7 G+H
Solids, Liquids, Gases and Solutions.
1F
The table below is all mixed up except for the first one which has been done for you.
Rewrite the table to match the object with it’s correct material and property.
Object
Material
Property
cushion
kitchen tissue
railway track
bunsen burner tubing
window
foam
glass
rubber
metal
paper
soft
flexible
transparent
absorbent
strong
Liquid
Gas
1H
Do 1F then:
Draw this table and list four of each.
Solid
2F
1. Copy out the following statements and fill in the missing words using solid, liquid
or gas.
A………………………………………..… has no fixed volume and no fixed shape.
A………………………………………….. has a fixed volume and a fixed shape.
A…………………………………………. has a fixed volume but no fixed shape.
Particles in a ………………………….. are far apart and moving fast.
Particles in a ………………………….. are close packed and orderly.
Particles in a ………………………….. are arranged disorderly and with enough
energy to move.
2. Draw a picture to show how the particles in a solid, liquid and gas are arranged.
2H
Do 2F then:
Copy and complete statements 1 and 2.
1. Three substances which dissolve are a) ……………….., b) ………………..,
c) ………………….
2. Three substances which do not dissolve are a) ……………….., b) ………………..,
c) …………………
1
3. List 3 things which will speed up a sugar cube dissolving.
4. Explain with diagrams and words what happens when a sugar cube dissolves in
water.
Use the words solute, solution, solvent.
3F
1.
Solid
Liquid
Gas
Copy out these boxes and draw how the particles would be arranged.
2. What do these words mean:evaporate
condense
solidify
melt
3H
1. Describe in detail how the particles are arranged and how they move in
a) a solid
b) a liquid
c) a gas
2. Copy and complete these sentences underlining the words you have added:
a) When a liquid is ………………………… it evaporates and turns into a solid.
b) When a …………………… is cooled it ………………… and turns into a liquid.
c) If liquid wax cools it …………………… and turns into a ……………………. .
3. Give an everyday example of
a) evaporation
b) condensation
c) solidification
d) melting
4F
1. Explain why smells travel.
2. Give two examples of smells travelling.
2
3. Copy out the pictures and put the correct label under each.
A) Undissolved sugar cube.
B) Fully dissolved sugar cube.
C) Partly dissolved sugar cube.
4H
1. Describe what is meant by diffusion and give one example of this happening in a
liquid and one example of it happening in a gas.
2. Why does diffusion not happen in a solid?
3. This is a diagram of an undissolved sugar cube in a beaker.
Now draw two more beakers one showing a fully dissolved sugar cube and one
showing a partly dissolved sugar cube. Label your diagrams.
5F + H
Separating Mixtures
1. Copy this diagram and label it using the words in the box.
funnel
beaker
filter paper
residue
2. What separating technique is taking place in each of these diagrams?
3
filtrate
3. Copy out this list and write down beside each one how you would separate them:a) sand and water.
b) oil and water.
c) chalk powder and water.
d) water from sea water.
6 Revision Homework
Revise your work on Behaviour of Matter for the test:1. Read through the topic in your class book.
2. List the important words in this topic (at least eight).
3. Write down what these words mean.
4. Use books and CD Roms at home or school to help you understand the work better.
5. Note down any work you do not understand and see a science teacher at lunchtime
before the test.
4
7A + B
Cells and Reproduction
1F + H
1. Draw and label an animal cell.
2. Draw and label a plant cell.
3. Name three parts found in a plant cell that are not found in an animal cell.
4. What job do each of these three parts do?
2F + H
These are examples of types of cells:
1) Palisade cells.
2) Sperm cell.
3) Root hair cell.
4) Ciliated cell.
5) Red blood cell.
6) Bone cell.
Now say:
a) Where these cells are found.
b) Draw three of these cells.
c) Explain how they are adapted to do their job.
3F
Draw a cartoon / picture to show at least 5 of the 7 life processes.
3H
Do 3F then this question from SATs test level 5:
The diagram below shows a single cell organism (living thing) called
Chlamydomonas. It lives in pond water.
