain how the muscle
I can state the function of major I can describe the function
groups interact with other
muscle groups. of major muscle groups.
B1 2.6 tissues to cause movement.
Movement: I can explain why it is
I can explain how
muscles I can state the definition of necessary to have both
antagonistic muscles cause
antagonistic muscles. muscles in an antagonistic
movement.
pair to cause movement.

Glossary Glossary
B1 Chapter 3 B1 Chapter 3

Key word Definition ovulation The release of an egg from an ovary.

adolescence The period of time when a child changes into an adult.
ovule The female gamete of a plant.
anther The part of a flower that produces pollen.
penis The structure that caries sperm and semen out of the body.
carpel The female reproductive part of the flower.
period Loss of uterus lining through the vagina.
The ring of muscle at the entrance to the uterus. It keeps
cervix petal The brightly coloured part of a flower that attracts insects.
the baby in place while the woman is pregnant.
cilia Tiny hairs on the surface of cells. The organ where substances pass between the mother’s and
placenta the fetus’s blood. It acts as a barrier, stopping infections and
A barrier method of contraception, which prevents semen harmful substances reaching the fetus.
condom
being released into the vagina.
pollen The male gamete of a plant.
contraception A method of preventing pregnancy.
pollination The transfer of pollen from the anther to the stigma.
contraceptive pill A chemical method of contraception.
puberty The physical changes that take place during adolescence.
ejaculation When semen is released from the penis.
scrotum The bag of skin that holds the testes.
embryo A ball of cells that forms when the fertilised egg divides.
seed The structure that develops into a new plant.
The process where the nucleus of a sperm cell joins with the
fertilisation
nucleus of an egg cell. seed dispersal The movement of seeds away from the parent plant.
The name given to an unborn baby from eight weeks of
fetus semen Fluid containing sperm.
development.
The special leaves found under the flower, which protect
filament The part of a flower that holds up the anther. sepal
unopened buds.
Contains fluid. This acts as a shock absorber, protecting the
fluid sac sexual intercourse The process where the penis releases semen into the vagina.
fetus from bumps.
fruit The part of a plant that contains seeds. sperm cell A cell containing male genetic material.
Reproductive cells. The male gamete is a sperm cell and the sperm duct Tube that carries sperm from the testes to the penis.
gametes
female gamete is an egg cell.
stamen The male reproductive part of the flower.
germination The period of time when a seed starts to grow.
stigma The part of a flower that is sticky to catch grains of pollen.
The process where an embryo attaches to the lining of the
implantation
uterus. style The part of a flower that holds up the stigma.
The monthly cycle during which the uterus lining thickens,
menstrual cycle and then breaks down and leaves the body if an egg is not testes The testes produces sperm and the male sex hormones.
fertilised.
umbilical cord Connects the fetus to the placenta.
ovary (human) Contains egg cells.
urethra Tube that carries urine or sperm out of the body.
ovary (plant) The part of a flower that contains ovules.
uterus Where a baby develops until its birth.
oviduct Tube that carries an egg to the uterus.
vagina Receives sperm during sexual intercourse. This is where the
male’s penis enters the female’s body.
© Oxford University Press 2015 www.oxfordsecondary.co.uk/acknowledgements © Oxford University Press 2015 www.oxfordsecondary.co.uk/acknowledgements
This resource sheet may have been changed from the original. This resource sheet may have been changed from the original.
B1 3.1 Activity sheet
Changes during adolescence

Setting the scene
During adolescence the body changes in many different ways. These changes will
be different in boys and girls.
Aims
In this activity you will:
 sort the changes which occur in our bodies
 answer questions about these changes.
 interpret observations and identify patterns.
Task
Using the cards provided, sort the statements into those related to adolescence
and those that are not. Put the statements that are not related to adolescence to
one side.
Questions
1 Use the sort cards to list all the physical changes which occur in the bodies of girls
and boys.
Changes which occur in Changes which occur in

a girl’s body a boy’s body

2 State the definition of puberty.
3 State the difference between puberty and adolescence.
4 State what causes both the physical and the emotional changes in boys and girls.
5 Compare the body shape of boys and girls after puberty.
6 Explain why the testes make sperm and the ovaries make eggs.
7 Explain why girls develop breasts.
8 Explain why self-image becomes more important after adolescence.

Extension
1 Use the sort cards to decide what emotional changes might occur mainly in girls,
boys, or both. Add these to the table.
Emotional changes Emotional changes in Emotional changes

in girls both girls and boys in boys
2 Compare the emotional changes typically experienced by girls to those experienced by

boys.

B1 3.1 Activity sheet 2
Changes during adolescence

Cut each of these statements out. Then follow the instructions on activity sheet 1.

