EXPLORING
SCIENCE
INTERNATIONAL 11–14
Course Guide
Inspiring 11–14 science which provides
the perfect transition into Pearson Edexcel
International GCSE (9-1) Sciences
Full Pearson Edexcel
iLowerSecondary
coverage!
EXPLORING
SCIENCE
INTERNATIONAL 11–14
Build the foundation for International GCSEs
Exploring Science International: Our leading 11–14 course – loved by
teachers for its exciting, real-life science – now also offers seamless
progression to Pearson Edexcel International GCSE Sciences.
Real-world science to spark your students’ curiosity and inspire
the next generation of scientists.
FREE interactive Scheme of Work: a flexible online
11–16 planning tool.
Science your students can relate to with stunning
facts, case studies and photographs.
life
l
a
Re ce to
n
scie pire
ins
Provides content for a broad and balanced
11–14 international science curriculum.
Authored by expert subject team
Mark Levesley, Penny Johnson, Sue Kearsey,
and Iain Brand.
International focus
Topics developed with the international learner in mind and
appropriate cultural sensitivity.
The only course to offer full coverage of the Pearson Edexcel
International iLowerSecondary Award.
Content written to B1+ English standard.
Also offers full coverage of the content from the UK National
Curriculum and mapped to Cambridge IGCSE Science.
Transition to International GCSE
Exploring Science International has been developed
specifically to build the skills and knowledge needed to
progress to International GCSE.
Content has been written specifically to support
progression.
Students benefit from a consistent and balanced
science scheme from 11 through to 16.
Students will quickly learn to recognise and respond to
International GCSE-style command words.
Preparing your students
STEM spreads focus on key skills and potential STEM jobs for
the future.
Working Scientifically spreads develop the enquiry, practical
and mathematical skills needed for future progression.
Knowledge retention
Summary sheets.
Word sheets.
Learn more and start your free trial:
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2
Quick quizzes.
3
EXPLORING
SCIENCE
What’s in Exploring Science
International?
Student Books
Choose from student books arranged by
subject (Biology, Chemistry, Physics) or by
Year (7, 8, 9) to suit your school!
The Student Books present inspiring 11–14
science that is packed with fascinating
real-world examples, photos and facts to
encourage all students to connect what they’re
learning to their world. Online versions of
the Student Books - ActiveBooks - are also
available.
More on pages 6–8
INTERNATIONAL 11–14
What’s in Exploring Science
?
International
The digital subscriptions within this programme contain everything teachers and
students need to create a personalised learning experience. With 1000s of teaching
and learning resources to inspire and inform your students, front-of-class ActiveBook
versions of the Student Books, comprehensive planning and assessment tools,
you’ll be saving valuable time whilst bringing together your planning, teaching and
assessment needs across one online service.
Teaching resources
6 front-of-class Student Books
Interactive Scheme of Work
200+ world-class videos and
animations
Differentiated routes
300+ interactive activities
150+ technician notes
650+ PowerPoint
presentations
Workbooks
Our colourful Workbooks contain space to
answer questions from the Student
Books along with additional questions
to consolidate and deepen learning.
They also provide complete coverage
of Pearson Edexcel’s iLowerSecondary
statements.
More on page 9
4
150+ lesson plans
More on page 14
1000+ activity worksheets
More on pages 10–11
Student resources
Progress & Assess
6 Student Book ActiveBooks
End-of-unit tests
800+ auto-marked homework
activities
Online Markbooks
Summary Sheets, Word Sheets
and Quick Quizzes for every unit
Learn more and start your free trial:
www.pearsonglobalschools.com/exploringscienceinternational
Planning
More on page 13
More on page 12
5
EXPLORING
SCIENCE
INTERNATIONAL 11–14
Student Books and ActiveBooks
Inspire budding scientists from the start of Year 7 with Exploring Science Inter national Student Books. Take a closer look...