Use the information in the diagram to help you answer the questions below.
Give two features of Chlamydomonas which show that it is more like a plant cell
than an animal cell.
5
The diagram below shows another single cell organism called amoeba. It also
lives in pond water. Amoeba traps Chlamydomonas and digests it.
Both amoeba and Chlamydomonas are organisms. List six possible observable
characteristics of organisms (living things).
4F
Copy the diagram neatly and fill in the gaps using the words in the box.
nine
teenager
adult
sperm
egg
baby
4H
a) Do 1F.
b) Look up and explain what the following words mean:
a) puberty
b) gestation
c) foetus
d) embryo
5F
1. Draw the table and fill in as many changes that happen during puberty to boys and
girls.
Changes to boys
Changes to girls
2. Which changes happen to both boys and girls?
6
5H
1. Name 3 changes that happen to girls at puberty.
2. Name 3 changes that happen to boys at puberty.
3. On average how long does the menstrual cycle last?
4. What controls the menstrual cycle?
5. What happens to a woman’s period when she is pregnant?
6F
Copy and complete.
Sexual intercourse.
This is the act in which a _ _ _ puts his _ _ _ _ _ inside a woman’s _ _ _ _ _ _ and
moves it in and out which eventually causes him to _ _ _ _ _ _ _ _ _ . This is when the
erect penis muscles contract and squirt out _ _ _ _ _ which is the liquid containing
_ _ _ _ _ . The sperm swim up the vagina through the_ _ _ _ _ _ into the _ _ _ _ _ _
then into the fallopian tubes. Here sperm fertilise an _ _ _ if there is one present.
A new baby can start to grow only if an _ _ _ is fertilised by a _ _ _ _ _ in the
woman’s _ _ _ _ _ _ _ _ _ tube. The _ _ _ _ _ _ _ _ _ _ egg travels to the _ _ _ _ _ _
where it attaches to the lining and continues to grow into an _ _ _ _ _ _ then a
_ _ _ _ _ _.
6H
a) Copy and complete 3F.
b) i) How many sperm fertilise the egg?
ii) Where is the egg fertilised?
iii) What enables the sperm to swim its long journey?
iv) Why do so many sperm need to be made?
7F
The table below gives the length of pregnancy (gestation period) for different animals.
Animal
cat
elephant
hamster
human
Length of Pregnancy
2 months
18 months
1 month
?
a) Copy out and complete the table neatly.
b) Draw a bar graph showing this information.
7
7H
1. During pregnancy what do the placenta and umbilical cord do?
2. How long does a pregnancy normally last?
3. Before being born the baby turns round so its head is downwards why is this?
4. How is the baby protected during pregnancy?
5. What should a woman do to keep herself and the baby healthy during pregnancy?
6. Babies are a big responsibility, why should people think carefully before having
one?
8 Revision Homework
1. Read through your class notes.
2. Learn the parts of the male and female reproductive system.
3. Write down the changes that happen in puberty.
4. What are the jobs of the placenta and umbilical cord?
5. Write down ten new words from this topic. Write down the meaning of each.
6. Draw an animal and plant cell from memory.
7. Learn the 7 life processes.
8
7K
Forces and their Effects
1F
1. Copy the table and put the jobs under the correct heading:
stretching a spring
turning a screw
playing a piano
blowing a trumpet
kicking a ball
towing a car
PUSH
opening a drawer
squeezing a sponge
turning on a gas tap
lifting a weight up
wringing out a flannel
climbing a wall
PULL
TWIST
2. Give two examples of each of these:
a) A force causing something to change shape.
b) A force causing something to change direction.
c) A force causing something to change speed.
1H
Resultant forces / Balanced or not balanced.
Look at these diagrams, copy them into your book and work out the resultant force(s).
Include an arrow to show its direction.
9
2F
Friction
1. List two ways in which friction is helpful.
2. List two ways in which friction is a problem.
3. List as many ways as you can of reducing friction between 2 surfaces.
2H
Answer the questions in 2F then do question 4.
