Chapter 1 End-of-unit test - nothingnerdynothingnerdy.wikispaces.com/file/view/Y7 tests for...

4 Hodder Science Teacher’s Resource A © 2003 Hodder & Stoughton Educational4 Hodder Science Teacher’s Resource A © 2003 Hodder & Stoughton Educational

End-of-unit testChapter 1

1 Complete the following table to showthe similarities and differences betweenplant and animal cells. (level 3)

11 When scientists are growing tissues ina laboratory, briefly explain why theconditions must be sterile. (level 6)

12 Some plants and animals are able tore-grow damaged parts. What is thisprocess called? (level 5)

Label the diagram below and state whatfunction (job) each part has in a cell.

The numbers at the end of questions indicate the level.

2 What did Robert Hooke observe undera microscope that led him to use theword cell for the first time? (level 4)

The following sentences have been cutinto two halves. Match the correct fronthalf to the correct ending for the threesentences:

(level 4)

17 Which human cell is the only one thatdoes not contain a nucleus when it ismature? (level 5)

18 What is meant by the term tumour?(level 5)

19 What are the three most commontreatments for cancer in humans?

(level 5)

20 Describe what happens when a singlecell grows and divides (use diagramsif it helps you). (level 6)

13 _________________________

14 _________________________

15 _________________________

16 _________________________

cell structure animal cell plant cell

cell membrane " "

cell wall "

cytoplasm " "

nucleus

large vacuole # "

chloroplast "

(level 4)

Briefly describe the role (job) that thefollowing tissues have in plants andanimals:

Animal tissues6 Skin7 Bone8 Nervous tissue (level 4)

Plant tissues9 Xylem

10 Phloem (level 4)

3 Organs work together…

4 Cells of a similar type can grouptogether…

5 Cells of the same type can grouptogether…

to form a tissue

to form an organ system

to form an organ

animal cell plant cell15

13

cytoplasm

large vacuole

16

14

Hodder Science Teacher’s Resource A © 2003 Hodder & Stoughton Educational 31



1 What is water called when it is a solid? (level 3)

2 What is water called when it is a gas? (level 3)

3 What is the difference between solid water and liquidwater? (level 3)

4 Either explain or draw how you can separate a solid from aliquid. (level 4)

5 You have a lump of solid wax. How can you turn it into aliquid? (level 3)

6 What is it called when a solid turns into a liquid? (level 3)

7 You have put a pan of water to heat on the cooker. How can youtell when the water is boiling? (level 4)

8 If you leave the pan for several minutes, what happens to thelevel of the water? (level 4)

9 After a while, water drops are running down the kitchenwindow. Where do you think this water came from? (level 4)

10 What is the name of the process that causes the water to appearon the window? (level 4)

11 When blackcurrant drink is mixed with water it forms a layer atthe bottom. What happens if you leave it withoutstirring? (level 4)

12 What is the mixing process described in Question 11called? (level 4)

13 What special characteristic of liquids makes this mixingpossible? (level 5)

14 Explain how the smell of freshly cut onions can spread across aroom. (level 5)

15 On a hot summer’s day, telephone lines to houses ‘sag’ morethan normal. What is this called? (level 4)

16 Explain what has happened to the metal telephone wire. (level 5)

17 Explain or draw what has happened to the movements of theparticles in the wire. (level 6)

18 Why can lots of air get squashed into a smaller space when abicycle tyre is pumped up? (level 5)

19 Why does a bicycle tyre feel hard when it is pumped upproperly? (level 6)

20 A small steel bolt has a mass of 56 g and a volume of 7 cm3. Whatis its density? (level 6)




1 How does your body get the fuel that it needs? (level 3)

2 What does your body need energy for? (level 3)

3 What does a potato plant need energy for? (level 3)

4 What does a car need energy for? (level 3)

5 ‘The temperature in the room is 18 °C’.