COMPARING
COMPARING
8Cd
8Cd
GAS
GAS
EXCHANGE
EXCHANGE
Online versions of the
Student Books are available
as ActiveBooks for students
to use at home.
UK NC, iLS,
UKCEE
NC, iLS, CEE
Look4at photo
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a| Through
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b| How can
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tell?
can you tell?
c| If the contents
c| If theofcontents
tubes X and
of tubes
Y areX and Y areFascinating facts
replaced with
replaced
waterwith
containing
water containing
for students to
hydrogen carbonate
hydrogen carbonate
indicator, indicator,
explain what
explain
will happen
what will
as happen
the
as the think about.
girl breathes
girlinbreathes
and out.in and out.
4
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which curriculum your
lesson is mapped to.
tube X
tube X
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To spend To
long
spend
periods
longunderwater,
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humans take
humans
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to breathe.
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breathe. Water-living
mammals,mammals,
however, however,
have adaptations
have adaptations
so they so they
can go forcan
a long
go for
time
a long
without
timebreathing.
without breathing.
For example,
For example,
elephant elephant
seals
seals
have an organ
have an
in their
organbodies
in their
that
bodies
stores
that
blood
stores
that
blood
is fullthat
of oxygen.
is full of oxygen.
Extraordinary photos
encourage students to
connect the things they’re
learning in the classroom
to the real world.
It has long
It been
has long
a dream
beento
a dream
develop
to develop
an artificial
an gill
artifi
for
cial
divers
gill for
to divers
use. This
to use. This
D | InhaledDbreath
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bubbles
breaththrough
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through limewater
in one tube
in and
one tube and
photo shows
photo
what
shows
onewhat
might
one
look
might look
exhaled breath
exhaled
bubbles
breaththrough
bubbleslimewater
through limewater
in the other.
in the other.
like, but itlike,
is not
butaitreality
is not…
a reality
yet. … yet.
Gills
Gills
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use lungsuse
to get
lungs
oxygen
to getand
oxygen
so must
andbreathe
so mustair.
breathe air.
However,However,
some animals
somenever
animals
breathe
neverair
breathe
because
air they
because
can they can
extract oxygen
extractfrom
oxygen
water,
from
often
water,
using
often
gills.
using gills.
F
B | seals
Elephant
can seals
stay underwater
can stay underwater
for 2 hours.
for 2 hours.
A | HydroBOB
A | HydroBOB
underwater
underwater
scooters scootersB | Elephant
Questions
check student
understanding of the
content and develop
skills of application
and analysis.
1
2
Key words are in bold.
A glossary is provided
at the end of the book. C
Not all theNot
oxygen
all theinoxygen
a breath
inof
a breath
air goesofinto
air goes
the blood,
into the
soblood,
exhaled
so exhaled
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do
do air still contains
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air still acontains
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of the
most of the
elephant seals
elephant
have seals
to have to
oxygen
in
oxygen
a
diver’s
in
air
a
diver’s
tank
is
air
lost
tank
in
exhaled
is
lost
in
bubbles.
exhaled
Some
bubbles.
divers,
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help themhelp
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them
a long
go for a long
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though,
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use rebreather
apparatus.
apparatus.
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containshydroxide,
calcium hydroxide,
time without
time
breathing?
without breathing?
which removes
which carbon
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carbonfrom
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theirfrom
exhaled
theirair
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and recirculates
air and recirculates
b| Explainb|
how
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this how this
the remaining
the remaining
air for them
air to
forbreathe.
them to breathe.
adaptationadaptation
works.
works.
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solution
calcium
ofhydroxide
calcium hydroxide
is called limewater.
is called limewater.
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and
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uses aand uses a A solution
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in 30of
minutes.
air in 30Will
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it absorbs
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more
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if Allan uses
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dioxide dissolves
in water to
in form
wateran
toacidic
form an
solution.
acidic solution.
This
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a HydroBOB?
a HydroBOB?
Explain your
Explain yourCarbon dioxide
means that
means
respiration
that respiration
can also be
candetected
also be detected
using an using
indicator.
an indicator.