Become more
Go to secondary
Breasts develop attracted to someone
school
else (E)
Pubic hair grows Pubic hair grows Voice breaks – gets

around the penis around the vagina deeper
Body gets more Might become more

Stay up later
muscular aggressive (E)
Hair grows on face,

Hips widen chest, legs, and Go shopping alone
underarms
Might become more Testes and penis get

Shoulders widen
moody (E) bigger
Testes start to At times might be

Periods start
produce sperm more likely to cry (E)
Ovaries start to Play sports on a Testes start to make

release egg cells full-sized pitch male sex hormones
Self-image becomes Ovaries produce Watch more adult TV

more important (E) female sex hormones programmes

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01 3
B1 3.5 Question-led lesson
The menstrual cycle

Aims
In this lesson, you are given a question to answer. You will find the answer to this
question by learning about the sequence of events in the menstrual cycle. You will
then write your answer to the question.
Big Question
A woman thinks she might be pregnant. She is on day seven of her menstrual cycle.
Using your knowledge of the menstrual cycle, explain why it is unlikely that the woman
is pregnant. You should describe each stage of the menstrual cycle in your answer.
(QWC, 6 marks)
What I need to know

Before answering a 6-mark question, you should always think about the information
you need to know to answer it.
The table below states the things you need to be able to do to answer the question.
You might not know how to answer all of them yet. Tick the box for the answers
you know, and write your answer in the answer box.
Learning objective  Answer
State what the menstrual cycle

is
Describe the main stages of the

menstrual cycle
Key words
Add all the key words you need
to answer the Big Question in
this box.
© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements 1

B1 3.5 Question-led lesson
Answer to the Big Question

Now you need to write your answer to the question.
This is a QWC question. This means you will be marked on:
 spelling
 grammar
 organising your ideas and information clearly
 using key scientific words.
Write your answer in the space below.
Improvements
Your teacher will you give you a mark scheme for the question. Mark your own
work or swap with a classmate. Write any suggestions for improvement in the
box below.
© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements 2

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01 3
Succe ed
Chapter 3: Reproduction Progress •
Question •
Human reproduction Plant reproduction

Adolescence Fertilisation Parts of a flower
stigma
The time during which you change from being a child to being an adult is pollen tube
called adolescence. The physical changes that happen between the ages of An egg is released Sperm cells are produced anther
stamen filament
every month. in the testicles/testes. style carpel
9–14 are called petal
puberty. Girls pubic Boys ovule ovary
These egg cell
Sperm are mixed with receptacle
breasts develop, and underarm voice breaks, sexual sepal
changes nutrients and fluid from the
ovaries start to hair grows, body organs develop, pedicel
include: glands to form semen.
release egg cells, odour develops, testes start to cilia
periods start, emotional produce sperm,
During sexual intercourse Carpel
hips widen, changes, growth shoulders widen,
a man will release Stamen female part of the flower
spurt hair grows on face nucleus
semen into the vagina male part of the flower • the stigma is sticky to catch
and chest
The egg cell is moved (ejaculation). • the anther produces pollen grains of pollen
along the oviduct towards • the filament holds up the • the style holds up the stigma
the uterus by cilia. anther • the ovary contains ovules
Reproductive systems If a sperm meets the egg
fertilisation may happen.
female male
fallopian tube (oviduct) – where the egg is fertilised both of seminal
sperm duct –
Pollination
before travelling along the tube to the uterus these vesicle
carries sperm
supply The fertilised egg may then Pollination is the fertilisation of the ovule, which occurs when pollen is transferred
nutrients prostate from the testes
to the urethra implant in the uterus lining and
for the gland from an anther to the stigma. Pollination can occur due to insects or the wind.
sperm penis – used to
place sperm form an embryo (ball of cells)
testes – where into the vagina
sperm is made cross-pollination self-pollination
ovary – eggs uterus (womb) –
the fetus develops
mature here here scrotum – keeps the between two different plants between the male and female
vagina – receives testes outside the body
where the temperature urethra parts of the same plant
cervix – entrance sperm from the
to uterus penis during is a few degrees cooler
sexual intercourse and better for development
of sperm just a dot 1 week – cells beginning Fertilisation
Day 28 Day 1
to specialise stigma pollen grain
The menstrual cycle style
own ble
d ed 3 mm long 4 weeks – spine and brain ovule nucleus
ks ing
Day 1 – blood from uterus lining leaves ea forming, heart beating
br
ng
the body through the vagina. ovule
lini
Day 5 – bleeding stops. Uterus lining the main steps 3 cm long 9 weeks – tiny movements, ovary
lips and cheeks sense touch,
in a baby's
up
begins to re-grow. eyes and ears forming
Day 14 – an egg cell is released from development The tube grows out of the pollen The pollen nucleus moves The pollen nucleus joins with
builds
grain and down through the style. down the tube. the ovule nucleus. Fertilisation
unfe
(gestation) during
ing
one of the ovaries (ovulation). 7 cm long 12 weeks – fetus uses its
rtil
in
takes place and a seed will form.
is
sl
pregnancy muscles to kick, suck, swallow,
ed
ru
The egg cell travels through the e
ut and practise breathing
periods fertilised Day 14
oviduct towards the uterus. stop Germination
egg released When a seed starts to grow it is called germination.
There are three important structures in the uterus during gestation: To germinate, seeds need:
Methods of contraception
placenta – where substances pass from mother to fetus • water – for the seed to swell and the embryo to start growing
Condoms – A thin layer of latex Contraceptive pill – a daily tablet
umbilical cord – connects the fetus to the placenta • oxygen – for respiration and transferring energy for germination
rubber that prevents semen being that contains hormones. It prevents
released into the vagina. pregnancy by stopping ovulation. fluid sac – shock absorber that protects the baby. • warmth – to help speed up the reactions in the plant.
adolescence anther carpel cervix cilia contraception ejaculation embryo fertilisation fetus filament gestation germination implant menstrual cycle ovary
oviduct ovulation ovule placenta pollen pollination puberty semen sperm duct stamen stigma style testes umbilical cord uterus urethra vagina
Revision (Route A)
Aims
Key words about reproduction have been included in the crossword below. You
need to write clues for each of the key words.
Your clues should be clear definitions and descriptions. Include enough detail so
people doing the crossword can be sure they have got the right answer.
Crossword