Which word in this sentence is the name of a variable? (level 4)What is the unit that is being used for the measurement? (level 4)What instrument would you use to make a measurement oftemperature in a room? (level 4)

6 Water from a tap might have a temperature of 10 °C. In a kettleits temperature rises to 100 °C. How big is the change intemperature? (level 4)

7 What variables can affect how much the temperature of somewater rises when you heat it? (level 5)

8 What is photosynthesis? (level 4)

9 Name two types of biomass fuel. (level 4)

10 Name two types of non-renewable fuel. (level 4)

11 Write down two problems with using non-renewable fuel. (level 6)

12 What are the advantages of solar cells for making energyavailable to us? (level 6)

13 Name a unit that’s used for measuring energy. (level 5)

14 Name a unit that’s used for measuring the energy value of fuelsand food. (level 5)

15 Draw an energy transfer diagram to show how energy gets fromthe Sun into your food and then to you. (level 6)

16 Draw lines between the lists to match the energy resources tothe descriptions. You can draw many crossing lines. (level 4)

Energy resource Description

coal transfers energy when it burns

wind renewable

biomass fossil fuel

86 Hodder Science Teacher’s Resource A © 2003 Hodder & Stoughton Educational



1 Put these stages in the correct order by labelling them 1–5.

fertilisationembryobirthintercoursefoetus (level 3)

2 Where are egg cells produced in females? (level 3)

3 Where are sperm cells produced in males? (level 3)

4 True or false? Sperm mixed with seminal fluid is called semen. (level 4)

5 True or false? An egg travels down the vas deferens before itenters the womb. (level 4)

6 What is another name for the womb? (level 4)

7 Where are sperm deposited during sexual intercourse? (level 4)

8 At what stage would an embryo be called a foetus? (level 5)

9 a) What is the name of the round disc-shaped organ that allowsnutrients and oxygen to pass to the foetus and waste products topass from the foetus back to the mother? b) What is the name of the tube that connects this organ and thefoetus to the wall of the womb? (level 5)

10 During its development in the womb, the foetus is surroundedby a fluid-filled sac. a) What is this called and b) what is its function? (level 6)

11 What two things are pregnant women advised not to do to avoid harmful substances causing problems for a developingfoetus? (level 6)

12 Describe three changes that occur when a boy or girl goesthrough puberty. (level 5)

Complete the labels for the male and female reproductivesystems in the diagrams below. (level 4)

1614

15

13

17

19

20

18




1 What is a solvent? (level 3)

2 What is a solute? (level 3)

3 Why can’t you separate a solution by filtering? (level 3)

4 When a saturated solution is evaporated slowly, what happens tothe solute? (level 4)

5 What is a saturated solution? (level 4)

6 What is the correct name for table salt? (level 4)

7 Draw a particle picture for salt water. (level 4)

8 How is salt water made into fresh water? (level 4)

9 Draw a diagram showing chromatography. (level 4)

10 What is chromatography used for? (level 4)

11 Explain what is meant by ‘distillation’. (level 4)

12 Explain what happens to the particles of a liquid when itboils. (level 4)

13 Draw a particle picture showing how a solid changes when itmelts. (level 6)

14 Explain why ice does not exist above 0 °C. (level 5)

15 If a mixture of alcohol and water is boiled, which substancevaporises and which is left behind? (level 5)

16 Use these results to plot a simple solubility curve. (level 5)

Temperature/°C Amount of solid (g)dissolved in 100 g of water

20 2130 2140 2350 2560 3170 3880 49

17 What happens to the solubility of the substance as thetemperature increases? (level 5)

18 How much of the substance would dissolve in 100 g of water at35 °C? (level 6)

19 How much of the substance would dissolve in 300 g of water at65 °C? (level 6)

20 At what temperature would a very hot mixture of 30 g of thesubstance in 100 g of water start to crystallise out? (level 6)


End-of-unit test


1 Draw lines to match up the units and quantities:

kilometres speedhours distancekilometres per hour time (level 3)

2 Which of these is closest to your walking speed?a) 2 metres per secondb) 20 metres per secondc) 200 metres per second (level 3)

3 Fill in the gaps in the table:

(level 3)4 If a swimming dolphin travels 100 metres in 5 seconds, what is its speed? Fill in

the gaps to find out:

speed = ________ / timethat’s 100 metres divided by 5 ________speed = 100 / _____100 divided by 5 is 20so speed = ____ metres per second (level 4)