For
For
reasoning.reasoning.
example,example,
hydrogen
hydrogen
carbonate
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is pink in iswater
pink but
in water
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anddrops.
the pH drops.
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of detecting
way of detecting
respiration
respiration
is to lookis to look
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air
air
for a temperature
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nitrogen nitrogen 78
78
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surroundings.
surroundings.
oxygen oxygen 21
21
16
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carbon dioxide
carbon dioxide
0.04
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4
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the quantities
why the quantities
of each of of
theeach
five of the five
3
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items in table
items
C are
in table
or areC not
are diff
or are
erent
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different between
water vapour
water vapour
variable variable
greater greater
inhaled and
inhaled
exhaled
and
air.exhaled air.
temperature
temperature
variable variable
warmer warmer
48
C
In the gills,Inwater
the gills,
flows
water
overflaows
fineover
network
a fineofnetwork of
feathery strands,
featherywhere
strands,
oxygen
where
diffuses
oxygeninto
diffuses
the into the
blood and blood
carbon
and
dioxide
carbon
diffuses
dioxideout.
diffuses out.
E | gas exchange
E | gas exchange
using gillsusing gills
Plants
Plants
Stomata allow
Stomata
gases
allow
(such
gases
as (such as
oxygen, carbon
oxygen,
dioxide
carbon
and
dioxide and
water vapour)
water
tovapour)
diffuse into
to diffuse
and into and
out of a leaf.
out of a leaf.
For photosynthesis,
For photosynthesis,
plants need
plants
carbon
needdioxide
carbontodioxide
make glucose.
to make glucose.
G | stomata
G |(the
stomata
singular
(theissingular is
Plant cellsPlant
thencells
release
thenenergy
releasefrom
energy
the from
glucose
theusing
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using aerobic
a leaf on a leaf
respiration,
respiration,
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allthe
cells,
time.
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in gases instoma) onstoma)
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× 200)
cation × 200)
and out, land
and out,
plants
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have
plants
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holestiny
in their
holesleaves
in their
called
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stomata.
called stomata.(magnification
5
a| What
a| What substances
do plants need
do plants
for aerobic
need for
respiration?
aerobic respiration?
5 substances
b| How dob|they
How
getdo
these
theysubstances?
get these substances?
6
6 why
Explain
Explain
fish tanks
whyoften
fish tanks
become
often
more
become
acidicmore
withacidic
time. with time.
7
What7 are the
What
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are the similarities
and differences
and diff
between
erencesgas
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in mammals
in mammals
and fish? and fish?
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can …
■
■
■ recall
recall how
to detect
howaerobic
to detect aerobic
respirationrespiration
describe■how
describe
gas exchange
how gas exchange
occurs in diff
occurs
erentinorganisms.
different organisms.
49
Download your free samples at
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6
Clear illustrations to
aid understanding.
48
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F
Water flows
Water flows
in through in through
a fish’s a fish’s
mouth. mouth.
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Clear learning outcomes ensure students
understand their own learning journey.
7
EXPLORING
SCIENCE
Student Book STEM spreads
Workbooks
STEM stands for science, technology, engineering, and mathematics.
We have included STEM spreads within our Student Books (and
ActiveBooks) so your budding scientists can explore STEM-related
concepts from the start of their Secondary science journey!
Capture evidence of your students’ progress in one place with our
Exploring Science International Workbooks.
Real life science to inspire your students
and put learning into context.
These workbooks are designed to be used in class and at home as an
accompaniment to the 11–14 Exploring Science International Student
Books. They offer plenty of structured space for students to record their
answers, plus additional activities to consolidate and stretch learning.
Links made to relevant STEM
careers for the future.
3
WHAT DO
WHAT
ROBOT
DO ROBOT
ENGINEERS
ENGINEERS
DO? DO?