B1 Checklist
Chapter 3

I can explain the difference
I can state the difference between adolescence and
I can state the definitions for
between adolescence and puberty.
adolescence and puberty.
B1 3.1 puberty.
Adolescence
I can state the changes of the I can describe the main
I can explain the main changes
bodies of boys and girls during changes which take place
that take place during puberty.
puberty. during puberty.
I can explain how different

I can describe the main
I can name the main structures parts of the male and female
structures in the male and
of the male and female reproductive systems work
female reproductive
B1 3.2 reproductive structures. together to achieve certain
systems.
Reproductive functions.
systems I can describe the function
I can state a function of the main I can explain the adaptations
of the main structures in
structures of the male and of some of the main structures
the male and female
female reproductive systems. that help them function.
reproductive systems.
B1 3.3 I can state the definitions of I can describe the structure I can compare the male and
Fertilisation gametes. and function of gametes. female gametes.
and I can state what is meant by I can describe the process I can explain the sequence of
implantation fertilisation. of fertilisation. fertilisation and implantation.
I can describe accurately the
I can state the definition of I can describe what
B1 3.4 sequence of events during
gestation. happens during gestation.
Development of gestation.
a fetus I can state how long a pregnancy I can describe what I can explain in detail how
lasts. happens during birth. contractions bring about birth.
B1 Checklist
Chapter 3

I can explain the role of the
I can state a simple definition of I can state what the
menstrual cycle in
the menstrual cycle. menstrual cycle is.
B1 3.5 The reproduction.
menstrual cycle I can describe the main I can describe the stages of the
I can state the main stages in
stages of the menstrual menstrual cycle as a timed
the menstrual cycle.
cycle. sequence of events.
I can explain how the
I can identify the main
I can name the parts of a flower. structures of the flower are
structures in a flower.
adapted to their function.
I can explain the role of
I can state what is meant by I can describe the process
B1 3.6 Flowers pollination in plant
pollination. of pollination.
and pollination reproduction.
I can describe the I can explain the processes of
I can name two methods of differences between wind wind and insect pollination
pollination. pollinated and insect comparing the similarities and
pollinated plants. differences between the two.
I can explain the process of
fertilisation in plants,
B1 3.7 I can state what is meant by I can describe the process
explaining the role of each of
Fertilisation fertilisation in plants. of fertilisation in plants.
the parts involved in the
and process.
germination
I can state what seeds and I can describe how seeds I can explain how the
fruit are. and fruits are formed. germination of seeds occurs.
I can state what is meant by I can state the ways that I can explain why seeds
seed dispersal. seeds can be dispersed. are dispersed.
B1 3.8 Seed
I can describe how a seed is I can explain how the
dispersal I can name the methods of seed
adapted to its method of adaptations of seeds aid
dispersal.
dispersal. dispersal.
C1 Glossary
Chapter 3
Key word Definition

In a balanced symbol equation, chemical formulae represent
the reactants and products. The equation shows how atoms
balanced symbol equation
are rearranged, and gives the relative amounts of reactants
and products.
A change in which atoms are rearranged to create new
chemical reaction
substances.
A chemical reaction in which a substance reacts quickly with
combustion
oxygen and gives out light and heat.
In a chemical reaction, the total mass of reactants is equal
to the total mass of products. This is conservation of mass.
conservation of mass
Mass is conserved in chemical reactions and in physical
changes.
A chemical reaction in which a compound breaks down to
decomposition
form simpler compounds and/or elements.
discrete A variable that can only have whole-number values.
An endothermic change transfers energy from the

endothermic change
surroundings.
exothermic change An exothermic change transfers energy to the surroundings.
A fuel made from the remains of animals and plants that

fossil fuel died millions of years ago. Fossil fuels include coal, oil, and
natural gas.
fuel A material that burns to transfer useful energy.
hazard A possible source of danger.
Some fuels are non-renewable. They form over millions of

non-renewable
years, and will one day run out.
A chemical reaction in which substances react with oxygen
oxidation
to form oxides.
A change that is reversible, in which new substances are not
physical change made. Examples of physical changes include changes of
state, and dissolving.
product A substance that is made in a chemical reaction.
reactant A starting substance in a chemical reaction.
risk The chance of damage or injury from hazard.
A way of representing a chemical reaction simply. The

word equation reactants are on the lefts of an arrow, and the products are
on the right. The arrow means reacts to make.