5 a) Write down one thing that is the same about magnetic and gravitationalforces. (level 4)

b) Write down one thing that is different. (level 4)6 a) Draw a forcemeter showing a measurement of 6 N. (level 4)

b) What does N stand for? (level 4)7 a) Make a sketch of a diver on a diving board. Draw arrows to show the forces

acting. (level 5)b) Make a sketch to show the forces acting when the diver is falling towards the

water. (level 5)8 a) What happens to a wheelchair athlete who stops pushing? (level 4)

b) What is thenameof the forwards force that theathletemakesbypushing? (level4)c) Why does the athlete slow down without this forwards push? (level 6)

9 A cyclist can experience driving force, air resistance and friction.a) Which of these forces oppose motion? (level 4)b) Make a sketch showing the three forces in balance. (level 6)

10 What happens to a cyclist when the total forwards force isa) bigger than the total backwards force? (level 6)b) the same as the total backwards force? (level 6)

11 Draw lines to match the different examples of force to their descriptions:weight a driving force created by the push of a dolphin’s tailthrust upwards force created by water on a body dipped into itdrag a force of gravityupthrust force of resistance due to air or water (level 5)

12 Draw forces to show the weight and upthrust forces acting ona) a seal floating gently in the water. (level 5)b) an anchor under water (show which force is bigger). (level 6)c) a ball under water just after it has been let go (show which force is

bigger). (level 6)

Chapter 6

Speed in metres Time in Distance in per second seconds metres

10 1 10

10 2

10 50

10 10



The numbers at the end of questions indicate the levels.

Questions 1–7 are statements which are either true or false.

1 Reptiles have a slimy skin. (level 3)

2 Cutting the hair on a dog regularly and breeding from this dogwill produce dogs with shorter hair. (level 3)

3 Height in humans is an example of discontinuous variation.(level 4)

4 Weight in humans is an example of continuous variation. (level 4)

5 The reason we look like our natural parents is because weinherit genes from our father and mother. (level 3)

6 Because a bat and a bird both have wings, they belong to thesame classification group. (level 3)

7 Identical twins will always be identical, regardless of how muchthey eat. (level 3)

8 Name one animal that is adapted for swimming and describe itsadaptations. (level 4 � 4)

9 Name one animal that is adapted for living in cold places anddescribe its adaptations. (level 4 � 4)

10 Name one animal with hair that has adapted to protect it frompredators. (level 4 � 4)

11 Name one animal that is adapted to searching for prey at nightand describe its adaptations. (level 4 � 5)

12 Put these groups in order starting with the largest group goingdown to the smallest group:species, class, genus, kingdom, phylum (level 5)

13 What does a taxonomist do?a) Study how living organisms are grouped together.b) Stuff dead animals.c) Map where humans live on Earth and how much tax they pay. (level 5)

14 What are the two types of variation that can occur? (level 5)

15 Four environmental factors can affect how well a plant grows.Light and type of soil are two, what are the other two? (level 5)

16 If you measured the height of all pupils in your school, sketchthe shape of graph you would expect to see. (level 4)

17 Briefly describe what evidence you could use to support youranswer to Question 5. (level 5)

18 Deliberately choosing a strongly perfumed flower to cross breedwith a brightly coloured flower to produce a plant with stronglycoloured flowers and a strong smell is called what? (level 6)