Look3at flow
Look
diagram
at flowC.diagram C.
a| Which parts
a| Which
of a human
parts ofcarry
a human
out tasks
carry1,out
2 and
tasks
3?1, 2 and 3?
b| Suggestb|what
Suggest
a self-driving
what a self-driving
car could use
car to
could
carryuse
outto carry out
tasks 1 andtasks
2. 1 and 2.
Careers
Careers
in robotics
in robotics
A robot isAany
robot
machine
is any that
machine
performs
that performs
complicated
complicated
tasks automatically.
tasks automatically.
Robots areRobots
controlled
are controlled
by
by
computers.
computers.
Many factories
Manyuse
factories
robotsuse
to robots
assemble
to assemble
cars
cars
and otherand
machines.
other machines.
They are also
Theyused
are also
for jobs
usedthat
for jobs that
are too diffi
arecult
tooordiffi
dangerous
cult or dangerous
for humans.
for humans.
SB
The engineers
The engineers
in photo Dinneed
photo
toDunderstand
need to understand
the conditions
the conditions
on Mars soonthey
Mars
can
somake
they can
suremake
the robot
sure the
will robot
work when
will work
it gets
when it gets
there.
there.
1
B | This robot
B | This
is exploring
robot is exploring
Mars. It is Mars.
very It is very
difficult, dangerous
difficult, dangerous
and expensive
and expensive
to send to send
humans tohumans
Mars. to Mars.
2
Suggest
Suggest
tasks robots
two tasks
could
robots
perform:
could perform:
1 two
a | in your home
a | in your home
b | in your b
town.
| in your town.
Suggest
Suggest
parts of
two
theparts
Earth
ofwhere
the Earth
robot
where robot
2 two
explorers should
explorers
be should
used instead
be used
of humans.
instead of humans.
Controlling
Controlling
robots
robots
Self-driving
Self-driving
cars are robots.
cars are
They
robots.
mustThey
be designed
must be designed
to drive totothe
drive
correct
to the correct
1 Sees an1 obstacle
Sees an ahead
obstacle ahead
place without
placebumping
without bumping
into anything.
into anything.
Diagram CDiagram
shows aCflshows
owchart
a flowchart
model formodel
what afor
human
what driver
a human
does
driver
when
does
seeing
when
anseeing
obstacle
anahead.
obstacle ahead.
A self-driving
A self-driving
car needscar
sensors
needstosensors
detect to
what
detect
is around
what is
the
around
car. It the
alsocar. It also
2 Decides2 to
Decides
slow to slow
needs motors
needs
tomotors
controlto
the
control
steering
theand
steering
speed,
and
and
speed,
a computer
and a computer
control control
system tosystem
decide to
what
decide
to do.
what to do.
The sensors
Theand
sensors
motors
and
are
motors
all in circuits
are all in
that
circuits
are controlled
that are controlled
by switches
by switches
and variable
andresistors.
variableThe
resistors.
control
The
system
control
receives
systemelectrical
receives signals
electrical
from
signals from
sensors such
sensors
as cameras.
such as Itcameras.
then switches
It thenon
switches
motorson
ormotors
other devices
or other devices
to controlto
the
control
car. The
theengineers
car. The engineers
who design
who
thedesign
control
the
system
control
have
system have
to think oftoallthink
the possible
of all thetasks
possible
the car
tasks
needs
the car
to do,
needs
andtoprogram
do, and the
program the
computercomputer
to make the
to make
correct
the
response
correct response
each time.each
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sameThe
ideas
same
apply
ideas apply
to designing
to designing
any kind of
any
robot.
kind of robot.
3 Presses3 brake
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pedal
brake pedal
C | a model
C for
| a model
how a for how a
human driver
human
controls
driveracontrols a
car
car
4
■ Which
Which sensor
should
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theshould
robotthe
use?robot use?
■
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How can
How
decide
canifitthe
decide
rockifisthe
therock
rightiscolour?
the right colour?