4. a) Explain how your two ways of reducing friction actually work.
b) Pick an object designed to increase friction and explain how the friction is
increased. E.g. car tyre, rope, track shoe
3F
Speed
Using equation
working.
Speed = distance ÷ time,
answer these questions showing your
1. a) If a car goes 100m in 10secs, what is its speed?
b) If a car goes 800m in 40secs, what is its speed?
c) If a dog runs 100m in 50secs, what is its speed?
d) If a plane goes 10000m in 200secs, what is its speed?
e) If a car goes 3km in 500secs, what is its speed?
f) If a car goes 3000m in 2mins, what is its speed?
3H
Do 3F and then the following question:
2. a) If a car goes 30m/s for 2mins how far does it travel?
b) If a car goes 27m/s for half an hour, how far does it travel?
c) How long will it take a car to go 2km if it is travelling at 50m/s?
d) A lorry is going 15m/s and needs to get to a town 5km away. He starts at 11.20.
What time will he get there?
e) A bus travels at an average speed of 10m/s. It stops for 2 mins at each stop and
stops six times on its journey from Harlow to Sawbridgeworth which are 7km
apart. If it leaves Harlow at 3.20pm what time is it due in Sawbridgeworth?
4F
1. Draw a diagram of a floating object. Label the diagram to show these two forces:
a) upthrust
b) weight
2. Name three substances which float.
3. What happens to the weight of an iron block when it is in water?
10
4H
Look at this table of substance densities and whether they float or sink.
Substance
cork
lead
wood
water
mercury
aluminium
Density
0.25
11.3
0.70
1.00
13.5
2.7
Floats in Water
yes
no
yes
Floats in Mercury
yes
yes
yes
no
yes
Put into words a general rule which connects the density of a substance, the density of
a liquid and whether the substance will float in that liquid. Use the table to help you.
6 Revision Homework
Revise your work on Movement and Forces for the test:1. Read through the topic on Movement and Forces in your class book.
2. List the important words in this topic (at least eight).
3. Write down what these words mean.
4. Use books and CD Roms at home or school to help you understand the work better.
5. Note down any work you do not understand and see a science teacher at lunchtime
before the test.
11
7E + F
Acids, Alkalis and Chemical Reactions
1F
1. What happens in a chemical reaction?
2. How do you know that when lemon juice is added to bicarbonate of soda, there is
a chemical change?
3. Cabbage and flower petals are coloured. Make a collection of 6 coloured
substances from your garden / safe roadside and stick in your book.
1H
Do 1F then:
4. Find out about three useful chemical reactions and one useless reaction.
Write four sentences on each of them.
2F
1. What is an indicator?
2. What can you get an indicator from?
3. Draw in diagrams how you could do this.
2H
1. The process of ‘extraction’ means separating.
How could you ‘extract’ the colour from the red petals of a rose?
2. Dissolving involves making a solution
solute + solvent = solution
Which is the solute and which is the solvent in your experiment?
3. By research find ten important points on indicators for acids and alkalis.
3F
1. Copy this table neatly into your book.
Substance
A
B
C
D
E
pH
1
7
5
14
9
Acid
Neutral
Alkali
Colour
The table shows the pH of five substances:
a) Tick the correct box to show if the substance is an acid, neutral or an alkali.
b) Write the colour of the indicator.
12
3H
Do 3F then:
2. Copy the diagrams and say if the final liquid would be acid, alkali or neutral.
Colour the liquids the correct colour.
a) Which experiment above shows a complete neutralisation?
b) A wasp’s sting is alkaline so why would it be a good idea to treat it with vinegar?
4F
a) How would you test for hydrogen gas?
b) Draw a diagram from your experiments.
c) Draw a safety poster about exploding gases.
4H
1. Acids and metals react. What do they form?
What test can you do to check this?
