Year  7  Science  

Revision  Pack  

May/June  2012    

 

 

 

 

This  revision  pack  is  designed  to  help  you  prepare  for  your  science  exam.  By  completing  all  the  work  you  will  be  able  to  see  where  you  have  learned  everything  and  where  you  need  to  do  extra  revision.    

All  the  subjects  in  this  pack  have  been  studied  in  class  and  should  be  accessible  to  most  students.  Different  tasks  are  set  at  a  range  of  levels  so  you  can  get  an  idea  what  level  you  are  capable  of  and  where  you  need  to  work  harder.  

Additional  work  is  also  available  on  SAM  Learning  online.  I  also  recommend  using  BBC  Bitesize  to  help  you  revise.  

Remember  –  revision  needs  to  be  ACTIVE  –  you  should  be  doing  something.  Nobody  learns  well  by  just  sitting  down  and  reading,  but  nobody  learns  by  just  clicking  away  randomly  on  the  computer.  Keep  paper  handy  so  you  can  write  down  questions  to  ask  your  teacher.  Quiz  your  friends  about  the  revision  work  in  school.  Try  to  explain  your  ideas  to  your  parents!  

What  is  most  important  is  that  you  read  the  question  carefully  before  you  answer  it  sometimes  you  can  say  something  true  but  get  no  marks  if  it  doesn’t  answer  the  question!  

Good  luck,  

B.  Crossley,  KS3  Co-­‐ordinator,  Science.    

Task 1: The human life cycle (Level 5)

Here is a diagram which shows the human life cycle.

Use these words to fill in the gaps:

man • teenager • toddler • woman • baby • adolescent

Now complete this table:

Stage Suggest one thing that would help you to identify this stage

Man

Teenager

Toddler

Woman

Baby

Adolescent

Task 2: Smaller distances (Levels 5–6)

Try these experiments and measure how long it takes for the object to cover the distance.

1 Rolling a coin along the bench.

2 Walking the length or the corridor.

3 Running a measured distance outside.

4 A wind-up toy moving from one side of the lab to the other.

For each one decide which units are the best to use to measure time and speed.

Record your results in a table like this one.

Activity Distance (units)

Time (units)

Distance in kilometres

Time in hours

Speed

Rolling coin

Walking corridor

Running

Wind up toy

You need to think very carefully about units.

If you have measured a distance in metres – to change it to kilometres divide by 1000.

If you have measured a distance in centimetres then divide by 10 to change to metres and then divide by 1000 to change to kilometres.

If you have measured time in seconds then divide by 3600 to get to time in hours.

If you have measured time in minutes then divide by 60 to get to time in hours.

Task 3: What do they mean? (Levels 3–4)

Complete the table to suggest how you would handle chemicals with these hazard warning signs.

Hazard warning sign How would you handle a chemical with this sign on

its container?

Corrosive

Toxic

Highly flammable

Explosive

Oxidising

Harmful

Irritant

Environmental hazard

Radiation

Task 4: Reproductive organs (Level 4)

Draw lines to show where each label belongs on the plant shown below.

Sepals

These protect the flower before it opens, when it is still a bud. They are often green.

Petals

These are brightly coloured to attract insects (but only in insect-pollinated flowers).

Stamen

The ‘stalk’ is called the filament on the top of which is the anther. This contains pollen grains. Pollen grains contain the male sex cells.

Stigma

This is sticky. When pollen grains land on it they stick to it.

Style

The pollen grain grows a tube down through the style towards the ovary.

Ovary

This contains the female eggs. After fertilisation the ovary will become the seed.

Task 5: Wind- and insect-pollinated flowers (Level 6)

As a result of either carrying out practical work or by doing research, write an article for a nature magazine.

The purpose of the article is to explain the main differences between the structure of wind- and insect-pollinated flowers and also how these differences adapt the flower to its particular type of pollination.

Remember that a good account will have pictures as well as words.

Task 6: How did they form? (Levels 6–7)

1 What does the word sediment mean?

2 How were sedimentary rocks formed?

3 Write a list of words starting with ‘ig’. What do they mean?

4 How did igneous rocks form?

5 How did metamorphic rocks form?

Task 7 Changing forces (Levels 6-7)

On each of these pictures add arrows to show the forces acting on the space-craft.

There should be two points where the forces are balanced – what are they?

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Task 8: Comparing fuels (Levels 5–6)

Earlier on in this topic you compared the energy stored in different foods.

Plan an investigation to compare the energy stored in different fuels and answer the following questions.

1 What will be your independent variable?

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2 What will be your dependent variable?

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3 What factors will you keep the same to ensure that your test is fair?

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4 What safety precautions will you take?

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5 Why would it be very difficult to test some fuels?

Task 9: States of matter (Levels 3–4)

There are three states of matter: solid, liquid and gas.

Answer the following questions about the states of matter.

6 Complete the diagrams below by drawing the arrangement of particles in a solid, a liquid and a gas.

7 Describe how the particles are moving in:

a a solid

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b a liquid

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c a gas

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Task 10: Terms and definitions (Levels 4–5)

Use straight lines to match up each term with its correct definition.

Adaptation The surroundings of an organism

Conserve The ability to successfully live in a place

Environment The specific place where a type of organism lives

Survive To protect an area

Habitat Suited to the conditions in which it lives

Biodiversity The range of living things that live in an area

Task 11: Biodiversity (Levels 6–7)

Show your understanding of the term ‘biodiversity’ by answering these questions:

8 Do the Sahara desert and the Arctic region have a high or low biodiversity compared to a rainforest, for example?

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9 Explain your reasoning in as much detail as you can.

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Task 12: Current in a series circuit (Levels 4–5)

10 Look at the circuit in the diagram below.

What can you predict about the readings on the two ammeters?

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11 Now look at this diagram.

a What do you think you would observe about the bulbs?

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b What can you predict about the ammeters in this circuit?

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Task 13: Brighter Christmas (Levels 6–7)

Imagine you work for a company that produces Christmas decorations. You have made a set of lights in which each bulb is a separate branch of a parallel circuit.

Write an information leaflet to be sent out to shops explaining why they should stock your lights even though they are a little more expensive. Make sure you use your scientific knowledge and explain very clearly what the advantages of the new set of lights are.