■
■ the
How will
How
pictures
will thebe
pictures
sent back
be sent
to the
back
scientists
to the scientists
on Earth?on Earth?
understand
• understand
what the patient
what the
wants
patient wants
find the
• patient
find the patient
•
lift the• patient
lift the
safely
patient safely
•
put the
• patient
put the
down
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safely
down
in the
safely
correct
in the
place.
correct place.
independent
fair
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valid
In an experiment
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you need toyou
stop
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independent
i independent
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fair
S
START
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variable. A variable.
test like this
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test produces
test produces
data.
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4 Some students
4 Somerecorded
studentsthe
recorded
time 10the
g of
time
different
10 g of
fuels
different
burned
fuels
andburned
the highest
and the
temperature
highest temperature
reached byreached by
a beaker ofawater
beaker
heated
of water
by each
heated
fuel.
by They
each wrote:
fuel. They wrote:
Fuel C burned
Fuelfor
C burned
six minutes
for six
andminutes
fuel D burned
and fuelfor
D burned
half as for
long,half
andasfuel
long,
D only
and fuel
heated
D only
the heated
water tothe26water
°C to 26 °C
but fuel C heated
but fuelit Ctoheated
71 °C. 10
it tog of
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°C. 10A gburned
of fuelfor
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7 minutes
forand
7 minutes
the water
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63 reached
°C. Fuel 63
B heated
°C. Fuel B heated
the water tothe55water
°C andtoburned
55 °C and
for burned
4 and half
for minutes.
4 and half minutes.
Design a table
Design
to present
a table to
these
present
results.
these results.
2 Complete
2 this
Complete
table for
this
each
table
statement.
for each statement.
Statements
Statements
Work in a Work
groupinand
a group
choose
and
one
choose
of these
onetasks
of these
to tasks to
discuss. Break
discuss.
theBreak
task down
the task
intodown
threeinto
or four
three
parts
or four parts
and suggest
andasuggest
solutionafor
solution
each part.
for each
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part. Summarise
your conclusions
your conclusions
in a reportinora presentation.
report or presentation.
is definitely
is definitely
might be might
might
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is be
definitely
is definitely
correct correct
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wrong
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wrong
a The independent
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variable does
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not does not
change because
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anythingofthe
anything the
experimenter
experimenter
does.
does.
E | RobearEbeing
| Robear
tested
being tested
b The dependent
b The dependent
variable is the
variable
variable
is the variable
the experimenter
the experimenter
measures. measures.
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STEM projects with students.
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8
control
c Describe
c one
Describe
other one
variable
other
that
variable
shouldthat
be controlled
should be in
controlled
this experiment
in this experiment
and what effect
and what
it might
effect
have
it might
if it have if it
were not controlled
were not properly.
controlled properly.
161
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TESTING
TESTING
b One variable
b One
that
variable
shouldthat
be controlled
should be controlled
is the type is
of the
fuel.type
Explain
of fuel.
how
Explain
using how using
different fuels
different
mightfuels
affectmight
the dependent
affect the dependent
variable. variable.
Look4at theLook
list of
atproblems
the list of to
problems
be
to be
solved for asolved
robotfor
Mars
a robot
explorer.
Mars explorer.
Suggest one
Suggest
solution
oneforsolution
each for each
problem. problem.
160
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3 Use words
3 Use
fromwords
the box
from
to the
complete
box tothe
complete
sentences.
the sentences.
You can use
You
thecan
words
use more
the words
than more
once. than once.
ii dependent
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160
INTERNATIONAL 11–14
c The dependent
c The dependent
variable is changed
variable is changed
when the independent
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161
09/04/2019 11:54
09/04/2019 11:54
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56
56
57
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EXPLORING
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EXPLORING
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Penny Johnson, Mark Levesley
In the blink of an eye
Peregrine falcons are the
fastest animals on Earth
and can dive through the
air at speeds of up to 108
m/s (390 km/h). The birds
have transparent additional
eyelids that they use to
protect their eyes from dust
as they dive – a bit like
wearing goggles