C1 3.1 Practical sheet
Finding out about reactions

Setting the scene
A chemical reaction is a change in which atoms are rearranged to create new
substances. The atoms are joined together in a different way before the reaction
and after the reaction.
Aims
 carry out a series of reactions
 find out about the types of observations that can help you identify when a
chemical reaction has happened.
 use appropriate methods and apparatus for an experiment
 make accurate observations
 record observations using a table
 identify patterns in data
 explain patterns in data.
Safety
 Solution B is an irritant so avoid contact with skin and clothes.
 Hydrochloric acid is corrosive so avoid contact with skin.
 Zinc oxide is hazardous to the environment. Do not allow it to go down any

sinks. Leave it for your teacher or technician to clear away.
 Be careful when handling glass apparatus. Inform your teacher immediately if

there is any broken glass.
 Make sure you wear eye protection and tie back long hair during this practical.
 Do not eat the chocolate or anything else in the laboratory.
Prediction
State observations you may expect to see when two chemicals react.
© Oxford University Press 2014 http://www.oxfordsecondary.co.uk/acknowledgements

Method
Station A
1 Measure out 3 cm3 vinegar using a measuring cylinder.
2 Place the vinegar into a small glass beaker.
3 Add a spatula of bicarbonate of soda.
4 Write down what you observe.
Station B
1 Measure out 5 cm3 of Solution A using a measuring cylinder.
2 Place this into a small glass beaker.
3 Measure out 5 cm3 of Solution B using a clean measuring cylinder.
4 Pour Solution B into the glass beaker of Solution A.
5 Mix the two together using a stirring rod.
Station C
1 Place two spatulas of zinc oxide into a test tube.
2 Place the test tube into a test-tube holder.
3 Carefully heat the zinc oxide using a roaring flame on a Bunsen burner for around
two minutes.
4 Remove the zinc oxide from the flame and watch for any changes that occur.
Station D
1 Measure out 25 cm3 of hydrochloric acid using a measuring cylinder and place this
in a small glass beaker.
2 Carefully place a marble chip into the acid.
Station E
1 Place a square of chocolate into a test tube.
2 Stand the test tube in a beaker of water (make sure the water level is just above
the top of the chocolate).
3 Carefully stand this on a tripod and gauze.
4 Use a working flame to heat the water up until you notice a change in the chocolate.
If the water begins to boil, switch the Bunsen burner off.

Station F
1 Measure out 2 cm3 of hydrochloric acid using a measuring cylinder.
2 Place this into a test tube and stand this in a test-tube rack.
3 Place a thermometer into the acid and record the temperature.
4 Add a 1-cm strip of magnesium to the acid.
5 Record the highest temperature you observe.
6 Write down all your observations.
Results
You will need a results table to record all your observations from each station.
Questions
1 Describe what a chemical reaction is.
2 Describe what a physical reaction is.
3 State the stations that were chemical reactions.
4 State the stations that were physical reactions.
5 Describe what you observed that suggested a reaction was occurring (the signs of a
reaction).

6 State the signs of reactions that only happened for the chemical changes you
observed.
7 Predict if the signs of a reaction you have identified will be observed for all reactions.
Extension
1 Complete the following table to show which signs of reaction occur for different
types of reaction:
Does this happen for Does this happen for

Sign of reaction
chemical reactions? physical reactions?
2 Explain why the signs of reactions for chemical reactions may occur.

C1 3.1 Support sheet
Finding out about reactions

Type of reaction
Station Observations
Chemical Physical
© Oxford University Press 2014 http://www.oxfordsecondary.co.uk/acknowledgements This resource sheet may have been changed from the original.
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Do all fuels release the same amount of energy?

Setting the scene
Fuels are chemicals that release useful energy, usually when they are burned.
Your cooker may use gas as a fuel. When it burns it releases heat energy which
can be used to heat up the food being cooked.
Aims
 determine if two fuels release the same amount of energy by comparing how
well they heat water.
 make and record measurements, evaluate the method, and suggest possible
improvements
 present measurements in tables
 interpret data and identify patterns
 evaluate data for sources of error.
Safety
 Wear eye protection throughout the practical and keep long hair tied back.
 Keep flammable materials away from the fuels whilst they are being burned.
 Make sure apparatus has cooled down after the practical before touching it.
 Ethanol is highly flammable (if your school uses industrial denatured alcohol
instead of ethanol, this is harmful; take care not to get it on your skin).

 tea-light candle
 spirit burner containing ethanol
 heatproof mat
 clamp stand
 clamp
 boss
 tin cup
 thermometer
 stopwatch
 100 cm3 measuring cylinder

 top-pan balance
 splints
Prediction
Predict whether or not the candle and the ethanol will heat the water up by the
same amount. Explain your decision.
Method
1 Set your apparatus up as follows:
2 Place 100 cm3 water into the tin cup.

3 Record the temperature of the water.
4 Weigh your spirit burner or candle and record the mass.
5 Light your fuel using a lit splint (you will need to remove the cap from the spirit burner
in order to light it) and place this under the tin cup on the heatproof mat.
6 After 5 minutes record the temperature.
7 Extinguish the flame (to extinguish the spirit burner flame you will need to replace the
cap).
8 Reweigh your spirit burner or candle and record the mass.
9 Repeat this experiment for the other type of fuel (spirit burner or candle). You will need
to use fresh water in the tin cup.
Results
You should produce a results table showing the mass of the fuel before and after
being burnt, and the temperature of the water before and after the fuel was
burnt.
Questions
1 Calculate the temperature rise when each of your fuels was burnt.
2 State which fuel transferred energy the quickest during the 5 minutes it was burnt.
Explain your choice using your answer from Question 1.
3 Explain why you needed to use fresh water when you tested the second fuel.
4 Identify two points about the procedure or apparatus you used that may have made
your results inaccurate. Suggest how you would overcome each point.