19 Briefly describe what a clone is. (level 6)

20 Draw a simple series of diagrams to describe how the first adultcloned sheep, Dolly, was produced. (level 6)




1 Very weak acids have a taste. What is it like? (level 3)

2 Very weak alkalis have a taste. What is it like? (level 3)

3 Name an acid used in making food. (level 3)

4 Name an alkali used in the kitchen and bathroom. (level 3)

5 What do you use litmus paper for? (level 4)

6 What colour does litmus go in an alkaline solution? (level 4)

7 Draw the correct hazard symbol for a strong acid. (level 4)

8 What is the word that describes an acid that goes with thissymbol? (level 4)

9 Why do we wear goggles when working with acids andalkalis? (level 4)

10 What colour does Universal Indicator go in acidsolutions? (level 4)

11 What colour does Universal Indicator go in a completely neutralsolution? (level 4)

12 What is the number on the pH scale for neutral? (level 4)

13 If a substance has a pH of 5, where would it be on the acidityscale? (level 5)

14 What does caustic mean? (level 5)

15 If you react an acid and alkali, what new substance isproduced? (level 5)

16 Write a word equation for an acid/alkali reaction. (level 5)

17 Why is Milk of Magnesia used to cure indigestion? (level 5)

18 What would you expect the pH of Milk of Magnesia tobe? (level 6)

19 If you spill acid on your hand, what else should you do as well astelling your teacher? (level 6)

20 If you neutralise calcium hydroxide with nitric acid, what salt doyou make? (level 6)




1 What instrument do we use to measure electric current? (level 3)

2 What letter do we use to write ‘ampere’ in short? (level 3)

3 What is the reading on these instruments? (level 4)

When a wire is changed by making it . . . then its resistance . . .

longer

fatter

10 Say what will happen when switch X is closed in these circuits.

X

X

A AX

A AX

0.4 0.61

2

AA

0

12 3

4

5 0

0.20.4 0.6 0.8

1.0A A4 What happens to the size of a current in a bulb circuit when an

extra bulb is added in series? (level 4)

5 Draw a sketch to show the difference between series and parallelfor two bulbs. (level 4)

6 Explain what happens to current in a bulb circuit when an extrabulb is added in parallel. (level 5)

7 You can use a ‘thinking model’ of a water circuit to understandhow an electric circuit works. Match up these water circuit andelectric circuit components that have a similar function.

narrow pipe cell wide piperesistor (such as a bulb) pump connecting wire (level 4)

8 What current measurement will instrument X show in thesecircuits (level 4)

9 Write ‘increases’ or ‘decreases’ in the spaces in the table:

(level 4)

11 A fuse is marked ‘1 A’. What does this mean? (level 5)

12 What are fuses for? (level 5)

13 What do we measure using ‘volts’? (level 5)

14 Why is mains electricity particularly dangerous? (level 5)

15 Which of these will make a bulb brighter?a) Adding another bulb in seriesb) Adding another bulb in parallelc) Changing a 1.5 V battery to a 3.0 V battery (level 6)

16 a) What appliances have bulbs that can be made brighter or duller? (level 6)

b) How is this done? (level 6)

(level 5)



1 What is meant by the following terms?a) Habitat b) Temperate c) Humid (level 3)

2 Which of the following are essential for life to exist on Earth?a) Oxygen b) Light c) Water d) Wood e) Warmthf) Silicon g) Carbon (level 3)

3 What do we call scientists who study the habitats of differentplants and animals that live on Earth? (level 4)

4 Put the following organisms into a simple food chain. Use anarrow to show the direction in which the energy is beingtransferred in the chain.

Minnows Heron Tadpoles Pond weed Perch (level 4)

For questions 5–8, complete the following table about termsgiven to the plants and animals in a food chain. (level 4)

Step 1 Producer 5

Step 2 6 Insects and herbivores

Step 3 7 Usually carnivores

Step 4 Decomposer 8

9 Name three adaptations that animals have made in order toincrease their chances of survival. (level 5)

1 _________________________________2 _________________________________3 _________________________________

10 Briefly describe how the urban fox has adapted to live in townsand cities. (level 5)

11 What is meant by the term life cycle? (level 4)

Briefly describe how the following plants and animals are adapted toliving in their normal habitat. (level 5)

12 The penguin

13 The cactus

14 The gorilla

15 The snowshoe hare

16 Describe what the effect of having no predators (foxes) in ahabitat would have on the population of their prey (rabbits). (level 5)

17 What would be the effect of only eating one type of food onmost animals (except pandas and koala bears)? (level 5)

What defence mechanisms against predators do the following plantsand animals have? (level 5)