2. Do all metals react with acids? List some which do and some which don’t.
3. When an acid is added to a carbonate what gas is formed?
4. John carbonate is the brother of Fred carbonate. What have Fred and John got in
common if they were chemicals? Explain why carbonate is like a ‘family name’
for chemicals. Give two examples of real ‘first names’.
5. Fully write up your experiments.
5F
1. Fuels burn. List three fuels which burn.
Draw a flame and label the coloured parts. What part of the air is taken away?
2. Sulphur, carbon and magnesium can be changed into something else with oxygen.
Say what these things are and whether you can see them.
13
5H
1. Complete these:
sulphur + oxygen → …………………………………
…………….. + oxygen → carbon dioxide.
…………….. + ………….. → magnesium oxide.
2. How could you tell if a metal was magnesium or gold by looking at it?
How could you tell by a chemical test?
3. If part of the air joins to a metal when it burns what happens to the Earth’s
atmosphere?
4. When a ‘hydrogen and carbon’ substance burns gases are formed. What are they?
What affect do they have on the atmosphere? Check by research.
6F
1. Air composition is
79% Nitrogen
20% Oxygen
1% Other gases
Record this information a) in a table
b) in a bar graph
6H
1. Which gas in the air is needed for burning?
Describe an experiment with only a boiling tube, a piece of iron and a bowl of
water to show something is taken out of the air when rusting of iron takes place.
(rusting is slow burning)
2. How much of the atmosphere is made up of this gas, see your answer to part 1.
3. Copy and complete these sentences:Magnesium heated in air forms m…………….. o………….. this is called an
o…………..n reaction. Other examples of this are
iron + oxygen → ……….. ………….
copper + oxygen → ………….. ………….
4. By research, find out about coal as a fuel and why gas is more convenient in
modern day uses.
7 Revision Homework
1. Read all notes on acids and oxidation.
2. Make a list of twenty key words and what they mean.
14
7L
Solar System and Space
1. Copy this picture into your book.
a) Label the Moon, Sun and Earth.
b) On the Earth label A) a place at midday
B) a place at midnight
c) a place at dusk
c) Which season is it in the northern hemisphere?
d) Which pole is in continual daylight?
2. Describe what you would notice if the Earth stopped spinning.
1H
1. Describe what would happen to our way of life if the Earth stopped spinning on its
axis.
a) What would you notice in the first 24 hours?
b) How would it affect you?
c) How would it affect our survival in the next year?
d) Would the clocks stop?
2. Describe how we would be affected if the Earth stopped moving around the Sun,
but stayed spinning in one place.
3. Using a diagram to help you, explain why when it is winter in the northern
hemisphere it is summer in the southern hemisphere. Include length of day and
angle of sun rays in your answer.
2F + H
Research a famous astronomer and write about them and one or two planets they were
interested in, in our solar system. Do not choose Earth.
Your work should include:
Who they are, when they lived, their discovery.
Planets size, temperature, distance from the Sun, gravity, moons, what it is made
from, how it differs from Earth and a picture.
15
3F + H
Draw a simple diagram and then use words to:
1. Explain why in 24 hours on Earth it gets light then dark again.
2. Explain how an eclipse happens.
3. Explain why it is colder in the winter.
4. Explain why days are shorter in the winter.
4F
1. What is the main difference between the Earth and the Sun?
2. What kind of reaction gives the Sun its energy?
3. Find the name of two stars other than the Sun.
4. Put these in order of size:
Sun
Moon
Meteorite
Solar System
Galaxy
Earth
5. Draw a picture of the space shuttle. Find out how it gets into orbit.
4H
1. What are the main differences between a star and a planet?
2. What types of energy are produced by a star and how is this energy produced?
3. Name 3 stars, 2 constellations and 2 galaxies.
What is the difference between a star, a constellation and a galaxy?
4. Find out and write about one space exploration mission.
5 Revision Homework
Revise your work on Time and Space for the test:1. Read through the topic on Time and Space in your class book.
2. List the important words in this topic (at least eight).
3. Write down what these words mean.
4. Use books and CD Roms at home or school to help you understand the work better.
5. Note down any work you do not understand and see a science teacher at lunchtime
before the test.