Extension
1 Explain why you recorded the mass of your fuel before and after burning.
2 Calculate how much energy was released for every gram of ethanol you burned. Show
your working.
3 Calculate how much energy was released for every gram of candle wax you burned.
Show your working.

C1 3.2 Foundation support sheet
Burning fuels
spirit burner candle
A Take the temperature of the water...............°C A Take the temperature of the water .............°C
B Measure the mass of the fuel ...................... g B Measure the mass of the fuel ...................... g
Burn the fuel
C Take the temperature of the water again ......°C C Take the temperature of the water again ......°C
D Measure the mass of the fuel again .............. g D Measure the mass of the fuel again .............. g
Calculations
Calculate the temperature difference of the water. Calculate the temperature difference of the water.
C = .......................... A = ............................ C = .......................... A = ............................

C – A = temperature difference C – A = temperature difference
........................ − .......................... = ........ °C ........................ − .......................... = ....... °C

Calculate the difference in mass of the fuel. Calculate the difference in mass of the fuel.
D = ........................... D = ...........................
B = ............................ B = ............................
D – B = difference in mass of fuel D – B = difference in mass of fuel
........................ − .......................... = .......... g ........................ − .......................... = ........ g
© Oxford University Press 2018 http://www.oxfordsecondary.co.uk/acknowledgements This resource sheet may have been changed from the original.
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Succe ed
Chapter 3: Reactions Progress •
Question •
C1 Knowledge organiser
A chemical reaction is a process where atoms are rearranged to make new substances with the atoms joined together in different ways.
Equations What happens during a chemical reaction? Types of reaction

The substances that you start with in a If a chemical reaction is All chemical reactions involve an energy transfer to or from the surroundings: Thermal decomposition
reaction are called reactants, and the happening you might: reactions
ones you finish with are the products. Temperature of Type of reaction
1 see flames or sparks Energy transfer Example A decomposition reaction is when a
surroundings
substance breaks down into simpler
2 notice a smell
We can represent a reaction with a from the substances.
3 hear fizzing or a bang thermal
word equation. surroundings to the decreases endothermic Most decomposition reactions need
4 feel the temperature of the decomposition
reaction mixture heat to happen – this is called thermal
the reactants are on the left
reaction mixture going up decomposition.
the products are on the right to the surroundings
or down
there is an ➞ from the reactants from the reaction increases exothermic combustion
to the products mixture Burning fuels
Speed of reactions
Oxidation is when substances react
copper + oxygen ➞ copper oxide Some reactions are very fast with oxygen.
but others can be very slow. Conservation of mass
Combustion is a type of oxidation
reactants products Adding a catalyst can speed In a reaction, atoms are not created or destroyed – they are just rearranged. reaction where a fuel reacts (burns) with
up a reaction, for example, to The total mass of the reactants is always equal to the total mass of the products. oxygen. This transfers energy by heating.
make a product more quickly. This is called conservation of mass.
We can also use a balanced symbol Petrol, diesel, and coal are all fossil
equation to represent a reaction. Different reactions require If the mass seems to increase, it is because atoms have been added from a gas. fuels and take millions of years to form.
different catalysts.
magnesium + oxygen (gas) ➞ magnesium oxide They cannot be replaced when used,
2Cu + O2 ➞ 2CuO A catalyst isn’t used up in the and will eventually run out, so are called
reaction but helps the reaction If the mass seems to have decreased, it is because atoms have rearranged and formed a
A balanced symbol equation shows: non-renewable.
along. gas that has escaped.
• the formula of each substance in the Fossil fuels produce carbon dioxide and
calcium + water ➞ calcium hydroxide + hydrogen (gas) water when combusted. This release
reaction
Chemical reactions are normally of carbon dioxide is harmful to the
• how the atoms are rearranged not reversible. Changes of state are not chemical reactions, but they are reversible this is called a environment and a cause of climate
• the relative number of atoms of each This means that you cannot change.
physical change.
substance. turn the products back into This is because no new substances are made.
reactants Hydrogen can also be combusted and
for example, water, ice, and steam are all made of molecules of the same substance (H2O)
in different states, and the change from one state to another is reversible used as a fuel.
This may be better than using fossil fuels
because it only produces water as a
product.
2H2 + O2 ➞ 2H2O
balanced symbol equation catalyst chemical reaction combustion conservation of mass decomposition endothermic exothermic fossil fuel fuel
non-renewable oxidation physical change product reactant reversible thermal decomposition word equation
C1 Chapter 3 Checkpoint
Revision (Route A)
Aims
You are going to construct a visual summary of the information you have learnt
about reactions. A visual summary is unique to you and helps you write down
information you have learnt, and say how the key topics link together.
Task
You will need to cut out the boxes provided, spread them about, and glue them
onto an A3 piece of paper. Make sure you leave plenty of space for writing in-
between the boxes.
You should then draw linking lines if you think any headings are related to each
other. On the line you should then describe why you have linked the boxes. Two
examples have been shown for you.