18 A chilli

19 A Dover sole

20 Meerkats


End-of-topic testChapter 11


1 What gas is produced when metals react with an acidsolution? (level 3)

2 Name a metal that does react with acid. (level 4)

3 Name a metal that does NOT react with acid. (level 3)

4 What happens to the solid metal as it reacts with the acid? (level 4)

5 What gas is produced when carbonate substances react withacid? (level 4)

6 What chemical is used to test for this gas? (level 4)

7 What do you see happening if this test (Question 6) ispositive? (level 5)

8 Draw a particle picture for a metal reacting with an acid. (level 5)

9 Why do carbonate rocks react with rain water? (level 5)

10 What will happen to carbonate rocks such as marble if they areexposed to rain water for a long time? (level 6)

11 What gas in air is used up when substances burn? (level 4)

12 Write a word equation to explain what happens when methaneburns in air. (level 6)

13 What two types of energy can be transferred when a fuelburns? (level 4)

14 When wood is heated without air to burn it, it does not melt butturns into a new substance. What would you expect to seehappen? (level 4)

15 Explain why the evidence you would see (Question 14) wouldgive you the idea that the wood had turned into a newsubstance. (level 5)

16 What type of substances are made when materials react withoxygen? (level 5)

For questions 17–20, explain WHY these are the correct actions totake if these type of fires happen.

Question Fire Action taken

17 Sofa in a house has caught fire Close the windows and doors

18 Gas leak in Bunsen burner tube has Turn off the gascaught light

19 Bonfire has set fire to the fence Put water on the fence

20 A person’s clothing has caught fire as Wrap them in a blanketthey leaned over the barbecue

(level 5–6)




1 What do we say happens when the Moon’s shadow falls on theEarth? (level 3)

2 What is the Earth’s atmosphere? (level 3)3 Draw sketches to show

a) a Full Moonb) a New Moon. (level 3)

4 Why does a New Moon have the shape of a thin crescent? (level 4)5 Explain why shadows are longer in the evening than they are in

the middle of the day. (level 4)6 Why is it sometimes dark (night) and sometimes light

(day)? (level 4)7 Which has the strongest gravity, Earth, Sun or Moon? (level 4)8 Name the third planet from the Sun. (level 4)9 Name one other planet and give one of its special

features. (level 5)10 Why do the planets stay in orbit around the Sun? (level 5)11 What revolutionary idea did Copernicus suggest? (level 6)12 The Earth’s spin has a tilt of 23°. Draw a sketch to show what the

‘tilt’ of the Earth means. (level 4)13 How would our lives be different if the Earth’s spin had no

tilt? (level 5)14 These are the times that the different planets take to go once

around the Sun:

(Length of the planet’s year � the time it takes to travel once around the Sun)

a) Which planet takes thelongest time for one orbitaround the Sun? (level 4)b) How many times haveyou travelled around theSun? (level 4)c) How many Earth daysare there in one Earth year?(level 4)d) Which planet takes roughly twice as long as the Earth to goaround the Sun? (level 5)e) Which planet takes 30 times as long as the Earth to go aroundthe Sun? (level 5)

15 These are the ‘tilts’ of some of the planets.

a) Plot a graph, starting like this: (level 5)b) Does the graph show that time to go around the Sun is related to tilt? (level 6)

Mercury 88 Earth days = 1 Mercury yearVenus 225 Earth days = 1 Venus yearEarth 365.25 Earth days = 1 Earth yearMars 687 Earth days = 1 Mars yearJupiter 12 Earth years = 1 Jupiter yearSaturn 30 Earth years = 1 Saturn yearUranus 84 Earth years = 1 Uranus yearNeptune 165 Earth years = 1 Neptune yearPluto 248 Earth years = 1 Pluto year

Earth 24°Jupiter 3°Saturn 27°Uranus 88°

Tim

e to

go a

round the

Sun in E

arth

yea

rs

00° 90°

Tilt of planet in degrees60°50°40°30°20°10° 80°70°

102030405060708090

Chapter 1 End-of-unit test - nothingnerdynothingnerdy.wikispaces.com/file/view/Y7 tests for...

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