16
7J
Electrical Circuits
1F + H
1. Draw a table with the headings CONDUCTOR and INSULATOR.
Put these words under the correct heading.
plastic, copper, iron, carbon, rubber, glass, nickel, cotton, tin, aluminium.
2. Why is the case of a three-pin plug made of plastic?
3. Give four examples in the home where insulators are used.
4. Define the words insulator and conductor.
2F
1. Copy these diagrams and say if the bulb is ON or OFF.
2H
Do 2F and
2. Say what affect the changes listed below would have on the current flowing round
a circuit with 2 bulbs and 1 battery.
a) Adding an extra bulb.
b) Adding an extra battery.
c) Adding 2 extra bulbs.
d) Removing all the bulbs.
3. Draw a picture to show how you would
a) measure the current in a circuit with 2 batteries and one bulb.
b) what is the unit of current?
3F
Copy out these circuits and complete the sentences.
1.
When bulb A goes out bulb B ………………..
17
2.
When bulb A goes out bulb B ………………..
3.
Which switches need to be pressed to make the buzzer Z come on?....................
4. Which switches need to be pressed to make the light come on?
3H
Do 3F and:
5. Copy out the circuit below and draw on another wire which will short circuit the
bulb.
6. Explain why the bulb goes out when you add your wire.
4F
1.
In this circuit the bulb shines very brightly.
a) Draw a circuit where the bulb is dimmer.
b) Draw a circuit where the bulb is brighter.
c) Draw a circuit with 2 bulbs in parallel.
d) Draw a circuit with 2 bulbs in series.
18
4H
Do 4F then
1. Here is a little puzzle for you. There is no switch and one battery operates the
lights.
a) When 3 is unscrewed 1 and 2 go out.
Draw a circuit diagram to show how they are wired up. Use the symbols you drew
for homework last week.
b) When 3 is unscrewed 1 goes out, 2 stays on.
Draw a circuit diagram showing how they are wired.
c) When 3 is unscrewed 1 goes out, 2 stays on.
Draw a circuit diagram showing how they may be wired.
2. Copy this diagram.
Show where you would put a switch to turn both bulbs off. Label it A.
Show where you would put a switch to turn to only turn the bottom bulb off. Label it
B.
5 Revision Homework
1. Read all your notes.
2. Draw the circuit symbols and learn their meaning.
3. Write down what an electromagnet is and what it is used for.
19
7C + D
Food Chains, Webs and Diversity
1F
1. Why are ducks feet good for swimming?
2. Name two ways which the polar bear is well suited to living in the Arctic.
3. Animals often have useful features to help them survive:
a) Name two advantages of having wings.
b) Name two advantages of having large ears.
1H
Pick three organisms from the following list, draw them or find pictures to cut out and
explain in detail how they are adapted to where they live.
cactus
camel
frog
polar bear
tiger
2F
1. Why do hares have different fur in the winter to the summer? How does this help
them survive?
2. In the desert there are black gerbils and sand coloured gerbils.
a) Which do you think there are most of?
b) Why?
3. a) What does extinct mean?
b) Why did the dinosaurs become extinct?
2H
1. Artic foxes have different features to desert foxes.
a) Name two features which would be different in each.
b) Explain why these different features help them to survive.
2. Albino mice (white) are uncommon in the wild. Why do you think this is?
3. a) What does extinct mean?
b) Why did the dinosaurs become extinct?
3F
1. Draw out three different food chains that could actually exist using the organisms
in the box.
sheep
elephant
beetle
grass
owl
worm
rabbit
human
fox
leaf
wheat
mouse
chicken
2. a)
Grass → Antelope → Lion
In this food chain which organism are you likely to find most of?
b)
Toadflax → Hawkshead → Goldcrest
i) What eats the Hawkshead?
ii) What does the Hawkshead eat?
20
3. Draw out this food web and fill in the missing organisms from the eight suggested
in the box.
rabbit
frog
bird
tree
grain
cow
polar bear
human
4. What is the producer in this food web?
Name 2 consumers in this food web.