Revision (Route A)
Reaction Physical Chemical
Products Reactants Combine
Word equation Combustion Fuel
Oxidation Decomposition Mass
Atoms Substance Heat
Temperature Endothermic Exothermic
Uses Surroundings Conservation

Revision (Route A)
When you have completed your visual summary, try answering these questions:
1 Circle the signs that show a chemical reaction is happening.
colour change change of state fizzing new substance appears
2 Write a word equation to show what happens when magnesium burns in oxygen.
State what the reactants and the products.
3 Some magnesium was placed in acid and the temperature changed from 23° to 27°.
Write the word that describes a reaction that releases heat into the surroundings.
4 When it is heated, calcium carbonate breaks down to form calcium oxide and carbon
dioxide. Why is this a decomposition reaction?
5 If 1 g of hydrogen is reacted with 35.5 g of chlorine, how much hydrogen chloride is

formed? Follow the steps below to work out the answer.
Step 1:
Write out the word equation.
hydrogen + chlorine → hydrogen chloride
Step 2:
Write the masses of the products into the equation.
hydrogen + chlorine → hydrogen chloride
1g + 35.5 g =
Step 3:
Add the masses of the reactants together to find the mass of the product.
1g + 35.5 g =

Checklist
C1 Chapter 3

I can describe in detail what
I can describe what
I can state what a chemical happens to particles in a
happens to atoms in
reaction is. chemical reaction.
chemical reactions.
C1 3.1 I can compare and contrast
Chemical I can state what happens to the I can explain why chemical
physical and chemical
reactions reactants in a chemical reaction. reactions are useful.
reactions.
I can compare chemical
I can state some signs of a I can explain the differences in
reactions to physical
chemical reaction. physical and chemical changes.
changes.
I can identify reactants and I can identify reactants and I can convert word equations
products for a given reaction. products in word equations. into formula equations.
C1 3.2 Word
equations I can write word equations I can construct a formula
I can complete simple word
to represent chemical equation for a reaction without
equations.
reactions. the use of word equations.
I can construct formula
I can predict products of
I can state what a fuel is. equation for some combustion
combustion reactions.
C1 3.3 Burning reactions.
fuels I can explain the benefits and
I can state what fuels react with I can categorise oxidation
disadvantages of some
when they burn. reactions as useful or not.
oxidation reactions.
I can identify
I can state simply what a I can write formula equations
decomposition reactions
decomposition reaction is. for decomposition reactions.
C1 3.4 Thermal from word equations.
decomposition I can use a pattern to I can compare decomposition
I can describe the products of a
predict products of reactions with combustion
decomposition reaction.
decomposition reactions. reactions.
Checklist
C1 Chapter 3

I can state what happens to the I can explain conservation I can apply the conservation of
mass of the reactants and of mass in chemical mass in unfamiliar situations,
products in chemical reactions. reactions. giving a reasoned explanation.
C1 3.5
I can predict and explain
Conservation of
I can describe how to find out whether the mass within a
mass I can calculate masses of
the mass of a reactant or reaction vessel will stay the
reactants and products.
product. same from word and formula
equations.
I can describe the I can apply temperature
I can state simply what happens
characteristics of changes to exothermic and
in endothermic and exothermic
exothermic and endothermic changes in
changes.
C1 3.6 endothermic changes. unfamiliar situations.
Exothermic and I can begin considering
endothermic I can classify changes as endothermic and exothermic
I can identify a reaction as
exothermic and changes in terms of energy
endothermic and exothermic.
endothermic. transfers to and from the
surroundings.
C1 Glossary
Chapter 4
Key word Definition
acid An acid is a solution with a pH value less than 7.
alkali An alkali is a soluble base.
base A base is a substance that neutralises an acid.
A solution is concentrated if it has a large number of solute

concentrated
particles per unit volume (litre or cubic metre).
corrosive A substance is corrosive if it can burn your skin or eyes.
A solution is dilute if it has a small number of solute particles

dilute
per unit volume (litre or cubic metre).
A substance that changes colour to show whether a solution is
indicator
acidic or alkaline.
An indicator. Blue litmus paper goes red on adding acid. Red
litmus
litmus paper goes blue on adding alkali.
neutral A solution that is neither alkaline nor acidic. Its pH is 7.
In a neutralisation reaction, an acid cancels out a base or a

neutralisation
base cancels out an acid.
The pH scale shows whether a substance is acidic, alkaline, or
pH scale neutral. An acid has a pH below 7. An alkaline solution has a
pH above 7. A solution of pH 7 is neutral.
A salt is a compound in which the hydrogen atoms of an acid
salt
are replaced by atoms of a metal element.
An indicator that changes colour to show the pH of a solution.
universal indicator
It is a mixture of dyes.