3H
This is a seashore food web:
Draw this food web into your books and answer the questions about the web.
a) What is the producer?
b) What does the dog whelk eat?
c) Name 2 predators and their prey.
d) What would happen to the number of mussels if all the starfish died?
e) If the dog whelk died out what would happen
i) to the crab
ii) to the limpets
f) Why will the seabirds survive if all the crabs die?
g) What do the arrows in the food chain represent?
21
4F
Variation
1. Find out what features are inherited in your own family and write them in your
books. e.g. freckles, red hair.
2. The pupils in Science class AZ are very different from each other. This table
shows some of their differences.
Pupil’s
name
Tom
Anne
Joe
Joan
Harry
Angela
Len
Mary
Ian
Jill
John
Diane
Bob
Louise
Stan
Gwen
Janet
Ron
Height
(cm)
153
161
150
151
151
150
153
162
161
161
154
159
154
159
155
151
154
158
Shoe
size
4
5
2
2
5
4
4
6
4
5
7
5
5
5
5
3
4
6
Hair
colour
blond
auburn
brown
brown
blond
black
black
brown
brown
blond
blond
brown
brown
brown
ginger
brown
auburn
black
Eye
colour
grey
blue
blue
green
blue
brown
grey
brown
blue
blue
green
blue
brown
blue
blue
brown
green
brown
Left/right
handed
right
right
right
left
right
right
left
right
left
right
right
right
right
right
left
right
left
right
Freckles/
no freckles
no freckles
freckles
no freckles
freckles
freckles
no freckles
freckles
no freckles
freckles
freckles
no freckles
freckles
freckles
freckles
no freckles
freckles
freckles
no freckles
Answer these questions from the table:
a) What is Len’s height?
b) What is the colour of Joan’s eyes?
c) What colour hair does Ian have?
d) How many pupils have freckles?
4H
Do all of 4F then
3. Describe a) Bob b) Angela
4. Which is the most common hair colour?
5. All these features have been inherited. What is the other cause of variation?
Give two examples.
22
5F
1. Place the following creatures under the correct heading in the table.
tarantula,
hamster,
frog,
worm,
ant,
whale,
pig,
butterfly,
slug,
lobster,
snake,
Vertebrate
lion,
alligator,
Invertebrate
2. Which animals in question 1 are mammals?
3. What features do all mammals have?
5H
1. What are the five vertebrate groups?
2. a) Draw or cut out a picture of an animal for each vertebrate group.
b) Label which group your animal belongs to.
c) Label the features which make the animal belong to that group.
6 Revision Homework
1. Read through your class work notes.
2. Write down the meaning of these words:
Food chain
Habitat
Producer
Predator
Consumer
Prey
Adaption
Camouflage
3. Learn the five vertebrate groups and their features:
Fish,
Amphibians,
Reptiles,
Birds,
Mammals
4. Copy out the parts of the flower and say what each part does.
5. Learn what the plant needs for photosynthesis.
23
dolphin,
snail,
1F + H
Use the words in the box to complete the sentences. (you may use these more than
once).
electrical
movement (kinetic)
sound
chemical
heat
a) An electric hairdryer converts ……………… energy to ..……………. energy.
b) A microphone converts ……………… energy to ……………….. energy.
c) A gas fire converts ………………. energy to ………………. energy.
d) A tennis player converts ……………… energy to …………….. energy.
e) A match converts ……………. energy to …………….. energy.
f) A gas oven converts ……………. energy to ……………. energy.
g) A battery converts ……………… energy to …………….. energy.
h) Now write down 3 examples of your own.
2F + H
State the energy changes for each of these:
24
3F + H
1. Look at these measurements of temperature rise on heating 50ml and 100ml of
water in a beaker with the same Bunsen flame, the same distance from the beaker.
50ml of water
TABLE A
Time in Minutes
0
1
2
3
4
5
100ml of water
Temperature in degrees Celcius
25
35
44
53
60
65
TABLE B
Time in Minutes
0
1
2
3
4
5
Temperature in degrees Celcius
25
30
34
40
44
48
Foundation:
1. Do a bar chart for the table A (50ml of water).
2. Do a bar chart for the table B (100 ml of water).
3. a) Which beaker of water heats faster?
b) Can you suggest why?
Higher:
1. Do an xy scatter graph with time along the bottom axis (the x axis) and temperature
along the side axis (the y axis).
2. Draw a line of best fit by hand. DO NOT just join the points, do a straight line
which is the best fit.
3. Describe the shape of each graph. Use the words slope, gradient or steepness.
4. Now say what the shape of the graph tells you about how fast the water gains
temperature.
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5. The diagram shows where heat escapes from a house by thermal transfer.
i) List the 5 places heat is escaping from the house. (Another word for heat energy
transferring from a higher temperature place to a lower temperature place is
thermal transfer).
ii) For each of the 5 places say what could be done to stop so much thermal transfer.
4F + H
1. A cyclist freewheels from the top of a hill, gathers speed going downhill, applies
his brakes and stops at the bottom.
Describe all the energy changes which take place using a flow diagram.
2. A cyclist cycles uphill. He starts off quickly and slows down until he eventually
stops at the top.
Draw a flow diagram to show the energy changes.
3. Whilst stirring her cup of tea with a metal spoon Naheda burnt her hand. Explain.
4. Her friend Nasrin was using a plastic spoon to stir her tea. Why didn’t Nasrin burn
her finger?
Higher only
5. Why do we insulate our houses with layers of felt with air trapped in it in the roof?
Use the idea of heat transfer from one place to another to explain this.
6. Molecules in a hot gas are more widely spaced than the same number of molecules
in a cold gas.
a) What can you say about the speed of movement of the molecules in a hot gas
compared to a cold gas?
b) Why is one box drawn bigger than the other for the same number of molecules?
c) For the same volume, which gas, the hot or the cold, will weigh the most?
d) Hot air is rising above a lit candle. Why does the hot air rise?
e) What is the difference between a smoke particle and a carbon dioxide molecule in
a candle flame? Do they both move upwards and if so why?
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5F
1. Match these fuels to their uses.
Petrol
Diesel
North Sea Gas
Coal
Cooker
Car
Lorry
Bunsen
Fire
Steam Train
2. Describe how coal is formed.
3. a) What gas is needed for fuels to burn?
b) What two gases are given off when a fuel burns?
c) Use the answers from a) and b) to complete the equation below:
fuel + ……………… → ……………….. ………………. + …………………..
4. Burning fuels can produce pollution.
a) What is pollution?
b) Give one example of the harm it can cause.
5H
Do question 1, 2 and 3 of 5F then question 4 below:
4. Pollution is harmful and can be caused by burning fuels.
Copy and complete the table below:
Polluting Gas
Where it comes from
Actual damage caused to
Earth
Carbon Dioxide
Sulphur Dioxide
Nitrous oxide
6F
a) Find the right words for each picture.
b) Copy the pictures into your book to explain how coal was formed.
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6H
A
Geo-thermal
coal
winds
tides
gas
waves
B
C
1. Write ‘renewable’ or ‘non-renewable’ in column B.
2. Choose from the sentences below for column C.
The Earth will continue to spin and the
Moon will continue to orbit the Earth
for millions of years.
Winds are caused by energy from
the Sun. This will continue for a
few more billion years.
While the Sun shines, the winds will
blow and cause waves.
Radioactive substances inside the
Earth will keep it hot for millions
of years.
It takes millions of years for coal to
form.
It takes millions of years for gas to
for.
Revision Homework
1. Read all your class notes and make a note of all new words, what they mean, and a
sentence in which they are used.
2. Name and draw in detail one device which transfers.
a) electrical energy to light
c) chemical energy to electrical energy
e) kinetic energy to electrical energy
b) sound to electrical energy
d) potential energy to kinetic energy
f) electrical energy to kinetic energy
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