C1 4.1 Activity sheet
Acids and alkalis

Setting the scene
Acids and alkalis are two ‘families’ of chemicals. Acids and alkalis are chemical opposites
of one another. Some acids and alkalis are safe to use, handle, and even eat and drink.
Many, however, are dangerous chemicals and have to be handled carefully.
Aims
In this activity, you will:
 consider how chemicals are labelled so that any hazards they present are clear
 consider how people using hazardous chemicals can keep themselves and others safe.
 evaluate risks.
Task
1 Scientists use hazard symbols to label the risks associated with a chemical. New hazard
symbols are being introduced so that every scientist uses the same hazard symbols.
Link the hazard symbols with their name and description.
Old New
hazard hazard Name Description
symbol symbol
1 This may dissolve or
Corrosive burn materials,
including skin
This includes irritants,
2 Health
harmful substances,
hazard
and some low-hazard
(Harmful)
substances
3 This contains dangerous
Explosive organisms such as
bacteria
4 This can be poisonous

Flammable
and possibly deadly
5
Toxic This may explode
6 Caution This can catch fire

(Irritant) easily

C1 4.1 Activity sheet
2 A scientist wants to use some hydrochloric acid for an experiment. Hydrochloric acid is a
strong acid, which is corrosive and an irritant. Which of the following safety precautions
should he use? Tick the necessary precautions below.
Wear steel toe-capped shoes.
Wear eye protection.
Keep the lid on the acid when it is not in use.
Keep windows and doors open.
Only use proper laboratory glassware (e.g., beakers).
Wear a face mask.
Keep the temperature of the lab below 20 °C.
Wash any spillages off his skin with plenty of water.
Extension
1 For each precaution you have chosen in Question 2 explain why it is important.

C1 4.1 Foundation support sheet
Acids and alkalis

Task
1 Cut out the hazard symbols, names and descriptions.

Match each hazard symbol with its correct name and
description.
Hazard
Name Description
symbol
This may dissolve or

corrosive burn materials,
including skin.
This can be poisonous

explosive
and possibly deadly.
flammable This may explode.
This can catch fire

toxic
easily.
2 Lucy uses some hydrochloric acid in a practical.

Hydrochloric acid is corrosive and an irritant.
Which item should Lucy wear during the experiment?

Tick the correct box.
steel toe-capped shoes

eye protection
a helmet

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Succe ed
Chapter 4: Acids and alkalis Progress •
Question •
C1 Knowledge organiser
Acids and alkalis Indicators Reactions with acids

Acids and alkalis are special solutions which are chemical If you want to know if something is acidic or alkaline, you need When an acid reacts with a metal element or compound a salt is formed.
opposites to each other. to use an indicator. Indicators contain a dye that turns different The hydrogen atoms of the acid are replaced with atoms of the metal element.
If a solution is between acid and alkaline it is neutral. colours in acidic and alkaline solutions.
Zn + H2SO4 ➞ ZnSO4+ H2
zinc + sulfuric acid ➞ zinc sulfate + hydrogen
Acids and alkalis can be: Litmus paper is a type of indicator. It can be either pink paper
or blue paper.
concentrated dilute
• in acid – blue paper turns pink A base is a compound that can react with alkalis
• in alkali – pink paper turns blue an acid to make a neutral solution. bases
This is called neutralisation. copper

Bases that are soluble in water oxide
The pH scale is a Universal sodium
measure of how are alkalis. hydroxide
indicator calcium
acidic or alkaline pH solution oxide
something is.
0 Very
acidic
1 hydrochloric acid
Neutralisation reactions produce water and a salt.
2 lemon juice
acid + base ➞ salt + water
Lots of acid/alkali particles A small number of acid/alkali 3 orange juice
for the amount of water. particles in the same amount vinegar for example,
4
of water. sodium hydroxide + hydrochloric acid ➞ sodium chloride + water
Slightly
5 black coffee acidic copper oxide + sulfuric acid ➞ copper sulfate + water
less than 7 is acidic
6 rainwater
Acids and alkalis are corrosive
exactly 7 is neutral 7 pure water Metals
Neutralcan also react with acids, but they produce a salt and hydrogen gas.
This means that they can cause
burns if they get on your skin. seawater for example,
8
more than 7 is baking soda Slightlymagnesium + hydrochloric acid ➞ magnesium chloride + hydrogen
alkaline 9 milk of magnesia alkaline
soap
10 Naming salts
Universal indicator
is a type of indicator 11
The name of the metal comes first, for example, magnesium chloride.
that tells you how acidic
or alkaline a solution 12 washing soda Different acids produce different types of salt:
is – not just whether it 13 • hydrochloric acid produces metal chlorides
Acids and alkalis can be extremely dangerous, depending on
is acidic or alkaline. It oven cleaner OVEN Very
the type of acid/alkali and its concentration. cleaner sulfuric acid produces metal sulfates
turns a different colour 14 • alkaline
sodium hydroxide
As a general rule the more concentrated the solution, the more at each pH – the pH • nitric acid produces metal nitrates
dangerous it can be. scale shows the colours
of universal indicator in
solutions of different pH.
acid alkali base concentrated corrosive dilute indicator litmus neutral neutralisation pH scale salt universal indicator
Revision (Route A)
Aims
Using your knowledge of acids and alkalis, you are going to produce a training
leaflet for hairdressers and barbers.
Task
Hairdressers and barbers use alkalis to prepare people’s hair for being dyed.
They add acid to the hair after this to neutralise the alkali that was used,
preventing injuries to the scalp. Your leaflet needs to teach hairdressers and
barbers all about acids and alkalis so that they can be confident when talking to
customers and explaining how they can use acids and alkalis safely on their hair.
Set your leaflet out with the following headings. Make sure your leaflet pages
cover the questions and suggestions below.
Page 1: Acids and alkalis Page 2: pH and indicators

 What are acids and alkalis?  What does the pH scale measure. Give
 What are acids and alkalis like (what are some pH values for everyday acids and
their properties?). First draft the alkalis. Try to give examples from the
properties. Then create a table or entire scale.
picture that compares acids and alkalis.  What is an indicator?
 Give some everyday examples of  How could an indicator be used to find
everyday acids and alkalis. out if something is acidic or alkaline if
the label was missing?
 Draw a pH scale showing the colour
some indicators would be for the
different pH values.
 Are there natural substances that can be
used as indicators?
Page 3: Neutralisation Page 4: Working safely with acids and

 What is neutralisation? What are the alkalis
products?
 What is the difference between a dilute
 Give two examples of neutralisation and a concentrated acid?
reactions that show how they are useful.
 What is a hazard symbol?
 What happens to the pH during a
 Include diagrams of hazard symbols
neutralisation reaction?
 What safety precautions should be
 What is a salt
followed when you use acids and alkalis?
 How are the salts from neutralisation
 Why is acid added to the customer’s hair
reactions named?
after the alkali has been used? Why is
 What happens when metals react with this safe?
acids?
 Give examples of word equations
showing acids reacting with alkalis and
acids reacting with metals.

Checklist
C1 Chapter 4
I can compare the I can compare the different

I can name some common particles found in acids and
properties of acids
properties of acids and alkalis. alkalis.
C1 4.1 Acids and alkalis.
and alkalis I can describe, in simple I can describe the I can explain what
terms, what the key words differences between ‘concentrated’ and ‘dilute’ mean,
‘concentrated’ and ‘dilute’ concentrated and dilute in terms of the numbers of
mean. solutions of an acid. particles present.
I can describe broad colours of I can use the pH scale I can use a variety of indicators
universal indicator for acids, to measure acidity and to measure acidity and alkalinity
C1 4.2 alkalis, and neutral solutions. alkalinity. and explain how they work.
Indicators and I can describe how
I can state that indicators will I can categorise substances as
pH indicators categorise
be different colours in acids, strong or weak acids and alkalis
solutions as acidic, alkaline,
alkalis, and neutral solutions. using pH values.
or neutral.
I can state simply what I can describe how pH I can interpret a graph of pH
happens during a neutralisation changes during changes during a neutralisation
C1 4.3 reaction. neutralisation reactions. reaction.
Neutralisation I can state examples of I can explain why neutralisation
I can give one example of a
useful neutralisation reactions are useful in the
neutralisation reaction.
reactions. context of specific examples.
I can state the type of chemical I can explain what salt
I can describe what a
made when an acid and alkali formation displaces from
salt is.
C1 4.4 Making react. the acid.
salts I can match the type of salt I can predict the salts I can predict the formulae for
that will form from the type of formed when acids react products of reactions between
acid used. with metals or bases. acids and metals, or acids

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What are acids and alkalis and what are their properties?

What are acids and alkalis and what are their properties?

What does the pH scale measure and how can it be used?

What does the pH scale measure and how can it be used?

SGC Activate 1 Science Student

Please take care of this workbook.

observation Carefully looking at an object or process.

A result that is very different from the other measurements

Collecting and presenting data

 collect data using a table

 choose the best way to present data.

 Do not throw balls.

Equipment and materials

 four different types of balls, as chosen by your teacher

 Write down the independent variable:

 Write down the dependent variable:

 Write down variables you will control:

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

Calculate the mean for your results.

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

4 Draw a graph/chart of your results in the grid below.

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

Key word Definition

amoeba A unicellular organism.

The plant cell component that surrounds the cell, providing

chloroplasts The plant cell component where photosynthesis takes place.

A measure of the number of particles of a substance in a given

euglena Unicellular organism that performs photosynthesis.

flagellum A tail-like structure that allows euglenas to move.

The plant cells that contain chloroplasts, where photosynthesis

observation Carefully looking at an object or process.

organisms Living things.

A cell whose shape and structure enable it to perform a

sperm cell A cell containing male genetic material.

unicellular Consisting of just one cell.

© Oxford University Press 2015 www.oxfordsecondary.co.uk/acknowledgements

Making an onion slide

You will be working scientifically to:

 use appropriate techniques, apparatus, and materials during laboratory

 make and record observations.

 Beware of broken glass. Ask a responsible adult to sweep up broken glass

 Avoid getting iodine solution on your skin.

 Wear eye protection.

Equipment and materials

 glass slide and coverslip

 iodine solution and pipette

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

6 Place a coverslip on top of the skin.

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

2 What did you do to make the experiment safe?

3 Why did you use iodine to help make your slide?

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

2 Suggest why you could not see any chloroplasts?

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

Making an onion slide

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

carry electrical impulses

absorb water and nutrients

leaf cell carry out photosynthesis

nerve cell carry male genetic material